A Graduate Teaching Assistantship (GTA) is commonly offered to graduate students in exchange for a financial stipend. Early in your graduate program, the likelihood of having a GTA is fairly high. In most cases this is because you have not become an official research lab member to obtain a Graduate Research Assistantship (pretty much get paid just to do your research studies).
I was a chemistry GTA during both my MS and PhD studies. I had a great experience teaching undergrad lab courses, getting to know new students every semester, and inspiring the next-generation of scientists and STEM professionals. I do not think many grad students enjoy the grading assignments, exam proctoring, or email overload from students.
In this post, I will discuss some frequently asked questions (FAQs) about my experience as a GTA during my graduate school tenure.
“Everyone who remembers [their] own education remember teachers, not methods and techniques. The teacher is the heart of the education system.”
– Sidney Hook
1) How did you find your GTA position?
In the chemistry department, I did not have to search for a GTA position. Both my MS and PhD studies had a GTA position associated with my acceptance contract that included the tuition waiver, employment restrictions (no more than 20hr/wk), and stipend value. I taught many different chemistry lab courses during my time in graduate school, but the course was varied each semester.
2) Did you have previous teaching experience or were you trained?
I did not have any formal teaching experience prior to my GTA position. My senior year at UNC Chapel Hill I was a Lecture Assistant for an entry level chemistry course. It was a 350+ person class and the professor was new to the department; therefore, a few seniors were selected to be “helpers”.
Before I started by GTA positions in graduate school, the university and department had numerous training sessions to ensure that all of the GTAs were fairly grading the students, teaching the appropriate content that aligned with the course lecture, and safety protocols. Additionally, the university provided training to ensure we were properly handling confidential student information.
3) What are the major advantages of a GTA?
One major advantage is the financial support. I received a tuition waiver and a stipend for fulfilling my GTA responsibilities. This significantly aided me in keeping my student loans to a minimum. Additionally, the GTA gave me an opportunity to hone my communication skills that I still utilize to this day in my senior-level industry position.
4) How do you balance the GTA duties with your other grad school responsibilities?
I will admit – grad students are busy and it is a lot to balance. First and foremost, you are enrolled to do research and GET YOUR DEGREE! This means when it is time to do your thesis or dissertation research, you must get it done. There are peer-reviewed journal articles to read, publication drafts to write, group meeting presentations to prepare, and experiments to complete. This all must get completed.
Not only is there research, there is also any of your personal homework if you are enrolled in any courses. The first few years of my PhD studies I had at least 1 class per semester with homework assigned from that class. So I was not only a GTA, but also a student.
I always tried my best to keep my priorities in alignment during my GTA position. The work can pile up so you have to stay on top of it. My motto was always “work smart, not hard“. If you are interested in reading about my year of finding balance, check out this post.
5) What advice would you give to a new GTA?
Be confident! If your department has chosen you to have a GTA position it is because you deserve it. Be patient! Everyone does not learn the same way or at the same rate. Be flexible! In the chemistry lab very little goes exactly as planned. Always be open to learning new things – even as the expert in the room.
Dr. Crystal K. Waters 
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