Equitable Teaching Practices to Support Student Belonging: Professional Development for Graduate Teaching Assistants

Program Abstract: At research universities in the United States, many undergraduate courses in biology (e.g., laboratories, recitations) are taught by Graduate Student Teaching Assistants (GTAs), yet GTAs often do not receive training or guidance on teaching. In 2023, two institutions developed communities of practice to support GTAs in using equitable teaching practices that support student belonging and growth. Institutions adapted practices and strategies from their previous work in the Student Experience Project, which demonstrated that positive classroom experiences are associated with better academic outcomes. In this session, presenters will share lessons learned from their communities of practice, discuss how professional development for GTAs can influence STEM classrooms and environments, and provide resources for GTA communities of practice. Participants will engage in dialogue with presenters about the importance of engaging graduate students in the process of transforming undergraduate STEM education.