(208e) Developing Metacognitive and Communication Skills through TA Training in Chemical and Biochemical Engineering

This paper presents a structured training program designed to support undergraduate and graduate teaching assistants (TAs) in a Department of Chemical and Biochemical Engineering. Recognizing that most departmental TAs are undergraduates serving in peer-support roles, the program focuses on building professional competencies—particularly metacognitive awareness, communication skills, and inclusive teaching practices—that are critical to both student learning and TA success.

The training includes a series of in-person sessions throughout the academic year, beginning with onboarding and progressing through team-building, scenario-based problem solving, and reflective mid-semester check-ins. Instructional videos, metacognitive questioning techniques, and communication exercises provide tools for TAs to support diverse learners, promote a growth mindset, and foster student autonomy. Emphasis is also placed on cultivating welcoming, inclusive environments.

The program was developed in response to multi-year feedback from students, TAs, and faculty, leading to the creation of resources such as TA contracts, centralized information-sharing platforms, and structures for improved TA-faculty communication. By integrating university-wide initiatives on learning science with discipline-specific needs, this training equips TAs to better understand their roles, support student learning, and develop their own professional skill sets. The program continues to evolve based on TA and faculty feedback and offers a replicable model for TA development in departments with a large undergraduate instructional workforce.