From TA to Lecturer

University lecturer positions often carry a certain mystique—appealing, flexible and, at times, romanticized. For many master’s or Ph.D. graduates—or K–12 educators curious about teaching in higher education—the role can seem like the perfect next step. It is an opportunity to gain university-level teaching experience, share expertise with adult learners and build connections in academia.

Not long ago, I found myself in that position. Fresh from completing my master’s in education, I had worked as a graduate teaching assistant in several teacher education courses. When a lecturer position opened up for a course I had supported as a TA, I jumped at the opportunity.

I knew the syllabus, was familiar with the structure, had a set of materials I had developed and understood the assessments and grading. With all this in hand, I thought, How hard could it be to move from TA to lecturer?

I applied—and to my delight, I received the position.

However, as the term began, I quickly realized that stepping into the role of lecturer came with layers of responsibility I had not anticipated. Looking back, there are three questions I wish I had considered more carefully—and asked others about—before saying yes. These are questions I now believe every prospective lecturer should reflect on.

1. What are the key learning outcomes for the course?

The central question every instructor must ask is “What do I want students to take away from this course?” This question guides all planning and gives direction. Without a clear destination, it becomes difficult to choose the route.

As a TA, I did not need to think much about this. The learning outcomes were already set, and my role was to help students achieve them. It felt like I was a crew member following instructions from the captain of a ship that was already on course.

As a lecturer, I became the captain. I had to decide where the course was heading and how to lead students there. That meant clarifying learning outcomes at the outset, because everything else—assessments, readings and activities—would depend on those goals.

Here are the questions I needed to ask:

• Are there existing learning outcomes I must follow?
• Can these outcomes be revised?
• How much flexibility does the department allow in adapting them?
• Am I expected to use a standard course syllabus or create a new one?

2. How much autonomy do I have?

Once the course goals are clear, the next question becomes “How much freedom do I have to decide how to get there?”

As a TA, I occasionally had ideas for doing things differently. In those cases, I would check in with the instructor and ask:

• Where are these goals coming from?
• Could I guide students in another way?

Even if I was not steering the ship, I could suggest alternatives. I might take Route A or Route B, but the overall course direction stayed the same.

As a lecturer, I needed to ask more specific questions:

• Can I change the delivery format (e.g., from in-person to online)?
• Am I allowed to select different readings or replace course texts?
• May I design new assignments or modify existing ones?
• Can I adjust the pacing or sequence of topics?
• Most importantly, am I allowed to revise the learning goals?

Clarifying the limits of my autonomy helped me plan appropriately and align my decisions with department expectations.

3. What support do I have on board?

After understanding the course goals and level of autonomy, the next question is “What kind of support is available?”

As a TA, most of the course structure was already built. I had access to the online learning platform, rubrics, assignment instructions and timelines. My task was to work with students and support their learning within an existing structure.

As a lecturer, I had to take on many of these responsibilities myself. That included setting up the course site, writing assignment guides and planning the weekly sessions. At times this was energizing, but it could also be stressful.

The questions that helped me prepare included:

• Do I have access to past course syllabi or resources?
• Can I speak with previous instructors who taught the same course?
• Is there a teaching and learning team who can assist with setup or design?
• Will I be working alongside other instructors who are teaching the same course, and can we collaborate?

Knowing where to find support—through colleagues, mentors or campus units—can reduce isolation and make the role more manageable.

Now that the course has ended, I am grateful to have experienced both TA and lecturer positions. My time as a lecturer, supported by generous colleagues, offered valuable opportunities for learning and professional growth.

There were difficult moments, of course. But each challenge helped me develop as an educator. If I could offer one piece of advice to my earlier self, it would be to ask these three questions well before the term began. Doing so would have allowed me to prepare more thoroughly and teach with greater confidence.

If you are considering a lecturer position, I strongly encourage you to speak with faculty members, past lecturers and university support staff. Knowing what is expected, how much control you have and what supports are available can make a meaningful difference. Teaching in higher education can be a fulfilling experience—and thoughtful preparation will make it even more so.