Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?

ABSTRACT: Evidence-based teaching practices (EBTP)-like inquiry-based learning, inclusive teaching, and active learning (AL)-have been shown to benefit all students, especially women, first-generation, and traditionally minoritized students in science fields. However, little research has focused on how best to train teaching assistants (TAs) to use EBTP or on which components of professional development are most important. We designed and experimentally manipulated a series of presemester workshops on AL, dividing subjects into two groups. The Activity group worked in teams to learn an AL technique with a workshop facilitator. These teams then modeled the activity, with their peers acting as students. In the Evidence group, facilitators modeled the activities with all TAs acting as students. We used

SUBMITTER: Patrick LE 

PROVIDER: S-EPMC7861211 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature