2019–2020 Recipients

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Dance, and Performance Studies, Normalizing Access and Accommodation in Classrooms **Author has requested essay not to be published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

2018–2019 Recipients

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

2017–2018 Recipients

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

2016–2017 Recipients

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

2015–2016 Recipients

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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