As we work towards realising the Sustainable Development Goals and making education more equitable #SDG4, it is heartening and encouraging to know that teaching assistants can be a constructive force towards increasing sustainability in education.

More than half of the student assistants stated that they had taken specific actions aimed at increasing inclusion and reducing discrimination and had completed non-mandatory training to elp develop such skills.

Most student assistants strongly agree that in their role as teaching assistants it is important for them to enact practices relevant to inclusion, but that they feel slightly less prepared to do so.

Designed for engineering students, this brief activity employs our trident framework to ensure students access relevant information, engage in experiential application situation and reflect on how to transfer the experience to their next feedback discussion

This paper would not have been possible without the amazing Tammy Long and @mridulkthomas.bsky.social

Thank you both!

Similar patterns were seen even when the responses were separated by taxa, and post-instruction, the number of responses that included only KCs

Overall, instruction increased the prevalence of key concepts, reduced naïve ideas.

Their explanations of cheetah evolution also contained fewer naïve ideas.

We asked students to write explanations in response to two isomorphic prompts (exactly the same - except for the taxon). Their explanations about natural selection in cheetahs had more evolutionary key concepts (as compared the exact same students' explanations about humans).