1. Evidence of Teaching Effectiveness for Jill R. Helmle
• Graduate Students Association Excellence in Teaching Award, in the category of: TA in
the Social Sciences and Education, AY 2006-2007, award received June 1, 2007. This is
a campus-wide teaching award and is based on student evaluations, teaching philosophy,
and the recommendations of faculty members and students.
• Training that includes: completion of campus-wide and departmental TA training
activities; videotaping of classroom instruction and consultation by UCSB TA
development program; and graduate seminars in “Teaching College Communication” and
“Motivating Students.”
• Qualitative example (from undergraduate student’s recommendation for TA award):
“Jill’s impeccable timing and constant preparedness are just two of the many valuable qualities
she exhibits as a TA. In class, she takes the time to understand, evaluate and then answer each
student’s questions and concerns. If there is ever something Jill is not able to answer, which is
very rare, she takes the time to find the complete and correct answer and responds to the student
as soon as possible. Jill is always willing to go beyond what is expected of her. For example,
she is happy to meet with students outside of her set office hours and always responds to emails
quickly and efficiently. However, what is most striking about Jill’s qualifications as a TA are her
enthusiasm for and commitment to the Communication Department. Jill has consistently been
my TA at least once a year for the past three and a half years and with each different class, I
have yet to see an aspect of Communication of which Jill did not have a seemingly flawless
understanding. While her knowledge for the subject seems infinite, it is her ability to educate
and bring out the same enthusiasm in her students that is truly spectacular.
Having had the pleasure of being taught by Jill numerous times, I was able to receive valuable
feedback on assignments and meaningful advice regarding the larger aspects of my education.
Jill, unlike most Teaching Assistants who take less interest, took the time to understand and
familiarize herself with my personal writing style and abilities. Jill’s pleasant disposition and
extremely kind nature are always something to look forward to in class, in comparison to other
TAs who seem barely approachable. She always presents herself in a professional, yet friendly
manner, and has the skill to make the sometimes tedious aspects of Communication seem
valuable. Often, TAs make one feel as though they are just trying to get through their program,
but it is always obvious that Jill has a deep passion for the subject of Communication and
subsequently has an incredible way of drawing the attention and interest of her students. It has
truly been an honor to have Jill as a teaching assistant and I believe her nomination for this
award to have been truly warranted. Therefore, I extend the highest recommendation for the
Excellence in Teaching Award to Jill Helmle for her endless passion and truly remarkable
abilities as a Teaching Assistant.” - Jeannie Lechich, jeannielechich@gmail.com
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2. • Teaching Evaluation Data (see below)
Because of departmental policy at the time of these courses, no ESCI evaluations were
conducted. The following evaluation data was collected from students using a separate
evaluation form designed by the TA. The following scale was used: 5 = outstanding, 4 =
excellent, 3 = good, 2 = adequate, 1 = inadequate.
Course Name Quarter Overall Performance Score
Comm 122a: Organizational Communication F05 5 (median); 4.5 (mean)
Comm 109: Language and Social Identity W06 5 (median); 4.5 (mean)
Comm 120: Interviewing S06 5 (median); 4.5 (mean)
Comm 124: Family Communication F06 4 (median); 4.4 (mean)
Comm 111: Nonverbal Communication W07 4 (median); 4.3 (mean)
Comm 121: Communication and Conflict S07 5 (median); 4.5 (mean)
Comm 107: Interpersonal Communication F07 Qualitative data only (see below)
Qualitative data (comments) from these courses:
“You show a genuine interest in your students and seem very passionate about your course of
study. You're an awesome TA and will make a great prof!”
“You are really great at attending to students' needs and are very clear and helpful with course
questions.”
“Good at explaining what is important and how it occurs in real life through experiences you
have had.”
“You are interested in each student as a person; most TAs/teachers don't get to know students.”
“The comments you left on our papers were well thought out and very helpful. It wasn't just
‘good job’…it really helped me to understand the parts and themes I understood or maybe didn't.”
“You really know what you were talking about and your enthusiasm for the subject made me
enthusiastic about the subject.”
“Good at facilitating discussion and creating interest in subject matter.”
“Natural ability to teach.”
“You had a very friendly and fun teaching style...made it easy for class participation.”
“You give excellent feedback and are extremely helpful and approachable.”
“Very personable and knowledgeable. You gave me good ideas and validation.”
“Best TA I've ever had.”
The following data are based on the most current version of the ESCI evaluation form. The
following scale was used: 1 = excellent, 2 = very good, 3 = good, 4 = fair, and 5 = poor.
