Healthy Living for the Graduate Student – The Basics

Where were you for the last four hours?  Most graduate students will answer, “In the lab” or “sitting at my computer.”  With the focus required for literature review, data analysis, writing manuscripts and bench research, it is unsurprising that our health often drops down the priority list.  Previous posts in this blog have discussed the importance of fun and making time for yourself, but this is a reminder that your physical health is important.  Lack of care for your lab instrument or computer leads to an inability to conduct research.  So too will lack of attention and care for your body and mind.  In this post, I will write some general comments about starting a health routine.  In future weeks, I will follow up with more details of nutrition and fitness requirements.

food bike

So what is important to know?  Nutrition and physical activity are both necessary.  Hate running? Or can’t find the time for that gym class? Go take a 10 minute walk around campus once or twice a day.  Run up and down the stairs in your building a few times. Maybe invest in an exercise ball “chair” or a standing desk for your office.  Try a few things to figure out what will work to give your body a little energy boost a few times a day.  There are numerous studies that show physical activity improves mental stamina and acuity and is, therefore, critical for a graduate student to maintain a steady pace of work.

Now about nutrition.  We all have our quick fixes and our special comfort foods that may not be the best fuel for our bodies.  So it is key to find balance in your food choices.  Eating the same things all the time is not desirable as you may be missing key nutrients, so add variety in fruits and vegetables, in your meal preparations and in your protein and fat sources.  Also, eating sweets and processed foods or quick snacks is ok if those times are occasional and balanced by nutritious, real food the rest of the time.  Consider your food intake as fuel – so will a protein and vegetable stir fry or a greasy pizza produce more focused, sustainable work energy?

It is easy to write about nutrition and exercise routines, but much harder to put this into practice.  Two ideas have helped me to find a sustainable routine.  First, try to prepare ahead of time – prepackage meals and snacks at the beginning of the week so you can just grab a portion each day on your way out the door, like this blogger does.  This requires a little planning on the weekend but makes it easier to make healthy choices during the week when you are busy.  Likewise, plan your exercise times ahead of schedule so you don’t have to think about it during the week.  Book the time and stick to it to make it a habit.  Second, be forgiving as you are starting a new routine.  It takes time to make habits and sometimes you fail with one system before finding another that works.  Keep trying until the habit sticks.

As we start this semester, I encourage you to consider your current nutrition and exercise habits.  How well are they fueling your studies?  Try the USDA Healthy Eating Index to determine the quality of your diet and take a look at the Let’s Move initiative for information about physical activity requirements.  What changes do you want to make?  What changes are reasonable to make this semester? I am eager to hear your plans, so comment below with thoughts and questions!

Your job, found at iJOBS

Whether it is a sad or happy thought, it is true that a PhD or MS program has an end.  So what does one do after?  The number of academic jobs decline each year, and the future state of higher education is very unclear.  So what other opportunities are there for newly minted graduates?

This is exactly the question that a new Rutgers program is addressing.  iJOBS, Interdisciplinary Job Opportunities for Biomedical Scientists, provides opportunities for current graduate students to network with and learn about relevant industries beyond academia.  Implemented with Biomedical Science students, iJOBS is expanding to include students in many other academic fields.   It is a multi-year program for students, with phases of participation.  In Phase I, students participate in career fairs, workshops on skill development and similar events.  Students must accumulate a certain number of participation hours to apply for Phase II which includes more personal training and shadowing opportunities.

Why should you consider it? Because this is an opportunity for you to begin developing skills and contacts that will help you pursue a career beyond a tenure track position, such as science and health policy, business management and data analysis. The workshops alone are worth a look, including resume/cv development, interviewing skills, communicating science to politicians and networking skills.

There are certainly interesting topics for any graduate student, and I encourage everyone to consider participation in the program.  Find more information at http://ijobs.rutgers.edu/

Career Advice For PhDs

Inside Higher Ed Q&A with the author of a new book on career advice for faculty members and grad students.  The article is HERE.

Parents in Grad School: We’re Doing the Best We Can.

When I signed on as a blogger, our fearless leader, Claudia Farber, suggested that I write about the work-life balance, as I am a new mom as well as a grad student at the finish line of a Ph.D. program.  “I’ll blog about the work-life balance as soon as I find one,” I joked.

Well. Half-joked.

I can’t offer advice.  It would be downright fraudulent. Advice should only come from people who know what they’re doing, and I’m winging it. Instead, I offer a handy little list of lessons I’ve learned in my first year as a parent and as a graduate student.

