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2024
Spring
Empowering Graduate Teaching Assistants in STEM:
Collaborative Action Research and TA’s Professional Agency
NARST
March 17, 2024
Abdul Rauf
Department of Chemistry
University of Illinois, Chicago
Minjung Ryu, PhD
Department of Chemistry
Learning Sciences Research Institute
University of Illinois, Chicago
Park, C., & Ramos, M. (2002). Journal of Graduate
Education,3(2), 47-53
The Donkey in the Department?
Insights into the Graduate
Teaching Assistant
(GTA) experience in the UK
GRADUATE TEACHING ASSISTANT(GTAs) IN HIGHER
EDUCATION SETTINGS
GTAs have been an integral part of higher education for the past half-century
(Allen and Paesani, 2022)
But, What’s going on…
?
GRADUATE TEACHING ASSISTANT(GTAS) CHALLENGES IN
HIGHER EDUCATION SETTINGS
?
GRADUATE TEACHING ASSISTANT(GTAS) CHALLENGES IN
HIGHER EDUCATION SETTINGS
Professional
Identity
Challenges
Power and Agency
Related Issues
Lack of PD
Programs
OUR APPROACH:
USE COLLABORATIVE ACTION
RESEARCH AS PROFESSIONAL
DEVELOPMENT STRATEGY
RESEARCH ON THE PROCESS
Understand how CAR
affects GTAs'
professional agency
Capture nuances of GTA’s
professional agency
2 Goals
ENGAGE GRADUATE TA (GTA) IN
COLLABORATIVE ACTION RESEARCH (CAR)
2 Goals
LEVERAGING COLLABORATIVE ACTION RESEARCH
FOR GTAs’ PROFESSIONAL DEVELOPMENT
WHY ACTION RESEARCH?
As a professional development strategy, Action Research:
•Emphasizes classroom-based self-inquiry
•Promote self-reflection and evaluation
(Goodnough 2001, 2016; Kemmis et al. 2014; Koutselini 2008;
Koutselini and Patsalidou 2015).
Professional development via
traditional methods
Focuses on transmission of
knowledge from an expert to
practitioners via workshops and
meetings
Individual concerns not valued
much
Little to no reflection process
involved
Practice-based, situation-based, context-specific
Bridges the gap between theory and practice
Professional
development
via Action
Research Foregrounds the agency of practitioners
Participant-driven; Self-inquiry; Active strategy
Contributes to social and cultural transformation
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing
professional agency at work. Educational research review,10, 45-65.
THEORETICAL FRAMEWORK
Professional Agency Within A Subject-centered Socio-cultural Framework
Etelapelto (2013)
PROFESSIONAL SUBJECTS’
Professional identity
(commitments, ideals,
motivations, interests, goals)
Professional knowledge and
competencies
Work history and experience
SOCIO-CULTURAL SUBJECTS
CONDITIONS OF THE
WORKPLACE
Material circumstances
Physical artifacts
Power relations
Work cultures
Discourses
Subject positions
Agency
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing
professional agency at work. Educational research review,10, 45-65.
THEORETICAL FRAMEWORK
Professional Agency Within A Subject-centered Socio-cultural Framework
Etelapelto (2013)
PROFESSIONAL SUBJECTS’
Professional identity
(commitments, ideals,
motivations, interests, goals)
Professional knowledge and
competencies
Work history and experience
SOCIO-CULTURAL SUBJECTS
CONDITIONS OF THE
WORKPLACE
Material circumstances
Physical artifacts
Power relations
Work cultures
Discourses
Subject positions
Professional
Agency
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing
professional agency at work. Educational research review,10, 45-65.
THEORETICAL FRAMEWORK
Professional Agency Within A Subject-centered Socio-cultural Framework
Etelapelto (2013)
PROFESSIONAL SUBJECTS’
Professional identity
(commitments, ideals,
motivations, interests, goals)
Professional knowledge and
competencies
Work history and experience
SOCIO-CULTURAL SUBJECTS
CONDITIONS OF THE
WORKPLACE
Material circumstances
Physical artifacts
Power relations
Work cultures
Discourses
Subject positions
Professional
Agency
is practiced when professional
subjects and/or communities exert
influence, make choices and take
stances in ways that affect their
work and/or their professional
identities
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing
professional agency at work. Educational research review,10, 45-65.
