Graduate teaching fellow Uriel Plascencia likens being a GTF to being “president of the nation” – not because he considers himself all-powerful, but because the responsibilities are immense.
Plascencia is one of just fewer than 1,300 GTFs at the University. He also happens to be a first-year graduate student. For Plascencia, his own education and that of his students are interdependent. When one is doing well or falls behind, the other reflects that.
“I want to be the best teacher I can be,” Plascencia said. “The things that I learn in my classes – I use those in the classes that I teach.”
Plascencia’s journey to the University was a long one. He was born and raised in Mexico, and when he was 18, Plascencia’s mother decided to move the family to Oregon so they could be together. His father was already in Oregon working at a nursery to support the family.
As a student at George Fox University in Newberg, Ore., Plascencia studied international business and English: a “complex and intense” program. After 5 1/2 years of undergraduate education, thorough research and much consideration, Plascencia graduated from George Fox and decided to attend graduate school at the University of Oregon.
“(I wanted to) work with college students to learn about different cultures and just bring cultural awareness to the people around me,” Plascencia said.
Currently, Plascencia is planning on focusing his research on Spanish-speaking people in the Northwest – people who couldn’t go to college in their native country.
Plascencia is teaching Spanish 101 this term, and is also enrolled in two courses. He said it’s difficult to balance teaching with his out-of-school life, but he finds inspiration in his students.
“Both things for me are a priority,” he said. “Every day I’m getting to know new people from different cultures and backgrounds. They promote (being) an open-minded person.”

‘In for a ride’

GTF positions, which are largely based on departmental staff needs, are only available for about 40 percent of graduate students. They can be a GTF in teaching, research or administrative assistantships for a minimum of 88 hours per term to be eligible for an academic tuition waiver, which covers up to 16 credits.
“A lot of the departments have really good training for their GTFs,” said Kassy Fisher, coordinator of graduate student affairs. “Some of the colleges and schools or departments also have faculty that are designed for supporting the GTFs exclusively.”
Fisher said the graduate school considers GTF students first, and their personal academics as the priority.
The Teaching Effectiveness Program, part of Academic Learning Services, offers workshops and sessions for all kinds of teachers – GTFs, instructors, professors and even some public safety officials. Mostly, TEP caters to faculty and GTFs, with the goal of helping those with instructional responsibility succeed in the classroom.
TEP holds intensive one-day training sessions at the beginning of fall term for three types of GTFs: those leading discussion sections, those with sole responsibility for a class and those working in large classes.
“Not too many GTFs have to teach 350, but some of them teach as many as 125,” said Georgeanne Cooper, TEP director.
There are also workshops designed for GTFs, such as one held earlier this year focusing on the faculty-GTF relationship. TEP’s Web site is a resource with tips for first-time teachers.
Cooper said the training sessions are very well-attended, and some GTFs even say they wouldn’t have made it through the program without TEP’s help. If the teachers so choose, they can return to TEP during the year for one-on-one consultation.
“We’ve gotten a lot of very positive feedback,” said Cooper. “I’m not saying we’re the end-all of teaching, but … anyone who has the responsibility of teaching who walks into the room without any kind of training is in for a ride.”

Students teaching students

Before he started teaching Spanish at the University, Plascencia wasn’t exactly confident in the Department of Romance Languages. Its recent struggle for funding caused Plascencia to expect less-than-perfect organization, communication and support.
But he sees things differently now. Plascencia said the graduate teaching program within the department is exceptional, and he even contacted George Fox University to share his satisfaction to his old professors and encourage them to recommend it to future students.
“I just didn’t have that expectation or reassurance of a very strong program,” Plascencia said, “but now I am living it, I have seen it.”
Plascencia has gained confidence as a GTF, and learned how to be supportive of others. He expects the next term will be easier, but he will still work hard, and consider going for his doctorate.
As a student teaching students, Plascencia said relationship barriers have to be set. He made sure at the beginning of the year his students understood the importance of respecting him and the class. But, Plascencia added, they definitely relate to one another in the classroom.
“There is a positive bond between the teacher and the student,” he said. “It’s a lot of work, but I love what I do.”
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