研究生和校园社区全纳教学培训框架。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Microbiology & Biology Education Pub Date : 2024-10-30 DOI:10.1128/jmbe.00125-24
Berit E Batterton, C Melman Neill, Christopher R Biggs, Hannah S Rempel
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引用次数: 0

摘要

虽然研究生助教(TA)为大学教育做出了巨大贡献,但许多跨学科的研究生项目提供的正规教学培训却非常有限。反过来,许多研究人员在晋升教职或从事相关职业时,也会非正式地培养教学和指导技能。这可能会导致全纳教育环境的实施长期滞后,尽管最近的教学研究已经证明了其明显的益处。例如,整合包容性教学策略,如通用学习设计、成长心态反馈,以及在课程中使用可亲的榜样,可能有助于提高传统上在科学领域代表性不足的群体的坚持度、成功率和自我效能感。此外,研究表明,对研究生助教进行循证实践培训可能会带来教学效率以外的好处,比如增强他们对研究准备和科学交流的信心--这些技能适用于任何科学领域或职业道路。在此,我们为一个海洋科学系开发并实施了一个包容性教学系列,其中包括(i) 全校范围的教学期刊论文讨论和知识分享,(ii) 专家主导的循证教学策略互动研讨会,(iii) 研究生助教的包容性备课专业发展模块,并提供授课和接受反馈的机会。根据我们的经验,我们分享了一个框架和资源,以促进在各个领域的研究生课程中更广泛地采用正规化的全纳教学实践助教培训。
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A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
期刊最新文献
Beyond boundaries: exploring a generative artificial intelligence assignment in graduate, online science courses. A framework for training graduate students and campus communities in inclusive teaching. Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature. Addressing the need to facilitate undergraduate research experiences for community college transfer students in science. Development of learning objectives to support undergraduate virology curriculum guidelines.
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