What have you enjoyed most about being a TA for your fellow Ph.D. students?

“My favorite part of being a TA is being able to see basic genetic concepts ‘click’ for people for the first time,” said Sarah Gilmour, a Ph.D. student in the Zanders Lab, “Seeing how much students can grow in just two weeks is pretty amazing, and I’m really proud to have played a part in that growth.”

Kelsey Scott, a Ph.D. student in the Piotrowski Lab added, "It's always fun watching new students realize the potential of the systems they’re studying. Seeing them get excited about new aspects of science they haven’t experienced before is really rewarding.”

For AJ Treichel, a Ph.D. student in the Bazzini Lab, the real joy is in hands-on teaching.

“Getting to know new students and how they think is always fun,” he said. “Teaching them how to inject a zebrafish is a highlight. It’s rewarding when someone who’s never worked with an animal model before says, ‘that was kind of fun’.”

And for Ruohan Zhong, a Ph.D. student in the Gibson Lab, teaching offers a refreshing shift in perspective.

“I love stepping outside the focus of my own project and exploring topics I don’t usually think about,” she said. “It feels a little unpredictable, and that sense of exploration makes it fun for me.”

How has serving as a TA influenced your own development as a scientist, communicator, or mentor?

Students all agreed that being a TA has strengthened their confidence and communication skills.

Treichel described the experience as a yearly reminder to stay curious when surrounded by highly motivated young scientists full of new ideas. “It helps me remember how to be naïve enough to tackle difficult problems that others might have given up on.”

Zhong added, “Teaching has helped me practice communicating clearly by taking complex ideas and shaping them into something easy to follow. I’ve learned from times when my explanations didn’t land, which pushed me to think harder about finding better ways to spark curiosity.”

For Dani Baia Amaral, a Ph.D. student in the Bazzini Lab, the role has been equally transformative.

“It reminds me how collaboration is key for success,” he said. “Working with small groups helps me recognize individual strengths and adapt my mentoring style. As a communicator, it pushes me to explain complex problems in accessible ways.”

Why do you think the TA experience is valuable for both you and the students you’re teaching?

“Having senior students as TAs is mutually beneficial,” said Gilmour. “New students get mentorship from someone who’s been through the same experiences, and TAs get to see their peers grow into confident scientists.”

Fahad Kamulegeya, a Ph.D. student in the Zeitlinger and Özel Labs, said, "It's the first step toward creating meaningful connections. You get to experience both the science and the personalities of different people, which helps build friendships that last throughout the Ph.D. journey.”

Baia Amaral summarized it simply: “For me, being a TA is a two-way street — I help students grow, and in turn they help me grow as a mentor. Science is ultimately about collaborating with people and so is teaching.”

The TA experience reflects what makes the Stowers Graduate School unique — a collaborative, supportive community where learning is shared, mentorship is valued, and curiosity drives discovery.

Applications are now open for our Ph.D. in Biology program. Prospective students interested in joining this immersive, hands-on training environment can learn more and apply today.