by: Maaly Younis, William Ridgway, Adam Green, Kelly Cuccolo & Madeline Bruce

At the end of every semester, there is always this moment when we, graduate teaching assistants, become concerned about how to interpret and deal with teaching evaluations. It is a daunting task, especially if it is your first-time teaching. A very important thing to remember is that research that has been done in this area shows that teaching evaluations have little to do with your efficacy as a teacher (Darling-Hammond, 2012). In this month we are sharing with our fellow graduate teaching assistants our ways of handling these evaluations and what they mean to us in terms of developing our experiences as instructors.

Maaly: Although I believe that teaching evaluations are not a 100% reliable source of data to evaluate my teaching efficacy, there is still value to the students’ opinions of how they perceive my teaching practices. So, I find it helpful to keep a reflective journal where I document and reflect on my teaching practices in terms of what works and what does not. Comparing my reflections to the students’ opinions is a good way to improve my future teaching planning and also keeping the practices that have good results and are perceived positively by the students. Another technique I use is peer evaluation. During the semester, I ask a few of my colleagues or mentors to observe my class and provide feedback. These notes are also helpful if any of them are consistent with the students’ feedback. In general, it is important not to let the negative comments put you down and remember that there is always room for growth and expansion as instructors in training.

Kelly: It can be easy to focus or dwell on that one negative evaluation, or those few critical comments, but take time to reflect on what you can act on and improve for future iterations of the course. You can’t change yourself, but you can make adjustments to the course such as talking slower during lectures or making assignment instructions clearer. If you tend to dwell on the negative feedback, it might be helpful to have a trusted mentor read through your evaluations first. They can help summarize what students saw as the strengths and weaknesses of your course, and help you process what changes you can realistically implement to improve.

William: Teaching evaluations — considered by some to be deeply flawed measures — can be quite useful for continued development. They attempt to point instructors in the proper direction, regardless of whether that direction stems from positive or negative feedback. Typically, instructors will tend to focus their attention on negative feedback and find it difficult to value a compliment and critique equally. Thus, it is important to remember that every instructor will receive negative feedback at some point during their career, and such feedback should be acknowledged. It is important to note what has worked well and what needs improvement. Finally, always remember to account for your experience. There are so many factors that comprise a “pristine” course and many of those factors are constantly evolving and are a function of experience.

Adam: It is important to remember that while we all want good reviews all the time, it is simply not going to happen. This is because there is no one teacher, or teaching style, that will be effective for and please all students. For example, some students are in search of accurate information which they can take with them into their further studies. Other students may not care as much for the nitty-gritty details, and instead want easily digested facts or rules which they can rely on when memorizing information for tests. Still others may simply despise the content itself and no teacher on the planet could make them enjoy it (stats teacher here!). Thus, we will always receive some lukewarm or negative feedback about our teaching. What we should focus on is which bits of criticism do we care about and respond to? Decide for yourself what areas of your teaching you consider important, and that you could improve upon. Reviews will probably never all be perfect, so the important thing is to decide which feedback you take to heart and which feedback you leave behind.

Madeline: Between our sincere desire to leave every student happy and the research that finds that teaching evaluations can be quite flawed and biased, processing and using student feedback can be difficult. What I would offer is to seek a mentor, a colleague you trust, or as my mentor puts it, “an old head who’s been there: make sure they have some grey hairs.” They can offer insight on common compliments and complaints, and, having likely known you for more than a semester, can help determine feedback from venting. There are times students provide constructive feedback for the course, but there are other times they take that space to leave concerns about issues on campus and beyond. Bringing another colleague can help illuminate themes so we can understand how to help students in and out of our classroom.

References

Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8-15.

GSTA Team News

Congratulations to GSTA Steering Committee Member Kelly Cuccolo for her new position as an assistant professor at Alma College!

Congratulations to GSTA Chair Maaly Younis for successfully defending her dissertation!

