Teaching Assistant Training Program (TATP)


The Teaching Assistant Training Program is a hands-on, twenty-hour blended program comprised of both asynchronous and synchronous learning, designed for new TAs embarking on their teaching careers. Learn about fair grading practices, diversity in the classroom, lesson design, and giving students feedback on written work. Get real-time, hands-on teaching experience in our unique microteaching sessions where you can try out your teaching skills with a small group of your peers and receive helpful, constructive feedback. At the end of the session, you will receive a certificate as evidence of your commitment to the development of your knowledge and skill as a teacher.


Lesson design, feedback, marking, microteaching, facilitating discussions, interpersonal communication, and the intercultural classroom.


By the end of this program, participants will be able to:

  • design and deliver lessons using the Bridge-Outcomes-Pre-Assessment-Participatory Learning-Post-Assessment-Summary (BOPPPS) model
  • apply the characteristics of effective feedback when giving verbal, written, and non-verbal feedback
  • listen openly to feedback on teaching and reflect on personal approaches to teaching and learning
  • define the TA’s interpersonal communication responsibilities and identify resources available for student and TA academic success
  • describe strategies to facilitate effective classroom or laboratory discussions;
  • implement consistent grading practices
  • identify cultural influences on communication in the classroom.

What to expect

This program is designed to be engaging and highly interactive through topic-based workshops and small group microteaching sessions. Each participant will prepare two, ten-minute lessons and deliver these lessons to small their group of peers during two synchronous sessions.

Statement on Diversity and Inclusion by TATP Instructors

As the instructors of TATP, we recognize that equity, diversity, and inclusion are key to a safer learning community and facilitating the outcomes of the program. We believe that a wide range of experiences, languages, identities, cultural backgrounds, and other forms of social and intellectual diversity enrich and enhance the learning experience. We are committed to modelling and collectively establishing a classroom community that embraces.

Research on program impact

Program Information

Upcoming Blended (online/in-person) TATP Session

  • Wednesday January 17th to Sunday January 21st - Registration is CLOSED

Note: The first 2 days of TATP are dedicated to completing asynchronous eLearning modules in OWL, with in-person sessions taking place on the final 3 days.


Current graduate students and postdoctoral scholars


Registration instructions

Please note: 

  • This program is in high demand and limited enrollment. If you anticipate any reason for not being able to commit to the full program, please do not register to avoid taking the spot of another student who could benefit from this program.
  • Registration is available for current (must be registered in the term indicated on the "Offer of Admission") graduate students and postdoctoral scholars only
  • TATP is reserved for students who have not already completed TATP, ATP or SGPS 9500 due to limited enrollment.

Here are the steps to register TATP once the next offering is available: 

  1. Login to Western Connect using your Western username and password. 
  2. Go to the Event Calendars section and select the Centre for Teaching and Learning calendar.
  3. Select ONE session you would like to attend from the calendar. Details and a description will appear.
  4. Select the Register on Waiting List button. You will receive an automated waitlist confirmation email to your Western email account.
  5. Submit your $20 deposit (cash or cheque only) to the CTL located in AHB 3R34 to complete your registration and secure your spot in the program on a first come first serve basis. The CTL is open to receive deposits between 9am and 4pm Monday to Friday. Please note that we will be closed from December 22nd to January 3rd, inclusive.If you are unable to be on-campus, you can mail the deposit by cheque.
  6. If there is a spot for you in the program, you will receive a registration confirmation email to your Western email account after we receive your deposit, which means you are officially registered in the program.

Due to limited enrolment, we are not able to accept everyone who registers on the Wait List. Registration is on a first come first serve basis upon receipt of the $20 deposit. Once the program spots are full, you will remain on the waitlist and will be notified if a spot becomes available. Deposits will be returned upon completion of the program, or if a participant cancels their registration 3 business days prior to the start of the program. If a spot does not become available for you, we encourage you to register for the next offering of TATP (please see the section "Offered" on the TATP webpage).

If you have any questions or problems registering for an event, please consult our Registration Help Page for our Cancellation Policy, FAQs and more or contact ctl@uwo.ca.

Prerequisites / Recommended Preparation

None (active TA duties not required).

Completion Requirements

To complete the program, students must attend and engage each day, complete all asynchronous activities, deliver two microteaching lessons, and engage in feedback discussions with a small group of peers.


Six sessions will be offered in August and September. A session is typically offered in January as well.

Applies to following certificates

Western Certificate in University Teaching and Learning

You may also be interested in these programs:

Graduate Student and Postdoc Mailing List

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Testimonials from TATP participants

“Fantastic to learn from other TA's and to be a part of such a supportive learning process. Great facilitation and guidance provided.”

“Microteaching was a great space to try out the lesson design strategies we had just learned and get really useful feedback from our peers. I have gone away from those sessions feeling more confident in my teaching skills and feel ready to try new things in my classroom this coming term.”

“Many strategies and tools were presented. I loved the opportunity to practice and apply our learning. It was all very engaging and participatory aspects were very effective.”

“My microteaching group was incredibly supportive; everyone was very kind, professional, and constructive. The group facilitator asked great questions that encouraged improvement.”