Q&A with 2021 GSTA Leadership & Steering Committee

10 Feb 2021 12:00 AM | Anonymous member (Administrator)

Submitted by Amy K. Maslowski (Chair) & Maaly Younis (Deputy Chair)

During these first few months of this new year, the GSTA Corner will be featuring brief interviews with all six members of our committee. This month, we are featuring this year’s Chair and Deputy Chair.

1.   Type of doctoral program, year, & expected graduation:

Amy: I am a third year Counseling Psychology doctoral candidate at the University of North Dakota (UND). My anticipated graduation is August 2021, after I complete a one-year internship in 2021-22.

Maaly: I am a fifth year, doctoral Candidate in the Educational Psychology program at the University of Northern Colorado and on track to graduate Spring of 2021.

2.   Classes you have taught and/or been a GTA for (undergraduate or graduate):

Amy: I have been teaching and/or a graduate teaching assistant (GTA) since I started in my master’s program at the University of Minnesota Duluth (UMD). At the undergraduate-level, I have been involved in Dialogues in U.S. Diversity (a Multicultural Psychology course) and Developmental Psychology). At the graduate level, I have been a GTA for Cognitive Assessment, Personality Assessment, Child & Adolescent Counseling, and Career Counseling.

Maaly: I have taught several classes for the undergraduate level such as educational psychology, intro psychology, statistical methods, and lifespan and development. I also assisted in teaching theories of learning and psychology of prejudice.

3.   Experiences you have been able to participate in because of being a part of GSTA:

Amy: I think one of the most significant experiences I have been able to participate in with the GSTA is connecting with fellow graduate students who share my passion for teaching and SoTL research. This mutuality has been especially beneficial during the COVID-19 pivot and renewed calls for equality.

Maaly: Being a GSTA member allowed me to connect to wonderful fellow graduate students and professors. I also was able to share my thoughts through blog posts.

4.   Benefits of GSTA on your professional development and future as an academic:

Amy: My time with GSTA has solidified my drive to become an academic. It is inspiring to be able to collaborate with many Div 2 leaders and be able to share in the development of the Division from a graduate student perspective.

Maaly: Being part of the GSTA leadership is a great opportunity to navigate leadership and service for the academic community that goes beyond my institution.

5.   Impact of GSTA on you personally:

Amy: Personally, I have found our monthly meetings (as well as my weekly meetings with outgoing Deputy, Jessica Brodsky) to be an important time to check-in with others, share our experiences, and have a space to both share and receive support. We are a tight-knit group who care for each other on both a personal and professional level.

Maaly: Being a GSTA member made me grow.

6.   Advice (teaching and/or research tips) for other graduate students:

Amy: In terms of teaching tips, my students have appreciated that I strive to create a safe and supportive classroom experience for all. Furthermore, I am constantly aiming to improve my courses by allowing students continuous opportunities to provide me with feedback on class.

For research, I encourage other graduate students to consider how research can be embedded into your classes. Moreover, as graduate students, we have innovative ideas and opportunities to test those out in the classroom.

Maaly: Vulnerability is courage, and compassion is a strength. Humanizing yourself in the classroom goes a long way in connecting and bonding with your students.

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