Engaged learning transforms passive listeners into active participants, encouraging curiosity, collaboration, and deeper understanding. It goes beyond traditional teaching methods by actively involving students in their own learning journey. Engaged learning promotes active learning experiences, allowing students to apply knowledge outside of the classroom through cooperative learning, frequent feedback, and learning communities. In university classrooms, engaged learning is now needed more than ever as students increasingly seek meaningful, interactive, and relevant learning experiences that prepare them for real-world challenges and professional careers. Teaching Assistant (TA) roles extend beyond just delivering content; they should strive to create an environment where students actively engage in the learning process and develop a deeper understanding of the material. This article argues that TAs can enhance engaged learning in the classroom by implementing active teaching strategies, such as collaborative learning, problem-based learning, and formative assessments. These methods cultivate student motivation, encourage deeper learning, and improve knowledge retention, contributing to a more dynamic and effective classroom experience.

Collaborative learning involves students working together in groups to solve problems, complete tasks, or create projects (Johnson, Johnson, & Smith, 2014). Research suggests that collaborative learning enhances critical thinking skills and promotes a sense of community, which is essential for engagement (Laal & Ghodsi, 2012). TAs can facilitate this by designing structured group activities, assigning roles to ensure participation, and creating an inclusive atmosphere where students feel comfortable sharing ideas, answering questions, and involving themselves in discussions. One practical example is the use of the think-pair-share strategy, where students first reflect individually, then discuss with a peer, and finally share their ideas and insights with the class. This method encourages participation from all students, including those who may be hesitant to speak in larger groups (Kaddoura, 2013). By incorporating collaborative learning, TAs can shift classrooms from passive, lecture-driven environments—where information is simply delivered—to dynamic, interactive spaces where students actively engage, contribute, and take ownership of their own learning.

Furthermore, problem-based learning engages students in real-world problems that require critical analysis and creative solutions (Barrows, 1996). Problem-based learning encourages students to develop flexible knowledge, effective problem-solving skills, self-directed learning, and intrinsic motivation (Hmelo-Silver, 2004). TAs can implement problem-based learning by designing case studies or scenarios related to course content. For instance, in a biology lab, instead of simply following a predetermined experiment, students could be presented with a real-world scenario, such as an outbreak of antibiotic-resistant bacteria in a hospital. Working in teams, they would analyze patient data, research potential causes, and propose treatment strategies based on their understanding of microbiology and genetics. By guiding discussions and encouraging students to justify their decisions, TAs can help them develop critical thinking skills and problem-solving abilities.

Finally, low-stake formative assessment of student learning plays a crucial role in engaged learning by providing immediate feedback and encouraging self-reflection (Black & Wiliam, 1998). Effective formative assessments, such as concept maps, online quizzes, exit tickets, and polls allow TAs to evaluate student understanding and adjust their teaching accordingly. For example, using anonymous polling tools like Wooclap or Kahoot during tutorials can provide real-time insights into student comprehension and encourage participation.

In conclusion, engaged learning requires active participation from both students and instructors. By incorporating collaborative learning, problem-based learning, and formative assessments, TAs can create an interactive and stimulating classroom environment. These strategies not only improve student engagement but also contribute to their long-term academic and professional success.

References

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3-12.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1)

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Active learning: Cooperation in the college classroom. Interaction Book Company.

Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance students’ critical thinking. Education Research Quarterly, 36(4)

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral Sciences, 31

As a trans student, it often has surprised me how little effort it seems my educators put into understanding, honouring, and affirming my identity. While I recognize identity affirmation does not fall solely on the educational system, I also note that the classroom spaces where my identity was included and celebrated were also the classrooms where I was able to connect the most with the material, and my learning outcomes were improved as a result.

Student engagement in the classroom requires that students feel safe, welcome, and included (Sapon-Shevin, 2007). To do this, it is essential to consider a student’s full personhood, including their lived experiences, intersecting identities, and subjective knowledges (Crenshaw, 1989; Code, 2014). This paper focuses on the importance of gender identity in the classroom. Identity is defined as an individual’s unique sense of self, based on lived experience and composed of all the social groups (e.g., race, gender, ability) they understand themselves to be a part of (Crenshaw, 1989; Bourdieu, 1991). In this paper I argue that honouring a student’s lived experience of gender is essential to allowing them to be fully present and engaged with the classroom context.

Students construct their identity in the classroom by drawing on a connective network of various experiences (Stanley, 2017). Student identity impacts their interpretation and interactions within the educational environment (Ballantine et al., 2023). One approach to integrating student identity in the classroom highlights the importance of affirming student identity and lived experience as they reconcile their lived experiences and identities within a global context (Stanley, 2017). By affirming student identity, educators can increase the relatedness of the instruction and depth to which students are able to produce and engage with content in the classroom (Stanley, 2017). This, amongst other efforts to increase the accessibility and inclusion of classrooms can serve to create a more effective pedagogical environment (Sapon-Shevin, 2007).

Gender is one aspect of student identity. Gender refers to abstract socially constructed categories that ascribe roles, attributes and behaviors, yet nevertheless hold immense importance to many (Haitembu & Mbongo, 2024). This is because gender influences how people perceive themselves and others as well as how people interact and how power is distributed (Women and Gender Equality Canada, 2023). An individual’s gender identity has a deep impact on their lived experience and their interactions in the world (Prebel, 2014; Butler, 1990), as such, it is to be expected that the same might be true for a student’s interactions in the classroom.