Submitted by Kelly Cuccolo

Last April I attended the virtual Midwest Conference on the Scholarship of Teaching and Learning [SoTL] hosted by Indiana University South Bend. This conference had an additional ‘Twitter Conference.’ Each presenter was allotted five-minutes, during which they put together a thread of 6-12 tweets relevant to their paper. Presenters then had five minutes to interact with the Twitterverse. Dr. Alison Kelly and I presented our paper, Improving Student Time Management Using Instructor Implemented Intervention, in this format. We created infographics using Piktochart (a free source) to accompany our Tweets.

This experience was beneficial, as it has practical applications for the classroom. Being limited to 280 characters and one picture per Tweet enforced concise planning of the presentation; it made me think about the most important background information, study design elements, results, and implications. This was a great exercise in specificity, concision, and communicating information clearly to a broad audience. I also got to network! I could easily follow anyone who liked or replied to my Tweets which ended up being a great way to find other people passionate about SoTL. Infographic assignments may be beneficial for students to help them develop scientific communication and critical thinking skills. Instructors could even consider hosting classroom Twitter conferences where students present and explain class concepts to their peers. The limited space prompts students to use critical thinking skills to select the most important pieces of information and concisely convey them. Some examples of ways in which instructors could utilize infographics and Twitter include having students debunk myths, create public-health style announcements, explain or critique research papers, or explain theoretical concepts.

Starting in June 2021, Maaly Younis and Adam Green will take over as the Chair and Associate Chair of the GSTA, respectively. We thank Amy Maslowski for her leadership and efforts as the former Chair of the GSTA! We are also excited to introduce Madeline Bruce as the newest member of the GSTA Steering Committee.

Maaly Younis, GSTA Chair

Maaly Younis is an Educational Psychology doctoral candidate at the University of Northern Colorado. Her research foci are studies of transformative learning and academic engagement, Photovoice, culturally responsive pedagogy, and diversity and inclusion. She teaches several undergraduate courses such as Introductory Psychology, Educational Psychology & Psychological Statistics.

Adam Green, GSTA Associate Chair

Adam Green is a doctoral candidate at Southern Illinois University Carbondale. His research interests involve moral and political beliefs, and how these impact perceptions of others. He has assisted in several courses including Undergraduate and Graduate Research Methods, Undergraduate Statistics, and Graduate Statistics. He hopes to support and improve GTA experiences through the GTSA, as well as make statistics a less scary topic to learn (and teach).

Madeline Bruce, GSTA Steering Committee Member

Madeline (Mads) J. Bruce is a PhD candidate in Clinical Psychology at Saint Louis University. Her research currently focuses on posttraumatic adjustment and identity. Interested in evidence-based practice in her clinical work, research, and teaching, her work on trigger warnings was some of the first to subject this controversial topic to empirical scrutiny. In her free time, she enjoys ultra-swimming, running, and eating.

Submitted by Laura T. Simon, William Ridgway, & Adam Greene

Presentation experience at virtual conferences

Laura: I presented two posters at two different conferences this Spring. While each conference had their own system for submitting and “presenting” posters, the experience at both conferences was very similar. The posters were available for viewing during the entire conference and each conference had a “live” poster session where the author(s) could be on a chat or in a video room to talk with people who “stopped by” the poster. In general, most people who presented posters have noted they did not get many (if any) people who attended their poster session.

William: Throughout this past academic year, I have presented at a variety of virtual conferences, with the most recent being comprised of a paper talk. Like in-person conferences, virtual conferences have advantages and disadvantages. Prior to being changed to a virtual environment, the first conference I was scheduled to attend during the pandemic involved international travel. While always appreciative for the opportunity to enjoy a new city and/or country, I was pleased to know that I would not have to endure the economic cost typically associated with conference travel, specifically the funds the university does not cover through the typical reimbursement process. In fact, this was my general outlook on virtual conferences until a truly post-pandemic world was seen again; a lens through which economic cost could be alleviated. It did not take long for me to realize that virtual conferences, while reducing economic costs, also come at a social cost.

Adam: I presented as the first speaker in a symposium at the Midwest Psychological Association conference. Unfortunately, my talk began at 6:30am, due to my current location on the west coast. Given that caveat, the presentation went quite smoothly in my opinion. However, the speakers were in a zoom call, while the viewers watched via live stream on the MPA site. Due to this, I had no way of knowing if anyone was watching, which meant that the best strategy was to imagine that I was simply presenting to the others in the zoom call. While this led to some good questions and interactions between the presenters, the audience was not able to interact with us. This was my first symposium experience, and I have to imagine that in-person ones would be both more challenging and interactive with a visible audience.

Benefits of presenting at virtual conferences

Laura: I was grateful for the opportunity to disseminate my research to others during the pandemic. While posters generally had very little traffic, I hope people were still able to view them outside the “poster sessions”.  Worst case scenario, it was still something to put on the CV.

William: While virtual conferences provide benefits such as a reduction in economic cost and more ideal access to those with disabilities, physical or otherwise, they come at a social cost. One of the reasons conferences are looked forward to in part, is due to the social engagement one experiences when presenting their research. While various organizations have done a noteworthy job of attempting to recreate an in-person experience to the best of their abilities, virtual conferences are simply not the same.

Benefits of attending virtual conferences as a graduate student

Laura: As a graduate student, one of the most beneficial parts of conferences (besides presenting) is networking. The virtual conferences I attended attempted to have chat rooms or “networking lounges” for people to stop by to network, but I found very few people used them. Without those important networking opportunities, the best part of conferences was attending symposiums and learning new information.

Challenges of attending virtual conferences for graduate students

Laura: For me, the most challenging aspect of attending virtual conferences was the additional workload. Due to the virtual nature of the conference, it didn’t have the pre-pandemic expectations of taking the time off of a regular schedule to travel to a different location. Without the idea of being in a different location for the conference, it was difficult to separate a “normal” work week from the conference week, leading to the conference adding onto a normal weeks’ worth of meetings and work. A major recommendation I have is for those who attend virtual conferences to block off conference time in their schedules like they would if the conferences were in person.

William: Despite the social cost that comes with virtual conferences, I very much feel as though they should have a place in a post-pandemic world, however, it is equally important to highlight the value of in-person conferences and the level of engagement that they afford to students and faculty alike.

Other comments on virtual conferences

Laura: I did not anticipate the zoom fatigue I experienced from attending virtual conferences. It surprised me how draining it was to sit in front of the computer all day (despite virtually working for over a year) and did not give myself time in between conference sessions to recharge like we would during in person conferences. Because virtual conferences don’t seem very different than working from home, don’t forget to take time to rest and recharge like you would for conferences in person!

Submitted by Kelly Cuccolo and William Ridgway

This month’s Corner will be the final installment of our Q&A series with Steering Committee members. Below, we are featuring this year’s social media outreach committee members.

1. Type of doctoral program, year, & expected graduation:

Kelly: I am a fifth-year doctoral candidate in Experimental Psychology at the University of North Dakota. I will be graduating in May of 2021.

William: I am a third-year doctoral student in Psychological and Brain Sciences at the University of Nevada, Las Vegas. I will be graduating in Summer 2023.

2. Classes you have taught and/or been a GTA for (undergraduate or graduate):

Kelly: In my first two years of my program, I was a GTA for Psychophysiology, Biological Basis of Behavior, Developmental Psychology, Introduction to Psychology, Diversity Psychology, and History and Systems. Since 2017, I have been the instructor of record for Introduction to Psychology, Introduction to Personality, Social Psychology, and Abnormal Psychology. I have also been an adjunct instructor for Lake Region State College and University of Minnesota Duluth.

William: In my second year of the program, I was a GTA for Statistics for Psychologists. Since the 2020 academic year, I have been the instructor of record for Introduction to Psychology and in Fall 2021, will be the instructor of record for Forensic Psychology.

3. Experiences you have been able to participate in because of being a part of GSTA:

Kelly: I have been able to disseminate information on teaching pedagogy, and diversity and inclusion to other graduate students to help them improve their teaching.

William: I have been able to take an active role in providing graduate students with important resources and best practices for teaching. Additionally, being a part of GSTA has allowed me to forge incredible relationships with other graduate students and faculty members outside of my own academic institution.

4. Benefits of GSTA on your professional development and future as an academic:

Kelly: I have really appreciated being able to connect with other students who are committed to equitable teaching and using empirically supported practices in the classroom.

William: I have been exposed to new information and perspectives pertaining to the teaching of psychology that have allowed for me to more effectively connect with students and structure courses that result in students having the ability to play gracefully with ideas. Ultimately, the continuous adoption of new perspectives and styles of teaching allow me to grow into an ideal instructor.

5. Impact of GSTA on you personally:

Kelly: I really feel supported in my teaching by being part of the GSTA – it is very personally fulfilling to build these connections and also to know you have people to turn to for advice on teaching.

William: It provides one with a supportive community that results in you feeling safe enough to take risks. There are so many ways in which a subject can be approached, so having individuals you can discuss various ideas with is important. The process and feedback allow for an additional level of confidence in how you choose to lecture on a particular topic.

6. Advice (teaching and/or research tips) for other graduate students:

Kelly: Do what works for you, find what works for you. Everyone is going to have a different style of teaching that is most effective for them so don’t try to force yourself to teach in a way that doesn’t fit your personality, values, and goals. Also, don’t be afraid to ask for help, or to admit that you’re wrong or don’t know an answer – students appreciate the honesty and humility.

William: The many pieces of advice when it comes to teaching is extensive, so I will discuss a couple of them. First, when it comes to that first day in the classroom, make sure to walk through your course in detail and express the expectations for your students. It is true that you never get a second chance to make a first impression. Thus, a professional introduction and thorough review of what to expect, is extremely important. Second, do not try to lecture on all the material presented in the textbook. It is important to identify what needs attention in class. Accomplishing this will allow you to take time to teach important or complex topics, instead of speeding through a lecture trying to cover each piece of information presented in the textbook.

Submitted by Laura T. Simon (Treasurer) and Adam Green (List-serv Monitor)

During these first few months of this new year, the GSTA Corner will be featuring brief interviews with all six members of our committee. This month, we are featuring this year’s Treasurer and Listserv Manager.

Type of doctoral program, year, & expected graduation:

Laura: I am a fifth-year doctoral candidate in Developmental Psychology at the Ohio State University. I am on track to graduate in August 2021, but I may extend until May 2022.

Adam: I am a third-year doctoral candidate in Applied Experimental Psychology at Southern Illinois University Carbondale. I hope to graduate either Summer of 2022 or Spring 2023

Classes you have taught and/or been a GTA for (undergraduate or graduate):

Laura: I have taught 8 sections of Introduction to Psychology at the Ohio State University. I was a graduate teaching assistant (GTA) for undergraduate Behavioral Neuroscience, as well as Social Psychology: The Self. I am hoping to teach undergraduate Psychology of Childhood or Lifespan Development for the 2021-2022 academic year.

Adam: As a graduate student, I have TAed for Introductory Psychology, Graduate Research Methods, Graduate Statistics, and Introductory Statistics/Research Methods. I hope to teach my own course (Social Psychology or Stats/Research Methods) in the coming semesters.

Experiences you have been able to participate in because of being a part of GSTA:

Laura: As a member of the GSTA, I have been able to disseminate information on teaching pedagogy, advocate for equity in the classroom, and share my love of teaching with fellow graduate student instructors.

Adam: I have been involved in contributing to and disseminating the GSTA Corner, writing blog posts on equity in schools, and working with the other committee members to best support graduate student teachers.

Benefits of GSTA on your professional development and future as an academic:

Laura: The GSTA provided additional leadership and service opportunities to support my future goals as an academic. I am grateful for the opportunities to collaborate with fellow GSTA steering committee members and graduate student instructors who are as passionate about teaching as I am.

Adam: I have gained experience in leadership, collaboration, and pedagogical practice from my activities with the committee. Simply having access to the other GSTA members has given me new perspectives, techniques, and priorities when it comes to my teaching style and goals.

Impact of GSTA on you personally:

Laura: Besides the relationships cultivated between the GSTA steering committee, I have felt personally and professionally supported by participating in the GSTA. My teaching has been invigorated and I have gained a great deal of satisfaction leading, assisting, and challenging other graduate student instructors to continue to grow in the classroom.

Adam: The GSTA committee is a group of people who truly love teaching. As I come from a program which is research/consulting based, having people like myself who take joy in teaching has been crucial for me in feeling supported and valued as a teacher. While we have not been able to attend conferences as a committee, I am hopeful that we will be able to in the future and can meet graduate student teachers that way.

Advice (teaching and/or research tips) for other graduate students:

Laura: Be yourself. I think it is easy for graduate student instructors to get weighed down by imposter syndrome or trying to be someone they are not. If you’re funny, use it to make students laugh and connect with the material! If you are serious, make the gravity of what you teach enhance your students’ empathy or the importance of the material. There is no “one right way” to teach, so teach your way!

Adam: I agree with everything Laura said. I would also add to be compassionate towards your students and anyone who works with you or under your supervision. We are teaching, and students are learning, in trying times. Do your best to work with your students to give them the best learning experience that they can have!

Submitted by Amy K. Maslowski (Chair) & Maaly Younis (Deputy Chair)

During these first few months of this new year, the GSTA Corner will be featuring brief interviews with all six members of our committee. This month, we are featuring this year’s Chair and Deputy Chair.

1.   Type of doctoral program, year, & expected graduation:

Amy: I am a third year Counseling Psychology doctoral candidate at the University of North Dakota (UND). My anticipated graduation is August 2021, after I complete a one-year internship in 2021-22.

Maaly: I am a fifth year, doctoral Candidate in the Educational Psychology program at the University of Northern Colorado and on track to graduate Spring of 2021.

2.   Classes you have taught and/or been a GTA for (undergraduate or graduate):

Amy: I have been teaching and/or a graduate teaching assistant (GTA) since I started in my master’s program at the University of Minnesota Duluth (UMD). At the undergraduate-level, I have been involved in Dialogues in U.S. Diversity (a Multicultural Psychology course) and Developmental Psychology). At the graduate level, I have been a GTA for Cognitive Assessment, Personality Assessment, Child & Adolescent Counseling, and Career Counseling.

Maaly: I have taught several classes for the undergraduate level such as educational psychology, intro psychology, statistical methods, and lifespan and development. I also assisted in teaching theories of learning and psychology of prejudice.

3.   Experiences you have been able to participate in because of being a part of GSTA:

Amy: I think one of the most significant experiences I have been able to participate in with the GSTA is connecting with fellow graduate students who share my passion for teaching and SoTL research. This mutuality has been especially beneficial during the COVID-19 pivot and renewed calls for equality.

Maaly: Being a GSTA member allowed me to connect to wonderful fellow graduate students and professors. I also was able to share my thoughts through blog posts.

4.   Benefits of GSTA on your professional development and future as an academic:

Amy: My time with GSTA has solidified my drive to become an academic. It is inspiring to be able to collaborate with many Div 2 leaders and be able to share in the development of the Division from a graduate student perspective.

Maaly: Being part of the GSTA leadership is a great opportunity to navigate leadership and service for the academic community that goes beyond my institution.

5.   Impact of GSTA on you personally:

Amy: Personally, I have found our monthly meetings (as well as my weekly meetings with outgoing Deputy, Jessica Brodsky) to be an important time to check-in with others, share our experiences, and have a space to both share and receive support. We are a tight-knit group who care for each other on both a personal and professional level.

Maaly: Being a GSTA member made me grow.

6.   Advice (teaching and/or research tips) for other graduate students:

Amy: In terms of teaching tips, my students have appreciated that I strive to create a safe and supportive classroom experience for all. Furthermore, I am constantly aiming to improve my courses by allowing students continuous opportunities to provide me with feedback on class.

For research, I encourage other graduate students to consider how research can be embedded into your classes. Moreover, as graduate students, we have innovative ideas and opportunities to test those out in the classroom.

Maaly: Vulnerability is courage, and compassion is a strength. Humanizing yourself in the classroom goes a long way in connecting and bonding with your students.

We are excited to announce that two new at-large members will join the GSTA for 2021, in addition to two 2020 members moving into their new roles as Chair and Deputy Chair! We are grateful to our outgoing members and those who are able to continue their role on the Steering Committee.

The GSTA will be meeting later in January to discuss the budget, ways to increase engagement with graduate students, and how to maintain the visibility of Div 2 and the GSTA. We look forward to another engaging year!

Over the next few months, we will feature each of the GSTA members in more depth by asking them to share about their teaching and research experiences. Be on the lookout for these mini-interviews to come!

Meet the 2021 GSTA Steering Committee!

Amy Maslowski, GSTA Chair

Amy Maslowski is a Counseling Psychology doctoral candidate at the University of North Dakota. She received her master’s degree in Clinical-Counseling Psychology from the University of Minnesota Duluth. Amy has undergraduate instructor and graduate and undergraduate GTA experiences. She is involved in SoTL research and published and presented in ToP outlets.

Maaly Younis, GSTA Deputy Chair

Maaly Younis is an Educational Psychology doctoral student at the University of Northern Colorado. Her major areas of research are studies of transformative learning and academic engagement in teacher education, Photovoice, culturally responsive pedagogy. She teaches several undergraduate courses such as Introductory Psychology, Educational Psychology & Psychological Statistics.

Adam Green, Steering Committee Member

Adam Green is a doctoral student in Applied Psychology at Southern Illinois University Carbondale. His research interests involve moral and political beliefs. He has assisted in several courses including Research Methods, Applied Behavior Analysis, and Advanced Statistics. He hopes to support and improve GTA experiences through the GTSA.

Laura Simon, Steering Committee Member

Laura T. Simon is a Developmental Psychology Ph.D. student at the Ohio State University where she completed her M.A. in Intellectual and Developmental Disability Psychology. Laura has proudly taught Introduction to Psychology at Ohio State for over 3 years. Her primary research interest is anxiety in autism spectrum disorder.

Kelly Cuccolo, Steering Committee Member

Kelly Cuccolo, M.A. is a doctoral candidate in Psychology at the University of North Dakota. After serving as Chair for Psi Chi’s Network for International Collaborative Exchange from 2017-2019, she began conducting research on the scholarship of teaching and learning. Her favorite class to teach is Introduction to Personality.

William Ridgeway, Steering Committee Member

William Blake Ridgway has master’s degrees in Experimental and Forensic Psychology and is a Psychological and Brain Sciences Ph.D. student at the University of Nevada, Las Vegas. His academic research examines internal cognitive processes involved in lineup decisions and the application of psychological theories to criminal justice issues.

Submitted by:

Jessica Brodsky (Outgoing Chair)

Elizabeth Che (Immediate Past Chair)

Amy K. Maslowski (Chair-Elect)

As this year ends, we reflect on the outstanding leadership of Liz and Jessica, and the legacy they leave the GSTA. We are truly grateful for their commitment to advancing the GSTA and wish them all the best! We asked them to reflect on their time with GSTA, and their thoughts are below.

Type of doctoral program and expected graduation:

Liz: I am in my fifth year of the Learning, Development, and Instruction specialization in the Educational Psychology PhD Program at The Graduate Center, City University of New York. I am expecting to graduate in 2022.

Jessica: I am in my fourth year of the Learning, Development, and Instruction specialization in the Program in Educational Psychology at The Graduate Center, City University of New York. I’m hoping to graduate in 2022.

Roles you have had in GSTA:

Liz: I joined the GSTA when I first started the doctoral program in 2016 while the GSTA was operating under the host institution model at The Graduate Center. I served as the Deputy Chair from June 2017 through December 2018, and as the Chair from January 2019 through June 2020.

Jessica: I joined the GSTA when I first started my doctoral program in 2017. I served as the Deputy Chair from January 2019 through May 2020 and as the Chair from June 2020 through December 2020.

Experiences you have been able to participate in because of being a part of GSTA:

Liz & Jessica: The GSTA supported us in attending and presenting at psychology teaching conferences. We presented research related to the Scholarship of Teaching and Learning (SoTL) in psychology at the STP’s National Institute on the Teaching of Psychology and attended the SoTL Workshop at the STP’s Annual Conference on Teaching. We are grateful to the STP for its programming at regional psychology conferences, as these conferences are great venues for graduate students to share their work and meet colleagues at nearby institutions.

Additionally, the GSTA provided us with several opportunities to help share evidence-based teaching practices with other graduate students. We co-edited and contributed to The GSTA Guide to Transformative Teaching, the second volume of the GSTA’s How We Teach Now e-book series. We also helped implement the annual day-long pedagogy conference at The Graduate Center and co-authored posts for the GSTA Blog.

Liz: While serving on the GSTA leadership, I collaborated with other GSTA members to develop surveys to better understand the pedagogical needs and supports for graduate students who are teaching. The findings of the survey inspired my colleagues and I to create a new training-based survey that includes content acquisition podcasts and downloadable teaching materials to incorporate employable skills in their undergraduate courses. The current survey, funded by the STP SoTL Grant and The Graduate Center, is recruiting graduate student instructors until Spring 2021. The first 300 participants to complete the survey will receive a $10 Amazon e-gift card.

Jessica: I worked with the GSTA leadership team to develop a position statement and call to action for graduate student teaching assistants and instructors of psychology. We identified six actions that we, as graduate students, can take to make our instruction more inclusive, equitable, and anti-racist, and expanded on these action items in a series of blog posts on the GSTA Blog.

Benefits of GSTA on your professional development and future as an academic:

Liz & Jessica: Through our participation in the GSTA, we have had the chance to practice a variety of communication skills, including presenting, editing, and writing for different audiences. Serving as the Deputy Chair and Chair developed both of our leadership and collaboration skills. At STP conferences and workshops, we heard from and met many scholars and instructors whose commitment to the teaching of psychology is inspiring.

Impact of GSTA on you personally:

Liz & Jessica: A highlight of being part of the GSTA has been meeting and working with wonderful colleagues who are as excited as we are about SoTL and teaching psychology!

Advice (teaching and/or research tips) for other graduate students:

Liz & Jessica: When we wrote the introductory chapter for the second volume of How We Teach Now: The GSTA Guide to Transformative Teaching, we described eight steps for becoming a more transformative teacher. These steps pretty much capture the advice we would give other graduate student instructors.

Jessica: Of the eight steps, the one that I am constantly reminded of is “consider yourself as a learner.” I am always learning from my colleagues, my mentors, my students, and the teaching of psychology community. Remembering to consider myself a learner has made me a better teacher.

Liz: Likewise, I am also constantly reminded of being a learner. I find teaching and learning as a cyclical growth process that requires an active and open mind to seek, evaluate, and apply the resources and experiences that we gained through practice.

Anything else?

Liz & Jessica: It has been an honor to serve in a GSTA leadership position! We wish the new leadership much success as they continue the critical work of supporting graduate student instructors of psychology.

In early June, the GSTA released a position statement and call to action in response to heightened racial injustices. Since then, GSTA Steering Committee members have written a series of blog posts for the GSTA Blog elaborating on the six action points described in the statement. Each of these blog posts focuses on two different action points and includes additional resources and ways to translate the action points in our classes and work on campus. We are pleased to announce that the final post in our blog series is now available on the GSTA Blog. We are grateful to the GSTA Blog editorial team for their support and feedback on these blog posts. Please check out the complete blog series via the links below.

The first blog post addressed the following action items:

●     Decolonize your syllabi by including the work of scholars and psychologists from diverse identities and backgrounds.

●     Discuss with students and colleagues how discrimination and inequity have shaped the field of psychology and the world around us.

The second blog post, addressed the following action items:

●     Engage with students and colleagues across disciplines in activism to create change in your classrooms, institutions, and communities.

●     Above all, be compassionate and supportive to your students, your colleagues, and yourself during these times.

The third blog post addressed the following action items:

●     Create inclusive learning environments that celebrate diversity, do not tolerate discrimination, and embrace all voices and opinions.

Adopt anti-racist and culturally responsive teaching and assessment practices.