Challenges and Needs of International Graduate Teaching Assistants

Abstract

In this mixed-methods study, we surveyed 23 international teaching assistants (ITAs) and interviewed eight at a public university. Preliminary findings suggest that ITAs find developing course materials, grading, and providing feedback most challenging. The language barriers, imbalance in work and study, uncertainty in professional identity, and feeling unacknowledged exacerbate the difficulty of performing their roles. Beyond mandatory institution-wide training, they voiced a need for more training to improve students’ motivation, engagement, and time management.