ArticleJournal of microbiology & biology education2025
Helping teaching assistants build confidence and community through reciprocal peer observations: a no-budget, low-barrier approach.
Article in Journal of microbiology & biology education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Not just an afterthought: the essentiality of professional development for STEM teaching assistants.Journal of microbiology & biology education · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Teaching assistants (TAs) are incredibly important in our teaching but are often under-supported in their roles-particularly in large courses, with large teams. Depending on instructor workload and TA contract hours, it can be challenging to support the professional development of these key members of the teaching team. To help our TAs develop their teaching and engage in a community of practice, we implemented a reciprocal peer observation. By observing each others' tutorials in a structured way, we promoted a sense of community and collaborative learning among the TAs with only a small investment of time by instructors. We structured these peer visits using COPUS-TA, an observational tool that guides their tutorial visit and feedback conversations. From this process, our TAs increased their sense of confidence and community. This is a relatively simple approach to give TAs professional development and connection to their peers, embedded directly within a large-enrollment undergraduate course.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.