  • We’re all doing the best we can.

When you’re a parent, judgment abounds.   Your parenting style, your appearance (You look great!  You look tired!), your schedule, your work – everyone from grocery checkout clerks to your pediatrician will weigh in on your life choices.  And it’s a bit redundant because no one is judging you more harshly than you probably are on all these fronts.  At least, I know that’s the case for me, and all the ink that’s been spilled on imposter syndrome tells me I’m not alone here.  Parents in grad school, especially new parents, have a lot to handle and not enough time in which to do it.  So something, somewhere, has to give.  Here’s the good news.  Parenthood also brings a remarkable sense of clarity, so it’s pretty obvious what relationships, habits, etc., need to go.  Sometimes, in fact, they’re self-selecting.

  • I do not have time for this.

This sentence pretty much runs on repeat in my head throughout the day. Grad school and parenthood are each colossal black holes for free time.  Membership in either of these institutions comes with enough stress to turn your hair as grey as a two-term president’s, and the combination of the two means that you will probably have less time for friends than you used to.  If you’ve got deadlines, girls’ night out is going to have to slide.  If you’ve got a newborn, you can bet the farm that you’re not making it to that 35th birthday party, and if you do, you’ll be home in time for the local news.  Which you’ll miss because you’ll collapse in a heap at the foot of the bed instead.  That babies and grad school mean considerably less time for socializing is patently obvious to you, but you will find yourself occasionally having to explain and defend your priorities to a few folks.  If you find that, “I’m doing the best I can” isn’t good enough, you know whose number you can delete.  Anyone who can be jealous of a baby or a conference paper is going to demand more time than you can give.  It’s not their fault.  Your life is completely foreign to them – which you’re not allowed to say because it sounds sanctimonious and condescending – but it’s not your fault either.  As Ben Folds sang, it just happens sometimes.  And you don’t have time for it.

  • You can do it all.  You just can’t do it all at once.

I call my system “parenting triage”.  While the baby is napping, you have an opportunity to do the things that you’ve let slide.  (By the way, let me offer one small nugget of truth here. The advice that new parents invariably receive – especially moms – to sleep when the baby sleeps is nice in theory but not necessarily workable.  When else will you shower?  Eat lunch?  Read?  Put out the fires that we used to call housework?  And – do I dare dream? – work on the diss?)  But here’s the thing.  You can’t do all of them. You can’t even do most of them.  So you prioritize.

First come the basic bodily functions.  Sleeping, eating, visiting the bathroom that has now become something of a sanctuary in your house because it’s the only place that’s quiet – all of these things usually come at the top of the list.  These are closely followed by basic hygiene.  Normally this isn’t negotiable either, but the fact is that you can leave your house without having showered.  You can’t really go on with the rest of your day, much less take care of a child, if you are a sleep-deprived, starving shadow of a human being.  The third-level priorities then include writing, taking care of household chores, catching up on e-mails, and the like.

Now here’s the thing.  And this is the absolutely critical point.  You can do one, and sometimes you can do two, but you cannot do all of them.  If you want to nap, you are likely going to do it at the expense of a shower.  You can eat and then write, but you cannot eat, shower and then write.  Your priorities will shift depending on how long you’ve let one or more of them slide. And it’s okay.  You’ll get there.  Just do the best you can.  Hating yourself because you’re not as productive as you’d like to be is going to make you less likely to meet your deadlines and less likely to enjoy your time with your kids, not more.

  • Having no time means having no time to waste.

Credit for this quote, which I’m paraphrasing, goes to Laura Bennett, Project Runway’s most famous parent.  It’s completely true.  You might not have much time anymore, but when you do, you don’t waste it.  The parenting triage principle translates smoothly to writing.  It’s just about cutting the fat.  What do I absolutely have to do first?  Solidify the argument, address any gaps in the research, track down the only text that ever described the one London garden gate that is the lynchpin for my chapter on the architectural orders.  Now, what is negotiable?  That excursus on the semiotics of classical architecture is interesting but rather beyond the scope of the chapter.  And I don’t have time for it…at least, not today.  Just as you can leave your house without washed hair but not without, say, pants and a reasonable blood sugar level, your draft can go to your adviser without the paragraph in which you take on Habermas just for fun.  But it can’t go without a clear argument and explanation of your contribution to the field. 

Look, parenting in grad school is hard.  So is being a working parent of any walk of life. That’s why a modicum of compassion for others and for yourself is crucial to survival.  Your friend with the new baby couldn’t pick up the phone after you got dumped?  Be disappointed, but be compassionate.  She’s doing the best she can.  Your friends are subjecting you to insulting conversations about your parenting choices?  Stand up for yourself, and end it if you have to, but don’t judge them. They’re doing the best they can.  Not everybody has to accept your life choices, even if they’re the right ones.  Beating yourself up because you can’t spend the day at the park with your daughter?  (Oh, the guilt.  The guilt that comes with being a parent is a mighty thing indeed.)  It’s temporary. It’ll pass.  So lay off yourself.  You’re doing the best you can.

Opportunity for Grad Students: NSF Data Science Workshop

August 5-7, 2015, University of Washington, Seattle campus

The National Science Foundation (NSF) is sponsoring a workshop to convene 100 graduate students from diverse domains of science and engineering and data scientists from industry and academia to discuss and collaborate on Big Data / Data Science challenges. Graduate students are invited to apply for participation by submitting by June 22, 2015 a white paper (no more than three pages in length) that describes a Big Data / Data Science challenge faced by their scientific or engineering discipline or an idea for a new tool or method addressing a Big Data / Data Science problem. Travel support is available.
Read more

New York Academy of Science Opportunities

Graduate students and postdocs in NY area:  Consider becoming an Academy mentor at Dept. of Youth and Community Development summer camps during July, teaching food and nutrition science. Mentors who complete 24 hours of teaching and training will receive an Academy Mentor Teaching Credential, as well as a $1,000 stipend.

Start planning ahead: From Scientist to CSO: Experiencing the Scientific Method as your Guide to Career Success takes place October 27 – December 5 at the Academy.

Sacrifices

In the past month, two of my three closest friends from high school have either gotten married or placed a down payment on a house. Two weeks ago at the wedding, the single one, whose house is still currently in the process of being built, showed me pictures of the structure and mentioned how real it felt as they began to put the windows into place. Being stuck in grad school while close friends make these huge commitments is less than ideal to say the least. As their future gets clearer, they pose questions about the cloudiness of mine and as I’ve posted on the blog before, my aspirations of going into academia don’t necessarily impress my trio of friends: The Dentist, The Surgeon, and The Homeowner.

Seeing their lives progress while much of mine has remained at a stand still somewhat made me question my chosen path. These interactions combined with the barrage of academia job applications I’ve sent out without much any response hasn’t been positive reinforcement that this is going to be my career.  Even if I thought industry was a good fit for me, I haven’t had any sort of formal experience since my internship in 2009 and wouldn’t really know where to begin to make the switch. Most of my professional experiences the last 4 years have been so focused on teaching, I’ve been honing skills that I’m not sure how valuable they would be in an industry setting. Sure, my public speaking is much better, and I’d argue I can communicate science better than most of my peers, but even students from my department who have much more impactful research and leadership experiences than I do have struggled finding a job.

About a month ago, I set a deadline of June 1st as when I’d start looking for positions in industry,  just to see what was out there and if I could find a position that would work for me.  That was Monday.  However last week, the instructor for the summer course I’m TAing for had a conflict and needed me to cover her lecture.  I’ve given talks at conferences and departmental seminars, but this would be the largest crowd I’ve ever spoken to probably outside of my high school graduation.  It was an introductory lecture, Biological Molecules, teaching the building blocks of proteins, carbohydrates, lipids, and nucleic acids, something I had no problem teaching but given this was my first time, I had this odd feeling of nervous excitement, similar to Christmas morning as a child, heading into the lecture. 2 hours later…okay, you caught me, I let them out early. 1.5 hours later, I felt inspired and confident that that all the sacrifices I’ve made to be here have been worth it, and that the wedding and the house are still in my future and I’ll get to them.  First comes the hard part, finding someone to let me teach.

Wake up Call for Workaholics

Recently, my fellow blog writers have talked about ways to stay motivated, keep a sense of humor, how to better manage time and even how to manage depression.  Almost all of us have mentioned taking some time to yourself.  I was struck that we have to specifically call out taking time for enjoyment.  We each have our own goals in life – earn lots of money, obtain influence, help others, enjoy the world.  But on each path, an individual will feel unsatisfied if he/she is not committed to, and happy with, the chosen use of his/her time.  For example, if I am interested in helping others, I may feel extremely dissatisfied with spending all of my time alone staring at a computer screen or 96-well plate.

