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
In 2016, CELT was awarded a one-year grant from the IDEA organization to document the impact of CELT’s inclusive excellence programming from December 2013 to December 2016. The goal of the Inclusive Excellence program is to make classrooms a more open and welcoming environment for all, and to ensure equitable learning outcomes. Through interviews, surveys and pre-and -post program documents the research project explored the impact of CELT Inclusive Excellence programming on course climate and teaching.
Davis Educational Foundation Grant
In 2013, CELT was awarded a three year grant to explore the topic of teaching for inclusive excellence. Over a three year period, seven faculty learning communities were formed to focus on related topics such as managing difficult dialogues, the implications for inclusive teaching in online environments, STEM classrooms, large enrollment courses, and assessment practices. For more information about the grant and the learning communities see Teaching for Inclusive Excellence.
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. https://doi.org/10.1016/j.onehlt.2019.100121
Dwyer, H. and Smith, J. (2020) A mandatory diversity workshop for faculty: does it work? To Improve the Academy. (Accepted)
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)
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. (Accepted)
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.
Garlick, J., Bergom, I., Soisson, A. (2020). Design and Impact of an Undergraduate Civic Science Course, Journal of College Science Teaching.
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. https://doi.org/10.1037/dhe0000139
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 http://www.tcrecord.org
Meiksins, P., Layne, P., Beddoes, K., Martini, G., McCusker, M., Rideau, R., Shah, Y. (2016, Spring). Women in engineering: A review of the 2015 literature. Society of Women Engineers, 44-65. Retrieved from www.swe.org
Soisson, A. (2016). Seven Bricks to Lay the Foundation for Productive Difficult Dialogues. In Faculty Focus Special Report: Diversity and Inclusion in the College Classroom.
Dwyer, H., Jasieniuk, M., Okada, M., and A. M. Shapiro. (2015). Molecular evidence for hybridization in Colias (Lepidoptera: Pieridae): Are Colias hybrids really hybrids? Ecology and Evolution, 5, 2865-2877.
Apprey, M., Preston-Grimes, P., Bassett, K.C., Lewis, D.W., & Rideau, R. (2014). From crisis management to academic achievement: A university cluster-mentoring model for black undergraduates. Peabody Journal of Education, 89, 318-335.
Soisson, A., Swan, C. (2014). The Reflective Learner: Perspectives of Engineering Faculty Engaged In Learning through Service. International Journal for Service Learning in Engineering Vol. 9, No. 2, pp. 29-46.
Kazmer, D., Tucker, B., Soisson, A. (2013). Faculty Perspectives on Service-Learning in Engineering Education: Challenges and Opportunities. ASEE
Qualters, D., Soisson A. (2013). Making the Most of Learning Outside the Classroom. Higher Education Teaching and Learning Conference. (HETL)
Invited Speaker. Unity College, Unity, ME. “Fostering social-emotional learning and equity in higher education. (May 2019)
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
Universidad Camilo Jose Cela, Madrid, Spain: Invited Panelist for international think tank on the future of higher education, May 2019.
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. Spring, 2017.
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, Spring, 2016.
Kanazawa University, Japan: Consulted with University leadership on the development of a new teaching and learning center, Spring 2016.
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. Spring 2014, with Donna Qualters.
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. (2020)
Mobilizing Institutional Structures and Resources to Influence Educational Change. Invited Pre-Conference Workshop. Magna Leadership in Higher Education Conference, St. Louis, MO. (2019)
Leading Equitable Departments. Invited Workshop. Magna Leadership in Higher Education Conference, St. Louis, MO. (2019)
Infusing Experiential Learning into Your Course. Invited Workshop, Teaching Professor Conference, New Orleans, LA. (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. (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. (2019)
“Supporting faculty of color teaching at predominantly White institutions”. POD Network Annual Conference, Pittsburgh, PA. (November 2019).
“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 (Nov, 2019)
“From dissertation to journal article(s): Developing a concrete action plan”. ACPA College Educators International, Boston, MA. (March 2019)
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. (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. (2018)
Making the Most of Learning Outside of the Classroom. International Higher Education Teaching and Learning Conference (HETL), Halifax, Nova Scotia, Canada. (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. (2017)
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. (2016)
Teaching for Inclusive Excellence. Invited Pre-Conference Workshop. The Teaching Professor Conference, Atlanta, GA. (2015)
“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. (November 2015)