Despite recent developments and political movements across the world, the role of higher education in steering society towards positive change for the common good necessitates pedagogical practices that facilitate the ability to navigate and advance within an increasingly complex world. Teaching a new generation of learners—shaped by a pandemic during their formative years, an array of digital technologies, and social media—requires a diverse skill set, including proficiency in innovative technologies, novel approaches to effective engagement, and comprehensive support tailored to varied learner needs. Furthermore, Artificial Intelligence (AI) is reshaping communities and societies, demanding the development of adaptive skills to respond to global and local advancements. The role of educators, including graduate students and postdoctoral scholars preparing for careers in academia or industry, increasingly requires competencies beyond research, including teaching and leading communities effectively (Dorner & Kumar, 2021).

Graduate students at universities around the world often play a vital role as Graduate Teaching Assistants (GTAs) and mentors, significantly contributing to the success of students from diverse disciplines and backgrounds (Javed & O’Brian, 2024). However, GTAs often lack sufficient experience and training in delivering subject content, leading discussions, effectively assessing student learning, and designing meaningful learning experiences, all while navigating emerging technologies. Their responsibilities vary depending on whether they are leading laboratory sessions, discussion groups, or teaching entire courses. Without a solid foundation in pedagogy, they often spend a large proportion of time designing meaningful learning experiences.

Given the crucial role of GTAs, it is essential for universities to provide pedagogical training. Many universities offer institution-wide programmes with varying content and focus areas, and such large-scale initiatives help highlight the importance of teaching (Sadera, Suonio, Chen, Herbert, Hsu, Bogdan, & Kool, 2024). However, participation varies widely, as most of these programmes are recommended rather than mandatory. Research has demonstrated that a key objective of GTA training programmes is to prepare graduate students for future faculty roles that include teaching (Sadera et al., 2024).

 With this in mind, we conducted a survey with GTA Preparation Programme directors and coordinators at large research-intensive universities in the United States to explore the various nuanced approaches to preparing GTAs for their teaching roles in higher education.

In this presentation, we will share our findings on pedagogical training efforts, including teaching and assessment practices designed to promote student success. We will discuss recommendations arising from the research, emphasising intentional planning to renew, enhance, and reimagine GTA Preparation programmes to address the dynamic needs of instructional spaces in higher education and beyond. Finally, we will outline future directions for professional development in graduate student teaching, proposing strategies to meet present and future challenges while fostering new possibilities and innovative solutions.

This study employed data collection through an online survey and semi-structured follow-up interviews to examine the intricacies of curriculum design, structure, and delivery within GTA programmes. Additionally, we explored workshop and pedagogical topics, relevant policies, and instructional skills essential for GTAs to teach effectively in classrooms at research-intensive universities. A mixed-methods approach was used for data analysis. Quantitative survey data were analysed using descriptive statistics and basic comparisons to identify commonalities, differences, and unique elements among institutions. The qualitative dataset comprised ten interviews with GTA preparation leaders from ten institutions. The interview data were analysed using Braun and Clarke’s (2006) thematic analysis. Initially, eight codes were identified based on existing literature, which also informed the interview protocol. Following an initial review of the data, researchers identified three additional codes based on recurring themes and extracted relevant excerpts from interview transcripts to synthesise key patterns corresponding to each major code. The major themes that emerged included, but were not limited to, the career trajectories of programme leaders in relation to their work in educational development; the distribution of their responsibilities and its impact on programme design and topic selection; their collaboration with various university departments; the format and objectives behind collecting programme feedback; programme strengths, challenges, and needs; community-building components; ongoing support for professional development; dedicated initiatives for international GTAs; communication strategies; and teaching support for postdoctoral scholars.

Preliminary findings reveal the diverse ways in which staff leading GTA Preparation programmes at research-intensive universities develop curricula, structure, and deliver pedagogical training. Curriculum development ranged from revising inherited programmes to following standard curricula supplemented with topics addressing emerging pedagogical and technological needs of GTAs. Programme components included training on relevant policies, teaching fundamentals (lesson planning, syllabus development, assessment, learning management systems, and first-time teaching), microteaching, and specialised workshops on teaching-related topics. Specific training tracks catered to new international and domestic GTAs, while returning GTAs and postdoctoral researchers had opportunities to refine their teaching skills. Programme leaders collaborated with colleges, units, and departments to align training with institutional needs and supplement university-wide orientations and initiatives. However, some challenges emerged, including resistance from departments regarding the perceived relevance of training for their student populations. These challenges, compounded by frequent turnover among graduate programme directors, disrupted communication and coordination of GTA training efforts. Feedback on the value and impact of GTA preparation programmes—collected through open-ended questions and detailed surveys designed to assess learning outcomes—was gathered using a range of approaches. Several gaps were identified. While community-building was recognised as an important goal, it was often assumed to develop organically rather than being deliberately integrated into programmes. Only a handful of universities had intentionally embedded community-building initiatives. Similarly, few institutions provided dedicated components for international GTAs to help them navigate cultural differences in teaching, as well as adjusting to living and studying in the United States. Strengths, challenges, and needs identified across institutions highlighted the necessity for ongoing professional development support for GTAs. In conclusion, this research underscores the importance of intentional planning and strategic pedagogical training to equip future academics with the skills necessary to educate students effectively, preparing them to navigate and engage with the complexities of societal change.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Dorner, H., & Kumar, S. (2022). Academic development for doctoral students: exploring the relevance of teaching-research integration, discipline-sensitivity and collaboration. International Journal for Academic Development, 28(4), 425–438. https://doi.org/10.1080/1360144X.2022.2059486 Javed, T., & O'Brien, A. (2024). Teaching Together: A Cross-Cultural Analysis of Graduate Teaching Assistant Experiences and Pedagogy. Postgraduate Pedagogies, 4(1). Sadera, E., Suonio, E. E., Chen, J. C. C., Herbert, R., Hsu, D., Bogdan, B., & Kool, B. (2024). Strategies and approaches for delivering sustainable training and professional development of graduate teaching assistants, teaching assistants, and tutors: a scoping review. Journal of Applied Research in Higher Education.