EUGENE–Two University of Oregon graduate students are the first recipients of a new award designed to recognize outstanding teaching performance by graduate teaching fellows (GTFs) in their first year of classroom experience.

Karen Barrows and Julien Guillaumot received the Dan Kimble First Year Teaching Award during a seminar in September for new GTFs on teaching effectiveness. Sponsored by the university’s Graduate School and the Teaching Effectiveness Program (TEP), the award includes $500 for each recipient.

The new award was made possible by a gift from Donald G. Stein of Atlanta, Ga., who received his doctorate in psychology from the university in 1965. Stein’s donation is in honor of Daniel P. Kimble, professor emeritus of psychology.

Acknowledging new GTFs’ investment in professional development, the award honors recipients who demonstrate their commitment to excellence in undergraduate education through participation in UO teacher training programs and through their use of services offered by the TEP, which provides feedback on teaching performance.

Barrows of San Francisco, Calif., is pursuing her master’s degree in environmental studies. She spent the 1999-2000 academic year as a discussion leader for the "Introduction to Environmental Studies" course sequence.

Class interviews and videotaping of Barrows and evaluations by her students indicated that she not only explained difficult concepts well but also was enthusiastic, active in encouraging participation from her students and easily accessible during her office hours and via e-mail.

Guillaumot of Eugene is a doctoral degree student in psychology. He was a discussion leader for the "Mind and Brain" courses during fall and winter terms as well as the "Mind and Society" course during spring term.

Interviews, videotaping and student evaluations of Guillaumot’s teaching style reflected his positive attitude, energy, humor and organization as well as his efficiency and accuracy in covering the lectures and text during the 50-minute discussion sessions.

Both students had completed the 15-hour teacher training workshop provided by the Teaching Effectiveness Program prior to the beginning of fall term 1999. In addition, Guillaumot wrote an article, "Teaching and How to Make it Fun," for the TEP newsletter.

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