GTA:Culture
TL;DR
The Graduate Teaching Assistant community within the Faculty of Science and Engineering, and particularly within Computer Science, is built upon principles of inclusion, respect, cooperation, and professionalism. As a GTA, you are part of a vibrant academic community where every member's contribution is valued and where mutual support is fundamental to creating an excellent learning environment for our students.
Building a Supportive Teaching Community
Working as a GTA means joining a collaborative environment where esprit de corps thrives through shared experiences and collective commitment to teaching excellence. Whether you are demonstrating in laboratories, marking assessments, or facilitating workshops, you are never working in isolation. Your fellow GTAs, the academic staff you support, and the broader teaching community are all invested in your success and development. This culture of cooperation extends beyond individual teaching sessions and encompasses the sharing of best practices, peer support during challenging moments, and celebration of teaching achievements.
Respect forms the cornerstone of all interactions within the GTA community. This means showing consideration for students from diverse backgrounds and with varying levels of ability, treating fellow GTAs as valued colleagues rather than competitors, and maintaining professional relationships with academic staff and course unit leads. The University expects all GTAs to demonstrate professionalism at all times, embodying the standards of conduct that students should aspire to in their own academic and professional journeys. Being approachable, empathetic, and patient are not merely desirable qualities but essential elements of the GTA role that contribute to an inclusive and supportive learning environment.
Open Dialogue
The department recognises that continuous improvement and open dialogue are essential for maintaining and enhancing the GTA experience. To facilitate this, several formal opportunities for feedback and community building have been established. At the beginning of each semester, all GTAs are required to attend CS Induction sessions, which provide not only essential practical information but also an opportunity to meet fellow GTAs, ask questions, and begin building the supportive networks that will sustain you throughout the teaching period. These inductions set the tone for the semester and reinforce the collaborative culture that defines the GTA community.
Pizza and Drinks
Midway through each semester, the department hosts Pizza and Drinks nights, which offer an informal setting for GTAs to connect with one another, share experiences, and discuss both successes and challenges in a relaxed atmosphere. These gatherings serve an important function beyond social enjoyment; they provide space for peer learning, where more experienced GTAs can offer guidance to those newer to teaching, and where common concerns can be identified and addressed collaboratively.
GTA Open Forums
More formally, the School of Engineering organises GTA Open Forums twice per semester, which provide structured opportunities for GTAs to voice concerns, suggest improvements, and contribute to the ongoing development of teaching practices and GTA support mechanisms. These forums are taken seriously by the academic leadership, and feedback provided through these channels has directly influenced policies, training provision, and working conditions for GTAs. Your participation in these forums is not merely welcomed but actively encouraged, as your perspective as a GTA provides invaluable insights that help shape the teaching and learning experience across the faculty.
Communication Channels
Beyond these structured opportunities, the GTA community maintains active communication channels, including the GTA Discord server, which serves as a space for informal support, quick questions, arrangement of cover for sessions, and general community interaction. This digital space complements the face-to-face interactions and ensures that support is available even outside scheduled teaching times.
It is important to remember that asking for help is not a sign of weakness but a demonstration of professional maturity and commitment to providing the best possible experience for students. Whether you are uncertain about how to handle a difficult situation in a teaching session, need clarification on marking criteria, or simply feel overwhelmed by balancing your PhD work with your GTA responsibilities, there are multiple avenues for support. Your course unit lead, your GTA line manager, fellow GTAs, and the broader academic community are all available to provide guidance and assistance.
Culture We Cultivate
The culture we cultivate as GTAs directly impacts the learning environment we create for our students. When GTAs work cooperatively, support one another, and maintain high professional standards, students benefit from a consistent, high-quality educational experience. When GTAs feel included, respected, and supported, they are better able to focus on developing their teaching skills and providing excellent support to learners. The investment the department makes in creating this positive culture, through training, social events, feedback mechanisms, and support structures, reflects the genuine value placed on the GTA contribution to the University's teaching mission.
As you undertake your GTA duties, you are encouraged to embrace this culture of mutual support and professional excellence, to contribute actively to the community through participation in feedback opportunities and social events, and to uphold the standards of respect, inclusion, and cooperation that make the GTA experience rewarding for all involved.