Graduate instructors are awkwardly situated in the academy, which shapes their agency in teaching effectively and developing their own teaching practice. Evidence is a potentially fraught construct that is nonetheless necessary and accepted in the academy and can be leveraged in lieu of the often-wanting personal authority of graduate instructors to advocate better teaching practices while also developing themselves professionally. Principles of knowledge equity, which is foundationed on a pluralistic epistemological approach to knowledge building, can guide graduate instructors to consider a more expansive view and contextual approach to evidence to better serve students. Adoption of evidence-supported practices in the classroom needn’t happen overnight; instead, it is more tenable—especially for graduate instructors—to shape their practice via sustained but small changes
