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

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.

Graduate Teaching Assistants’ Experiences Using Digital Media Pedagogies in University Physical Activity Courses

Many college and universities in the United States provide physical activity courses (PAC) for students to earn credit toward graduation. Institutions vary in PACs, as physical activity programs are affected by administrative goals and needs. Although PACs can vary by institution, it is important to examine how PACs can contemporarily address the cultural changes in education and physical activity. This study employed a case study research design and investigated the lived experiences of eight graduate teaching assistants working as PAC instructors at one university. Interview, observational, document collection, and technology journal data were collected throughout a 16-week semester. An interpretative phenomenological analysis of multiple variables, attitudes and beliefs, and pedagogical implementations resulted in four recurrent themes regarding the use of digital media in PACs: (a) experimenting with student engagement, (b) finding meaningful resources, (c) learning Canvas, and (d) valuing video and audio media. This article also provides future considerations around digital resources and professional development opportunities. Subscribe to TPE

Finding a Balance: Characterizing Teaching and Research Anxieties in Biology Graduate Teaching Assistants (GTAs)

ABSTRACTGraduate students in the United States are reporting increased anxiety, affecting their mental health and attrition in graduate programs. Yet we are only beginning to understand what contributes to graduate student anxiety. Biology Graduate Teaching Assistants (GTAs) have simultaneous roles as teachers, researchers, students, and employees, and factors associated with these tasks may contribute to anxieties in graduate school, particularly in relation to teaching and research responsibilities. To explore factors related to GTA teaching and research anxieties, and guided by social cognitive career theory, we interviewed 23 Biology GTAs at a research-intensive southeastern university. Thematic analysis of interview transcripts revealed five major factors related to GTA anxieties: negative impact on self, negative impact on others, lack of self-efficacy, role tension, and personal anxieties. Lack of self-efficacy was most prevalent for research anxieties, compared to teaching anxieties, where the impact on others (e.g. students) was most prevalent. In research contexts, GTAs with academic career aspirations expressed less anxiety about role tensions compared to GTAs with non-academic career goals. By investigating GTA anxieties, this work can inform professional development or mental health interventions for GTAs and encourage greater awareness and dialogue about mental health issues in academia.

Developing a Model of Graduate Teaching Assistant Teacher Efficacy: How Do High and Low Teacher Efficacy Teaching Assistants Compare?

This study identifies factors that influence the development of teacher efficacy in STEM graduate teaching assistants over the course of one semester. Those with high teacher efficacy draw upon mastery experience, vicarious experience, and verbal and social persuasions from reliable sources, such as professors and accomplished peers.