|
CMS Outstanding Graduate Teaching Assistant
Award
The UNCW Center
for Marine Science
has created a new and
very important honor for marine science students: The CMS Outstanding
Graduate Teaching Assistant Award. Award recipients have
demonstrated exceptional competence in teaching and mentoring of
undergraduates. They must have clearly mastered their subject material
and communicated it with enthusiasm and clarity to undergraduates.
2009 Recipients
 Dustin
Allen’s nominator writes that Dustin has a very quiet manner with a
1000 Watt smile! Dustin understands what his freshman Bio 201 students
bring with them from high school and is able to help them make the
transition to individual thinking and concept building. Dustin's lab
are always very organized, the students are on task (a no small
accomplishment), and often stay late to talk with Dustin about their
results. His labs hum along and much good work is accomplished.
Dustin's students like him very much and they also respect him very
much. Over the past several years Dustin has given many young scientists
an excellent beginning toward critical thinking, along with technical
skills and the knowledge base that will stand them in good stead for the
rest of their careers.
Teaching
Philosophy: My teaching follows four main guidelines. The first of
these involves changing the classroom formality so that everyone feels
confident and comfortable to ask questions and lead discussions.
Secondly, I feel the assignments in each class should cover a range of
oral, written and group work. This forces the students to apply their
knowledge to both their strengths and weaknesses, and more importantly,
learn to work together to accomplish a task. Thirdly, I teach for the
“light bulb moment,” hinting and guiding in the right direction, until
the frustration and confusion fade to understanding. Lastly and most
importantly, class should be fun. Take a field trip, a class
day outside, or just a unique approach to a new topic, the less ordinary
the better.
 Andrew
Sumerel was nominated for his work in introductory algebra-based
physics labs (PHY 101-102) in the Department of Physics and Physical
Oceanography. His nominator wrote “I have observed and evaluated
teaching assistants in physics graduate programs for more than thirty
years, and Andrew is one of the most conscientious and effective
instructors I have ever known.” Andrew recognized the need to prepare
thoroughly, often spending an hour or more prior to each lab running
through the experiment in its entirety. The results have been stellar:
student comments on performance evaluations administered each term have
been uniformly positive, and summary performance scores have typically
exceeded those of our most seasoned professors. This is especially
revealing when placed in context: students taking this class do so
because they have to, not because they want to. Andrew not only knows
the subject matter well and is able to communicate it effectively, but
also establishes an excellent
rapport with his students. These experiences speak well for Andrew’s
dedication to task and the vitality he brings to teaching.
Teaching Philosophy: My teaching philosophy
is a result of the perpetual examination of my ideas concerning
education, and is geared toward the teaching of Science and
Mathematics. I believe that a knowledge of the basic workings of our
physical universe and the tools to understand it are very important for
everyone, so I feel strongly that careful consideration of course
structure, presentation of material (including group work, hands-on
activities, fun demonstrations, use of available technologies, etc.),
and appropriately designed exams are meant to maximize my students’
education. Additionally, I make myself available to my students as much
as possible, encourage them to come to me with their questions and
concerns, and impress upon them the importance of practice, practice,
practice! These aspects of my philosophy ensure that my students gain
and retain lifelong, worthwhile information and the desire for its
pursuit.
2008 Recipients
Sarah Katharine Braly
was nominated for her excellent job of teaching undergraduate
Botany labs. Katherine took a great deal of initiative for significant
additions to the BIO 205 Botany Lab. She took the students to a variety
of plant ecosystems on and close to campus to study the physical
environment and relationships between the plants and animals living
there. Instead of just emailing lists for the Greenhouse Manager to
bring to the lab, Katherine spent considerable time in the Greenhouse
picking out suitable materials. Bio 205 is an introductory level
course, and because Katherine made it so enjoyable, many students were
recruited to pursue further study in botany. While working in the
Greenhouse, the students often mentioned that Katherine has a gift for
teaching and is able to make difficult plant physiology concepts easy.
Her passion for plants is contagious.
Teaching Philosophy: I believe my teaching methods are evolving but
the most important concepts I carry with me are that you can’t know
everything, and science is ever changing. When teaching biological
sciences, it is important to make clear there are exceptions to every
rule and life is dynamic, things are not concrete by a long shot.
