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This paper reports on the effects of a graduate course on teaching and learning on graduate teaching assistants’\udconceptions of teaching and on the teaching philosophy statements that arose from those conceptions. Effects\udare interpreted from three perspectives: 1) course facilitators' reports of their perceptions of course\udparticipants’ conceptual change; 2) an independent assessors' ratings of the evidence of change through blind\udreview of course participants’ initial philosophy statements and final statements; and 3) participants' own\udperceptions of change and identification of the course components and learning activities that were most\udsignificant in their conceptual development. Findings suggest that graduate teaching assistants’ perceptions of\udconceptual change differ significantly from those of both the course facilitators and the independent assessor

A Graduate Course on Teaching and Learning in Higher Education: Influences on Conceptions of Teaching and Learning