T.A. Talk with Katherine Riker
Get to know the senior supply chain management major, who serves as a SCM 310 T.A.
They lead some of our classes, teach our labs and grade our exams. Teaching assistants, or T.A.s, are undergraduate students who help faculty with course instruction and student learning. While each course may have different requirements, T.A.s apply and interview for open positions much like ones for internships and jobs, with the course instructor to see if they would be a good fit.
Katherine Riker is a senior studying supply chain management with a minor in business analytics. She is a T.A. for SCM 310 Management Science and Operations Management and plans to graduate this May.
Originally from Naperville, Illinois, Riker came to KU and the School of Business because of the abundant resources and opportunities offered. She loves the traditions and overall atmosphere at KU, and the passion students have for the school and the sports excited her. She became a T.A. because to become more actively involved in the business school and get to know the faculty within the supply chain department better. Riker believes that becoming a T.A. has been the best way to do that.
Can you share the steps or process you took to become a T.A.?
First, I took SCM 310 and performed well receiving an A. Next, I approached Joe Walden and thanked him for the great class and expressed my interest in the subject matter and asked if he had available spots as a T.A. I sent him my resume and he offered me a spot for the following semester.
Did you establish a connection with any faculty or people in the department to express your interest in becoming a T.A.?
I developed a relationship with Joe Walden, associate teaching professor, by attending class every day, talking to him after class and performing well in his class. I was a sophomore at the time and just getting into in-depth business classes, so he was the only faculty I had established a connection with at the time.
Do you feel you needed any prior teaching or mentoring experience to make you stand out as a candidate?
I do not feel you need teaching or mentoring experience, though it does help. If you do not have teaching or mentoring experience that should not be a reason to not attempt to become a T.A.
Were there specific skill or knowledge areas that you found particularly valuable in your role as a T.A.?
The most important thing is being an expert in the subject matter of the class you are a T.A. for. This way, you can answer any questions a student may have. Outside of that, the best skills you can have are good communication, being approachable and helpful and being as available to students as possible.
Can you offer any advice or tips for students interested in pursuing a T.A. position within the School of Business?
My advice would be to ask early and get to know your professors early on to build a connection. If you have a good connection with a professor and perform well in your class, it will set you apart from the other students. Expressing interest in being a T.A. early on in the class will also help your chances.
Did you meet any specific qualifications or levels of experience that you feel helped you be selected as a T.A.?
The only qualification for my specific course is to have completed SCM 310 with an A in the class. Qualifications and experience level requirements differ from professor to professor and course to course.
What role did your academic background play in securing this opportunity for you?
My academic background is strong, and this is shown on my resume. However, I do not think that was the biggest factor in securing my T.A. position. I think what ended up being most important was showing up and performing well in class, building a connection with Joe, and having a strong interest in the content.
By Grace Ludes
