scholarly journals Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences

2020 ◽  
Vol 11 (1) ◽  
pp. 59-74
Author(s):  
Seth K. Thompson ◽  
Julie Brown ◽  
Sehoya Cotner ◽  
Jonathan Andicoechea ◽  
FangFang Zhao ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Teaching ◽  
Undergraduate Students ◽  
Teaching Assistants ◽  
Development Program ◽  
Undergraduate Teaching ◽  
Monthly Basis ◽  
Student Centered ◽  
Laboratory Courses ◽  
Additional Support

Research over the last decade has indicated that active learning and student-centered instruction lead to better learning outcomes in undergraduate biology courses than traditional methods such as lecturing. This shift in pedagogical approach has been applied to both high-enrollment lecture-based courses as well as smaller laboratory courses. In these laboratory courses, the primary instructor is often a graduate or undergraduate student teaching assistant. Such novice instructors often lack the pedagogical knowledge and experience to implement student-centered instructional practices such as inquiry effectively. Therefore, to fully realize the benefits of inquiry-based laboratories for undergraduate students, the instructors of these courses require support. In this paper, we present a design case for a theoretically and contextually grounded professional development program that provides pedagogical support for undergraduate teaching assistants of a college biology laboratory course. Four undergraduate teaching assistants participated in our 12-week program. These participants were assigned weekly readings, turned in periodic reflective writings, and met with an experienced teaching mentor (Thompson) on a monthly basis. As designers, we grounded our design in the current literature but also built-in flexibility to be responsive to participants’ needs throughout the experience. Participants found it challenging to reflect on pedagogical strategies early in their experience, but found the additional support provided by the program very useful as they developed. Finally, we discuss the participant feedback that is being incorporated into future designs of professional development programming.

Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation Through a Professional Development Series

2019 ◽  
Vol 17 (4) ◽  
pp. 318-336
Author(s):  
Roxanna M. Senyshyn ◽  
Paula Smith
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Development Program ◽  
Global Awareness ◽  
Faculty Professional Development ◽  
Diverse Classroom ◽  
Learning Framework

This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a structured dialogue outside the classroom and the contributions of experts to faculty discussions to locate and contextualize best practices. The initiative’s potential to affect faculty perspectives is explored through a transformative learning framework. Short-term and long-term assessments show that participants were motivated to improve and implement new instructional practices.

scholarly journals Undergraduate teaching assistants can provide support for reformed practices to raise student learning

2020 ◽  
Vol 44 (1) ◽  
pp. 32-38
Author(s):  
Douglas B. Luckie ◽  
Benjamin W. Mancini ◽  
Noor Abdallah ◽  
Ali K. Kadouh ◽  
Alisha C. P. Ungkuldee ◽  
...  
Keyword(s):  
Graduate Students ◽  
Student Learning ◽  
Teaching Assistants ◽  
Shared Vision ◽  
University Teaching ◽  
Undergraduate Teaching ◽  
Publish Or Perish ◽  
Undergraduate Instruction ◽  
Engineering Mathematics ◽  
Additional Support

Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.

scholarly journals Teachers’ Belief on the Benefit of Collaboration in Lesson Study

2016 ◽  
Vol 4 (2) ◽  
pp. 1-20 ◽  
Author(s):  
Madihah Khalid ◽  
Nor Azura Hj Abdullah ◽  
Abdulhameed Kamoludeen
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Quantitative Methods ◽  
Development Program ◽  
Study Data ◽  
School Administrator ◽  
Student Centered ◽  
Qualitative And Quantitative Methods ◽  
Teachers Beliefs ◽  
Negative Comments

Abstract: Lesson study is being actively implemented in many countries as one of the continuous professional development program for school teachers. Since collaboration is an important element of lesson study, it is deemed necessary to investigate teachers’ beliefs about collaboration in lesson study. Data were collected through both qualitative and quantitative methods, where teachers were surveyed via questionnaire, interviewed, observed and asked to keep a journal. Thirty-one teachers and a school administrator who oversee the teachers’ progress in the school were involved. The results showed that most teachers agree with the benefits of lesson study, such that it improved cooperation and collegiality. Other benefits include: lesson study provides a platform for sharing collaboratively; knowledge is enhanced in terms of content, pedagogy, student-centered instructions , and curricula – ability to design constructivist lessons. Negative comments were centered around time constraint and heavy workload – leading to absence from shceduled meetings. Overall, the effect of collaboration in lesson study has led to more improved teachers compared to other professional development approaches.

