This project aims to serve the national interest by implementing evidence-based teaching practices in biology. Recognizing the ongoing need to advance the quality of undergraduate biology education, the research team plans to develop training for administrators, STEM faculty, and staff (Scholars). Through their involvement, the Scholars will, in turn, prepare graduate and undergraduate teaching assistants at their institutions. The initiative will be designed to promote the adaptation and application of purposeful, validated teaching practices by graduate teaching assistants and undergraduate learning assistants through participation in teacher professional development (Teaching Assistant – Teaching Professional Development, TA-TPD). A set of six regional workshops are planned, extending the team's prior work supported by the NSF Research Coordination Networks for Undergraduate Education initiative. A change theory for teaching guides this undertaking. Research and evaluation activities will investigate the effectiveness of the workshops and the connection of project activities and elements with the anticipated outcomes of the project. There are three interconnected objectives: (1) Develop regional workshops that will each host Scholar teams from at least ten unique institutions, reaching over 50 institutions over four years, while minimizing travel costs; (2) Engage each Scholar team in a contextually relevant reflective process to develop or refine existing TA-TPD acti