George Bandik encourages students to share knowledge

George Bandik has never forgotten the perspective he had when he came to Pitt as a graduate student in the 1980s.  As undergraduate coordinator in chemistry, Bandik declares that his interest in students overshadows his concern for almost anything else in his work at the University.

      Bandik, who also was a recipient of a chancellor’s teaching award in 1993, feels the recognition he has received for his teaching stems partially from his work outside of the classroom with student organizations.  “I have close contact with the undergraduates, which helps me to get them involved in experiences out of the classroom.  I have an open-door office policy, and for the most part, I’m always here.  I know them personally, and that helps me to get them involved.” 

      He advises the student affiliate of the American Chemical Society, which evaluates undergraduate programs throughout the country.  Pitt’s program is in the top 10 percent nationally and is the only one from a large research institution to have won consistent national recognition for the last 10 years.  The effectiveness of the program is due partly to teaching innovations that include student-led recitations and undergraduate-taught laboratories.  Bandik says the strengths of the program are due to the students: “This says a lot more about the kids than it does about me.”

      Bandik is “a big believer in giving undergraduates opportunities to give something back by instructing others.  Of all his interactions with students, he is proudest of undergraduate involvement in outreach projects, which he coordinates for the department.  “My real interests lie in the area of science education and outreach—in getting students involved in their own education and in the community.  I believe in giving them the opportunity not only to learn, but also to contribute to society by instructing others.  It’s a wonderful experience for them to realize they have learned so much and are able to share their knowledge.”

      He conducts a teacher training program for incoming graduate students, and chemistry students under his coordination do extensive community outreach work, illustrated by three programs:

• About 40 undergraduate student volunteers each spend a Saturday with a minority student in the Saturday Science Program.

• Undergraduates coordinate the Honors Organic Program where they spend five Saturdays in a laboratory setting with about 30 high school students.

• Bandik and the undergraduates evaluate projects submitted by about 300 high school students from the tri-state area in the annual High School Olympics.

Conversation with students

       “Many instructors think it’s hard to know individual students in large classes, but I think it can be done.  I want students to feel as if they’re in a smaller group, that they know each other, and they know me. I learn most of the names in large classes mainly by trying to get them to participate, and always asking their names when they do.”

      “An interactive approach is really important to me,” says Bandik, who eschews technology.  “Give me blackboard, chalk, students, and conversation.”  Conversation, one of the key elements in his classes, “does take extra work and effort, but it can make students feel as though they are in a much smaller class.  If they don’t feel they are part of a class, they won’t pay attention.  Some people are naturally shy, but my goal is to get as many people feeling comfortable participating as possible. I ask a lot of questions and circulate throughout the lecture hall.  Sometimes I ask them to discuss a question with the person next to them—anything I can do to make them feel part of a group.  I get an amazing amount of participation, with more than half of the students in large classes of about 200 regularly contributing.  It doesn’t happen on day one, but if I’m persistent, it works well.”