In a new article for University Affairs, Meagan Auer (University of Alberta), Elise Sammons (UAlberta), and Dax D’Orazio (Queen’s University) provide suggestions on how instructors can mentor TAs to realize their full potential. They recommend instructors engage more with their TAs, regularly meeting and reflecting with them, including them in course and curriculum design, and recognizing them for their work. They also recommend that instructors educate themselves about diversity and inclusion, and challenge their own biases to ensure they are treating their TAs well. They further emphasize the importance of institutional support, that work hours be allocated to professional development, awards and honorariums offered for success, and that contracts clearly outline what TAs will do. University Affairs Note: Archived stories may contain dead links or be missing source links.