Handbook for Teaching Assistants in Psychology

b. The undergraduate program in Psychology

TAs are assigned to both on-campus (undergraduate and graduate) and online  (CEL) courses.

To understand the background preparation that undergraduate students require for the course that you are TAing, you may review the requirements for enrolment which will include any of the following: prerequisite, antirequisite, corequisite, or target audience (e.g., Honours Psychology only). See the course description section of the Undergraduate Studies Academic Calendar for details.

Your role is not that of an academic advisor. Please refer questions regarding the Psychology program and degree requirements to the appropriate academic advisors.

Back to top

2. Administrative details

a. Description of Duties of Teaching Assistants (TAs)

TAs in the Department of Psychology are required to carry out duties specified by the instructor(s) in a particular course. For example:

• proctoring,
• marking,
• tutoring,
• laboratory supervision,
• attend TA meetings,
• occasional lecturing,
• etc.

Graduate students will receive an official offer of a TA in writing, on a term-by-term basis, usually 2 to 3 weeks prior to the start of term. The offer indicates the course number, the instructor, and the TA level (i.e. a Full TA or Half TA).

Hours per week for a TA:

• A full TA position requires an average of 10 hours per week over the term.
• A half TA position requires an average of 5 hours per week over the term.
• The estimated number of hours per week includes preparation time that would normally be required to carry out the assigned TA duties.

TAs are responsible for contacting instructors immediately following receipt of TA notification.

Length of time commitment for the TA position:

• TA duties officially begin the first day of lectures, but occasionally will begin earlier depending on the structure of the course.
• The TA contract provides salary until the end of the full 4-month term.
• TA duties continue until the final marks for the course are submitted. Note that due dates for submitting grades vary by course (consult with the instructor).
• TAs are expected to remain in the department throughout the final examination period to assist as proctors for final exams (own course if applicable and at least one other). See Important Dates  for the start and end dates for final exams.  

Extra Duties Required of TAs:

You will be required to provide support for 3 hours per term [e.g., one 3-hour (or one 2.5-hour) assignment or two 1.5-hour assignments] for an event/activity unrelated to your specific TA e.g.,

• proctoring a midterm test or final exam in a course other than your regular TA,
• assisting at an event for undergraduate students e.g., the Undergraduate Honours Thesis Orientation (PSYCH 499).

The extra assignments might be morning, afternoon, or evening Monday through Saturday.

Detailed records of these extra assignments are kept so that the work load is balanced and assignments are fairly distributed.

If you are called upon for one of these extra tasks and you are not available, it is your responsibility to find a replacement and to notify the Program Manager

b. Eligibility for financial support

Funding and awards:

• information for future students
• information for current students.

Back to top

c. Restrictions

i. Major external scholarship/award holders

Some scholarships/awards place restrictions on the number of TA assignments a student may accept. If you have a scholarship/award, be sure that your TA assignments are allowed by the granting agency.

ii. Maximum allowable hours

The Ontario Ministry of Colleges and Universities stipulates that full-time graduate students must not engage in work for more than 10 hours per week, taken as an average over the term, for the period they are registered as a full-time graduate student.

The 10 hour maximum does not normally include Research Assistantships which are related to thesis work, etc. However, the maximum does include your TA duties.

Back to top

d. Complications

i.Foreign students

Student Authorization: A Student Authorization is a document giving permission to an international student to study at a Canadian educational institution. The Student Authorization must be applied for and obtained from a Canadian government representative outside Canada, with the exception of students from the USA, Greenland, or St. Pierre and Miquelon (who may apply for a Student Authorization at a Canadian port of entry).

Requirements for a Student Authorization

To obtain a student authorization you need:

• A valid passport.
• Evidence of acceptance at University of Waterloo.
• Evidence of adequate funds.
• A letter from your sponsor.
• A letter of reference.
• Medical Clearance.

Where to get a Student Authorization

Once you have your documents you can apply for "Student Authorization" from the nearest Canadian embassy or consulate. If your country does not have a Canadian representative you can obtain one at the British embassy.

