Resumen de Improving the Equity of Undergraduate Practical Laboratory Chemistry: Incorporating Inclusive Teaching and Accessibility Awareness into Chemistry Graduate Teaching Assistant Training
Julia P. Sarju, Leonie C. Jones
Graduate teaching assistants (GTAs) are important partners in practical chemistry teaching and learning, but they rarely receive direct instruction in inclusive teaching practices and equality, diversity, and inclusion principles. Here we describe the design, delivery, and evaluation of a workshop, along with the resources developed, to support and encourage widespread incorporation of equality, diversity, and inclusion principles into GTA training. Analysis of the group discussion provided valuable insights into the participants’ perceptions of inclusive teaching, their learner experiences, and examples of teaching practices.