Prebel (2014) explains that by acknowledging a student’s gender identity in the classroom at the university level, educators can create an environment where students feel empowered to question heteronormative ideologies of gender. In some cases, a student’s gender identity might actually serve to reinforce heteronormative ideologies rather than challenging them (Prebel, 2014). One way in which these harmful ideologies can be combatted is by acknowledging the value of subjective knowledges (Narayan, 2004) in the classroom and working with students to understand how their lived experience of gender can influence the way material is understood and interacted with in the classroom. This may help to deepen student conversations regarding materials and allow them to connect the material to their own experience (Prebel, 2014; Stanley, 2017) ultimately increasing the effectiveness of teaching.

I argue that honouring and affirming student experiences and encouraging an accessible and inclusive environment in the classroom is one of many ways in which educators can encourage student success in the classroom. The importance of affirming identity, creating inclusive classrooms, and encouraging open and accessible dialogue to challenge harmful ideologies of gender are essential to increasing the effectiveness of pedagogy.

The question then becomes, how does an educator integrate gender? Prebel (2014) encourages students to think about their own identity and challenges them to consider how their lived experiences may be influenced by harmful ideologies. As this might not be possible in all educational contexts, many feminist scholars encourage the emphasis on lived knowledges and subjectivities (Narayan, 2004). This could include encouraging students to reflect and highlight how their own knowledges provide depth and relevant details about the topic at hand, where appropriate. Another, arguably universally possible implementation strategy is to simply take a moment as an educator to critically engage with the identities of students in the space and ensuring the materials, activities and context is accessible for all students (Sapon-Shevin, 2007). Small adjustments to materials and content can make a world of difference for students who have been historically excluded from particular educational spaces. Little details, like including readings from women in historically male disciplines or ensuring that student materials are free of transphobic language can allow students to feel safer in the educational space, and when students feel safer, and the material feels more connected to them, they learn more.

References

Ballantine, J., Artemeva, N., Rocheleau, J., Macarios, J., & Ross, G. (2023). A distinct rhetoric: Autistic university students’ lived experiences of academic acculturation and writing development. College English, 86(2), 136–161. https://doi.org/10.58680/ce202332759

Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans.; J. B. Thompson, Ed.). Polity. (Original work published 1991)

Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.

Code, L. (2014). Ignorance, injustice, and the politics of knowledge: Feminist epistemology now. Australian Feminist Studies, 29(80), 148–160.

Crenshaw, K. (1989). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.

Haitembu, R. K., & Mbongo, E. N. (2024). Inclusion in the classroom: Student teachers’ views on affirming gender and sexual diversity. International Journal of Educational Reform, 0(0). https://doi.org/10.1177/10567879241302836

Narayan, U. (2004). The project of feminist epistemology: Perspectives from a nonwestern feminist. In S. Harding (Ed.), The feminist standpoint theory reader: Intellectual and political controversies (pp. 213–224). Routledge.

Prebel, J. (2014). Resistance revisited: Resolving gender trouble in the first-year writing classroom. Pedagogy, 14(3), 531–539. https://doi.org/10.1215/15314200-2715832

Sapon-Shevin, M. (2007). Widening the circle. Beacon Press.

Stanley, S. (2017). From a whisper to a voice. Journal of Basic Writing, 36(2), 5–25. https://www.jstor.org/stable/10.2307/26556897

Women and Gender Equality Canada. (2023). Gender-based Analysis Plus (GBA Plus). Government of Canada. https://www.canada.ca/en/women-gender-equality/gender-based-analysis-plus.html

As part of the requirements of the ĐÓ°ÉÔ­´´ Teaching Assistant Certificate, this article addresses one of the key elements that has cemented my teaching philosophy: the fundamental principle that a fulsome engagement with students, met with compassion and openness, has an enormous and invaluable impact on the learning/teaching experience for both the instructor and the student.

With the influx of new students every year, I am reminded that many of them struggle with finding a new way of being and living that demand adult decision-making and adult relationships. Many inevitably struggle between the responsibility from a newly found agency and freedom of choices in managing their time and accomplishing their academic goals; all the while, they continue to yearn for care when an overwhelming obstacle presents itself and will look towards instructors (and teaching assistants) to provide direction. And to establish a clear framework to operate as a way to lessen their stress loads. Making ongoing training in new learning and teaching methods, including those that address emerging challenges such as mental health management, inclusive curriculum delivery models and emerging technologies, is critical for teaching assistants and instructors in the belief that a “modern learner differs from the imagined learner”. (Taylor, 2014)

Teaching assistants and instructors all have funny and touching stories of that penultimate first teaching experience, when we are asked by students to express exactly what is needed to get that ideal grade. Through my ĐÓ°ÉÔ­´´ experiences, I have learned that doing so does not assist students in building their decision-making skills, their critical thinking abilities or their overall learning as emerging scholars; helping them look at how they prioritize their work, where they can seek assistance, and building their confidence in their critical thinking skills has far more benefit. Instructors and teaching assistants face new challenges beyond traditional academic ones, requiring them to navigate sometimes-unfamiliar, sometimes-murky emotional waters. (Postareff and Lindblom-Ylänne, 2011) Not only must they be prepared in terms of supporting the academic development of students, but today’s environment also demands that instructors and teaching assistants be mindful and aware of students’ emotional needs, requiring them to become engaged in their course or program journey also as mentors, not just content delivery vehicles.

