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Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate Instructors


Sam Clem


Utah State University

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Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


  • Graduate instructors are awkwardly situated in the academy, which shapes their agency in teaching effectively and developing their own teaching practice.
  • Evidence is a potentially fraught construct that is nonetheless necessary and accepted in the academy and can be leveraged in lieu of the often-wanting personal authority of graduate instructors to advocate better teaching practices while also developing themselves professionally.
  • Principles of knowledge equity, which is foundationed on a pluralistic epistemological approach to knowledge building, can guide graduate instructors to consider a more expansive view and contextual approach to evidence to better serve students.
  • Adoption of evidence-supported practices in the classroom needn’t happen overnight; instead, it is more tenable—especially for graduate instructors—to shape their practice via sustained but small changes.