ENED Teaching Assistant

As part of my University Honors Program experience, I had the opportunity to work as a Teaching Assistant for Engineering Design Thinking, a first-year course that introduces students to the fundamentals of the engineering design process. In this role, I supported student learning by grading weekly assignments and providing constructive feedback to help them grow. This experience allowed me to engage with the course from a different perspective, build essential professional skills, and contribute meaningfully to the academic development of incoming engineering students.

What?

During the Spring 2025 semester, I served as a Teaching Assistant for Engineering Design Thinking, a first-year engineering course focused on introducing students to the design process, creative problem-solving, and collaborative thinking. My primary responsibility in this role was grading weekly assignments for approximately 70 students. Initially, balancing this responsibility with a demanding course load proved to be a challenge. However, after consulting with my Lead TA, we collaboratively decided to redistribute some of the grading workload among the other TAs, allowing me to ease into the role gradually. As the semester progressed and I adjusted to my academic schedule, I was able to resume my full responsibilities. Through this experience, I developed strong time management and planning skills, learned to work collaboratively within a team of TAs, and prioritized delivering meaningful, constructive feedback to help students learn from their mistakes—something I had personally appreciated when I took the course myself.

So What?

This experience was incredibly formative and rewarding. It pushed me to manage my time efficiently and hold myself accountable, even during periods of high academic pressure. Navigating the responsibilities of a TA while being a full-time student helped me develop discipline and improve my ability to prioritize tasks. Moreover, reviewing student submissions each week allowed me to reinforce my understanding of engineering design concepts and see how different students approached open-ended problems. Providing helpful, personalized feedback became a way for me to give back to the learning community and foster the same supportive environment that had benefited me in the past. This experience also allowed me to work closely with other TAs and faculty, which enhanced my collaboration and communication skills in an academic setting.

Now What?

Moving forward, I hope to build on the skills I developed through this Honors experience, particularly time management, professional communication, and reflective thinking. I plan to continue seeking out teaching or mentoring opportunities, as I found it fulfilling to contribute to the academic growth of others. This role reaffirmed my passion for engineering education and collaborative learning, and I hope to carry this forward in future academic projects, internships, or leadership positions. Additionally, I intend to remain involved in the University Honors Program and pursue future experiences that allow me to apply engineering concepts in real-world settings while continuing to reflect on my growth as a student and professional.

Completing this Honors experience as a Teaching Assistant was a pivotal step toward achieving my long-term goals of becoming a well-rounded engineer and an effective mentor. By engaging in this academic support role, I strengthened my communication skills, deepened my understanding of the design process, and developed practical strategies for time management and leadership. This experience has equipped me with the tools and confidence to continue growing as a collaborative, reflective, and community-focused engineering scholar.