Students as Producers: The Postgraduate Teaching Assistant Pilot Project

Ann Foley Finnan, Claire Louise Gibbs, Marion Waite, Jan Davison-Fischer


This paper reports on a pilot project in which two postgraduate students were supported to function in the role of teaching assistants (TAs) as part of their learning experience. The project embraced the notion of students as producers rather than consumers. Using a reflective approach, this case study was jointly written by TAs and their teaching staff. It incorporates feedback from other students collected through an anonymous module feedback survey, which was analysed by attribution to themes. The role of TAs benefitted others students, staff, and the TAs; the project is a strong affirmation of the principle of treating students as producers. The impact of the role on both the students undertaking the TA role and the tutors was profound, and student experience was enhanced as a result. TAs can assist in bridging student-teacher communication gaps and support students’ learning through sharing their knowledge by creating resources. This article is written from the perspectives of both the TAs and the tutors.


student producer; teaching assistant; postgraduate education; reflection; curriculum delivery

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