JoinTransforming the Teaching of Science Graduate Students Through Reflection
This paper presents an assessment of a biology education seminar for science graduate students. It describes how this seminar emphasized pedagogy and reflective assignments to help students identify and explore novel instructional strategies, discover who they are as teachers, focus on student learning, and acknowledge the challenges of effective teaching. Overall, the course facilitated reflection about personal teaching style and acceptance of new teaching ideas via assignments that encouraged written and verbal reflection by students.