The world of human relationships in the classroom is interdependent, no longer hierarchical nor linear. There are fewer barriers between private and public worlds, and professors, instructors and teaching assistants must be prepared to manage the issues this grey integrated approach can bring. (Bowie and McKenna, 2021) Although it is certainly known accepted that any student’s life would prove to be stressful with competing academic demands, high living costs and struggles for life-work balance, it also requires the instructor or teaching assistant to remain on heightened alert levels and to keep watch on students who may display tendencies that prevent them from active learning.

The onus on current and emerging university instructors is to be aware not only of the specific knowledge they impart but also to provide an emotional intelligence to their teaching, by adapting teaching and communication to reflect the diverse ways of learning. Engaging with students in modern areas of interest, identifying potential obstacles or ways of being in the academic community, and helping them find the skills and resources they need to move them forward – these are all part of the teaching process. They lead to a healthy instructor/student relationship, and towards the student’s academic success.

BIBLIOGRAPHY

Bowie, C., & McKenna, S. (2021). Understanding Higher Education: Alternative Perspectives. African Minds.

Postareff, L., & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher Education (Dorchester-on-Thames), 36(7), 799–813.

Taylor, T. (2014). Changing Pedagogy for Modern Learners – Lessons from an Educator’s Journey of Self-Reflection. Educational Technology & Society, 17(1), 79–88.

Engaged learning is more than just showing up, it’s about students actively working with ideas, asking questions, and building knowledge together. It is a dynamic process rooted in the active co-construction of knowledge, influenced by both students’ intrinsic motivation and the socio-cultural context of learning (Deci & Ryan, 2000; Vygotsky, 1978). As Teaching Assistants (TAs), we do not only offer information; we also serve as facilitators who cultivate environments where meaningful engagement may occur.

Theoretical Foundations of Engaged Learning

From a constructivist perspective, learning is an active, social process where meaning is constructed through interaction (Vygotsky, 1978). Engaged learning, therefore, emerges when students are not passive recipients but active participants in their education. We want our students to question, reflect, and apply concepts in ways that resonate with their lived experiences. Self-determination theory (Deci & Ryan, 2000) further deepens this understanding by emphasizing the importance of autonomy, competence, and relatedness in fostering intrinsic motivation, which is essential for sustained engagement.

The TA’s Role in Co-constructing Engagement

TAs occupy a unique position within the learning ecosystem at ĐÓ°ÉÔ­´´. Positioned between faculty and students, we often serve as more approachable figures for students, facilitating dialogue and collaboration (Barr & Tagg, 1995). Our reflexivity, the ongoing critical reflection of how our identities, biases, and experiences influence our teaching, becomes pivotal in shaping these interactions (Finlay, 2002). By acknowledging how our perspectives shape classroom dynamics, we can create more inclusive and responsive learning environments.

Strategies for Promoting Engaged Learning

Drawing on these theoretical frameworks, TAs can promote engaged learning through intentional strategies that foster autonomy, relatedness, and competence. One key approach is encouraging autonomy by offering students choices in discussion topics, assignment formats, or project directions. This not only empowers students to take ownership of their learning but also aligns with self-determination theory’s emphasis on the importance of autonomy in maintaining motivation and engagement (Deci & Ryan, 2000). When students feel they have a voice and control over their learning experience, they are more likely to invest effort and sustain interest in the material. Additionally, building relatedness is critical for fostering a supportive and inclusive learning environment. TAs can create opportunities for collaborative work, peer discussions, and open dialogue, which help nurture a sense of connection and belonging among student, factors essential for meaningful engagement (Ryan & Deci, 2020). When students feel valued and connected to both their peers and instructors, they are more motivated to participate and contribute. Lastly, scaffolding competence through constructive feedback, guidance, and modeling critical thinking skills allows students to develop a stronger sense of mastery and academic growth (Vygotsky, 1978). Together, these strategies create a learning environment where students feel motivated, connected, and capable, ultimately promoting deeper engagement and academic achievement.

Conclusion

Ultimately, engaged learning is not a static goal but an ongoing, iterative process shaped by the interplay of theoretical insights and reflexive practice. As TAs, our challenge is to continually question how our pedagogical choices either foster or hinder engagement, ensuring that learning remains a collaborative, inclusive endeavor. At the end of the day, it’s about helping students feel like they belong and want to engage, because that’s when the real learning happens.

References

Barr, R. B., & Tagg, J. (1995). From teaching to learning — A new paradigm for undergraduate

education. Change: The Magazine of Higher Learning, 27(6), 12–26.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the

self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in

research practice. Qualitative Research, 2(2), 209–230.

Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in

motivation, development, and wellness. Guilford Publications.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Harvard University Press.

