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BioTAP Conference

Biology Teaching Assistant Project

2019 Virtual Conference

Was held Tuesday, November 19, Noon – 4:25 PM EST

Recordings of conference presentations can be found here:

Timestamps for each talk (Austin and Offerdahl talks are not in the recordings because the data cannot be shared at this time):

0 Beth
18:20 Cassie Mattox
38:00 Melody Danley
47:48 Zeynab Badreddine
57:30 Joshua Reid
1:17:00  Hillary Barron 
1:26:28 Elaine Klein
1:36:00 Frank Castelli
1:46:50 Emily Royse
1:56:00 Matthew Simon



BioTAP 2019 Virtual Conference Abstracts

Noon – 12:20       Introduction to the Conference and BioTAP

12:20 – 12:40        

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)

12:40 – 12:50      

Feedback Hit or Miss: Biology Graduate Students Teaching Scientific Writing Skills to Undergraduates, Melody Danley*, Sheyanne Trent, and Trey Grant, University of Kentucky

12:50 – 1:00

Procedure vs. Meaning: Capturing Lab GTAs Interactions With Students Iin Video Recordings, Iglika Pavlova, Zeynab Badreddine*, and Meg Horton*, UNC Greensboro

1:00 – 1:45           Conference Keynote 

Networking for Change: Improving Teaching Professional Development Through Connections, Collaboration, and Community

Ann Austin, Michigan State University

1:45 – 2:05

A Comparison of Biology Graduate Students Teaching and Research Professional Networks, Joshua Reid* and Grant Gardner, Middle Tennessee State University

2:05 – 2:15

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)

2:15 – 2:45

            BREAK (get a snack, walk around, come back!)

2:45 – 3:30           Conference Keynote

Building capacity for GTA pedagogical professional development: The role of communities of practice

Erika Offerdahl, Washington State University

3:30 – 3:40

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)

3:40 – 3:50

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    

3:50 – 4:00

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

4:00 – 4:20          

Examining the Impact of Responsive Teaching PD for Biology TAs, Matthew Simon* and Julia Gouvea, Tufts University

4:20 – 4:25

Conference Wrap-up



2018 Conference

On Monday, October 29, 2018, BioTAP held an online “Virtual” Conference!

Talk recordings can be found at this link:

Time stamps for speakers:

  • 0:00 Mark Connolly
  • 43 min Nancy Pelaez
  • 1:02 Linda Fuselier
  • 1:22 Christopher Trimby
  • 1:41 Emma Goodwin
  • 1:59 Adam Chouinard
  • 2:18 Francesca Williamson
  • 2:26 Ash Heim
  • 2:36 Beth Schussler

Check out the talks: BioTAP 2018 Virtual Conference Abstracts.

Conference schedule:

Noon – 12:05       Welcome!


12:05 – 12:50          Conference Keynote – 30-minute presentation; 10-minute discussion

Building a Better Future STEM Faculty: How Teaching Development Programs can Improve Undergraduate STEM Education

Mark Connolly (, University of Wisconsin, Madison


12:50 – 4:00         Invited and Submitted Presentations (*BioTAP Scholars); 13 minutes for presentation; 5 minutes for discussion


12:50 – 1:10

The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants

Star Lee* (, University of California, Riverside


1:10 – 1:30

Exploring Biological Evidence by Training Lab Instructors to Focus on Theory Understanding and Theory Application when Undergraduate Students Test the Hardy-Weinberg Equilibrium Model with Zebrafish

Nancy Pelaez (, Chaonan Liu, Ala Samarapungavan, Kari Clase, Stephanie Gardner, Shiyao Liu, Soo Won Shim, and Sharleen Flowers, Purdue University


1:30 – 1:50

Characterizing GTA Epistemic Beliefs in Science as a Social Endeavor

Linda Fuselier* (, Justin McFadden, and Kat Ray-King, University of Louisville


1:50 – 2:10

Impact of a Graduate Teaching Assistant (GTA) Training Program on GTA Approaches, Self-efficacy, and Knowledge of Student-centered Learning

Heather Vance-Chalcraft* (, East Carolina University


2:10 – 2:30  BREAK (get a sip of water, walk around, come back!)


2:30 – 2:50

Assessment of the Teaching Fellows Program and its Impacts

Christopher Trimby* (, University of Delaware, and Cara Theisen and Janet Branchaw, University of Wisconsin, Madison


2:50 – 3:10

Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?

Emma C. Goodwin ( and Erin E. Shortlidge*, Portland State University


3:10 – 3:30

Graduate Teaching Assistant (GTA) Training and Development at Oregon State University

Adam Chouinard* (, Oregon State University


3:30 – 3:50 Lightning Talks! (5 minute talks with 2 minutes of questions)

Graduate Women in STEM Teaching Fellows Program

Francesca Williamson ( and Kerri Donohue, Indiana University

Graduate Teaching Assistants’ (GTAs) Perceptions of Introductory Biology Course-based Undergraduate Research Experiences (CUREs)

Ash Heim (, University of Northern Colorado


3:50 – 4:00           Closing and BioTAP Chat

Building Capacity for Research on GTA Teaching Professional Development: BioTAP in Action

Grant Gardner, Gili Marbach-Ad, Kristen Miller, Judith Ridgway, and Beth Schussler (