In this article, we compare the peculiarities of emergency remote teaching (ERT) in the context of the COVID-19 pandemic with in-person and traditional online teaching. A literature review precedes an empirical case study performed by the lead author during his experiences with ERT. The aim of the study was to create a classroom focused on student…

The Learning Assistant (LA) program is a near-peer teaching model with three key components: (i) reevaluation of curriculum and lesson design to incorporate undergraduate LAs as a central part of the course; (ii) a seminar attended by first-time LAs, where they learn about education theory; and (iii) weekly meetings in which LAs and course…

To transition introductory college science courses from large, passive lectures to more student-centered learning environments, additional instructional support is needed. Peer learning assistants (PLAs) can support that transformation by engaging students in interactive discourse and collaborative learning during class activities. PLAs are…

Graduate teaching assistants (TAs) may identify with multiple roles during their introductory biology teaching experiences. This study developed an instrument that measures TA role identity in introductory biology. Initial development and content validation of the Biology Teaching Assistant Role Identity Questionnaire (BTARIQ) occurred in four…

Learning Assistant (LA) programs oversee and support undergraduate instructors and faculty members who work together to facilitate student learning in a variety of classroom settings. The success of an LA program is tied to experiences of the participants; therefore, understanding the perceptions of LAs and faculty is central to driving…

Formative assessment is highly beneficial for student motivation and achievement, but in undergraduate courses, especially large introductory life sciences courses, it may be difficult for instructors to gather the evidence necessary for quality formative assessment. Undergraduate teaching and learning assistants (UTLAs) can help to implement…

The COVID-19 pandemic led to a series of emergency transitions to online learning for academic institutions around the world. Previous studies have shown that undergraduate Learning Assistants (LAs) improve student engagement in classroom activities and learning outcomes. In this article, we describe the design and implementation of an LA program…

Undergraduate and graduate teaching assistants (TAs) are tasked with instructing undergraduate courses with little to no professional development (PD). To better develop PD opportunities, it is important to understand the benefits of improving TAs' self-efficacy and the stressors associated with their roles. This study investigated how stress…

Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning. Using…

Understanding the effectiveness of peer mentor training in online learning environments prepares students for their roles as online peer mentors. In the Learning Assistant peer mentor program, Learning Assistants (LAs) play a crucial role in supporting student learning and engagement in STEM courses. Due to the shift to online learning during the…

The unplanned shift to online instruction due to the COVID-19 pandemic challenged many instructors teaching large-enrollment courses to design learning environments that actively engaged all students. We looked at how one instructor used her instructional team--a group of student assistants with diverse, structured responsibilities--to adapt her…

Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an instructor adopts these more student-centered methods. One such factor is teaching perspective. In this study, we explored the…

Online teaching and learning have become widespread in higher education over the past two decades, and accelerated during the pandemic. Although online learning is expanding and has many benefits, instructors teaching online courses must deal with a variety of demands in online learning environments. Formative assessment and sense of community…

As undergraduate institutions rely more heavily on teaching assistants (TAs) they are simultaneously encouraging implementation of course-based research experiences (CBREs). Due to the dynamic nature of CBREs, it is challenging to assign novice TAs to instruct these types of classes. A 10-week CBRE was designed to guide both TAs and their students…

Early training opportunities for future faculty, namely graduate students and postdoctoral researchers, can better prepare them to use active learning approaches. We know that instructional feedback supports sustained change and motivates instructors to improve teaching practices. Here, we incorporate feedback as a key component of a pedagogical…