GSTA Announcements:

The GSTA celebrates their successful workshop: "Voices in Teaching: Highlighting Pathways to a Career in Teaching Psychology" that had 135 sign ups and 60+ live attendees. We are happy to share links for the slidedeck and video recording from the workshop for those who could not attend.

We extend our gratitude to the panelists for offering their time: Drs. Jessica Dere, Lauren Girouard, Geremy Grant, Julia Kim-Cohen, Amie Muldong, and Amanda Woodward. Stay tuned for our next workshop in the fall on "AI in teaching; ways to use it as a grad student instructor".

GSTA Corners: Beyond AI: Our Go-To Teaching Tech

In a world increasingly shaped by AI, we’re taking a step back to highlight the non-AI tools that still make a big difference in the classroom. From learning management systems to time-saving extensions and creative presentation platforms, the GSTA shares their favorite tech tools that support effective and engaging teaching—no algorithms required.

Chair: Alexa Sacchi (they/them), University of Toronto - St.George: 

I have a few favorite tools I rely on in the classroom! Google Workspace—especially Docs, Sheets, and Slides—is my go-to. It makes collaboration seamless and real-time editing a breeze for both students, instructors, and TAs.

For live polls, I love using Mentimeter. The anonymity encourages honest input, and the instant results keep students engaged.

When it comes to staying organized, I’ve tried Notion, Trello, Monday, and Asana—but I always come back to the classics: Google Calendar and Google Sheets. And, of course, I still use the occasional Stickies, Notes, or Word doc for quick thoughts.

Now for my first hot take, I really dislike SharePoint. While it’s handy to open files in each Microsoft platform, I find it glitchy and slow to sync.

My second hot take is a bit of a cheat, but I do use ChatGPT to help with my R code. Not exactly a teaching tool, but definitely part of my teaching toolkit!

Associate Chair: Ashmita Mazumder (she/her), University of Toronto - Scarborough: 

As a teaching assistant, one of my favorite technological tools is Mentimeter. I love how it makes lectures and tutorials more interactive, it’s especially useful for live polling, quick comprehension checks, and encouraging participation from students who might be hesitant to speak up. The different variety of question formats (word clouds, ranking, scales, etc.) allows me to tailor activities to different teaching goals, whether I’m reviewing material, facilitating discussion, or gathering feedback.

I’ve also enjoyed using Padlet for collaborative brainstorming and reflection exercises. It’s great for asynchronous engagement and gives students a visual space to share ideas, links, and media in a low-pressure way. In a psychology class about “diversity of perspectives,” we did an activity where students looked at where the authors of the course readings were from and had them mark those places on a digital map. We did this using Padlet, and at the end, had a map that visually illustrated the geographic concentration of psychological research. It sparked a meaningful discussion about how the dominance of certain regions (e.g., North America and Western Europe) shapes the theories and findings we often take as universal. This activity not only encouraged engagement but also deepened critical thinking about representation and bias in psychological science.

Mel Ceren (she/her), CUNY Graduate Center: 

One of my favorite technological tools to use for teaching is Notion. While it’s often known as a productivity or note-taking app, I’ve found it incredibly effective for organizing class materials, tracking scholarship opportunities, and embedding multimedia like Spotify playlists to personalize the space. What I love most is how customizable it is, you can design your workspace like a virtual office, complete with aesthetic backgrounds and mini portraits that make it feel personal and engaging. It’s perfect for creating separate pages for different class projects, storing files and drafts, and even collaborating with lab members, TAs, or students. I often share Notion pages with others so they can easily access readings and resources, and many end up using it themselves to stay organized!

 

Josh Lovett (he/him), University of Illinois Chicago: 

My go-to tech tool is Mentimeter. It’s a great way to gather responses from a large group, and I love the variety of question types it offers. In my stats course, I recently used it to ask students how much they agreed with fun statements (e.g., “pineapple on pizza is amazing”) and then had them visually analyze the distribution of their own data to practice identifying skew and modality. It was a hit!

