Kevin Hernández García, Alexander H Bower, Ana Elisa García-Vedrenne
{"title":"指导导师:大招生院校研究生助教和本科生学习助理的可扩展专业发展模式","authors":"Kevin Hernández García, Alexander H Bower, Ana Elisa García-Vedrenne","doi":"10.1128/jmbe.00040-25","DOIUrl":null,"url":null,"abstract":"<p><p>Course-based undergraduate research experiences (CUREs) incorporate authentic research into undergraduate curricula, offering significant benefits in student retention, graduation rates, and pursuit of science, technology, engineering, and mathematics (STEM) careers. However, graduate teaching assistants (GTAs) and undergraduate learning assistants (ULAs) rarely receive the specific pedagogical training required for CURE instruction. We share an integrated professional development (PD) model for GTAs and ULAs in a large-enrollment CURE that addresses this need. Our model integrates training for both GTAs and ULAs simultaneously into mandatory instructional meetings, providing just-in-time training for upcoming topics and addressing unique CURE facilitation needs. This PD model has been effective in a CURE with a large instructional team and can be scaled up or down as needed. We present results from a post-pre survey asking instructional team members to reflect on their self-efficacy regarding the nine learning outcomes of the implementation. All learning outcomes show an increase in self-efficacy for GTAs and ULAs. By equipping both GTAs and ULAs to navigate the unique challenges of CURE instruction, this PD model may enhance the overall effectiveness of these valuable undergraduate research experiences.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004025"},"PeriodicalIF":1.6000,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs.\",\"authors\":\"Kevin Hernández García, Alexander H Bower, Ana Elisa García-Vedrenne\",\"doi\":\"10.1128/jmbe.00040-25\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Course-based undergraduate research experiences (CUREs) incorporate authentic research into undergraduate curricula, offering significant benefits in student retention, graduation rates, and pursuit of science, technology, engineering, and mathematics (STEM) careers. However, graduate teaching assistants (GTAs) and undergraduate learning assistants (ULAs) rarely receive the specific pedagogical training required for CURE instruction. We share an integrated professional development (PD) model for GTAs and ULAs in a large-enrollment CURE that addresses this need. Our model integrates training for both GTAs and ULAs simultaneously into mandatory instructional meetings, providing just-in-time training for upcoming topics and addressing unique CURE facilitation needs. This PD model has been effective in a CURE with a large instructional team and can be scaled up or down as needed. We present results from a post-pre survey asking instructional team members to reflect on their self-efficacy regarding the nine learning outcomes of the implementation. All learning outcomes show an increase in self-efficacy for GTAs and ULAs. By equipping both GTAs and ULAs to navigate the unique challenges of CURE instruction, this PD model may enhance the overall effectiveness of these valuable undergraduate research experiences.</p>\",\"PeriodicalId\":46416,\"journal\":{\"name\":\"Journal of Microbiology & Biology Education\",\"volume\":\" \",\"pages\":\"e0004025\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2025-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Microbiology & Biology Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1128/jmbe.00040-25\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Microbiology & Biology Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1128/jmbe.00040-25","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs.
Course-based undergraduate research experiences (CUREs) incorporate authentic research into undergraduate curricula, offering significant benefits in student retention, graduation rates, and pursuit of science, technology, engineering, and mathematics (STEM) careers. However, graduate teaching assistants (GTAs) and undergraduate learning assistants (ULAs) rarely receive the specific pedagogical training required for CURE instruction. We share an integrated professional development (PD) model for GTAs and ULAs in a large-enrollment CURE that addresses this need. Our model integrates training for both GTAs and ULAs simultaneously into mandatory instructional meetings, providing just-in-time training for upcoming topics and addressing unique CURE facilitation needs. This PD model has been effective in a CURE with a large instructional team and can be scaled up or down as needed. We present results from a post-pre survey asking instructional team members to reflect on their self-efficacy regarding the nine learning outcomes of the implementation. All learning outcomes show an increase in self-efficacy for GTAs and ULAs. By equipping both GTAs and ULAs to navigate the unique challenges of CURE instruction, this PD model may enhance the overall effectiveness of these valuable undergraduate research experiences.