Teaching assistants (TAs) undoubtedly play an important role in undergraduate learning, academic success, retention, and degree attainment. TAs serve as role models for undergraduates and are often the first resource turned to when course help is needed. TAs may be perceived as less intimidating than instructors, particularly if they have greater proximity in age to undergraduates. In addition, undergraduates may view providing help as central to the TA’s role because the TA is not the primary instructor, in most cases. In any case, development of TA knowledge and skills related to teaching and learning presents an opportunity to enhance undergraduate outcomes at UWM. Our teaching assistants likely vary in familiarity with evidence-based teaching practices, recognizing when students need further clarification, or knowing how to provide effective and encouraging feedback. Some may not know how to effectively present information, engage undergraduates in their learning, or assess undergraduate performance. In some cases, TAs are given wide latitude to develop their own lessons and activities for the discussion, lab or studio accompanying the course. It is not uncommon for post-masters doctoral students to independently teach courses. TAs struggle with finding balance between effective teaching, research/creative pursuits, and graduate coursework as well as maintaining boundaries as they support undergraduates. By developing the capacity of our TAs to teach and support our undergraduates, failure rates may be reduced and undergraduate learning, academic success, retention, and degree completion may be increased.Universal participation by all new TAs in the Teaching Assistant Orientation each August is a start to our TAs’ professional development, along with departmental training. To achieve universal participation of TAs in training related to their role as TAs or instructors, departments could require participation by inserting language in the TA contract that the UWM TA Orientation and departmental training are mandatory. Many departments already require both the UWM TA Orientation and a specific departmental orientation. Moreover, it would be beneficial for incoming graduate students to be on campus before the semester starts because of the orientations taking place across campus to acclimate them to living in Milwaukee, living in the United States, and/or being a graduate student. This time before the semester starts is significant for TAs for more reasons than just teaching. Further, TAs could be encouraged to participate in CETL professional development opportunities and services year round.

Find out more about the UWM TA Orientation