According to the Bureau of Labor Statistics, roughly 135,000 graduate students work as teaching assistants in higher education institutions across the country. They have a direct impact on the quality of instruction for millions of undergraduates by teaching sections, grading assignments, mentoring students, and in some cases, designing and teaching entire courses.
Amid the development of programs to train graduate students in teaching responsibilities, one significant aspect has been absent: helping them cultivate their distinct teaching style. Being an effective teacher goes beyond applying research insights, requiring instructors to authentically manifest their teaching style and feel comfortable in their presentation.
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