Visa and Student Authorization

A visa is not the same as a Student Authorization. A visa is a sticker placed in a passport by the Canadian Immigration officials at a Canadian consulate or embassy abroad. A Student Authorization is issued or endorsed at the Canadian port of entry.

Term and Conditions

At the port of entry, Canadian Immigration officials will enter the "Terms and Conditions" on the Student Authorization. Generally, these will specify that the student:

• Must not accept employment without authorization from Employment Canada.
• Must be in attendance at a Canadian university while in Canada, pursuant to immigration regulations.
• Must enrol only in a specified course of study.

When you are in Canada, if you wish to change the terms and conditions of your Student Authorization you may do so by obtaining an application mail-in kit available at the International Student Office.

Employment Authorization

Students receiving TA and/or RA positions must have both a Student Authorization and a valid employment authorization prior to commencing work.

A Student Authorization is a document giving permission to an international student to study at a Canadian educational institution

Graduate students may take a job related to their field of study, but only on the university campus. The application mail-in kits for employment authorization are available at the International Student Office.

ii. When the course instructor is also your Advisor

This situation has the advantage that you are familiar with your Advisor's style and with the course material. As well, you are likely accustomed to working together and your Advisor is likely to be flexible regarding work arrangements because she/he has a vested interest in your performance as a graduate student.

On the other hand, there are disadvantages. If your Instructor/ Advisor asks you to perform extra duties or gives you short notice about 'special' tasks that he/she would 'appreciate' you performing, it is very hard to say no. When the instructor is your Advisor your job can be inappropriately combined with your academic apprenticeship. If such problems arise, and you find it difficult to discuss this directly with the Instructor/ Advisor, please consult with the Associate Chair for Graduate Studies, or the Department Chair.

iii. Conflicts surrounding TA duties

Please discuss with the instructor any academic obligations that you have that might interfere with your TA Duties.

If your TA duties require substantially more than 10 hours/week or involve activities that are outside the scope of responsibilities that were discussed at the beginning of the course, talk with the instructor.

If you are still not satisfied, discuss the issue with the Associate Chair for Graduate Studies. If the Associate Chair cannot resolve the problem then the Department Chair should be consulted. Generally, such problems are satisfactorily resolved in an informal way, but if a problem remains unresolved, a formal dispute resolution can be undertaken. Procedures for formal dispute resolution and appeals are available from the Administrative Coordinator for Graduate Studies.

Back to top

e. TA course preferences

Generally, graduate students who have been promised financial assistance in their original offer of acceptance and are in compliance with eligibility criteria are eligible to receive TAs.

Most graduate students receive TAs in the Fall and Winter terms, with a smaller number of students receiving fractional TAs in the Spring term. All assignments are the responsibility of the Program Manager.

Once per year (usually late June), graduate students who are eligible to receive TAs will be sent by email a list of the undergraduate and graduate courses that require TA support Fall, Winter, and Spring terms as well as a ranking list for TA preferences for each term. Please indicate your TA preferences by term, ranked from one to eight. Your background must be appropriate for each preference. We recommend that you gain broad experience by TAing different courses.

It is possible that your TA preferences or status as a graduate student (e.g., changing to part-time from full-time status, being away on an internship, etc.) may change during the year.  If this occurs, please advise the Program manager promptly.

Any problems with your TA assignment (e.g., questions about the suitability of the TA or conflicts that prevent you from accepting a specific TA) should be reported immediately to the Program Manager. Acceptance or refusal of offers must be signed and returned to her by the prescribed due date noted on the TA offer. The department will try to accommodate your preferences, but this is not always possible e.g., you may be asked to TA one of your least preferred choices. 

The department tries to accommodate your preferences and the needs of the courses being offered. In rare situations, you may be asked to TA a course that you do not prefer, but are nevertheless qualified to TA because of your background.  This situation does not arise frequently, but when it does occur it is because of a shortage of students qualified to TA a particular course or because of heavy TA demands in some large courses.

Occasionally a graduate student asks to postpone a TA assignment because of extenuating circumstances and/or pressing research work. The department will try to accommodate such a request, but only after consultation with the student and the supervisor. 

