Graduate student instructors, their courses, and the support they need

Abstract

While some existing literature exposes graduate students instructor's (GSIs) various approaches to teaching, and the importance of professional development, there is little research on the ways in which GSI characteristics may impact their needs and preferences for professional development (Boman, 2013). Led by these gaps in the literature, this study explores the diverse characteristics of GSIs employed at eight research universities in the U.S. and investigates the ways in which these characteristics impact GSI needs for professional development and support in teaching. The results of this study offer implications for practice and recommendations for future research that enhance GSIs teaching and learning, as well as their overall graduate education and preparation.