While at UC Irvine I have served as a Teaching Assistant (TA) for four years.  During that I time I taught both Physics majors and non-majors in discussion sections and lab courses.  As a discussion TA I was mainly responsible for assisting students with their problem solving skills and augmenting any conceptual material not covered in lecture.  When I was a lab TA I was the student’s sole instructor.  One year I worked as a TA for the upper-division classical mechanics course. 
I did have the opportunity to guest lecture several times while as I was a TA, and thoroughly enjoyed the experience.   In order to gain more experience lecturing I sought out a position at a local community college- Orange Coast College (OCC).  I initiated contact with the department chair and was able to create an internship program that allows UCI TAs to teach at OCC.  I worked on two courses, one for non-science majors and the other for engineering and science majors.  For each course I was responsible for selecting and preparing the material for approximately one fourth of the classes. 
As one of a small number of Teaching Assistant Consultants (TACs), I train new TAs in the physics department as well as work with experienced TAs throughout the year to help them improve their teaching techniques.  TACs are experienced TAs who are selected and trained by the Instruction Resource Center.  Over the summer the TACs undergo a rigorous training program, more than 300 hours, in order to prepare for conducting training for new TAs.  Each TAC designs their own two-day training, making sure it is customized for their discipline.  Throughout the year TACs conduct consultations with TAs from all departments that are based on student evaluations or videotapes of the TA’s teaching. 
Perhaps the most unique teaching opportunity that I, or any other graduate student, could have at UC Irvine is working with Division of Undergraduate Education (DUE). The DUE course The University Experience: Issues and Options is a required course for all freshmen without a declared major, approximately 600 students each year.  The goal of the course is to help the freshmen understand more about themselves and the new world they find themselves in.  Issues such as identity formation, relationships, and ethics were covered.  In addition to a lecture the freshmen attend a weekly discussion section led by an upper-division student who serves as a mentor.  I did serve as a discussion leader for a group of 18 freshmen, but my principal duty was serving as the TA for the other discussion leaders. 
I was the primary instructor and mentor for the discussion leaders as I led them through weekly pedagogical training.  We examined topics ranging from what it meant to be a mentor to developing a rubric and grading student essays.  All of the training was very participatory; only during the first two weeks did I lead the activities.  After that the discussion leaders were made the facilitators so they could have further practice leading activities.  I designed virtually all of the syllabus, assignments and in-class activities. 
I’m very proud of all of my teaching experiences as each one taught me new skills and new aspects of how students learn.  Because I have had the opportunity to train so many teachers I feel that my own classroom skills have improved tremendously.  My observation skills are much more refined as is my ability to adapt to the students’ needs.  Working with TAs from other departments as a TAC and as a TA for DUE has given me a better sense of what a liberal arts education really means. 

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