Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course.

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Mark A Sarvary, Mitra Asgari, Frank R Castelli, Joseph M Ruesch
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Abstract

Practitioners of the mentor mindset in academic settings maintain high standards while providing strong support in and outside the classroom. They encourage the growth mindset by being motivating and transparent, reducing stress, and providing feedback that can help intellectual growth. The mentor mindset is the foundation of the professional development program for undergraduate and graduate student teaching assistants in the largest introductory biology course at Cornell University (Investigative Biology). The professional development program helps these teaching assistants gain pedagogical skills that they can immediately apply in the inquiry-based laboratory course. They provide feedback to each other and help with course improvement. Due to this professional development program, they are equipped with pedagogical and mentoring skills that allow them to do more than just teach the course material. The collaboration among the different groups (undergraduate teaching assistants, graduate teaching assistants, course instructors, and students) mutually benefits everyone. While each group has different reasons for being part of this learning community, they support each other in reaching their goals with the shared mission of developing a high-quality and supportive learning environment. Professional development for undergraduate and graduate teaching assistants must keep their incentives, motivations, and goals in mind and help them collaborate. This article discusses the development of this program over the past two decades and shares the resources to help instructors build similar programs using the mentor mindset.

导师思维在实验课本科生和研究生助教专业发展中的应用。
导师心态的实践者在学术环境中保持高标准,同时在课堂内外提供强有力的支持。他们通过激励和透明、减轻压力和提供有助于智力发展的反馈来鼓励成长型思维。在康奈尔大学最大的生物学入门课程(调查生物学)中,导师心态是本科生和研究生助教专业发展计划的基础。专业发展计划帮助这些助教获得教学技能,他们可以立即应用于探究性实验课程。他们互相提供反馈,帮助改进课程。由于这个专业发展计划,他们配备了教学和指导技能,使他们能够做的不仅仅是教授课程材料。不同群体(本科生助教、研究生助教、课程导师和学生)之间的合作使每个人都受益。虽然每个小组都有不同的原因成为这个学习社区的一部分,但他们相互支持,以实现他们的目标,共同的使命是发展一个高质量和支持性的学习环境。本科和研究生助教的专业发展必须牢记他们的激励、动机和目标,并帮助他们合作。本文讨论了该项目在过去二十年中的发展,并分享了资源,以帮助教师使用导师心态建立类似的项目。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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