When university faculty and staff members open library doors, light up lecture theatres, and work to prepare other forms of resources for learning, it is hoped that students will make use of such resources to advance their learning (Coates & McCormick, 2014). To succeed, it is crucial that those in charge of higher education have university students engage in a variety of educational activities that lead to learning (Coates & McCormick, 2014). This is evident in the way professors are responsible with the ability to support students and provide engaged learning in their classrooms (Coates & McCormick, 2014). This can be understood as what’s referred to as “student engagement” or in other terms, engaging learners throughout their learning experiences and academic journeys (Coates & McCormick, 2014). Thus, this paper will explore the theme of engaged learning with a discussion highlighting ways we can provide forms of engaged learning aimed towards university students while promoting successful ways of learning.

Engaged learning opportunities have become powerful ways in which university students can build lifelong skills and other capacities in higher education (Dean & Wright, 2017). Engaged experiences can vary in intensity and can include a variety of learning activities including class discussion, breakout group work, role plays, and simulations (Dean & Wright, 2017). Additionally, engaged learning also embraces learning beyond the classroom including internships, community experiences, and mentoring experiences (Dean & Wright, 2017). Many of us have heard the terms “active” and “engaged learning” within many academic institutions in which the term refers to new techniques to make large classes seem small while “simulating” the feeling of a seminar, despite being in a room of five hundred faces in a lecture hall (Dean & Wright, 2017). But how do we begin to promote engaged learning within small and large university classrooms? Most importantly, how can we get students to engage and actively learn material? This next section will discuss this in further detail.

Dean & Wright (2017) discuss a variety of ways to promote active learning for university students in the classroom, whether big or small, with a focus on highlighting tips that lead to student success and engagement. Primarily, pre-class planning is suggested by Dean & Wright (2017) which required significant planning and time, despite if was a past activity used before in smaller classes. This makes clear that promoting engaged learning in small versus larger classrooms do not work in the same way which suggests the need for proper planning before lecturing or planning classroom activities (Dean & Wright 2017). Secondly, Dean & Wright (2017) suggest the importance for noting any changes in pedagogy and being transparent with students about learning outcomes for the course. This is because the syllabus is a significant document that sets the tone for the course goals, assignments, and what’s expected of the learners (Dean & Wright, 2017). Thirdly, another suggestion is to plan on a page and identify each activity’s structure, the time allocation, who is responsible for listed parts, and the goals and importance of the activity (Dean & Wright, 2017). This makes clear to students what to expect along with what they should gain from in doing the activity (Dean & Wright, 2017). However, more time should be allocated if preparing activities for larger classes. Fourthly, Dean & Wright (2017) suggest keeping things simple and that engaged learning for 200 students in a lecture does not allow for the same type of nuance that might happen compared to a class of 25 students. This overall means to list and prioritize two to three learning goals that lecturers and professors want students to get from the activity and staying within those two to three goals (Dean & Wright, 2017). Fifthly, it is important to ensure that material is being understood by students which varies between small and large classrooms where small classrooms allow for easier space to check in and ensure students understand material compared to larger lecture halls (Dean & Wright, 2017). Therefore, it is advised to provide instructions on a screen and offer handouts if required for the activity (Dean & Wright, 2017). Lastly, student voices is essential in considering the ways they can better learn course material and become engaged through the process (Dean & Wright, 2017). For instance, asking feedback on activities assigned and seeing how students react helps assert whether activities are promoting course goals.

Overall, this short paper provided a discussion of engaged learning and ways to promote efficient and productive ways of learning in the university classroom, whether in small tutorials or in larger lecture halls. However, much more discussion is needed on finding ways to actively integrate student engagement that appeals to both professors and students. This means that having students provide feedback on forms of learning they prefer prior to beginning lectures or tutorials could aid professors in providing relevant material.

References

Coates, H., & McCormick, A. C. (2014). Engaging University Students: International Insights from System-Wide Studies. Springer Singapore.

Dean, K. L., & Wright, S. (2017). Embedding engaged learning in high enrollment lecture-based classes. Higher Education, 74(4), 651–668. https://doi.org/10.1007/s10734-016-0070-4

For many university students, the cycle of feedback on written works is not a process of dialogue. Instead, it is a one-directional interaction wherein works are submitted for evaluation and by the time feedback has been provided, students have moved on in order to attend to upcoming coursework. This behaviour is of great concern as if students do not engage with feedback provided on assessments, they cannot benefit from it (Winstone et al., 2017). This issue is further complicated by the fact that even if students do engage with their feedback, there are often few chances to apply the feedback in the same context, as many courses offer modules with little continuity between them, thus harming students’ ability to learn from the feedback provided (Jonsson, 2013). Thus, the status quo does not promote engaged learning nor thoughtful consideration of feedback provided on assessed works, begging the question of how to promote student engagement with written feedback on course assessments. Identifying mechanisms of improving students’ feedback engagement is integral to improving learning outcomes as engagement is thought to be the strongest predictor of feedback effectiveness (Winstone et al., 2017).

One experiential learning activity which can promote proactive recipience of feedback and student engagement is a peer review report activity, developed by Drs. Katie Lucas and Sean Landsman for NSCI1000 (Natural Sciences Seminar in Science). Specifically, this activity addresses three major barriers to student engagement with feedback identified by Jonsson (2013) and Winstone et al. (2017): insufficiently detailed, impersonal feedback, authoritativeness, and barriers to implementation. In this activity, class members complete peer review report forms for the final essays of two of their classmates. These peer review report forms replicate the peer review process of academic journals, requiring students to provide an overall impression of the article and to identify major and minor areas of improvement. Students then meet with their peer reviewers to discuss the provided feedback. Students are marked on their participation. This activity exemplifies student engagement as a means of building student understanding (Ashwin & McVitty, 2015).

