1997 – Ph.D., Louisiana State University
Undergraduate biology education and biology GTA professional development
The development of effective educational practices is reliant on empirical data about teaching and student learning; research in my lab employs qualitative and quantitative research methods to collect these data.
The primary research focus of my lab is the creation of undergraduate learning environments that foster meaningful student learning. Although learning environments are organized around specific curricula, the effectiveness of the curriculum is often impacted by the instructor and/or student perception of the instructor. Much of the research in my lab has focused on this interplay between reformed curricula and the instructor and how it affects student learning.
Recent research has focused specifically on biology graduate teaching assistants as instructors in undergraduate classes. Graduate student Denise Kendall conducted several studies highlighting the different perceptions students have of GTAs versus faculty, and how this may impact introductory courses. This line of research led to the creation of an NSF research coordination network (BioTAP) to form a national network focused on GTA professional development in the context of biology graduate education.
The lab is also in the midst of assessing changes, aligned with the recommendations from the Vision and Change report, faculty are making to the introductory biology sequence at UTK. Supported by an NSF TUES grant, members of the lab are providing curriculum and professional development support, monitoring implementation, and collecting data on student learning and perceptions of learning.
- Kendall, KD, M Niemiller, D Dittrich-Reed, LD Chick, L Wilmoth, A Milt, M Burt, N Lopes, L Cantwell, L Rubio, A Allison, and EE Schussler. In Press. Departments Can Develop Teaching Identities of Graduate Students. CBE-Life Sciences Education.
- Kendall, KD and EE Schussler. In Press. More Than Words: Probing the Terms Undergraduate Students Use to Describe Their Instructors. International Journal of Teaching and Learning in Higher Education.
- Schussler, EE, NU Bautista, MA Link-Pérez, NG Solomon, and BA Steinly. 2013. Instruction Matters for Nature of Science Understanding in College Biology Laboratories. BioScience 63(5): 380-389.
- Kendall, KD and EE Schussler. 2013. Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester. CBE-Life Sciences Education 12: 92-105.
- Kendall, KD and EE Schussler. 2012. Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors. CBE-Life Sciences Education 11: 187-199.
- Schussler, EE and NU Bautista. 2011. Learning about Nature of Science in Undergraduate Biology Laboratories. In M. Khine (Ed.), Advances in Nature of Science Research: Concepts and Methodologies (Chapter 10, pages 207-224). Springer: New York.
- Rybczynski, SM and EE Schussler. 2011. Student Use of Out-of-Class Study Groups in an Introductory Undergraduate Biology Course. CBE-Life Sciences Education 10: 74-82.
- Schussler, EE, FE Rowland, CA Distel, JM Bauman, ML Keppler, Y Kawarasaki, MR McCarthy, A Glover, and H Salem. 2011. Promoting the Development of Graduate Students’ Teaching Philosophy Statements. Journal of College Science Teaching 40(3): 32-35.
- Bautista, NU and EE Schussler. 2010. Implementation of an Explicit And Reflective Pedagogy in Introductory Biology Laboratories. Journal of College Science Teaching 40(2): 18-23.
- Schussler, EE, LE Torres, S Rybczynski, GW Gerald, E Monroe, P Sarkar, D Shahi, and MA Osman. 2008. Transforming the Teaching of Science Graduate Students Through Reflection. Journal of College Science Teaching 38(1): 32-36.