Utilizing Interdisciplinarity and Peer Evaluation to Enhance Graduate Student Teaching (Poster 7)

• In Event: Friday Poster Session 4:55
  In Invited Poster Session: 2024 AERA Undergraduate Fellows Research Poster Fair

Abstract

This study investigates the impact of the Teaching Triangles (TT) program at Duke University on preparing graduate student instructors (GSIs) for academic careers. The TT program, part of Duke's Certificate in College Teaching, fosters interdisciplinary peer observation and feedback among GSIs to enhance teaching effectiveness. Through the analysis of 694 GSI reflections from 2011 to 2022, this research examines the extent to which TT has cultivated a supportive environment conducive to pedagogical development and career readiness for academia. Findings indicate noticeable benefits, including increased teaching confidence, particularly among women and Hispanic GSIs, and the value of interdisciplinary exposure in broadening pedagogical strategies. The study also highlights the preference for peer evaluation over faculty observation, emphasizing the program's role in promoting professional relationships and collaborative learning. Recommendations include modifying discussion protocols to optimize timing and engagement, developing frameworks for ongoing peer evaluation, and ensuring tailored feedback through specified observation priorities. The research contributes to the discourse on graduate student preparation, demonstrating the efficacy of peer-led, interdisciplinary teaching development programs. It suggests that the TT model can serve as a replicable strategy for enhancing GSI teaching competencies, thereby benefiting the broader academic community. Future research should explore the long-term impact of such programs and their applicability across diverse institutional contexts. Importantly, addressing the underrepresentation of marginalized groups within these programs could further enhance their efficacy and inclusivity. Finally, integrating these findings into broader graduate education policy can inform the development of more effective, supportive teaching and learning environments.

Author

• Drew Greene, Duke University