Keeping this in mind helps to make teacher as well as student mistakes
learning processes rather than demeaning experiences. Also relating
teaching topics to seemingly unrelated things in everyday life seems to
hit home and help with retention. On this note I definitely think it is
important to be hands on, go outside and experience the study topic
first hand.
Jennifer Dickson Brown was highly recommended
for this teaching award because she has gone above and beyond what is
expected of a TA, and she is always cheerful and willing to volunteer
extra time, and to help out students and profs alike. Jen has taught
introductory chemistry labs and she was hand-selected to teach
environmental chemistry labs because she is so competent in this subject
material. Students commented that Jen was an amazing lab instructor who
truly made the material fun and interesting. Students said that Jen
helped, but didn’t simply give the answers; students had to understand
concepts to figure things out in lab. She explained things in an easy to
understand manner. She was always willing to help. “Thanks Jen. You are
awesome. Jennifer rocks!”
Teaching Philosophy: I enjoy teaching because I enjoy learning. I
go into my labs with an open mind because for as much as my students
learn from me I always learn something new from my students. It may be
another way to explain a chemistry concept that’s easier to understand
or it may not even be science related at all. I think that too often
people don’t take the time to learn from each other. We all have
something to offer and I try to remember that when I interact with my
students. I will always be a student underneath it all because I love
learning and trying new things. I try to portray that trait to my
classes because I think that it is what makes me a successful teacher.
2007 Recipients
Holly Gabries was nominated for her
excellent job of leading discussion sessions on ten different topics in
the Seminar in Environmental Studies (EVS 495). Each student also
developed a formal term paper with an initial defense and final oral
presentation. Holly exhibited a high level of maturity and acumen in
dealing with a wide range of subject matter and student-related issues
in this capstone class that requires subjective assessment of student
performance. Holly is able to anticipate what is needed, and her
rapport with the students is excellent.
Teaching Philosophy: I enjoy environmental science because
generally there is no one right or wrong answer to any problem. I enjoy
watching how the students interact with each other to discuss some of
the most prominent environmental issues of our time. Many times
students get stuck in multiple large, lecture-dominated courses which
have become all too common in undergraduate academia. This seminar
course, however, allows the students to break out of their shell and
gain real world skills which will stick with them throughout their
careers. I pride myself on being a part of that experience and hope
that the students take as much out of the course as I do.
 Barbara Jacobson was nominated for her
dedication and effectiveness as a graduate teaching assistant. One of
Barbara’s first assignments as a TA was to make hundreds of agar plates
containing several solutions. The agar didn’t gel right. It was late on
Friday and the plates were half-way gelling. Most TAs would have
declared them “good enough” and closed up shop. Not Barbara. She got
on the internet and found that the agar was not heated sufficiently.
Barbara spent all weekend redoing them. The lab was more successful
than it had been in years. There were many instances where almost right
was not nearly good enough for Barbara. Barbara teaches the socks off
her Bio 105 students. As we all know, non majors are difficult to
teach: they don’t want to be there. Barbara rewards effort and
interest and never gives in to the whiners. Barbara mixes super
organization with fast paced, interesting content and a dash of humor.
Her sense of fair play and her dedication to the hard-working students
is legend among the other TAs.
Teaching Philosophy: As a teacher, I am continually learning new
ways to teach my students about biology. I love sharing with my
students my love of biology and I try to impress upon them why we study
the natural world and what information it provides us with as a result.
I feel it is important to be honest and approachable as an instructor.
I encourage students to ask questions and if I don’t know the answer to
a question, we find it together and we both learn something in the
process. Instructing non-majors presented a different mode of teaching
and as a result, I molded my lessons to what they would identify with
and what information they should retain (for more than just a week). I
enjoy interacting with students from every discipline, and relating what
they learn to their future, in both their career and life. As long as
they understand the lessons and get the point of the lab, I have done
what I set out to accomplish.
2006 Recipients
 Sara
Althof was nominated for teaching Introduction to Physical
Geography, which includes laboratories dealing with topics including
hurricane hazards, beach erosion and vegetation and soil patterns of
the Coastal Plain. Her broad interests in the biological,
environmental and marine sciences make her well-suited to teach this
lab. Sara brought exceptional preparation, professionalism and
enthusiasm to her teaching assignment. She was always well-prepared,
very well-informed, and always willing to answer questions.
Teaching Philosophy: When a student can identify with
something familiar, the student is more likely to understand and
retain the information. Consequently, I exploit every opportunity
to use real-world and local examples to illustrate laboratory
concepts. As an instructor, I feel it is important to be candid,
honest, and human. When I teach, I encourage students to ask
questions, and if I do not know the answer, we research the question
and find the answer together. Lastly, I think that an instructor
must be firm with grading, but compassionate.
 Gwen
Shaughnessy was nominated for her professional and
enthusiastic teaching of General Chemistry labs. Gwen has a strong
passion for teaching that extends beyond the traditional classroom
setting. She has taught in outreach programs for local aquariums as
well as coached swimming classes for high school students. She is a
team player and volunteers for extra duty without hesitation. Gwen
is a perfectionist who comes to lab fully prepared with an
understanding of the labs far beyond what is required.
Teaching Philosophy: First and foremost, displaying
consistent enthusiasm for the subject material engages students in
the learning process. I strive to be flexible and adaptable to
different situations and learning styles. A single way of
demonstrating a technique or solving problems may not be
comprehensible to all my students. I try to relate chemistry to
everyday examples; sometimes my students think my examples are silly
and they get a good laugh, but they do end up understanding the
material. As long as they get it, I have done my job well.
 Brooke
Stuercke’s letter of nomination states that her knowledge of
both botany and phycology has made her a valuable instructor in the
Plant Biology labs. Brooke has created new interest in plants for
students who are generally not enthusiastic about botany. She is
highly organized in her teaching plans. Brooke exemplifies the high
standard of teaching for which UNCW is well known.
Teaching Philosophy: My teaching philosophy is still evolving
because I am still evolving as a teacher. Teaching to me means
listening to students and providing them with a base of knowledge to
build upon. Teaching is important to me because each person has the
ability to do wonderful things and without the power of knowledge
these potentials may not be reached. I believe that passing on
knowledge is one of the greatest gifts one can give. Teaching is an
opportunity to share more than a syllabus. Teaching is an
opportunity to share a part of myself, a chance to make abstract
things concrete, to make the impossible obtainable, and to do it in
a way that grows exponentially with every new student I reach.
2005 Recipients
(first year of award)
|
 J.
Brooke Landry was nominated for her
work in teaching the lab for BIO 366 Ecology. Brooke was called a
“Model TA” by her supervisor. She contributes beyond her own
responsibilities. She is always extremely well prepared, pleasant
and professional. Brooke is exceptionally even-handed and sensible
in all her dealings with people.
Advice from Brooke to other TAs: Be honest
with your students. If you don’t know the answer to the question,
commend the student for asking a challenging question, and then go
find out the answer.
 Chris
Thornburg was nominated for his work in
BIO 425 – Microbiology, the highest level course taught by a
graduate student. Chris has assumed responsibility for all aspects
of preparing and teaching this lab. In order to teach this lab,
Chris had to prepare approximately 50 different live bacterial
cultures including potential pathogens often weeks in advance of the
lab, which required preparation of hundreds of tubes and plates
using a multitude of media. Chris has made this lab more efficient,
safer and more student friendly. Chris is an excellent teacher, very
demanding but well liked and respected by students. His
organizational skills are fantastic. He was called a “once in a
lifetime TA” by his supervisor. Advice from Chris to other TAs: Challenge your
students to think outside the classroom beyond grades. Challenge
your students to use their creativity to solve scientific questions.
 Byron Toothman was
nominated for his work teaching labs for BIO 204 Principles
of Biology, a course where students are often deciding if biology
will be their major. Byron’s teaching combines enthusiasm for
science with his desire to have students learn, while continually
challenging them. He exhibits great patience and perseverance in the
classroom. His supervisor commented: “I am grateful for Byron’s
maturity and conscientiousness in his interactions with students. He
has shown the intelligence and commitment to try new teaching
methods, assess whether they are effective, and modify them as
needed. Byron’s development as a teacher exemplifies what should
occur over the course of the graduate teaching experience.” Advice from Byron to other TAs: Be
approachable and involved with your students. Make the students feel
welcome whenever they come by with questions.
|
|
CMS Scholastic Achievement Award
Award recipients have
attained the highest
grade point average after the first year of study while taking at
least 12 credit hours per semester.
