What if spending time teaching didn’t slow down your research progress but actually made you a better scientist?

This thought-provoking study flips the script on traditional beliefs by showing that grad students who teach while conducting research improve their methodological skills more than those who focus solely on research. Join me as we explore how the classroom might just be the unexpected catalyst for scientific excellence!

Discussion article: Feldon et al., 2011. Graduate students’ teaching experiences improve their methodological research skills. Science, 333(6045), 1037-1039. 

About the reading group: This is a space for all Faculty of Science grad students to explore education literature and to learn practical teaching and professional development tips backed by science education research. If you would like to actively participate in the discussion, please come in person. If you just want to listen in, you have the option of joining online.