Biology graduate teaching assistants (GTAs) often used adaptive coping strategies to manage teaching and research anxieties. Notably, GTAs tended to use strategies such as support seeking, self-reliance, accommodation, and distraction more often to manage research anxieties compared with teaching anxieties. Over time, GTAs narrowed their adaptive coping to certain strategies.

Community college (CC) faculty encounter several barriers when engaging in biology education research (BER), which is in part responsible for the paucity of CC BER in the literature. This work demonstrates that three types of support-social, intellectual, and resource support-help CC faculty to overcome these barriers and engage more fully in BER.

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