While I am certainly committed to and happy with my choice to pursue a PhD and what follows, I also am committed to having a rich family life and community and challenging myself both physically and intellectually.  Yet, with one-mindedness I pursue my research and teaching activities, leaving out the other parts that I want in my life.  Is this sacrifice temporary and necessary for the degree or am I pursuing my degree in a way that is harmful to my life goal?  This article about graduate student workaholics tells me it is the latter.

In this article, the author describes a university environment that encourages students to work ALL THE TIME.  When we are not in the lab or classroom, we are glued to our computers grading, reading, writing, analyzing data, etc.  While we are all in a rush to make the most of our time, we are burning ourselves out.  There should not be guilt associated with having a nice dinner with family or drinks with friends. Rather, taking that time will provide stress relief, happiness and will inspire productivity and creativity.

So, I am sharing this article as a wake up to all those who may be closet workaholics.  I certainly wouldn’t have called myself that before reading it. However, I have certainly taken work with me on vacations, cancelled personal appointments to finish work and worked in the evenings and outside of office hours.  These workaholic behaviors are listed in The Artist’s Way at Work which is referenced in the above article.  The realization that I need to set up  boundaries to fit in all that is important to me in life is empowering.  I encourage you to make a list of things that are important to you and prioritize them, not just your graduate work.  Because the work will still be there for you in the morning.

-workaholic in recovery

Dr. Jekyll v Ms. Hyde – The truth about picking an adviser

The truth is picking your adviser is one of the most important decisions you will make in your graduate career and also one of the least informed.  While you may spend hours deliberating topics and personalities, it is unlikely you will make your decision with a full picture of who that person is or what your research with them will be like.  It’s a gamble.  Your assessment of that person and their lab may be entirely accurate or incomplete when you choose to work with him/her.

If you are entering a program that doesn’t automatically pair you with your advisor (like many at Rutgers, including Nutritional Sciences), you are tasked speed-meeting the potential mentors.  You may narrow down your choices and spend a little time in 2 or 3 different labs.  Then you have the monumental task of choosing the person who will be your mentor for the next 4-7 years.  So how do you choose?  What should you consider?

Brandon wrote a post  in the fall about his choice of adviser and provided great advice on picking “someone you are comfortable becoming yourself.”  I can personally relate to this comment, seeing now how I have learned habits and behaviors from my own adviser.  In addition to picking a mentor who you admire, here are a few other reasons you may select an adviser:

  • The lab is Amazing! – Possibly the lab has all of the equipment that you have dreamed of.  Or the people who work in the lab are your soon-to-be best friends.  Consider that you will spend a lot of time in the physical lab and working with the people.  Pick a place you feel comfortable.
  • The schedule is Amazing! – Maybe you are trying to figure out the 4-hour graduate work week.  If so, you probably don’t want an adviser who expects you at your desk or in the lab 8am – 5pm every day.  If you hate trying to communicate via email and want to see your adviser everyday, picking one who travels a lot may not be the best option.  Pick someone whose work style aligns with your own.
  • The research project is Amazing! – You may have your heart set on studying earthworms.  If so, definitely find the adviser who will nurture your passion and combine it with his/her own.  Remember, research projects always go in unexpected directions.  So if the initial project isn’t exactly what you want, you may later be able to incorporate the things that interest you.
  • The funding is Amazing! – It’s a tough market for graduate students.  If your primary objective is a study support stream, go towards the gold.  Even if this adviser doesn’t have his/her own funding, he/she may be your biggest ally in securing funding through fellowship, grant or teaching assistanceship.  Make sure they are invested in supporting you.
  • My CV will be Amazing! – This adviser may not be your cheerleader, may not be around much, may not be super interested in your project.  However, he/she knows how to get you publications, books, presentations, fellowships, etc.  He/she will drive you to your full potential as a graduate student.

As I consider my experience and other newer students’ experiences choosing an adviser, I realize that you have to gamble.  Decide what is important to you first so you are collecting relevant information.  Within your program, ask the advanced students more details about your options.  Ask your program directors for advice.  Make the most informed roll of the dice that you can.

What other factors did you consider in picking an adviser?  Was your gamble a good one?  Please share your stories on this subject!

The Waiting Game

I’m also looking for academic positions and there is so much truth in Rebecca’s post from a couple weeks ago, that I highly recommend reading it.  I also wanted to speak a little bit about my experience, specifically in relation to the interviews.

In addition to making (small) steps towards graduating and enjoying the NBA playoffs, this past month I’ve had two different types of interview experiences and wanted to shed some light into what to expect. Disclaimer, I’ve only focused on applying to positions that focus on teaching, specifically at smaller PUI schools and community colleges.

