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Graduate teaching assistants (GTAs) are pivotal to undergraduate biology education, yet they often receive limited, if any, pedagogical professional development during their tenure in the classroom (Schussler et al., 2015). Emergent technologies, such as generative AI (GenAI), compound this constraint and present unique opportunities and challenges for the graduate student educator. Research suggests, for instance, that while GenAI can enhance the learning process and facilitate course management, GTAs frequently lack formal training on how to make effective use of these tools and how to best support students’ ethical uses of GenAI (Amin et al., 2026). In this interactive roundtable session, we seek to bridge this gap by collaboratively examining possible affordances and areas of concern that might arise as a result of GTAs’ uses of GenAI in biology learning environments as well as identifying actionable steps that can be taken to advance GTAs’ AI fluency and AI pedagogical content knowledge.
