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Supporting Academic Career Pathways for Graduate Student Instructors through Targeted Educational Development

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Title: Supporting Academic Career Pathways for Graduate Student Instructors through Targeted Educational Development
Language: English
Authors: James E. Gentry, Shannon Stoker, Lesley Leach, Aimee Shouse
Source: InSight: A Journal of Scholarly Teaching. 2025 20.
Availability: Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: https://insightjournal.net/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Teaching Assistants, Career Pathways, Faculty Development, Program Effectiveness, Teacher Competencies, Self Efficacy, Undergraduate Students, Student Attitudes, Feedback (Response)
ISSN: 1933-4850
1933-4869
Abstract: This study investigated the role of Graduate Student Instructors (GSIs) in higher education and focused on their self-efficacy, pedagogical training, and performance. Given the expanding employment of GSIs and the influence of their teaching efficacy on undergraduate education, this research examined the effectiveness of a structured professional development program designed to enhance GSIs' teaching capabilities. Quantitative and qualitative methods were employed to assess GSIs' self-efficacy through surveys, exit slips, and student evaluations to gauge the educational impact. The findings indicated a notable and significant increase in GSIs' self-efficacy post-intervention, with positive feedback on teaching practices from undergraduate students. The findings underscore the importance of professional development programs in preparing GSIs for effective teaching roles, thereby improving the quality of higher education instruction and supporting the academic success of undergraduate students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481892
Database: ERIC
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Items – Name: Title
  Label: Title
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  Data: Supporting Academic Career Pathways for Graduate Student Instructors through Targeted Educational Development
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22James+E%2E+Gentry%22">James E. Gentry</searchLink><br /><searchLink fieldCode="AR" term="%22Shannon+Stoker%22">Shannon Stoker</searchLink><br /><searchLink fieldCode="AR" term="%22Lesley+Leach%22">Lesley Leach</searchLink><br /><searchLink fieldCode="AR" term="%22Aimee+Shouse%22">Aimee Shouse</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22InSight%3A+A+Journal+of+Scholarly+Teaching%22"><i>InSight: A Journal of Scholarly Teaching</i></searchLink>. 2025 20.
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  Data: Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: https://insightjournal.net/
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 19
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Pathways%22">Career Pathways</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: 1933-4850<br />1933-4869
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated the role of Graduate Student Instructors (GSIs) in higher education and focused on their self-efficacy, pedagogical training, and performance. Given the expanding employment of GSIs and the influence of their teaching efficacy on undergraduate education, this research examined the effectiveness of a structured professional development program designed to enhance GSIs' teaching capabilities. Quantitative and qualitative methods were employed to assess GSIs' self-efficacy through surveys, exit slips, and student evaluations to gauge the educational impact. The findings indicated a notable and significant increase in GSIs' self-efficacy post-intervention, with positive feedback on teaching practices from undergraduate students. The findings underscore the importance of professional development programs in preparing GSIs for effective teaching roles, thereby improving the quality of higher education instruction and supporting the academic success of undergraduate students.
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  Data: 2025
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  Data: EJ1481892
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Teaching Assistants
        Type: general
      – SubjectFull: Career Pathways
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
    Titles:
      – TitleFull: Supporting Academic Career Pathways for Graduate Student Instructors through Targeted Educational Development
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            NameFull: James E. Gentry
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            NameFull: Shannon Stoker
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            NameFull: Lesley Leach
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            NameFull: Aimee Shouse
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              M: 01
              Type: published
              Y: 2025
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              Value: 1933-4850
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              Value: 1933-4869
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              Value: 20
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            – TitleFull: InSight: A Journal of Scholarly Teaching
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