The structure of this activity addresses the barrier of insufficiently detailed, impersonal feedback as the feedback provided on the student’s essay is completely tailored to the student’s work, creating a high degree of individualization. In addition, during student meetings with their peer reviewers, students can discuss the feedback provided and reviewers are able to elaborate on pieces of feedback which are lacking in detail. Thus, it is unlikely that the feedback provided during the activity will be considered impersonal and insufficiently detailed.

Second, traditional forms of lecturing can create authoritative classroom hierarchies which promote passive student engagement as they typically involve a unidirectional exchange of knowledge from the professor to the class (Jonsson, 2013). By extension, in these environments, feedback is often thought of as the responsibility of the educator (Winstone et al., 2017). However, this perspective undermines the fact that students must take an active role in responding to and applying the feedback they receive in order for this feedback to be effective. In the peer review report activity, the students and the teaching team engage in a reciprocal exchange of knowledge, and equal value is placed on feedback coming from the peer reviewers and the teaching team (who moderate classroom discussions). This structure demonstrates that the teaching team values peer feedback and student voice. Subsequently, it helps to shift the classroom power dynamic to be one where students and teaching team members have similar levels of power. By removing the barrier of authoritativeness of feedback by reconstructing classroom power structures, the activity encourages proactive recipience of feedback.

Third, students often experience barriers to implementing feedback (e.g., confusion on feedback language and mechanisms of applying feedback, discontinuity in course modules, etc.; Jonsson, 2013; Winstone et al., 2017). This activity minimizes the impact of this barrier as working with peers may create a more approachable pathway for student inquiry. Students who may not be comfortable reaching out to their teaching team can ask their peers for clarification. In addition, the group meetings included in this activity provide dedicated class time for a student to review their feedback with their peer reviewers, who can walk the student through points of clarification and provide advice on implementation. This intensive support can be more specific, thorough, and targeted than the support which can be provided to students by teaching team members, who typically cannot review and provide feedback on essay drafts. Last, students have the opportunity to apply this feedback to their essays prior to submitting a final copy for assessment, giving them the opportunity to practice applying their feedback.

In conclusion, the peer review report activity dismantles three major barriers to building student engagement: insufficient detail and individualization, authoritativeness, and barriers to implementation (Jonsson, 2013; Winstone et al., 2017). By building a culture of engaged learning and promoting proactive recipience of feedback, students will be better able to develop a thorough understanding of course materials and related skills (e.g., scientific writing, compassionate communication, understanding the academic publication process). Subsequently, students are better able to succeed in their academic environment (Ashwin & McVitty, 2015). The opportunity to engage in this activity is now available to the broader ĐÓ°ÉÔ­´´ community through the ĐÓ°ÉÔ­´´ Undergraduate Journal of Science (CUJS) who offer support to any faculty members interested in implementing this activity in their course.

References

Ashwin, P., & McVitty, D. (2015). The meanings of student engagement: Implications for practices and policies. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott (Eds.), The European higher education area: Between critical reflections and future policies (pp. 343-359). Springer Nature. https://doi.org/10.1007/978-3-319-20877-0

Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14, 63–76. https://doi.org/10.1177/ 1469787412467125

Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538

Students’ and teaching assistants’ (TA) success are two sides of the same coin. This piece will start by exploring the role of TAs in students’ success and the reciprocal benefits that TAs gain from this experience. Assisting professors and instructors with their instructional responsibilities is the main role of teaching assistants, but does this role hold more than that?

Inspiring students

Often, students see professors and their achievements as distant, while teaching assistants, who are earlier in their careers, provide a more relatable example. The role of TAs can be seen as a bridge to the next steps for students, especially for those considering a career in higher education or pursuing a graduate degree. While most academic institutions offer career services, undergraduate students often turn to their TAs for firsthand insights into what a graduate degree or industry holds for them. This is where the role of TAs goes beyond assisting professors; they inspire students by showcasing potential future paths. A TA can provide students with a firsthand experience and a broader perspective on their career possibilities, making their aspirations feel more tangible and achievable.

Helping students Achieve their maximum potential

I remember during my early days, my TAs played an important role in my success. They were always willing to meet with me and answer my questions. As a TA, I strive to help my students thrive in the same way. I see the role of a TA as an assistant who helps students reach their maximum potential and excel in their education. TAs have the flexibility to engage with students and support them in achieving their goals. For example, TAs can discuss with students how certain topics are trending in a subject area, helping them expand their expertise and perhaps focus on a specific topic for their graduate degree.

Teaching critical thinking

Often, TAs are tasked with solving problems or teaching small sections of topics as part of their responsibilities. This process can extend far beyond theoretical concepts, as TAs can provide students with real-life examples of how solving problems can help humanity thrive. For instance, in one of our courses, students are required to measure their energy consumption and come up with innovative solutions to improve their energy efficiency. When assisting students with this task, TAs must guide them through various materials, from building codes to developing their own metrics. Throughout this process, TAs can illustrate how some of the tasks at hand are significant issues that experienced engineers are still working on. This not only demonstrates the real-world importance of classroom topics but also emphasizes the need for students to rely on their judgment and critical thinking skills to solve problems. Critical thinking is one of the most important skills students gain throughout their education, and TAs play a crucial role in accelerating this development.

