Student News

Rachelle Gold selected for University Undergraduate Teaching Award

Rachelle Gold, a fourth-year Ph.D. student in Culture, Curriculum and Change, is one of six teaching assistants University-wide who will receive an Undergraduate Teaching Award at the Chancellor's Awards ceremony on April 16. This teaching award is funded, nominated and selected entirely by undergraduate students. It includes a monetary prize of $1,000.

Nominees from across campus were evaluated on their demonstration of excellence in undergraduate teaching, their ability to create a dynamic intellectual environment and their success in positively affecting a broad range of students both within and outside of the classroom.

Last semester, Gold was a teaching assistant for a children's literature class that enrolled 88 English majors and education majors.

In a letter informing Gold of her selection, Jonathan McNeill, a senior at UNC-Chapel Hill and co-chair of the selection committee, wrote, “You had some very strong nominations, and it was clear to the committee that your impact on students extended far beyond the teaching of course material.”

Gold received her bachelor’s degree in humanities with a minor in Middle East studies from San Jose State University in 1993. She holds two master’s degrees: a 1995 master of arts in English literature from Indiana University and a 2002 master of arts degree in education from the University of California, Berkeley. She also holds teaching credentials for middle school and high school English, both in North Carolina and in California.

Prior to entering the CCC doctoral program, Gold was an English instructor at North Carolina Central University and Contra Costa College, a community college in San Pablo, California. She also served as assistant director of financial aid at Santa Clara University and a financial aid counselor at Indiana University.

While a master’s student at U.C. Berkeley, Gold taught a course titled “Current Issues in Education,” which included topics related to school funding, ethnicity and race in schools, learning and physical disabilities, alternative pedagogical techniques, tracking, immigrants in schools, gay and lesbian educators and students, and gender and schooling.   

After completing her doctoral studies, Gold hopes to teach similar education courses at a public college or university, exploring sociological, economic, historical and political aspects of teaching. She also would like to teach college-level English literature and composition.