Teaching Assistants (TAs) and Assistant Lecturers (ALs) at the University of Environment and Sustainable Development (UESD), Somanya, in the Eastern Region, have undergone a two-day intensive training workshop aimed at equipping them with the knowledge, skills, and responsibilities essential for success in higher education.
The workshop, held at the Auditorium, Multipurpose Building was organised by UESD’s International Programmes Office (IPO), in collaboration with the Carnegie African Diaspora Fellowship Programme (CADFP) and Tabor College, USA. Held under the theme “Modern University Teaching Methods for Assistant Lecturers and Teaching Assistants,” the sessions were facilitated by Professor James Titah, a renowned educator and CADFP Fellow. The training emphasised the pivotal role of TAs and ALs in the academic ecosystem.
Professor Titah noted that beyond routine support, TAs and ALs serve as vital academic bridges between students and lecturers. They promote personalised learning, foster inclusive instruction, and play a key role in student success. Participants were introduced to the core responsibilities of TAs, which include supporting professors during laboratory sessions, preparing experimental setups and materials under supervision, grading lab work using standardised guides, offering tutoring support, ensuring lab safety, and assisting with general housekeeping.
The renowned educator stated that TA positions are paid and primarily designed to prepare aspiring graduate students for academic careers. However, they must not independently grade midterms or final exams, conduct unsupervised research, lecture without permission, or alter student grades under any circumstances. Assistant Lecturers, he noted, are integral to academic delivery. Their duties typically include developing and delivering lectures and seminars, updating course materials, conducting research, presenting at conferences, publishing scholarly work, applying for research grants, mentoring junior colleagues, and contributing to student recruitment and departmental activities.“In some institutions,” he added, “Assistant Lecturers serve as main course instructors, highlighting their evolving role in higher education.”
Professor Titah further stressed the need for ALs and TAs to cultivate key competencies such as active observation and learning, leadership, time management, communication, and critical thinking.
The workshop included educational video presentations and interactive group discussions on the evolving roles of TAs and ALs, effective feedback strategies, building stronger relationships with faculty and students, and improving academic support structures.
Participants proposed valuable suggestions, including the establishment of structured mentorship systems between senior faculty and TAs/ALs, the creation of formal feedback mechanisms, and the expansion of professional development opportunities in pedagogy and research.
Professor Titah urged participants to approach their roles with dedication and professionalism, noting that their work has a direct impact on the quality of teaching and learning at UESD.
Day two of the Teaching Assistants (TAs) and Assistant Lecturers (ALs) workshop featured an engaging session led by renowned academic and Carnegie African Diaspora Fellowship Program (CADFP) Fellow, Professor James Titah. His presentation focused on the transition from traditional to modern teaching practices, highlighting how the integration of educational technology and innovative methods can enhance the learning experience and prepare educators for today’s dynamic classroom environments.
Prof. Titah dissected the key differences between conventional and contemporary teaching approaches, emphasizing a shift toward student-centered, inclusive, and interactive methodologies. He underscored the benefits of modern strategies, such as increased student engagement, critical thinking, practical application of knowledge, and the nurturing of emotional intelligence.
The session introduced participants to 15 modern teaching methods, including: Lecture-Based Learning enhanced with visual aids, storytelling, and interactive Q&A sessions; technology-Based Learning leveraging tools like augmented and virtual reality, YouTube, podcasts, and educational apps to support differentiated instruction; Group Learning for developing collaboration and communication skills and Inquiry-Based Learning to encourage exploration and independent thinking.
In a hands-on final segment, participants were guided through key academic skills such as course design and revision—from defining learning outcomes to structuring lessons and assessments. They also reflected on developing a personal teaching philosophy and explored techniques for creating engaging classroom environments through interactive slides, quizzes, storytelling, movement, and student feedback.
The workshop concluded with the presentation of certificates of participation to all attendees.
Dr. Kodwo Dadzie Ninsin, Chairperson of the Planning Committee, lauded the facilitators, participants, and stakeholders for their contributions to the successful event. He reaffirmed UESD’s dedication to nurturing a high-calibre academic workforce committed to excellence in teaching and learning.
