• William Grubbe

    CCTL Lead Fellow

    wgrubbe@uchicago.edu

    Will is a PhD Candidate in the Pritzker School of Molecular Engineering, co-advised by Prof. Juan Mendoza and Prof. Juan de Pablo. His research focuses on developing novel, high-throughput methods for protein engineering using molecular dynamics simulations and cell-free systems. Will is particularly interested in making STEM education more accessible, inclusive, and affordable, and is passionate about improving science communication and comprehension. As a CCTL Fellow, Will seeks to continue the previous work done to equip STEM graduate students, post-docs, and faculty with a better understanding of evidence-based pedagogical practices, and help to develop and implement engineering-specific education and pedagogy techniques for the University of Chicago.

  • Elizabeth Kelley

    CCTL Lead Fellow

    ewkelley@uchicago.edu

    Elizabeth is a PhD candidate and NSF Graduate Research Fellow in the Chemistry Department where she conducts organic chemistry and chemistry education research. As a former Teaching Consultant and Fellow with the CCTL, she helped STEM instructors boost student learning and interest in the sciences while cultivating an appreciation in instructors for evidence-based pedagogy. In addition to her work with the CCTL, Elizabeth brings to her role as a Lead Fellow several years of pedagogical and service experience as a high school chemistry teacher at the University of Chicago Laboratory Schools, chemistry Teaching Assistant at the University of Chicago and the College of William & Mary, tutor in chemistry and math, sailing instructor, research mentor, and guest instructor and co-founder of multiple volunteer education initiatives. As a CCTL Lead Fellow, Elizabeth looks forward to empowering the Fellows to make meaningful progress toward supporting student learning and instructor development throughout the university.

  • Tess Fulcher

    CCTL Senior Fellow

    mtfulcher@uchicago.edu

    Tess is a PhD student in developmental psychology, and studies how infants and toddlers learn about the world around them through exploration and social interaction. Tess has served as a Teaching Assistant and Laboratory Instructor for various courses in the psychology department (including Biological Psychology, Developmental Psychology, Cognitive Psychology, and Psychological Research Methods), and mentors undergraduate student researchers in the Infant Learning and Development Lab. Tess is thrilled to work as a Chicago Center for Teaching Fellow and aims to discover, cultivate, and share strategies for inclusive teaching and research in the field of developmental psychology.

  • Elaine Kushkowski

    CCTL Senior Fellow

    eek@uchicago.edu

    Elaine is a Ph.D. candidate in the Committee on Development, Regeneration, and Stem Cell Biology. Her doctoral research focuses on the early embryonic origin of a transient cell type called the neural crest. Elaine has experience as a biology tutor, teaching consultant, and teaching assistant for two U Chicago undergraduate classes, Biological Systems and Fundamentals of Developmental Biology. She has also worked as a camp counselor and adult outdoor skills trainer. As a CCTL Fellow, Elaine hopes to inspire instructors to bring evidence-based, inclusive, and engaging teaching strategies into the science classroom.

  • Bellamy Mitchell

    CCTL Senior Fellow

    bellamy@uchicago.edu

    K. Bellamy Mitchell is a PhD candidate in the Committee on Social Thought and the Department of English, with research interests in modern and contemporary poetry and poetics, phenomenology, psychoanalysis, ethics and affect, Indigenous studies, and theories of language and law. In her dissertation she articulates critical poetics of apology as a rhetorical and literary genre. She has received fellowships from the Pozen Center for Human Rights and has taught in the Creative Writing Department, the English Department, and the Center for the Study of Gender and Sexuality, and considers teaching to be a primary pleasure and dedication. She is especially passionate about engaging themes of gender and sexuality, race and racialization, documentation status, disability, and class inequity, especially in courses where they are not primary topics—understanding that the literature she teaches is inextricable from the wider social and political contexts in which it is produced, and from the audiences to which it speaks. As a CCTL fellow, she hopes to share her love for active learning strategies by leading a workshop series on incorporating notebooks and note-taking in the classroom.

  • Ian Bongalonta

    CCTL Fellow

    ianjefab@uchicago.edu

    Ian Bongalonta is a second year PhD student in the Department of Chemistry. He conducts research in large-scale quantum mechanics, reactive molecular dynamics, and their applications to biophysical systems. He has served as a teaching assistant for the Honors General Chemistry course sequence and is the recipient of the 2022 Wayne C. Booth Graduate Student Prize for Excellence in Teaching. In addition to teaching undergraduate students, Ian has also designed and taught a course in waves and electromagnetism for high school students at the University of Chicago's Collegiate Scholars Program. As a CCTL Fellow, he hopes to systematically improve graduate teaching and student life in the physical sciences through collective resource management and nourishment of pedagogical methods. 