If a student declines a TA assignment because he is unwilling to accept a particular TA assignment for which he/she is qualified, there is no guarantee that the TA can be reinstated in a subsequent term.

Back to top

f. Getting paid

TAs and RAs are paid in four equal monthly installments over the term, normally on the last Friday of every month.

Employees can view their pay advice online through Workday. Follow the instructions to authenticate your password. If, after you have authenticated your password, there is no payroll information available, contact the Program Manager immediately to ensure that all the necessary paperwork has been processed.

In order to be paid for a TA and/or RA, you must 'sign up' for the monthly payroll system through Workday.

Back to top

3. Types of teaching assistantships in Psychology

A great many TAs are assigned to traditional courses such as Introductory Psychology, Social Psychology, Cognitive Psychology, etc., but there are a number of more specialized, less traditional TAs available as noted below.

Back to top

a. Undergraduate courses

In addition to the many undergraduate classes requiring TA support, the following courses require unique skills:

i. PSYCH 292 - Basic Data Analysis

Normally 5 TAs are assigned to PSYCH 292, each of whom has responsibility for approximately 20-25 students.

The PSYCH 292 TA is a fairly demanding position and usually not held by first year graduate students. If you enjoy statistics, do well in the graduate level statistics courses, and have an interest in eventually teaching quantitative courses, this can be a very rewarding TA. Past TAs for PSYCH 292 have enjoyed the experience, and a substantial number of them request this TA for a second time!

Currently the duties for each PSYCH 292 TA include:

• give tutorial sessions once a week (using SPSS software),
• mark assignments,
• help the other TAs and the course instructor mark midterm tests and the final exam,
• hold office hours weekly,
• meet once per week with the other TAs and the course instructor to discuss the content of tutorials and any concerns and/or problems the TAs may have concerning course material or individual students,
• proctor one of the two midterm tests as well as the final exam.

ii. Psychology 391 - Advanced Data Analysis

The 110+ students in Psychology 391 are divided into 5 sections, and each section has its own TA. Each week the TA conducts a one-hour tutorial, maintains one-hour of office help, and participates with the other TAs and the instructor in grading assignments, exams and course organizational meetings. (The coursework of Psychology 630 and 632, both graduate level courses, provides preparation for assisting in 391.) Assisting in this course provides an opportunity to practice, with supervision, classroom and individual teaching, and to enhance one's knowledge of experimental design and statistics.

iii. Research courses

Research courses (PSYCH 39x courses) are largely content-specific research courses. These courses are intended to allow senior undergraduate students an opportunity to combine material from content courses with methods and analytic procedures learned in statistics and research design courses. The experience of such courses is intended to enable students to plan, conduct, and evaluate research in specific areas of Psychology. Courses typically involve small classes of 20 students or less. As a TA you will likely get to know the individual students more intimately than you might in larger lecture courses. There is a large lab component to these courses and you will likely be responsible for organizing, or assisting in organizing, some class projects as well as advising individual student projects and/or proposals. Such courses generally require TAs who are senior graduate students specializing in the general area covered by the course as well. A significant feature of research courses is that the TAs usually obtain experience in advising students in carrying out empirical research. A TA for such a course may be called upon to suggest options for students developing research projects, give advice regarding data collection and analysis, provide guidance on ethics of research, and provide comments on final research reports.

iv. Centre for Extended Learning

Centre for Extended Learning TAs have somewhat different tasks than some of the campus courses and include marking and some communication with students. The majority of students enrolled in online learning courses are mature, often working full time and learn from a distance, therefore their approach to learning can be quite different from a full-time on-campus student. Grading occurs at specific times within the term and requires a quick turn-around of marked assignments. Centre for Extended Learning works with the course coordinator to ensure prompt delivery and return of assignments.

Back to top

b. Graduate courses

In addition to the several graduate classes requiring TA support, the following courses require unique skills:

i. Psychology 717/718 - Psychological Assessment I & II

The TAs for Psychology 717/718 must be advanced graduate students in the Clinical Division who have expertise in clinical report writing and cognitive assessment. Assignment is often co-ordinated with instructors.

ii. Clinic

TAs in the Clinic, associated with Psychology 717/718, must be advanced graduate students in the Clinical Division who have expertise in personality assessment. Assignment is co-ordinated with Director.

iii. Statistics (630, 632, 800, 801)

Specific statistical analytical skills and completion of graduate stats courses are requirements for this TA.

