Teaching Workshops and Symposia:

Institutional Changes to the Evaluation of Teaching
POD Network National Meeting, Portland, OR                                   2018

Developing a New Approach to the Evaluation of Teaching
CollegeNET User Conference, Portland, OR                                     2018

Leading Labs: Seven strategies for improving your life (AND student outcomes)
and
Teaching Tips from Experienced Graduate Instructors: Panel member
Graduate Student Day of Teaching, Sponsored by
Graduate School and Teaching Engagement Program                     2018

Using and Interpreting Teaching Practices Inventory for continual improvement of teaching
UO Provost’s Teaching Academy                                                     2018

Structuring inclusion – increasing structure to promote equity in undergraduate teaching
Science Literacy Program Workshop                                                2018

Diversity, Equity, and Inclusion in the classroom: Assessment of student experiences
Human Physiology Teaching Academy                                             2018

Integrating a Mission of Equity, Inclusion, and Diversity across a Human Physiology Department Curriculum and Individual Courses
NWBIO, Tacoma, WA                                                                        2017

Integrating a Mission of Equity, Inclusion, and Diversity across a Human Physiology Department Curriculum and Individual Courses
UO-TEACH-in, Eugene, OR                                                               2017

Core Teaching Values: Aligning philosophy and pedagogy
NWBIO, Vancouver, BC, Canada                                                      2015

Adjusting to a new learning management system – Guide to Canvas
Human Physiology Teaching Academy                                             2014

Science Literacy Program Graduate Education Mentor:

• Trained and supported graduate and undergraduate teaching assistants in developing and implementing a microteaching lesson in science courses.
• Assessed program outcomes and impact on students
• Developed and co-led science literacy journal club in Winter 2017
• Developed and led a faculty workshop on implementing inclusive teaching practices
• Represented UOregon at AAU STEM Education conference (Washington, DC) and lobbied for increased funding for basic STEM education research

Readings, Classes, and Certificates:

• Working to obtain an Advanced University Teaching Certificate through the Graduate Teaching Initiative sponsored by the Teaching Effectiveness Program (2015)
• HPHY 611 Professional Skills: Effective Teaching
• HPHY teaching academy (2011 – 2019)
•  What’s up with Whiteness workshop (2018)
• Teaching Effectiveness Program workshops attended:
  •  Motivation 101 – 2015
  •  Metacognition – 2015
  •  Writing a Teaching Philosophy – 2014
  •  Designing Hybrid Courses – 2014
  •  Creating a Teaching Portfolio – 2016
  •  Summer institute keynote – 2018
  •  Inclusive Teaching – 2019
• Science Literacy Program Journal Club (Fall 2014 – Winter 2018) -Readings included:
  •  Assessment in the College Science Classroom (Dirks, Wenderoth & Withers, 2014)
  •  Discipline-Based Education Research (Slater, Slater, & Bailey, 2011)
• Created a departmental teaching book club (2014-present) – Readings included:
  •  What the best college teachers do (Ken Bain)
  •  The Secret: What great leaders know and Do (Blanchard and Miller)
  •  StrengthsFinder 2.0 (Tom Rath)
  •  Radical Candor
  •  Small Teaching
  •  How learning works
• Attended UOregon Seminars and workshops from Mary-Pat Wenderoth, Carl Wieman, Jenny Dauer, Kimberly Tanner, Claude Steele, Barb Goodman, Noah Finkelstein
• Participated in an open, online course “An Introduction to Evidence-Based Undergraduate STEM Teaching” (https://www.coursera.org/course/stemteaching)

Other Teaching and Learning Projects and Service:

• Worked on Continuous Improvement and Evaluation of Teaching Senate Committee
  • Developed midterm and end-of-term Student Experience Surveys
  • Developed instructor reflection survey
  • Analyzed student survey responses and survey validity
  • Presented UO’s work at national conferences (POD, CollegeNet User’s conference)
•  UO core education committee
  • Helped redefine and restructure core-education requirements at UOregon
• Evaluated the impact of supplementary instruction in Intro Biology student success
  • Implemented a education research project in HPHY 322 labs regarding student outcomes on written lab reports after receiving different types of instructor feedback (Published in 2016)
• NWBIO 2016 steering committee and webmaster (2015-2016)
• Lead Peer Tutor at Linfield College – organized tutors across-disciplines to offer a campus wide tutoring center. Held generalized tutoring hours focusing on study skills and strategies for success (2010-2011)

Course Observations and Teacher Mentoring:

• Received and implemented feedback from another instructor in my department after every class while teaching HPHY 211 (Medical Terminology)
• Weekly meetings with a teaching mentor and senior instructor about teaching and leadership (Fall 2014 – present)
• Observed the following courses (outside of GTF requirements)
  • BIO 212 – Mark Carrier (Fall 2015 – 3 class sessions)
  • HPHY 211 – Robin Hopkins (Winter 2016 – majority of the term)
  • BIO 140 – Elly Vandergrift (Winter 2016 – 1 class session)
  • HPHY 323 – Jon Runyeon (Winter 2015 – 1 class session)
  • HPHY 434/534 – Anita Christie (2015 – 1 class session)
  • Pathophysiology – Brian Nichols (2015 – 1 class session)