U N I V E R S I T Y  O F  P I T T S B U R G H

Volume IX, Number 2  

TAs and Professors Learning together (and enjoying it)

A conversation with
Paul E. Griffiths & Bruce L.Venarde

By Abel Franco & Vanessa Sterling
TA Services, CIDDE

Paul E. Griffiths

Photo by Patty Nagle, CIDDE

The relationships that teaching assistants establish with their professors often contribute significantly to their own teaching philosophies and practices. To learn more about how this relationship may be both enjoyable and fruitful, we spoke with two Pitt professors who actively and consciously cultivate working partnerships with their TAs.

Paul E. Griffiths, a professor in the Department of History and Philosophy of Science for four years, and Bruce L. Venarde, a professor in the Department of History for seven years, have a lot in common. Both view the relationship with their TAs as collaboration on a common project. Venarde explains that he establishes parameters that enable his TAs to become “colleagues and partners.” He even goes so far as to say “they are the instructors; I am the assistant.” Similarly, Griffiths sees his role as “designing the lesson plan” through which the TAs evolve into “co-teachers who execute this common strategy.”

Both Griffiths and Venarde display abundant respect and appreciation for the work done by teaching assistants—ironically, a view sometimes not held by TAs themselves. In fact, Venarde believes that “treating your TAs like mature professionals results in their performing like mature professionals.” Likewise, Griffiths displays steadfast confidence in his TAs, emphatically stating that “all the teaching assistants I have worked with at Pitt have been conscientious and competent; there is very little I have to tell them.”

Bruce L. Venarde

Photo by Mike Drazdzinski, CIDDE

The confidence of Griffiths and Venarde is manifested in various ways but is especially evident in the manner in which they both value their TAs’ opinions. As a result, both regularly talk candidly and listen attentively to them. This dialogue goes well beyond the niceties of maintaining a friendly atmosphere—it instills trust, pride, and motivation. “Listen to them: they know better than you how the course is going,” recommends Venarde. For Griffiths, not to recognize that “TAs know better whether you are getting through to the students” is tantamount to ignoring the most valuable feedback a professor can receive.

Nevertheless, both acknowledge that the professor must still direct the course firmly. Griffiths asserts that “TAs should not be ‘thrown into the classroom’ without a plan”—a plan prepared by the professor but “always discussed with the TAs.” Similarly, Venarde tries hard to see that his TAs do not go to recitations without first discussing “what might be worth doing in this session.” Griffiths sees this plan as a set of “clear operationalzed objectives agreed upon in a discussion with the TAs”; for Venarde, it entails “constructing the syllabus and giving the clearest lectures I can.”

What can TAs do to make this collaboration both fruitful and enjoyable? Venarde recommends that TAs “always ask what is expected of you…ask for guidance when you need it or just want general advice.” Finally, “remember that fellow TAs are your best resources for information and recommendations.”

A newsletter devoted to the support of teaching and learning at the University of Pittsburgh

Center for Instructional Development & Distance Education
1996-2004 © University of Pittsburgh, CIDDE. All Rights Reserved.
Editor: Carol DeArment, Production: Joyce Walsh
Questions or comments, please contact CIDDE Webmaster, 12/08/2004