Back to top

4. TA skills

a. Contact with students

Depending on the course, you may find yourself consulting with students in either group or individual sessions. In our department, a few courses feature regular tutorial sessions that are led by the TA; however, for the bulk of the courses, contact with students is mostly through office hours.

Office hours provide students with the opportunity to receive individual attention. During these sessions students characteristically inquire about, or discuss, assignments and tests for which they are preparing, or seek clarification about work that has already been marked. 

Tutorial sessions usually involve teaching and answering questions about the course readings, lectures, or assignments. For example, a TA might provide further teaching about a topic introduced in class, answer questions about assignments, or go over the answers to exams or assignments. A TA is not normally expected to introduce new material, unless a prior arrangement has been made with the instructor.

Back to top

b. Relating to students

Experience suggests the following guidelines are useful:

Be prepared

To ensure that contact with students is enjoyable for you and useful for students. This means that before the course begins, you should familiarize yourself with the course material, including course outline, course requirements, textbooks, readings and lecture notes, assignments and exams. If the course material concerns your own research interests, you should know the sequence in which topics will be taught and the depth to which they will be taught. Knowing the sequence in which topics will be introduced into the course enables you to assist students with material that has already been covered, without confusing them. Try to think back to when you first learned the material, and remember the kinds of difficulties you encountered - you may find you have some useful tips and shortcuts to share with students.

If the course to which you have been assigned is not in your research area, try to read all course material before classes begin. (Make sure the Instructor is aware that you are not thoroughly familiar with the subject material to ensure that(s) he has reasonable expectations of you.) At the very least read the course outline in detail and skim the chapter headings in all texts and readings. This will make it easier for you to know where to look up information to answer students' questions. In addition, read the assignments and exams carefully, ask the instructor for answer keys, and make sure you prepare yourself for potential questions.

Be receptive and responsive

A professional, friendly manner on your part is more likely to encourage students to come to you to have their concerns addressed. Treat students with respect - this does not mean you need to be overly friendly and constantly available, but it does mean that you should be available at arranged times, listen carefully, and attempt to answer students' questions in a professional way. 

Don't be condescending, arrogant or sarcastic in your interactions with students. If an interaction with a student is uncomfortable, either for you or the student, for any reason, end the meeting promptly and politely and refer the student to the instructor. Make sure that the instructor knows that you referred the student to him/her and the reasons for the referral. As well, be careful with humour when dealing with students because humour is often easily misunderstood. 

Encourage students to take initiative in learning

It is tempting simply to answer students' questions when they indicate they do not understand a particular point. However, as a teacher, you should, where possible, try to get students to articulate the problems and encourage them to come up with answers on their own.

Back to top

c. Some teaching tips

1. Remember the "Golden Rule of Teaching": Teach others as you would want yourself to be taught.
2. Try to make your lectures interesting.
3. For the sake of students in the back row, try to make your handwriting clear and large enough. Be as complete as possible.  Don't write in half sentences.
4. Be enthusiastic about teaching and the material. If you really enjoy it, chances are good that the students will too.
5. Make sure you have tested equipment ahead of time. It is embarrassing to have the unwanted surprise of not knowing what you are doing in the middle of a presentation.
6. Listen to the students. They will tell you what you are doing well and what you are doing poorly.
7. Watch for confused looks, and check with these students for the source of their confusion. Encourage students to ask questions, but ask that they raise their hand to get your attention. Whether or not you believe a question is worth your consideration, treat it as if it were a worthwhile question.
8. Appearance is important. Although your appearance can be casual and informal, bear in mind that some clothing, for example T-shirts with slogans, may be offensive and should be avoided.
9. Pay particular attention to voice modulation - monotones or indistinct voices are difficult to listen to.  Don't talk to the chalkboard.

