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Walsh LL, Jia Z, Vernon J. A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing. J Microbiol Biol Educ. 2020;21(1)doi: 10.1128/jmbe.v21i1.1959.
Walsh, L. L., Jia, Z., & Vernon, J. (2020). A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing. Journal of microbiology & biology education, 21(1), . https://doi.org/10.1128/jmbe.v21i1.1959
Walsh, Lisa L, et al. "A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing." Journal of microbiology & biology education vol. 21,1 (2020). doi: https://doi.org/10.1128/jmbe.v21i1.1959
Walsh LL, Jia Z, Vernon J. A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing. J Microbiol Biol Educ. 2020 Apr 10;21(1). doi: 10.1128/jmbe.v21i1.1959. eCollection 2020. PMID: 32313600; PMCID: PMC7148152.
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J Microbiol Biol Educ. 2020 Apr 10;21(1). doi: 10.1128/jmbe.v21i1.1959. eCollection 2020.

A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing.

Journal of microbiology & biology education

Lisa L Walsh, Zhigang Jia, Julianne Vernon

Affiliations

  1. University of Michigan, Ann Arbor, MI 48109.
  2. Middle Tennessee State University, Murfreesboro, TN 37132.
  3. Vanderbilt University, Nashville, TN 37235.

PMID: 32313600 PMCID: PMC7148152 DOI: 10.1128/jmbe.v21i1.1959

Abstract

Graduate teaching assistants (GTAs) who are English language learners at American institutions often endure xenophobia, pressures to conform to American culture, and visa restrictions on working. Quantitative data we collected from the Introduction to Biology Laboratory course taught at a large R1 university indicate paper grading discrepancies between international and domestic GTAs. Qualitative data highlight international GTAs' concerns regarding grading load and language barriers. To alleviate the burden on international GTAs, we provide a professional development activity for professors to use in course planning meetings based on feedback from GTAs. Group reflection, discussion, and modification of a rubric are recommended in order to train GTAs in assessing scientific writing to collaboratively build expectations as a teaching team.

©2020 Author(s). Published by the American Society for Microbiology.

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