Each year, hundreds of teaching assistants (TAs) facilitate and support learning experiences at Rutgers University-New Brunswick. As instructors of record, graders, laboratory facilitators, and recitation leaders, TAs spend a significant amount of time on courses. Following the transfer of the TA Project in July 2025, last month, the Institute for Teaching, Innovation, & Inclusive Pedagogy (TIIP) hosted several New Teaching Assistant Orientation events through asynchronous online modules and an in-person gathering. The asynchronous orientation sites included modules on key aspects of evidence-based pedagogy, TA roles, and relevant resources. The modules provided access for those unable to attend the in-person gathering, while also serving as a long-term repository of information that TAs can revisit throughout their teaching careers.
More than 100 new TAs gathered on the College Avenue campus on Tuesday, August 26th, for a half-day of interactive sessions designed to complement the online content by fostering discussion, connection, and community building. The online modules and in-person gathering provided both flexibility and depth, ensuring all new TAs had access to essential knowledge and support as they began their teaching journeys.
Orientation to Teaching Resources and Support
Both the online modules and in-person program introduced new TAs to the wide range of resources offered by TIIP as well as other campus support units. These include but are not limited to workshops, certificate programs, seminar courses, and one-on-one consultations. “We strive to offer a variety of different opportunities for TAs, and really any graduate students interested in engaging in teaching development,” said Dr. Jamie Kim, Assistant Director of Teaching Development at TIIP. “And one major goal of this orientation was to highlight our commitment to supporting TAs by offering them the tools and resources needed to thrive in their new roles. It was so wonderful to see the new TAs’ excitement and eager questions they shared throughout the orientation.”
Learning from Experienced TAs
Canvas modules presented a series of video recordings where experienced TAs share their reflections and advice to new TAs. The in-person gathering also featured a live panel of experienced TAs who shared candid insights on topics such as TA responsibilities, time management, student engagement, grading, communication, and navigating teaching challenges.
Matt Selby (PhD Student, Nutritional Sciences), who served as one of the panelists, noted, “I realized that many pieces of advice offered by the other TAs were things I myself had worked out and incorporated in my own teaching, consciously or not. However, it took me months of experimentation to reach those conclusions. The value of the New TA Orientation is it can save the new TAs from similar long periods of trial-and-error.”
“Never having experienced an onsite TA orientation myself,” said another panelist Mazvita Chikomo (PhD Student, Earth and Planetary Sciences), “what stood out to me was the importance of bringing TAs from different disciplines together in one space. It was powerful to see new TAs share their worries and concerns, and to notice how reassured they felt when they realized they weren’t alone in those feelings.”
Role-Specific Guidance
Recognizing the diverse responsibilities TAs hold, the in-person gathering included breakout sessions by different TA roles: grader, laboratory facilitator, recitation leader, and instructor of record. These discussions allowed participants to explore effective practices directly relevant to their assignments. “In my group, participants explored different ways of responding to the same scenario, learning from one another in the process,” said Chikomo who also served as a breakout facilitator. “It was clear that these conversations not only deepened their understanding of the material but also started building the foundation for peer support among new TAs.”
Selby, who also facilitated one of the breakout groups, shared a similar sentiment and said, “Lean on the experience of your peers to put your problems in perspective. I was once very worried about a grading issue I had with a student, as I was new to TAing and lacked perspective. When I shared my concerns with the course instructor and my more experienced TA friends, they assured me the issue was no big deal, I should not lose any sleep, and sure enough, everything was fine.”
“During our small group discussion,” said Clara Civiero, another breakout facilitator, “many first-time TAs expressed curiosity about building a sense of community with one another. This made me realize how important it is to foster connectedness so we can learn from each other’s experiences and feel less alone as we navigate our new roles.”
Building Community and Connections
The inaugural New TA Orientation successfully laid the foundation for a new cohort of TAs by combining asynchronous online modules with an interactive in-person program. It initiated connections and helped form networks of support, as highlighted by the final thought that Chikomo shared:
“One moment that stayed with me was seeing two new students from the same department realize during orientation that they would both be TAing the same course. They hadn’t known each other beforehand and might not have connected until later in the semester, but this gave them an early chance to form a support system. In that moment, they shared their feelings, reassured one another, and began creating a TA support network that will enhance their experience throughout the semester. Having that sense of community – knowing there are others who understand the same challenges – will strengthen their confidence, positively impact the students they teach, and give them a foundation to lean on as they navigate future challenges together.”
*Acknowledgement: TIIP would like to thank all of the panelists and breakout facilitators for sharing their valuable insights and experiences with new TAs at the onsite orientation:
- Arashk Afshar, Economics, panelist and breakout facilitator
- Yhosep Barba Blanco, Spanish and Portuguese, panelist and breakout facilitator
- Mazvita Chikomo, Earth and Planetary Sciences, panelist and breakout facilitator
- Clara Civiero, Psychology, breakout facilitator
- Sophia Fox-Dichter, Public Planning and Policy, breakout facilitator
- Erin Foy, Psychology, breakout facilitator
- Alex Friedman, Atmospheric Sciences, breakout facilitator
- Ava Medberry, Plant Biology, breakout facilitator
- Ben Rholdan Sousa Pereira, Communication & Information, panelist and breakout facilitator
- Matt Selby, Nutritional Sciences, panelist and breakout facilitator