Abstract
Learning assistant (LA) programs empower undergraduate students to act as near-peer mentors, fostering active learning and inclusivity in science, technology, engineering, and mathematics (STEM) education. While LAs typically possess strong content knowledge, most lack formal training in pedagogy, teaching methods, and principles of diversity, equity, inclusion, and justice (DEIJ). This paper explores the design, implementation, and impact of an inclusive pedagogy training program tailored for LAs supporting microbiology courses. This professional development program focuses on inclusive teaching practices. Program evaluation revealed LAs reported increased knowledge of inclusivity and pedagogical strategies, enhanced self-awareness, and confidence in their teaching roles. Quantitative assessments using Likert scales demonstrated high satisfaction with the training, with participants agreeing they could apply the knowledge gained to create inclusive classroom environments.