TEA Recipients Listed by Year Awarded
TEA Recipients 2000-2001 to 2004-2005
TEA Recipients 2000-2001 to 2004-2005
Click below to expand each year and see the recipients with links to their essays.
- Badr Albanna, Physics, Getting in Touch with Your Inner Physicist
- Aubrey Clayton, Mathematics, The Meaning Behind the Symbols
- Christie Dowling, Civil and Environmental Engineering, Strategies to Provide Information Without Providing Answers
- Oron Frenkel, Public Health, Crossing Disciplinary Boundaries through Drama
- Amy Lerman, Political Science, It Said What? Reading Critically for Bias and Point of View
- Michael Markham, Music, Bringing Opera Closer to Home
- Karen McNeill, History, The Undergraduate Research Paper
- Vasudha Paramasivan, South and Southeast Asian Studies, “Telling” Tales: The Quest for Meaning in Indian Folklore
- Kathryn Peek, Astronomy, Lessons from a Lesson on Stellar Evolution
- Timothy Randazzo, Ethnic Studies, A New Approach to Teaching and Learning
- Alejandro Reyes Arias, Latin American Studies, The Challenge of Thinking Historically
- Christopher Rider, Business Administration, Improving Writing Skills and Alleviating Grading Confusion
- William Short, Classics, Experiments in Communicative Latin
- Richard Keith Slotkin, Plant and Microbial Biology, Designing a Better Laboratory Course
- Benjamin Yost, Rhetoric, Becoming a Better Socrates
- Catherine Becker, History of Art, Making a Connection to the Distant Past
- Elzbieta Benson, Sociology, Increased Class Participation: Accommodating for Diverse Styles and Skills
- Hélène Bilis, French, Giving a New Tune to Grammar
- Suzanne Blum, Chemistry, Current-Literature Problem Solving as a Connection to the Real World: How Solving a Problem in the Classroom Expanded Professor-Graduate Student Mentorship from the Laboratory into the Classroom
- Gautam Borooah, Mathematics, When Wrong is All Right
- Kimberly Cassibry, History of Art, Teaching Roman Monuments
- Louis-Benoit Desroches, Astronomy, Undergraduate Astronomy Journal Club
- William Dichtel, Chemistry, Teaching Alice
- Sophie Dumont, Molecular and Cell Biology, Motivating a Broad Audience with Research
- Anna Nisnevich, Music, Music and Multi Media: Staging Stravinsky’s The Rite of Spring
- Jessica Owley, Environmental Science, Policy and Management, Social Science Meets Physical Science
- David Radwin, Political Science, Learning by Doing: Using Simulations to Teach Political Science
- William Scott, History, The Campus as Laboratory: Teaching Students to Think Historically About the Built Environment
- Victoria Somoff, Slavic Languages and Literatures, Writing an Epistolary Novel in a Heritage Speaker Class
- Mayumi Takada, English, Everything You Ever Wanted to Know about Literature but Were Afraid to Ask the Saturday Evening Post: or, How Literature is Like Math
- Mathew Wedel, Integrative Biology, How to Encourage Lecture Attendance through Discussion Activities
- Yelena Baraz, Classics, A New Way to Appreciate Cicero’s Style
- Charles Scott Combs, Film Studies, Writers into Readers
- J. Peter Coppinger, Plant and Microbial Biology, Slimemolds vs. the MCATs
- Sarah Cunningham, Integrative Biology, Teaching an Uncommon Sense
- Huma Dar, South and South East Asian Studies, Re-Membering Our Histories, Re-Visioning Our Histories, Re-Writing Our Selves
- Alexander Diesl, Mathematics, Breaking the Mathematical Language Barrier
- Lael Gold, Comparative Literature, An Epic in Miniature: Collaborations on a Thesis
- James Endres, Molecular and Cell Biology, Science Education: Focus on Core Analytical Skills
- Amanda Heddle, Environmental Science, Policy and Management, Development of an Inquiry-Based Activity from a Content Intensive Curriculum
- Lisa Kaborycha, History, Teaching History Students to Read Between the Lines
