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Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program

Hollingsworth, Amy B
http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755

Abstract Details

2013, Doctor of Philosophy, University of Akron, Secondary Education.
The purpose of this study is to demonstrate how Q Methodology can be used as a needs assessment tool for a Biology graduate teaching assistant (GTA) instructional training program. GTAs are used as the instructors of an increasingly diverse population of undergraduate students. GTAs are a diverse population of students with varying amounts of pedagogical preparation, research abilities, and motivation to complete their graduate study. They are often expected to prepare and grade exams, write their own syllabi, design course curriculum, prepare and present lectures, monitor student progress, hold office hours, and assign final grades, all with minimal faculty supervision. Although not all GTAs will become professors, many will, and the teaching assistantship remains the major preparation for their roles as faculty members. Since the majority of science professors have been GTAs, this instructional training program is of critical importance. Approaches to developing instructional training programs for GTAs vary from departmental workshops to campus-wide instructional seminars. Program evaluation is an intrinsic part of assuring that such programs best serve GTA needs, and that GTAs can best fulfill their roles in their respective departments. Q Methodology offers a number of potential advantages over traditional survey techniques for assessing needs of GTAs throughout their graduate school career, allowing program supervisors to evaluate and modify the program relative to GTA needs. Q Methodology allows the researcher to identify and interpret various viewpoints the GTAs hold in regard to graduate school. This is not only important to the supervisors of GTA instructional programs, but to the GTAs. This Q Methodology study led to three GTA viewpoints (“The Emerging Teacher,” “The GTA Who Prefers Research,” and “The Anxious GTA”) that provide insight about GTA and programmatic needs. Q Methodology can provide predictor profiles, or “typologies” that are more useful than simple variables and demographic information for the classification of people, especially within program evaluation (Newman & Ramlo, 2011). “The Anxious GTA” viewpoint, which suggests a group of GTAs who may be at risk for failure in their degree program, may be further investigated for retention and program completion. The results of this study will be used to consider potential changes or updates to the existing training program that may include scaffolding, differentiation, peer or faculty mentoring, or self-directed learning strategies.
Jennifer Milam, Dr. (Advisor)
Susan Ramlo, Dr. (Advisor)
Robert Joel Duff, Dr. (Committee Member)
Gary Holliday, Dr. (Committee Member)
John Nicholas, Dr. (Committee Member)
250 p.
Biology; Education; Teacher Education; Teaching
Q Methodology; Biology; Graduate Teaching Assistants; Needs Assessment; Training Program; Pedagogy; Professional Development; Factor Analysis; Diversity; Future Faculty; Program Evaluation; Scaffolding; Differentiation; Mentoring; Self-Directed Learning

Recommended Citations

Citations

  • Hollingsworth, A. B. (2013). Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755

    APA Style (7th edition)

  • Hollingsworth, Amy. Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program. 2013. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755.

    MLA Style (8th edition)

  • Hollingsworth, Amy. "Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program." Doctoral dissertation, University of Akron, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Akron and OhioLINK.