2009 Recipients
Nadya Mamoozadeh
Advice from Nadya to new students:
Stay on top of things as you learn them in class, and don't put off material that requires more thinking until later to fully understand it. Read up on material that relates to the field of research your project will be focused on, start with concepts that you understand and gradually build off of that. I thought it was helpful to schedule my core classes mostly to be during the semester of the comprehensive written exams for Marine Science students, that way the material is more fresh in your mind when you are preparing for them. Also remember that the faculty are there to help guide you as a future professional in the field, so don't overlook their experienced advice. While you're going to have to put a lot of time into your classes and research, don't forget to also enjoy what's around you!
Andria Salas
Advice from Andria to new students: It is assumed that if you
are entering a program to get a Master of Science degree in marine
science you must have some motivating factor to make you want to
study the ocean for the next two years of your life. I can
guarantee you that this desire to learn about the ocean will be
fulfilled. The core classes you will take are delightfully
connected to one another; you will find that what you learn in one
will be able to be applied to the others. As such, take the time to
really learn the material so that you can find these connections and
build a working model in your mind of the how the ocean functions.
This education can be especially cultivated by studying at the
beach! Look out at the ocean from the shore or a surfboard and ask
yourself questions about the dynamics even just offshore. What is
the primary productivity and why? What might the currents be
considering the wind that day? It is truly fun to learn about the
oceans while in such proximity to the Atlantic itself. It must also
be said that it is imperative to get started on your research early,
so you must be able to balance both your classes and the developing
and implementation of your research ideas. But remember, this
balance also includes finding time to relax and enjoy the location
of UNCW!
2008 Recipients
Joann Kelly
Advice from Joann to new students: Try to get the majority of
your classes completed during your first year. I recommend studying
and learning the material on your own before you attend a study
group with other students because it will be more productive if you
already have some questions. Also, it is definitely helpful to go to
your professor's office hours whenever you have any questions-they
want to help you. I know it's cliche, but begin studying for your
tests in advance and don't wait until the last minute. It's
beneficial to learn the material as you go along and review it
several times during the weeks before the test to ensure that you
really know it well. Of course, relax and take time to go the beach!
Avery O. Tatters
Advice from Avery to new students: Take the time to learn about
your new home. This includes the lab and for some, the campus and
Wilmington in general. In your first year, challenge yourself to
learn as much as you possibly can about the focus of your lab and
your potential research topic(s). Interact with and get to know
professors from various disciplines because they will be valuable
resources. Pay attention, not only to your schoolwork, but to the
scientific literature you need to become familiar with. This will
help lay the groundwork for a successful graduate experience at
UNCW.
2007 Recipients
Danelle
Lekan
Advice from Danelle to new students:
Start research in the
lab early in the school year and choose classes that will apply to your
research. Being able to apply theories and/or techniques from class to
your own research is exciting and motivating. I also suggest becoming
involved in student organizations, where you can share knowledge with
other grad students and undergrads. Go out and enjoy the ocean and
beach; it clears your mind and really allows you appreciate our field of
study.
Katherine
Sullivan
Advice from Kate to new students:
I recommend getting to know your fellow
students; they will quickly become people you can learn with and let
off steam with. Get started as soon as you can on your research and
try to finish most of your classes in the first year. In your lab,
seek out students in their second or third year and get as much
advice from them as you can. Wilmington is a great town and don't
forget to take the time to enjoy it. Graduate school enables you to
be flexible in a way that is rarely found in the job world so live
it up while you can!
Laura
Truxal
Advice from Laura to new students:
Get to know the other students in your program, as it always helps
to have someone to discuss classes with or study with. Also, get to
know your professors. They are always willing to help and answer
questions whenever possible! I recommend taking most of your classes in
your first year so you can focus on your research in your second year.
If possible, try to work in lab a little the first year so you can get
used to how everything works and feel comfortable when it comes times to
start your research. And finally, make sure to balance studying with
time at the beach!
2006 Recipients
Barbara Jacobson
Advice from Barbara to new students:
Ensure that you
are not exceeding your own limitations. You need to be able to
balance your priorities between work, fun and school. Any time that
you can study with other people really helps. My study group
normally consisted of those people that came into the program with
me as we were all in the same core classes, so make sure that
you talk with others in your classes and coordinate study times.
Sarah Manley
Advice from Sarah to new students: Get classes done as soon
as you can so you don't have to stress and you can focus on
research. Get to know your classmates, because they are great
people and will be a great resource to you! Try to have a life
outside of work. :) There are plenty of fun things to do around
here!
2005 Recipient
(first year of award)
|
