At the UW Teaching and Learning Conference, I co-organized and co-moderated a panel with Minzee Kim on graduate student instructors navigating challenges when teaching (typically for the first time) with their mentors. Our session was one of two sessions, out of 18 in total, selected by conference organizers to be recorded.

Abstract:

Uncertainty and disruption impact not only student learning and instructor teaching via design and delivery, but graduate students who are tasked with offering such instruction. As we navigate the fast-paced changes in teaching environments – from global crises like the COVID-19 pandemic to rapid technological advancements like artificial intelligence – graduate students must also navigate the uncertainties that arise as new instructors. Graduate student instructors may face unique challenges such as a lack of experience in teaching and classroom management skills, limited time to adapt courses (Ayres, 2020), and balancing their instructor duties with their own student responsibilities, all of which requires support and guidance. Finch (2014) notes that the teaching experiences of graduate students are also shaped by the support they receive from faculty mentors. But what does this guidance look like? And how does it change during times of uncertainty?

Our panel explores how disruption and uncertainty in higher education affects graduate student instructors’ teaching by highlighting their experiences and, in particular, their relationships with their mentors. Three graduate students from STEM disciplines – Rachel Beaver (Biology), Zachary Van Oosten (Actuarial Science), and Jennifer Ellingham (Engineering) – and their respective mentors will be present to share their insights and perspectives. This panel will highlight: (1) the collaborative efforts between graduate students and their mentors in overcoming disruptions in teaching, and (2) how mentorship can shape adaptive teaching practices (Fountain, 2016), by asking intentional and thought-provoking questions like those listed below.

• What did your mentor do to help you navigate challenges when teaching?
• What strategies did you implement, and/or your mentor recommend, to support students with diverse needs?
• How did you manage high levels of stress while meeting teaching and research demands, and what role did mentorship play in managing this stress?

References:

Ayres, T. B., & Winterberg, C. A. (2020). Practicing what “we are learning”: Insights and perspectives from graduate student instructors. Industrial and Organizational Psychology, 13(4), 577-580.

Finch, J. K., & Fernández, C. (2014). Mentoring graduate students in teaching: The FCCIC model. Teaching Sociology, 42(1), 69-75.

Fountain, J., & Newcomer, K. E. (2016). Developing and sustaining effective faculty mentoring programs. Journal of Public Affairs Education, 22(4), 483-506.

Session Takeaways:

The main takeaways from this session include:

1. Identifying effective mentorship strategies that help STEM graduate student instructors navigate disruptions such as the COVID-19 pandemic and advancements in artificial intelligence.
2. Examining how to effectively manage high levels of stress and workload while balancing the responsibilities as a course instructor and pursuing graduate studies as a student.