Even when GSIs set clear expectations, incorporate marginalized scholars into their lesson plans, and foster inclusive classroom interactions, they cannot be sure of their success without asking their students for feedback.

We encourage GSIs to conduct midterm evaluations of their teaching and use regular “Classroom Assessment Techniques” (Angelo and Cross 1993; see also this resource) to learn what is working well for students and what could be improved. Please see the section of the Teaching Guide on Evaluating and Improving Your Teaching for more on these practices. GSIs can solicit feedback with questions like the following: “as your instructor, it is important to me that our section/studio/lab is an inclusive space for learning. Please share what has helped you feel welcome here and what would make our section/studio/lab more inclusive.”

When GSIs seek feedback from students, they position themselves as learners in the classrooms they usually lead. This requires more vulnerability than the traditional role of instructor as transmitter of knowledge. bell hooks shares, “in my professorial role I had to surrender my need for immediate affirmation of successful teaching…” (42). Cultivating a growth mindset that views student feedback as a means to identify areas for improvement allows GSIs to become more skillful educators. This approach also models how to inhabit a position of power in a truly democratic way.