THEORETICAL FRAMEWORK
Professional Agency Within A Subject-centered Socio-cultural Framework
Etelapelto (2013)
PROFESSIONAL SUBJECTS’
Professional identity
(commitments, ideals,
motivations, interests, goals)
Professional knowledge and
competencies
Work history and experience
SOCIO-CULTURAL SUBJECTS
CONDITIONS OF THE
WORKPLACE
Material circumstances
Physical artifacts
Power relations
Work cultures
Discourses
Subject positions
Professional
Agency
is practiced when professional
subjects and/or communities exert
influence, make choices and take
stances in ways that affect their
work and/or their professional
identities
1
STUDY SETTING
2
vTen 90-minutes long,
biweekly meetings,
covering 4 phases:
•Plan
•Act
•Observe
•Reflect
3
SPRING 2023
vConducted within the Chemistry
Department at a research-intensive
university
vCollaborative Action Research (CAR)
between chemistry education
researchers and a senior graduate
Teaching Assistant teaching
undergraduate inorganic chemistry
vDuration: 1 Semester
CAR IMPLEMENTATION
DATA COLLECTION
vTA’a reflection journal
vResearcher’s field notes
vMeeting discourse
vExit interview with TA
METHODS
4
DATA ANALYSIS
5 6
DEVELOPING CODES
vIterative code
generation by
employing both a priori
and emergent coding
strategies
vIdentified segments in
exit interview and coded
relevant segments
vGenerated overarching
themes
vTriangulated with other
data sources
REPORTING
FINDINGS
OUR COLLABORATIVE ACTION RESEARCH MODEL
KEY FINDINGS
How did the TA practice his
Professional Agency?
What are the factors that
influenced TA’s Professional
Agency
How did participation in
CAR affect the TA’s
Professional Agency
Let’s have a look at
KEY FINDINGS
“Since I wasn't formally teaching that course, I say formally because
since I'm the super senior TA, always involved with the course
somehow. Yeah. And so I worked with TAs both for the project to
make sure they were informed about what I was trying to do. So we
had a couple of meetings leading up to it and then in the actual
implementation phase, we sort of tried to work with the TAs and if
because none of them had taught that lab before, it was actually
interesting to see because there are sometimes we had to
intervene to make sure information was correct” (Exit interview)
How did the TA
exert his
Professional
Agency
KEY FINDINGS
“Since I wasn't formally teaching that course, I say formally because
since I'm the super senior TA, always involved with the course
somehow. Yeah. And so I worked with TAs both for the project to
make sure they were informed about what I was trying to do. So we
had a couple of meetings leading up to it and then in the actual
implementation phase, we sort of tried to work with the TAs and if
because none of them had taught that lab before, it was actually
interesting to see because there are sometimes we had to
intervene to make sure information was correct” (Exit interview)
How did the TA
exert his
Professional
Agency
Used his experience
and work history as a
rationale to exert an
influence
KEY FINDINGS
“Since I wasn't formally teaching that course, I say formally because since I'm the super senior TA,
always involved with the course somehow. Yeah . And so I worked with TAs both for the project to
make sure they were informed about what I was trying to do. So we had a couple of meetings
leading up to it and then in the actual implementation phase, we sort of tried to work with the TAs
and if because none of them had taught that lab before, it was actually interesting to see because
there are sometimes we had to intervene to make sure information was correct” (Exit interview)
How did the TA
exert his
Professional
Agency
Used his experience
and work history as a
rationale to exert an
influence “So with Abdul, we worked very closely in actually developing the lab. He
had just as heavy of a hand. He leaned on me for the ideas and then he
the theory, which is actually really nice…… With Jake, it was feedback
mostly. So when we came to something and I was questioning whether to
go one way or another and usually use Jake as a sounding board to see
if that made sense in his experience, since he's taught the course many
times” (Exit interview)
KEY FINDINGS
“Since I wasn't formally teaching that course, I say formally because since I'm the super senior TA,
always involved with the course somehow. Yeah . And so I worked with TAs both for the project to
make sure they were informed about what I was trying to do. So we had a couple of meetings
leading up to it and then in the actual implementation phase, we sort of tried to work with the TAs
and if because none of them had taught that lab before, it was actually interesting to see because
there are sometimes we had to intervene to make sure information was correct” (Exit interview)
How did the TA
exert his
Professional
Agency
Used his experience
and work history as a
rationale to exert an
influence “So with Abdul, we worked very closely in actually developing the lab. He
had just as heavy of a hand. He leaned on me for the ideas and then he
had the theory, which is actually really nice…… With Jake, it was feedback
mostly. So when we came to something and I was questioning whether to
go one way or another and usually use Jake as a sounding board to see
if that made sense in his experience, since he's taught the course many
times” (Exit interview)
Made decisions within
the collaboration
dynamics
KEY FINDINGS
“Since I wasn't formally teaching that course, I say formally because since I'm the super senior TA,
always involved with the course somehow. Yeah . And so I worked with TAs both for the project to
make sure they were informed about what I was trying to do. So we had a couple of meetings
leading up to it and then in the actual implementation phase, we sort of tried to work with the TAs
and if because none of them had taught that lab before, it was actually interesting to see because
there are sometimes we had to intervene to make sure information was correct” (Exit interview)
How did the TA
exert his
Professional
Agency
Used his experience
and work history as a
rationale to exert an
influence
“So with Abdul, we worked very closely in actually developing the lab. He had just as heavy of a
hand. He leaned on me for the ideas and then he had the theory, which is actually really nice……
With Jake, it was feedback mostly. So when we came to something and I was questioning whether to
go one way or another and usually use Jake as a sounding board to see if that made sense in his
experience, since he's taught the course many times” (Exit interview)
Made decisions within
the collaboration
dynamics “Instead of asking them (students) what would happen to one orbital, which
was Jake's suggestion, I want to see how they, if they can identify more
than one orbital, will be moving… I think that's more insightful… I
guess… in a response” (Meeting 6, Feb 28, 2023).
