TABLE 2.
Challenges and benefits for GTAs instructing CUREs based on thematic analysisa
| Teaching experience | ||||
|---|---|---|---|---|
| Themes | Total GTAs (n = 11) | Novices (n = 9) | Experts (n = 2) | |
| Challenges | 1. Academic unreadiness of first-year undergraduates | 8 | 7 | 1 |
| 2. Feelings of inadequacy in serving in a supervisory capacity | 6 | 6 | 0 | |
| 3. Logistics | 6 | 5 | 1 | |
| 4. Motivating students to take ownership of their work | 5 | 3 | 2 | |
| 5. Time commitment | 4 | 3 | 1 | |
| 6. Lack of expertise | 3 | 3 | 0 | |
| 7. CURE instruction requires lots of critical thinking by GTA | 3 | 2 | 1 | |
| Benefits | 1. Experience serving as a research mentor | 7 | 6 | 1 |
| 2. Practice being dynamic | 4 | 2 | 2 | |
aValues represent the total number of GTAs and the number of GTAs in each category of teaching experience who cited each challenge and/or benefit in their interviews.