The role of a teaching assistant (TA) is more than just answering questions or helping debug code—it’s about building community and creating pathways for others to succeed. For two graduating seniors, Kylie Berg and Anna Reis, serving as TAs became a defining part of their college journey. Inspired by the support they received when they were new to CS, they each stepped into the role hoping to offer that same encouragement to students who, like them, were just starting out.
“Teaching assistants are often the first point of contact for students learning how to code,” said Adam Cannon, a Senior Lecturer in Discipline. Berg and Reis are Head TAs for his class, where they have mentored hundreds of students. “When those TAs are not only technically strong but also approachable and encouraging, the entire learning experience changes—for the better.”
Through teaching, both students deepened their understanding of course material, built meaningful connections with faculty and peers, and gained confidence as leaders. Their experiences show how the department’s commitment to undergraduate involvement, through teaching, research, and mentorship, benefits everyone in the classroom.
Below, Berg and Reis reflect on their experiences as teaching assistants and how those roles helped them grow while giving back to the CS community.
Kylie Berg
During my time at Columbia, the friendships I’ve formed have been the most meaningful part of my experience. While the academics were rigorous and the opportunities were plentiful, it was the connections I built with classmates, mentors, and peers that truly defined my journey.
One of the most impactful decisions I made was becoming a TA for Intro to Computer Science (1004). Coming into the program with no prior CS experience, I remember vividly how overwhelming and isolating it felt. But the TAs I met as a freshman showed incredible patience and encouragement, and they helped me believe that I could succeed. That experience inspired me to become a TA myself, and I’m proud to have played a small part in students’ journeys—and in doing so, I’ve grown immensely myself. Having debugged hundreds of student programs over the years, I have become better at quickly understanding unfamiliar code and much better at debugging, both of which are invaluable skills.
The past four years have been an interesting and complicated slice of Columbia’s history. The opportunities I have had here, from the chance to do research in quantum computing and publish a paper, to attending hackathons, to experiencing amazing courses taught by dedicated professors and beyond, have been incredible. I have personally witnessed the department and faculty’s dedication to the quality and equity of our curriculum, and I am grateful to have been a part of it. I’m glad that I’m staying in New York City, and I’ll be working as a software engineer at SeatGeek after graduation.
Anna Reis
One of the most rewarding parts of my time at Columbia has been my involvement with the department, both as a teaching assistant and through research. These experiences not only helped me grow academically but also shaped me as a person. From debugging code in crowded TA hours to collaborating on projects that pushed me intellectually, CS has been more than a major—it’s been a community that has challenged and inspired me in equal measure.
I became a TA for the introductory CS courses because of the incredible impact my own TAs had on me when I first entered the field. I came in uncertain, unsure if I belonged, but the encouragement I received from those early mentors made all the difference. Stepping into that role myself gave me the opportunity to offer the same support, especially to women and other underrepresented students who might be questioning their place in tech. It’s a privilege to help build confidence in students just starting out, and I’ve found the role deeply fulfilling. I absolutely recommend that students become a TA; the benefits are multifaceted, including learning more deeply about the topic that you are teaching, developing a stronger relationship with faculty and students, and getting compensated for your work.
Beyond the classroom, I’m also proud of studying abroad in Spain during my junior year. Balancing a CS course load while immersing myself in another culture was a unique and invaluable experience. I’m so grateful Columbia made that possible—and now, after graduation, I’m excited to continue my journey as a software engineer at Bloomberg in NYC.
For many students, transitioning into a new academic field is like stepping into uncharted territory. The unfamiliar concepts and coursework can be a challenge that can make even the most determined students question if they belong. But for one teaching assistant (TA), that very experience became the foundation for mentorship.
Karla Zuniga is forging a path at the intersection of science and computer science. With an undergraduate degree in the sciences, she spent two consecutive years as a research intern in a Bioengineering and Applied Physics Laboratory at Harvard University, where she discovered her passion for technology. Driven by curiosity, she embraced the challenge of transitioning into computer science for her master’s degree, diving into foundational courses and expanding her technical skill set. Along the way, she deepened her engagement in the field as a teaching assistant for courses led by Senior Lecturer Paul Blaer and Adjunct Professor Donald Ferguson.
Now, as a Head TA, she’s paying it forward—helping students who feel just as lost as she once did. With long hours spent grading, holding office hours, and guiding students through their academic journeys, she sees TA-ing as more than just a role—it’s an opportunity to build a supportive learning environment, develop leadership skills, and give back to a community that shaped her.
We dive into her journey: why she became a TA, the challenges and rewards of the role, and how she balances everything with her young family. If you’ve ever considered becoming a TA—or simply wondered what it’s like to mentor and inspire others—her story offers valuable insight into the impact of teaching beyond the classroom.
Q: Why did you decide to become a TA, even before officially joining the MS program? I wanted to give back to the community and pay it forward. Coming from a science background, I took all the introductory CS courses and often experienced imposter syndrome while transitioning to engineering.
Adapting to a new way of thinking was challenging, and I remember how overwhelming courses like Advanced Programming felt at times. I became a TA to support students who might be going through a similar experience—helping them navigate the learning curve, build confidence, and realize that they belong in the field.
