Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data.
Ontology highlight
ABSTRACT:
SUBMITTER: Wyse SA
PROVIDER: S-EPMC4041500 | biostudies-literature | 2014
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.
| S-EPMC6007775 | biostudies-literature
Project description:We conducted a study of 19 biology instructors participating in small, local groups at six research-intensive universities connected to the Automated Analysis of Constructed Response (AACR) project (www.msu.edu/∼aacr). Our aim was to uncover participants' motivation to persist in a long-term teaching professional development effort, a topic that is understudied in discipline-based educational research. We interviewed each participant twice over a 2-year period and conducted qualitative analyses on the data, using expectancy-value theory as a framework for considering motivation. Our analyses revealed that motivation among instructors was high due to their enjoyment of the AACR groups. The high level of motivation is further explained by the fact that AACR groups facilitated instructor involvement with the larger AACR project. We also found that group dynamics encouraged persistence; instructors thought they might never talk with colleagues about teaching in the absence of AACR groups; and groups were perceived to have a low-enough time requirement to warrant sustained involvement. We conclude that instructors have persisted in AACR groups because the groups provided great value with limited cost. The characterization of instructor experiences described here can contribute to a better understanding of faculty needs in teaching professional development.
| S-EPMC5589434 | biostudies-literature
Project description:Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of presemester workshops at three northeastern research universities, each of which incorporated scientific teaching as the pedagogical content framework. The comparison of GTA PD program outcomes at three different institutions is intended to test theoretical assertions about the key role of contextual factors in GTA PD efficacy. Pretest and posttest surveys were used to assess changes in GTA teaching self-efficacy and anxiety following the workshops, and an objective test was used to assess pedagogical knowledge. Analysis of pretest/posttest data revealed statistically significant gains in GTA teaching self-efficacy and pedagogical knowledge and reductions in teaching anxiety across sites. Changes in teaching anxiety and self-efficacy, but not pedagogical knowledge, differed by training program. Student ratings of GTAs at two sites showed that students had positive perceptions of GTAs in all teaching dimensions, and relatively small differences in student ratings of GTAs were observed between institutions. Divergent findings for some outcome variables suggest that program efficacy was influenced as hypothesized by contextual factors such as GTA teaching experience.
| S-EPMC6007778 | biostudies-literature
Project description:Recent evidence suggests a mental health crisis among graduate students, particularly with regard to anxiety. To manage anxieties, graduate students can employ coping strategies. Coping is an individual's response(s) to external stressors, often with the goal of reducing or tolerating the stress; these strategies are generally considered adaptive or maladaptive. Adaptive coping strategies advance individuals through problems, while maladaptive strategies prevent stressors from being resolved. We previously identified differences between teaching and research anxieties in a sample of biology graduate teaching assistants (GTAs). This study investigated whether coping with these anxieties differed in this population as well. We interviewed 23 biology GTAs twice over one year. Interview data were qualitatively analyzed using Skinner and colleagues' major coping families as categories. Biology GTAs most often used adaptive coping strategies, such as problem solving and information seeking, to manage both teaching and research anxieties. However, other coping strategies were preferentially employed for either teaching or research, suggesting differences in these aspects of graduate student life. Over one year, GTAs reduced the number of coping strategies they employed. Understanding how GTAs cope with teaching and research anxieties may inform the types of support faculty and professional development leaders can provide to graduate students.
| S-EPMC8715775 | biostudies-literature
Project description:We have prepared thousands of future STEM faculty around the world to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. Our novel combination of asynchronous online and coordinated, structured face-to-face learning community experiences provides flexible options for STEM graduate students and postdoctoral fellows to pursue teaching professional development. A total of 14,977 participants enrolled in seven offerings of the introductory course held 2014-2018, with 1,725 participants (11.5% of enrolled) completing the course. Our results of high levels of engagement and learning suggest that leveraging the affordances of educational technologies and the geographically clustered nature of this learner demographic in combination with online flexible learning could be a sustainable model for large scale professional development in higher education. The preparation of future STEM faculty makes an important difference in establishing high-quality instruction that meets the diverse needs of all undergraduate students, and the initiative described here can serve as a model for increasing access to such preparation.
