Answering calls to make engineering courses more engaging and interactive has increased instructional resource needs and contributed to the reliance on graduate teaching assistants (GTAs). Little research has focused on how GTAs influence students' motivation or in comparison to faculty influences on student motivation. In this study, we begin addressing this gap by using a mixed-methods approach to examine students' perceptions of faculty vs. GTAs with regard to relationships with students, teaching practices, and classroom climates. Preliminary survey data analyses show statistically significant differences in perceptions of faculty and workshop leaders with regard to teaching practices. Data also show a belief that some men students treat women students differently in different teaching environments. Further analysis of the survey data and qualitative analysis of the interview data are needed to fully describe student perceptions of GTAs and faculty and associated relationships with self-efficacy, motivation for learning, and intentions to persist in engineering.
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