Preparing biology graduate teaching assistants for their roles as instructors: An assessment of institutional approaches

CBE Life Sciences Education

Volumn 14, Issue 3, 2015, Pages

  Schussler, Elisabeth E ^a   Read, Quentin ^a   Marbach Ad, Gili ^b   Miller, Kristen ^c   Ferzli, Miriam ^d  

^a UNIVERSITY OF TENNESSEE   (United States)

^b UNIVERSITY OF MARYLAND   (United States)

^c UNIVERSITY OF GEORGIA   (United States)

^d NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; BIOLOGY; EDUCATION; EDUCATIONAL MODEL; HUMAN; IN SERVICE TRAINING; PROCEDURES; QUESTIONNAIRE; REGRESSION ANALYSIS; STUDENT; TEACHING; UNITED STATES; UNIVERSITY;

BIOLOGY; EDUCATION, GRADUATE; FACULTY; HUMANS; INSERVICE TRAINING; MODELS, EDUCATIONAL; REGRESSION ANALYSIS; STUDENTS; SURVEYS AND QUESTIONNAIRES; TEACHING; UNITED STATES; UNIVERSITIES;

EID: 84938892932     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.14-11-0196     Document Type: Article

References (53)

1. Addy TM, Blanchard MR (2010). The problem with reform from the bottom up: instructional practices and teacher beliefs of graduate teaching assistants following a reform-minded university teaching certificate programme. Int J Sci Educ 32, 1045-1071.
2. American Association for the Advancement of Science (2011). Vision and Change in Undergraduate Biology Education: A Call to Action, Washington, DC.
3. Amundsen C, Wilson M (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Rev Ed Res 82, 90-126.
4. Ash D, Brown C, Kluger-Bell B, Hunter L (2009). Creating hybrid communities using inquiry as professional development for college science faculty. J Coll Sci Teach 38, 68-76.
5. Association of American Universities (2011). Undergraduate Education STEM Initiative. https://stemedhub.org/groups/aau (accessed 10 September 2014).
6. Austin AE (2002). Preparing the next generation of faculty: graduate school as socialization to the academic career. J High Educ 73, 94-122.
7. Austin AE, Campa H, Pfund C, Gillian-Daniel DL, Mathieu R, Stoddart J (2009). Preparing STEM doctoral students for future faculty careers. New Dir Teach Learn 117, 83-95.
8. Baumgartner E (2007). A professional development teaching course for science graduate students. J Coll Sci Teach 36, 16-21.
9. Bond-Robinson J, Rodriques RAB (2006). Catalyzing graduate teaching assistants' laboratory teaching through design research. J Chem Educ 83, 313-323.
10. Boyer Commission on Educating Undergraduates in the Research University (1998). Reinventing Undergraduate Education: A Blueprint for America's Research Universities, Stony Brook: State University of New York.
11. Brown JS, Collins A, Duguid S (1989). Situated cognition and the culture of learning. Educ Researcher 18, 32-42.
12. Brownell SE, Tanner KD (2012). Barriers to faculty pedagogical change: lack of training, time, incentives, and … tensions with professional identity? CBE Life Sci Educ 11, 339-346.
13. Darling-Hammond L, Richardson N (2009). Teacher learning: what matters? Educ Leadership 66, 46-53.
14. DeChenne SE, Enochs LG, Needham M (2012). Science, technology, engineering, and mathematics graduate teaching assistants teaching self-efficacy. J Scholarship Teach Learn 12, 102-123.
15. Dotger S (2011). Exploring and developing graduate teaching assistants' pedagogies via lesson study. Teach High Educ 16, 157-169.
16. Drasgow F (1986). Polychoric and polyserial correlations. In: The Encyclopedia of Statistics, vol. 7, ed. S Kotz and N Johnson, Hoboken, NJ: Wiley, 68-74.
17. Ferzli M, Morant T, Honeycutt B, Egan Warren S, Fenn M, Burns B (2012). Conceptualizing graduate teaching assistant development through stages of concern. In: Working Theories for Teaching Assistant Development: Time-Tested and Robust Theories, Frameworks, and Models for TA and ITA Learning, ed. G Gorsuch, Stillwater, OK: New Forums Press, 227-270.
18. Freeman S, Eddy SL, McDonough M, Smith MK, Wenderoth MP, Okoroafor N, Jordt H (2014). Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 111, 8410-8415.
19. French D, Russell C (2002). Do graduate teaching assistants benefit from teaching inquiry-based laboratories? BioScience 52, 1036-1041.
20. Gardner GE, Jones MG (2011). Pedagogical preparation of science graduate teaching assistant: challenges and implications. Sci Educ 20, 31-41.
21. Golde CM, Dore TM (2001). At Cross Purposes: What the Experiences of Today's Doctoral Students Reveal about Doctoral Education, Philadelphia, PA: Pew Charitable Trusts Report.
22. Gormally C, Brickman P, Hallar B, Armstrong N (2011). Lessons learned about implementing an inquiry-based curriculum in a college biology laboratory classroom. J Coll Sci Teach 40, 45-51.
23. Hardre PL (2005). Instructional design as a professional development tool-of-choice for graduate teaching assistants. Innov High Educ 30, 163-175.
24. Hardre PL (2012). Teaching assistant development through a fresh lens: a self-determination framework. In: Working Theories for Teaching Assistant Development: Time-Tested and Robust Theories, Frameworks, and Models for TA and ITA Learning, ed. G Gorsuch, Stillwater, OK: New Forums Press, 113-136.
