TEA Recipients Listed by Year Awarded
TEA Recipients 2006 to 2010
TEA Recipients 2006 to 2010
Click below to expand each year and see the recipients with links to their essays.
- Danielle Champney, Education, Using Prediction, Competition, and Reflection to Make Connections in Calculus II
- Catherine Cronquist Browning, English, Ethical Engagement: Practical Solutions for Addressing Plagiarism in the Writing Classroom
- Emily Hamilton, History, Playing Teacher: Adding Predictive Power to Students’ Toolboxes
- Aastasia Kayiatos, Slavic, (Feminist) Dreams Really Do Come True
- Aaron Lee, Astronomy, Bringing Astronomy Down to Earth: A Teaching Strategy That Helps Develop Intuition
- Lora Oehlberg, Mechanical Engineering, A Hands-On Approach to User Interface Prototyping
- Rahul Bjørn Parson, South and Southeast Asian Studies, Language Pedagogy as a Group Effort
- Matthew Sergi, English, A People’s History of the English Language: Dialect Communities
- Jessica Shade, Integrative Biology, Encouraging Deep Learning in an Introductory Course
- Julie Ullman, Molecular and Cell Biology, Teaching Students How to Create a Picture Worth a Thousand Words
- Gina Zupsich, French, Free in Theory: Teaching Gender in Historical Perspective
- Sener Akturk, Political Science, Negotiating European Integration Yourself: Role Playing, Simulations, and Counterfactuals in Teaching Political Science
- Nicholas Arpaia, Molecular and Cell Biology, Training Molecular MacGyvers Using the Immunologist’s Toolbox
- Paul Bruno, Physics (Home Department: Education), Helping Students Learn (and Effectively Use) What They Already Know
- Natalia Cecire, English, Creating a Research Community
- Seemay Chou, Molecular and Cell Biology, Teaching Young Scientists to Speak the Way They Think
- Christopher Clark, Integrative Biology, Improving Biology Papers through Peer Review
- Charles Chang, Linguistics, Fun with Phonetics on a Saturday: Bringing Linguistics Up to Date with the Other Sciences
- Zoe Harris, Public Health, From Theory to Obama: Innovative Teaching Methods to Increase Participation
- Kathryn Jasper, History, The Fourth Crusade Charges into the Classroom
- Jennifer Morazes, MSW, Social Welfare, “Why Don’t They Just Go Get Help Themselves?” Illustrating the Challenges of Accessing Social Services
- Shanthi Nataraj, Agricultural & Resource Economics (Home Department: Economics), Applying Economic Concepts to Environmental Problems
- Timothy Pepper, Classics, Teaching the Ancient Greek Optative and Subjunctive by Staging Cultural Practice
- Jason Purcell, Political Science, Teaching the 3-Speed Class
- Ko-Ay Timmy Siauw, College of Engineering, The E7 Robot Tournament
- Sereeta Alexander, Education, Creating Collaborative In-class Activities: Minimizing the Diffusion of Responsibility and Disinterest during Group Work
- Molly Babel, Linguistics, Externalizing Analyses and Bridging Sub-Disciplines
- John DeNero, Electrical Engineering and Computer Science, Now Students, Don’t Forget to Play your Video Games
- Polina Dimova, Comparative Literature, The Theory Scare: Teaching Students How to Grasp Abstract Ideas
- David Divita, French, Shaking up the Standard in a French Phonetics Course
- Ladan Foose, Chemical Engineering, Searching for the “Big Picture”
- Hillary Gravendyk, English, Poetry and the Scientific Method
- Naomi Kohen, Material Science and Engineering, The Kitchen as a Laboratory
- Naomi Leite, Anthropology, Introducing Course Themes through Experiential Learning: A First-Section Activity
- Sarah Macdonald, Sociology, Encouraging Critical Thinking through Exam Preparation
- Nicholas Stephanopoulos, Chemistry, Making the Connections: Dissecting Fatty Acid Biosynthesis
- Justin Underhill, History of Art, The Power of Observation in situ (by Proxy)
- Jann Vendetti, Integrative Biology, Understanding Biological Shape with Pipe Cleaners: An Exercise in Integrating Multiple Learning Styles
- Matias Cattaneo, Economics, Teaching Students with Diverse Backgrounds
- Angela Chau, Bioengineering, Learn at Your Own Pace
- Monika Gehlawat, English, Critical Objectivity and Sentence Style Improvement
- Maria Goodrich, Integrative Biology, Using a Focal Organism as a Teaching Tool in General Biology
- Robert Held, Bioengineering, Interaction and Integration: How to Teach Students with Varying Expertise0
- Veronica Herrera, Political Science, Reversing Roles: How would Your Students Devise a Section Lesson Plan?
- Sonya Lebsack, Legal Studies, Teaching Critical Skills in Legal Studies
- Jennifer McGuire, Integrative Biology, Instilling Effective Study Skills in Students: Start Early, Know Your Weaknesses
- Carl Olsen, Scandinavian, Creative Writing and the Horizon of Expectations
- James Ramey, Comparative Literature, Making It Fun: Framing Literary Discussion as a Social Practice
- Carolyn Sparrey, Mechanical Engineering, Implementing the Scientific Learning Cycle in the Confines of a Classroom
- Ryan Steele, Chemistry, A Voice in the Sciences
- James Su, Vision Science, Stretching the Field of View
- Laurel Westbrook, Sociology, Drawing to Learn: One Way to Teach to Multiple Learning Styles
- Julia Comerford, Astronomy, Teaching by (Bad) Example
- Tatiana Fedyk, Business Administration, Hide and Go Seek, or Could We Play with Accounting?
- Benjamin Freedman, Molecular and Cell Biology, Teaching Mitosis and Meiosis Using Metaphor and Play-Acting
- Kenneth Haig, Political Science, Finding Ways that Everyone Can Contribute Creatively: Using Visual Learning Techniques and Small-Group Exercises to Promote Cooperative Learning
- Susan Hicks, Geography, Getting on the Same Page
- Jelani Mahiri, Anthropology, An Exercise in Writing Descriptive Field Notes for Anthropological Research
- Jason Ng, Vision Science, Utilizing a Unifying Experiment to Enhance Conceptual Integration
- Ari Nieh, Mathematics, Dispelling the Fear of Proofs
- Daniel Perley, Astronomy, Solar System on a Laptop: Visualizing the Dynamic Universe
- Matthew Sargent, History, Teaching the “Errors of the Past”
- Wendy Sinek, Political Science, Conquering “40% of the Grade”: Interactive Strategies for Helping Students Prepare for Comprehensive Final Exams
- Nichole Sterling, Scandinavian, Creativity in the Composition Classroom
- Mary Trahanovsky, Materials Science and Engineering, Motivating Students with Choice
- Leonard von Morzé, English, Sources into Evidence; or, Rethinking the Research Requirement in Reading and Composition Courses
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- 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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- 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
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- 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
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