Accessibility statement

3. The nature of GTA work

Principle: departments should ensure that there is a clear rationale for the deployment of GTAs, in terms of the nature and academic level of the activities that GTAs support.

23. GTAs support student learning in a number of ways, including:

  • laboratory and fieldwork demonstrating
  • facilitating small group teaching (eg tutorials, seminars, and workshops)
  • supporting online learning (eg moderating online discussion groups)
  • marking, and giving feedback on, formative and summative assessments 
  • preparing teaching materials (eg digital content).

24. The University has developed generic GTA role descriptors for: (i) tutors, (ii) laboratory demonstrators, and (iii) laboratory leaders, which may be supplemented by more detailed departmental/role-specific information.

What GTAs can do: activities and academic levels

25. The department’s agreed policy (#15) on GTAs should set out what activities GTAs can undertake and at what academic level (noting the restrictions and guidance below), and there should be a clear academic rationale for the decisions taken. Departments are reminded of the need to ensure an excellent learning experience for taught students, while aiming for a positive experience for GTAs too. 

26. When deciding what GTAs can do, departments should consider: 

  • the needs of taught students (including prospective students)
  • the expectations of taught students, including any claims made in publicity material
  • any professional, statutory or regulatory body restrictions
  • the degree of specialist knowledge and skills required for the particular activity and academic level being supported
  • the degree of individual GTA responsibility (eg whether they are leading or assisting with an activity)
  • the level of preparation required of GTAs (eg whether they are delivering pre-prepared material or designing their own sessions)
  • the nature of the supervision of GTAs provided by academic staff (eg whether direct or indirect)
  • how experienced the GTAs are.

Use of GTAs to support undergraduate and Masters programmes 

27. GTAs are primarily used to support undergraduate programmes (including support for prospective undergraduate students). Typical approaches to the use of GTAs in the arts and humanities, social sciences and sciences are given below as reference points. 

28. Departments should seek permission from the Chair of UTC if they wish to use GTAs to support any Masters level modules (including Masters level modules within an Integrated Masters programme). GTA support for Masters level modules should normally be limited to supplementary teaching roles eg supporting practicals or workshops (not, for example, lecturing, small group teaching or dissertation supervision). Approval, if granted, is in terms of using GTAs within a particular Masters level module(s)  and for a particular purpose and may be subject to conditions (eg additional selection requirements or the provisional of supplementary training or support). 

GTAs in the arts and humanities and social sciences

29. In the arts, humanities and social sciences, GTAs are often engaged to facilitate small group teaching at first year undergraduate level. Some departments engage GTAs to facilitate small group teaching at second year undergraduate level but often this is limited to experienced GTAs with knowledge of particular relevance to the module they are supporting. In most departments, GTAs are not normally engaged to facilitate small group teaching at third year undergraduate level.

GTAs in the sciences

30. In the sciences, GTAs are often engaged as laboratory demonstrators and to support workshops (often under the close supervision of an academic member of staff) at first, second and third year undergraduate levels.

GTAs and marking

31. Marking and giving feedback on formative and summative work is a skilled activity and if done poorly can have a serious negative impact on the student experience, and implications for academic standards. Departments should exercise caution in using GTAs to mark and give feedback on summative work, particularly at second year undergraduate level and above (where marks contribute the calculation of the final degree result), and on work that requires the exercise of considerable academic judgement (eg essays and reports where markers cannot be provided with a detailed mark scheme and model answers).

32. Departments should ensure that robust procedures are in place to train GTAs who mark and give feedback on work. GTAs need to have a clear understanding of the standards that the department expects of students at a particular academic level and for a particular type of assessment. GTAs need to have an awareness of academic misconduct and be able to give constructive feedback that helps students to improve their performance. Training should include not only discussion of assessment policy, marking criteria etc. but also, practical exercises in marking and giving feedback.   

33. Departments should also ensure that robust procedures are in place to monitor and where necessary, correct, GTA marking and feedback eg through the application of double-marking, moderation and table-marking practices. 

34. Departments are reminded that, according to the Guide to Assessment, Standards, Marking and Feedback, GTAs can advise an internal examiner for a module on the marks to be awarded but the internal examiner must be in a position to take formal responsibility for the marks awarded.

GTAs and lecturing

35. GTAs should not normally be expected to deliver lectures, or to facilitate large group teaching in place of an academic member of staff. A GTA with specialist knowledge of particular relevance may, however, be invited to give one or more ‘guest lectures’ within a module. This can add vibrancy to a module and be hugely beneficial to a GTA’s professional development. A module leader wishing to use a GTA to deliver a lecture on this basis should seek approval from the department’s GTA coordinator and ensure that the GTAs is given the necessary support (potentially including a trial run through with feedback). 

Use of GTAs for more substantive teaching roles

36. On rare occasions, there may be instances (for example where a PGR has considerable professional/industrial experience relevant to a particular module, combined with considerable teaching experience) where it is academically appropriate for a PGR to take on a more substantive teaching role within a department (eg co-teaching an undergraduate module with an academic member of staff who retains overall responsibility for module design, delivery and assessment). In this instance, the department should seek approval from the Chair of UTC and seek advice from Human Resources on how the individual should be engaged.

Use of GTAs in exceptional circumstances

37. In exceptional circumstances only (for example, the sudden illness of an academic member of staff), and having explored other options, a GTA may be asked to take on additional responsibilities on a short term basis (eg to deliver a pre-prepared lecture or lead a seminar). Any such decision should be made in consultation with the Chair of the Board of Studies and/or Head of Department or equivalent and strictly on the basis of what is in the best interests of students, and the department should ensure that the GTA has the necessary expertise, experience and support.   

GTAs and the provision of pastoral support

38. GTAs should not provide pastoral support or general academic guidance (eg on module choices) to students. Departments should ensure that GTAs understand the limits of their role and know what to do if a student raises a pastoral or general academic issue with them. 

GTA access to student records

39. Departments should ensure that their use of GTAs is in line with University policy on data protection. GTAs should not have access to SITS (the student records system) or other student records.