Serving as a TA for INFO 331: Information Architecture introduced a different kind of challenge. Many students relied heavily on AI tools to complete assignments, which made it difficult to make sure they were actually learning the class material and not just feeding it directly into a chatbot. I would often look over the shoulders of my students and see them directly copy-pasting the entire assignment into AI. Rather than resisting this reality, I had to navigate how to teach in a way that emphasized process over output, encouraging students to sketch and visually design their solutions so they could rely on their own knowledge. This experience pushed me to reflect on what meaningful learning looks like in a time when answers are always available. I also had to deal with a few students who disrupted the class frequently. My solution for this was keeping firm boundaries with them, which is something I have never had to do before.
TAing ultimately shifted my perspective from being a student focused on my own performance to being someone responsible for the growth of others. It taught me the importance of meeting people where they are, while still challenging them to engage more deeply.
Being a TA: Stories and Reflections
I have been a TA twice during my time at college, for the classes INFO 498: Technology, Policy, and Ethics, and INFO 331: Information Architecture. As a first-time TA for INFO 498, I was responsible for leading weekly lab sections that blended seminar conversations and hands-on exercises. The role required more than just understanding the material and being able to talk to students about it - it challenged me to think carefully about how to encourage participation and create a space where students felt comfortable voicing uncertainty. I quickly learned that teaching is as much about building trust and community as it is about delivering content.
