Speaker
Description
A common feature of many physics graduate programs is taking on roles as teaching assistants (TAs). The responsibilities and time commitments of these positions come with considerable variance, from relatively passive tasks, such as grading, to fully student-facing roles of teaching. In their more student-facing roles, TA positions can be influential in student growth and experience. Indeed, in many cases, the opportunities afforded by acting as a TA represent formative exposure to physics education and mentorship. However, while these responsibilities are often a net positive on the educational experience of graduate students, they are not without challenges. The most ubiquitous of challenges comes from the, at times, considerable contribution of TA duties to graduate student workload over the course of their programs. This is particularly true for students who enjoy the more education and science communication driven aspects, and struggle to balance those interests with an already demanding research schedule. Moreover, for many graduate students, their role as a TA is made harder by language barriers. Here, as a graduate student at the end of my PhD program, I hope to share my own experiences in navigating student interaction and instruction in a second language and balancing research and TA commitments.
| Keyword-1 | Physics education |
|---|---|
| Keyword-2 | Science communication |