At the conclusion of the summer term, the Grove Center for Excellence in Science Teaching reached out to participants in the Evidence-Based Teaching Academy (EBTA) for updates on their classroom innovations and professional progress. The faculty and graduate instructors who responded offered a lively and collegial glimpse into the creativity, hard work, and dedication present throughout the EBTA network. For most, these reflections highlighted ongoing efforts to redesign, refine, and reimagine teaching approaches, while others, including Alyssa Hu, embarked on ambitious new professional journeys as the fall semester commenced.
Our colleagues represent a wide range of teaching contexts, from campus labs to international appointments, each demonstrating that growth mindset and collaboration fuel meaningful educational change. Over the summer, Sam Vancini worked with his mentor to reorganize his differential equations course, now emphasizing conceptual learning and targeted weekly assessments. In chemistry, Zachary Rhoden collaborated on instrument-building projects and updated lab report formats to support Claim-Evidence-Reasoning, setting the stage for richer hands-on student learning.
Physics instructor Emma Steinebronn tackled persistent misconceptions with hands-on activities and thoughtful analogies, drawing on campus expertise in educational psychology to inform her approach. In statistics, Nicole Lazar initiated a department-wide review of how students communicate quantitative information, launching broad curriculum conversations informed by summer surveys and collaborative discussions.
Several EBTA participants also experienced exciting professional transitions. Alyssa Hu completed her dissertation, relocated to Australia, and is connecting with new colleagues to adapt her teaching methods to a fresh institutional and cultural environment. Mihran Papikian is developing comprehensive abstract algebra notes, eager to model innovative teaching for students and the EBTA community alike.
Active learning continues to thrive across courses. James Martin is introducing 3D visualization and game-based learning in molecular biology, while Cindy Gulis energized her astronomy classroom from day one by integrating interactive surveys and mind-bending analogies to make science memorable and relevant. Graduate student Kristen Aviles focused her summer redesign on prelab assignments to foster student independence and resourcefulness, drawing on mentorship and new research to inform her upcoming spring course. Henrietta Tsosie, from Engineering, reflected on storytelling and activity-based approaches for her large thermodynamics class, drawing inspiration from EBTA’s supportive and idea-rich environment.
Whether launching bold new projects or expanding on summer experimentation, EBTA colleagues continue to share, inspire, and innovate. We are proud to showcase their work and invite everyone to connect and learn more at December’s Innovation Showcase. Interested in joining the next EBTA cohort—or know someone who might be an excellent fit? Reach out to the Grove Center and help us expand our vibrant community of teaching innovators.
