I am delighted to submit this letter in as part of Laura Kleins participation in the Saint Louis University Certificate in University Teaching Skills (CUTS) program. Laura joined my lab as Ph.D. student in Fall 2012. During her graduate program Laura excelled in her coursework, passed her qualifying exams, developed an exciting and viable research project examining diversity and diversification processes in North American grapevine species (Vitis spp.), and developed outstanding skills as a university teacher. She is a skilled botanist with strong statistical skills, a terrific work ethic, and a great attitude. The purpose of this letter is to address Lauras teaching history and to summarize interactions we have had during her completion of the CUTS program. Over the past four years I have observed Laura interact with undergraduate students in a range of different situations including structured class, labs, and also as a mentor for independent research experiences. In my opinion Laura possess all of the skills that characterize successful, effective teachers. She is knowledgeable about her subject material, thoughtful about course preparation, and very organized. Laura is a very enthusiastic person who genuinely loves the science of botany. She is approachable, warm, and connects easily with students. Laura came to my lab with an extremely solid foundation in botany. As an undergraduate student at the University of Wisconsin Oshkosh Laura worked closely with Dr. Tom Lammers with whom she completed a morphological analysis of Lobelia species in the herbarium at the Missouri Botanical Garden. From there, Laura moved to Miami University in Oxford Ohio where she studied fern morphology with Dr. Jim Hickey and Dr. Mike Vincent. Lauras Masters thesis described morphological variation in three species of Diphasiastrum and assessed interspecific hybridization among the species. During her Masters degree program at Miami University Laura served as a teaching assistant for Field Botany where she designed the syllabus, prepared lectures and lab exercises, and developed exams. She also served as a lecture and discussion assistant in Evolution: Just a Theory? At Saint Louis University Laura has been studying diversity in North American grape species, part of a large lab project focused on understanding how perennial plants have evolve in response to their abiotic environments and the genetic basis of abiotic stress
response in perennial crops. Lauras component of this project involves studying
communities of sympatric grapevine species with the goals of understanding species boundaries and the impacts of interspecific hybridization on morphological (leaf shape) and genetic variation in natural Vitis populations. At the center of her project are two interfertile sister species V. riparia and V. rupestris whose natural populations are differentiated morphologically and with respect to climatic variables (temperature and precipitation) as well as substrate. Laura is using morphological and population genomic data to understand divergence processes between these two taxa and their relationships with sympatric congeners. Laura served as a teaching assistant for four semesters as part of her dissertation research, two semesters in Principles of Biology I and two semesters in Biology of Plants and Fungi, a course I taught. In the Biology of Plants of Fungi Lauras contributions far exceeded those expected of a graduate teaching assistant. She was instrumental in helping to redesign the syllabus. She developed advanced, revised drafts of every laboratory exercise, including rubrics for performance. This contributed in a significant way to the improvement of the lab section of the course and the course in general. She also developed a detailed guide for students detailing appropriate methods for drawing plants observed with a light microscope and a dissecting microscope in lab. Lauras intellectual contributions to the content of this course were significant and indicate that she is ready and able to develop a course independently. In addition to developing content, Laura taught students both in the lab and in the lecture section of Biology of Plants and Fungi. For example, I observed Laura give a 70-minute lecture on fern diversity in Spring 2016. Laura developed a beautiful power point that included primarily images with relative few words. The presentation was well organized with an outline and primary learning objectives. She was deliberate in her presentation of the information and was careful to explain technical concepts and request feedback from the students. I noticed that Laura was enthusiastic, knowledgeable, and made good eye contact with the students. I think the students connected immediately with Laura and were engaged in her presentation. One way in which the presentation could have been improved is through the inclusion of some student-directed learning exercises, perhaps having the students draw something, answer questions, or discuss concepts in a small group. I think Laura exhibits a strong respect for students, solid knowledge and an infectious enthusiasm that exceeds what I usually observe in the classroom. Teaching biology in a university setting often involves student learning outside of a traditional classroom, for example as part of a research lab. As a PhD student working in my lab group at Saint Louis University, it is noteworthy that Laura supervised eleven undergraduate students in research activities since 2012, including 10 Saint Louis University undergraduates and one student from Harris Stowe State University. I have observed Laura interact with these students and have been impressed with her capacity to organize research activities, corral schedules, and apply the enthusiasm of skilled, dedicated students to advance her research goals. Laura has supervised undergraduates in a range of different research activities including plant collection in the field, DNA extraction and quantification, digital morphometrics, and bioinformatics. She supervised
two students as part of the Missouri Botanical Gardens NSF-funded Research
Experiences for Undergraduates program. The research generated by Laura and the undergraduates has been presented at local and national conferences, and some of it has been published or is in preparation for publication. The students that have worked under Lauras direction have gone on to attend graduate school, medical school, and divinity school. In summary, Laura Klein has accumulated an impressive array of teaching and mentoring experiences during her time as a graduate student at Saint Louis University. I have observed her teaching in the classroom, completed the faculty mentor feedback form, reviewed her statement of teaching philosophy, and have reviewed her teaching portfolio. Through the CUTS program Laura has very thoughtfully reflected on her own educational experiences, her work as a teacher and mentor, and her professional goals for disseminating knowledge through teaching in the future. Laura is exactly the type of person I would like to have as a colleague teaching in a university setting: she is knowledgeable, organized, enthusiastic, sincere, and approachable. She is passionate about her subject material and about the well being of her students. Laura has my highest recommendation for the CTTLs Certificate in University Teaching Skills. Please do not hesitate to contact me if there is any additional information I can provide or if any questions arise. Sincerely,
Allison Miller Associate Professor, Department of Biology, Saint Louis University Research Associate, Missouri Botanical Garden amille75@slu.edu
Kellman, Raphael - The Microbiome Diet - The Scientifically Proven Way To Restore Your Gut Health and Achieve Permanent Weight Loss-Da Capo Lifelong Books (2014)