Phone Interview

I’ve had two phone interviews which were very different from one another, both in the types of questions and tone. However, count on several different people being there, usually at least 3-4 different faculty members, with the interview being led by the department chair.  For one of the positions, it was a tenure-track position and questions were much more direct and specific, such as “Please provide some ideas on how you would use research as a learning tool” with the committee looking to gain insight into my expectations with working with undergraduates.  The other phone interview was for an instructor position and felt more like a conversation as opposed to an interview. Here, I was asked more broad questions like “How did you first become interested in chemistry?”  Like I mentioned, I’ve focused on positions with primarily teaching responsibilities, so I did not get asked any questions about my research and would imagine this would be different for research oriented positions.  I was somewhat surprised by this, but I can say that having seen faculty hired through our department here at Rutgers, final candidates were asked to come and give a short talk about their research, so it’s possible this was the next step in the interview process.

In-person Interview

A couple of weeks ago, I was invited to an “Adjunct Invitational” at a local community college. I’ve spoken to some other colleagues about what this experience would be like, but it seems like most community colleges do this process slightly differently. About 4 weeks ago, a representative from Human Resources contacted me about selecting a time slot for their Adjunct Invitational giving me options of 2 hour-long slots.  When I arrived at the college, there was a large waiting area with tables surrounding the waiting area in a large circle, similar to a Career or Involvement Fair. At each table was a different academic department, and when your name was called an HR representative would come and escort you to your “interview” with your respective department.  I use interview loosely here as it was more of an informal conversation asking about my teaching experiences and philosophy only lasting between 10-15 minutes for myself in both circumstances.  I interviewed with two departments and spoke with 2 and 3 faculty respectively,  so despite signing up for an hour long slot, I was only there for about a half hour, but that could change depending on how many candidates are interviewing for your position.  Some of the other people in the waiting area spent more time waiting to be interviewed than the actual interview.

While I haven’t heard back from either yet, getting these “reps” and practice for these positions was really important helping calm my nerves a little bit, so the only thing I will add to Rebecca’s post is that not getting an offer is STILL progress. Good luck to anyone else on the job hunt!

A few things I wish someone had told me before I went to my first conference

As conference season approaches, I always have mixed feelings about going. I feel like I’m going to be missing a lot of work time and giving a big presentation can definitely be daunting. Honestly, however, attending conferences and presenting my work have been some of the most important factors in shaping my research.  After chatting with other conference goers and getting feedback on my talk, I came back from a conference last fall with an entirely new game plan for tackling my next research phase. There’s a couple of great previous posts on why to attend conferences and how to get the most out of going to conferences. Here’s my two cents on some things I wish someone had told me before I went to my first conference:

  1. There’s going to be A LOT of talks and posters to see: choose wisely, make a schedule. One of the first things you should do is open up the abstract booklet with the conference schedule (or download the online version). Make notes of which talks/posters to see and have a schedule for where to be and when.
  2. Go to some talks outside of your expertise. Find something that genuinely piques your interest. You never know where you might find inspiration or what you might learn from seeing how work is done outside of your personal research bubble.
  3. Bring business cards. Check out Rutgers Visual Identity website for a downloadable template for designing business cards. I got 250 cards printed at Kinko’s for cheap and they look good.
  4. Have an elevator speech ready for explaining your research. One of the most common ice breakers when you meet people is, “So what do you do?” Be ready to concisely explain what you do and why it’s important at the level of an educated person who has no idea what you’re talking about. Don’t use jargon. Make it quick; up to 30 seconds is fine and if they want to know more, they’ll ask.
  5. Dress nicely. Talk with people who’ve attended the conference before and ask about recommended attire. If in doubt, it doesn’t hurt to directly email the conference organizers. Always air on the side of dressing up than dressing down. You want to make a good impression – you’re probably presenting yourself and your work to almost everyone in your field.
  6. Make a summary of your conference experience. After you return home, go through the notes you took during talks and type them up. Reference the papers you meant to look up. Organize the business cards you got and follow-up with people you said you’d contact. Talk to your adviser about your experience and compare notes with any other fellow students who attended too.
  7. Try to see the city a little bit. You’re there to go to a conference, but why not plan ahead to see some sites while you’re there during break times? There’s typically group dinners organized at local restaurants, like for a school’s alumni or hosted by a sponsor company – check with your adviser on which ones they recommend you seek out. Maybe you could even extend the trip through the next weekend and do some touring!

The Job Search. Gulp.

