Engaged Learning, Inclusive Teaching, & Equity
Professional Development
Our Goal
is to support Mathematics Graduate Teaching Assistants (MGTAs) in implementing evidence-based teaching practices that enhance undergraduate students’ success in mathematics courses. This project aims to serve the national interest by offering MGTAs a multi-year professional development program focused on creating engaging, inclusive, and equitable learning environments.
Key Components
Professional Development
- Multi-year program with a focus on evidence-based teaching practices
- Emphasis on active learning and inclusive teaching
- Contrasts with conventional MGTA training limited to the first year of graduate school
Leadership Opportunities
- Experienced MGTAs given the chance to become teaching mentors for newer peers
- Mentorship program aimed at developing leadership skills
- Fosters a supportive and collaborative learning environment among MGTAs
Collaboration & Implementation
- Project at three institutions: Oregon State University, Virginia Commonwealth University, and San Diego State University
- Diverse contexts for studying the impact on MGTA teaching and undergraduate success
Funding
NSF IUSE: EHR
This Program aims to improve the effectiveness of STEM education for all students
NSF IUSE: HSI
This focuses on enhancing undergraduate STEM education and building capacity at HSIs.
Research & Analysis
The project will use data collected from surveys, classroom observations, and interviews to explore changes in MGTAs’ teaching practices, students’ experiences in participating classrooms, and the sustainability of the program within departments.
35,000+
undergraduates will be taught by MGTAs who received this professional development over 5 years
1,000s
more will benefit from improved teaching practices as MGTAs move into academic careers