Integrating case studies into graduate teaching assistant training to improve instruction in biology laboratory courses

Abstract

Todays biology laboratory courses are primarily instructed by graduate teaching assistants (GTAs) working toward their own graduate degrees in a science field. Even though GTAs are the driving instructional force in biology laboratories, they receive little to no training in pedagogical principles and applications. Here, we present the GTAs self-reported unmet training needs with respect to teaching biology laboratory courses. To address these needs, we developed three training cases along with instructions for implementation in online and in-person GTA trainings. We piloted our training materials for GTA training in person at Iowa State University and in a Center for the Integration of Research, Teaching, and Learning three-part online workshop. Upon completion of these training sessions, GTAs reported an increase in both their confidence and knowledge of student-centered instructional approaches. Furthermore, examination of the online workshop participants lesson plans demonstrated that GTAs were able to implement effective teaching practices in their own lesson plans. For brief training sessions, these are positive outcomes suggesting these cases are effective tools that could be incorporated into a variety of GTA training programs to improve instruction in biology laboratory courses.