Promoting collaboration and teamwork

Most classes in academia require collaboration and teamwork. TAs play a huge role not only in helping students build teams and collaborate but also in assisting them in gaining skills in team building, team management, consensus building, conflict resolution, and many more. These skills are vital not only in the classroom but also in their careers. We all have the experience of attending a workshop where, by the end, people tend to stick with those they initially met or already knew. Similarly, in the classroom, students often form groups based on familiarity. While students are free to form their own teams, TAs can design team-based activities that shuffle students’ teams, exposing them to different classmates and helping them develop essential collaboration, teamwork, and communication skills.

Benefits for TAs

Previous topics were some of the less frequently mentioned yet fundamental roles TAs play in assisting their students thrive. But how do teaching assistantships help TAs?

Pedagogical experience and skill development

Whether someone is teaching for the first time or has years of experience, there is always room for improvement. TAs gain valuable experience through teaching tutorials, solving examples, and helping students. Additionally, being a TA provides opportunities to develop leadership skills such as decision-making, time management, and the ability to inspire students. These skills are crucial for TAs’ future careers. Being a TA is not only about teaching; it’s also about professional development. Numerous professional development programs are available for TAs to enhance their teaching methods and approaches. These programs help TAs become better versions of themselves, benefiting their students’ success.

Expanding academic network

Furthermore, TAs expand their academic networks by collaborating with professors, students, and staff members. This collaboration offers firsthand experience in higher education settings, particularly beneficial for those pursuing careers in academia.

Continuous improvement

Moreover, TAs receive feedback on their performance, allowing for continuous improvement. Exposure to a diverse range of students, perspectives, learning styles, and topics helps TAs gain experience and become more effective instructors.

My journey as a TA at ĐÓ°ÉÔ­´´ University significantly improved my teaching skills. From preparing lesson plans and designing engaging classroom activities to developing empathy and refining my teaching methods, being a TA has been an invaluable experience. It is an essential step for anyone pursuing a career in teaching. I had the privilege of working with over 300 students during my time as a TA at ĐÓ°ÉÔ­´´ University. My students honored me by nominating me for an Outstanding TA Award, for which I received an honorable mention. However, the most rewarding experience was seeing my students graduate and attending their graduation ceremonies.

Gratefully yours in the journey of learning,

Farzam Sepanta

Farzam Sepanta is a researcher at ĐÓ°ÉÔ­´´ University. He is a member of the Human Building Interaction Lab (HBI) and his research focuses on the comprehensive assessment of the energy impact of teleworking in different domains of transportation, residential buildings, offices, and information and communication technologies (ICT). With a specialization in decarbonization and human building interaction, he has authored more than 15 publications on energy optimization, occupant behavior, daylighting and optimum lighting, multi-objective optimization, and virtual reality in peer-reviewed journals and conferences.

In an era where digital technology shapes the future of education, it is imperative to adeptly maneuver within this framework to promote inclusive learning worldwide. While certain research indicates enhanced student performance in virtual settings, contrasting findings suggest a decline. Regardless, virtual learning has become a significant component of ĐÓ°ÉÔ­´´ University’s education and it is important to utilize it to the education’s advantage. With one of the most powerful tools to exist in this era, artificial intelligence (AI) apps, such as ChatGPT, its misuse by students is a big concern. Instances of plagiarism, biases, and dissemination of misinformation underscore educators’ struggle against AI’s use, which is often met with disapproval from diverse educational systems (Powell & Leech, 2023). However, the question arises: How can AI chatbots provide an opportunity to enhance inclusivity within the education field?

Reflecting on my experience as a Teaching Assistant at ĐÓ°ÉÔ­´´ University, I have found that students struggle academically but even struggle harder seeking help. AI chatbots can not only assist in student learning, but also give the students more confidence in their problem-solving skills. With the use of NLP (Natural Language Processing) technology, ChatGPT comprehends and engages with users’ inquiries in a conversational fashion. It is readily accessible with the ability to provide personalized feedback on assignments, recommending learning resources, and even delivering lectures (Alshahrani, 2023). While I have a goal to implement inclusive learning in my assigned TA classroom and foster an environment where students feel comfortable and encouraged to ask questions, this is a challenge to achieve, as every classroom is different, therefore, I would need personalized strategies to implement this. Some educators are using AI to provide a curriculum accessible to students with special learning needs while others use it to provide simpler approaches to complex topics. Traditional technology tools like spelling and grammar checkers, text-to-speech, and note-taking aids are being enhanced with AI capabilities. Furthermore, these AI tools are not only beneficial for students with special educational needs but can also aid all learners (Powell & Leech, 2023).