Course Name Quarter Overall Performance Score
Comm 121: Communication and Conflict W08 1.0 (median); 1.3 (mean)
Comm 89: Theories of Communication S08 1.0 (median); 1.9 (mean)
Comm 124: Family Communication F08 1.0 (median); 1.3 (mean)
Qualitative data (comments) from these courses:
“Jill is an amazing TA. It’s often hard for me to meet/talk with TAs, especially if there’s no
section, but I never worried about that with her. She’s supportive and understanding, and I really
appreciate all that she added to a great class. Thanks!”
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3. “This is my second time having Jill as a TA and I’ve really enjoyed my experiences. Jill met with
me several times outside of her office hours. She always explained answers to my questions with great
clarity.”
“Jill was a great TA. Talking to her in office hours was very helpful. She is extremely helpful
and enthusiastic about the course. She will be a great professor one day!”
“Very smart. Very nonverbally/verbally immediate. Always available for students in need of
help. Smarter than any other TA I know. Excellent overall!”
“Jill seems passionate about comm. She seems well prepared and smart. Very good!”
“Great lecture last week, Jill. I have always loved having you as a TA. I feel you are always
willing to help and listen to your students. You have been my favorite TA at UCSB. Although, you are a
tough grader.”
“Jill was very professional. Very approachable. Very clear in presentation, looked like a
seasoned professional.”
“I would definitely take a class if she taught one!”
“Jill is very helpful and knowledgeable! Always there when needed, excellent TA!”
The following data are based on an earlier version of the ESCI evaluation form, where students
were asked to assign a grade to their TA based on their TA’s overall performance. The
following scale was used: 1 = A, 2 = B, 3 = C, 4 = D, and 5 = F. No qualitative data was
provided.
Course Name Quarter Overall Performance Score
Comm 1: Introduction to Communication F04 2.0 (median); 2.0 (mean)
Comm 89: Theories of Communication W05 2.0 (median); 1.7 (mean)
Comm 88: Communication Research Methods S05 1.0 (median); 1.5 (mean)
• Statement of Teaching and Mentoring Philosophy (see next page)
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4. Statement of Teaching and Mentoring Philosophy
When I think about the teachers I have had in my life, I count myself very lucky. It was the
teachers who openly cared for their students, who knew how to make learning fun, and who
seemed to have a limitless supply of energy and encouragement that were inspirational to me.
These teachers made me feel special. They made me believe in the power of dreams. They
helped me to believe in myself.
When thinking about the teacher I want to become, I think back to the attributes of those
inspirational teachers and how what they did motivated me as a student. I want my students to
have those same feelings. I want my students to love the learning process. I want to motivate
them to be excited about coming to class and to know that the lessons they will learn can affect
them in their own lives. The biggest lesson that I learned as an undergraduate in Communication
Studies came from my experience in a Relational Communication class where we would meet
with a group of peers and discuss and learn how to talk about our personal relationships. The
homework was designed for us to choose a relational partner to discuss the communication topic
for the week and to learn how to communicate effectively with our relational partner. As a result
of this course, I learned essential communication skills for how to compromise and communicate
in a marriage and for that I am grateful. Education should not be viewed simply as job training.
There is so much more that the study of Communication can offer students and it is my goal that
I will be able to impart these lessons on my students.
Throughout my education, I have seen my position as a Teaching Assistant as an opportunity
to learn from others. I have a good rapport with students, so I have been able to gauge what
techniques work for them and excite them and what does not. In my teaching, I enjoy engaging
the students through activities (i.e., asking for volunteers for a particular scenario or through
online discussion), getting information about their own communicative experiences (whether
through discussion or anonymous questionnaires), and through the use of audiovisual aids (i.e.,
video of real people in the communication lab, You Tube video clips, websites, and any other
real world examples of the phenomena being studied). It is when students are able to apply the
information being presented to the real world or to their own lives, that I have really seen that
“spark” that shows me that they have an excitement for learning.
I have had the opportunity to work with and learn from truly great mentors. I believe that the
mentoring relationship should be one in which there is open communication, where a student is
comfortable sharing information of both a professional and personal nature so that the mentor
can best advise them. It is the responsibility of the mentor to create such an environment. A
mentor should also challenge her/his students by encouraging and gently “pushing” them
towards the attainment of their true academic potential. A mentor is doing her/his job when a
student comes to the realization that the work they are doing is difficult, but that they know it is
“good for them” and so they are motivated to persevere.
I made the choice to return to graduate school and enter academia because of the students. I
believe that I will never stop learning what it takes to be an inspirational teacher and mentor and
that I will always be evolving in that respect. I see so much of myself in my students and I want
to be able to give back to them in the way that my teachers and mentors gave to me. I want
every student to have the opportunity to have that spark.
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