Designing Effective Tutorials and Labs
Designing effective tutorials and labs requires more than assigning tasks to Teaching Assistants. It involves clarifying the purpose of these sessions within your course, aligning them with learning outcomes, and supporting TAs within the University’s employment framework. This page brings together pedagogical guidance and institutional context to help you integrate tutorials and labs intentionally and effectively. Use the sections below to navigate key considerations.
Course Instructors Working with TAs at U of T
Teaching Assistants (TAs) are not just supplementary staff—they are critical partners in delivering high-quality undergraduate education at the University of Toronto. According to the Report of the Joint Working Group on Undergraduate Tutorials, tutorials and labs are central to fostering active learning, critical thinking, and deeper engagement with course material. TAs often lead these sessions, making them key contributors to student success.
Working with TAs involves more than assigning tasks—it requires intentional integration of TAs into the teaching team. This means:
- Communicating the purpose of tutorials/labs within the broader course structure.
- Aligning tutorial activities with course learning outcomes, ensuring consistency and coherence.
- Providing mentorship and pedagogical guidance, so TAs can confidently facilitate learning and manage classroom dynamics.
The report emphasizes that tutorials are most effective when instructors and TAs share a clear understanding of their role in the learning process. This collaboration enhances student engagement and supports the University’s commitment to excellence in teaching.
Graduate Students as TAs
Graduate students who serve as Teaching Assistants occupy a dual role at the University of Toronto:
- As students, they are pursuing advanced academic degrees and have access to services that support their scholarly development, such as graduate student advising, academic resources, and wellness programs.
- As employees, they are part of a unionized workforce under CUPE 3902, with rights and responsibilities outlined in the Collective Agreement. This includes access to employment-related supports such as workplace accommodations, grievance procedures, and professional development opportunities through programs like TATP.
TAs are balancing academic commitments with employment obligations, and both dimensions shape their experience. Understanding this context helps instructors foster a respectful and supportive working relationship—one that acknowledges TAs’ contributions as educators while respecting their identity as students.
The Unionized Environment and the Collective Agreement
TA appointments at U of T operate within a unionized environment governed by the Collective Agreement between the University of Toronto and CUPE (Canadian Union of Public Employees) 3902. This agreement sets out the terms of employment, including workload, compensation, and rights for both TAs and instructors. Specific questions regarding the CUPE 3902 Collective Agreement should be directed to the designated authority in your department or to Labour Relations.
Central to this process is the Description of Duties and Allocation of Hours (DDAH) form, which serves as the foundation for TA work. The DDAH typically specifies:
- The tasks assigned to the TA (e.g., leading tutorials, grading, office hours).
- The number of hours allocated for each task.
- Clear expectations to prevent workload disputes.
It is important to note that the DDAH form looks different across departments because each unit adapts it to reflect the nature of its courses and disciplinary teaching practices. While the structure and purpose remain consistent, the details—such as task categories or hour allocations—may vary. This flexibility ensures that TA responsibilities align with the unique teaching needs of each department.
Completing the DDAH accurately and discussing it with your TA is a compliance step. It is also an opportunity to clarify roles, prevent workload disputes, and set the foundation for a successful teaching partnership.
Reflecting on Tutorials/Labs in Your Course Design
Before assigning tasks to TAs, take time to reflect on how tutorials/labs fit into the overall structure of your course. Ask yourself:
- What is the purpose of these tutorials/labs? Reinforcement of lecture content? Skill development? Active learning?
- How do they align with your course learning outcomes?
- What role will the TA play in achieving these goals?
Several resources below can support the integration of tutorials into your course structure and help you onboard TAs to your tutorials intentionally and effectively:
- Developing Learning Outcomes: Explores a structured approach to creating clear, measurable learning outcomes for tutorials, helping instructors design sessions that align with course objectives and foster active student engagement.
- Active Verbs for Bloom’s Revised Taxonomy: Provides definitions and attributes for each of the six levels of Bloom’s Revised Taxonomy, along with active verbs that can be used when developing tutorial learning outcomes.
- Examples for Developing Tutorial Learning Outcomes: Offers practical examples of well-crafted tutorial learning outcomes to help instructors align tutorial activities with course objectives and promote meaningful student engagement.
- Overall Tutorial Planner (worksheet): Document and share with your TAs your planning details (including learning outcomes) about the role of tutorials/labs in the course.
- Specific Tutorial Planner (worksheet): Share it with your TAs to help them develop clear, measurable learning outcomes for each individual tutorial, ensuring alignment with course outcomes and supporting effective session planning.
By reflecting on these questions and using the provided resources, you can design tutorials and labs that are purposeful, well-structured, and supportive of student learning. Once you have defined your tutorial/lab learning outcomes, consider the following:
- How and when these outcomes will be assessed within tutorials/labs.
- What methods TAs will use to measure student learning.
- Strategies to ensure fair and consistent grading.
After outlining these considerations, communicate them clearly to your TAs. Also, reflect on the degree of flexibility TAs will have in planning individual tutorials—striking a balance between alignment with course goals and allowing space for their unique teaching style.
Mandatory Meetings with TAs: Setting the Stage for Success
Under the CUPE 3902 Unit 1 Collective Agreement, course instructors are required to meet with their Teaching Assistants (TAs) at least twice during the term—once before classes begin and once around the midpoint. These meetings are not just compliance steps; they are essential for building a cohesive teaching team, clarifying expectations, and ensuring transparency in a unionized environment.
The first meeting establishes the foundation for collaboration, while the second meeting provides an opportunity to review progress, address challenges, and adjust duties. Together, these meetings help prevent misunderstandings, support workload fairness, and strengthen the teaching and learning experience for students.
First Meeting: Laying the Groundwork
(minimum 1 hour)
Held before the start of the term, this meeting should cover:
- Course goals and learning outcomes to explain the big picture and how tutorials/labs fit into the course design.
- Course policies and guidelines, such as, for instance, attendance, academic integrity, communication norms, accessibility practices, etc.
- Assignments and grading with a detailed outline of due dates, grading practices and deadlines, and expectations for feedback.
- Accessibility and accommodations to support students with diverse needs.
- Reviewing the DDAH Form to clarify tasks and time allocations.
- Scheduling the Midterm Review with a specific date and time for the second meeting.
Second Meeting: Midterm Check-In
(minimum 30 minutes)
Held midway through the term, this meeting is an opportunity to:
- Revisit allocation of hours to adjust for changes in office hours, exam support, or unexpected workload shifts.
- Clarify expectations for the remainder of the course to reinforce priorities and address any ambiguities.
- Address classroom concerns by discussing challenges in tutorials/labs and share strategies for improvement.
- Promote professional development by encouraging TAs to pursue growth opportunities, such as TATP workshops, certificates, and resources.