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Scholarship of Teaching and Learning Practitioners and Projects

Scholarship of Teaching and Learning (SoTL) Practitioners are graduate students and postdocs who have participated in the SoTL Practicum, during which they received training and support needed to conduct a small-scale classroom research project and presented the results in a poster session to the campus community. Explore past project titles below.

 


Spring 2017 SoTL Practitioners and Projects

Name Field Project Title
Elizabeth Case Mechanical Engineering Teaching for the First Time: the Graduate Student Teaching Experience
Christine Georgakakos Biological and Environmental Engineering Cross-Disciplinary Collaboration: Environmental Engineers and Landscape Architects
Daniel Houck Mechanical Engineering Dependencies Between Prelim Scores and Parts of a Course Show Possible Gender Differences
Reece Kearney Aerospace Engineering Teaching for the First Time: the Graduate Student Teaching Experience
Eugene Law Soil and Crop Sciences Student Perception of Benefits of a Program Supporting Diversity in STEM Fields
Jeffrey Mulligan Electrical and Computer Engineering Using the Tools of Teaching as Research to Inform and Improve Student Engagement and Learning in the Biomedical Engineering Classroom
Dhyan Palanichamy Plant Breeding Augmenting Statistics with Science History

Fall 2016 SoTL Practitioners and Projects

Name Field Project Title
Stepfanie Aguillon Ecology and Evolutionary Biology Gender Differences in Student Participation in an Introductory Biology Classroom
Megan Biango-Daniels Plant Pathology and Plant-Microbe Biology Understanding the Accuracy of Self-evaluation in Students' Scientific Writing
Susan Cheng Ecology and Evolutionary Biology What Motivates Student Engagement in Class? A Case Study with an Undergraduate Course in Environmental Biology
Anna Golovkova Asian Literature, Religion & Culture Using Role-Play in First-Year Writing Seminars (team project)
Tyran Grillo Asian Literature, Religion & Culture Using Role-Play in First-Year Writing Seminars (team project)
Rebecca Harrison Science and Technology Studies When Teaching the "Science and Politics of the GMO" MOOC is Itself Political
Janet Hendrickson Romance Studies Close Reading Through Creative Writing: Comparing the Effectiveness of Analytic and Creative Writing to Understand the Meaning of a Text
Andrea Mendoza Asian Literature, Religion & Culture Using Role-Play in First-Year Writing Seminars (team project)
Gregor-Fausto Siegmund Ecology and Evolutionary Biology Gender Differences in Student Participation in an Introductory Biology Classroom
Catherine Spirito Biological and Environmental Engineering Undergraduate Students' Perceptions of Oral Examinations as a Method to Assess Learning in an Autotutorial Introductory Biology Course

Spring 2016 SoTL Practitioners and Projects

Name Field Project Title
Dawn Berry International Studies Teaching Publication Process in Diverse Classrooms
Kathleen Hefferon Food Science An Examination of Instructors’ Experiences with the Course Design of a New and Controversial MOOC
Jillian Marshall Music Sounding Evidence: Performing Close Readings of Music as Aural Text (paired project)
Nicholas Mason Ecology and Evolutionary Biology Using Learning Analytics to Examine the Biology Scholars Program at Cornell
Nancy Quintanilla English Language and Literature Breaking Boundaries: Performance Poetry and Vulnerability in Prison Education
Rachel Sturge Ecology and Evolutionary Biology Do Students Taking a Writing Intensive Version of an Ecology Course Understand Key Concepts Better Than Those in the Regular Version?
Brianna Thompson English Language and Literature Collaborative Writing in the Humanities (paired project)
Katherine Thorsteinson English Language and Literature Collaborative Writing in the Humanities (paired project)
Allison Truhlar Biological and Environmental Engineering “I didn’t know GMO’s cause cancer!”: Investigating Student Engagement with Course Content and Peers in Online Chat
Andrew Waxman Applied Economics and Management Social Norms, Public Goods, and Peer Review in First-Year Writing Seminar
Andrew Zhou Music

Sounding Evidence: Performing Close Readings of Music as Aural Text (paired project)


Fall 2015 SoTL Practitioners and Projects

Name Field Project Title
Georgia Andreou  Classics Digital Environments in the Education of Humanities: The Benefits of an Organically Evolving Syllabus
Cissy Ballen Ecology and Evolutionary Biology Active Learning Promotes Diversity in Undergraduate Science
Jasmine Crumsey Ecology and Evolutionary Biology In-Class Polling, Pre-Lecture Quizzes, and Exam Performance as Predictors of Student Learning in an Introductory Ecology Course
Peter DelNero Biomedical Engineering Cancer Researchers Collaborate with Patients and Survivors to Forge Campus-Community Partnerships in Biomedical Science and Engineering
Chantal Koechli Microbiology Effectiveness of Active Learning Small Groups on Comprehension and Retention of the Concept of the Central Dogma
Lee Yoke Lee Natural Resources The Influence of Course Design on the Quality of Cooperative Learning

Spring 2015 SoTL Practitioners (formerly Writing Assessment Fellows) and Projects

Name Field Project Title
Steffen Blings
Government Teaching Students to Engage With Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies (paired project)
Ezen Choo Pharmacology Professional Development Workshops on Teaching: Motivations, Experiences and Recommendations
Lacie Rae Buckwalter Cunningham Romance Studies Teaching Teatro Campesino: Student Actos in Action!
Chuan Liao Natural Resources How Do Rubrics Enhance Learning: Using a Place Journal as a Case Study
Sarah Maxey Government Teaching Students to Engage With Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies (paired project)
Martin Luke McDermott Chemistry and Chemical Biology Autonomy in Undergraduate Lab Projects: Crafting Independent Scientists with Craft Beer
Nirav S. Patel  Natural Resources University-wide Teaching Workshops (1989-2004; 2010-2015) at Cornell University: Evaluating the Metrics of Participation
Dexter Thomas Asian Literature, Religion and Culture Quizzes are Broken (But I Might Have Fixed Them)

Spring 2014 SoTL Practitioners (formerly Writing Assessment Fellows) and Projects

Name Field Project Title
Jessica Abel English Language and Literature We’re Not Exactly Tweeting Here: Teaching Students to Control the Level of Formality in Their Writing
Michaela Brangan
English Language and Literature Students Helping Students: Preferences and Practices for Peer Review
Molly Katz
English Language and Literature Thinking Aloud Through Writing Prompts: A Case Study
Will Youngman
English Language and Literature A Tale of Two (or More) Tones: Strategies for Assessing and Improving Student Knowledge of Tone 

Spring 2013 SoTL Practitioners (formerly Writing Assessment Fellows) and Projects

Name Field Project Title
Adam Bendorf
Philosophy Judging Others: Comparing Structured  and Unstructured Peer Review Exercises
Elizabeth Blake
English Language and Literature He Said/She Said: Teaching the Use of Secondary Sources
Hannah Byland
Medieval Studies Entering the Conversation: Scholarly Sources and Student Writing
Alex Harmon
English Language and Literature Confidence and Argumentation in Analytical Prompts and Theses in the Freshman Writing Seminar
Stephen Mahaffey
Philosophy Judging Others: Comparing Structured  and Unstructured Peer Review Exercises
Danielle Morgan
English Language and Literature Confidence and Argumentation in Analytical Prompts and Theses in the Freshman Writing Seminar
Ruth Mullett
Medieval Studies Entering the Conversation: Scholarly Sources and Student Writing
Daniel Radus
English Language and Literature Incorporating Secondary Sources in the Freshman Writing Classroom
Aaron Rosenberg
English Language and Literature Incorporating Secondary Sources in the Freshman Writing Classroom
Ben Tam
English Language and Literature He Said/She Said: Teaching the Use of Secondary Sources