Teaching Award for Schussler
Associate Professor Beth Schussler received an Alumni Outstanding Teacher Award at the Chancellor’s Honors Banquet this week. There were only 4 recipients of the award across the entire campus. Congratulations!
NSF Grant for Schussler
Beth Schussler has been awarded an NSF grant worth almost $500,000:
RCN-UBE: Biology Teaching Assistant Project (BioTAP 2.0): Advancing Research, Synthesizing Evidence
This is a national research coordination network designed to support GTA professional development for teaching by enhancing assessment and evaluation of training programs, and supporting faculty and staff in their delivery and assessment of these programs.
Congratulations!
Study on teaching highlighted by Science
Recent work by grad student Denise Kendall and assistant professor Beth Schussler was selected as an Editors’ Choice by Science.
Article abstract: Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs.