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Research and Teaching: Teaching Assistant and Faculty Perceptions of Ongoing, Personalized TA Professional Development: Initial Lessons and Plans for the Future

Journal of College Science Teaching—May/June 2017

The authors investigated stakeholders’ perceptions of a novel GTA PD program implemented in The Ohio State University (OSU) Center for Life Sciences Education (CLSE), which coordinates biology courses at an R1 institution. GTAs involved in the program reported an increased sense of preparedness to teach, felt well-supported in their teaching, and critically reflected on their own teaching. This article describes program improvements based on feedback from this study.

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