Seth Thompson, Meaghan Stein
Research over the last decade has indicated that a diverse student population can positively contribute to better learning outcomes in undergraduate biology courses. Transforming the instructional methods at the undergraduate level to incorporate diversity and inclusion is vital for promoting an inclusive culture of student learning (Handelsman, J., Miller, S., & Pfund, C., 2007). This is particularly true in science laboratory courses, where there is often an emphasis on collaborative work. In North America, the primary instructor of laboratory classes is often a graduate or undergraduate student teaching assistant (Adams, D. J., 2009). These novice instructors often lack the pedagogical knowledge and experience to effectively implement inclusive instructional practices and require targeted support to develop the knowledge and skills needed to promote an inclusive classroom (Gormally, C., Sullivan, C. S., & Szeinbaum, N., 2016).
Here, we describe three iterations of a theoretically and contextually grounded professional development program aimed at providing inclusivity training for biology teaching assistants. We start by describing the theory that informed the design of the program and how the program changed over time in response to participant feedback. Next, we explore survey data gathered from participants related to their attitudes and confidence with implementing inclusive teaching. Based on data collected in Fall 2017, teaching assistants reported an increase in their knowledge of strategies for creating an inclusive classroom, minimizing the impact of implicit bias, minimizing stereotype threat in the classroom, and issues associated with bias in the sciences. Teaching assistants also reported increased confidence in implementing strategies to achieve more inclusive classrooms. Teaching assistant survey responses also indicated the development of a multicultural, rather than colorblind, ideology with regard to incorporating inclusive teaching into their classrooms. Overall, preliminary data demonstrates that professional development focused on diversity and inclusion for teaching assistants results in increased knowledge and confidence related to inclusive teaching practice.
We conclude with the following recommendations for others who would like to offer similar programming at their own institutions: 1) incorporate in-person meetings into the programming, to the extent it is possible, to provide opportunities for discussion and peer-to-peer learning; 2) provide opportunities for participants to self-select some of the inclusive teaching topics they are interested in, as this leads to stronger engagement in the program; and 3) incorporate formative assessment strategies to provide feedback to participants and promote discussion within the participant cohort.
