Presented By: Cora Andrews, Mississippi State University
Co-Authors: Jessica Benson, Mississippi State University
Carley Morrison, No Affiliation
Josey Webb, No Affiliation

Throughout their academic journey, students have the opportunity to learn from a multitude of diverse individuals, with teaching faculty and graduate teaching assistants (GTAs) being among the most common sources of learning. Educators play a significant role in impacting student learning, motivation, character development, and career readiness. Higher education places a clear emphasis on effective teaching, recognizing it as a cornerstone for student success. The purpose of this study is to explore undergraduate students’ perspectives of teaching practices and characteristics of faculty compared to GTAs. Thirty-nine undergraduate students enrolled in agricultural leadership, education, and communication courses participated in the study (N=39). Participants reported having as few as one (n=2) and as many as 12 (n=1) courses with a GTA. Participants were asked to associate several characteristics and teaching practices to either faculty or GTAs. Participants ranked faculty as being more experienced (n=39), wise (n=37), intimidating (n=32), strict (n=31), confident (n =30), timely (n=30) and challenging (n=30). Whereas GTAs were seen as more personable (n=30), relatable (n=28), unprepared (n=28), tech savvy (n=28), open-minded (n=27), and approachable (n=27). Participants had mixed perspectives when it came to compassion, empathy, and enthusiasm of faculty and GTAs. Participants expressed appreciation for the understanding nature and communication streamlining abilities of GTAs, but recommended they be more prepared and confident in their teaching approach. While faculty members were valued for their knowledge and resourcefulness, improving approachability was recommended. Participants found faculty teaching more satisfying than faculty experiences, whereas for GTAs, overall experiences were more satisfying than their teaching. This study provides insight on students’ perspectives, preferences, and expectations regarding the instructional approaches utilized by both faculty and GTAs. It offers a glimpse into what aspects of teaching styles students value, thereby guiding potential improvements in our role as educators.