Summer offers a unique opportunity for graduate student instructors to recharge, catch up, or get ahead. In this month’s Corners, the GSTA shares how they're making the most of the season—whether that means taking time to rest, preparing for the upcoming semester, or finding a balance between the two.

Chair: Alexa Sacchi (they/them), University of Toronto - St.George: 

It can be challenging to find time to relax in the summer between conference travel and dissertation writing! I try to balance work, play, and rest by seeing each priority as equal. For example, I have designated times to go to the gym each week and treat this time like any other work meeting (non-negotiable!). Then there are bigger events I look forward to like pride weekend. I try to adjust my work schedule accordingly so I can enjoy this time stress free!

Associate Chair: Ashmita Mazumder (she/her), University of Toronto - Scarborough: 

Summer gives me a bit of breathing room with fewer teaching responsibilities, so I’m using the time to prepare materials for the fall and reflect on student feedback to improve my teaching. I’m also making space to rest and reset, catching up on sleep, spending time outdoors, and reminding myself not to feel guilty about taking breaks. It’s a mix of staying productive and making sure I don’t burn out before the next semester begins.

Mel Ceren (she/her), CUNY Graduate Center: 

This summer, I'm finding a balance between academic growth and personal well-being. I'll be attending a statistical training program at UMich, which, while intensive, I see as a valuable opportunity to get ahead for the fall semester. However, as an environmental educator, I also prioritize reconnecting with nature and plan to take breaks from my studies to enjoy the outdoors—it's essential to "touch grass" and check in with my health before the next semester begins!

Josh Lovett (he/him), University of Illinois Chicago: 

The summer is a wonderful time to rest, relax, and recharge. After taking some much-needed time off, I find that my mind begins to "buzz" with ideas again, which I try to channel into my teaching. That usually means revamping a small part of my course (if I am teaching it again in the fall). This summer, I am revamping some of my in-class activities for my statistics course based on my reflections and feedback from the spring!

Teaching in academia—whether as a graduate student, instructor, or faculty member—can be deeply meaningful work. But the emotional labor, high expectations, and constant juggling of responsibilities can also lead to burnout. In this month’s Corners, the GSTA reflects on their experiences navigating burnout in teaching roles. We hope to offer a window into the challenges and coping strategies that might resonate with anyone working to support student learning while trying to sustain their own well-being.

Chair: Alexa Sacchi (they/them), University of Toronto - St.George: 

Grad school can be overwhelming, especially when you're juggling research, teaching, and trying to have a life. Burnout is real, and something I’m currently experiencing as a 5th year graduate student. It doesn't mean you're doing something wrong, and happens to the best of us. Some helpful strategies you can implement: setting boundaries, taking real breaks, leaning on your people, and letting go of perfection. It can be hard to implement these changes, but even small things—like a walk, a hobby, or a vent session with a friend—can make a big difference. You don’t have to push through alone <3.

Associate Chair: Ashmita Mazumder (she/her), University of Toronto - Scarborough: 

One strategy that has really helped me deal with burnout at the end of the semester is giving myself permission to slow down and prioritize. I try to break everything into smaller, more manageable tasks and tackle them one at a time, rather than getting overwhelmed by the big picture. I also find it really helpful to schedule short, intentional breaks, whether that’s a quick walk to enjoy the weather, a coffee with a friend, or just stepping away from my desk for a bit. Another tip that’s made a difference is being kind to myself when my energy isn’t where I want it to be. End-of-semester burnout is real, and sometimes the best thing I can do is adjust my expectations, celebrate small wins, and remind myself that rest is part of the process too.

Mel Ceren (she/her), CUNY Graduate Center: 

Prioritize your well-being, unlike me, who focused solely on grades and overextended myself with council, work, research, and hobbies. If you're in a similar position, recognize how far you've come – you could be inspiring others. Burnout can cause imposter syndrome, so remember to eat and take mindful moments, especially before grading or working on assignments.

Josh Lovett (he/him), University of Illinois Chicago: 

One thing I like to do is celebrate "small wins" -- little things that I accomplished this semester or academic year. For example, I taught my first course as an instructor and had so many new insights into my teaching and my students. I think taking time to reflect, process, and celebrate our small wins with others can give us a renewed sense of purpose and remind us why we do what we do. 