Back to top

d. Fielding questions

Although you can never expect to answer every question you are asked, you should be able to answer questions that are fundamental to your course. Again, the most important thing to remember when dealing with students is to treat them with respect. Try to get to know them by asking them their name and then remind them of yours. Don't approach them with remarks such as, "what's your problem?” as this can be taken the wrong way.

Chances are the most common questions you will be asked are "What do I do next?" and "What's wrong with this?" Both questions are tricky to answer without giving too much or too little away. It takes a lot of practice to be able to provide useful and enlightening hints. Some good methods are:

1. If course notes are available for your course, remind students to read the material.
2. Ask the students to explain their reasoning. This enables you to discover what problems they are having so you can point them in a more productive direction - this approach also will indicate how much of the necessary background information they have read.

3. Ask the student to explain what(s) he thinks the problem is. If(s) he doesn't really understand, try to work through some specific examples whenever possible.

4. Some first year students are not aware of how to use their textbooks as resource materials. If they don't understand something basic, assist them to look it up in the text.

Back to top

e. Helping students

i. Helping with academic problems

Sometimes the best way to learn how to become an effective TA is to listen to the students. They will be very honest with you and will give you signs as to what they like and don't like. Although different TAs will have different styles, it is equally true that different students like different things. Try to keep in mind which students like which style and try to modify your behaviour accordingly. Refer students who have problems with note taking, essay writing or study skills to the Counseling Services Center located in Needles Hall. Although it is not your job as a TA to teach these skills, you may often be able to offer useful suggestions that relate specifically to the course.

ii. Helping with personal problems

If students trust and respect you, they may pour out their feelings about the other TAs, the instructor, and other students. Treat this as confidential information and deal with it in a professional manner. Often students turn to TAs or the instructor for help, believing that graduate students or faculty in the Psychology department may have the kind of insight that can help them. Whether or not that belief is true, it is clear that students taking Psychology classes often believe that it is true.  Because of this, TAs and faculty must have a greater responsibility than those in other disciplines to be aware of what to do if a student asks for help with personal problems. If you encounter a student who seems depressed, very lonely, or appears to be having personal problems, you might suggest a visit to the Counseling Services Center in Needles Hall to discuss his or her difficulties in confidence. The subject of referral itself can be broached by a comment such as "you know, lots of students I know have that same problem; in fact, there's a group that's been formed at...to deal with this issue - which you might find helpful. Here's the telephone number." Don't try to be a counsellor. You may be able to avoid this role to a great extent, if, as a general rule, you keep your door open while advising students because this approach usually discourages students from becoming overly personal. Students may need to consider dropping a course either before or after the formal "drop/add" date due to specific personal circumstances. TAs should be aware of this procedure, in general, but should suggest students contact Ana Carvalho, for details.  Any concerns you have regarding these situations can be discussed with Ana Carvalho who is well trained and knowledgeable about University of Waterloo policies and procedures.

Back to top

f. Safety training and responsibilities

It is the department's responsibility to ensure that graduate students receive adequate information about safety, regardless of whether or not they are employed as TAs and/or RAs. TAs should be aware that they, as well as the Instructors, can be held liable for problems that arise from failure to enforce safety regulations. Applicable University of Waterloo Policies are included in TA orientation packages and from Janice da Silva.

Fiona McAlister is the department Safety Officer and can assist with any questions you may have.  In general, all TAs should know how to handle an emergency. Learn the location of the Health and Safety Office on campus and become familiar with the location and operation of the fire extinguishers and the nearest telephone. In emergencies, when telephones and elevator telephones are not available - use fire alarms. In case of fire, pull the fire alarm and vacate the building immediately. If a fire alarm sounds during a class or tutorial, instruct students to leave the building immediately in an orderly fashion and to remain outside the building until instructed to return by the Building Evacuation Coordinator who is responsible for relaying information between the Fire Department and University of Waterloo Police and occupants of the building. (Fire Wardens can be recognized by their red hats; the Building Evacuation Coordinator can be recognized by his/her white hat.)

Please be aware that it is the responsibility of Fire Wardens to record the names of persons who refuse to leave the building; refusal to leave the building during evacuation is an offense under the Fire Marshall's Act of the Province of Ontario and charges can be laid.

