Evidence map›Paper›PMID 42856956›Full record

ArticleIntegrative organismal biology (Oxford, England)2026

A Professional Development Model for Training Biology GTAs in Equitable Teaching: Implementation and Evaluation at Two Minority-Serving Institutions.

J R Vidrio, O M Takano, L M Hartley, J C Danek, C P Hedberg, S Kuchynka, P T Le, S Levine, M C Murphy, J R Pollard and 4 more

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Article in Integrative organismal biology (Oxford, England), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

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0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

J R VidrioDepartment of Integrative Biology, University of Colorado Denver, 1151 Arapahoe St, Denver CO 80204, USA.ORCID https://orcid.org/0009-0000-4407-3314
O M TakanoDepartment of Biology, University of New Mexico, Castetter Hall MSC03-2020, 219 Yale Blvd NE, Albuquerque, NM 87131-0001, USA.
L M HartleyDepartment of Integrative Biology, University of Colorado Denver, 1151 Arapahoe St, Denver CO 80204, USA.
J C DanekCoalition of Urban Serving Universities, 1220 L St NW Suite 1000, WA, DC 20005, USA.
C P HedbergDepartment of Biology, University of New Mexico, Castetter Hall MSC03-2020, 219 Yale Blvd NE, Albuquerque, NM 87131-0001, USA.
S KuchynkaEquity Accelerator, 1101 E 10th St Bloomington, IN 47405, USA.
P T LeDepartment of Integrative Biology, University of Colorado Denver, 1151 Arapahoe St, Denver CO 80204, USA.
S LevineCenter for Teaching and Learning, University of New Mexico, MSC05 3020 1 University of New Mexico, Albuquerque, NM 87131-0001, USA.
M C MurphyEquity Accelerator, 1101 E 10th St Bloomington, IN 47405, USA.
J R PollardCenter for Teaching and Learning, University of New Mexico, MSC05 3020 1 University of New Mexico, Albuquerque, NM 87131-0001, USA.
K RyanEquity Accelerator, 1101 E 10th St Bloomington, IN 47405, USA.
F F ScheidemanDepartment of Integrative Biology, University of Colorado Denver, 1151 Arapahoe St, Denver CO 80204, USA.
S D SpongCenter for Teaching and Learning, University of New Mexico, MSC05 3020 1 University of New Mexico, Albuquerque, NM 87131-0001, USA.
S Maliakal-WittDepartment of Biology, University of New Mexico, Castetter Hall MSC03-2020, 219 Yale Blvd NE, Albuquerque, NM 87131-0001, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Graduate Teaching Assistants (GTAs) play a critical role in undergraduate biology education, yet rarely receive training in the inclusive teaching practices that support student belonging, growth mindset, and persistence in STEM. Many GTAs are future faculty, department chairs, and course designers, and investing in their development early represents an opportunity to improve undergraduate experiences at scale. Here we describe the SEP-GTA professional development model, adapted from the Student Experience Project (SEP) for university faculty, and its implementation at two minority-serving research universities. The model is founded around three pillars: a GTA community of practice with peers, evidence-based inclusive teaching practices rooted in growth mindset and belonging research, and collection of formative feedback from students. We present program evaluation data showing that after participating in the program, GTAs had higher endorsement of growth mindset beliefs (ranging from +5% to +11% across items), greater familiarity (+16%) and comfort with (+12%) using evidence-based teaching practices, increased interest in professional development (+18%), and greater perception of departmental support (+11%). After the training, 13 of the 16 specific teaching strategies were used by more than 80% of GTAs in their introductory biology laboratory and lecture courses. The SEP-GTA resources are freely available and flexible enough to be adapted across institutional contexts, making this model a practical starting point for institutions looking to invest in GTA professional development and build learning environments where all students feel they belong and can succeed.

Identifiers

PMID42856956
PMCPMC13650479

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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.