Assessing a Professional Development for Teaching Assistants Implementing a Project-Based Guided-Inquiry Approach to General Chemistry Laboratories Lindsay B. Wheeler, Jennifer L. Maeng & Brooke A. Whitworth Curry School of Education, University of Virginia TA Professional DevelopmentResults Discussion & Implications Background Abstract Teaching Assistants (TAs) are responsible for teaching undergraduate courses but have little/no teaching experience (e.g. Hammrich, 2001; Krockover, 1980; Nurrenbern et al., 1998; Sharpe, 2000) A need for providing TAs professional development (PD) and to assess PD (e.g., Gardner & Jones, 2011; Luft, Kurdziel, Roehrig, & Turner, 2004) Beliefs and understandings may influence TA practice (e.g., Addy & Blanchard, 2010; Volkmann & Zagagcz, 2004 ) Little research on PD to support TAs in reforms-based instruction (French & Russell, 2002; Roehrig, Luft, Kurdziel, & Turner, 2003) Methods Participants Six participants purposefully selected for interviews based on type of participant (undergrad/grad), research experience, and teaching experience Data Sources and Analysis Pre/Post/Delayed-post survey (Likert, multiple choice, open- ended) Post/Delayed-post Interview Quantitative - paired t-test Qualitative - systematic data analysis (Miles & Huberman, 1994) Components of PD Project-based guided inquiry (PBGI) 1.TAs shifted toward and maintained facilitator beliefs. This may be influenced by modeling appropriate practice. 2.Beliefs are difficult to change for TAs with high content knowledge. 3.Previous inquiry experience may shape TA perceptions of role in implementing guided inquiry. 4.Authentic components of PD important. Professional Development Changes Incorporate more modeling and opportunities for practice Include practical examples of educational theory Future Research Correlational study of TA characteristics and student outcomes Explore TA practice of PBGI approach in lab Transfer of PD model to other reforms-based TA PD Each semester student teams are provided content-based real- world problems with guiding questions to help support successful planning, experimenting, and presenting of each problem. TA Content Knowledge Research Questions How did the PD influence TAs content knowledge, beliefs about teaching, and perception of their role? How did the TAs perceive the PD as supporting their ability to effectively implement the PBGI approach? What suggestions do the TAs have for improving the PD? TA Responsibilities Interact with students during lab; hold one office hour per week; grade student work Undergrad (n= 5) 1 st Yr Grad (n=3) 2 nd /3 rd Yr Grad (n=5) GenderMale223 Female312 International011 Highest Degree Bachelor’s035 Master’s010 Pre-semester week (29hrs) Weekly follow-up meetings (35hrs) Cooperative groups Lab projects and group work Lab projects and content- based discussions Student roleLab projects 1 & 2Lab projects 3 & 4 Learning theoryLearned and read about guided inquiry Guided inquiry workshop through university ModelingInteractions with students DiscourseDiscourse circleContent-based discussions TA roleCourse materials, scenarios Timely grading, office hours GradingSample gradingSample grading & discussions ContentApplication of content during TA completion of lab projects TA-led content-based discussions Other practical course details Student responsibilitiesWaste/safety, sample demonstrations Teaching Assistants (TAs) are essential in quality undergraduate education (e.g. Kendall & Shussler, 2013) and should be supported in their teaching. This study developed and assessed a professional development (PD) for TAs implementing a project-based guided inquiry approach to General Chemistry Labs. Data collection included TA pre/post/delayed-post surveys and interviews. Data was analyzed using t-tests and systematic data analysis (Miles & Huberman, 1994). Results indicate the PD and prior experience influenced TAs content knowledge, teaching beliefs, and perceptions of their role. TAs found modeling, performing experiments, and logistical components of the PD most helpful. Less helpful PD components included educational theory and content-based discussions. Future research focuses on examining TA practice, student outcomes, and transferability of PD to other reforms-based curricula. TA Professional Development TA Beliefs about Teaching PrePostDelayed Score (%) *79.4 n=12, *=significant (p<.05) Significant changes in TA content knowledge following week-long PD but not after weekly follow-up meetings Previously I think as a TA, I am here to answer questions....But now I know it’s better for them to learn something. -Steven, delayed post- interview Lab as an application of content: I think the best way for students to learn is lecture paired with hands-on experience. -Christine, delayed post -survey Lab as a method of learning : I feel like I’m helping them learn science as opposed to just doing science. -Helen, delayed post-interview TA Role CharacteristicsPre(%)Post(%)Delayed(%) Guide/facilitator for lab Encourage multiple methods 000 Provide lab technique feedback Maintain safety Support students acting like scientists Foster discussion Grading Content help Affective Role: A lot of [students] came into it and they really didn’t like chemistry. And some of them at the end were like “Oh, chemistry is okay.” And I was like, “Awesome!” -Christine, delayed post-interview 1 = least favorite role 2 = most favorite role Helpful (%)Unhelpful (%) Survey (n=13) Interview (n=6) Survey (n=13) Interview (n=6) Experiment Logistics Modeling Documents Content Theory Situated Learning Informed the development & implementation of PD using a cognitive apprenticeship model (Lave & Wenger, 1991)