TEA Recipients Listed by Year Awarded
TEA Recipients 2010-2011 to 2014-2015
TEA Recipients 2010-2011 to 2014-2015
Click below to expand each year and see the recipients with links to their essays.
- Alexandra Courtois de Vicose, History of Art, What Is It to Truly “See” and How to Deal with the Unseen
- Kathryn Fleishman, English, To Risk an Argument: Tweeting towards Independent Theses in English R1B
- Emily A. Hellmich, French (Home Department: Education), Becoming Your Own Dictionary: Increasing Participation and Communicative Confidence through Semiotic Brainstorming
- Chris Herring, Sociology, Sketching Social Theory Collectively
- Sandile Hlatshwayo, Economics, The Tipping Point: Encouraging Inclusive Participation through Productive Failure in a Highly Diverse Student Setting
- Marianne Kaletzky, Comparative Literature, Translating from Shakespeare to Modernism: An Experiment in How Form Affects Meaning
- Britney Kitamata-Wong, Integrative Biology (Home Department: Optometry), A Clinical Approach to Human Anatomy
- Auyon Siddiq, Industrial Engineering and Operations Research, Bridging Mathematical Models and Managerial Decisions
- Tobias Smith, Jurisprudence and Social Policy, Attending to Attendance
- Dwight Springthorpe, Integrative Biology, Interdisciplinary Team Peer-to-Peer Learning with Guided Inquiry
- Ragini Tharoor Srinivasan, Rhetoric, Staging the Exchange: Learning to Read and Write Beyond Similarity and Opposition
- Tammy Stark, Linguistics, The Semester-Long Research Project Reimagined
- Shelly Steward, Sociology, Integrating Sociology into Students’ Lives through Twitter
- Rong “Rocky” Ye, Chemistry, Achieving Higher Efficiency in Chemistry Labs Using Electronic Scheduling
- Jordan Axelson, Chemistry, The Importance of Implicit Feature Awareness for Problem Solving in Organic Chemistry
- Laurence Coderre, East Asian Languages and Cultures, Moving Beyond Plot Summary: Doing Things with Words
- Jesse Cordes Selbin, English, Empowered Learning: History, Collaboratively
- Caroline Delaire, Civil and Environmental Engineering, Intuition is What You Need to Take Home!
- Jordan Greenwald, Comparative Literature, Interpretation as Staging: A Lesson on Dramatic Literature
- Anna Harkey, Anthropology, Bringing Archaeological Theory “Down to Earth”
- Nicholas Knight, Electrical Engineering and Computer Science, Help Them Help Themselves!
- Nadia Kurd, Molecular and Cell Biology, A Solution for Inclusion: Keeping Advanced Students Stimulated Without Leaving Others Behind
- Genevieve Painter, Jurisprudence and Social Policy, Consensus Techniques for Learning Together
- Elise Piazza, Undergraduate and Interdisciplinary Studies (Home Department: Vision Science), Achieving Widespread Participation through Evidence-Based Classroom Discourse
- Suzanne Scoggins, International and Area Studies (Home Department: Political Science), Encouraging Full Participation in Section
- Thunwa Theerakarn, Mathematics, Developing Interactive Applets to Help Students Visualize Multivariable Calculus
- Julie Wesp, Anthropology, The Hip Bone is Connected to the Thigh Bone: Fostering Higher-Order Learning by Not Answering Students’ Questions
- Elaine Yau, History of Art, Starting with Art for the First Time
- Jeffrey Benca, Integrative Biology, Teaching Students ‘Street Smarts’ Necessary for Navigating Peer-Reviewed Literature
- Daniel Bliss, Molecular and Cell Biology (Home Department: Helen Wills Neuroscience Institute), Fostering the Ability to Think Like an Experimenter in a Lecture Course
- Lindsay Crawford, Philosophy, Confidence and the Character of Discussion: Attending to Framing Effects
- Justin Hollenback, Civil and Environmental Engineering, Problem Solving and the Random Number Generator
- Jennifer Johnson, Linguistics (Home Department: Education), Engaging with the Thesis Statement: Developing Metacognitive Skills in the Classroom through Peer Sharing, Peer Review, and Self-Review
- Ashley Leyba, History, Expanding the Classroom: Using bSpace to Encourage Student-Driven Discussion
- Sarah Mangin, English, Elusive Allusions: Discovering Kafka in Coetzee
- Yekaterina Miroshnikova, Molecular and Cell Biology (Home Department: Bioengineering), Breaking Down the Barriers Inhibiting Effective Learning Environments
- Raphaëlle Rabanes, Anthropology, Queering Anthropology: A Lived Experience of Critical Knowledge Production
- Anna Rubin, Public Policy, Policy Consulting Simulations as a Tool for Understanding and Applying Economic Concepts
- Margot Szarke, French, Making and Supporting an Argument
- Peyam Tabrizian, Mathematics, The Advantages of Rearranging the Topics Covered in a Course
- Ryan Turner, Astronomy (Home Department: Earth and Planetary Science), Seeing for Yourself