25. Hardre PL, Burris AO (2012). What contributes to teaching assistant development: differential responses to key design features. Instruc Sci 40, 93-118.
26. Hardre PL, Chen C (2005). A case study analysis of the role of instructional design in the development of teaching expertise. Perform Improv Q 18, 34-58.
27. Honeycutt B, Ferzli M, Morant T, Egan Warren S (2010). An interdisciplinary approach to graduate TA training: a reflection of best practice. Studies Grad Prof Stud Develop 13, 138-152.
28. Hutcheson G (2013). GLM Models for Ordered and Unordered Categorical Response Variables. http://www.Research-Training.net/Manchester (accessed 9 March 2015).
29. Kendall KD, Niemiller ML, Dittrich-Reed D, Chick LD, Wilmoth L, Milt A, Burt M, Lopes N, Cantwell L, Rubio L, et al. (2013). Departments can develop teaching identities of graduate students. CBE Life Sci Educ 12, 316-317.
30. Lockwood SA, Miller AJ, Cromie MM (2014). Preparing future biology faculty: an advanced professional development program for graduate students. Am Biol Teach 76, 17-21.
31. Luft JA, Kurdziel JP, Roehrig GH, Turner J (2004). Growing a garden without water: graduate teaching assistants in introductory science laboratories at a doctoral/research university. J Res Sci Teach 41, 211-233.
32. Marbach-Ad G, Egan L, Thompson KV (2015a). A Discipline-Based Teaching and Learning Center: A Model for Professional Development, New York: Springer.
33. Marbach-Ad G, Katz P, Thompson KV (2015b). A disciplinary teaching certificate program for science graduate students. J Teach Learn Centers (in press).
34. Marbach-Ad G, Schaefer KL, Kumi BC, Friedman LA, Thompson KV, Doyle MP (2012a). Development and evaluation of a prep course for chemistry graduate teaching assistants at a research university. J Chem Educ 89, 865-872.
35. Marbach-Ad G, Schaefer KL, Thompson KV (2012b). Faculty teaching philosophies, reported practices, and concerns inform the design of professional development activities of a disciplinary teaching and learning center. J Teach Learn Centers 4, 119-137.
36. Marbach-Ad G, Shields PA, Kent BW, Higgins B, Thompson KV (2010). Team teaching of a prep course for graduate teaching assistants. Studies Grad Prof Stud Develop 13, 44-58.
37. Maykut P, Morehouse R (1994). Beginning Qualitative Research. A Philosophic and Practical Guide, Washington, DC: Flamer Press.
38. Miller K, Oliver JS, Brickman P (2014). Enhancing teaching assistants' (TAs') inquiry teaching by means of teaching observations and reflective discourse. Sch Sci Math 114, 178-190.
39. Nurrenbern SC, Mickiewicz JA, Francisco JS (1999). The impact of continuous instructional development on graduate and undergraduate students. J Chem Educ 76, 114-119.
40. Nyquist JD, Manning L, Wulff DH, Austin AE, Sprague J, Fraser PK, Calcagno C, Woodford B (1999). On the road to becoming a professor: the graduate student experience. Change 31, 18-27.
41. Park C (2004). The graduate teaching assistant (GTA): lessons from North American experience. Teach High Educ 9, 349-361.
42. President's Council of Advisors on Science Technology (2012). Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, Washington, DC: U.S. Government Office of Science and Technology.
43. Prieto LR (2001). The supervision of teaching assistants: theory, evidence, and practice. In: The Teaching Assistant Training Handbook, ed. LR Prieto and SA Meyers, Stillwater, OK: New Forums Press, 103-129.
44. R Core Team (2014). R: A Language and Environment for Statistical Computing, Vienna, Austria: R Foundation for Statistical Computing. www.R-project.org (accessed 9 March 2015).
45. Rushin JW, DeSaix J, Lumsden A, Streubel DP, Summers G, Bernson C (1997). Graduate teaching assistant training: a basis for improvement of college biology teaching and faculty development? Am Biol Teach 59, 86-90.
46. Sauermann H, Roach M (2012). Science PhD career preferences: levels, changes, and advisor encouragement. PLoS One 7, e36307.
47. Schussler EE, Torres LE, Rybczynski S, Gerald GW, Monroe E, Sarkar P, Shahi D, Osman MA (2008). Transforming the teaching of science graduate students through reflection. J Coll Sci Teach 38, 32-36.
48. Smith MK, Jones FHM, Gilbert SL, Wieman CE (2013). The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices. CBE Life Sci Educ 12, 618-627.
49. Sundberg MD, Armstrong JE, Wischusen EW (2005). A reappraisal of the status of introductory biology laboratory education in US colleges and universities. Am Biol Teach 67, 525-529.
50. Tanner KD, Allen D (2006). Approaches to biology teaching and learning: on integrating pedagogical training into the graduate experiences of future science faculty. Cell Biol Educ 5, 1-6.
51. Trautwein SN (1999). From teaching assistant to educator: beginning steps on the professional path. J Grad Teach Assist Dev 7, 19-26.
52. Wyse SA, Long TM, Ebert-May D (2014). Teaching assistant professional development in biology: designed for and driven by multidimensional data. CBE Life Sci Educ 13, 212-223.
53. Young SL, Bippus AM (2008). Assessment of graduate teaching assistant (GTA) training: a case study of a training program and its impact on GTAs. Comm Teach 22, 116-129.