XI. Guidelines for Graduate Associates: 7-10

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XI.7.  Outside Employment

    A Graduate Associate who is considering additional employment outside the University should consult with his/her Advisor who will in turn consult with the Director of Graduate Studies. A careful evaluation of the impact of the additional commitments on the student’s academic progress will then be made. If this evaluation reveals that the outside employment will significantly slow the student’s academic progress, the employment will be strongly discouraged. If the student accepts the employment in spite of the negative recommendation of the Department, and if it is later determined that his/her academic progress has been affected, reappointment as a GA may not be offered.

XI.8.  Length of Appointment

    Financial support for Graduate Associates and fellowship recipients for whom fees are waived will be provided for no more than four semesters in the case of M.A. candidates, and no more than eight semesters in the case of Ph.D. candidates. In no case may a student receive more than twelve semesters of support when both the M.A. and the Ph.D. are undertaken at The Ohio State University.  (Note: Appointments for Summer Session are not included in these counts.  However, University Fellowships and funding received from other units within Arts & Sciences are included.  If a student initially accepted into the M.A. program is advanced to the Ph.D. during his or her first year, support already used as a TA counts against available support in the Ph.D.)  

XI.9.  Workload for Graduate Associates

    A GTA in Spanish and Portuguese is normally assigned to teach one language course, normally SPAN 1101-1103, per semester involving four hours of in-class instruction; this is considered a 50% appointment. More senior GTAs may occasionally be assigned to teach General Education (GE), SPAN 2201 or 2202, or higher level courses.  

    GTAs work under the supervision of the Chair and the Director of Language Programs. A GTA appointment normally includes teaching one section of an elementary or intermediate language per semester.  This includes approximately four hours of classroom instruction and two office hours per week (one regular office hour plus one hour by appointment).  An additional two hours per week to be provided to assist with the conversation tables, the tutoring room, proctoring exams, mentoring, and/or other duties as assigned. Approximately twelve additional hours are spent preparing class, attending staff meetings, grading, and, in general, performing those tasks which are expected of a university-level  instructor. Total hours are twenty per week. Under-enrolled courses that are approved to run by the Chair (in consultation with the Dean) normally require one extra service hour from the GTA (pending availability, the GTA may choose another appointment for a class that meets minimum enrollment.)

    GTAs who must be absent from teaching duties must obtain prior permission from the Director of the Language Program and arrange for coverage of their class.  Substitutions may not be made except through this process.

    The Department adheres to the Graduate School policy on short-term absences and leaves of absence. See this PDF for more detailed information. For maternity leave, if a GTA can teach at least 80% of a course before going on leave, they can teach that course and a substitute will be found for the remaining weeks on maternity leave.  Otherwise, to fulfill their GTAship they will be assigned 20 hours of work related to the language program (with an expected minimum of 10 hours to be completed on campus) until or following their maternity leave.

XI.10. Evaluation of Performance

    All GTAs are periodically visited in their classrooms by an evaluator assigned by the appropriate departmental committee. The purpose of such visits is to evaluate the GTA’s performance as an instructor and to offer helpful advice.  After each classroom visit, the evaluator meets with the GTA to discuss the visit and the substance of the evaluation. The evaluation is then put in written form and two copies are made: one of these is given to the GTA; the second forms part of the record that is considered at the time of annual review. GTAs are evaluated on such areas as preparation for class, appropriateness of techniques to class content, use of the target language in the classroom, adherence to the guidelines established by the Department, and general classroom acumen.