All aboard! Challenges and successes in professional development for physics lab TAs

Abstract

At large research universities in the USA, introductory physics labs are often run by graduate student teaching assistants (TAs). Thus, efforts to reform introductory labs should address the need for effective and relevant TA professional development. We developed and implemented a research-based professional development program that focuses on preparing TAs to effectively support inquiry-based learning in the lab. We identify positive effects by examining three possible ways in which the professional development might have impacted TAs and their work. First, we examine lab TAs' written reflections to understand the effect of the program on TAs' ways of thinking about student learning. Second, we observe and categorize TA-student interactions in the lab in order to investigate whether TA behaviors are changing after the professional development. Third, we examine students' attitudes toward experimental science and present one example case in which students' attitudes improve for those TAs who 'buy in' to the professional development. Our results suggest lab TA professional development may have a tangible positive impact on TA performance and student learning.

Hermione and the Secretary: how gendered task division in introductory physics labs can disrupt equitable learning

“…It is important to note that introductory physics labs at large research universities are often run by graduate teaching assistants. In such cases, professional development to establish 'buy-in' [44,45] for the principle of equitable learning, designing approaches for teaching assistants to use in their labs, and instructing and monitoring the use of these approaches will be an essential consideration for such settings [46]. In labs run by our graduate student TAs, we see little or no impact from any of the above strategies when the TAs do not believe in their necessity and benefit.…”