Teaching assistants lighten faculty workload while shaping own futures

When Kaiya Nave walked across the graduation stage in May to receive his diploma for his degree in biology, he had several semesters of Anatomy and Physiology I and II under his belt. Not because he needed to retake the courses for any reason, but because he worked as an undergraduate teaching assistant for two semesters after earning an A in the classes taught by Soma Mukhopadhyay, PhD, an assistant professor in the College of Science and Mathematics.

“You take a lot of these science classes at once, and then you get out, and it’s easy to immediately forget all of it. That’s why many of those classes end up regurgitating a lot of the same information,” Nave explained. “It was definitely very helpful to be able to be in the class again, not to retake it, but help teach it and listen to the lectures in labs and kind of review all of it. It sticks in your head a little bit more.”  

Now that he’s graduated, Nave is planning to take a gap year then attend graduate school to become a physician assistant. He is counting on the extra knowledge and, perhaps more importantly, the relationship he developed with his professor to help him as he takes that next step.

“We invest a lot of time training them. I think they appreciate it because they develop skills and patience working with fellow students,” said Mukhopadhyay, who has written many letters of recommendation over the years for her student assistants. “These experiences help them tremendously in the future. It is a good thing for their resume, whether they are heading for their career or PA school, medical school, nursing or research. I think it is our responsibility to help them get established.”

The teaching assistants play a crucial role in supporting the professor with labor-intensive classes, particularly those involving hands-on components like labs or practicums. Mukhopadhyay says their help is invaluable, especially when teaching multiple classes in a semester. TAs take on various tasks like preparing pre-dissected specimens and organizing lab practicums. Their background support can ensure a smoother experience for both the professor and the students. 

Saja Sanadiki and Hannah Hamlin both served as undergraduate teaching assistants before going to nursing school at AU’s College of Nursing. They also had previously taken the course and say the position gave them a whole new perspective on anatomy and physiology. 

“Being a TA is like retaking anatomy and physiology but knowing the test answers. The ability to listen again to Dr. Soma’s lectures solidified our understanding of the subject,” said Sanadiki. 

Both students credit the experience with giving them a strong start in nursing school as they pursue a bachelor’s degree in nursing. 

“Oftentimes in lecture or lab I’ve been able to recall the topics we helped students with as TAs. As a TA, I took it upon myself to study each topic further and was able to directly ask Dr. Soma for any additional clarification needed so that I was able to help students to the best of my ability. This deeper knowledge of the fundamental aspects of anatomy helped me tremendously in connecting the dots when we took classes such as pathophysiology or pharmacology, for example,” explained Hamlin, who says it also improved her clinical thinking skills. “By aiding other students in my TA role, I have felt more inclined to participate in study groups with other students to help us all grow and learn.”

Sanadiki and Hamlin believe student TAs provide a slight buffer for students and professors. 

“We had meaningful interactions with the students themselves. Often, students are reserved or may avoid asking questions to professors directly; however, the presence of TAs can allow them to be more open if needed. Our interactions varied from answering questions to learning about the multitude of paths each student has, from physician assistants, EMTs, nurses and so on. Those conversations revealed the diverse aspirations each of us has. Engaging with students was enriching for both students and us as TAs,” said Sanadiki. 

Mukhopadhyay helped solidify the undergraduate teaching assistant program at AU after taking what she learned while working at Penn State and the University of Cincinnati and putting it into practice here.  

“I developed a standardized process description for the students and streamlined the way we recruit,” Mukhopadhyay said. “Performance is important, and getting a good grade, an A, is a priority. But we also accept students if they have a B. Not all A students have the capability to be a TA. They have to be a little extroverted. They have to be flexible and have an attitude geared toward helping others learn.”

Finding qualified undergraduate assistants can be challenging due to their class load and often unpredictable schedules. Mukhopadhyay remains committed to the investment each semester and works closely with her former TAs to encourage their peers to apply – not for the paycheck, but for the experience and deeper understanding of the subject the job provides.  

“You don’t have to memorize as intensely or work as hard at securing a good grade, but it’s helpful to keep it fresh in your mind for the future,” Nave said. 

Keeping that material fresh as undergraduate assistants not only reinforces their own learning but also helps them develop teaching and communication skills that can serve them beyond the classroom.

For students looking at careers in health care, serving as a teaching assistant could lead to an opportunity that helps shape their future. Mukhopadhyay recommends students reach out to their professors about positions in their labs if they’ve found the lab environment engaging.