Enthusiastic but Inconsistent: Graduate Teaching Assistants' Perceptions of Their Role in the CURE Classroom

Emma C. Goodwin, Jessica R. Cary, Erin E. Shortlidge, James Hewlett
2021 CBE - Life Sciences Education  
Expectancy-value theory was used to explore how graduate teaching assistants (GTAs) value for teaching a course-based undergraduate research experience (CURE) impacts their motivation and perceptions of their role as CURE mentors. GTAs have varying perceptions of their role that do not closely correspond to their value for teaching CUREs.
doi:10.1187/cbe.21-04-0106 pmid:34714689 pmcid:PMC8715784 fatcat:vk4f3ponhfdevo6s4xqo32xmty