GRADUATE PEDAGOGY FELLOWS
The Graduate Pedagogy Fellows (GPF) program supports the development of peer leaders in 21st-century higher education pedagogy, with a particular focus on the significance of the Teaching Assistant (TA) role in supporting equitable outcomes in student learning.
ABOUT THE PROGRAM
Graduate students who participate in this interdisciplinary program strengthen their knowledge and application of effective and equitable teaching practices, craft an enhanced professional development opportunity for TAs in their departments, and receive a certificate in pedagogical leadership—with the goal of facilitating professional development for graduate student educators in their departments the following academic year. Through this program, CITL seeks to support graduate student professional development and undergraduate student success at UC Santa Cruz by cultivating TA trainers who are well-versed in effective and equity-minded teaching methods.
To this end, CITL Graduate Pedagogy Fellows are known for:
- advancing a more equitable culture of teaching and learning on our campus;
- creating more robust resources and support systems for peer graduate student educators in their teaching fields; and
- strengthening their own professional development in teaching and mentoring.
In Winter quarter, Fellows take a 10-week course with CITL organized around the following research-informed areas:
- prioritizing equity-minded, anti-racist, accessibility-aware pedagogies;
- understanding how learning happens and applying that knowledge to teaching strategies pertinent to the TA role;
- promoting active and collaborative learning;
- assessing student learning in accessible and equitable ways;
- encouraging effective communication among members of a teaching team; and
- cultivating peer-to-peer mentorship and community around teaching.
In Spring quarter, Fellows collaborate with CITL and their home departments to develop or refine a hands-on, discipline-specific pedagogy program for graduate students in their departments. Depending on departmental needs, Fellows may design a pedagogy course, workshop series, or mentorship program. Fellows also prepare to serve as facilitators of the professional development opportunities they create, with the objective of leading those programs in the following academic year. In Spring, Fellows commit to two group workshops and at least two one-on-one meetings with a CITL mentor.
With sponsorship from the Division of Graduate Studies and Division of Student Success, each Fellow receives a $2,000 fellowship. Upon completion of the program, Fellows also receive a certificate, issued by the CITL, to indicate their leadership in utilizing and promoting effective and equitable teaching strategies in 21st-century higher education classrooms.
HOW TO APPLY
Each Fall quarter, all departments with graduate programs are invited to solicit applications from interested graduate students, and then select one candidate to nominate as their Graduate Pedagogy Fellow by passing along their application materials to CITL. From among the departmental candidates, CITL then selects a cohort of approximately 20 Fellows.
The application period for the 2019-20 cohort is now closed. Please check back in Fall 2020 for information about the 2020-21 program. Please visit the 2019-20 Call for Applications for application information.
2020 GRADUATE PEDAGOGY FELLOWS
Ian Allen graduated from Columbia University with a degree in Applied Physics. He became a high school Physics and Mathematics teacher in Phoenix, Arizona while working on a Master of Education at ASU. His thesis investigated ‘gamification’ of curriculum as an alternative teaching method to reach more diverse types of learners. Now, he is pursuing a Ph.D. in Economics, with research focusing on disparities in public school funding.
Ian AllenGraduate Pedagogy Fellow in Economics (2020)
As a graduate student in the Literature Department, Shane Baker’s work revolves around narratives of disenchantment and re-enchantment as related to definitions of “nature” and environmental ethics discourses. Shane sees “the disenchantment of the world,” endemic to the modern Western mind, as a causative agent in our ethically fraught relationship with the more-than-human world, and therefore ask if a re-enchantment of the world is possible or ultimately desirable, and what forms it could take. His interests include American nature writing, Romanticism, Transcendentalism, (eco)mysticism, deep time and evolutionary theory, deep ecology, (post)secularity, and new religio-social movements like ayahuasca shamanic tourism and “green religion.” He is also very interested in writing studies, and is excited to be a Graduate Pedagogy Fellow so as to–among other things!–grow into a more effective writing instructor.
Shane BakerGraduate Pedagogy Fellow in Literature (2020)
Yasmin ChowdhuryGraduate Pedagogy Fellow in Psychology (2020)
Joseph “Zippy” Connell is a Ph.D. student studying theoretical particle physics. He aims to become a college professor or lecturer in a place similar to Santa Cruz, where Nature and the ocean bedazzle us daily. Joseph most enjoys intertwining scientific principles with psychology, philosophy, and surfing and writing songs about it.
Joseph ConnellGraduate Pedagogy Fellow in Physics (2020)
Ben Eischens is a Ph.D. student in Linguistics whose research focuses on San Martín Peras Mixtec, an Oto-Manguean language of Oaxaca, Mexico. He is interested in using evidence-based teaching strategies in the classroom to better support students from backgrounds that are underrepresented in higher education, as well as making inclusive teaching resources easily available to educators.
Ben EischensGraduate Pedagogy Fellow in Linguistics (2020)
Alberto is a Ph.D. student in the Politics Department. He holds a Master’s degree in Media Studies from Erasmus University Rotterdam and his research interests include sub-state nationalism, migration, media, European politics, and comparative politics. He looks forward to working with the CITL to learn the best pedagogical practices to implement in his teaching and in his department. His goal is to become a university professor.
Alberto GanisGraduate Pedagogy Fellow in Politics (2020)
Xiangjian Gao is a Ph.D. student in the Electrical and Computer Engineering department. His research focuses on wireless communications related to RF energy harvesting and 5G telecommunications. He hopes to improve his teaching strategy to increase student participation and to create active and positive classes through the Graduate Pedagogy Fellow program, and he wants to support his department in creating an equitable and supportive learning environment.
Xiangjian GaoGraduate Pedagogy Fellow in Electrical & Computer Engineering (2020)
Kathryn (Katie) Gougelet is a Ph.D. student in cultural anthropology studying the ways that communities make sense of their health, wellbeing, and futures while living amid petrochemical pollution from fracking sites across the United States. She employs an interdisciplinary approach in her research, drawing from medical anthropology, feminist studies, critical race and ethnic studies, and creative writing to understand the science and experiences of exposure — as well as transformative politics for futures beyond fossil fuels. As a Graduate Pedagogy Fellow, she aims to explore her passion for teaching, learn best practices for teaching social sciences, and hone her skills as a writing instructor.
Kathryn GougeletGraduate Pedagogy Fellow in Anthropology (2020)
Alexandra Grundler is a Ph.D. student in Philosophy. Her highest intention is to become the best facilitator of growth and learning that she can be, and is grateful to be a part of the Graduate Pedagogy Fellows community. She hopes to learn tools to employ inclusive teaching practices such as encouraging respectful, open-minded dialogue and meaningful, accessible participation through activities. She hops to apply this directly to her teaching and share it with the Philosophy graduate community.
Alexandra GrundlerGraduate Pedagogy Fellow in Philosophy (2020)
Theresa Hice Johnson
Theresa Hice Johnson is earning her Ph.D. in Sociology with designated emphases in Critical Race and Ethnic Studies and Feminist Studies. Her transdisciplinary research focuses on Black American youth racial identity formation in the context of global travel. As a Graduate Pedagogy Fellow, Theresa hopes to improve her teaching practices by better incorporating active learning strategies and more confidently facilitating community building in the classroom.
Theresa Hice JohnsonGraduate Pedagogy Fellow in Sociology (2020)
Isaac Karth is a Ph.D. student in the Computational Media Department, working in the Design Reasoning Lab with Adam M. Smith. His research primarily focuses on procedural generation and related areas, with a particular emphasis on developing frameworks for evaluation and the poetics of generativity. He has an M.F.A. in Arts and Technology from the University of Texas at Dallas and a B.F.A. in Digital Media from Kendall College of Art and Design. He is currently co-organizing the 11th Workshop on Procedural Content Generation.
Isaac KarthGraduate Pedagogy Fellow in Computational Media (2020)
Katie Kobayashi is a Ph.D. candidate in the Freshwater and Coastal Ecology Lab and Ecology and Evolutionary Biology Department. Her research asks how life history diversity in steelhead and rainbow trout can influence food web dynamics in stream ecosystems. Since starting grad school at UC Santa Cruz, Katie has found a passion in teaching and working with undergraduate students. She looks forward to using her experience as a Graduate Pedagogy Fellow to foster equitable and inclusive teaching practices in her department and career.
Katie KobayashiGraduate Pedagogy Fellow in Ecology & Evolutionary Biology (2020)
Allison Laubach is a Ph.D. student in Ocean Sciences focusing on marine particle geochemistry. She began teaching as a TA as an undergrad, and is grateful to have had the opportunity to work with students with many different backgrounds. As a Pedagogy Fellow, she hopes to further expand the impact of her department’s existing TA training program.
Allison LaubachGraduate Pedagogy Fellow in Ocean Sciences (2020)
Rachel Maxwell is a Ph.D student in the Earth and Planetary Sciences Department, focusing on lunar magnetism and gravity. She is also a leader in the GEODES (Geoscientists Encouraging Openness in Diversity in the Earth Sciences) group that aims to build community, provide professional development opportunities, and raise awareness of diversity issues within the Geosciences. Rachel’s ultimate goal is to become a professor at a research institution where she can advise and mentor students on research projects in addition to teaching classes. She enjoys teaching for the excitement and understanding that gets passed on to students and hopes to improve her skills through the Graduate Pedagogy Fellows Program.
