Open Menu Close Menu Open Search Close Search

Tufts Springboard Grant

Pedagogical Partners Program (P3) Seed Funding

This program will partner diverse students and AS&E faculty to improve the faculty partner's course. These partnerships are intentionally constructed to remove the power dynamic, enhance student engagement, increase faculty understanding of student perspectives and reflect on equity and inclusion, allowing partners to constructively co-create improved learning experiences.

Davis Educational Foundation

Davis Grant

Faculty Awakenings in a Time of Crisis

This project is a collaboration between the long-established Center for the Enhancement of Learning and Teaching (CELT) and the relatively new Institute for Research on Learning and Education (IRLI). This partnership puts us in a unique position in higher education, to work at the intersection of educational research and practice, and indeed to view practice as research. We will promote collegial, collaborative exploration of effective teaching practices and weave the component practices of learner-centered course development, close examination of student thinking within courses, and attention to marginalized student perspectives and experiences and systemic bias. We have designed this proposal, and we intend our approaches going forward, to be attentive and responsive to productive beginnings we recognize in faculty thinking and draw upon these beginnings to foster ongoing, inquiry and evidence-based teaching. (Annie Soisson, CELT David Hammer, Education Department and IRLI, Co-PI’s)

Howard Hughes Medical Institute (HHMI) Grant

HHMI Grant

CELT Director Annie Soisson and Board Member Roger Tobin of the Physics are part of a group awarded an HHMI Grant.

Awarded by the HHMI in 2017, this $1 million grant is designed to boost diversity in the natural sciences. It funds a five-year initiative that provides Tufts science faculty and teaching assistants in introductory science courses with support to enhance their ability to elicit, recognize, interpret, and respond meaningfully to all students’ thinking and reasoning regardless of their cultural background or prior preparation. It is led by Roger Tobin, professor of physics; David Hammer, professor of education and physics; Juliet Fuhrman, professor of immunology and infectious disease; Susan Koegel, senior lecturer of cell biology and immunology; and Annie Soisson, director of the university’s Center for the Enhancement of Learning and Teaching. View the article



Dwyer, H. and Smith, J. (2020) A mandatory diversity workshop for faculty: does it work? To Improve the Academy.

Dwyer, H. and Walsh, K. (2020) “This isn’t what I thought it would be”: building new identities and skills in the academy. In Higher Ed Careers Beyond the Professoriate (B.K. Simula, S. Palma, & K. Kearns, eds.) (Accepted)

Garlick, J., Bergom, I., Soisson, A. (2020). Design and Impact of an Undergraduate Civic Science Course, Journal of College Science Teaching.

Grossman Leeman, D. & Altman, J. (2020).  Soul, authenticity, and compassion: Essential ingredients in meaningful learning experience design.  In Kilgore, W. & Weaver, D. (2020).  Connecting the dots: Improving student outcomes with Great instructional design. 

Linder, D., Cardamone, C., Cash, S. B., Castellot, J., Kochevar, D., Dhadwal, S., & Patterson, E. (2020). Development, implementation, and evaluation of a novel multidisciplinary one health course for university undergraduates. One health (Amsterdam, Netherlands)9, 100121.

Rideau, R. & Robbins, C.K. (2020). The experiences of non-tenure-track faculty members of color with racism in the classroom. To Improve the Academy.

Rideau, R. (2020). The marathon: Navigating my path towards a career in higher education. In Higher Ed Careers Beyond the Professoriate. (B.L. Simula, S. Palma, & K. Kearns, eds.) (Accepted)

Soisson, A. (2020). Strategy, Focus and Connection for Teaching Center Success, Chapter in The Palgrave Handbook of Academic Professional Development Centers. Publisher: Palgrave, London, UK.



Cardamone, C. & Cobb-Kung, B. (2019). "Scientific Discovery in the Science Classroom via Contributions to Citizen Science” Citizen Science Programs: Guidelines for Informal Science Educators in Enhancing Youth Science Motivation and Achievement Edited by Suzanne E. Hiller and Anastasia Kitsantas, Nova Science Publishers Inc

Trouille, L., Nelson, T., Feldt, J., Keller, J., Cardamone, C., Cobb-Kung, B., Masters, K.L., Meredith, K., Borden, K. (2019) “Citizen Science in Astronomy Education” in Astronomy Education Volume 2: A Practitioner’s Guide to the Research eds Chris Impey and Sanlyn Buxner, IOP Publishing Ltd.

Rideau, R. (2019).  “We’re just not acknowledged”: An examination of identity taxation of full-time non-tenure-track faculty members of color. Journal of Diversity in Higher Education. Advance online publication.