ISC research – a leading provider of data, intelligence, and market research services specializing in the international schools market – discussed the potential of artificial intelligence for inclusion. The consultants conveyed the idea that banning AI use in education settings would deprive students and educators from an extremely potent tool that can help develop their critical thinking skills. Instead, by incorporating AI tools into teaching methods, users are encouraged to interact critically with this technology. While educators, such as TAs and instructors, may show students how to use AI responsibly, evaluate responses for accuracy and bias, and deal with issues like plagiarism, students can use ChatGPT to improve their writing abilities and grasp of ideas. In the end, it was found that increasing curricular access through the use of AI promotes inclusion and equity in the classroom (Powell & Leech, 2023).

Additionally, a research paper explored the integration of AI, particularly ChatGPT, into blended learning systems to enhance effectiveness and sustainability. The integration of digital learning with traditional instruction, known as blended learning, has become more popular, especially after the COVID-19 pandemic, due to its capacity to improve student engagement and flexibility. AI is capable of analyzing student performance data to customize the educational process based on each student’s interests, abilities, and weaknesses. Moreover, it enhances instructional efficiency by minimizing administrative processes and improving course delivery. By reducing the impact on the environment and increasing educational accessibility, the use of AI technologies like ChatGPT in blended learning empowers students to develop the skills necessary for a sustainable future (Alshahrani, 2023).

As both a student and a TA at ĐÓ°ÉÔ­´´ University, I have utilized a range of AI tools to support my educational journey. These tools range from apps for creating infographics to paraphrasing tools like QuillBot and chatGPT.  In my role as a TA, I have utilized chatGPT by helping me paraphrase my explanation to students in a simpler and more convenient fashion. However, as a student, I am also aware of the potential risk of unintentionally violating the Academic Integrity rules. It is undeniable that AI chatbots are increasingly utilized in education. With that being said, and what was mentioned above, it is essential to approach their implementation in classrooms with sensitivity.

With emphasis, AI should not be used to create student work or ideas; rather, the aim is to be able to educate young students who are struggling academically with AI apps. This tool, as many other tools present in the education field, should be used with caution and integrity, ensuring that it is only used to polish and refine students’ work and ideas. Overall, I strongly advocate for teaching assistants and instructors to educate students on the appropriate use of AI before the semester begins. With AI’s proper navigation in the education realm, inclusive learning will be incorporated across various classrooms and used, while upholding integrity by students and educators.

References:

Alshahrani, A. (2023, June 17). The impact of ChatGPT on blended learning: Current trends and future research directions . Growingscience. .

Powell, O. K., & Leech, B. (2023, August 31). The potential of artificial intelligence for inclusion. ISC Research. .

Our current educational systems are rigid and overly standardized ^[3]. They were designed by and for traditional learners with the assumptions and expectations that everyone can obtain knowledge from text-based information and relay information through writing. This mindset prevents the inclusion of different types of learners ^[3]. Inclusive learning is a term that contains accessibility principles of learning and education by removing various barriers and respecting diverse people and situations ^[1]. Part of creating inclusive environments involves educational institutions making adjustments to the teaching practices of the past that have historically only benefited select groups of people such as able-bodied, financially comfortable, those without disabilities, and traditional memory-recall learners ^{[9] [13] [5] [9] [6]}. Sexism, racism, colonialism, and intergenerational trauma also have a long history of causing segregation and exclusion from education ^{[11] [12]}.

Adding ramps for wheelchair access, providing free classes to offset socioeconomic barriers, mandating training for educators on institutional racism, and altering teaching methods are just a few of many different ways to make learning more inclusive ^{[5] [1] [9]}. Because inclusion involves a broad array of people and situations, this short paper focuses on accessible learning for people with Attention-Deficit/Hyperactivity Disorder (ADHD), including what makes ADHD a unique challenge and some methods and procedures that institutions can implement to create a more inclusive environment.

ADHD is a neurodevelopmental disorder characterized by differences in neural processing involving sustained attention, focus, activity, and sensory sensitivities. Functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) scans show differences in cortical and subcortical regions of the brain in ADHD individuals compared to neurotypical individuals ^[8]. Neuroimaging studies reveal volumetric reductions in the anterior cingulate cortex and the prefrontal cortex, which are essential in emotional regulation ^{[2] [8]}, and in various parietal, occipital, and temporal regions ^[8]. Neurochemical differences in norepinephrine and dopamine also play a significant role in brain functioning that involves psychomotor activity, reward-seeking behaviour, and impulsivity. Research has found the dopamine D4 receptor gene and the dopamine transporter gene (DAT1) to be of particular interest as findings show elevated concentrations of transporters in the brains of patients with ADHD ^{[4] [7] [8] [2]}. Dopamine imbalances result in low motivation and poor executive functioning ^[2].

A lack of training, understanding, confidence, and comfort with different education types remains to be a significant barrier for teachers when accommodating learners. One of the first steps to establishing a more inclusive environment is to inform educators and policy-makers of the necessity for updated learning practices that accommodate for differences in brain chemistry and morphology. A variety of support strategies do not require additional training to deploy in learning environments ^[13]. Part of reforming the education system starts with changing mindsets and perceptions of learner limitations, particularly around individuals who have a learning difference ^[3].

