Abstract
We surveyed 477 new graduate teaching assistants (GTAs) during a GTA orientation to identify their goals, concerns, and questions about their new responsibilities. The vast majority reported looking forward to becoming a GTA but expressed nervousness about their new role. Most also reported being motivated to embody attributes within the conceptualization of “PEACE” (i.e., Preparation, Expertise, Authenticity, Caring, Engagement; Saucier et al., 2022a) as a foundation for teaching excellence. Our results provide a framework for designing professional development opportunities for new GTAs, and we discuss how these have been implemented at our university to promote teaching and learning excellence.