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 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 i

SUBMITTER: Batterton BE 

PROVIDER: S-EPMC11636286 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature