2026 ASEE Annual Conference & Exposition

Teaching Assistants (TAs) play a critical role in undergraduate engineering education by leading laboratories, recitations, and discussion sections that directly influence student learning and success. However, many TA training programs emphasize administrative tasks rather than instructional development, leaving a gap in TA preparation. To address this gap, we developed and implemented a targeted TA training program at a large engineering college in the southwestern United States. The program uses the Kern Entrepreneurial Engineering Network (KEEN) 3Cs of the Entrepreneurial Mindset (EM): Curiosity, Connections, and Creating Value, to improve TAs’ instructional effectiveness. This Work-in-Progress (WIP) paper examines how the program supports TAs in developing instructional competence. The study is guided by the research question: How do TAs view the usefulness and relevance of an online training course and an in-person workshop in preparing them for their instructional roles? The program consisted of an asynchronous online course followed by an in-person workshop conducted prior to the start of the semester. The online course addressed TA responsibilities, inclusive teaching practices, feedback strategies, and instructional technologies through the 3Cs framework. The workshop engaged participants in scenario-based and role-playing activities. A pilot cohort of 15 TAs from one department participated in the study. Data were collected using sequential surveys administered after the online course and the workshop. Likert-scale items were analyzed using descriptive statistics, and open-ended responses were analyzed using thematic analysis. Across both components, mean ratings for knowledge, skills, and attitudes related to TA roles and teaching practices aligned with the 3Cs, along with overall program evaluation, ranged from 4.38 to 5.00 on a five-point Likert scale. Results indicate strong agreement regarding increased confidence, clearer understanding of instructional roles, and preparedness to apply the 3Cs in teaching contexts. Qualitative findings highlight the value of combining structured online preparation with experiential, collaborative workshop activities to support the translation of EM concepts into concrete teaching practices. As a WIP, this study offers early insights and practical strategies for engineering faculty, program chairs, and researchers to mentor TAs, integrate active learning, and cultivate entrepreneurial mindset elements in engineering classrooms, thereby enhancing engineering education for all students.