The RA and TA experience: Impediments and benefits to graduate study

Abstract

This study examines the growth and professional development of graduate students and compares these outcomes for students who have held assistantships and those who have not. In general, students perceive the assistantship to be a positive experience, but teaching assistants report less of a contribution to their professional development than do research assistants. Students with the without assistantship experience report the same growth in human relation and reflective thinking skills, but teaching assistants report the least growth in research skills, less even than students not having assistantships. Students with assistantships, both teaching and research, are more likely to be active within the external academic community by participating in professional societies and higher levels of scholarly productivity.