In my last blog post, I emphasized that teaching a full course is a great opportunity for postdocs to maximize the benefits of this phase of their career. In this post, I’m sharing practical tips for postdocs and grad students preparing to teach their first course. Many of these suggestions also apply to TAs who want to strengthen their teaching practice.
How to find a teaching opportunity
You don’t need to be a postdoc or even have your PhD in hand to teach a university course. Many departments hire sessional instructors at various stages in their academic careers. Check your department’s website regularly for postings. Additionally, keep an eye on departmental mailing lists, including messages forwarded from other departments that might need someone with your specialty.
It’s also a good idea to talk to your supervisor or graduate coordinator, as they often know about teaching opportunities before they’re widely advertised. Don’t limit yourself to Queen’s; consider checking nearby institutions such as St. Lawrence College and the Royal Military College for teaching positions. Even if there isn’t a posting available immediately, let people know you’re interested so they can consider you when something becomes available.
How to Prepare: Practical Steps
Whether you’re leading a full course or supporting one as a TA, there are some important steps you can take to get ready.
1. Talk to people who’ve taught it before
If possible, connect with instructors who have taught the course before. They can offer insights into what worked well and what didn’t, and share advice about common challenges to expect. It’s also valuable to talk with head TAs, who often have a clear view of the day-to-day realities of the course and can share practical tips for managing logistics and supporting students effectively.
2. Check online student feedback
Looking at online feedback can be surprisingly helpful. Sites like , , or other student forums can reveal recurring pain points or areas of confusion that students have experienced in past versions of the course. Don’t take this feedback personally; instead, treat it as useful input for clarifying expectations and avoiding common pitfalls before the semester begins.
3. Get different teaching perspectives
Seek advice from a range of colleagues to get a well-rounded view. Senior faculty members can help you understand departmental expectations and broader institutional norms. Newer instructors may share fresh teaching ideas or strategies for engaging students effectively. Your supervisor is also an excellent resource, offering tailored guidance about teaching strategies and helping you navigate expectations, especially if you’re new to teaching in Canada.
4. Preserve what works, update what needs it
Don’t feel pressure to rebuild the entire course from scratch if the existing materials are solid and effective. Instead, focus on delivering the content clearly and making the learning experience engaging for students.
However, be ready to make updates where necessary. For technical subjects that evolve quickly, review materials from top universities to see how they’re covering current topics. Consider refreshing lab activities to ensure they remain relevant and effective. Ensure you’re also comfortable with modern, practical tools in your field. For instance, consider taking an online course yourself to strengthen your ability to support students.
5. Be transparent and student-friendly
Good teaching is built on clear communication. Share grading criteria, timelines, and expectations early so students know exactly what to expect. Incorporate frequent, low-stakes feedback opportunities to help them stay engaged and on track without lowering standards.
It’s also helpful to update your website or faculty page with the syllabus, learning outcomes, and assessment methods. This ensures enrolled students have easy access to key details and helps prospective students determine if your course is the right fit for them.
6. Support (or be) a great TA
If you’re the instructor working with TAs, meet with them early to set expectations, discuss responsibilities, and share clear marking rubrics to ensure consistency. Additionally, plan ahead to delegate effectively. For example, the Exams Office may be able to handle quizzes if you arrange them in good time. If you’re a TA yourself, don’t hesitate to ask your instructor for this kind of clarity so you know what’s expected of you and can do your best work in supporting the course.
Teaching isn’t just about transferring knowledge. It’s about mentorship, communication, and helping students develop critical thinking skills. Your research experience gives you unique insights; focus on making them accessible and engaging for your students.
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