International Teaching Assistants in Higher Education in the U.S.A. Rey Ty & Awni Alkarzon 32nd Research-to-Practice Conference in Adult and Higher Education Lindenwood University St. Charles, Missouri 63301 September 20-21, 2013
May 25, 2015
International Teaching Assistants in Higher
Education in the U.S.A.
Rey Ty & Awni Alkarzon32nd Research-to-Practice Conference in Adult
and Higher EducationLindenwood University
St. Charles, Missouri 63301September 20-21, 2013
Abstract1. This paper reviews the
literature on international teaching assistants (ITAs).
2. It begins with a comparison of teaching assistants (TAs) and international teaching assistants in the United States.
3. Next, it identifies both the problems and the roles of ITAs.
4. Subsequently, recommendations are enumerated.
5. The paper concludes with ideas for further research.
Problem1. ITAs lack knowledge
& experience about U.S. educational context
2. No undergrad U.S. experience
Research Questions1. How different are ITAs from
U.S. teaching assistants (TAs)?
2. What are some of the problems with which ITAs deal in both traditional face-to-face classroom setting and in virtual or online distance teaching?
3. What are the duties of ITAs? 4. What are some
recommended responses to the challenges with which ITAs are confronted?
Findings 1. TAs vis-à-vis ITAs
2. Problems: Culture, Language, Delivery
Findings
3. Duties: Instruction, Cultural Considerations, Classroom Dynamic, Instructional Technology, Testing & Grading, Professionalism
Conclusion
• Higher education institutions need to provide them with opportunities to pursue continuing education.
Implications:
Conclusion1. Go beyond description and investigate the
causal relationship between the variables. 2. Study ITAs across different universities. 3. Aside from getting data only from ITAs,
they can also include feedback from the students’ perspectives.
Recommendations for Future Research: