RUME 26
2024
Omaha, Nebraska
Barriers and Drivers to Implementing GTA Professional Development Focused on Active Learning, Equity, and Inclusivity
Page: 1057
Mathematics Graduate Teaching Assistants (MGTAs) play a significant role in undergraduate mathematics education, as they are often in a teaching-related position for courses in the College Algebra through Calculus II sequence. Further, research shows that teaching practices that promote active learning, equity, and inclusion lead to improved student outcomes (e.g., Freeman et al., 2014; Laursen & Rasmussen, 2019; Mulnix, Vandegrift, and Chaudhury, 2016). However, MGTA PD that reflects these practices may be limited due to a variety of reasons. In this manuscript we discuss barriers and drivers to implementing PD that reflects active learning and equity-focused values. The goal is to understand ways that we can utilize institutional-specific drivers and navigate barriers to support the implementation of more PD programs like the one in this study.