Q: How many hours do you spend as a TA, and how do you balance it with everything else? On average, I dedicate about 20 hours per week to TA responsibilities, including grading, holding office hours, preparing materials, and assisting in class discussions. Balancing this with the things I love, like having a family of my own (my husband and children), has been an incredibly fulfilling experience and their support has meant the world to me. It has taught me to be more intentional with my time, prioritize effectively, and find joy in both teaching and personal growth. Every challenge is an opportunity to improve, and every moment spent helping students reminds me why I love what I do. I approach this role with immense gratitude, knowing that I have the privilege of making a meaningful impact while continuing to grow myself.
Q: What do you gain from being a TA, and how does it help you build mentorship relationships with professors? TA-ing offers more than just an academic experience—it’s an opportunity to gain leadership skills, build confidence, and develop the ability to explain complex topics in a way that makes sense to others. It allows me to foster a supportive learning environment, help students overcome obstacles, and celebrate their progress. Most importantly, it’s deeply fulfilling to know that my guidance can make a real difference in someone’s academic journey.
As a TA, you collaborate with faculty and fellow TAs, creating valuable opportunities for mentorship and professional growth. Faculty can offer career advice, research opportunities, and industry insights, which can be instrumental in shaping your academic and professional path.
Q: How has being a TA helped you? TA-ing has been instrumental in my academic and professional growth. Teaching concepts to students has reinforced my own understanding and strengthened my ability to think critically. Professionally, it has helped me develop leadership, communication, and problem-solving skills—qualities that are essential in any career. Additionally, it has made me a stronger candidate for job opportunities, helped me network with faculty and peers, and given me the confidence to mentor and support others.
Q: How challenging is it to become a TA? Securing a TA position in the computer science department can be a very competitive process. Students must be in strong academic standing and typically need to have earned an A in the course they wish to TA for. However, excelling academically is just the baseline—TA selection goes far beyond grades. Many computer science courses enroll upwards of 600 students, yet only eight to nine TA positions depending on the course, making the selection process highly selective.
Applicants must formally apply through MICE. It’s important to demonstrate strong communication skills, and showing a genuine passion for teaching can significantly boost your chances. Additionally, expressing interest early, and engaging with professors and other TAs. Perseverance and preparation can make all the difference.
Students who enjoy mentoring, are passionate about the course and want to develop leadership skills are great candidates for a TA position. It’s ideal for those who are patient, responsible, and eager to support others while reinforcing their own knowledge. If you’re looking for a rewarding experience that helps you grow both academically and professionally, TA-ing is a great opportunity.
Q: Is there anything else people should know about TA-ing? As a current Head TA, I highly encourage students to apply for TA positions in courses they genuinely enjoy. Teaching a subject you’re passionate about makes the experience even more rewarding. Beyond academics, being a TA provides leadership experience, professional connections, and opportunities that can benefit your career. I highly recommend applying—you’ll gain so much more than just a title it’s an extremely rewarding experience.
Lastly, I would like to extend my sincere gratitude to Professor Paul Blaer and Professor Don Ferguson for believing in my TA abilities and giving me the opportunity to TA their courses.
Dean Boyce's statement on amicus brief filed by President Bollinger
President Bollinger announced that Columbia University along with many other academic institutions (sixteen, including all Ivy League universities) filed an amicus brief in the U.S. District Court for the Eastern District of New York challenging the Executive Order regarding immigrants from seven designated countries and refugees. Among other things, the brief asserts that “safety and security concerns can be addressed in a manner that is consistent with the values America has always stood for, including the free flow of ideas and people across borders and the welcoming of immigrants to our universities.”
This recent action provides a moment for us to collectively reflect on our community within Columbia Engineering and the importance of our commitment to maintaining an open and welcoming community for all students, faculty, researchers and administrative staff. As a School of Engineering and Applied Science, we are fortunate to attract students and faculty from diverse backgrounds, from across the country, and from around the world. It is a great benefit to be able to gather engineers and scientists of so many different perspectives and talents – all with a commitment to learning, a focus on pushing the frontiers of knowledge and discovery, and with a passion for translating our work to impact humanity.
I am proud of our community, and wish to take this opportunity to reinforce our collective commitment to maintaining an open and collegial environment. We are fortunate to have the privilege to learn from one another, and to study, work, and live together in such a dynamic and vibrant place as Columbia.
Sincerely,
Mary C. Boyce
Dean of Engineering
Morris A. and Alma Schapiro Professor
Kylie Berg
Anna Reis
Karla Zuniga is forging a path at the intersection of science and computer science. With an undergraduate degree in the sciences, she spent two consecutive years as a research intern in a Bioengineering and Applied Physics Laboratory at Harvard University, where she discovered her passion for technology. Driven by curiosity, she embraced the challenge of transitioning into computer science for her master’s degree, diving into foundational courses and expanding her technical skill set. Along the way, she deepened her engagement in the field as a teaching assistant for courses led by Senior Lecturer Paul Blaer and Adjunct Professor Donald Ferguson.
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