Grant program: Student Learning Experience Grant Program (SLE)

Grant recipient: Megan Barker, Department of Biological Sciences

Project team: Joan Sharp and Erin Barley, Department of Biological Sciences, Liz Steves, research assistant

Timeframe: September 2018 to October 2019

Funding: $5,000

Courses addressed: 

• BISC 101 – General Biology
• BISC 102 – General Biology
  

Description: For this project, we are interested in exploring ways to better support the graduate student learning experience within the TA role of these two service courses. Our initial goal is to understand the TAs themselves: their goals, their experiences within the course, and their personal development over the semester (teaching skills, confidence, perspectives). Next, using this data, we will develop and pilot a semi-structured TA pedagogical training program, integrated in the context of the current TA role. Following our evaluation of the pilot, and beyond the scope of this grant proposal, we hope to expand the program into a format that is regularly included in both courses, regardless of semester or instructor. We aim to impact the learning experience, and teaching skillset, of the TAs in these courses. This project is the first step in a larger model: we envision a common training experience that develops foundational teaching practices for our graduate students, who need these crucial skills in a competitive job market. An additional impact will be on the undergraduate students that learn from these TAs. With increased confidence and skills, TAs will have a positive impact on the learning and experience of undergraduate students.

Tools being used:

• BARSTL questionnaire: Beliefs about Reformed Science Teaching and Learning (Sampson, Enderle, Grooms 2013) - a validated instrument that used to assess teachers' beliefs about science teaching and learning
• ATI questionnaire: Approaches to Teaching Inventory (Trigwell and Prosser 2004) - a validated inventory that measures key aspects of the variation in approaches to teaching
• COPUS: Classroom Observation Protocol for Undergraduate STEM (Smith, Jones, Gilbert, Wieman 2013) - a validated observation protocol that objectively characterizes how faculty and students spend time in the classroom. 

Knowledge sharing: We plan to share our findings within the Department of Biological Sciences via the Department of Graduate Studies Committee, via SFU Summit, the TLC Symposium, and the Teaching Matters series. 

Keywords: graduate student learning experience, teaching skills development, foundational teaching practices, undergraduate learning experience, science teaching and learning, STEM, teaching assistants