ECB Cohort 1

Anitra Farrow, Daphne Topps, and Joann B. Powell

Why did you choose to be an ECB Scholar?

Info coming soon

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

Info coming soon

Christine Minor (Principal Lecture), Krista Rudolph (Principal Lecturer), and Cassandra May (Lecturer)

Why did you choose to be an ECB Scholar?

Collectively we’ve worked with teaching assistants in various capacities through all of our careers.  We believe the future professoriate is only as good as the preparation and exposure to teaching and learning practices our graduate students receive. We also believe the soft skills learned through teaching well are applicable throughout life.

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

We are significantly revising our 1.5 day orientation for GTAs and Biol 8130:  Graduate Teaching Colloquium course and assessing its effectiveness through pre- and post-assessments.  We are also making more connections across campus with other TA-TPD initiatives.  We are excited to share many of the items we are developing as resources for others involved in TA-TPD

Sarah L Milton and Stacee Caplan

Why did you choose to be an ECB Scholar?

Info coming soon

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

Info coming soon

Charles “billY” Gunnels (Chair, Professor), Lyndsay Rhodes (Grad Program Coordinator, Associate Professor), and Gavriel Burger (2nd-year Graduate Student)

Why did you choose to be an ECB Scholar?

As we developed our newly formed MS Biology program, we wanted to integrate graduate TA support for our undergraduate students, particularly those in courses with traditionally high DFW rates. We specifically wanted to incorporate professional development and pedagogical training for our graduate TAs as part of their MS curriculum. Our hope is to be a part of building a broader culture of teaching excellence with our graduate students across the university.

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

Our TPD reform goal is to restructure the MS Biology curriculum to incorporate a first year, first semester course to include TPD and professional development, to prepare these students to be more effective graduate TAs and instructors of record as they advance through the curriculum. This course will also include guidance on mentoring undergraduates in and out of the classroom on individually mentored research projects.

Colin Harrison (Senior Academic Professional and Directory of the Introductory Biology Laboratories), Chrissy Spencer (Principal Academic Professional and Associate Chair for Undergraduate Affairs), and Shana Kerr (Senior Academic Professional and Director of Undergraduate Advising)

Why did you choose to be an ECB Scholar?

We are driven to support student learning and TAs are a critical component of that mission. The ECB scholarship provides us with the time and support to put appropriate programs and TA development in place for a stronger student experience at Georgia Tech.

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

We are striving to create continuity in TA training and TA professional development.

Mya Daniels-Abdulahad (PhD student/Lab Staff/former GTA and undergrad in the program), Aarti Raja (GTA Supervisor and Professor), and Emily Schmitt Lavin (Department Chair, Professor)

Why did you choose to be an ECB Scholar?

We wanted to come together as a group to be part of a larger effort to evaluate and improve our Graduate Teaching Assistantship program and provide improved professional development for our graduate TAs.

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

We developed a more structured orientation week including scientific teaching using active learning styles before the start of the semester. Throughout the semester we are having the TAs develop a student support resources map to assist new TAs in navigating student issues. The GTAs complete a pre and post survey after the STEBI instrument (https://stelar.edc.org/); as well as participate in the ECB GTA surveys.​

Diva Melvin (Professor of Biology) and Ra’chaud Brown (Administrative Secretary)

Why did you choose to be an ECB Scholar?

We want to begin a learning assistants program to cultivate a stronger scientific community amongst our students. We also know that students are more successful during their undergraduate matriculation if they have tutoring and peer mentor support.

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

We have selected our learning assistants for two classes and two labs.​

Kaleb Heinrich (Professor), Ryan Earley (Professor), and Vanessa Marshall (Graduate Student)

Why did you choose to be an ECB Scholar?

We want our TAs to develop confidence in communicating biology, to develop skills for post-grad careers, and to feel more supported within our department

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

We are incorporating TPD workshops into our department seminar course.

Heather Birdsong (Instructor) and Sophie Plouviez (Assistant Department Head)

Why did you choose to be an ECB Scholar?

We want to give more support and stronger teaching skills to our TAs.

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

We are beginning a TA peer mentorship program, revamping our orientation, and building a semester long seminar course on teaching that will be open for registration next semester

Dax Ovid (Assistant Professor), Tatiane Russo-Tait (Assistant Professor), and Ania Majewska (Assistant Professor)

Why did you choose to be an ECB Scholar?

We are passionate about graduate education and professional development that leads to equitable and just praxis in college science classrooms and beyond.

Why did you choose to be an ECB ScholarWhat are your TPD reform efforts as ECB Scholars?

We hope to support TAs in developing asset-based repertoires of practice through a series of case studies and workshops.