Neurodiversity is a term that includes individuals with neurological differences that result in specific cognitive characteristics and encompasses those with ADHD, Autism, Dyslexia, and other learning differences that fall outside the bounds of neurotypical functioning ^[3]. The term ” neurodiversity” was created by Judy Singer, a sociologist who discussed the problematic nature of the word ”disability”. Singer noted the illumination of false boundaries between ”abled” and ”disabled”, and the lack of acknowledgement of a spectrum ^[10]. The medical model of disability problematically pathologizes neurodiversity. Emerging strength-based models integrate unique individual abilities and are formed based on multidisciplinary knowledge that addresses psychological, biological, and social aspects that encourage a necessary mindset shift within education. One method of changing mindsets is by acknowledging the erroneous nature of stereotypes. An example of a common stereo- type is that neurodiverse learners lack the cognitive skills necessary to pursue an engineering career, yet a significant and growing chunk of research shows that neurodiverse learners use alternative methods of thinking that are highly desirable for science and engineering degrees. Some of these divergent thinking methods involve strong visual-spatial skills, systems thinking, intuition, insight, and pattern recognition ^[3].

Learning environments must employ flexible practices to reduce barriers, such as altering methods of information presentation, creating meaningful and interesting materials that extend beyond writing and lectures, and providing supports and accommodations while still keeping high expectations of student achievements ^[2].

Research shows the best class size for optimal student performance in engineering courses is 20-40 students, though many courses far surpass ideal class sizes ^[3]. Individualized attention is an excellent support method, but demand often surpasses available supply. One support strategy that has shown to be useful to students is creating intervention classes that break down content into small chunks. Peer learning can also be helpful in some situations when students feel more comfortable discussing content with their peers than with the teacher. This method allows students to enhance cooperative learning strategies by actively engaging and increasing creative thinking. One teacher noted that assigning a learner with ADHD the role of group leader resulted in an increase in focus and attention span in that student ^[13].

It is important to acknowledge that learning can take many forms external to text-based sources, such as through experiments and exploring. Just as there are different ways of learning, there are different ways of demonstrating acquired knowledge. Some students have difficulty with traditional testing methods. Educators and teaching assistants can offer alternative testing methods where students can demonstrate their knowledge with their individual strengths, such as through video recorded assignments, illustrations, or audio recordings ^[3].

Flexible course delivery methods that allow self-paced learning can benefit students who are disadvantaged by the curriculum ^[13]. The Covid-19 pandemic resulted in a significant change in teaching methods by moving to virtual environments and providing the flexibility of allowing learners to access information asynchronously, which was helpful for students with challenges regarding focus, retention, and information processing ^[3]. A study conducted in 2021 found that almost half of the students who received accommodations before the pandemic were no longer in need due to the increase in content accessibility ^[3].

Another support strategy is for educators to take a multi-sensory approach by incorporating sight, speech, sound, and action. Incorporating various senses has shown to improve cognitive abilities like memory and recall ^[9]. Emerging technologies like artificial intelligence and natural language processing programs are valuable tools that can help create customized learning materials to enable individual development and engagement ^[3].

Representation is also essential to engaging students and can involve the use of content relatable to different learners and the use of accessible materials offered in multiple formats, such as pdf and audio ^{[1] [2]}. The responsibility of creating an inclusive learning environment extends beyond that of the educator and teaching assistant. Educational institutions need to increase representation of neurodiverse individuals within the faculty as well ^[3].

Inclusive teaching practices have resulted in students feeling a sense of value and satisfaction, which are strong motivators for success ^[1]. Differences, variation, and diversity have allowed humans to move beyond mere survival and into a place where we can thrive ^[3]. We will only benefit as a species by creating more inclusive learning environments.

Changing the educational system to be more inclusive requires an understanding and acknowledgement of current foundational biases. Educators and teaching assistants must be aware that there are numerous types of learners and learning strategies, and many of these variations stem from volumetric and chemical differences in the brain. It is essential to note that different does not equate deficit. We require a culture shift by moving beyond the deficit-focused medical model of disability to an empowerment model that celebrates individual differences and creativity. Educators can use alternative teaching materials, course delivery methods, and testing procedures to accommodate a variety of learners. Institutions can also help foster inclusive environments by employing more neurodiverse individuals and considering new teaching methods based on lived experience.

Dear Graduate Student,

The journey to getting a doctorate is filled with so many lessons, contours, and surprises

Permit me to take you on an excursion with me

From the starry-eyed PhD orientation student to the wiser PhD holder

It has been an exhilarating experience

Revealing the presence of more resilience and grit than acknowledged

Despite the odds, I made it through, and this is my victory song

Navigating landmines, I never saw coming

From the loss of my greatest cheerleader – my dad

To the end of a relationship, I once thought defined me

To the forced solitude and loneliness of Covid 19

I learned that life happens, and fortitude is a forerunner to celebration

Through it all I kept the faith

I have made friends along the way and lost some too

Been blessed to be mentored by so many great people

Received help from far and wide

And found new cheerleaders as I burned the candle at both ends

I have learned to count my blessings

To see beauty in the process and to wear my battle scars with pride

Yes, I am more than a conqueror

If I made it through, you too will

Get up each day and keep chipping away

Take a break if you need to, but never give up

Cry if you must, after all you are only human

But remember to wipe your tears and get back up again

Whatever you do, don’t forget to enjoy the process

Find joy in the little things and celebrate milestones

Leverage on the resources at your disposal

Make new friends while in transit

Explore new places and embrace the adventure

Congratulations on getting to this point

See you at the finish line.

Sincerely,

Ekpedeme Edem