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Teaching to Teach: The Center for Life Sciences Education Gets An A+

August 1, 2011

Teaching to Teach: The Center for Life Sciences Education Gets An A+

When it comes to providing the most effective and comprehensive undergraduate biology education, it would be hard to match the Center for Life Sciences Education (CLSE), which houses two blockbuster programs: the Biology Major and the Introductory Biology Program (IBP). No easy job: Biology, with 2000 students, is Ohio State’s largest major and the IBP, one of the university’s largest GEC providers, educates close to 10,000 students each year.
 
That it manages to do both so successfully speaks to its commitment to student-centered education, a relentless examination of how best to teach biology, AND how to teach its teachers to teach.
 
CLSE Director Caroline Breitenberger said, “We take our role as science educators very seriously because we understand that not only are we preparing future scientists, we are also helping future citizens become scientifically literate so they can make well-reasoned decisions regarding issues involving science and society.
 
”We rely heavily on Graduate Teaching Associates, who teach laboratory and recitation sections, designed to take a student-centered approach to learning. Because this is a new approach for both instructors and students, we provide extensive and personalized training for all GTAs.
 
"This is a real team effort; many people are involved in making making this training work so well. The expertise of CLSE Assistant Director Judy Ridgway and technical know-how of Educational Systems Developer Michael Gee are especially  invaluable.
 
 “We are committed to improving undergraduate biology education and see TA training and professional development as an area in which we can have an enormous impact.”
 
Not a one-shot deal of a day or two of workshops, then turn them loose to sink or swim, this is an ongoing process that gives GTAs a variety of opportunities for learning, assessment based on measurable outcomes, and mentoring. Additionally, the CLSE designed a 3-credit course, “College Biology Teaching,” which can be combined with the ongoing TA training to satisfy some of the requirements for the Graduate Interdisciplinary Specialization in College Teaching.
 
CLSE GTAs are nurtured and supported every step of the way, “We allow TAs to start at their personal level of development and advance at a pace comfortable to them. We foster a community among the faculty, staff, and TAs that encourages reflective teaching and ongoing growth,” said Breitenberger.
 
GTA David Sovic, agrees, “People….have made continuous, conscious efforts…to assist and develop my abilities as an instructor throughout my early teaching career. The nature of the interactions between CLSE staff and GTAs…are such that I have never hesitated to approach anyone…with a question, request, or concern.”
 Its commitment to the professional development of its Graduate Teaching Associates is an investment that pays off with results.
 
The CLSE was recently recognized by the University Center for the Advancement of Teaching and the Graduate School, “for exemplary achievement in providing outstanding prior preparation and significant ongoing support to their Graduate Teaching Associates.”
 
 “I don’t know of any other biology program with such an emphasis on ongoing and flexible TA training. We actively assess how well our program is meeting our TAs’ needs and use the feedback to redesign our program,” said Breitenberger.
 
Students enthusiastically attest to the programs’ effectiveness, “Knowing the TAs and the CLSE itself were willing to hear any feedback and adjust their classes accordingly, allowed me to do my job as a student without worry. It also made me excited because I know these classes will always be evolving to suit new students and helping them learn as I did,” said Thomas Varian, biology major.
 
Daniel Yopp, IBP student, put it this way, “I have never had a TA, in my many quarters at Ohio State, who cared as much as she did. She kept all of the class involved with current material and showed concern over every single student in the class. Her hard work helped me understand the material well enough to earn an A in the class. She is my new measuring stick of what a good TA at Ohio State looks like.”
 
That exemplary GTA, Thushani Rodrigo-Peiris, believes this model is a win-win for everyone, empowering the undergraduate students she teaches, providing phenomenal professional development opportunities for the graduate students teaching in the program, and further strengthening student-centered education.  
 
“Because the TA is the closest contact to the students, we are encouraged to receive direct feedback from our students throughout the quarter about problems they encounter in lectures, exams, experiments, etc., so that we could constantly improve the course to suit their educational needs.”