Three English GTAs Awarded 2013 Graduate Associate Teaching Award
The Graduate Associate Teaching Award (GATA) is Ohio State's highest recognition of the exceptional teaching provided by graduate students, and this year three English Department GTAs — (l-r) Katherine DeLuca, Jennifer Michaels, and Suhaan Mehta — are among the 10 honored as GATA winners by the University community
The enormity of this achievement – both for the Department and for our three GTA winners – is made clear by that fact that approximately 3,000 graduate students teach as graduate teaching associates at Ohio State each year, and only 10 are honored as GATA winners each year. Each winner receives a $1,500 award. Recipients are selected by the Graduate School Awards Committee, comprised of faculty from a range of disciplines and former GATA winners. Read more about the Graduate Associate Teaching Award (GATA) here.
Our warmest congratulations to Katherine, Suhaan and Jennifer!
From Katherine's teaching philosophy
“My goal for students is that they not only make an A in the course but that they also develop new skills, strategies, and knowledge about effective forms of communication by creating texts that demonstrate a sustained, critical engagement with a topic of their choosing. I take what has been termed a student-centered approach to my teaching, putting the students and their interests at the heart of my pedagogy.”
http://www.gradsch.osu.edu/katherine-deluca.html
From Suhaan’s teaching philosophy
“I like to present myself as a sympathetic and passionate educator [who] cultivate[s] a spirit of inquiry and analysis, something that is at the heart of all academic disciplines. ...I learned early on that passion for learning is highly contagious. Whenever possible, I select texts that I have enjoyed, so my excitement can spill over into the classroom.”
http://www.gradsch.osu.edu/suhaan-mehta.html
From Jennifer’s teaching philosophy
“My goal is to teach composing as a rhetorical, socially embedded practice. I believe that digital media tools afford our students a civically important and contemporary space in which to practice such rhetorical tools. I encourage students to contemplate the composing norms and contextual affordances of digital media genres in which many of them have never worked before. I also actively encourage collaboration among my students online and offline. This collaboration takes formal and informal forms, and much of my pedagogy is designed to help students see each other as valuable colleagues with unique perspectives and skills.”
