Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning

Area of Science:

• Life Sciences Education
• Graduate Student Training
• Pedagogical Methods in Science

Background:

• Scientific teaching and active learning enhance student retention and learning gains in science.
• Graduate Teaching Assistants (GTAs) are crucial for undergraduate science education and require training in effective pedagogical approaches.
• Implementing evidence-based teaching strategies necessitates comprehensive training for GTAs.

Purpose of the Study:

• To design and evaluate a training workshop for life sciences GTAs focused on scientific teaching and active learning.
• To assess the impact of the workshop on GTAs' knowledge of teaching science and their preparedness for classroom instruction.
• To provide GTAs with practical skills and feedback to foster inclusive and supportive undergraduate science learning environments.

Main Methods:

• A two-day workshop was developed for first-year life sciences GTAs.
• The workshop included instruction on the theory and practice of active learning strategies.
• Participants engaged in teaching practice sessions with peer and mentor feedback.

Main Results:

• Post-workshop assessments showed a significant increase in GTAs' knowledge of key teaching topics.
• Follow-up evaluations indicated that participants felt better prepared for their teaching responsibilities.
• The training successfully equipped GTAs with skills to engage and support diverse undergraduate students.

Conclusions:

• The designed workshop effectively enhances GTAs' understanding and application of scientific teaching principles.
• This training model is adaptable across various science disciplines, promoting broader adoption of active learning.
• The workshop contributes to preparing GTAs to create more inclusive and effective learning experiences for all undergraduates in science.