Rachel MaxwellGraduate Pedagogy Fellow in Earth & Planetary Sciences (2020)
Jonas Oppenheimer is a Ph.D. student in Biomolecular Engineering, working in the UC Santa Cruz paleogenomics lab. His research focuses on understanding the evolutionary dynamics of Beringian megafauna through ancient DNA, investigating the consequences of climate, population history, and hybridization on these species. As a Graduate Pedagogy Fellow, he is excited to obtain a broad background in pedagogical techniques, in particular learning how to make an education in science accessible to all. He is also looking forward to sharing these techniques with other graduate students in his department and building a strong community of educators.
Jonas OppenheimerGraduate Pedagogy Fellow in Biomolecular Engineering (2020)
Amanda Quirk is a Ph.D. student in the Astronomy and Astrophysics department. She studies the dynamics of stars in nearby galaxies. After graduate school, Amanda plans to have a career in education with a focus on making classrooms and curricula more accessible to students. She is excited to join a community of educators through the Graduate Pedagogy Fellows Program and plans to help her department evolve its graduate TA training course to focus on best practices for inclusivity.
Amanda QuirkGraduate Pedagogy Fellow in Astronomy & Astrophysics (2020)
Maureen McGuire is a graduate student in the History of Art and Visual Culture department. She currently researches the cultural patronage of Late Antique and Byzantine royal women. She loves art history and wants to foster a similar interest in students. She has taught online and face-to-face since 2011 and relishes sharing her skill set with colleagues.
Maureen McGuireGraduate Pedagogy Fellow in History of Art & Visual Culture (2020); Summer Graduate Pedagogy Mentor (2020)
Meleia Simon-Reynolds is a Ph.D. student in History with a designated emphasis in Visual Studies. Her research focuses on U.S. imperialism, migration, and labor in the Philippines and Hawai’i. She is interested in how imperial policy and practice affected Filipino migrant laborers who moved from one colonized space to another. Meleia is passionate about inclusive and creative teaching pedagogy. She strives to implement creative, fun activities to support her students’ learning and foster a welcoming environment in her classrooms.
Meleia Simon-ReynoldsGraduate Pedagogy Fellow in History (2020)
Kara Stone is an artist and scholar interested in the affective and gendered experiences of psychosocial disability, debility, and healing as it relates to art production, particularly videogames. Her artwork has been featured in The Atlantic, Wired, and Vice. She is a member of the Different Games Collective. She holds a B.F.A. in Film Production and master’s degree in Communication and Culture from York University, and is currently a Ph.D. student in Film and Digital Media with a designated emphasis in Feminist Studies at UC Santa Cruz.
Kara StoneGraduate Pedagogy Fellow in Film & Digital Media (2020)
Taylor Wondergem is a Ph.D. candidate in Feminist Studies with an emphasis in Critical Race and Ethnic Studies. She is a committed and passionate teacher who continues to be convinced that academic classrooms can be transformative learning spaces when grounded in a feminist love praxis. Her research focuses on the relationships between the US military and the institution of psychiatry to consider the production of a normative subject through warfare, medicalization, and pathologization.
Taylor WondergemGraduate Pedagogy Fellow in Feminist Studies (2020)
Christina Yang is a Ph.D. student in Microbiology and Environmental Toxicology, where she aims to understand how bacterial pathogens modulate the host immune response and cause disease. Her experience as a TA and graduate student mentor to undergraduate students in the lab has fueled her interest in pedagogy. She is excited to use the knowledge from the Graduate Pedagogy Fellows Program to start a pedagogical training program to help graduate students mentor a diverse body of undergraduate students in the lab using inclusive and equitable teaching practices.
Christina YangGraduate Pedagogy Fellow in Microbiology & Environmental Toxicology (2020)
Alessandra Rodriguez y Baena
Alessandra Rodriguez y Baena is a Ph.D. student in the Molecular, Cell, and Developmental Biology department where she studies blood development under stress conditions. Her prior teaching experiences at San Jose State University (B.S.) and at Cal Poly, San Luis Obispo (M.S.) inspired her to pursue a Ph.D. to learn more about pedagogy and gain more hands-on experience with teaching at the university level. Through CITL’s Graduate Pedagogy Fellow Program, she is continuing her department’s efforts in providing TA pedagogical training to develop more effective, equitable, and inclusive teaching practices.