Rideau, R., & Robbins, C. K. (2018). Critical race and spatial analysis: Mapping to understand and address educational inequity [Review of the book]. Teachers College Record. Retrieved from

2016 and Older



  • Rideau, R. (2019, May) Invited Speaker. Unity College, Unity, ME. “Fostering social-emotional learning and equity in higher education.
  • Rideau, R. (2019,  May) Invited Speaker, Stonehill College, North Eastern, MA.  “Navigating treacherous waters: Teaching as a faculty member of color at a predominantly white institution.” (May 2019)
  • Fenway Library Organization (FLO) Information Literacy Community of Interest: Invited keynote speaker on the role of active learning in library instruction for Boston area consortium of librarians. April 2019.
  • Teaching for Inclusive Excellence retreat keynote and morning workshop for 80 faculty, Wabash College, Crawfordsville, Indiana, August 2016


  • Soisson, A. (May 2019) Universidad Camilo Jose Cela, Madrid, Spain: Invited Panelist for international think tank on the future of higher education
  • Soisson, A. (Spring 2017) Universidad de Ingeniería y Tecnología Lima, Peru: Invited to facilitate two day-long faculty workshops on the topics of active learning and assessment, consulted on the development of a teaching and learning center.
  • Soisson, A. (Spring 2016) Christian Medical College, Vellore, India: Conducted a three-hour workshop at Tufts Medical School in Boston on Ethical Inquiry for faculty from Christian Medical College in Vellore, India
  • Soisson, A. (Spring 2016) Kanazawa University, Japan: Consulted with University leadership on the development of a new teaching and learning center
  • Soisson, A. (Spring 2014) USAID RESPOND - Developed Course Design Institute for 25 faculty from Africa and Asia to produce a framework for One Health-related curricula. The RESPOND grant is a five-year USAID Grant for $185 million intended to improve the capacity of countries in high-risk areas to respond to outbreaks of emerging zoonotic diseases that can be transmitted between animals and humans. With Donna Qualters.

Conference Presentations:

  • Soisson, A. (2020) A Person-Centered and Contextualized Approach to Empowering Faculty for Excellence in Teaching as a Scholarly Activity: Developing Best Practices at Tufts University. American Dental Education Association, ADEA Conference, Maryland. With Y. Natalie Jeong, DMD, MA, Associate Professor, Department of Periodontology, Director, Distance Education.
  • Cardamone, C. (2019, Nov) “Participation in Citizen Science: A Motivational Tool for Introductory STEM courses” Poster presented at AAC&U’s Transforming STEM Higher Education, November 2019, Sheridan Grand Chicago
  • Dwyer, H. (2019). Engaging faculty with the research behind evidence-based practice. 44th Annual Professional & Organizational Development Network in Higher Education (POD) conference, Pittsburgh, PA, with Katharine Walsh.
  • Dwyer, H. (2019). The role of educational developers in first-year seminar success. 44th annual Professional & Organizational Development Network in Higher Education (POD) conference, Pittsburgh, PA, with Emily Weiss.
  • Rideau, R. (2019, Nov.) “Supporting faculty of color teaching at predominantly White institutions”. POD Network Annual Conference, Pittsburgh, PA.
  • Rideau, R. (2019, March). “From dissertation to journal article(s): Developing a concrete action plan”. ACPA College Educators International, Boston, MA.
  • Soisson, A. (2019) Mobilizing Institutional Structures and Resources to Influence Educational Change. Invited Pre-Conference Workshop. Magna Leadership in Higher Education Conference, St. Louis, MO.
  • Soisson, A. (2019) Leading Equitable Departments.  Invited Workshop. Magna Leadership in Higher Education Conference, St. Louis, MO.
  • Soisson, A. (2019) Infusing Experiential Learning into Your Course. Invited Workshop, Teaching Professor Conference, New Orleans, LA.
  • Dwyer, H. (2018) Career Moves: Preparing yourself for work that matters. 43rd annual Professional & Organizational Development Network in Higher Education (POD) conference, Portland, OR, with Esther Jordan, Angela Linse, and Kimberly Van Orman.
  • Soisson, A. (2018) How Centers for Teaching and Learning Can Influence Campus Culture on Emerging Educational Trends. AAC&U Conference, Washington DC, With Stacy Grooters and Cristina Mirshekari.
  • Dwyer, H. (2017). Turning challenges into opportunities: An impactful approach to mandatory initiatives. 42nd annual Professional & Organizational Development Network in Higher Education (POD) conference, Montreal, Canada, with Linda Bruenjes.
  • Soisson, A. (2017) Making the Most of Learning Outside of the Classroom. International Higher Education Teaching and Learning Conference (HETL), Halifax, Nova Scotia, Canada.
  • Dwyer, H. (2016). Technology-enhanced TA development: An online training module approach. 41st annual Professional & Organizational Development Network in Higher Education (POD) conference, Louisville, KY, with Chad Hershock and Margaret Sanders.
  • Soisson, A. (2015) Teaching for Inclusive Excellence. Invited Pre-Conference Workshop. The Teaching Professor Conference, Atlanta, GA.
  • Rideau, R. (2015, Nov.). “Bridging the gap: An examination of theoretical frameworks in studies of contingent faculty and faculty of color.” Association for the Study of Higher Education, Denver, CO.