Of late the job search within academia has been popularly compared to the Hunger Games.  It would be funny if it weren’t actually true.

Having worked for two years between my completing my Master’s degree and entering the Ph.D. program in art history, I’ve had the benefit of going through this ringer before.  While I have no idea if my experience was typical, it was definitely a trial, and I suspect that writing about it can only help anyone else going through this phase of graduate school.  Either you’ll relate, or you’ll enjoy a bit of schadenfreude.  Without further ado, What I Learned About the Job Search:

1. Don’t take it personally.  If you didn’t get the job, or even an interview, it sure feels like the hiring committee has weighed you, measured you and found you wanting. But having been on the other side of the hiring process too, I think I can say with some certainty that nobody was sitting with their feet up on a conference table, throwing darts at a copy of your CV tacked to the wall and joking that you must have been mad to apply in the first place.  I have been in the room when hiring decisions were made, and no one cackled like a Bond villain over rejected résumés.  A rejection letter often has nothing to do with you.  In my field of art history, for instance, perhaps a museum’s upcoming exhibition schedule dovetailed beautifully with another applicant’s thesis on Rembrandt.  It didn’t mean other applicants couldn’t do the job.  So it’s not you. You’re lovely.  And qualified.

2. It could take awhile.  After my M.A. program, I spent about six months sending my CV to anyone who would take it, applying for anything remotely within the realm of possibility.  In all, I sent out 52 applications and got two interviews and one offer.  A few months later, I was chatting with a senior member of the museum staff at an office happy hour, comparing war stories.  After his Ph.D., he’d sent out 125 cover letters.  Maybe you’ll find something immediately, but be prepared for a marathon, not a sprint.

3. It’s not the end of the world.  It just feels like it. Every day I made a point of checking the same sites and searching the same fields – and then trying new ones just in case they yielded anything.  Most days, it came to nothing, and it was so very easy to be glum.  But chin up.  Sometimes things get worse before they get better – it’s a cliché, but it’s a cliché for a reason.

4.  Network.  Eat something.  Network.  Coffee break.  Network.  Then network some more.  I have to admit, I’m not so great at this, since networking in academia can entail attending conferences, which in turn entail registration fees and travel expenses. While they may not amount to a fortune, a small pile of coins can be a fortune in grad school.  But things like alumni associations can be useful as well, along with social media such as academia.edu or LinkedIn.  And not all functions are pricey – be on the lookout for things you can afford to do.

I’m no expert, and for all the advice I’m dishing out, I will probably let the job search get to me every now and then.  It’s hard out there for a prof, especially if you have to take a series of adjunct jobs to string together a meager income.  (It happens.  A lot. When even fashion magazines are talking about this, you know it’s officially a thing.) But armed with the knowledge that hiring decisions, while not always in my favor, are often the result of a perfect storm of events having little or nothing to do with me, maybe I’ll have fewer sleepless nights.

What advice do you have for people entering the job search?

Teaching Assistants: Teachers in Training

Serving as a graduate Teaching Assistant or “TA” provides graduate students with opportunities to experience and learn what it is like to teach. The role of the TA often depends on her/his subject matter expertise for the course. Whether serving as a professor’s assistant or primary teaching support, teaching class part-time, or as the primary teacher for a course, a graduate student TA experiences firsthand the joys and challenges of teaching. Serving as a TA is often the first real teaching experience for those aspiring to become a faculty member. Although TA’s usually have experience performing research, writing, and working with colleagues both faculty and graduate students alike, they often lack real teaching experience. Serving as a TA helps them understand the important difference of being in front of the classroom and sitting within it.

TA’s are compensated. TA’s receive a significant stipend plus payment of their tuition and fees. In return, TA’s work 20 hours per week. TA’s usually have some background in the course or courses for which they serve as a TA. TA’s often have taken the course or related courses for which they serve as a TA. In return, TA’s often have office or lab hours in which they work with students. TA’s help grade exams and papers subject to the professor’s judgment. Also, TA’s may lead exam review sessions. Most importantly, professors often assign TA’s to work one-on-one with students having difficulty with the course.

All of the TA’s roles and responsibilities not only assist the professor, help students learn the course’s content, and build a sense of classroom community but also provide the TA with valuable training. How well a TA benefits from this training is directly related to how well s/he teaches when s/he becomes a professor. This training enables a TA to better communicate her/his expertise to her/his students when s/he becomes a faculty member. Serving as a TA is integral to a TA’s success when s/he becomes a professor because the experience will enable her/him to teach more effectively and enhance students’ learning.