Observation, reflection, and goal setting, support development of inclusive, student-centered practices in engineering peer educators, improve student perception of learning, and create community

In higher education, the role of undergraduate educators is growing.Teaching teams in large courses often have a mix of graduate and undergraduate teaching assistants (TAs).We employ and train undergraduate 'Academic Excellence Workshop (AEW) Facilitators' who, in pairs, lead weekly collaborative learning sessions that parallel challenging core courses.In training sessions, we introduce and model evidence-supported pedagogies, and facilitators reflect on and share the successes and challenges in their workshops.At mid-semester, peer and staff observations occur and facilitators are evaluated by their students.Subsequently, facilitators submit a reflection and goal-setting document that asks them to respond to feedback, identify their strengths and challenges, and articulate changes they will enact to address the challenges and improve their teaching practice.We used data from endof-semester surveys, student mid-term evaluations, and facilitators' reflections on those observations and evaluations, to show that a training sequence including observation, reflection, and goal setting can guide undergraduate education leaders to inclusive and student-centered practices that can positively impact student learning.