TEA Recipients 2015-2016 to 2019-2020
Click below to expand each year and see the recipients with links to their essays.
- Jeremy Adams, Chemical and Biomolecular Engineering, Mapping the Math: Using Concept Maps to Learn Controls Theory
- Jakob Dahl, Chemistry, Promoting Understanding from Experiments by Visualizing Results in an Introductory Organic Chemistry Lab
- Natalia Duong, Theater, Dance, and Performance Studies, Normalizing Access and Accommodation in Classrooms **Author has requested essay not to be published
- Casey Finnerty, Civil & Environmental Engineering, Teaching Students to Think Creatively about Problems, not just Answer Them
- Jade Fostvedt, Chemistry, The Student Becomes the Master: Student-Led Problem Solving in “Flipped” Office Hours
- Holly Gildea, Helen Wills Neuroscience Institute, Reframing Failure: Teaching Iterative Troubleshooting over Results in Laboratory Science
- Natalie Graham, Environmental Science, Policy and Management, Putting Global Patterns in Perspective with Experiential Interdisciplinary Learning
- Samuel Kieke, Sociology, Social Theory as Puzzle: Piecing Together Conceptual Definitions
- Haefa Mansour, Chemical and Biomolecular Engineering,Revolutionizing Classroom Problem-Solving to Mimic the Real World
- Maryam Moeini Meybodi, Graduate School of Education, Task-Based Language Games: A Solution to Incorporation of Culture in Grammar Lessons
- Seiya Ono, Electrical Engineering and Computer Sciences, Lowering the Entry Barrier to Build Inclusive Lab Spaces
- Kate Pennington, Agricultural and Resource Economics, Inviting Students In: Improving Diversity by Increasing Participation
- Andrew Shi, Mathematics, Conquering the Top 10 Algorithms of the 20th Century
- Jonas Teupert, German, Collaborative Learning in Times of Remote Instruction
- Carly Trachtman, Agricultural and Resource Economics, Understanding Social Welfare Comparisons without Math Anxiety
- Nicholas Anderman, Geography, Contextualizing Social Theory with Collaborative Timelines
- Erin Bennett, Comparative Literature, From Lolita to Katy Perry: Bridging the Gap between Texts and Students
- Anamika Chowdhury, Chemical and Biomolecular Engineering, Learning Why and not just How
- Ravit Dotan, Philosophy, How to Increase Participation in Section
- Kate Driscoll, Italian Studies, What is Strange about Fiction?: Embracing Contradictions in Literary Texts to Improve Critical Thinking and Analytical Writing
- Lise Gaston, English, Creative Writing & Creative Response: Helping Students Cultivate a Critical Voice
- Mariel Goddu, Psychology, Taking an “Explanation Break”: Helping Students Critique Experimental Methods and Evaluate Evidence
- Nicholaus Gutierrez, Rhetoric, Online Research in the Age of Google
- Audrey Haynes, Integrative Biology, The Power of Personalized Interventions
- Nitin Kohli, School of Information, Making it Real – Developing Socially, Politically, and Ethically Aware Data Scientists
- Kevin Lin, Electrical Engineering and Computer Sciences, From 40 to 400 to 1,400: Providing Formative Feedback in Large-Scale Courses
- Rachael Olliff Yang, Integrative Biology, Using Phenomena-Based Inquiry to Increase Class Participation
- Frances Ramos, Graduate School of Education, Facilitating Dialogue and Learning Across Language and Cultural Differences in American Cultures Courses
- Victor Reyes-Umana, Plant and Microbial Biology, Developing Narratives for Aspiring Biologists
- Clarissa Towle, Materials Science and Engineering, Teaching Fast and Slow: The Gradual Introduction of Scientific Writing in a Fast- Paced Lab
- Adam Uliana, Chemical and Biomolecular Engineering, Learning How to Learn: Teaching Self-Awareness in Engineering
- Jingxun Chen, Molecular and Cell Biology, Shaping Abstract Genetics Concepts into Concrete, Accessible Knowledge
- Kathleen Cruz Gutierrez, South and Southeast Asian Studies, Crafting the Annotated Bibliography: A Storehouse for Reading and Composition Learning
- Varsha Desai, Chemistry, Why Am I Doing What I Am Doing?
