University Moving To Improve Teaching
And Communication By Teaching Assistants

January 21, 2000
University Park, Pa. — In response to recommendations of a University-wide committee, Penn State has embarked on a series of actions designed to improve teaching and learning in labs and courses taught by graduate students, especially those taught by international students for whom English is a second language.

A report to the University’s Board of Trustees today (Jan. 21) by John J. Cahir, vice provost and dean for undergraduate education, outlines steps that a panel of Penn State administrators, faculty, graduate and undergraduate students identified to improve the learning conditions for undergraduates. The report also outlines support for all graduate teaching assistants (TAs) to help them develop their own teaching and communication skills.

Appointed by Executive Vice President and Provost Rodney A. Erickson to deal with language difficulties as reported by undergraduates in classes taught by international TAs, the panel reported that all TAs need better support in helping students learn to their full potential, but that international TAs have special needs.

"The strong sense of this group’s report is that international students are among our finest assets," said Cahir. "All are superbly qualified and most have been at or very near the top of their own classes."

Nationally, the enrollment of international students — predominantly graduate students — has grown for the last 15 years, from about 350,000 to nearly 500,000. At Penn State, that growth has been even sharper, as international graduate student enrollment has increased by 17 percent over the past two years, to more than 2,400. Last fall, the number of international TAs teaching University class sections reached 613 -- an increase of 34 percent since 1997. Nearly one-third of all TAs at Penn State are now international TAs.

Upon review of student concerns, the panel recommended that a score of 250 or higher on the Program for English as a Second Language test be mandatory of all international TAs, with no conditional certifications for those scoring lower than 250, as was previously the case. Erickson and Eva Pell, dean of the graduate school, implemented that change in the fall of 1999. Further, the panel called for significantly upgraded expectations and support for all TAs to become proficient in teaching and promoting learning. An implementation team is at work on that recommendation.

"This does not simply mean speaking more clearly or preparing better presentations," said Cahir. "It involves developing techniques to help students become active learners, promoting teamwork, and providing constructive feedback. In short, helping students learn. These skills are useful for all TAs, but they are especially important for students who have not had experience in the American classroom."

International TAs who do not meet the minimum score required for teaching certification will have speech communication classes designed specifically for non-native speakers of English so that they can improve their grasp of the language and learn how to effectively use it in a classroom.

In addition, activities to involve more undergraduates in the TA certification process and to improve communication between teaching assistants and students have been upgraded considerably by Undergraduate Student Government’s Academic Assembly.

Steps to improve the recruitment process of international TAs are also underway. The changes will assure that international students enjoy the best preparation to achieve their own goals.

The panel emphasized that working with extremely able individuals from other cultures is a valuable learning experience and one that may require some effort for Penn State undergraduates. All of the steps taken together are expected to improve learning notably at Penn State.

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Contact: Tysen Kendig, department of public information, at (814) 865-7517 or at .