The Impact of Continuous Instructional Development on Graduate and Undergraduate Students

Nurrenbern, Susan C.; Mickiewicz, Joseph A.; Francisco, Joseph S.

doi:10.1021/ed076p114

Cited by 29 publications

(29 citation statements)

References 3 publications

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“…Brauchle and Jerich (1998) concluded that after an instructional development initiative for teaching assistants, the treatment group's student ratings (obtained from 106 students of seven experimental assistants) were statistically significantly higher than the control group's (obtained from 140 students of six control assistants; p < .01). In a study by Nurrenbern, Mickiewicz, and Francisco (1999), most of the items in the student questionnaire revealed no significant differences between the experimental group ( n = 1,239 students) and the control group ( n = 846). In Finkelstein's study (1995), a student survey indicated that students perceived an increase in number and quality of interactions from pre‐test to post‐test.…”

Section: Impact Of Instructional Development In Higher Education On Smentioning

confidence: 89%

Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching–learning environment

Stes

Mæyer

Gijbels

et al. 2011

Brit J of Edu Psychol

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Section: Impact Of Instructional Development In Higher Education On Smentioning

confidence: 89%

Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching–learning environment

Stes

Mæyer

Gijbels

et al. 2011

Brit J of Edu Psychol

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“…Reviewing the literature as a whole provides a starting point for better understanding TA training for inquiry-based laboratories. Weekly TA meetings are recommended in order to address the practical course details (Nurrenbern et al, 1999;Roehrig et al, 2003;Sandi-Urena et al, 2011). Shannon et al, 1998;Hammrich, 2001;Roehrig et al, 2003;Luft et al, 2004;Cho et al, 2010;Marbach-Ad et al, 2012;Kendall and Schussler, 2013).…”

Section: Ta Support In Laboratory Instructionmentioning

confidence: 99%

“…Discussing the practical details include: procedures, grading, content, problems/issues, responsibilities, and safety (e.g. Nurrenbern et al, 1999). Weekly TA meetings are recommended in order to address the practical course details (Nurrenbern et al, 1999;Roehrig et al, 2003;Sandi-Urena et al, 2011).…”

Section: Ta Support In Laboratory Instructionmentioning

confidence: 99%

“…Addressing why to teach may be achieved through teaching-based discussions and learning theory. Other pedagogical approaches identified in the TA literature include: reading articles about teaching, using case studies about teaching scenarios attending workshops, and utilizing explicit instruction (e.g., Lawrenz et al, 1992;Shannon et al, 1998;Nurrenbern et al, 1999;Bond-Robinson and Bernard Rodriques, 2006). Romm et al, 2010).…”

Section: Ta Support In Laboratory Instructionmentioning

confidence: 99%

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Teaching assistants' perceptions of a training to support an inquiry-based general chemistry laboratory course

Wheeler

Maeng

Whitworth

2015

Chem. Educ. Res. Pract.

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The purpose of this qualitative investigation was to better understand teaching assistants' (TAs') perceptions of training in a guided inquiry undergraduate general chemistry laboratory context. The training was developed using existing TA training literature and informed by situated learning theory. TAs engaged in training prior to teaching (B25 hours) and attended weekly meetings throughout the year (B60 hours). Assessment of training utilized a constructivist framework to understand TAs' perceptions of training in supporting their implementation of guided inquiry in the laboratory. Participants included 20 graduate TAs and 8 undergraduate TAs of varying teaching experience. Data collection included three open-ended surveys across the academic year and two semi-structured interviews with a purposefully sampled subset of TAs. Data were analyzed using systematic data analysis (Miles and Huberman, 1994). Results indicated different aspects of the training were helpful for different subgroups of participants. For example, going over logistics and completing the experiments were most helpful for TAs with no previous teaching experience while discussing learning theory was least helpful for TAs whose future career goals were research-focused. Analyzing participants' experiences and perceptions through a situated learning theory lens suggested TAs with little prior teaching experience appreciated the authentic experiences (e.g., experiments and grading) provided by the training. The results of the study suggest TA training should address prior experiences, particularly language and teaching, as well as the larger context of research and future careers. Future research will focus on examining how TAs learn within a situated training and how that impacts TA beliefs, practices, and student learning.

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“…Training can cover a variety of topics, including teacher readiness, teaching strategies, classroom management, and pedagogy. Training GTAs is essential for many reasons, including reducing classroom anxiety, increasing leadership capabilities, and increasing confidence and readiness both in the classroom and in research (Nurrenbern et al, 1999;Roach, 2003). Courses that cover basic teaching skills combined with GTAs' intuition, motivation, and general aptitude for teaching give graduate students an advantage as they move forward in their academic careers (Kenney, 2007).…”

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confidence: 99%

Preparing Future Biology Faculty

Lockwood

Miller²,

Cromie

2014

The American Biology Teacher

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Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy and mentoring opportunities within a biology department. The Graduate Teaching Scholars Program provides opportunities for individualized instruction and learning while working with a faculty mentor. Graduate teaching scholars attend workshops, have their teaching evaluated, and serve as mentors for new graduate teaching assistants in the department. Students in the program are able to contribute to departmental education initiatives while growing professionally as teachers and future faculty. Integration of STEM Education and Research (TTU/HHMI @ CISER) emphasized graduate-student interaction with outstanding teachingfaculty mentors, with the objective of producing the next generation of high-quality university teachers. Graduate teaching scholars (GTSs) were selected through an application and interview process, which included a written essay, a recommendation letter from theirThe american biology Teacher DevelopmenT program for graDuaTe STuDenTS

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The Impact of Continuous Instructional Development on Graduate and Undergraduate Students

Cited by 29 publications

References 3 publications

Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching–learning environment

Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching–learning environment

Teaching assistants' perceptions of a training to support an inquiry-based general chemistry laboratory course

Preparing Future Biology Faculty

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