Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology

Although literature posits the invaluable role of educators as both teachers and leaders in cultivating meaningful student learning experiences, many educators do not identify themselves as leaders (Barth, 2001). This paper explores leadership strategies for cultivating teacher-leader identity in Anatomy and Physiology educators. Due to large student enrollment numbers, faculty must often rely on student teaching assistants (TAs) to deliver the laboratory portion of their course. As teacher-leaders, faculty can assume leadership roles as both mentors and resource providers to course TAs and create a course culture of purposeful and deep learning.