Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

• DOI: 10.1187/cbe.13-06-0106
• Publication Date: 2014-06-02T19:29:37Z
• Authors: Sara A. Wyse; Tammy M. Long; Diane Ebert-May
• Keywords: Graduate students

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed implemented to prepare TAs this role, but data about effectiveness lacking derived almost exclusively from self-reported surveys. In study, we describe the design of a reformed PD (RPD) model apply Kirkpatrick's Evaluation Framework evaluate multiple outcomes TA before, during, after implementing RPD. This framework allows evaluation that includes both direct measures data. RPD, created aligned learning objectives assessments incorporated more learner-centered instructional practices their teaching. However, these inconsistent with TAs’ perceptions RPD suggest single insufficient programs.