A framework for training graduate students and campus communities in inclusive teaching
ABSTRACT While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to facul...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Society for Microbiology
2024-12-01
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| Series: | Journal of Microbiology & Biology Education |
| Subjects: | |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00125-24 |
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| Summary: | ABSTRACT While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication—skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields. |
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| ISSN: | 1935-7877 1935-7885 |