Development and implementation of a workshop on inclusive teaching for undergraduate and graduate teaching assistants by postdoctoral scholars at UCSD (618.35)

Abstract

The loss of talented students from Science, Technology, Engineering and Math (STEM) fields is a major challenge for U.S. technological advancement and global competitiveness in the 21st century. Although inclusive teaching strategies can help student retention, formal instruction in pedagogy is often completely absent from postdoctoral training. Thus, increased access to training in pedagogy for student teaching assistants (TAs) and postdoctoral scholars has the potential to improve the quality of instruction in the STEM classroom. In order to provide TAs with the tools they need to create a safe learning environment that respects student diversity and encourages learning, a group of postdoctoral scholars in the Division of Biological Sciences at UCSD have developed a TA training workshop on inclusive teaching. The workshop is based on the learning goals of (1) raising TA awareness of the impact of identity and classroom climate on student learning, (2) helping TAs recognize the importance of inclusivity in effective teaching, and (3) empowering TAs with a pedagogical toolkit for creating an inclusive classroom. The workshop uses a combination of self‐reflective and group activities to personalize diversity issues and model best practices for inclusive teaching. Based on participant pre‐ and post‐surveys, this workshop has been successful in promoting awareness of unconscious bias and providing strategies that participants can use in their classrooms to facilitate and encourage student learning. This workshop will continue to provide an opportunity for postdocs and undergraduate and graduate teaching assistants to increase their awareness and understanding of the importance of diversity and inclusiveness in learning.