| S-EPMC10569627 | biostudies-literature
Project description:Teaching assistants (TAs) often lead courses using curricula they did not design. Therefore, examining how curriculum and professional development (PD) interact to influence TAs' teaching practices is critical. This study describes the effects of a curriculum and PD intervention in two contexts: when TAs are teaching curriculum that is explicitly linked to PD, and when teaching curriculum that is not linked to PD. The Intervention curriculum featured structured opportunities for reform-oriented teaching practices. The Intervention PD was situated in the context of these specific curriculum activities and modelled the desired teaching practices. TAs that participated in the intervention implemented more student-centered teaching practices than TAs that did not participate in the intervention, even when teaching curriculum that was not designed to be student-centered and was not linked to PD. A linear model of TAs' teaching practices that included PD type, task cognitive demand and curriculum type indicates that cognitive demand has the largest relationship with teaching practices, followed by PD type. These results have implications for policy. They suggest that investment in curriculum-linked TA PD can be effective even when teaching curricula that is not linked to PD. Additionally, investment in development of higher-cognitive-demand tasks may be an effective strategy to support implementation of student-centered practices.
| S-EPMC8827484 | biostudies-literature
Project description:The primary problem with the explosion of biomedical datasets is not the data, not computational resources, and not the required storage space, but the general lack of trained and skilled researchers to manipulate and analyze these data. Eliminating this problem requires development of comprehensive educational resources. Here we present a community-driven framework that enables modern, interactive teaching of data analytics in life sciences and facilitates the development of training materials. The key feature of our system is that it is not a static but a continuously improved collection of tutorials. By coupling tutorials with a web-based analysis framework, biomedical researchers can learn by performing computation themselves through a web browser without the need to install software or search for example datasets. Our ultimate goal is to expand the breadth of training materials to include fundamental statistical and data science topics and to precipitate a complete re-engineering of undergraduate and graduate curricula in life sciences. This project is accessible at https://training.galaxyproject.org.
| S-EPMC6296361 | biostudies-other
Project description:BackgroundPain is part of the everyday life of professional dancers. It can indicate health risks and impair the ability to work. Suitable screening tools can be used to identify pain and its risk potential. A comprehensive, multidimensional, differentiated assessment tool for pain in professional dance does not currently exist.MethodsAn initial questionnaire was developed in German and English and was assessed in a qualitative pretest. In a field study with a cross-sectional design including n = 72 dancers from Germany (n = 36 responses each in the English and German language versions), the questionnaire was optimized by item analysis, its psychometric properties (dimensionality, construct validity, reliability) were examined and the ability of the pain dimensions to classify the subjective ability to work in training was analyzed (ROC analysis).ResultsThe developed Multidimensional Pain Questionnaire in Professional Dance (MPQDA) was reduced and optimized in its psychometric properties. Following questions were reduced in their items or answer categories: pain localizations (from 20 to 15 regions), accompanying symptoms (from 6 to 3 items), sensory and affective pain quality (from 20 to 10 items), pain frequency (from 4 to 3 answer categories), and the motives of working with pain (from 14 to 12 items). Regarding the subjective ability to work in training, the variables of the ability to work in rehearsals and in performances, as well as the accompanying symptoms of tension and mobility restrictions, showed a relatively good classification ability (Area under the Curve (AUC) ≥ 0.7 in the 95% confidence interval) and significant, moderate to strong correlations (Somers' D > 0.25, p < 0.05). The classification ability of the other pain dimensions was largely absent or poor.ConclusionThe MPQDA differentiates various pain dimensions in professional dancers and is available in a compatible manner in German and English. The clinical relevance needs to be explored further in the future.
| S-EPMC9635190 | biostudies-literature
Project description:Modern experimental strategies often generate genome-scale measurements of human tissues or cell lines in various physiological states. Investigators often use these datasets individually to help elucidate molecular mechanisms of human diseases. Here we discuss approaches that effectively weight and integrate hundreds of heterogeneous datasets to gene-gene networks that focus on a specific process or disease. Diverse and systematic genome-scale measurements provide such approaches both a great deal of power and a number of challenges. We discuss some such challenges as well as methods to address them. We also raise important considerations for the assessment and evaluation of such approaches. When carefully applied, these integrative data-driven methods can make novel high-quality predictions that can transform our understanding of the molecular-basis of human disease.
| S-EPMC3531282 | biostudies-literature
Project description:Increasingly sophisticated experiments, coupled with large-scale computational models, have the potential to systematically test biological hypotheses to drive our understanding of multicellular systems. In this short review, we explore key challenges that must be overcome to achieve robust, repeatable data-driven multicellular systems biology. If these challenges can be solved, we can grow beyond the current state of isolated tools and datasets to a community-driven ecosystem of interoperable data, software utilities, and computational modeling platforms. Progress is within our grasp, but it will take community (and financial) commitment.
| S-EPMC6812467 | biostudies-literature