TEA Recipients Listed by Year Awarded
TEA Recipients 2020-2021 to 2024-2025
TEA Recipients 2020-2021 to 2024-2025
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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- 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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- 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
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