Course-based prefaculty training program introduces instructional methods, increases instructor self-efficacy, and promotes professional development

Abstract

Graduate student and postdoctoral teaching assistants receive highly variable preparation for instructional methods because providing such training is often expensive. Therefore, we conducted an intensive, pedagogical boot camp followed by classroom observations, structured professional development discussions about leveraging the experience on the job market, individual exit interviews, and a letter of recommendation. Our data show the participants implemented new pedagogical techniques in their classrooms, showed increased self-efficacy, and reported appreciation for the training experience. Using a clustering analysis of instructional methods, most participants' classrooms were characterized as peer-led collaborative work as opposed to more traditional instructor-led pedagogies. We believe that this low-cost, prefaculty training leads to demonstrable short-term outcomes and is a viable option for institutions with limited resources or personnel.

Keywords: curriculum development; graduate teaching assistant; integration of research into undergraduate teaching; molecular biology; original models for teaching and learning; postdoctoral teaching assistant; professional development; scholarship of teaching and learning; teaching and learning techniques methods and approaches.