A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing

Graduate teaching assistants (GTAs) who are English language learners at American institutions often endure xenophobia, pressures to conform to American culture, and visa restrictions on working. Quantitative data we collected from the Introduction to Biology Laboratory course taught at a large R1 u...

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Detalles Bibliográficos
Autores principales: Walsh, Lisa L., Jia, Zhigang, Vernon, Julianne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society of Microbiology 2020
Materias:
Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7148152/
https://www.ncbi.nlm.nih.gov/pubmed/32313600
http://dx.doi.org/10.1128/jmbe.v21i1.1959
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author Walsh, Lisa L.
Jia, Zhigang
Vernon, Julianne
author_facet Walsh, Lisa L.
Jia, Zhigang
Vernon, Julianne
author_sort Walsh, Lisa L.
collection PubMed
description Graduate teaching assistants (GTAs) who are English language learners at American institutions often endure xenophobia, pressures to conform to American culture, and visa restrictions on working. Quantitative data we collected from the Introduction to Biology Laboratory course taught at a large R1 university indicate paper grading discrepancies between international and domestic GTAs. Qualitative data highlight international GTAs’ concerns regarding grading load and language barriers. To alleviate the burden on international GTAs, we provide a professional development activity for professors to use in course planning meetings based on feedback from GTAs. Group reflection, discussion, and modification of a rubric are recommended in order to train GTAs in assessing scientific writing to collaboratively build expectations as a teaching team.
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spelling pubmed-71481522020-04-20 A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing Walsh, Lisa L. Jia, Zhigang Vernon, Julianne J Microbiol Biol Educ Articles Graduate teaching assistants (GTAs) who are English language learners at American institutions often endure xenophobia, pressures to conform to American culture, and visa restrictions on working. Quantitative data we collected from the Introduction to Biology Laboratory course taught at a large R1 university indicate paper grading discrepancies between international and domestic GTAs. Qualitative data highlight international GTAs’ concerns regarding grading load and language barriers. To alleviate the burden on international GTAs, we provide a professional development activity for professors to use in course planning meetings based on feedback from GTAs. Group reflection, discussion, and modification of a rubric are recommended in order to train GTAs in assessing scientific writing to collaboratively build expectations as a teaching team. American Society of Microbiology 2020-04-10 /pmc/articles/PMC7148152/ /pubmed/32313600 http://dx.doi.org/10.1128/jmbe.v21i1.1959 Text en ©2020 Author(s). Published by the American Society for Microbiology This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
spellingShingle Articles
Walsh, Lisa L.
Jia, Zhigang
Vernon, Julianne
A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing
title A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing
title_full A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing
title_fullStr A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing
title_full_unstemmed A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing
title_short A Professional Development Activity to Better Support International Graduate Teaching Assistants in Evaluating Scientific Writing
title_sort professional development activity to better support international graduate teaching assistants in evaluating scientific writing
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7148152/
https://www.ncbi.nlm.nih.gov/pubmed/32313600
http://dx.doi.org/10.1128/jmbe.v21i1.1959
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