In November 2024, the GSTA widely distributed a survey to learn more about psychology graduate student’s teaching experiences. In this month’s corners, we wanted to highlight some of the preliminary results.

We received 57 responses. Of the respondents, most were located in the United States (93%) with some in Canada (7%). When asked what program they were currently in, 70% were in a PhD program, 16% in a joint Masters and PhD program, 11% in a Masters program, and 4% in a PsyD program. 

Though we did not ask for specific demographic information, 46% of respondents optionally provided information about their identity, many of which had intersecting categories: Identifying as BIPOC (n = 12), first generation student (n = 12), LGBTQIA+ (n = 11), low income (n = 5), having a disability/ neurodivergence (n = 4), non-traditional age student (n = 1).

When asked whether they had heard about the Society for Teaching Psychology, 59% of graduate students indicated they had not prior to the survey. Additionally, 81% indicated they had not known about the Annual Conference on Teaching. 

When asked about how supported they felt by their department and advisors to pursue a teaching focused career after graduate school, 59% indicated feeling very supported by their advisor whereas only 30% felt very supported by the department.

 

From this first look at the survey results, the GSTA suggests that advisors & teaching stream faculty spread the word about STP & ACT to graduate students in their department. This can be as easy as sending/ forwarding an email announcement regarding STP events to graduate students at your institution. As a reminder, GSTA offers a generous Graduate Student Travel Award to attend ACT (Due June 15, 2025).

If you have further questions about the survey please email: gsta@teachpsych.org

Survey originally created by Lauren Girouard-Hallam. Data analysis done by Josh Lovett & Sherry Nguyen. Written synopsis by Alexa Sacchi. Images made using Canva.

Follow the GSTA on our new social media accounts! BlueSky & Instagram

Happy March from the GSTA!

We asked the grad students to describe a time a student positively impacted their teaching and here’s what they had to say!

 

Chair: Alexa Sacchi (they/them), University of Toronto - St.George:

Since the COVID-19 pandemic, I've become more flexible in accommodating students, as long as their requests are reasonable. One student in my class had accessibility accommodations, which included being exempt from oral presentations due to anxiety. This presented a challenge, as the course required three in-class presentations. I reached out to the student to emphasize the importance of presenting their research and reassured them that everyone feels nervous, but I also offered two accommodations: they could present only to me and the TA or record a video of their presentation. For the first presentation, the student chose to present to me and the TA and did very well. By the time the second presentation arrived, the student felt comfortable enough to present in front of the entire class, due to the small class size and supportive environment. At the end of the semester, they expressed gratitude for my flexibility, noting that many other instructors had not been as accommodating, which helped them feel more confident and enjoy the class. I believe that fostering a positive environment for students is essential, and a little kindness can make a big difference!

 

Mel Ceren (she/her), CUNY Graduate Center:

At any given moment, students in the classroom are either grasping a concept with ease or struggling to keep up. As an educator, you may find yourself wondering, How can I get all my students on the same page? What am I missing?

Students often focus heavily on their grades, especially when they struggle with a concept. They may try working through it alone, seek help from you or school tutoring services, yet still not achieve the results they hoped for. When I was a teaching assistant, I saw students upset over receiving a B because it affected their standing in Research Methods, the next course in their program. With AI now widely available, the pressure to earn top grades has led some students to depend on it in ways that can cross into academic dishonesty. One student once mentioned that it would be much easier if assessments focused less on recalling information and more on reflecting on what they had learned.This idea is compelling. Traditional education often emphasizes memorization and exams that measure content knowledge. Shifting the focus to reflection helps students move beyond just aiming for a particular grade. It allows them to think critically about the skills they’ve gained, helping them grow into independent thinkers and capable professionals.

 

Josh Lovett (he/him), University of Illinois Chicago:

In my classes, I like to encourage students to engage in collaborative problem solving. In my statistics course, one of the best moments is when I see students helping others grasp a difficult concept. This also gives me insights into how students think about different concepts and stretches my own thinking about some of the things we learn. I absolutely love these moments!

