Students will have the academic year (Fall, Winter, and Spring) quarters to attend a workshop and complete a corresponding assignment in the following five categories:

• Discipline-focused workshops: These workshops, which are held in weeks 3, 5, and 7, focus on key teaching strategies for STEM or CHASS courses.

• Strong Communication with Students: This category focuses on helping graduate students hone their written and verbal communication skills to increase effective communication with their students.

• Student Engagement Techniques: This category provides graduate students with different engagement strategies they can use in their classrooms to increase student participation and learning

• Preparing to Lead a Lab or Discussion: This category concentrates on the planning aspect of teaching and how to plan strong lab or discussion sections that increase student learning and help the course go smoothly.

• Reflective Teaching: This category focuses on documenting the effectiveness of our teaching by having instructors reflect on their teaching and document evidence of their teaching strengths.

Learning Objectives

By completing 5 categories, students will be able to:

• Communicate effectively and clearly with students;

• Implement active and inclusive learning strategies;

• Plan a lab or discussion section utilizing evidence-based teaching methods;

• Apply discipline-focused teaching strategies to provide feedback while building rapport and present to a class of undergrads; and

• Reflect on their teaching and areas of growth

Assignments Completed to Accomplish Objectives

After each workshop, students were required to complete one assignment of their choice. These assignments included:

1. PowerPoint Presentation that details how they would use the information from the workshop in their classes

2. Infographic that captures the concepts from the workshops

3. 3-2-1 reflection about the workshop

4. Planning a student engagement technique that was discussed in the course

 Skills Gained

Students worked on the teaching development training over the academic year to be stronger, more evidence-based teaching assistants. Some examples of workshops include:

• Active Learning

• Universal Design Learning

• Inclusive Teaching

• Student-Centered Course Policies

• Office Hour Best Practices

• Learning-focused learning objectives that directly align to the course schedule and assessments

• Alternative assessments and assignments