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The Web of TPD Reform: A Reflective Tool for Analyzing and Improving Teaching Professional Development Programs for Teaching Assistants

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Title: The Web of TPD Reform: A Reflective Tool for Analyzing and Improving Teaching Professional Development Programs for Teaching Assistants
Language: English
Authors: Adam J. Chouinard (ORCID 0009-0009-1600-0674), Diyala S. Shihadih (ORCID 0000-0001-8204-2543), Star W. Lee (ORCID 0000-0002-2624-7365), Stephanie J. Gutzler (ORCID 0009-0009-5573-6705), Kaleb K. Heinrich, Mitra Asgari (ORCID 0000-0002-3326-9626), Erin E. Shortlidge (ORCID 0000-0001-8753-1178)
Source: Journal of Microbiology & Biology Education. 2025 26(3).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE)
Contract Number: 2142742
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Assistants, Faculty Development, Program Improvement, Evidence Based Practice, Reflection, STEM Education
ISSN: 1935-7877
1935-7885
Abstract: Teaching assistants (TAs) play a pivotal role in the teaching mission of higher education, but too often they are asked to do this important job without adequate teaching professional development (TPD). By receiving training in inclusive and evidence-based teaching practices, TAs can in turn help disseminate effective teaching methods for the benefit of students throughout the nation; as future faculty, TPD also better prepares TAs for their careers, helps solve longstanding problems of inclusion and retention in STEM, and reforms disciplinary educational norms through cultural evolution. Thanks to prior research and advocacy efforts, there is a growing awareness that STEM education needs to do more to help support these instructional allies in the present and to prepare them to do a more effective job teaching the next generation of scientists and citizens. To aid in this disciplinary transformation, we introduce the Web of TPD Reform, an evidence-based reflective tool for creating, improving, and studying TA-TPD. Expanding on the work of the "Building a Better Future STEM Faculty" report, we define 16 features of TA-TPD programs, each of which can be categorized or evaluated on a five-point scale. The web is useful for institutions when envisioning new TA-TPD, as well as for reflecting on and reforming existing TPD programming; it may also serve as a research tool for tracking key metrics of TPD. Here, we describe our rationale, present the TPD Web, walk readers through its use, and discuss example applications.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504521
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Adam+J%2E+Chouinard%22">Adam J. Chouinard</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0009-1600-0674">0009-0009-1600-0674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diyala+S%2E+Shihadih%22">Diyala S. Shihadih</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8204-2543">0000-0001-8204-2543</externalLink>)<br /><searchLink fieldCode="AR" term="%22Star+W%2E+Lee%22">Star W. Lee</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2624-7365">0000-0002-2624-7365</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+J%2E+Gutzler%22">Stephanie J. Gutzler</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0009-5573-6705">0009-0009-5573-6705</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kaleb+K%2E+Heinrich%22">Kaleb K. Heinrich</searchLink><br /><searchLink fieldCode="AR" term="%22Mitra+Asgari%22">Mitra Asgari</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3326-9626">0000-0002-3326-9626</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erin+E%2E+Shortlidge%22">Erin E. Shortlidge</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8753-1178">0000-0001-8753-1178</externalLink>)
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: Teaching assistants (TAs) play a pivotal role in the teaching mission of higher education, but too often they are asked to do this important job without adequate teaching professional development (TPD). By receiving training in inclusive and evidence-based teaching practices, TAs can in turn help disseminate effective teaching methods for the benefit of students throughout the nation; as future faculty, TPD also better prepares TAs for their careers, helps solve longstanding problems of inclusion and retention in STEM, and reforms disciplinary educational norms through cultural evolution. Thanks to prior research and advocacy efforts, there is a growing awareness that STEM education needs to do more to help support these instructional allies in the present and to prepare them to do a more effective job teaching the next generation of scientists and citizens. To aid in this disciplinary transformation, we introduce the Web of TPD Reform, an evidence-based reflective tool for creating, improving, and studying TA-TPD. Expanding on the work of the "Building a Better Future STEM Faculty" report, we define 16 features of TA-TPD programs, each of which can be categorized or evaluated on a five-point scale. The web is useful for institutions when envisioning new TA-TPD, as well as for reflecting on and reforming existing TPD programming; it may also serve as a research tool for tracking key metrics of TPD. Here, we describe our rationale, present the TPD Web, walk readers through its use, and discuss example applications.
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