All rules regarding the use of human subjects were followed in this study.Author Contributions: M.M. Chen Musgrove conceived of the study, collected the data, conducted the analysis, and drafted the manuscript. E.E. Schussler advised on study design and data collection and contributed to the writing.
Student perceptions of the supportiveness of their instructors identified five characteristics (relational, instrumental, pedagogical, personality, uncertain) and were used to compare higher and lower support-rated instructors. Higher-support instructors had more positive relational characteristics and fewer negative pedagogical characteristics.
Biology graduate teaching assistants (GTAs) often used adaptive coping strategies to manage teaching and research anxieties. Notably, GTAs tended to use strategies such as support seeking, self-reliance, accommodation, and distraction more often to manage research anxieties compared with teaching anxieties. Over time, GTAs narrowed their adaptive coping to certain strategies.
Teaching professional development (TPD) efforts to reform undergraduate education will not meet their goals if instructors are not motivated to attend. Research on psychosocial interventions could be leveraged to design interventions that will increase instructors’ motivation to attend TPD.
Community college (CC) faculty encounter several barriers when engaging in biology education research (BER), which is in part responsible for the paucity of CC BER in the literature. This work demonstrates that three types of support-social, intellectual, and resource support-help CC faculty to overcome these barriers and engage more fully in BER.
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