Reconceptualizing the Role of Graduate Assistant to Community Liaison

• In Event: Room to Grow: Examining How Schools Can Cultivate Successful Culturally Relevant Arts Initiatives

Abstract

Objectives or Purposes
This paper situates the graduate assistant’s crucial role in arts integrated grant work. Their involvement spans various aspects of the project, contributing valuable skills and perspectives. Specifically, this paper will define a graduate assistant’s contributions to arts integrated grant work in the following areas: planning and delivery, contributing to university coursework, and collaborating with pre-service teachers. Most importantly, a graduate assistant can be a critical conduit between the community and the grant team. Traditionally, graduate assistants often assist in conducting literature reviews, gathering data, and analyzing findings relevant to the project's objectives (Nasser-Abu Alhija & Fresko, 2021). This paper attempts to challenge the traditional role of a graduate assistant and reconceptualize that role to reflect leadership and collegiality with university faculty and an important community liaison.

Perspectives or Theoretical Framework
Overall, graduate assistants play a multifaceted role in arts integrated grant work, contributing their expertise, creativity, and dedication to advancing the project's objectives. Their involvement is not static, but constantly evolving to meet the changing needs of such initiatives. This evolution of the graduate assistant role in arts integrated grant work is a topic that merits exploration, as it underscores the dynamic nature of their contributions (Fairbrother, 2012). For instance, graduate assistants, with their unique blend of skills and perspectives, play a pivotal role in planning and organizing school events. Their contributions are not just about managing logistics, but also about creating memorable and impactful experiences for students and faculty.

Methods, Techniques, and Modes of Inquiry
This paper employs autoethnography methods (Reed-Danahay, 2021) as one graduate student investigates the role she plays in the CULTIVAR grant. For two years, the author identified ways in which her role expanded and evolved and her connection to the faculty members participating in the grant and the community members participating in the arts integrated experiences.

Data Sources, Evidence, Objectives, and Materials
The data for this chapter come from reflections from one graduate assistant who was originally from, and embedded in, the community that the grant serves. Her ability to connect, both linguistically and culturally proved critical to positive interactions with community. As a result, her role, specifically pertaining to the implementation of cafecitos and convivios expanded to become more of a community liaison. These events, which have a direct connection with families and community, demonstrate how a graduate assistant can make connections that university faculty might otherwise struggle to make.

Scholarly Significance
In conclusion, this paper argues that the role of a graduate assistant can be expanded to work closely with faculty, staff, student organizations, and external partners to coordinate efforts and leverage resources, fostering collaboration and synergy. Overall, in arts integrated grant work, graduate assistants bring enthusiasm, creativity, and organizational skills to the table, helping to enrich the school community through engaging and well-executed events. They help ensure everyone is working together effectively towards a common goal and this paper will serve to document how their role adapts to the needs of the community.

Author

• Melissa A. Garza, Texas A&M University - San Antonio