Tuesday Nov. 19
Conference talks were captured as a single recording, available at:
https://drive.google.com/drive/folders/1Gg0c1gkXZXNEGlNbA0HepWrFSzt4o46_?usp=sharing
Times listed in the table below indicate when in the recording each session begins; “NR” indicates a presentation was not in the recording because the data cannot be shared at this time). Download the 2019 Conference abstracts here.
| Title | Speaker | Time |
| Introduction to Conference & BioTAP | Beth Schussler (University of Tennessee, Knoxville) | 0:00 |
| The Prism Model: A Novel Approach to Graduate Teaching Assistants’ (GTAs’) Pedagogical Content Knowledge (PCK) Professional Development | Cassie Mattox, Nova Southeastern University (currently at Maryville University) | 0:18 |
| Feedback Hit or Miss: Biology Graduate Students Teaching Scientific Writing Skills to Undergraduates | Melody Danley, Sheyanne Trent, and Trey Grant, University of Kentucky | 0:38 |
| Procedure vs. Meaning: Capturing Lab GTAs Interactions With Students In Video Recordings | Iglika Pavlova, Zeynab Badreddine, and Meg Horton, UNC Greensboro | 0:47 |
| Networking for Change: Improving Teaching Professional Development Through Connections, Collaboration, and Community | Ann Austin, Michigan State University | NR |
| A Comparison of Biology Graduate Students Teaching and Research Professional Networks | Joshua Reid and Grant Gardner, Middle Tennessee State University | 0:57 |
| Innovations in Inclusive Practices: Training Biology Teaching Assistants in Culturally Responsive Science Teaching | Hillary Barron (University of Minnesota), Julie Brown (University of Florida), and Sehoya Cotner (University of Minnesota) | 1:17 |
| Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching? | Emma C. Goodwin (e.c.goodwin@pdx.edu) and Erin E. Shortlidge, Portland State University | NR |
| Keynote – Building capacity for GTA pedagogical professional development: The role of communities of practice | Erika Offerdahl, Washington State University | NR |
| The Science Teaching Experience Program for Upcoming PhDs (STEP-UP): Designing for Effective & Inclusive Instructors | Elaine Klein, (University of Washington-Seattle) Ben Wiggins (University of Washington-Seattle), Rebecca Price (UW-Bothell), and Rich Gardner (University of Washington-Seattle) | 1:26 |
| What GTAs Anticipate to be the Long-term Costs and Benefits of an Intro Bio Lab Assistantship with TPD | Frank R. Castelli and Mark A. Sarvary, Cornell University | 1:36 |
| Can Graduate Students Use Concept Inventories Too?: A Case Study with the Homeostasis Concept Inventory | Emily Royse, Alexandra A. Vita, Nicholas A. Pullen, and Emily A. Holt, University of Northern Colorado | 1:47 |
| Examining the Impact of Responsive Teaching PD for Biology TAs | Matthew Simon and Julia Gouvea, Tufts University | 1:56 |
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