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Reeves TD, Marbach-Ad G, Miller KR, et al. A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research. CBE Life Sci Educ. 2016;15(2)doi: 10.1187/cbe.15-10-0225.
Reeves, T. D., Marbach-Ad, G., Miller, K. R., Ridgway, J., Gardner, G. E., Schussler, E. E., & Wischusen, E. W. (2016). A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research. CBE life sciences education, 15(2), . https://doi.org/10.1187/cbe.15-10-0225
Reeves, Todd D, et al. "A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research." CBE life sciences education vol. 15,2 (2016). doi: https://doi.org/10.1187/cbe.15-10-0225
Reeves TD, Marbach-Ad G, Miller KR, Ridgway J, Gardner GE, Schussler EE, Wischusen EW. A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research. CBE Life Sci Educ. 2016;15(2). doi: 10.1187/cbe.15-10-0225. PMID: 27193291; PMCID: PMC4909349.
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CBE Life Sci Educ. 2016;15(2). doi: 10.1187/cbe.15-10-0225.

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

CBE life sciences education

Todd D Reeves, Gili Marbach-Ad, Kristen R Miller, Judith Ridgway, Grant E Gardner, Elisabeth E Schussler, E William Wischusen

Affiliations

  1. Educational Research and Assessment, Northern Illinois University, DeKalb, IL 60115 [email protected].
  2. College of Computer, Mathematical and Natural Sciences, University of Maryland, College Park, MD 20742.
  3. Division of Biological Sciences, University of Georgia, Athens, GA 30602.
  4. Center for Life Sciences Education, Ohio State University, Columbus, OH 43210.
  5. Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132.
  6. Ecology & Evolutionary Biology, University of Tennessee, Knoxville, TN 37996.
  7. Biological Sciences, Louisiana State University, Baton Rouge, LA 70803.

PMID: 27193291 PMCID: PMC4909349 DOI: 10.1187/cbe.15-10-0225

Abstract

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework's outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level.

© 2016 T. D. Reeves et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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