  • Natalie Farrell

    CCTL Fellow

    farrelln@uchicago.edu

    Natalie Farrell is a PhD candidate in Music History/Theory at the University of Chicago. She has been published in Music and Letters, The Journal of Popular Music Studies, and The Flutist Quarterly. Her research on neoliberalism and musicians’s unions has been funded by grants from the Mellon Foundation and the Eastman School of Music's Paul R. Judy Center for Innovation and Research. In her free time, she likes to knit and spend time with her dog (who is named after Leonard Bernstein). As a CCTL Fellow, Natalie is looking forward to helping instructors cultivate trauma-informed pedagogical tools for the Humanities.

  • Beatrice Fazio

    CCTL Fellow

    bfazio@uchicago.edu

    Beatrice Fazio is a PhD candidate in the Department of Romance Languages and Literatures with a focus on Renaissance and early modern Italian literature. Though she works primarily on the literary, philosophical, and political re-codification of the Italian intellectual tradition, her interests extend to affect studies, cartography, and the history of science. Her passion for interdisciplinary collaborations has led her to investigate the physical mechanisms underlying the topology of Dante's Hell for the UChicago Arts, Science, and Culture Initiatives-sponsored project Dante in the Lab. She has taught Italian language courses at different levels and finds teaching to be a fun, inspiring, and rewarding experience. As a CCTL Fellow, Beatrice looks forward to helping instructors increase student motivation and improve active learning strategies.

  • Alizé Hill

    CCTL Fellow

    alize@uchicago.edu

    Alizé Hill is a doctoral candidate at Crown Family School of Social Work, Policy, and Practice. She received her B.A. in Human Development from Cornell University in 2018 and her M.S.W. in Social Work from The University of Chicago in 2020. Alizé is a research assistant for the UChicago Consortium on School Research where she collaborates with youth, school staff, and other organizations to re-imagine and transform the current education system in a liberatory way. Her current research interests include educational equity, the schooling experiences of marginalized youth, abolitionist social work, the experiences of multiracial families, and youth activism. Her dissertation combines these various interests in order to examine the process through which multiracial families navigate the school-prison nexus. Alizé is also a professional circus artist who combines circus and social work to engage in radical imagination by reconciling with past and current oppression and reimagining anti-oppressive ways of moving through the world.

  • Phillip Lo

    CCTL Fellow

    philliplo125@uchicago.edu

    Phillip is a PhD student in Computational and Applied Mathematics. His research is on using physically‐informed machine learning methods to study problems in heliophysics. He has served as instructor of record for introductory calculus courses, as well as a summer high school enrichment course on data science. As a CCT fellow, Phillip is interested in helping mathematics instructors incorporate 3D visualization software into their teaching.

  • Luiza Osorio Guimaraes da Silva

    CCTL Fellow

    losilva@uchicago.edu

    Luiza is a PhD Candidate in the department of Near Eastern Languages and Civilizations (NELC), specializing in Egyptian Archaeology. She has a deep commitment to making the ancient world accessible and relevant to diverse audiences, and has since her undergraduate years at Brown University found opportunities to teach not only in the classroom, but also in museums and archaeological excavations. At the University of Chicago, she has served as a Writing Intern, a Teaching Assistant in the NELC department, the Instructor of Record for the course Introduction to Egyptian Art, and a BA Preceptor. Luiza looks forward to both learning from and contributing to the fantastic group of CCTl Fellows this year.

  • Caitlin Wong-Hickernell

    CCTL Fellow

    caitlinwong@uchicago.edu

    Caitlin is a PhD candidate in the Biochemistry and Molecular Biophysics program. She works in Dr. Allan Drummond’s lab, researching how budding yeast are able to survive and respond to heat stress. She is a recipient of the NIH Ruth L. Kirschstein National Research Service Award (NRSA) F31 via the National Institute of Environmental Health Sciences (NIEHS). Caitlin has had extensive experience as a TA for biology courses, ranging from non-major introductory biology classes to specialized, advanced biochemistry courses. As a CCTL Fellow, she will consider how to effectively teach biology in a way that captures the complex beauty of nature, moving away from the field’s historical reliance on rote memorization. Caitlin is also interested in the intersection of STEM pedagogy with science communication to the public, with the hope that effective STEM instruction can have benefits beyond the immediate classroom.