Training Biomedical Science Graduate Student Teaching Assistants in Teaching, Learning, and Professor Support

Abstract

Teaching skills are widely applicable and particularly useful for many graduate students in science, technology, engineering, and mathematics (STEM) disciplines who intend to become academic faculty. However, these students often receive little to no pedagogical training during their graduate education. This article describes the process of designing an in-depth, teaching-focused workshop that increased the self-efficacy of graduate students while accommodating their busy irregular schedules. The hybrid workshop includes both synchronous and asynchronous activities focusing on teaching and learning theory (e.g., learner-centered teaching, goal setting, lecturing, feedback, metacognition) and professor support (e.g., Canvas and Zoom management, classroom technologies). Participating students completed pre- and post-questionnaires that included a knowledge quiz and captured their perceptions of the workshop. The workshop designers then used the student responses and feedback to improve the design of future workshop iterations to better accommodate the needs of the graduate students. A total of 34 students attended the workshop. Students found the workshop to be helpful overall. They engaged in meaningful discussions about teaching and learning, learned new information about teaching and learning, and would strongly recommend this training to other graduate students. Many stated that they would likely implement what they learned into their own teaching and mentoring. As such, the designers believe that this teaching-focused workshop has the potential to provide our graduate students with a much-needed foundation in teaching and learning without significantly detracting from their other responsibilities.