Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs
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View abstract on PubMed
Summary
This summary is machine-generated.This study introduces a professional development model for graduate teaching assistants (GTAs) and undergraduate learning assistants (ULAs) in course-based undergraduate research experiences (CUREs). The model effectively boosts instructional team self-efficacy in facilitating CUREs.
Area Of Science
- Science Education
- Undergraduate Research
Background
- Course-based undergraduate research experiences (CUREs) enhance student success in STEM.
- Graduate teaching assistants (GTAs) and undergraduate learning assistants (ULAs) often lack specific pedagogical training for CURE instruction.
Purpose Of The Study
- To present an integrated professional development (PD) model for GTAs and ULAs in a large-enrollment CURE.
- To address the need for specialized CURE facilitation training for instructional teams.
Main Methods
- Implemented a simultaneous PD model for GTAs and ULAs within mandatory instructional meetings.
- Provided just-in-time training tailored to CURE facilitation and upcoming course topics.
- Utilized a post-pre survey to assess self-efficacy changes in instructional team members.
Main Results
- The integrated PD model demonstrated effectiveness in a large-enrollment CURE setting.
- All nine assessed learning outcomes showed an increase in self-efficacy for both GTAs and ULAs.
- The PD model is scalable for different team sizes.
Conclusions
- Equipping GTAs and ULAs with CURE-specific pedagogical skills enhances their effectiveness.
- This PD model can improve the overall quality and impact of undergraduate research experiences.
- The model offers a scalable solution for professional development in CUREs.
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