Wheeler, L. B., Clark, C. P., & Grisham, C. M. (2017). Transforming a Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs When Redesigning a Curriculum. Journal of Chemical Education, 94(8), 1019–1026.
This article describes an inquiry-based curriculum for a general chemistry laboratory and TA training program with a full list of components, activities and resources included. The authors are from the Department of Chemistry and Center for Teaching Excellence, University of Virginia, Charlottesville, USA. The training program covers teaching theory, pedagogy, and practical aspects of laboratory teaching thus allowing students to master chemical concepts while learning to think and act like scientists. The benefits of an immersive weeklong training process for both undergraduate TAs (UTAs) and graduate TAs (GTAs) are discussed. References to previous studies by the principal author are provided as evidence of efficacy (e.g., the previous example). Suggestions are offered on ways to implement a similar model in other university contexts: begin with pilot programs, do not reinvent the wheel, get your department on board, utilize students in the process of curriculum development, and seek help when needed from the institution’s teaching resource center.