Since its founding, Principia College has emphasized the importance of academics, but also mentorship and community learning. One of the ways this happens is through the Post-Graduate Teaching Internship (PGTI) program.
Q: What is a PGTI?
The PGTI program is a one-year, paid position that gives recent graduates classroom and professional experience under faculty guidance.
Unlike student TAs, who usually assist with grading or tutoring, PGTIs often take on larger responsibilities with teaching parts of the curriculum, designing lesson plans, supporting departmental projects, and even organizing events.
“The goal is to help give our students an opportunity to experience life in the classroom, what it’s like to be an educator,” said Interim Dean of Academics Peter van Lidth de Jeude. “Particularly for those who are interested in going forward to do graduate study and hopefully someday might be interested in teaching.”
Q: How does one become a PGTI?
Most PGTIs are graduating seniors who show interest in their departments, though the program has occasionally welcomed returning alumni and even once accepted a non-Principia alumnus.
Departments identify candidates based on interest and need, then help them apply through the Dean’s office. The candidate then interviews with the Dean of Academics before a final decision is made, based on fit and available funding. However, in recent years, nearly all approved applicants have been supported.
Associate Professor of Dance Erin Lane explained that it’s usually students themselves who first express interest: “Emily came to me a couple of years ago, saying she might want to be a PGTI. By senior year, we started having real conversations about it.”
Teaching assistantships can also be a stepping stone. “Being a TA gave me skills that translated directly into this,” Dance Department PGTI Emily Kraack said. “But the PGTI role goes one step further—I’m learning pedagogy, building confidence, and overcoming imposter syndrome.”
Q: What does the job look like day-to-day?
The department shapes every PGTI role. For Kraack, the work is a mix of administrative tasks and in-class experience.
“I normally have about two hours a day of admin work—helping with curriculum, scheduling, or even arranging flights for visiting artists,” said Kraack. “Then I get to observe, teach, and learn what it means to run a college-level class.”
Kraak described the transition from student to colleague as “overwhelmingly positive.”
“I have found that a lot of people trust me so far,” said Kraack. “I’d have people perceive me differently, and I was a little nervous about that jump, but it’s been completely seamless.”
Q: Why does it matter?
For faculty, the program means extra support in classrooms, exhibitions, and productions. For PGTIs, it’s a stepping stone into careers in teaching or graduate school.
“In many graduate programs, you don’t get much teaching experience,” Van Lidth said. “Having been a PGTI here means you’ve already been in front of a classroom, with direct mentorship from faculty.”
Faculty also see the program as a way to strengthen their departments. “It’s been exciting to have someone who can contribute in new ways,” Lane said. “But it’s not just about helping the faculty—it’s about growing the next generation of educators. That’s what makes the program so valuable.”