Trends and Issues in Higher Education:

International Teaching Assistants in Higher Education in the U.S.A.

Rey Ty and Awni Alkarzon

Abstract. This paper reviews the literature on international teaching assistants

(TAs). It begins with a comparison of teaching assistants and international

teaching assistants (ITAs) in the United States. Next, it identifies both the

problems and the roles of ITAs. Subsequently, recommendations are enumerated.

The paper concludes with ideas for further research.

Introduction

Background. Since at least the 1970s, there has been an increase in the number

of foreign students at U.S. universities. The presence of international graduate students

has a significant impact the U.S. higher education institutions (Finder, 2005). They seek

work as teaching assistants and receive their education at U.S. universities. U.S. higher

education institutions hire international training assistants, because there is a shortage of

qualified U.S. teaching assistants (Smith, et. al., 1992). However, the TA position

requires a preparation that qualifies international graduate students to carry their

responsibilities adequately, because ITAs arrive at the U.S. as ineffective instructors and

unprepared for their teaching responsibilities (Gravois, 2005; Finder, 2005; Williams,

1992; and Bailey, et. al., 1984).

Research Problem. ITAs are passing through pedagogical and cultural issues.

The process of being a TA can be difficult for international students, as they are

confronted with the new educational environment and emergent teaching challenges, as

they adjust to the U.S. educational system. Most ITAs in the U.S. did not have the

undergraduate experience in U.S. colleges and universities (Luo, Belows, & Grady,

2000). Hence, they lack the knowledge and experience of context and their teaching

assignment and duties.

Research Questions. The research questions of this paper are the following: One,

how different are ITAs from U.S. teaching assistants (TAs)? Two, 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? Three, what are the duties of ITAs? Four, what are

some recommended responses to the challenges with which ITAs are confronted?

Objectives of the Research. The objectives of this research are the following: To

compare and contrast TAs and ITAs; To identify the problems of ITAs; to discuss the

duties of ITAs; to identify and discuss the problems with which ITAs are confronted; to

identity the duties of ITAs; and, to suggest some recommendations to ITAs so that they

can effectively perform their teaching duties in the higher education context in the U.S.A.

Significance. This paper is significant, because it empowers ITAs to overcome

different challenges in their attempts to be successful teachers in new cultural and

educational settings. Learning lessons from this paper, ITAs will be able to take more

responsibility for their continuing education and help them share experiences and

encourage them to feel more comfortable in their class.

Literature Review. This paper is a critical essay which reviews practice in higher

education as documented in the current literature. The link between current research on

and actual practice of ITAs will be provided. Specifically, literature about (1) the

functions of teaching assistants in general, which affect ITAs as well, (2) classroom and

distance education delivery considerations, and (3) cultural considerations will be used. A

case study of the ways in which a university in the Midwest deals with the issues

confronting ITAs through the years will be presented.

Research Methods. As a critical essay, this paper addresses the duties of ITAs

and their learning of new knowledge, skills, and attitudes so that they can be effective

instructors in higher education in the United States. Teaching assistants’ training and

development (TATD) is a specific component of faculty development (FD), of which the

training and development of ITAs is a sub-component.

Findings

International Teaching Assistants

Both ITAs and U.S. TAs perceived significant classroom management problems

but each of the two types of TAs also had unique problems. In general, teaching

assistants (TAs) play three main roles, these are: post-graduate student, instructor, and

faculty-student liaison. ITAs in particular are non-U.S. citizens or legal permanent

residents in the United States who are completing their master’s or doctoral degree,

assisting regular faculty members as TAs (Plakans, 1997). ITAs play an important role in

most U.S. higher education institution. Without their work, U.S. colleges and universities

will face difficulties in achieving their educational goals (Pica, Barnes, and Finger, 1990).

They teach university courses or assist professors, faculty members or course directors in

grading students’ quizzes, tests and homework; supervising laboratory sessions;

proctoring tests; and leading discussion sessions. The teaching assistance task for various

international students is a demanding one. First, the TAs must create a balance between

being the teacher and expert in the course content. Second, they must alternate between

being a learner and a student, while working with and under professors (Bailey, 1983; Jia

& Bergerson, 2008). Third, TAs play the role of faculty-student liaison. TAs convey to

the professor the students’ feedback. This creates an atmosphere of understanding

between students and course director. In short, the TA facilitates the learning process and

helps the professor to administer the course to students.

Problems with which International Teaching Assistants are Confronted

ITAs have to learn what U.S.TAs take for granted. In contrast to U.S. TAs, ITAs

are confronted with two main problems, namely (1) the lack of experience in the U.S.

educational system and (2) cultural differences. As the ITAs arrive in the U.S. without an

adequate experience about the educational system, the institutions should provide them

with adequate training programs about rules, regulations, and educational technology

tools in order to make them successful assistants or instructors.

