TEA Recipients Listed by Year Awarded
TEA Recipients 2021 to 2025
TEA Recipients 2021 to 2025
Click below to expand each year and see the recipients with links to their essays.
- Ishani Cheshire, Astronomy (Home Department: School of Information), Closing the Collaboration Gap: Facilitating Meaningful Connection in Astronomy Education
- Matthew Easton, Political Science, Teaching US Politics During an Election Year: Reducing Classroom Polarization Through Perspective Taking
- Xuequin Lin, School of Education, Enhancing Student Confidence and Competency in Data Analysis
- Anahit Manoukian, Spanish and Portuguese, What’s a Secondary Source Anyway? Helping Students Navigate and Effectively Integrate Scholarly Materials
- Neel Modi, Physics, Leading by Counterexample
- Kieren Rudge, Environmental Science, Policy, and Management, Grounding Environmental Problem-Solving Theory in Tangible Case Studies
- Sterling Saint Rain, Mathematics, The Grammar of Mathematics: A Constructive Approach to Notation
- Anna Scharnagl, Integrative Biology, From Major Flop to Bite-Sized Pieces
- Zhixiang Su, Sociology, Teaching Quantitative Methods Without Math? Statistical Learning Through Games and Critical Dialogues
- Sylvie Thode, English, Moving Fast, Getting Close: How to Skim with Intention
- Emily Fjaellen Thompson, Anthropology, Fostering Critical Engagement with Visual Materials: A Multi-Stage Approach to Teaching Visual Anthropology
- Sharaban T. Zaman, Legal Studies, Creating Safe Spaces for Dialogue in Immigration Law
- Keren Zou, History, Unsilencing Californios: Teaching Historical Agency through Archives
- Gregory Arena, Integrative Biology, Teaching Outside the Textbook
- Vivek Bharadwaj, Electrical Engineering and Computer Sciences, Cookie Cutters: Scaling a Parallel Computing Class While Retaining its Humanity
- Sukriyo Chakraborty, Chemistry, “Thinking through Writing” – Using Writing as a Means to Improve Critical Thinking in an Organic Chemistry Laboratory
- Emily Kang, History of Art, Combatting Theory-Phobia: Addressing Imposter Syndrome through Empathy
- Kirsten Landsiedel, Biostatistics, A Statistically Significant Reduction in Math Anxiety (p-value < 0.05)
- Andrea Lara-Garcia, Geography, Writing Without Generalizing: Tackling Generalizations in Analytic Student Writing
- Britt Leake, Political Science, Embracing Controversy instead of Avoiding It: Lessons from Teaching Middle Eastern Politics
- Thomas Lee, Political Science, Enlarging and Improving Feedback on Student Papers
- Madeleine Levac, Philosophy, A Collaborative Response to ChatGPT
- Nicolette Puskar, Chemistry, I Spy with My Little Scanning Electron Microscope: Seeing the Nanoscale in Physical Chemistry Laboratory
- Alex Ramiller, City and Regional Planning, Navigating the “Alphabet Soup” of U.S. Housing Policy with Collaborative Online Tools
- Matteo Tranchero, Haas School of Business, Mapping Theoretical Constructs into Case-Based Business Teaching
- Darcy Tuttle, Ancient History and Mediterranean Archaeology, Conversations with the Dead: Putting Primary & Secondary Sources in Dialogue
- Karen Villegas, Education, Enhancing Student Engagement through Simulated Academic Conference
- Yicheng Zhu, Electrical Engineering and Computer Sciences, Fostering Student Engagement: The Power of Live Class Demonstrations
- Ethan Boynton, Plant and Microbial Biology, Managing Student Anxiety Surrounding In-Person Learning
- Enze Chen, Materials Science and Engineering, Using Poster Presentations to Promote Science Communication and Student Engagement
- Meg Everett, Berkeley School of Education, Learning and Teaching in the Age of AI: Exploring the Use of ChatGPT in Class
- Joshua Freed, Political Science, Intentional Communication, the Students in the Middle, and Me
- Nancy Freitas, Energy and Resources Group, “Yes, and..” in Grant Writing
- Ryan Gourley, Music, Experiential Learning with Antiquated Musical Media
- Salvador Gutierrez Peraza, Ethnic Studies, Empathy
- Leah Gulyas, Plant and Microbial Biology, Assemble your Team! Harnessing the Power of Teamwork to Promote Student Engagement and Learning
- Jes Heppler, Philosophy, Building and Repairing Trust in the Classroom
- Morgan Jennings, Film & Media, Monstrous Methods for Closely Reading Film
- Valentín Sierra, Social Welfare, Towards a Red Pedagogy for Social Work Education
- Kyra Sutton, Rhetoric, That Which Moves: Affect and Analysis
- Douglas Van, Political Science, Making Sense in a Whirlwind: Tools to Study Diverse Political Ideas in Diverse Contexts
- Kay Xia, Chemistry, Integrating Social Responsibility into the Graduate Chemistry Curriculum
- Oxana Andriuc, Chemistry, Detangling Quantum Problems
- Gabrielle Elias, English, “A Little Chain of Bright Drops”: Learning to Read Detail
- Joy Esboldt, Education, Starting Co-Constructed Dialogue Through Video Essay Feedback
- Manon Ironside, Psychology, From Skilled Test Takers to Budding Scientists: Overhauling Assessment in Cognitive Neuroscience
- Dhruva Karkada, Physics, There’s No Shame in Asking Questions
- Taormina Lepore, Integrative Biology, Disability Visibility and Inclusive Design in STEM Pedagogy
- Marcel Moran, City and Regional Planning, Transportation Planning: From Theory to Practice
- Catherine Park, Education, Multimodal Assessments: Expanding Choice and Opportunities for Student Success
- Laura Ritland, English, The “Scholarly I”: Using First Person in the Humanities Research Essay
- Danielle Spitzer, Molecular and Cell Biology, Hands-on Simulation of Frog Development and Experimental Embryology Engages Students and Promotes Learning
- Anna Tomi, Scandinavian, Student-led Discussions Foster Compassion
- Mengxin Wang, Industrial Engineering and Operations Research, Designing Soft Participation Policy for Remote Instruction
- Mallika Bariya, Materials Science and Engineering, Zoom Labs: Replicating Hands-On Learning in Virtual Education
- Katherine Blackford, Chemistry, Helping Organic Chemistry Students Develop Metacognitive Problem-Solving Skills
- Katherine Bruhn, South and Southeast Asian Studies, Mundane to Extraordinary: Working with Primary Sources and Identifying Research Topics
- Douglas Epps, Social Welfare, Ask, Adapt, and Assess: Co-Constructing the Remote Classroom to Promote Inclusivity, Equity, and Engagement
- Andrew Estrada Phuong, Education, Adaptive Equity-Oriented Pedagogy: Equipping Educators to Overcome Barriers to Learning in STEM
- Ella Hiesmayr, Statistics, Visualizing Stochastic Processes
- Christopher Jelen, Classics, To Err Is Divine: Constructive Failure and Its Place in Language Learning
- Jessica Katz, Energy and Resources Group, Finding New Ways to “Read the Room” in a Year of Remote Teaching
- Ellis Kennedy, Materials Science and Engineering, One Lab Report, Two Lab Reports, Three Lab Reports, More! Teaching Scientific Writing
- Ashwin Mandakolathur Balu, Public Policy, Teaching Causality through an Experiment
- Anna Mikkelborg, Political Science, Practice Having Something to Say: Building Student Confidence through Required Office Hours
- Chitraang Murdia, Physics, Increasing Student Engagement by Using Poll-based Teaching
- Michael Song, Integrative Biology, How to Teach Botany Lab Remotely: Get Off Zoom, Use Real Plants!
- Skyler Wang, Sociology, Going Public: Designing Writing Assignments with Social Impact
- Panagiotis Zarkos, Electrical Engineering and Computer Sciences, Remote Hands-on Hardware Lab: Aiming at 0% Discount in Learning Experience during the COVID-19 Pandemic
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- Jean Lave, Learning as a Socially Situated Activity
- Rosemary Joyce: Remarks on Legitimate Peripheral Participation
- Arthur Shimamura: Active Learning AND Testing: The Key to Long-Lasting Memories
- John Kihlstrom: How Students Learn: A Perspective from Cognitive and Social Psychology
- Martin Covington: Why Students Learn and (Sometimes) Don’t Learn
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- Rodolfo John Alaniz
- Gail Brager
- Kathryn De Master
- Steven Justice
- Angela Marino
- Julia Bryan-Wilson
- Khalid Kadir
- Clayton Radke
- Robert Sharf
- Teagle Foundation Award for Excellence in Enhancing Student Learning
- Learning from the Periphery: Collaboration and the Uses of History
- How Research on Student Learning Explains the Effectiveness of Empirically Driven Classroom Activities
- Well, Isn’t That Humerus? Biological and Cognitive Changes through Making Learning Meaningful
- What’s in Your Chair? Enhancing Student Learning using Case-Based Encoding Strategies
- Tweeting Sociological Theory as Situated Learning
- Prompting Critical Thinking through Metacognition and Electronic Scheduling
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- Thinking like a Chemist: Enculturation, Disciplinary Practice, and Problem-Solving
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