Teaching Assistant Consultants (TACs)


The TA Consultants program positions TA mentors ("TA Consultants" or "TACs") in most UVic departments. Below is the TAC for your department. If you want information about the programming for TAs in your department, please contact the TAC in your department. TACs develop discipline-specific seminars that cover a range of practical topics, tips, approaches and issues most pertinent to TAs at UVic. Additionally, TACs provide one-on-one support as required.

If you do not see your department listed, please refer to our workshops page to see upcoming workshops and courses that you can attend at the Learning and Teaching Centre (LTC). Remember that all workshops at the LTC are suitable for all TAs and graduate students to attend, even if you have a TAC in your department. All events at the LTC are free to all graduate students at UVic.

TACs are typically senior graduate students with considerable teaching experience and demonstrated teaching excellence. TACs report to Cynthia Korpan, LTC Professional Development Programs and TA Training Manager, and are responsible for providing a discipline-specific TA workshop series, teaching observations, one-on-one mentoring, and referrals to appropriate campus resources. Cynthia provides all TACs with training, support, and resources.

Please see the tab 2016-17 TACs to find out more about the TAC in your department. Alternatively, contact the graduate secretary in your department.

If you are interested in applying for the TAC position for the next academic year, please see our job opportunities page.

If you require further information about the TAC program, please contact Cynthia Korpan, LTC Professional Development Programs and TA Training Manager by email or at 250-472-4798.


John Murray

  • Sustain a TA community of practice within the departments’ culture of teaching, with a particular focus on integrating biological anthropology and archaeology TAs
  • Increase TA skills and knowledge of teaching in higher education
  • Promote professional development and self-reflection
  • Raise awareness of the international TAC and their role

Art History and Visual Studies

David Christopher

  • To provide practical skills that TAs can use in their tutorials and to foster their professional development
  • To foster a social and interactive community of TAs in order to raise their enjoyment of the graduate student experience
  • To improve supports for and involvement of International TAs
  • To improve faculty support and communications for TAs


Gerry Holmes

  •  Prepare new TAs for their roles and responsibilities
  • Help TAs feel confident, comfortable and clear in their roles as instructors
  • Enhance TAs concrete skills (e.g. speaking in front of a group or grading abilities)
  • Ensure international TAs are supported


Silvija Smith

  • To improve TAs professional development skills, developing practical, job relevant skills.
  • To introduce TAs to instructors outside of the department
  • To develop a sustainable TA community

Child and Youth Care

Erin Mirau

  • To increase student learning and satisfaction through the development of TA skills, knowledge, and confidence
  • To develop a sustainable TA community of practice that is integrated into CYC’s culture of teaching
Computer Science

Ryan Habibi

  • To help build and develop a sense of community between graduate students in the department.
  • To help familiarize new students with the different TA roles and their associated responsibilities.
  • To help TAs feel more confident and comfortable in their role as a TA.
  • To provide TAs with pressure-free opportunities to practice, learn, discuss, and improve their TA skills.

Earth and Ocean Sciences

Sarah Jackson

  • To elevate the status of learning and teaching in the minds of TAs
  • To grow a community which promotes professional and social interactions amongst TAs
  • To improve the teaching skills of TAs through professional development workshops

Laura Corbett

  • Have detailed knowledge of the TA position, expectations, and level of professionalism required
  • Possess the skills and confidence to be able to perform their TA duties effectively
  • Be aware of the support available to them within the department, specifically the roll of the TAC and peer support networks

Educational Psychology and

Leadership Studies

Anbreen Shaikh

  • Co-create and feel a sense of community among EPLS TAs
  • Feel supported in their role as TA and capable of offering support to students
  • Have knowledge of UVic's resources, procedures and policies
  • Develop practical, relevant job-related skills
  • Engage in professional development through self-reflection and observation/feedback

Alexandros Dimopoulos

  • Help new graduate students develop an understanding of the role of a TA in engineering
  • Develop and improve skills and knowledge relevant to being a TA
  • Reduce anxiety and increase confidence in practice
  • Develop a community of practice for engineering TAs
  • Develop an appreciation for long term professional development related to teaching

  • Foster an open and supportive community of practice in which TAs feel more empowered and self-aware as educators
  • Equip TAs with a repertoire of skills and strategies that they can implement in their teaching practice
  • Coach TAs in grading efficiently and effectively according to the English Department rubric
  • Help TAs develop concrete time- and stress-management strategies

Environmental Studies

Kristen Walsh

  • To cultivate a supportive and mindful community of practice amongst new and experienced TAs in Environmental Studies
  • To hone fundamental TA skills such as confident facilitation and effective evaluation


  • TAs develop their own hand-on activities for labs
  • TAs create lesson activities that will be shared with other TAs teaching the same lab for consistency purposes
  • TAs will have access to one-on-one meetings when required
  • TAs will engage in consistent communication with each other
  • TAs will feel comfortable in the classroom
  • TAs will be able to identify their strengths and weaknesses

Maleea Acker

  • To emphasize a greater value on teaching within the department
  • To increase student learning through engaged instruction
  • To help TAs develop a toolbox of effective teaching and assessment techniques

Greek and Roman Studies

  • Establish a friendly, supportive, community of peers in the department
  • Increase TA knowledge of their rights and privileges under their union’s collective agreement
  • Focus on the mental health of grad students
  • Work to improve the process of grading and submitting marks
  • Ensure TAs are aware of their rights and responsibilities as students and employees

  • Support TAs in creating an enjoyable and educational environment in which students can safely and confidently express themselves
  • Provide TAs with skills to facilitate an engaging, free-flowing, and challenging discussion that meets course objectives and elevates students' thinking
  • Encourage TAs to improve teaching skills and confidence through professional development
  • Create a sense of community and support amongst TAs, faculty, and students

International TA Focus

Amir Andaliby

  • To help International TAs feel more comfortable as an instructor in a Canadian classroom by understanding cultural differences
  • To assist International TAs develop skills and strategies for effective teaching
  • To making International TAs aware of the ITAC role and different resources available to support them in every aspect of their work


Emily Comeau

  • Foster a community of support and peer mentorship, and improve communication within the Linguistics Department
  • Improve TA training to develop knowledge and skills, and to increase TAs’ confidence
  • Establish a reflective practice of teaching, and introduce a process of TA evaluation and feedback
  • Elevate the status and value of TA professional development, and teaching as an ongoing process


Kacie Williams

  • Ensure access to necessary resources
  • Create a supportive TA community
  • Enable confidence in TA duties
  • Enable stress and mental health management


Rena Roussin

  • To increase the confidence, performance skills, and abilities of new TAs
  • To build a community of practice among new and experienced TAs
  • To enhance the quality of graduate teaching and undergraduate experience in the School of Music
  • To prepare TAs to reflect on their contributions to higher education and promote professional development

Pacific and Asian Studies

Joseph Clarke

  • Establish the professional expectations to be met by TAs
  • Improve TA teaching and feedback skills
  • Encourage TAs to reflect on their roles and experiences
  • Help TAs with their time management

Political Science

Philip Henderson

  • Encourage TAs to reach out to me for consultation
  • Mediate issues surrounding professionalism in TA work, reducing this concern amongst faculty
  • Integrate the TAC role more deeply within the Department’s institutional infrastructure


Mario Baldassari

  • Improve TA skills and knowledge
  • Increase TA confidence and self-reflection practice
  • Encourage TAs to think more about teaching


Ashley Berard

  • Increase TAs' skills, confidence and knowledge base of teaching
  • Create and maintain a sense of community among TAs' that is integrated into the department culture
  • Aid TAs' in their professional development by emphasizing the adaptability of teaching skills