Elisabeth E. Schussler|Quentin D. Read|Gili Marbach?Ad|Kristen Miller|Miriam Ferzli
Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches
University of Tennessee at Knoxville|University of Tennessee at Knoxville|University of Maryland, College Park|University of Georgia|North Carolina State University
inconsistency professional development pd teaching graduate teaching assistants gtas widespread problem higher education although gtas serve important role retention undergraduate science majors promotion scientific literacy nonmajors often lack preparation ongoing support teaching given recent national focus instructional quality introductory courses goal use online survey identify current practices teaching pd biology gtas compare results last national survey topic responses 71 participant institutions 96 reported mandatory teaching preparation biology gtas however 52 programs required 10 fewer hours per year respondents wanted change programs include pedagogical information teaching observations feedback gtas programmatic selfratings satisfaction gta pd positively correlated number topics discussed pd although schools requiring gta pd teaching compared last national survey lack program breadth many schools warrants national conversation regard recent calls improving undergraduate instruction