Variations in the instructional behaviors of graduate student instructors

Abstract

Graduate students who teach, or graduate student instructors (GSIs), play a significant role in influencing undergraduate students' learning experiences and outcomes. Using multi-institution data from a large-scale survey of graduate student teaching practices, this project aims to explore the extent to which instructional behaviors vary across GSIs' demographic background and the types of courses they teach. The extent to which GSIs employed effective teaching practices, and relationships between setting clear course goals and employing effective teaching practices among GSIs will also be examined. This poster presentation is important to AIR members, because the findings will not only help graduate schools to ensure the quality of the classes taught by GSIs, but also provide useful information to graduate faculty advisors and academic support staff for preparing future faculty members.