Assessing the Evolving the Culture of Biology program through the lens of the Teacher-Centered Systemic Reform model

There are persistent national calls to advance evidence-based instructional practices to increase the number of students graduating with science degrees. Evolving the Culture of Biology is a program designed to improve undergraduate education by prioritizing graduate teaching assistant teaching professional development (TA-TPD). Guided by the Teacher-Centered Systemic Reform (TCSR) model, this study examined how TA TPD practitioners' (participants) attitudes, personal factors, institutional contexts, and instructional practices shape TA-TPD reform outcomes. Using a pre-program survey and end-of-year semi-structured interviews, we gained insight into participants' experiences as they developed and implemented reformed TA-TPD. We investigated how TCSR components differentially influenced participant progress, and whether consistent patterns emerged among reform approaches, barriers, and outcomes. Contextual factors, dissatisfaction with previous programming, and participants' departmental positions in relation to institutional structures emerged as critical influences on implementation and approach. Further analysis led to the development of three institutional team "profiles" to describe TA-TPD reform progress: Long strides, started with minimal to no TA-TPD programming and created substantial growth in TA-TPD infrastructure; Refiners, expanded and updated existing programs, specifically adding lessons on pedagogy; and high-barrier, low buy-in, who faced insurmountable barriers that prevented the ability to reach reform goals.