An Organized Graduate Biology TA Training Program that Embraces Belonging, Equity, Diversity, and Inclusion
Presentation Types
Lightning Round
Start Date
1-11-2023 1:00 PM
End Date
1-11-2023 1:15 PM
Keywords
2023, destination excellence, day 1, embracing belonging, equity, diversity, inclusion, creating learner-centered environments, all educators, faculty development
Description
It is well established that many undergraduates that intend to earn a STEM degree drop out of their program before graduating. Challenges faced by students in STEM programs that contribute to poor retention include issues with academic and social integration, limited institutional support, and difficulty establishing a sense of belonging.
Through an NSF-funded pedagogical training initiative (NSF# 2142742), we have reformed an existing Biology Graduate Teaching Assistant Training and Professional Development (GTA-TPD) program at NSU to provide specialized training that enables GTAs to engage in intentional, inclusive, evidence-based teaching practices that foster a sense of belonging for students enrolled in introductory undergraduate biology courses.
This presentation will be an overview of our recent implementations to the Biology GTA-TPD program at NSU. We will highlight how GTA-TPD programs can be designed to efficaciously train instructors in pedagogical techniques that maximize student engagement during experiential learning opportunities in the laboratory setting. The intended audience consists of those involved in, or interested in, the development and implementation of pedagogical techniques intended to improve student engagement in courses with a significant practical/experiential learning focus. The techniques presented here are interdisciplinary and translate to non-STEM courses that are similarly structured.
Learning Outcomes:
Participants will:
- create an effective, learner-centered GTA-TPD program
- identify deficits in a GTA-TPD program and implement evidence-based teaching techniques to resolve them
- develop assessment tools to gauge effectiveness of a GTA-TPD program
An Organized Graduate Biology TA Training Program that Embraces Belonging, Equity, Diversity, and Inclusion
It is well established that many undergraduates that intend to earn a STEM degree drop out of their program before graduating. Challenges faced by students in STEM programs that contribute to poor retention include issues with academic and social integration, limited institutional support, and difficulty establishing a sense of belonging.
Through an NSF-funded pedagogical training initiative (NSF# 2142742), we have reformed an existing Biology Graduate Teaching Assistant Training and Professional Development (GTA-TPD) program at NSU to provide specialized training that enables GTAs to engage in intentional, inclusive, evidence-based teaching practices that foster a sense of belonging for students enrolled in introductory undergraduate biology courses.
This presentation will be an overview of our recent implementations to the Biology GTA-TPD program at NSU. We will highlight how GTA-TPD programs can be designed to efficaciously train instructors in pedagogical techniques that maximize student engagement during experiential learning opportunities in the laboratory setting. The intended audience consists of those involved in, or interested in, the development and implementation of pedagogical techniques intended to improve student engagement in courses with a significant practical/experiential learning focus. The techniques presented here are interdisciplinary and translate to non-STEM courses that are similarly structured.
Learning Outcomes:
Participants will:
- create an effective, learner-centered GTA-TPD program
- identify deficits in a GTA-TPD program and implement evidence-based teaching techniques to resolve them
- develop assessment tools to gauge effectiveness of a GTA-TPD program
Comments
Track: Embracing Belonging, Equity, Diversity & Inclusion; Creating Learner-Centered Environments