Professional Development to Promote Online Communication, Collaboration and Learning Among Faculty

2021 ◽  
pp. 191-224
Author(s):  
Mayela Coto ◽  
Lone Dirckinck-Holmfeld
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Development Strategy ◽  
Professional Learning ◽  
Teaching Practice ◽  
Online Communication ◽  
Development Program ◽  
Theory Model ◽  
Student Centered ◽  
Practice Approach

Based on a critical re-reading of a study of a community of practice approach to professional development, this chapter uses Engeström's activity theory model to highlight the tensions that arise in a professional development program oriented to change teaching practice through the introduction of ICT and a student-centered pedagogical approach. Despite the community of practice potential, there are many tensions that inhibit this type of professional learning. These tensions can be summarized in four broad categories: institutional structures (division of work), the institutional culture (rules), levels of engagement (differentiations within the community), and faculty readiness (in the appropriation of tools and new pedagogy). By analyzing, in greater depth, the tensions, our goal is to reflect again in the design principles and to further elaborate on developing a professional development strategy based on a community of practice approach that can be used in broader contexts.

scholarly journals Evaluating the effectiveness of a laboratory-based professional development program for science educators

2015 ◽  
Vol 39 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Michael W. Amolins ◽  
Cathy M. Ezrailson ◽  
David A. Pearce ◽  
Amy J. Elliott ◽  
Peter F. Vitiello
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Academic Success ◽  
Science Classroom ◽  
Rapid Development ◽  
Development Program ◽  
Subject Area ◽  
Professional Development Program ◽  
Student Centered ◽  
Science Educators

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom.

scholarly journals The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants

2019 ◽  
Vol 18 (1) ◽  
pp. ar5 ◽  
Author(s):  
Star W. Lee
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Undergraduate Students ◽  
Concept Maps ◽  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Teaching Beliefs ◽  
Secondary School Education ◽  
Graduate Teaching ◽  
The Impact

There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers. This study characterized inexperienced GTAs’ teaching beliefs about student learning and how they change with a science-specific pedagogy course that emphasized student learning. GTA teaching beliefs were characterized as traditional (providing information to students), instructive (providing activities for students), and transitional (focusing on student–teacher relationships). At the start of the course, traditional, instructive, and transitional beliefs were emphasized comparably in the concept maps and presentations of inexperienced GTAs. At the end of the course, although GTAs’ beliefs remained mostly teacher focused, they were more instructive than traditional or transitional. GTAs included teaching strategies and jargon from the course in their concept maps but provided minimal explanations about how opportunities for active student engagement would impact student learning. These results suggest there is a need to provide ongoing discipline-specific professional development to inexperienced GTAs as they develop and strengthen their teaching beliefs about student learning.

The Evolutionary Studies Program

2019 ◽  
pp. 41-58
Author(s):  
Nicole Wedberg ◽  
Kian Betancourt ◽  
Richard H. Holler ◽  
Vania Rolón
Keyword(s):  
Student Teaching ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Assistants ◽  
Award Winning ◽  
Seminar Series ◽  
Evolutionary Studies ◽  
Recent Graduates ◽  
Intellectual Journey

The Evolutionary Studies (EvoS) Seminar Series at New Paltz is accompanied by an exciting, interdisciplinary class (Evolutionary Studies 301 [Evolutionary Studies Seminar or Evolutionary Studies Capstone]). This class surrounds New Paltz’s award-winning EvoS Seminar Series, which includes speakers from a variety of intellectual backgrounds—all with a focus on the applications of evolutionary principles. In the delivery of the course, graduate student teaching assistants help guide undergraduate students along their intellectual journey. This chapter tells the story of EvoS at New Paltz from the perspective of these evolutionary docents. Recent graduates and teaching assistants provide a unique perspective on the program. The 2016 series is highlighted.

Helping Graduate Teaching Assistants in Biology Use Student Evaluations as Professional Development

2014 ◽  
Vol 76 (9) ◽  
pp. 584-588
Author(s):  
K. Denise Kendall ◽  
Matthew L. Niemiller ◽  
Dylan Dittrich-Reed ◽  
Elisabeth E. Schussler
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Teaching Assistants ◽  
Teaching Effectiveness ◽  
Graduate Teaching Assistants ◽  
Spring Semester ◽  
Instructional Behaviors ◽  
Self Reflection ◽  
Graduate Teaching ◽  
Laboratory Courses

Graduate teaching assistants (GTAs) are often used as instructors in undergraduate introductory science courses, particularly in laboratory and discussion sections associated with large lectures. These GTAs are often novice teachers with little opportunity to develop their teaching skills through formal professional development. Focused self-reflection about end-of-semester teaching evaluations may be an important informal supplement to teacher training. To inform this practice, we explored the instructional behaviors that undergraduates perceived as most important for GTAs’ teaching effectiveness in laboratory courses. In spring semester 2012, 1159 undergraduates in freshman-level biology lab courses rated their GTAs on 21 instructional behaviors, the GTAs’ teaching effectiveness, the amount the student learned, and their expected grade in the laboratory. Using linear mixed models, we found that instructional behaviors related to the categories of teaching techniques and interpersonal rapport best predicted student ratings of GTAs’ teaching effectiveness. GTAs or other novice teachers can use this information to identify specific areas for instructional improvement when considering student feedback about their teaching.

scholarly journals 252 Better Preparing Animal Science Students for Education Associated Careers

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 186-186
Author(s):  
Taylor Barnes ◽  
Kirstin M Burnett ◽  
W Shawn Ramsey ◽  
Kathrin Dunlap
Keyword(s):  
Undergraduate Students ◽  
Teaching Assistants ◽  
Methods Course ◽  
Undergraduate Teaching ◽  
Large Animal ◽  
Animal Science ◽  
Career Opportunities ◽  
Educational Career ◽  
Career Options ◽  
Educational Careers

Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.

Sign in / Sign up

Export Citation Format

Share Document