Ashmita Mazumder (she/her), University of Toronto - Scarborough:

During a lecture on personality assessments, I discussed how we measure traits using self-report and behavioural methods. A student then asked, “If personality is stable, why do people behave so differently across situations? And if it changes, then what are we really measuring?”

Their question sparked a rich discussion on the person-situation debate, and it made me rethink how I framed personality measurement. I started incorporating limitations of traditional trait models, ecological validity, and emphasizing situational and cultural influences on behaviour. That moment reinforced the importance of leaving room for uncertainty in psychology and teaching students not just what we know, but also the complexities we are still trying to understand.

Sherry Nguyen (she/her), University of Alabama:

One of the most meaningful moments in my teaching experience happened at the end of a tough semester when a student reached out to thank me. They admitted that, at the start of the term, they had found the class overwhelming and almost unbearable. However, as the semester went on, they felt that my teaching style, which emphasized engagement, collaboration, and an inclusive classroom environment helped make the course not just more manageable, but even enjoyable.

Later, as I read through my end-of-semester evaluations as a GTA, I saw similar feedback from other students. That’s when it really hit me: while content knowledge and technical skills are important, how students feel in the classroom matters just as much. When students feel welcomed, supported, and engaged, they are more likely to participate, collaborate, and actually learn, rather than just stress over the material. This experience completely shaped how I approach teaching, reminding me that creating a positive and inclusive learning space can be just as impactful as the content itself.

Lindsey Rutter (she/her), Oregon State University: 

One of the most impactful moments in my teaching came from working with a student-athlete who initially struggled to balance their academic and athletic commitments. During office hours, they shared how the structured feedback they received in sports helped them improve, and they asked if there was a way to incorporate a similar approach in my class. Their insight led me to rethink how I provided feedback, making it more direct and actionable. After adjusting my approach, I saw not only that student thrive but also that other students benefited from clearer, more structured guidance. That conversation reinforced the importance of meeting students where they are and learning from their experiences to improve my teaching.

The Graduate Student Teaching Association (GSTA) is kicking off the new year with many new members! We asked the graduate students what their favorite concepts to teach or activities to implement into the classroom were. Stay on the lookout this year for some exciting new updates from the group!

Chair: Alexa Sacchi (they/them), University of Toronto - St.George:

One of my favorite concepts to teach is the replication crisis. I know that may be surprising, but I love going over the history of how psychological research has changed over the years. A lot of students are shocked to learn that some of the popular findings they learned about in PSY100 actually don’t replicate! Rather than thinking science is all doom and gloom, I like talking about how from this “crisis” actually made science better through open science practices. I love introducing students to concepts like pre-registration, and the many large scale replication efforts like the ManyBabies projects!

Mel Ceren (she/her), CUNY Graduate Center:

One of my favorite activities to incorporate as a new semester begins and fresh faces enter the classroom are ice breakers. Icebreakers are commonly used to introduce the classroom atmosphere, but students may be hesitant to start talking about themselves. I would recommend "Draw Your Duck," a humorous icebreaker that is a unique approach to start a session and get everyone interested rather than the standard "tell the class about yourself." In this icebreaker, students get a minute or two to sketch and name a duck, stressing originality and uniqueness above artistic talent. Then, students may share their ducks, which frequently results in laughter and inspires discussions on community-driven solutions to ecological and even climate change. 

Josh Lovett (he/him), University of Illinois Chicago:

One of my favorite teaching techniques is using student-generated data to prompt class discussions. For example, I often use polling software to collect and compile students' responses, which then serve as a foundation for discussion. In my statistics course, I’ve used this approach by displaying students’ answers to specific questions and showing the resulting distribution. This allows students to visually analyze the graph and identify key features like modality and shape, fostering more engagement and excitement about the material! 

Ashmita Mazumder (she/her), University of Toronto - Scarborough:

One of my favorite concepts to teach is metascience- the science of how we do science. This topic dives into questions like: What makes research replicable? How do biases creep into study designs? And how can we improve the transparency and rigor of psychological research? Students are often surprised to learn that science itself is a work in progress, and exploring topics like the replication crisis or open science practices empowers them to think critically about the field. It’s a rewarding experience to see students shift from being passive consumers of research to active evaluators of how science is conducted and communicated.