Back to top

5. Office hours

a. Effective office hours

Most TA positions involve spending an average of one to two hours a week in a consulting capacity for students in the course. It is a good idea to plan your office hours and post them. You may find it useful to begin and end on the hour; that way you are accessible to students who may have classes on the half-hour. In other instances it may better suit the students to have extended hours at specific times such as when an assignment is due or just prior to exams. It is beneficial for all TAs, both for online and on-campus courses, to inform staff in PAS 3017 of their posted office hours as well as any subsequent changes to Office Hours during the term, so that our staff can assist with student inquiries.

1. The first rule of office hours is be there! Because the times of your office hours will not be convenient for all students, often they will want to see you outside these times. It is wise to get into the habit of making appointments with students to cover these "special" circumstances, rather than answering questions any time students come past your office. This also serves as a gentle reminder that TAs are not "on call" at all times.

2. Your function as a TA during office hours is not to be a quick source of answers, rather you should be prepared to provide direction in completing assignments, to provide tutorial/instructional support for exam preparation, and to provide feedback on marking.

3. It is not your responsibility to re-teach the course or teach topics that the student has missed in class, nor is it your responsibility to provide lecture notes for students who miss classes. However, this does not mean you should refuse to answer general questions that are related to the lecture or tutorial component of the course. 

TAs whose offices are located on the second floor restricted access area should avoid attempting to hold office hours in their office for security reasons and because student traffic is often disruptive to researchers housed in the second floor. It is possible to schedule Office Hours by booking a small departmental meeting room or by contacting Janice da Silva who can arrange a suitable office for meeting with students.

Back to top

b. How to determine the problem

1. Encourage the student to ask clear, specific questions. "I don't understand anything." or "I don't know where to start." do not qualify. Establish the reason for the visit. Encourage students to write down their questions. Often students come with poorly formulated questions; trying to understand the nature of the questions can be time-consuming. Apart from reducing the time spent, students may answer their own questions in the process of formulating the question. If time is short, you can write the answer to their questions (or the reference for finding the answer) and post it on your door.
2. Find out what the student has done on the assignment. If the student is on the right track, a key question from you can be enlightening and point out the right direction. If the approach is headed down a dead-end trail, again a few key questions can be quite useful. Some student may ask you to check over lecture notes or study notes. This is time-consuming, so encourage them to team up with another class member who can just as easily perform this function. Often students who approach you for reassurance do not know other people in the course; it may be worth your time to ask students at the end of a lecture or tutorial to volunteer as possible "study partners". This approach can be especially useful to mature students who may be hesitant to approach other (younger) students in the class.

3. If you do not know the answer to a question, be prepared to say you don't know, and use the opportunity to outline to the students the plan of attack you would use. Your method and style of thinking can be as useful as an answer. If you remain stumped, you may be able to suggest useful references to look up. Another approach is to suggest that the student come back after you have had time to obtain more background information.

4. Often students quite genuinely do not understand the marking scheme used in a test or assignment or essay. Be prepared to explain clearly the marking scheme.

Back to top

c. Sharing the load with your TA partner(s)

In most cases there will be more than one TA assigned to a course. For the most part, the overall workload is designed to be equal, but occasionally one TA may feel that(s) he is doing a disproportionate amount of work. In this situation, it is advisable to discuss the matter with the instructor. Ideally the best way to avoid this problem is to discuss the workload in the course with the instructor and your TA partner(s) at the beginning of the term, or at the moment you identify a problem.

Back to top

6. Tutorials

On the first day, your most important duty is to make yourself known to the students. In the first tutorial introduce yourself and have your name written on the chalkboard or overhead and explain to the students what your function is at the tutorial. When you begin the first tutorial, explain to the students what is expected of them and why the tutorial is important (how does it supplement the lectures, etc.). If there are special requirements regarding the tutorial, announce these. Outline what will be taught and how the grades will be assigned. 

