A good TA: priceless
These are images of quizzes I took in 3.091, Introduction to Solid-State Chemistry, in the fall of 1980. One is my very first exam at MIT, and getting 49 out of 100 was a soul-crushing experience.
In the fall of 1980, Tom Davis, a student at the Massachusetts Institute of Technology (MIT), took his first exam in course 3.091, Introduction to Solid-State Chemistry. The exam was a challenging experience for him, as he scored 49 out of 100, which he described as a soul-crushing result. This score highlighted the significant difference between studying at MIT and his previous high school experience, where he had performed better. Davis recalls the emotional impact of this first failure, which left him feeling discouraged about his academic future at the prestigious institution.
A Teaching Assistant (TA) is a graduate student or advanced undergraduate who helps professors teach undergraduate courses. In Davis’s case, his TA was Leszek Pawlowicz, who held a PhD in 1987. Pawlowicz returned Davis’s graded exam with a big smile and encouraged him by saying, ‘I expect to see you double your score on the next quiz!’ This simple yet motivating comment had a profound effect on Davis. It signaled to him that improvement was possible and that the rigorous standards at MIT could be met with effort and the right support.
The TA’s encouragement served as a turning point for Davis. He took the feedback seriously and studied differently for the next quiz, ultimately scoring 100 out of 100. This turnaround demonstrated the power of a supportive figure in an academic setting. Davis later graduated with grades good enough to gain admission to graduate school. Reflecting on this experience decades later, he emphasized how a single positive interaction with a TA can have a lasting impact on a student’s confidence, motivation, and academic trajectory.
In 2026, Davis reconnected with his former TA, Leszek Pawlowicz, after decades apart. He shared a note expressing gratitude for the encouragement Pawlowicz had given him in 1980. This gesture highlights the long-term value of mentorship and the meaningful relationships that can form between students and TAs. For Davis, it was a moment of closure and appreciation, underscoring how small acts of kindness in education can resonate for a lifetime.
The article underscores the often underappreciated role of TAs in higher education. While professors design courses and deliver lectures, TAs frequently provide the day-to-day support that helps students succeed. Their roles can include grading assignments, holding office hours, and offering personalized feedback. Davis’s story illustrates how a TA’s words and actions can shape a student’s academic journey, proving that their contributions extend far beyond administrative tasks.
