For TAs: Building a Successful TA Experience and Effective Partnership with Faculty - Institute for Teaching, Innovation, & Inclusive Pedagogy

As a graduate teaching assistant (TA), you are an essential partner in supporting teaching and learning at Rutgers. Depending on your specific TA assignment, your roles will range from a grader, recitation/discussion section leader, lab facilitator, to an independent instructor of record. This resource is designed for TAs who work with a faculty supervisor (often playing the role of a lead instructor) and/or a teaching team.

Establishing a strong partnership with your lead instructor becomes a key component of a successful TA experience as well as your professional growth. A healthy partnership is a two-way street in which all parties involved mutually benefit each other and grow together. Just like you, your lead instructor will likely balance multiple professional roles that extend beyond teaching, such as research and service work. It is therefore important to understand their broad range of commitments in order to align your teaching support with their teaching. Clear communication, shared expectations and roles, and a system of accountability help ensure that teaching responsibilities are carried out collaboratively as a team (Buskist et al., 2012; Gehringer, 2009; Marbouti et al., 2013; Richards et al., 2012).

Click the buttons below to download the full resource packet that details practical advice for working effectively with faculty and developing confidence in your own teaching practice.

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Resource Packet – Word (greater accessibility)

Resource Packet – PDF

References

Buskist, W., Benassi, V. A., & Meyers, S. A. (2012). Creating Effective Working Relationships Between Faculty and Graduate Teaching Assistants. In V. A. Benassi & W. F. Buskist (Eds.), Effective College and University Teaching (pp. 9–16). SAGE Publications.

Gehringer, E. (2009, June). Working effectively with teaching assistants. In 2009 Annual Conference & Exposition (pp. 1-11).

Marbouti, F., Rodgers, K. J., Jung, H., Moon, A., & Diefes-Dux, H. A. (2013, June). Factors that help and hinder teaching assistants’ ability to execute their responsibilities. In 2013 ASEE Annual Conference & Exposition (pp. 1-18).

Richards, K. A., Velasquez, J. D., & Payne, L. B. (2012, June). The influence of a college teaching workshop series on teaching assistant perceptions of preparedness and self-efficacy. In 2012 ASEE Annual Conference & Exposition (pp. 1-17).