Undergraduate TA - Introductory Biology II (BIOL 152) - Spring 2026 - Dr. Lonthair
The BIOL 152 Undergraduate Teaching Assistant (UTA) will serve in an instructional capacity for Introductory Biology II for the Spring 2026 semester, by providing instructional assistance and peer mentoring.
Example of Responsibilities of the UTA:
- Attendance of class (Monday, Wednesday, and Friday, 12:20 PM to 1:10 PM)
- Provide general assistance to the faculty member in instructional activities
- Tutors students
- Proctors examination
- Grades tests and homework
To apply, I ask that you do the four (4) things below. The inability to complete these four components will lead to immediate disqualification of the application.
- Please respond to the Essay Prompt (300 words maximum):
- What do you see as the role of an undergraduate TA? What most interests you in the role? How do you see learning the skills involved with the role benefiting you in the future?
- Complete this Google Form (Link: https://forms.gle/Rvy3K66KBv8VP3e69)
- Confirm your availability to attend all class sections
- Complete a poll with your availability for a weekly one-hour uTA meeting.
- Submit a 3-5 minute video of you teaching a topic in BIOL 152.
- Spring 2026 Prompt: Application of Hardy-Weinberg Equilibrium Theory to Determine Whether Evolution is Occurring
- In your video, clearly explain how Hardy-Weinberg equilibrium can be used as a baseline to detect evolutionary change. You may use visuals, examples, or brief calculations as needed. The goal is to demonstrate your ability to explain a biological concept clearly and engagingly, as if teaching to students in BIOL 152.
Students will gain experience in providing directed mentoring and tutoring of students in the field of Biology, with an emphasis on Physiology, Ecology, and Evolution.
Students will learn to think on their feet, communicate professionally, and be patient with others. The faculty member will provide support to the student throughout in order to enhance these skills.
Furthermore, students will gain a deeper knowledge of the material due to the nature of teaching the material to their peers.
Additionally, the faculty mentor provides mentoring both concerning the practice of teaching but also supports student's long-term career objectives.