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A teaching fellow (sometimes referred to as a TF) is an advanced graduate student who serves as the primary instructor for an undergraduate course. Known as teaching fellows at many universities, such as Harvard University and Boston University, they are also referred to as graduate student instructors (GSIs) at some other universities, such as the University of Michigan and the University of California system. Typically, TFs teach courses in their area of research specialty, in which they hold a Master's degree or equivalent. Teaching fellows differ from teaching assistants in that they are responsible for all aspects of the course, including lecture, whereas TAs assist the instructor by performing ancillary course-related tasks such as grading and holding discussion section or laboratory. Many (about two-thirds) graduate students who have served as TAs serve as a TF for one or more classes each semester.[1][2][3] Although TFs are fairly autonomous in their duties, many universities, such as the University of Pittsburgh, require supervision of TFs by professors experienced in teaching the course content, with whom TFs must hold regular meetings and receive feedback about the quality of their teaching. As a rule, TFs receive a higher stipend than TAs in accordance with the greater responsibility and time commitment of a teaching fellowship, but like TAs, their contracts are renewed on a semester-by-semester basis, and they cannot be granted tenure.
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[edit] References
- ^ Allred, K.N.; J.B. Belnap (2006). "Mathematics Teaching Assistants: Ascertaining their involvement in university instruction". (Manuscript in preparation) (Brigham Young University).
- ^ Butler, D.D.; J.F. Laumer Jr. & M. Moore (1993). "A content analysis of pedagogical and policy information used in training graduate teaching assistants". Journal for Higher Education Management, 9 1: 27–37.
- ^ Gray, P.L.; N. Buerkel-Rothfuss (1991). "Teaching assistant training: A view from the trenches". in J. D. Nyquist, R. D. Abbott, D. H. Wulff, & J. Sprague (Eds.). Preparing the professorate of tomorrow to teach. Dubuque, Iowa: Kendall/Hunt. pp. 40–51.
