Preparing Graduate Teaching Assistants with Structured Orientation and AI-Simulated Students

Graduate Teaching Assistants (GTAs) support a substantial share of undergraduate computing instruction, yet many enter their roles with limited preparation and opportunity for feedback. To create greater consistency and scalability, we implemented a redesigned GTA training at a large R1 university that integrates multiday workshops, asynchronous modules, and AI-simulated student communication practice. The model emphasizes professional communication, classroom management, and equitable teaching practices while generating diagnostic data to inform ongoing instructional coaching.