ArticleCBE life sciences education2021
Enthusiastic but Inconsistent: Graduate Teaching Assistants' Perceptions of Their Role in the CURE Classroom.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 22 citations in OpenAlex.
- What Student Struggles do Instructors see? Teacher Knowledge of Students in Course-Based Undergraduate Research Experiences.CBE life sciences education · 2026Article
- Could Instructor Talk Drive CURE Effectiveness? A Comparative Study of Instructor Talk in Introductory Lab Courses.CBE life sciences education · 2026Article
- Development of the PeeR Investigators Mentoring Experiences in Research (PRIMER) program: a peer mentoring initiative to increase mentoring in CUREs.Journal of microbiology & biology education · 2025Article
- Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course.Journal of microbiology & biology education · 2025Article
- Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs.Journal of microbiology & biology education · 2025Article
- A CURE lab in an introductory biology course has minimal impact on student outcomes, self-confidence, and preferences compared to a traditional lab.Journal of microbiology & biology education · 2025Article
- Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.Journal of microbiology & biology education · 2024Article
- How do Laboratory Teaching Assistants Learn to Support Science Practices? Exploring the Intersection Between Instructor Reasoning and Actions.CBE life sciences education · 2024Article
- Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.CBE life sciences education · 2024Article
- Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?CBE life sciences education · 2024Article
- Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action.CBE life sciences education · 2023Article
- SMART CUREs: a Professional Development Program for Advancing Teaching Assistant Preparedness To Facilitate Course-Based Undergraduate Research Experiences.Journal of microbiology & biology education · 2023Article
- A Course-Based Undergraduate Research Experience Improves Outcomes in Mentored Research.CBE life sciences education · 2022Article
- Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant.PloS one · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Despite growing evidence of positive student outcomes from course-based undergraduate research experiences (CUREs), little consideration has been given to employing graduate teaching assistants (GTAs) as CURE instructors. GTAs may be novice researchers and/or teachers and likely vary in their interest in teaching a CURE. Guided by expectancy-value theory, we explored how GTAs' self-efficacy and values regarding teaching a CURE impact motivation and perceptions of their roles as CURE instructors. Using a multiple case study design, we interviewed nine GTAs who taught a network CURE at one research institution. Though most GTAs held a relatively high value for teaching a CURE for a range of reasons, some GTAs additionally perceived high costs associated with teaching the CURE. Through the interview data, we established three profiles to describe GTA perceptions of their role as CURE instructors: "Student Supporters," "Research Mentors," and "Content Deliverers." Those implementing GTA-led CUREs should consider that GTAs likely have different perceptions of both their role in the classroom and the associated costs of teaching a CURE. The variability in GTA perceptions of CUREs implies that undergraduate students of different GTAs are unlikely to experience the CURE equivalently.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.