In conjunction with the Graduate Council’s Advisory Committee for GSI Affairs, the GSI Teaching & Resource Center annually sponsors four types of awards.
The Outstanding Graduate Student Instructor Award recognizes GSIs who have been nominated for excellence in teaching in their departments.
The Teaching Effectiveness Award for GSIs honors a small number of GSIs who devise solutions to teaching or learning problems they have identified in their classes and write them up in a one-page essay. These essays are published on the GSI Center website for use by instructors.
The Teagle Foundation Award for Excellence in Enhancing Student Learning gives recent TEA recipients the opportunity to connect effective teaching strategies to the research on how students learn, in a brief essay published on the GSI Center website.
The Faculty Award for Outstanding Mentorship of GSIs acknowledges faculty members who have provided excellent guidance and mentoring to GSIs.
For further information about these awards, please see our Awards FAQ page.
Congratulations 2019 Award Recipients!
Nicholas Anderman, Geography, Contextualizing Social Theory with Collaborative Timelines
Erin Bennett, Comparative Literature, From Lolita to Katy Perry: Bridging the Gap between Texts and Students
Anamika Chowdhury, Chemical and Biomolecular Engineering, Learning Why and not just How
Ravit Dotan, Philosophy, How to Increase Participation in Section
Kate Driscoll, Italian Studies, What is Strange about Fiction?: Embracing Contradictions in Literary Texts to Improve Critical Thinking and Analytical Writing
Lise Gaston, English, Creative Writing & Creative Response: Helping Students Cultivate a Critical Voice
Mariel Goddu, Psychology, Taking an “Explanation Break”: Helping Students Critique Experimental Methods and Evaluate Evidence
Nicholaus Gutierrez, Rhetoric, Online Research in the Age of Google
Audrey Haynes, Integrative Biology, The Power of Personalized Interventions
Nitin Kohli, School of Information, Making it Real – Developing Socially, Politically, and Ethically Aware Data Scientists
Kevin Lin, Electrical Engineering and Computer Sciences, From 40 to 400 to 1,400: Providing Formative Feedback in Large-Scale Courses
Rachael Olliff Yang, Integrative Biology, Using Phenomena-Based Inquiry to Increase Class Participation
Frances Ramos, Graduate School of Education, Facilitating Dialogue and Learning Across Language and Cultural Differences in American Cultures Courses
Victor Reyes-Umana, Plant and Microbial Biology, Developing Narratives for Aspiring Biologists
Clarissa Towle, Materials Science and Engineering, Teaching Fast and Slow: The Gradual Introduction of Scientific Writing in a Fast-Paced Lab
Adam Uliana, Chemical and Biomolecular Engineering, Learning How to Learn: Teaching Self-Awareness in Engineering
Ani Adhikari, Teaching Professor, Statistics
Sarah Gold McBride, Visiting Lecturer, History
Charles Marshall, Professor, Integrative Biology
Teresa Puthussery, Assistant Professor, Optometry & Vision Science