Cultural Differences. Most ITAs come from countries where they belong to one

culture but they find that diversity dominates the U.S. classroom. As the United States is

a multi-ethnic nation and multiculturalism dominates the U.S. classroom, ITAs must“plan

their lessons in such a way as to intellectually and emotionally connect with, and respect

all their students from all backgrounds” (Hutchinson, 2005, p. 73). Instructors need to

learn about educational settings such as classrooms and instructional technology

(Morrison, 1997). “The issue of diversity also features the management of diverse

students’ learning needs. An understanding of these issues is necessary in order to ease

the transitional process for international teachers” (Hutchison, 2005, p. 73). Primary

dimensions of diversity include gender, age, ethnicity, sexual orientation, physical

qualities and abilities and color. Secondary dimensions of diversity include work

experience, marital status, educational background, geographic location, income,

religious background, and family attitudes. ITAs also need to deal with students as

adults, encourage students’ participation, be positive towards their behaviors, and make

effective presentations in formal classes. In fact, ITAs are passing through pedagogical

and cultural issues.

Language and Delivery Considerations. Teaching in a foreign country using

another language is challenging. Without recognizing the cultural aspects of the U.S.

classrooms, ITAs will not be able to realize the nature of their roles within the

educational system in the U.S.A. (Bailey, 1983). The dissimilarities in culture and

language can make the interaction between the U.S. students and the ITAs “complicated

and sometimes problematic” (Bailey, et al., 1984, p. 3). Thus, to protect themselves as

ITAs, they need to give handouts or use PowerPoint in order to present the content of the

lecture. Some programs explicitly require “PowerPoint use in presentations or teaching

demonstrations because it is expected to be used in the classroom, provides structure for

the students’ presentations, or simply because students like to use it” (Crumley, 2010,

p.414).

ITAs Duties and Responsibilities

Instructional Plan. In some countries, a course syllabus is not required. But in

the U.S., ITAs must prepare a syllabus which serves as a contract between the ITAs and

their students. Because of environmental consciousness, many syllabi are now posted

online. In their syllabus, ITAs must include their ground rules as well as the

departmental and university policies. In addition to knowledge of conventional

pedagogical practices, ITAs must understand university and departmental standards,

regulations, and norms (Trebing, 2007). Students expect ITAs to explain the course

content in a systematic, simple and clear way. Some students “complain that their

professors are cheating them by spending more time consulting and publishing than

teaching or preparing for classes” (Levy & Rakovsky, 2006, p.737). On the first day of

class, ITAs should introduce themselves, tell their students their names and what they

prefer to be called in the classroom, and present their credentials. They need to present

their credentials to students on the first day of class. ITAs are expected to tell their

students why they are TAs and whether they are M.A. or Ph.D. students. This

communicates the message of professional relationship between the ITAs and their

students. ITAs must know that students with special needs are in every school and every

classroom in the United States (Morrison, 1997, p.166), for which reason TAs will need

to know about laws that define terms and give special rights to students (Morrison, 1997,

p. 167). Students of disability should be given special treatment and it should be

confidential.

Cultural Considerations. Having a good command of English language is not

enough for ITAs, to be successful in their jobs. There are slang terms and phrases that

they might hear from students. If the ITA has consultation hours, s/he should keep the

office door open especially if they are not talking about anything confidential. ITAs can

ask their students to come in pairs during office hours. This is to avoid any sexual

harassment charges, which are prohibited by federal law. ITAs need to know that sexual

harassment is not allowed in college or any employment setting.

Clothing is a symbol which helps in defining the ITAs’ culture (Eckert, 1989).

Clothing and appearance are the most outwardly visual aspects of identity development

(Hebdige, 2002). ITAs gain “hybrid identity practices” by combining, in their clothes,

features of U.S. culture into their international cultural aspects. “ITAs who successfully

adjust to the United States university system communicate effectively in the classroom

and understand the cultural characteristics of their students, will increase the quality of

the educational opportunities, experiences and the outcomes that undergraduates receive”

(Fox and Gay,1994, p.21).

Classroom Dynamic. Based on their own cultures, ITAs may consider some

students’ behaviors as impolite, while these behaviors are acceptable in the U.S. A. In

some countries, asking questions and challenging the professor are unacceptable behavior

but in the U.S. these behaviors are valued. U.S. students do not usually show formal signs

of respect for the teacher, such as standing up when the teacher enters the classroom.

Many U.S. students are accustomed to calling instructors by their first names. In some

countries, you must call the instructor Professor, Dr., and Sir.

In some countries, students are expected to memorize what the teacher lectures. In

answering their exam questions, students must spew back out the instructor’s lectures

(Freire, 1970). But in the U.S., students can challenge authors and ideas, because they are

taught to think critically. Discussions are good in small classes.

Diversity is a fact of life in the U.S. classroom. “The issue of diversity also

features the management of diverse students’ learning needs. An understanding of these

issues is necessary in order to ease the transitional process for international teachers”

(Hutchson, 2005, p. 73). ITAs need to recognize primary dimensions of diversity

(gender, age, ethnicity, sexual orientation, physical qualities and abilities, and color) and

secondary dimensions of diversity (work experience, marital status, educational

background, geographic location, income, religious background, and family attitudes).

ITAs must know student names which show that they care about their students.

They need to deal with students as adults, encourage students’ participation, and be

positive towards their behaviors. ITAs need to tell their students if they have questions

that they can ask them in class, office, or by e-mail.

Instructional Technology: In the U.S.A., more and more higher education

institutions are using new technology tools in order to enhance access to educational

opportunities that were not present prior to the Internet. ITAs need to be familiar with

distance education, as it represents the current trend in higher education. Distance

education can include several emerging technologies (Burdet, et al., 2007), including

among others, blogs, wikis, podcasts and Google docs. ITAs must know virtual

classroom, basic computer skills such as MS Word, PowerPoint, opening and saving

files, and how to use the electronic (or e-) blackboard. Online teaching and learning can

be either synchronous (happening at the same time) or asynchronous (the opposite).

Testing and Grading. ITAs must not give special treatment to one or few

students. If extra credits are offered, they must be accessible to all students. In some

countries, students are happy even when the grade are low, as long as they pass. For

example, in France, students are happy when they get 12 out of 20. In India, students are

happy when they get 60 out of 100. In the U.S., the expectations are different. ITAs need

to tell your students what to study to get an A.

ITAs must be aware of the definition, meaning and purpose of academic

dishonesty, because it helps them in complying with the U.S. education system.

Academic dishonesty is an intended performance as students use fabricated information

or unauthorized sources in an academic production (Gehring & Pavela, 1994). Academic

dishonesty also refers to "[f]orms of cheating and plagiarism that involved students

giving or receiving unauthorized assistance in an academic exercise or receiving credit

for work that is not their own" (Kibler, 1993, p. 253). In other countries, students copy

and paste ideas or information without referencing them. In the U.S., this act constitutes

academic dishonesty. ITAs must discuss with their students the risks of committing

academic dishonesty at the beginning of the semester.

Professionalism. While it is preferable to be loved than feared (Machiavelli,

2012), ITAs need to keep their relationships with their students on a professional basis at

all times in order that they can provide fair testing and grading. This makes the ITA more

of an authority and less of a friend to his or her students. Students expect to see their

grades by the end of the succeeding two class meetings. The ITAs’ grading policy must

be clear from the very first day. In some countries, the longer your paper, the higher your

grade. In the U.S., when the professors say ten pages, they mean ten pages. Some

professors will not read papers which are longer than the required number of pages. In

some countries, when students write papers, eighty percent is useless background

information. In the U.S., students have to follow certain guidelines, format, and rubric.

Recommendations

ITAs need to be aware of language difficulties cultural differences, rules and

regulations, and basic and new educational technology tools in order to develop and

manage a comfortable classroom atmosphere by learning about one another and

developing a cross-cultural, teacher-student relationship. Acceptance and patience are

significant to the TA-student relationship. ITAs need to avoid cultural

miscommunication, have positive attitudes, remove misunderstandings and communicate

honestly with their students. With these issues in mind, ITAs need to consider the

following in order to be effective verbal communicators and pave the way for students to

understand the lessons and course content: 1) to know your students’ names and

background, 2) to communicate with friendliness and respect with students, 3) to improve

spoken English, 4) to control the rate and volume of speech by speaking slowly and

enough volume, 5) to make eye contact when talking with students, 6) to smile, 7) to be

confident when explaining issues, course content, and lessons, 8) to know students’

educational background and experience, 9) to ask experienced professors for advice

regarding students’ excuses or complaints, and 10) to deal with students on equal basis,

including students of color, women, students with certain religious beliefs, and

international students.

Conclusion

Summary

ITAs need to be aware of language difficulties and cultural differences, develop a

comfortable classroom atmosphere by learning about one another and developing a cross-

cultural, teacher-student relationship. ITAs are required to care about their students’

conflicts and frustrations. Acceptance and patience are significant to the TA-student

relationship. ITAs are required to avoid cultural miscommunication, have positive

attitudes, remove misunderstandings and communicate honestly with their students.

Teaching assistantship provides benefits for both the U.S. students as well as for ITAs

studying and teaching in the United States. ITAs provide new attitudes on the curriculum

and offer international perspectives to the course content “that United States

academicians may not have considered” (Pialorsi, 1984, p. 16).

Implications of Applications of the Findings to Practice

Teaching assistants, including those from foreign countries, are at the heart of

higher education, as they assist regular faculty members in teaching courses. This paper

deals with the ways in which higher education institutions reexamine the performance,

learning, and change in the role of teaching assistants who are from other countries and

have different experiences. While ITAs need to take more responsibility for their

continuing education, higher education institutions need to provide them with

opportunities to pursue continuing education.

Recommendations for Further Research

Further research efforts can go beyond description and investigate the causal

relationship between the variables. They can also study ITAs across different universities.

Furthermore, aside from getting data only from ITAs, they can also include feedback

from the students’ perspectives.

References:

The full list of references is available upon request from Rey Ty at rty@niu.edu.

_________________________

Rey Ty, Ed.D. and Awni Alkarzon, Ph.D., Division of International Programs, Northern

Illinois University, DeKalb, IL 60115, rty@niu.edu and aalkarzon@niu.edu.

Presented at the Research-to-Practice Conference in Adult and Higher Education,

Lindenwood University, St. Charles, MO, September 20-21, 2013.