TA in a small class

[minimimi]

I've been assigned a TA in a gen-ed literature class that is capped at 50, but the enrollment is only a little over half that. Classes begin next week, and this class meets in person, so I'm doubtful it will fill under current conditions. In any case, I tend to think that managing a TA for a small class would be more burdensome than just doing everything myself. Since it's gen ed, I'm planning a discussion-based class with short writing assignments and exams but no formal essays — and on letting the TA attend to their own coursework.

However, I may be on the wrong track. What non-busywork duties might a TA have in a ~30-student class? Of course, I'd like the experience to contribute to the TA's professional development. Whether we still have a profession is another question entirely.

[Puget]

What would they be doing if you had 50 students? Wouldn't they be grading and holding office hours? Have them do the same things- it will just probably take them less time to do them.

[ergative]

Moderating online discussion forum; keeping track of attendance/absences/excuses for absences/ marking whether coursework with an extension is handed in by the extension deadline.

Grading (of course)--sit down and mark 5 with the TA, then let TA do the rest.

Keeping CMS updated and well organized (SUCH a time-suck).

Sending out weekly emails with reminders about upcoming reading assignments.

Leading the occasional section on their own--perhaps something related to their own specialism. You attend, of course, but you don't need to plan anything.

I'm a little bit concerned to hear you ask about non-busywork. The busywork is the most time-sucking part of running a class, and it's the part that a TA can help with the most. Give the TA the busywork!

[aside]

In addition to the other suggestions:

If you have a space for it and you think they are up to it, you could have them set aside regular time for tutoring students.  If no one shows up, they can work on their own coursework.  They are being paid for their time.

You also might involve them in your research, if allowed by the rules at your place, or have them research or put together a "gee, that would be cool if I had time" project or activity you have thought about doing for your class.

[marshwiggle]

In any case, I tend to think that managing a TA for a small class would be more burdensome than just doing everything myself.

In addition to what others have said, if you can't make use of a TA in a class with 25 students, you're being too particular about how everything needs to be done.

Since it's gen ed, I'm planning a discussion-based class with short writing assignments and exams but no formal essays

Short writing assignments sound exactly like the type of thing a TA can handle if you have a simple enough  rubric, grading scheme, etc.

The TA doesn't have to grade exactly like you would; another colleague wouldn't grade exactly the same either. The students won't perfectly absorb all of the feedback from anyone, so as long as the grading leads students in the direction of improvement, it's decent.

[artalot]

Being a TA is probably part of this person's tuition remission/stipend arrangement. If you refuse them, they may be out of a job and on the hook for all/part of their tuition.
I second asking them to take over one of the class meetings. This was required of all TAs at one place where I taught and it helped them gain experience and us place them in more responsible roles, such as teaching their own course.
Training a TA does take work, but it's also part of the responsibility of professors in a graduate program. TAs do the annoying stuff like managing the CMS, but also get training from you in how to grade, teach and transform their research into something undergraduates can digest. 

[Parasaurolophus]

When I was a TA, it was for groups of 25-30. We ran weekly discussion sessions and did all the marking.

[Hibush]

Sounds like an opportunity to have some extra value for little effort. Talk with the student assigned to TA to find out what teaching expertise they hope to gain from being a TA. Then give them something to do that is relevant to their goal. If they just want to collect the stipend and be a chore to supervise, you might not do a lot extra for them.

[the_geneticist]

Does your TA have an official "description of duties" for the class?  If not, sit down and put in writing what you expect them to do in the class, just to avoid any misunderstandings.
And you need to find out how many hours they are getting paid to do this.  Don't let them get paid for doing nothing!  If they are getting 10 hours of salary per week out of the TA appointment, then you get 10 hours of work from them.

I'd have them at minimum:
attend all class sessions
read all assigned readings (seriously, put this in writing)
grade the assignments
track attendance, participation, excused absences
upload grades to the grade book
hold office hours for students
meet with you either in person or over email every week to discuss any issues or concerns

You could also have them:
facilitate small-group discussions during class
do all the assignments & show them to you before the students attempt them

[minimimi]

Thanks for your suggestions, everyone! I won't say I'm dreading Spring 2022 less, but can see how it can be easier.

[Ruralguy]

This is a reasonable opportunity to train them in teaching, so, do that!

I think a combination of the various suggestions that involve putting this TA to work would be fine.

[mleok]

Managing a TA is more burdensome than grading a gen-ed literature class? The only time I do grading is for the PhD qualifying examinations, or in my graduate topics classes where I have no TA, in which case there is no homework and only a final project.

[Caracal]

Moderating online discussion forum; keeping track of attendance/absences/excuses for absences/ marking whether coursework with an extension is handed in by the extension deadline.


Keeping CMS updated and well organized (SUCH a time-suck).


I'm a little bit concerned to hear you ask about non-busywork. The busywork is the most time-sucking part of running a class, and it's the part that a TA can help with the most. Give the TA the busywork!

Ugh, yes. It would make my life so much easier if I had TAs to do this kind of stuff. Even if all they were doing was checking the next week's worth of stuff on the CMS and making sure I hadn't screwed anything up, that would be a huge help.

[downer]

It's been a long time since I had a TA.

My impression is that having a good TA is great, but having a middling to bad TA can be more work for the professor.

There's also a question of tone and leadership. For most of my classes, I'm the person the students and interact with. So everything is in my voice. I'm moderately friendly and I'm very focused on getting students prompt feedback. I do co-teach a course, and my co-teacher is very different in style. They are much friendlier, but much slower in getting feedback done. I think it can be a little confusing for students to have that mixture.

If I had a TA who was sending out notices and giving student feedback, I'd want some consultation about promptness and tone. It can be tricky partially handing over the running of a class to someone else. I suspect quite a few of us have some control issues.

[marshwiggle]

It's been a long time since I had a TA.

My impression is that having a good TA is great, but having a middling to bad TA can be more work for the professor.

My sense is this is more of a humanities issue. In STEM, I think people usually get to hire TAs, rather than having them assigned from on high. (Perhaps it's different with grad students.) I certainly decide who I'm going to hire, and so I won't take someone I don't think will be competent. It doesn't eliminate all problems, but they're relatively rare.