Sherry Nguyen (she/her), University of Alabama:

One of my favorite activities for teaching is having the students re-enact the concept or act it out as much as possible. This technique not only helps students remember the material but also allows them to engage with the concept on a deeper level. Role-playing and interactive activities make abstract ideas more tangible and relatable.

Lindsey Rutter (she/her), Oregon State University: 

One of my favorite activities is to have students find a recently published article about a topic they feel passionate about. I ask them to summarize the article, write about why this research is interesting (encouraging them to get their classmates interested in the topic, too!), and have them connect it with the course content. I think it is super important to find ways to incorporate contemporary research findings into psychology courses!

Fall is officially here and members of the GSTA are getting back into their classrooms. With the new semester comes opportunities to try out new teaching techniques! Members of the GSTA wanted to share some quick tips with our fellow graduate student instructors and TAs.

William Rayo: One tip I’ve found helpful when teaching college courses is to use collective annotation on Syllabus Day. I post my syllabus in Google Drive and ask students to annotate it by leaving at least one comment or question. This encourages students to read the syllabus while also allowing me to tailor our class discussion on their specific questions and concerns. It’s a simple, interactive way to make syllabus day more engaging and helpful!

Alexa Sacchi: At the beginning of the semester, I would focus on working towards one big change you may want to implement sometime during the semester. I know it's tempting to want to overhaul everything, change course content/ lecture slides, or make major revisions to assignments. Instead, focus on perfecting or changing one assignment or lecture. This will remove a lot of stress and help identify whether the change was impactful at the end of the term.

Lauren Girouard-Hallam: I love to check in with my students at the end of each lecture. I don’t want to get bogged down in endless feedback, so I make it simple for myself and students by asking three questions: 1) Did they enjoy the days lecture? (yes/no) 2) Did they learn something new or understand something better? (yes/no) 3) Is there anything they would like me to know? (open response) This ensures that if anything is happening in the classroom (students aren’t feeling confident about a topic, a lecture felt rushed, etc.), I can spot and address it in real time. I want to make sure students feel like what they learn is adapted to what they need, and a little opportunity to share goes a long way.

The GSTA wishes you all a wonderful semester ahead and hopes to see you at ACT in Louisville next month!

The GSTA is happy to announce their upcoming workshop on April 24, 2024, at 6:30 PM ET:

Practical Skills for Graduate Instructors and Teaching Assistants: Leveraging the Science of Learning to Help Students Succeed

Session description: Join us to learn about common disconnects between the learning strategies students often employ and, most importantly, how to help them move towards more evidence-based, high-impact strategies. The presenter will share a variety of approaches for helping students understand and apply the science of learning that she has implemented across a wide array of contexts, from Intro Psych to upper-level courses and summer bridge programs to office hour meetings.

The session will cover examples such as the following:

·         managing 1:1 conversations with students who report that they either "do not know how to study" or studied for many hours but found it did not work as well as it had for them in the past

·         implementing a low-stakes, easy-to-grade written assignment to help students debunk learning myths and identify effective strategies

·         using exam wrappers to promote metacognitive reflection

·         facilitating an in-class activity that gets all students moving, reflecting, and talking about their use of strategies

·         using course content as a medium for a group project where students explicitly practice several of the most effective learning strategies in creating their end product

To register to receive a Zoom link and recording of the workshop, provide your email at this link: https://forms.gle/8gyPrdFEWectezLN9.

About the presenter: Skye Mendes is a doctoral candidate in the Developmental Psychology program at Arizona State University with an M.A. in Psychology from ASU and an Ed.M. in Prevention Science and Practice from Harvard University. She has taught a variety of courses across several institutions, primarily focused on Intro Psych and Research Methods. Skye has been recognized for her teaching at the departmental, institutional, and national level, receiving her department's inaugural Graduate Student Pedagogy Award, ASU's GPSA Teaching Excellence Award, and Society for the Teaching of Psychology's Wilbert J. McKeachie Award for Teaching Excellence. Much of the session will also be informed by Skye's past professional background providing academic coaching and directing tutoring services across STEM disciplines for the University of Rhode Island.