KEY FINDINGS
“Since I wasn't formally teaching that course, I say formally because since I'm the super senior TA,
always involved with the course somehow. Yeah . And so I worked with TAs both for the project to
make sure they were informed about what I was trying to do. So we had a couple of meetings
leading up to it and then in the actual implementation phase, we sort of tried to work with the TAs
and if because none of them had taught that lab before, it was actually interesting to see because
there are sometimes we had to intervene to make sure information was correct” (Exit interview)
How did the TA
exert his
Professional
Agency
Used his experience
and work history as a
rationale to exert an
influence
“So with Abdul, we worked very closely in actually developing the lab. He had just as heavy of a
hand. He leaned on me for the ideas and then he had the theory, which is actually really nice……
With Jake, it was feedback mostly. So when we came to something and I was questioning whether to
go one way or another and usually use Jake as a sounding board to see if that made sense in his
experience, since he's taught the course many times” (Exit interview)
Made decisions within
the collaboration
dynamics “Instead of asking them (students) what would happen to one orbital, which
was Jake's suggestion, I want to see how they, if they can identify more
than one orbital, will be moving… I think that's more insightful… I
guess… in a response” (Meeting 6, Feb 28, 2023).
Ownership in the
designing of
intervention
KEY FINDINGS
“I think I maybe only one actually looked at the exercise in its
entirety beforehand (before going for the lab) and training exercises.
Yeah.. And I think most of them maybe very briefly read through the lab
and that was it. And so I think that's a very normal thing for most TAs,
as most TAs aren't interested in the education, that education aspect of
their Ph.D. I've seen so”
What are the
factors that
influenced TA’s
Professional Agency
KEY FINDINGS
“I think I maybe only one actually looked at the exercise in its
entirety beforehand (before going for the lab) and training exercises.
Yeah…. And I think most of them maybe briefly read through the lab
and that was it. And so I think that's a very normal thing for most TAs,
as most TAs aren't interested in education, that education aspect of
their Ph.D. I've seen so”
What are the
factors that
influenced TA’s
Professional Agency
Work culture: Priorities
of TAs in the
department
KEY FINDINGS
“I think I maybe only one actually looked at the exercise in its entirety beforehand (before going
for the lab) and training exercises. Yeah…. And I think most of them maybe briefly read through
the lab and that was it. And so I think that's a very normal thing for most TAs, as most TAs aren't
interested in education, that education aspect of their Ph.D. I've seen so”
What are the
factors that
influenced TA’s
Professional Agency
“I've also always been interested in education, the education aspect
of my Ph.D. and how I can sort of pass off the information I've gotten
and the experiences I've had. So Jake has always known that and he
pointed he sort of earmarked me for this as well. He had there is some
funding set aside, I know, with the project”
Work culture: Priorities
of TAs in the
department
KEY FINDINGS
“I think I maybe only one actually looked at the exercise in its entirety beforehand (before going
for the lab) and training exercises. Yeah…. And I think most of them maybe briefly read through
the lab and that was it. And so I think that's a very normal thing for most TAs, as most TAs aren't
interested in education, that education aspect of their Ph.D. I've seen so”
What are the
factors that
influenced TA’s
Professional Agency
Work culture: Priorities
of TAs in the
department
“I've also always been interested in education, the education aspect
of my Ph.D. and how I can sort of pass off the information I've gotten
and the experiences I've had. So Jake has always known that and he
pointed he sort of earmarked me for this as well. He had there is some
funding set aside, I know, with the project”
Professional identity
(interest in education
and teaching)
Funding from IUSE
(Material circumstances)
Advisor’s recognition of
TA’s intertest in
education
KEY FINDINGS
”I always tried to listen to the students, but I would never I've never asked a
student, how do you think we could improve this exercise or how do
you think we could improve this lab? Ye ah, I sort of had the. I get that
worldview. That's the wrong word. The the tendency to think students
don't know the material well enough necessarily to be able to have an
informed decision on the matter. Yeah, or I don't know. I don't necessarily
believe that now. Yeah, I do think students should have a very insightful
perspective, especially students who are very engaged”
How did
participation in
CAR affect the TA’s
Professional
Agency
KEY FINDINGS
”I always tried to listen to the students, but I would never I've never asked
a student, how do you think we could improve this exercise or how do
you think we could improve this lab? Yeah, I sort of had the. I get that
worldview. That's the wrong word. The the tendency to think students
don't know the material well enough necessarily to be able to have an
informed decision on the matter. Yeah, or I don't know. I don't necessarily
believe that now. Ye ah, I do think students should have a very insightful
perspective, especially students who are very engaged”
How did
participation in
CAR affect the TA’s
Professional
Agency
Change in
perspectives
Negotiating
Professional identity
Creative initiative
towards improving
traditional practices
KEY FINDINGS
”I always tried to listen to the students, but I would never I've never asked a student, how do you
think we could improve this exercise or how do you think we could improve this lab? Yeah, I sort
of had the. I get that worldview. That's the wrong word. The the tendency to think students don't
know the material well enough necessarily to be able to have an informed decision on the matter.
Yeah , or I don't know. I don't necessarily believe that now. Yeah, I do think students should have a
very insightful perspective, especially students who are very engaged”
How did
participation in
CAR affect the TA’s
Professional
Agency
Change in
perspectives
Negotiating
Professional identity
Creative initiative
towards improving
traditional practices
“I would like to continue to learn more as I go through the next cycle
of intervention, which I know you all want to help with another
course. So I imagine I will be more on my own, more so now that I do
have the tools and I think I have been set up to be able to as as much as I
would love to lean on Abdul for, for all the aspects of the chemical
education,
KEY FINDINGS
”I always tried to listen to the students, but I would never I've never asked a student, how do you
think we could improve this exercise or how do you think we could improve this lab? Yeah, I sort
of had the. I get that worldview. That's the wrong word. The the tendency to think students don't
know the material well enough necessarily to be able to have an informed decision on the matter.
Yeah , or I don't know. I don't necessarily believe that now. Yeah, I do think students should have a
very insightful perspective, especially students who are very engaged”
How did
participation in
CAR affect the TA’s
Professional
Agency
Change in
perspectives
Negotiating
Professional identity
Creative initiative
towards improving
traditional practices
“I would like to continue to learn more as I go through the next cycle
of intervention, which I know you all want to help with another
course. So I imagine I will be more on my own, more so now that I do
have the tools and I think I have been set up to be able to as as much as I
would love to lean on Abdul for, for all the aspects of the chemical
education,
Goal and motivation
to continue to
transform
TA’s past experiences in
education and outreach
Work history (TAed same course
for 6 times) in the department
Interest in education aspect
Competency and subject
knowledge
Funding from IUSE Project
(material circumstances)
Advisor’s interest in education
projects
Positionality as a Senior TA
TAs’ low interest in education/
teaching
Peer dialogues
Agency
FINDINGS SUMMARY
TA’s past experiences in
education and outreach
Work history (TAed same course
for 6 times) in the department
Interest in education aspect
Competency and subject
knowledge
Funding from IUSE Project
(material circumstances)
Advisor’s interest in education
projects
Positionality as a Senior TA
TAs’ low interest in education/
teaching
Peer dialogues
Professional
Agency
FINDINGS SUMMARY
TA’s past experiences in
education and outreach
Work history (TAed same course
for 6 times) in the department
Interest in education aspect
Competency and subject
knowledge
Funding from IUSE Project
(material circumstances)
Advisor’s interest in education
projects
Positionality as a Senior TA
TAs’ low interest in education/
teaching
Peer dialogues
Professional
Agency
vCollaborated with stake holders
vNavigated challenges
vCreated materials for CAR (Prelab, video etc.)
vTook ownership of the process
vChanged his perspectives/ beliefs
FINDINGS SUMMARY
LIMITATIONS
vStudy involved only one TA
vResearcher was facilitator of the CAR as well
vResearcher was a graduate student in the same department
ACKNOWLEDGEMENTS
This work was supported
by National Science
Foundation
NSF-DUE 2111446
Ryu Group members
•Roshni Bano
•Qiuyan Wu
•Fati Alipour
Peers from UIC CER community
•Ashley Manning
•Adrian Wierzchowski
•Robert Milligan
Minjung Ryu, PhD.
PhD Advisor
Project Co-PI
Department of Chemistry
Learning Sciences Research Institute
University of Illinois at Chicago
Donald J. Wink, PhD.
Project PI
Department of Chemistry
Learning Sciences Research Institute
University of Illinois at Chicago
•Maggie O'Brien
•Fatima Ali
•Mee na
•Adeesha Jayathilaka
•Jacob Markut
•Mustafa Demirbuga
•Jim Coombs