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Support and Training for Teaching Assistants, Postdocs and Future Faculty

Support and Training for Teaching Assistants, Postdocs and Future Faculty

Support and Training for Teaching Assistants, Postdocs and Future Faculty

Stepping into the role of a teaching assistant (TA) is a pivotal milestone in graduate education, marking a profound shift from consuming knowledge to producing and sharing it. While this transition offers an exciting opportunity for professional growth, navigating the dual identity of being both a dedicated student and an effective educator can be uniquely challenging. Graduate students must suddenly balance their own rigorous academic workloads with the responsibilities of lesson planning, grading fairly and fostering inclusive learning environments. This collection of resources is designed to ease that transition, offering practical strategies, pedagogical foundational tools and institutional support systems to help new TAs build teaching confidence and succeed in the undergraduate classroom from day one.

Teaching Assistant Orientation (TAO)

Teaching Assistant Orientation (TAO) is a two-part program designed to set first-time teaching assistants up for success in the classroom. Beginning with a self-paced online course followed by a full day of in-person learning, it features a variety of sessions to choose from and the chance to learn directly from experienced TAs. TAO is required for all first-time teaching assistants. This orientation is typically offered at the end of August. New TAs are nominated by their programs and will receive an emailed invitation to register.

International Teaching Assistant (ITA)

The International Teaching Assistant (ITA) training program, developed by the English Language Institute, prepares non-native, English-speaking international graduate students for effective teaching at the University of Delaware.

Graduate TLCs

Graduate Teaching and Learning Conversations:

Join your graduate student colleagues for a one-hour, lunchtime session exploring topics that all new teaching assistants struggle with in their first few semesters. Designed as structured discussions, the TLCs give students the space to ask questions, hear other perspectives and get feedback from CTAL staff. Participants will leave with actionable takeaways and resources they can immediately apply in their teaching. Refreshments (drinks and dessert) will be provided; students are encouraged to bring their lunch. All sessions take place at the new Center for Innovation in Lifelong Learning and Teaching (CILLT) headquarters: 83 E. Main St., third floor, Room 303. Bring your UD ID! 

Fall 2026 dates: Register in Handshake >

Oct. 8, Noon-1 p.m.: What kind of instructor do you want to be?: Navigating imposter syndrome, setting boundaries and finding your authentic professional identity

Graduate students wear many hats (researcher, instructor, student, assistant, etc.), all while navigating the social challenges of the transition from undergraduate to professional life. This can be especially difficult in the role of TA when trying to strike the balance between being an “approachable near-peer” and an “authoritative instructor.” How do you take ownership of all these roles while still being authentic and kind to yourself? How can you develop your professional identity through teaching experiences?

Nov. 12, Noon-1 p.m.: Navigating "Hot Moments": De-Escalating Tension and Inflammatory Speech

Issues that are charged and divisive in everyday life remain charged and divisive when they come up in the classroom and can interfere with safe, productive, respectful collaboration. Join us for a discussion of how to anticipate, prevent and manage these “hot moments” and what role (if any) your personal feelings on an issue play in its instruction.

Dec. 3, Noon-1 p.m.: Efficient Feedback, SpeedGrader and Grade Challenges

While grading student work can be one of the least fulfilling and most time-consuming parts of being a TA, providing students with meaningful and timely feedback on their work is a key element of effective instruction. Come talk with us about the grading challenges you have faced this semester, and hear from your peers about some tips and tricks to make grading more fulfilling, more meaningful and more efficient.

Resources and Training

The Center for Teaching & Assessment of Learning (CTAL) offers a variety of programs and resources throughout the year to meet the needs of instructors at every stage of their teaching careers. From graduate students entering the teaching ranks as instructors of record to experienced faculty fine-tuning their craft, all instructors will find participation in CTAL programs an opportunity for exploration and discovery in a collegial setting. Visit the events calendar on CTAL’s homepage to view and register for upcoming programs, such as the Course Design Institute (CDI), Friday Roundtables and Teaching Online Together: SPOT-ON. 

Graduate TAs: Sign up for the CTAL Newsletter!
The CTAL Beacon is a newsletter published by the University of Delaware's Center for Teaching and Assessment of Learning (CTAL).The newsletter shares teaching support news, campus resources, professional development opportunities and announcements for UD educators, including teaching assistants. You can learn more or check for recent issues by visiting the CTAL home page, or you can sign up here.

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