- Lyn Paleo, Public Health, Incorporating Practice into Theory-Based Curriculum
- Gaurav Punj, IEOR, Think Out of the Box
- Gretchen Purser, Sociology, Theory as a Map
- Francesca Rivera, Music, If “Writing about Music is Like Dancing about Architecture,” Maybe it is Time to Draw: Using Visual Aids to Introduce Musical and Stylistic Analysis
- Heidi Saleh, Near Eastern Studies, Revitalizing & Contemporizing Ancient Literature
- Elizabeth Shank, Molecular and Cell Biology, Emphasizing Concepts in a Yeast Genetics Laboratory
- Ajeet Shankar, Computer Science, The Zen of Reductions, (How to Understand Computers by Becoming One)
- Meredith Thomsen, Integrative Biology, Groupwritten
- Ana Villa-Lobos, Sociology, How to “Show” Sociology in an Academic World of “Telling”
- Chantelle Warner, German, Putting the Text Back in Text Book
- Jess Wendover, Architecture, Teaching Triangulation of Research Methods
- Christine Zalecki, Psychology, Practice Matters: The Design and Teaching of an Introductory Clinical Seminar
- Bryan Zeitler, Molecular and Cell Biology, Using the Peer-Review Process to Stimulate Classroom Discussion
- Antar Bandyopadhyay, Statistics, Mathematics: The Universal Language of Science
- Laura Basini, Music, Musical Form and Active Learning
- Mary Becker Quinn, Spanish and Portuguese, Charting the Plot of ‘La Noche Boca Arriba’
- Helen Boucher, Psychology, Helping Students Understand Prejudice
- Mai-Lin Cheng, English, Monstrous Texts: Overcoming Resistance to Literature
- David Gard, Psychology, Developing a Substantive Understanding of the Concepts of Normality and Pathology
- John Johnson, Astronomy, TALC: Individualized Assistance through Collaborative Learning
- Kimberly Johnson, English, The Renaissance Lyric Poem as Pop Culture
- Tania Martin, Architecture, Engaging with Primary Sources and Making Connections to Readings and Lectures
- Kathryn Pearson, Political Science, Bringing Home the Bacon: Navigating the Congressional Budget Process
- Edith Replogle Sheffer, History, Creating Coherence with Conceptual Maps
- Viswanath Sankaran, Mathematics, Demystifying the Thought Process
- Susan Schwab, Molecular and Cell Biology, Players in the Pathway
- Connie Anderson, French, Hands-on Experience of French Irony
- Jennifer Bensadoun & Alexander Minnis, Epidemiology, Research Methods Applied to Public Health Topics: Using Breakout Groups to Foster Problem Solving and Critical Thinking
- A.S. Cheng, Education, Mechanical Engineering, Teaching My Students to Fish
- Melina Esse, Music, I Love to Listen to Music But I Don’t Know Anything About It
- Natalia Ferretti, Political Science, Do Our Students Understand the Relevance of What We are Teaching Them?
- William Hayes, Sociology, Teaching Bourdieu: Observing the Habitus in Sites of Consumption
- Deanna Kiser, Near Eastern Studies, Understanding the Lives of Ancient Egyptians
- Eric Masanet, Mechanical Engineering, Incorporating Design-for-Environment into the Undergraduate Product Design Curriculum
- Heather McCarty, History, Journals: The Key to Small Group Participation
- Nicholas L. Pivonka, Chemistry, Improving Laboratory Courses
- Jennifer Powell, Molecular and Cell Biology, Transforming Quizzes into Teaching and Learning Tools
- Selby Schwartz, Comparative Literature, Is Ariel the Same as the Little Mermaid?
- Giulietta Spudich, Molecular and Cell Biology, Linking Theory and Experiment in a Biochemistry Lab
- Holly Watkins, Music, Musical Representation and Musorgsky’s Pictures at an Exhibition
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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…)
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- Award Programs
- 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