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CIRTL Network Teaching-as-Research Presentations

April 26, 2023 @ 2:00 pm - 3:30 pm CDT

Hear graduate students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research (TAR) projects in this online presentation session. TAR projects investigate questions about teaching and learning, including assessing the effectiveness of specific learning activities and tools, examining the learning process about a specific topic, or characterizing the student experience in the classroom.
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Speakers at this year’s presentation session will share projects that touch on lab instruction, inclusive teaching practices, student belonging, comprehension and assessment, student attitudes towards STEM disciplines, and more. 2023 TAR presenters are:

Faqryza Ab Latif, University of Arizona
Gloria Ashaolu, Michigan State University
Ileana Callejas, University of California, Los Angeles
Samara Chamoun, Michigan State University
Joseph Choy, Johns Hopkins University
Sai Diwan, University of British Columbia
Natasha George, Michigan State University
Alexander Johnson, University of California, Los Angeles
Briley Lewis, University of California, Los Angeles
James Macnamara, Michigan State University
Allison Moreno, University of California, Los Angeles
Colette Nickodem, Texas A&M University
Nichole Nomura, Stanford University
Emily Pappo, University of Florida
Casey Patterson, Stanford University
Vinnie Rigoglioso, University of Wisconsin-Madison
Luke Rodewald, University of Florida
Cristina Schaurich, University of British Columbia
Christopher Stevens, University of Wisconsin-Madison
Rion Wendland, University of Iowa

Register to attend

Event Schedule

This online event takes place on Wednesday, April 26 at 4-5:30PM AT / 3-4:30PM ET / 2-3:30PM CT / 1-2:30PM MT / 12-1:30PM PT. During the presentation period of the event, each speaker will have 12 minutes to present and respond to audience questions. Panel moderators will work off of the schedule below so that attendees can easily move across different panels if they have specific speakers they’d like to hear; however, timing may vary slightly depending on how many questions arise for panelists. You can find speaker abstracts and plan ahead for which panel/speakers you’d like to hear in our detailed agenda.

2:00-2:20pm Central Time: Introductory remarks
2:20-3:10pm Central Time: Panel presentations
3:10-3:30pm Central Time: Closing remarks

Time (in Central) Panel 1: Belonging & student attitudes Panel 2: Teaching lab & research skills Panel 3: Student engagement Panel 4: Inclusive practices Panel 5: Assessment & competence
Location Main Room Breakout Room 1 Breakout Room 2 Breakout Room 3 Breakout Room 4
Moderator John DiNardo, Drexel Colleen McLinn, Cornell Kelly Clark, Hopkins Lisa Kelly, U of Iowa Tiffany Shoop, Virginia Tech
2:20-2:32 Nichole Nomura, Stanford

Fostering Accurate Perceptions of the Teaching Profession in a Gateway Education Course

Christopher Stevens, UW-Madison

Career Oriented Problem-Based-Learning Lab for Improving Student Conceptual Understanding and Motivation

Gloria Ashaolu, MSU

The Efficacy of Podcasts as Complementary Learning Tools in a History Course for Improving Student Engagement and Comprehension

Rion Wendland, U of Iowa

Implementing Improv Activities in Engineering Classrooms

Alexander Johnson, UCLA

Ungrading for teaching the hidden curriculum in engineering

2:32-2:44 Briley Lewis, UCLA

Science Writing & Student Attitudes Towards STEM in an Astronomy GE Course

Cristina Schaurich, UBC

Validation of the educational impact of the 3D Pocket Pelvis App – A Tridimensional Experience

Joseph Choy, Hopkins

A Case Study for Active Learning in a First-Year Biomaterials Design Course

Samara Chamoun, MSU

The impact of a holistic Math student support program, based on compassionate and loving kindness pedagogy and practices, on students’ confidence and attitude towards Mathematics

Casey Patterson, Stanford

Metacognition and Collective Self-Assessment in Black Feminist Pedagogy

2:44-2:56 Allison Moreno, UCLA

Impacts of Study Guides in Chemical Oceanography

James Macnamara, MSU

Comparison of Live versus Virtual Lab Comprehension

Emily Pappo, Florida

Does local relevance improve case study effectiveness in Environmental Science?

Faqryza Ab Latif, U of Arizona

Do Course-Level DEI Statements Affect Sense of Belonging?

Sai Diwan, UBC

Metacognitive Research Skills Development among students in a First-year classroom

2:56-3:08 Colette Nickodem, TAMU

Impact of COVID-19 perceptions on public health students

Ileana Callejas, UCLA

Use of Google Earth Engine for teaching coding and monitoring of environmental change in a course-based undergraduate research experience (CURE)

Luke Rodewald, Florida

Everyday Hyperobject: Daily Encounters with Climate Change in Humanities Pedagogy

Natasha George, MSU

Becoming Writers: Confidence, Competence, and Identity in a Senior-Level Writing Course for Human Biology Majors


This event is open to the public. Registration opens January 10th. You must register in order to attend; you will receive Zoom information upon registration.


We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at in advance so that we may make the necessary accommodations.

Learning Outcomes

Associate: Teaching-as-Research

  • Describe a “full-inquiry” cycle.
  • Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.


April 26, 2023
2:00 pm - 3:30 pm CDT
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CIRTL Network