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Teaching Assistants Professional Development Program

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The Teaching Assistants Professional Development Program consists of five online modules that are available on Canvas. All modules are mandatory for teaching assistants to complete during their time at AUC. Contact your department for more information.

Below are more details about the TAPD modules

In this module, you will be introduced to essential information pertaining to your work as a teaching assistant at AUC. You will learn about the importance of academic integrity and the different forms of violating it, the policies associated with academic integrity, AUC’s code of ethics, and your role in sustaining academic integrity on campus. You will also be introduced to different scaffolding strategies to help you guide and support students when needed. The module also introduces you to the basic features of AUC Learning Management System (LMS): Canvas. Finally, you will get a chance to participate in an interactive session with other teaching assistants who share their experiences assisting faculty and supporting students at AUC.

In this module you will be introduced to some basics of learning and teaching that would help you support AUC students and faculty. You will learn about adult learners and adult learning styles, as well as explore and apply concepts of metacognition on case studies in the context of Higher Education. In addition, you will explore the concept of visual thinking and its impact on enhancing learning. The module also helps you explore the basics of student engagement strategies and classroom dynamics. In the final section of the module, you will get some tips on how to maintain a healthy relationship with instructors and how to find an equilibrium when juggling work, social life, and personal life.

In this module you will learn about the basics of course design, discussing the benefits and stages of Wiggins and McTighe’s Backward Design approach, as a framework for planning and designing courses and learning experiences. You will also explore some active learning strategies that enhance student engagement in the classroom. In the last section of this module, you will learn about different types and purposes of assessments as well as explore some Classroom Assessment Techniques (CATs).  In relation to assessment, you will be guided on how to provide constructive feedback to students, exploring some challenges that could arise from assessment and grading.

In this module, you will explore different types and purposes of assessment, learn about assessment and rubrics design, as well as evaluate factors that affect using assessments to deter plagiarism. And finally, you will revisit feedback as one of the most important aspects of student learning.

In the first section of this module, you will explore topics related to accessibility in higher education, learn about the different barriers students with disabilities face, know what disability microaggressions are and learn about AUC’s Disability Policy that governs academic accommodations for students with disabilities. Furthermore, you will learn about the different support services and assistive technologies that are available for students on campus. In the second section that covers mental health and wellbeing issues, you will  learn about Emotional Intelligence (EQ), and you will be provided with some tips for self-care, time management, stress management and wellbeing. Finally, you will learn about psychological first aid, managing mental health crises and facilitating student access to further support student mental health.  

Responsibilities of Teaching Assistants (TAs)

In accordance with the recommendations of the dean’s council committee on the duties of teaching assistants at AUC, February 2015:

TAs, who are graduates or graduate students, enhance their own learning experience and that of undergraduate students by assisting course instructors in facilitating learning activities for the course in and/or outside the classroom. In meeting their responsibilities of assisting faculty teaching undergraduate classes, labs, and studios, TAs are expected to carry out one or more of the following responsibilities based on course and/or departmental guidelines:

  • Attend and observe classes of the course to which they are assigned
  • Take attendance in classes, labs, and studios in the presence of the course instructor
  • Run trials of the work to be carried out by students prior to the lab and/or studio session
  • Support students in carrying out experimental and/or creative work in labs and studios
  • Assist in preparing answer keys for assignments where applicable
  • Assist in the grading of quantitative components, of course, weighted assessments, such as assignments, quizzes, reports, and exams (quantitative components are those which 
  • can be graded with a key, not requiring the grader to make judgment calls)
  • Assist in recording and/or calculating students’ grades, which are NOT the final course grades
  • Assist in uploading course material onto online course management tools (e.g., CANVAS)
  • Assist in preparing course material under the guidance of the course instructor
  • Conduct revision, review, and/or problem sessions that do not require the introduction of new materials to students
  • Lead in-class discussions and group activities that do not require the introduction of new materials to students
  • Assist in proctoring quizzes and/or exams, but not carry this out in the absence of the course instructor
  • Hold office hours

Additionally, for blended learning courses and MOOCs, TAs are expected to carry out one or more of the following responsibilities:

  • Interact with students in online discussions and blogs, where applicable
  • Respond to students' queries online
  • Hold online office hours

TAs should never be responsible for:

  • Grading qualitative components, of course, weighted assessments such as assignments, quizzes, reports and exams. Qualitative components
    are those
  • Independently proctor quizzes and/or exams. Independent proctoring entails the presence of the TA in the room where the quiz and/or exam is held while the course instructor or qualified substitute proctor is absent
  • Independently introduce new material to students. A TA may not substitute for the course instructor in delivering new course material to students, where the effect is to relieve the instructor of his or her teaching responsibilities. This rule stands whether the instructor is present in the classroom and/or lab or not
  • Recording or calculating official grades. A TA cannot have access to Banner Self-Service, and any grading, of course, weighted assessments the TA carries out must be reviewed and approved by the course instructor for the grade to become official. Instructors are ultimately responsible for course grading
  • Taking attendance without the course instructor being present.