- Wendy Xin, English, X-Axis, Y-Axis, and Zzzz’s: Plotting Narrative at 8 AM
- Sarah Chihaya, Comparative Literature, References without Referents (Or, How My Class Learned to Start Worrying and Love Thomas Pynchon)
- William Coleman, History of Art, Self-Portraiture as a Teaching Tool
- Rebecca Elliott, Sociology, Maximizing the Impact of GSI Feedback through Reflections on Writing
- Mark Fisher, Political Science, Providing Skills, Not Summaries: Improving Reading Comprehension in Political Theory
- Francesca Fornasini, Astronomy, “Is This Right?” Building Confidence in Scientific Reasoning
- Conrad Hengesbach, Mathematics, The Challenges of Teaching in Summer Session
- Kevin Krasnow, Environmental Science, Policy, and Management, Understanding Long-Term Ecological Change with Tree Rings
- Marquise McGraw, Economics, Incorporating Active Learning and Technology into Teaching Economics
- Christopher Mead, English, Sacrifice and Literature (not published at recipient’s request)
- Shawhin Roudbari, Architecture, Using Students’ Design Work to Teach Design Theory and Criticism
- Sonja Schwartz, Environmental Science, Policy, and Management, Beyond Bean Counting: A New Laboratory to Teach the Concepts of Microevolution
- Amy Wolfson, African American Studies, The End of Romance: Teaching Students to Rethink ‘Wild’ Africa
- Ermine Fidan Elcioglu, Sociology, Reading Theory with Courage: One Way to Teach Critical Reading Skills
- Alejandra Figueroa-Clarevega, Molecular & Cell Biology, Building the Big Picture
- Emily Frey, Music, Teaching Basic Musicianship: An Ode to Chaos
- Lynn Huang, English, Anatomy of an Essay
- Stacy Jackson, Energy and Resources Group, An Effective Review Session (without Teaching to the Test)
- Allison Kidder, Environmental Science, Policy, and Management, Bringing Concepts to Life through Field Trips
- Stephanie Langin-Hooper, Near Eastern Studies, Multi-Sensory Windows into Ancient Near Eastern Archaeology
- Jessica Smith, Chemistry, A Pre-Lab Assignment for a More Efficient and Effective Laboratory
- Neil Switz, Biophysics, Teaching Quantitative Optical Filter Choice as Part of Practical Microscopy
- Sean Tanner, Public Policy, A “Tradeoffs” Method for Soliciting Student Feedback
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- Grant Programs
- The How Students Learn Project
- The How Students Learn Working Group and Speaker Series
- Daniela Kaufer: What can Neuroscience Research Teach Us about Teaching?
- 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
- Lawrence Lowery: Effective Teaching for Effective Learning
- Kathleen Metz: The Interplay of Conceptual Understanding and Engagement in Disciplinary Practices
- Alan Schoenfeld: Learning to Think Mathematically (or like a scientist, or like a writer, or…)
- Applying the Research to Teaching
- Select Bibliography on How Students Learn
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- Outstanding Graduate Student Instructor Award
- OGSI Recipients 1998-1999
- OGSI Recipients 1999-2000
- OGSI Recipients 2000-2001
- OGSI Recipients 2001-2002
- OGSI Recipients 2002-2003
- OGSI Recipients 2003-2004
- OGSI Recipients 2004-2005
- OGSI Recipients 2005-2006
- OGSI Recipients 2006-2007
- OGSI Recipients 2007-2008
- OGSI Recipients 2008-2009
- OGSI Recipients 2009-2010
- OGSI Recipients 2010-2011
- OGSI Recipients 2011-2012
- OGSI Recipients 2012-2013
- OGSI Recipients 2013-2014
- OGSI Recipients 2014-2015
- OGSI Recipients 2015-2016
- OGSI Recipients 2016-2017
- OGSI Recipients 2017-2018
- OGSI Recipients 2018-2019
- OGSI Recipients 2019-2020
- OGSI Recipients 2020-2021
- OGSI Recipients 2021-2022
- OGSI Recipients 2022-2023
- Teaching Effectiveness Award for GSIs
- Faculty Award for Outstanding Mentorship of GSIs
- Faculty Award for Outstanding Mentorship of GSIs: The Nomination Process
- Award Recipients and Their GSI Mentoring Statements
- Joseph J. Duggan
- Martin Berman
- Michael Clancy
- Kevis Goodman
- Gail Offen-Brown
- Stephen Tobriner
- Dana Buntrock
- John McNamara
- Steven Vogel
- Janet Adelman
- Michelle Douskey
- Paul Groth
- John Hurst
- Robin Einhorn
- Nikolaus Euba
- Jeffery Winer
- Seda Chavdarian
- Steven Goldsmith
- Claire Kramsch
- Lisa Little
- Gillian Hart
- Margaretta Lovell
- Lisa Pruitt
- Robert Reich
- Gordon Silverstein
- Garrison Sposito
- Susan Muller
- Patina Mendez
- Penelope Edwards
- Lynn Huntsinger
- Sabrina Agarwal
- David Henkin
- Martha Olney
- Anant Sahai
- 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
- Constructing Live Knowledge from Dead Civilizations
- Thinking like a Chemist: Enculturation, Disciplinary Practice, and Problem-Solving
- Awards for GSIs and their Faculty Mentors: Frequently Asked Questions
- Outstanding Graduate Student Instructor Award