Graduate Teaching Assistants, DFW Rates, and the Simulacrum: Baudrillard Meets the Modern University
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| Title: | Graduate Teaching Assistants, DFW Rates, and the Simulacrum: Baudrillard Meets the Modern University |
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| Language: | English |
| Authors: | Abbey Hortenstine, Deron Boyles |
| Source: | Philosophical Studies in Education. 2024 55:144-153. |
| Availability: | Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | State Universities, Graduate Students, Teaching Assistants, Educational Policy, Grades (Scholastic), Grading, Cultural Context, Political Issues, Epistemology, Academic Freedom, Academic Failure, Withdrawal (Education), College Outcomes Assessment, Courses, Training Methods, Retraining, Training Objectives |
| Geographic Terms: | Georgia |
| ISSN: | 0160-7561 |
| Abstract: | In January of 2023, Georgia State University proposed a policy stating that, if graduate teaching assistants (GTAs) taught courses that reported grades of Ds, Fs, or withdrawals (DFW) at a rate of twenty percent or higher, GTAs would be required to complete a course on how to teach college students before they could resume their job as a teaching assistant. If GTAs teach a course with a DFW rate of twenty percent or higher, they not only risk losing their jobs, but they also risk losing their tuition coverage until they complete a remedial course. By examining the implementation of this policy, as well as the broader political and cultural context in which it occurs, the authors argue that policies such as the DFW policy at Georgia State University limit academic freedom, bridle epistemic curiosity, and lead to a performance of knowledge. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | EJ1458675 |
| Database: | ERIC |
| Abstract: | In January of 2023, Georgia State University proposed a policy stating that, if graduate teaching assistants (GTAs) taught courses that reported grades of Ds, Fs, or withdrawals (DFW) at a rate of twenty percent or higher, GTAs would be required to complete a course on how to teach college students before they could resume their job as a teaching assistant. If GTAs teach a course with a DFW rate of twenty percent or higher, they not only risk losing their jobs, but they also risk losing their tuition coverage until they complete a remedial course. By examining the implementation of this policy, as well as the broader political and cultural context in which it occurs, the authors argue that policies such as the DFW policy at Georgia State University limit academic freedom, bridle epistemic curiosity, and lead to a performance of knowledge. |
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| ISSN: | 0160-7561 |