Would you be interested in sharing your own tips as part of GSTA’s professional development and skill-building series? Contact us at GSTA@teachpsych.orgto share your ideas. We welcome presentations from those at varying career stages.

by Lauren Girouard-Hallam, GSTA Chair

The GSTA is excited to return in 2024 for all your graduate student teaching assistant (or instructor of record) needs. We wanted to start this year’s Corners by highlighting some of the goals that we discussed in our February GSTA meeting, our first meeting of this calendar year.

Goal One: To support graduate student teaching needs through virtual outreach events.

New this year, we plan to offer one or more opportunities to engage with experts on higher education teaching and learning. In parallel with STP President Loretta McGregor’s Presidential Initiative for 2024 (“Cultivating the Next Generation of Psychology Educators”), while these virtual sessions will be intended primarily for graduate students, they are open to any interested educators or educators-in-training, including undergraduate teaching assistants.

Our first workshop will be led by Skyler Mendes, former chair of the GSTA and recent Wilbert J. McKeachie Award for Teaching Excellence winner. The workshop will focus on how we can leverage the science of learning to meet the needs of students in the classroom. Date, time, and official announcements about the event will follow shortly, so stay tuned for more information!

Goal Two: To build a community of graduate student teacher-scholars interested in honing their pedagogical skills.

We would love to connect with more graduate students this year than ever before, and to accomplish this, we will be focusing our efforts on two main initiatives: First, we plan to distribute a survey to current graduate students about when, where, and how they teach, and what sorts of mentorship or opportunities they are looking for in relation to their teaching. Second, we plan to build opportunities for current graduate student members of STP to engage with one another and ask questions, swap tips, or even just share teaching related news and updates. We’re still brainstorming what form(s) this might take but are looking forward to bringing you more opportunities to connect soon.

Goal Three: To grow the current GSTA group by bringing on new committee members.

We’re currently looking for individuals interested in joining the GSTA in the 2024 year and look forward to introducing new members soon. Stay tuned for more information on how to apply releasing in mid-March!

The GSTA is looking forward to a new year of opportunities to serve graduate student members of STP.

by Lauren Girouard-Hallam, Skyler Mendes, William Rayo, and Alexa Sacchi

Several steering committee members recently represented GSTA at the on-site component of the Annual Conference on Teaching in Portland, OR. Along with colleagues, we shared posters, gave presentations, and hosted participant idea exchanges (PIEs). We also collaborated with the Early Career Psychologists (ECP) group and APA Publishing to welcome graduate students and early career attendees to a joint dinner event. We would like to congratulate all those responsible for such a successful event and express our gratitude to those who administer STP’s travel awards, as several members benefitted from STP graduate student travel grants.

Alexa Sacchi shares the poster “Sustaining Long-term High School Outreach Programs: Lessons Learned from the Summer Psychology Research Initiative (SPRINT).” Alexa and colleagues were also facilitators of the PIE “Sustaining Psychology Outreach Programs and EDI Initiatives.”

Will Rayo and faculty mentor Iván Carbajal  present “Cultivating Community and Belongingness: An Experiential Approach to Enhancing Engagement in the ‘Thinking Like a Psychological Scientist’ Course.” Both were facilitators of a PIE titled “Talking about Race: Pedagogy in a Psychology of Race and Racism Course,” and Will also presented the poster “Insights from Teaching a Synchronous Remote General Psychology Pilot Course after Students are Back to F2F Instruction,” authored with colleague Sydney Tran.

GSTA Chair, Skye Mendes accepts the 2023 Wilbert J. McKeachie Teaching Excellence Award. Skye also served as a panelist during the live taping of a PsychSessions podcast episode and presented the session “Designing for Learning: Scaffolding Effective Learning Strategies and Transparently Training Metacognitive Skills,” co-authored with four of her former undergraduate teaching assistants.