(375b) Improving a Graduate Pedagogy Course to Support Inclusive Teaching and Active Learning

New chemical engineering graduate students at UC Berkeley are required to take a one-semester course that introduces them to the theory and application of teaching and learning within the discipline. This training happens during or before their first term as a graduate student instructor (teaching assistant), and the course contributes in important ways to the development of the teaching and learning philosophies of graduate students in the Chemical and Biomolecular Engineering Department. The impacts of the teaching and mentoring skills of these graduate students are felt throughout the undergraduate body of around 450-500 undergraduate students, and continue in academic and professional careers of the graduate students.

This poster details work to update materials in the course, especially given recent research data on the effectiveness of active learning strategies for conceptual idea development in chemical engineering, and given new information on inclusive teaching and mentoring to support learning for a diverse student body. Materials that address ideas of intersectionality of race and gender, mentoring within and across various identities, and awareness of structural inequities and cultural biases in higher education are timely and necessary for the continued improvement of teaching practices within our department. The work includes engagement of national experts in chemical engineering education, and work of a graduate research assistant to review and update materials in collaboration with the faculty member. Changes to the course are implemented in the fall 2019 semester. Graduate student essays in the course and responses on course surveys are used to evaluate the effectiveness of course improvements.