ArticleJournal of microbiology & biology education2025
An undergraduate biology pedagogy course curriculum for instructional apprentices.
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 3 papers.
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
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Who cites it
3 citing papers in PubMed.
- Maximizing the Value of Learning Assistants for Students' Belonging, Mattering, and Confidence in Gateway STEM Courses.CBE life sciences education · 2026Article
- Examination of undergraduate learning assistants' science communication and science teaching approaches.Journal of microbiology & biology education · 2026Article
- 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
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Undergraduate instructional apprentices, which include undergraduate teaching assistants, learning assistants, or supplemental instruction tutors, must develop skills in facilitating student discussions while ideally gaining a deeper understanding of how students learn. A formal pedagogy course accompanying these teaching experiences is a key component of training. However, there are limited resources available for a complete curriculum that can be adopted for pedagogy courses for undergraduate instructional apprentices. Here, we present a pedagogy course aimed at first-time biology undergraduate instructional apprentices (typically second-, third-, and fourth-year students). The course is designed for 10 hours of instruction and introduces students to multiple topics: (i) classroom community and how students learn, (ii) mindset, (iii) instructor immediacy and non-content talk, (iv) questioning strategies, (v) active and collaborative learning, (vi) academic integrity, (vii) equity, diversity, and inclusion in the classroom, (viii) the science of learning, (ix) teaching with technology, (x) metacognition and self-regulated learning strategies, and (xi) student feedback. This curriculum draws on resources for training learning assistants and expands on topics that may be more applicable for training teaching assistants. In this curriculum article, we present our course curriculum, materials, and evidence that this course supported growth in student pedagogical skills. The curriculum as a whole can be implemented for new course development, but each module or individual assignment can also be adapted to existing pedagogy courses.
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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.