Approaches to Biology Teaching and Learning: On Integrating Pedagogical Training into the Graduate Experiences of Future Science Faculty

Tanner, Kimberly D.; Allen, Deborah

doi:10.1187/cbe.05-12-0132

Cited by 78 publications

(58 citation statements)

References 10 publications

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“…However, college teaching is one of the few vocations that requires neither formal training (Golde and Dore, 2001; Tanner and Allen, 2006; Addy and Blanchard, 2010) nor standard processes for evaluation and supervision (Centra, 1993; Weimer and Lenze, 1994; Johnson and Ryan, 2000). We know that effective dissemination of evidence-based teaching practices requires more intensive training than a one-time workshop can offer (Sunal et al.…”

Section: Introductionmentioning

confidence: 99%

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Gormally

Evans

Brickman

2014

LSE

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Section: Introductionmentioning

confidence: 99%

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Gormally

Evans

Brickman

2014

LSE

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“…In [17], a pedagogical training strategy has been evaluated into the student´s graduate experience in biology, with good results.…”

Section: Related Workmentioning

confidence: 99%

Using innovative pedagogical practices in disciplines of engineering and computing graduation in Brazil

Lima¹,

Andriola

2013

2013 IEEE Global Engineering Education Conference (EDUCON)

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The use of innovative teaching practices has helped professors in universities, thus contributing to the improvement of undergraduate education. Within the engineering and computing areas of undergraduate courses, there is a more specific challenge to professors when ministering information technology management disciplines. This paper presents a study concerning the difficulties faced by IT management professors. We proceed with a review of innovative teaching practices used to improve the results of an IT governance discipline within a graduation course undertaken at the Federal University of Ceará (UFC), Brazil. Results taken from an interview and an assessment of the professor by students in the discipline were proven to be quite promising.

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“…Although they are often novice instructors, GTAs -and science GTAs in particular -receive minimal pedagogical support, training, or continuous mentoring during their graduate tenure (Rushin et al, 1997;Luft et al, 2004;Tanner & Allen, 2006). Many universities offer orientations or seminars before the academic year begins (at university and/or departmental levels) or distribute training manuals (Lowman & Mathie, 1993;Rushin et al, 1997) as their only form of professional development, while some universities offer formal education courses or mentoring (Boyle & Boice, 1998;Baumgartner, 2007;Lockwood et al, 2014).…”

Section: Introductionmentioning

confidence: 98%

“…Many universities offer orientations or seminars before the academic year begins (at university and/or departmental levels) or distribute training manuals (Lowman & Mathie, 1993;Rushin et al, 1997) as their only form of professional development, while some universities offer formal education courses or mentoring (Boyle & Boice, 1998;Baumgartner, 2007;Lockwood et al, 2014). However, departmental and university policies are often the focal point of much GTA training, and as a result, GTAs typically receive limited pedagogical information (Luft et al, 2004;Tanner & Allen, 2006).…”

Section: Introductionmentioning

confidence: 99%

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

Kendall

Niemiller

Dittrich-Reed

et al. 2014

The American Biology Teacher

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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.

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Approaches to Biology Teaching and Learning: On Integrating Pedagogical Training into the Graduate Experiences of Future Science Faculty

Cited by 78 publications

References 10 publications

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Using innovative pedagogical practices in disciplines of engineering and computing graduation in Brazil

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

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