- Rosalind Diaz, English, Collaborative Grading Rubrics for Assessing Student Writing
- Bristin Jones, Comparative Literature, Beyond Bland: Inspiring Perceptive and Original Literary Interpretations
- Brian Judge, Political Science, Scaffolding Suspension of Belief as a Means to Intellectual and Political Empathy
- Julia Lewandoski, History, The Thesis Statement as The Key to Unlock Essay Writing
- Tiffany Perumpail, Electrical Engineering and Computer Sciences, Improvement of Academic Intern Experience and Performance in Introductory CS
- Jonathan Schellenberg, Economics, Making it Matter: Connecting Theory to Reality in Economics
- Abigail Stepnitz, Legal Studies (Home Department: Jurisprudence & Social Policy), Writing the “Other” Answer: Teaching Students to Craft Evidence-Based Arguments
- Sonia Travaglini, College of Engineering (Home Department: Mechanical Engineering), Teaching Science Writing – Learning by Doing and Not by Listening
- Ashton Wesner, Materials Science and Engineering (Home Department: Environmental Science, Policy, and Management), Skills for Engagement: Teaching Close Reading Techniques in an Interdisciplinary Classroom
- Vanessa Brutsche, French, Beyond Plot: Discussing the Stakes of Literary Texts
- Carli Cutchin, Comparative Literature, The Interpretive Problem: A Key Concept in Teaching Writing
- Claire Duquennois, Agricultural and Resource Economics, First Contact: Getting Things Done on Day One
- Martin Eiermann, Sociology, Social Theory as a Map to the World
- David Gardner, Chemical and Biomolecular Engineering, View from the Corner Office: Changing Student Perceptions about Thermodynamics
- Clare Ibarra, History, Bridging the Gap between K-12 and University-level History
- Jeffrey Kaplan, Philosophy, Reading Quizzes: a Mild Technological Innovation
- Nicholas Kern, Astronomy, Boosting Class Engagement with Software-Driven Section Worksheets
- Evan Klavon, English, Experimental Method: A Guided Lesson for Synthesizing Science and Literature
- Linda Louie, French, Revision without Tears: In-Class Writing with the Pomodoro Technique
- Brittany Meché, Geography, Teaching the Politics of Representation in Development Studies
- Ong, Frank, Electrical Engineering and Computer Sciences, Teaching Students to Value Hands-on Signal Processing Skills
- Samuel Nicholas Ramsey, Group in Logic, Permission to be Confused
- Alexander Roehrkasse, Sociology, Encouraging Accountability and Participation through Regular Reading Responses
- Eric Armstrong, Integrative Biology, Everyone Loves a Good Argument: Encouraging the Use of Programming Languages in Biology
- Beatriz Brando, Chemistry (Home Department: Education), Building a Better Review Session through Active Learning
- Riva Bruenn, Plant and Microbial Biology, Plant Morphology is Just a Game
- Eduardo Escobar, Near Eastern Studies, Live Digital Translation for Dead Languages
- Johann Koehler, Jurisprudence and Social Policy, The Feedback Loop: When Less is More, and When More is Less
- Rajan Kumar, Materials Science and Engineering, Introducing Students to Scientific Writing in E45 Lab Sections
- Christian Lambert, Public Policy, Deploying General Rubrics to Preclude the Pitfalls of Grading
- Yi-Chuan Lu, Physics, Improving Board Work with Colors
- Leila Mansouri, English, Literary Scholarship as Cocktail Party: Bringing Students into the Conversation
- Caitlin Scholl, Comparative Literature, Helping Students Master Research: Scavenger Hunts as a Learning Tool in the R1B Classroom
- Hayden Shelby, City and Regional Planning, Discipline, Practice, Feedback: A Supportive Approach to Teaching Critical Reading Skills
- Christiane Stachl, Chemistry, Using Individualized Student Feedback to Enhance Learning in Chemistry 4A
- Mercedes Taylor, Chemistry, Overcoming Emotional Reactions to Chemical Reactions
- Alexandria Yuan, Public Policy, Ethics Beyond the Textbook