2025 ASEE Annual Conference & Exposition

This paper presents a comprehensive approach to TA training in a chemical engineering department at an R1 university, with a particular focus on developing metacognitive and communication skills among teaching assistants (TAs). Primarily designed for undergraduate TAs, with a few graduate participants, the program considers the peer relationships inherent in their roles. It emphasizes the importance of reflection, growth mindset, and effective communication through instructional videos, metacognitive questioning techniques, and communication exercises. These resources are intended to help TAs foster TA growth, autonomy, and competence.

The training program is structured around multiple sessions throughout the academic year, starting with an onboarding session to set expectations and introduce available resources. Team-building exercises help to foster collaboration, build trust, and create a more supportive environment. Scenario-based training sessions, modeled by experienced TAs, utilize real-life examples to enhance problem-solving and student interaction skills. Each session includes time for experienced TAs to share insights and strategies with newer TAs. The program also emphasizes creating an inclusive learning environment, supporting at-risk students, and promoting student mental health. Mid-semester check-ins allow TAs to reflect on lessons learned and share concerns or needs anonymously with a Center for Teaching staff facilitator, aiding continuous improvement of the program. Additionally, TAs are empowered to communicate their needs to faculty, supported by resources such as TA contracts and guidelines on grading practices to enhance the TA-faculty relationship. By incorporating feedback from TAs and faculty, the program aims to continuously evolve, ensuring that TAs are well-prepared to contribute positively to the academic success and well-being of our students. The program concludes with an optional end-of-semester celebration.