Preparation is the most necessary requirement for successful tutorials.  Make sure equipment is available in the room and is in working order. Know what has been included in the lectures - this may mean that you attend lectures, or speak regularly with the Instructor or review his/her lecture notes. For each tutorial, make an outline of the material you intend to cover; a detailed outline can also serve as a handout for students. An overhead can be useful because you can write on the overhead and still maintain eye contact with your students. Encourage questions. For questions you are not able to answer immediately, ask the student to jot down the question for you and get back to the student later. If one particular student is taking up an inordinate amount of time, suggest(s) he make an appointment with you. Ask a friend (or the instructor) to attend a tutorial to give you feedback about your presentation. You may also want to ask to review the notes of a student in the tutorial to evaluate whether you were successful in conveying the information you wanted to get across.

Back to top

7. Marking

Assignments are the major source of feedback for both the instructor and the students. The TA who marks assignments is a vital link between the two. The student is provided with information about how well s/he has assimilated course material and used the correct terminology to express certain concepts. To the instructor, the assignments indicate how well the course material has been communicated to the students. Being more intimately acquainted with the work of the students, the marker is the one to communicate any progress, problems, or difficulties to both the instructor and the students.

a. Contact with the Instructor

Your responsibilities as a TA are determined by many factors including the subject of the course, its size, its level and the approach of the instructor. The instructor is responsible for deciding what to teach and for choosing the methods of evaluation, as well as for determining your duties. Most instructors will have already decided on the role of the TA. However, it is important that you and the instructor discuss this role to ensure that you have a mutual understanding of your responsibilities and the time they require at the start of the term. 

Your first meeting with the instructor is a step in the development of a cooperative relationship. Open and honest communication will benefit both you and the instructor, and students will likely benefit from your ability to represent and articulate their needs to the instructor. In your first meeting, you and the instructor should discuss the following issues:

• Course structure. Review the course outline. Try to get a sense of the approach to the subject.
• Determine with the instructor, your specific responsibilities. Find out exactly what tasks you will be performing.

• Determine how you will receive feedback from the instructor on your performance and progress.

• Determine if the amount of time you have been assigned to perform duties is reasonable. Discuss matters such as preparation time, the length and type of assignments you will have to mark, and the type of feedback you are expected to provide. If you foresee problems, this is the time to discuss them.

During your initial meeting with your instructor, you should work out the details about how absences (e.g. illness or emergencies) should be handled/reported. Please remember that it is essential for TAs to be present at assigned tutorials and during posted office hours, so whenever possible inform appropriate people promptly of your absences - remember, students depend on you! (You should also note that the University Graduate Calendar stipulates that periods of absence exceeding four weeks in any one term, must be approved).

Back to top

b. Establishing marking guidelines with the Instructor

Most interactions with the instructor will concern procedures for evaluating student's work. Go over the assignments or exams with the instructor to ensure that you both have a similar understanding of what is expected of the students. Discuss the following issues:

• Who is responsible for maintaining detailed, accurate and secure records of marks?

• Ask the instructor for detailed guidelines or an answer key before you begin marking assignments or exams.

• Does the instructor have preferences regarding the relative weight of questions, or the total value of the assignment?

• When must you complete your marking?

• Another philosophical matter to consider: are you subtracting marks for mistakes, or adding marks earned for material presented? A subtle difference, perhaps, but it may be that the instructor has a preference - be sure to check.

• Determine whether extensions are acceptable and under what circumstances.

• Are there penalties for late submission of term work, and, if so, how are these determined and applied?

• Will the instructor spot check your work or review it in some fashion?

• Who arranges for alternate exams if a student misses an exam?

• How do you deal with cases in which you are uncertain about assessing a piece of work?

• You may mark reports or other assignments whose contents can range from the suspicious to the flagrant. If you believe that you have enough evidence to support an allegation of plagiarism, how should you handle the situation? Use University of Waterloo Policy 71 as a guide.

If you are a novice TA, acquaint yourself with the marking conventions at University of Waterloo, which may be quite different from what you are used to. Averages are reported in all faculties as percentages. Average calculation values are used for calculating overall averages for students with letter grades on their records. The following conversion scale applies for courses taken prior to Fall 2001:

Assigned letter grades	Average calculation values
A+	95
A	89
A-	83
B+	78
B	75
B-	72
C+	68
C	65
C-	62
D+	58
D	55
D-	52
F+	46
F	38
F-	32