Supplemental Instruction as a Resource for Graduate Student Pedagogical Development

Most literature on Supplemental Instruction (SI) programs focuses on the benefits to undergraduate students; this article addresses how such programs benefit the next generation of geography educators. We outline major differences between graduate teaching assistant (GTA) and SI work for graduate students, particularly those working with introductory-level geography classes. Pulling from our experiences working as SI instructors, GTAs, and instructors of record, we offer a more detailed description of an SI classroom and argue for its benefits in pedagogical training and preparation for academic careers in geography.