The impact of an inclusive teaching practices workshop on student peer teachers

Authors

DOI:

https://doi.org/10.32674/tenfk180

Keywords:

Inclusive teaching, near-peer, peer teacher, STEM, teaching training

Abstract

Interactions with peer mentors can support the success of undergraduate STEM students; therefore, the training of near-peer teachers is key to ensure fruitful interactions. A Peer Teacher Inclusive Teaching Workshop was provided to graduate teaching assistants, undergraduate learning assistants, and undergraduate tutors. A pre- and post-assessment focused on participants’ knowledge of and motivation to use inclusive teaching practices as well as the likelihood of asking for assistance with their use. A final assessment was given three to six months later to investigate the implementation of inclusive teaching practices. Results indicated that the workshop helped increase knowledge and motivation immediately following the workshop, but the effect was lost as time passed. Some, but not all, participants reported using inclusive teaching strategies.

Author Biographies

  • Sara Gremillion, Georgia Southern University

    SARA GREMILLION, PhD, is a Professor of Biology at Georgia Southern University. She incorporates undergraduate research students into her projects on fungal cell biology and fungal ecology. He is also interested in making high impact, fungal-based curricula available to everyone. Email: sgremillion@georgiasouthern.edu 

  • Karelle Aiken, Georgia Southern University

    KARELLE AIKEN, PhD, is a Professor in the Biochemistry, Chemistry and Physics Department at Georgia Southern University. Her training is in organic synthesis, and she is currently pursuing collaborative work focused on small molecule sensors, drug design, and inclusion. Email: kaiken@georgiasouthern.edu 

  • Tricia M. Brown, Georgia Southern University

    TRICIA BROWN, PhD, is a Professor of Mathematics at Georgia Southern University. She is interested in combinatorics, especially connections with commutative algebra and simplicial topology. She also enjoys recreational mathematics associated with games or sports. In the classroom, she prefers to utilize active learning teaching strategies. Email: tbrown@georgiasouthern.edu 

  • Regina McCurdy, University of North Carolina at Charlotte

    REGINA MCCURDY, PhD, is an Assistant Professor of Science Education at the University of North Carolina at Charlotte. Her research includes culturally relevant teaching practices, science identity development of K-16 learners, and preparing preservice/in-service teachers to teach STEM in ways that are equitable, responsive, and inclusive to all learners. Email: rmccurd1@charlotte.edu  

  • Arpita Saha, Simmons University

    ARPITA SAHA, PhD, is a Professor of Chemistry at Simmons University. Her research focuses on synthetic chemistry, specifically synthesizing metal complexes for a variety of applications in the areas of material science, medicinal chemistry, and environmental chemistry. She is passionate about undergraduate research, mentoring, science education, and empowering women and underserved communities to diversify STEM fields. Email: arpita.saha@simmons.edu 

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Additional Files

Published

2026-10-09

Issue

Vol. 23 (2026): American Journal of STEM Education

Section

STEM Education (regular)

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Copyright (c) 2026 Sara Gremillion, Karelle Aiken, Tricia M. Brown, Regina McCurdy, Arpita Saha

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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This work is licensed under a Creative Commons Attribution 4.0 International License.
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How to Cite

Gremillion, S., Aiken, K., Brown, T., McCurdy, R., & Saha, A. (2026). The impact of an inclusive teaching practices workshop on student peer teachers. American Journal of STEM Education, 23, 295-311. https://doi.org/10.32674/tenfk180