When Kaiya Nave graduated with a biology degree in May, he had already spent two semesters as an undergraduate teaching assistant (TA) for Anatomy and Physiology I and II at Augusta University. After earning high marks in the classes taught by Assistant Professor Soma Mukhopadhyay, PhD, Nave returned to help teach the same courses.
“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 said. “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.”
Nave plans to take a gap year before attending graduate school to become a physician assistant. He believes that both his deeper knowledge and the relationship with his professor will benefit him as he moves forward.
“We invest a lot of time training them. I think they appreciate it because they develop skills and patience working with fellow students,” Mukhopadhyay said. “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.”
Teaching assistants support faculty members with demanding courses that include hands-on components such as labs or practicums. According to Mukhopadhyay, TAs assist with tasks like preparing pre-dissected specimens and organizing lab activities, which helps manage multiple classes each semester.
Saja Sanadiki and Hannah Hamlin also worked as undergraduate TAs before entering Augusta University’s College of Nursing. They noted that serving as TAs provided new insights into 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,” Sanadiki said.
Both students say their experience gave them an advantage when starting nursing school.
“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,” Hamlin explained. She added that her clinical thinking skills improved through her role as a TA: “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 highlighted how student TAs can serve as intermediaries between professors and students.
“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,” Sanadiki said.
Mukhopadhyay drew on her previous experience at Penn State University and University of Cincinnati when she helped formalize Augusta University’s undergraduate teaching assistant program.
“I developed a standardized process description for the students and streamlined the way we recruit,” she 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.”
She acknowledged that finding qualified undergraduate assistants remains challenging due partly due their academic workload but continues encouraging former TAs promote participation among peers—not primarily for financial compensation but for practical experience gained through teaching others.
“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.
Serving as undergraduate assistants helps reinforce course material while building communication skills useful beyond university settings.
Mukhopadhyay advises interested health care-focused undergraduates who enjoy laboratory environments consider reaching out about available positions.
