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 CCT, 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 CCT, 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 CCT Lead Fellow, Elizabeth looks forward to empowering the Fellows to make meaningful progress toward supporting student learning and instructor development throughout the university.
Tran is a doctoral candidate in the Department of Linguistics. His dissertation is a study of constraints on language irregularity, especially as they relate to the honorific, kinship, and pronominal subsystems of natural language morphology. Pedagogically, he works to characterize and problematize the so-called 'linguistics paradox': somewhat unique among the social sciences, the genesis of American linguistics was rooted strongly in the description and analysis of Native American languages and African American English. That is, whereas data from minoritized and peripheralized populations have long been considered to be legitimate objects of linguistic inquiry, knowers from these populations have not always been positioned as legitimate inquirers. He feels lucky to be processing this complicated politico-epidemiological moment with his co-Fellows and the CCT staff as they think through how best to serve their students. Tran is also a recipient of the Stuart Tave Teaching Fellowship.
Theresa is a PhD Candidate with the physics department. Her research is in the field of experimental cellular biophysics where she focuses on epithelial cell shape and volume regulation. She has worked as a TA for introductory physics classes and advanced physics lab courses. In addition, Theresa has worked with the physics laboratory staff to design new experiments for non-major physics classes. As a CCT fellow, she hopes to share her love for laboratory-based classes and develop a fuller knowledge of teaching practices.
Kévin is a PhD student in the Department of Philosophy. He works in African and Africana social and political philosophy. His research addresses the difficulties and possibilities for the imagination of futures in light of various forms of social disaster. He is passionate about strategies for teaching in different settings. He has taught high school students in Burundi, college students at the university, and adult learners with Illinois Humanities’ Odyssey Project
Rachel is a Ph.D. Candidate in the Divinity School, in the area of Anthropology and Sociology of Religion. Her research focuses on contemporary spirituality in the Americas. She is currently working on an ethnographic and historical study of energy healing practices in the United States and has previously conducted an ethnographic study of spiritual tourism in the Peruvian Andes. Rachel’s dissertation examines popular theories of “energy consciousness” in American culture, and their relationship to philosophies of mind, affect, and embodiment. Outside of her academic work, Rachel is also an Associate Producer of Harvard Divinity School’s podcast Ministry of Ideas. She is currently working on a new podcast series, Illuminations, which explores the relationship between religion and science, and has also worked on NPR's Invisibilia. As a CCT Fellow, she hopes to share her knowledge of how new forms of media can be incorporated into teaching and assignments in ways that enhance the quality of student learning.
Paul is a PhD candidate in the Committee on Social Thought currently studying religion, literature, and intellectual history. His research focuses on discourses of love and intersubjectivity, particularly those found in works of cultural production and those that carry sociopolitical significance. His dissertation examines “active love” – a discourse on love found in the work of 20th century African American intellectuals. His interests in interrelatedness also extend into more practical fields of human sociality such as race relations, disability studies, and social justice, and they have shaped much of his pedagogy. Since arriving at the University of Chicago he has served as a course assistant for a critical theory course for students of color, as a lector in the University’s writing program, and as a TA and writing intern in the Philosophical Perspectives Core sequence. In addition to his scholarly endeavors, Paul is heavily involved in the fights against racism and ableism. He is a founding member of an international epilepsy awareness organization and is an active alumnus of the Mellon Mays Undergraduate Fellowship and diversity program. As a CCT fellow Paul hopes to help graduate students develop strategies for teaching “fundamental” or “canonical” texts to undergraduates.
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.
Ryan is a PhD candidate in the Committee on Evolutionary Biology. His research focuses on species delimitation, biogeography, and the origin and processes leading to whole genome duplication in the flowering plant genus Rhododendron in western China. At the University of Chicago, Ryan has worked as a TA for a non-major course in Biological Evolution and was the lab instructor for an introductory phylogenetics course for graduates and undergrads in Autumn 2019. He has also been the instructor of record for an introductory biology course and holds further TA experience across a myriad of courses including Introductory Biology, Human Anatomy, Parasitology, and Microbiology at the University of Northern Colorado. Ryan hopes to assist postdoc and graduate student instructors incorporate evidence-based pedagogical practices into their labs and lectures.
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 CCT 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.
Jennifer is a Ph.D. Candidate in the Department of Germanic Studies with a focus on contemporary German and Austrian literature, film, and visual art. Jennifer has taught discussion sections for larger courses and stand-alone German language courses at the postsecondary level since 2012. During the 2020-21 academic year, she worked as an Online Pedagogy Assistant for the Humanities Division at the University of Chicago, where she provided pedagogical and technical support for remote and hybrid teaching and learning. As a CCT fellow, Jennifer is looking forward to helping instructors identify ways to increase student motivation and design courses that are learner-centered.
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 CCT Fellow, Elaine hopes to inspire instructors to bring evidence-based, inclusive, and engaging teaching strategies into the science classroom.
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 CCT 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.
Durrell Malik Washington, Sr. is a Ph.D. student at the Crown School of Social Work, Policy and Practice at the University of Chicago. Durrell’s Research interest lies at the intersection of Neighborhoods, Juvenile Incarceration, Health, Families, and Networks. Durrell’s dissertation broadly will examine the ways in which Juvenile Incarceration impacts Black Families and Health. Durrell’s approach to teaching as a social work educator is grounded in and informed by anti-racist and abolitionist pedagogy and praxis. At Crown, Durrell helped to re-design and teach an introductory course on Prison Industrial Complex Abolition and has served as a Teaching Assistant in courses on social welfare policy and Human Behavior in the Social Environment.