[Guest post by Christine Solan, Teaching and Training Specialist, Biology, Johns Hopkins University]

In  many classrooms, there is someone quietly shaping the learning environment in ways most students never notice—and most institutions never measure. We often talk about Teaching Assistants (TAs) in terms of tasks: grading, proctoring, helping labs or discussions run smoothly. But anyone who has taught a complex course knows that TAs often do far more than that. They help translate expectations, humanize the course, and create the small moments of connection that influence whether a student feels capable, welcomed, or overwhelmed.

Research in higher education has long shown that students’ sense of belonging, access to timely feedback, and perception of instructor approachability are among the strongest predictors of academic success. TAs often sit right at the intersection of these experiences. Students tend to see TAs as more approachable, more available for questions, and more attuned to the emotional ups and downs of learning. In large or fastmoving courses—where faculty are balancing significant teaching, research, and service responsibilities— a TA can be the person who notices confusion early, encourages a hesitant student, or reinforces the tone and expectations the faculty member has established. 

None of this replaces faculty expertise; if anything, it reinforces it. TAs are close enough to students to feel accessible, yet experienced enough to guide thinking, model disciplinary reasoning, and support the inclusive norms faculty work hard to cultivate. When TAs receive even a small amount of structure or guidance, their work becomes more aligned with course goals and the whole learning environment benefits. 

Because faculty carry the intellectual and pedagogical leadership of a course, the way they frame the TA role matters enormously. This doesn’t require major time commitments or extra meetings. Sometimes it’s as simple as sharing the “why” behind an instructional choice, asking TAs what they’re noticing in student questions, or clarifying the tone the faculty member hopes to set. These small moments of alignment can have an outsized impact on how effectively TAs support a course. 

When faculty choose to engage TAs as collaborators—even briefly—teaching becomes more reflective, course design more intentional, and students experience a more cohesive learning environment. Many faculty also find that this partnership lightens the cognitive load of managing a complex classroom, allowing them to focus more fully on the aspects of teaching that require their expertise. 

TAs do not simply help faculty teach; they help faculty reach—reach more students, more consistently, and with greater humanity. They are part of the hidden architecture that helps make excellent teaching possible. When faculty include TAs in their instructional planning, even in small ways, the partnership can enhance their own teaching while supporting the kind of learning environment they are working so hard to create.