Cohort: 2022
Fellow: Amy Kristin Sanders
Resources related to accessibility at UT-Austin are not centralized in a single location that makes them easy for
students, staff and faculty to find them. As a result, UT community members cannot efficiently access the
resources they need because numerous different departments and units are responsible for them. Thus,
Cohort: 2022
Fellow: Navid Saleh
Most science and engineering courses are founded on abstract mathematical and/or analytical theories/concepts. Though the abstract concepts are essential to describe underlying scientific and engineering principles, the teaching pedagogy largely misses out on the utilization of imagery. We expect our students to master the subject we teach, but rarely do we provide them with the necessary tools to synthesize their acquired knowledge. Innovation gets stifled in the maze of abstract theories.
Cohort: 2022
Fellow: Jonathan Perry
There exists a gap between instruction and assessment in large introductory physics courses. Recent
projects supported by the PTFs and the Texas Mindset Initiative have focused on classroom instruction and
Cohort: 2022
Fellow: Kristie J Loescher
MSB does not have a standardized way to define or measure rigor in the classroom beyond using class GPAs as a proxy measure. This focus on lower GPA = higher rigor has had the unintended consequence of creating a
culture of acceptance for low student performance, which disproportionately falls on underrepresented
minorties and first-generation students. This project focuses on standardizing the definition and measurement of rigor in the classroom in a manner that supports both faculty development/promotion and student diversity/inclusion.
Cohort: 2022
Fellow: Elon Lang
There are two main issues that this project hopes to address. The first is the student and instructor malaise that
has been noticed by educators and administrators across our whole campus since the return to face-to-face
Cohort: 2022
Fellow: Matt Bowers
As the campus community enters a new post-pandemic era, it is clear that one of the most urgent needs
following 2+ years of remote and hybrid learning is to create poignant, relevant contexts for pursuing
immersive experiential learning. As universities reckon with the challenge of continuing to evolve their value
propositions to meet student demand for more industry-relevant experiences, there is an opportunity to
innovate how we design and deliver unique pedagogical experiences that connect more deeply with their
The Power of Fun, Catherine Price (recommended by Anne Braseby)
Read this book if you want to be more intentional about planning your “free time” to include spaces where you can include fun (which the author defines) rather than defaulting to filling up time with sometimes mindless or inconsequential activities (the author includes social media in this category).
Cohort: 2022
Fellow: Marina Alexandrova
My project addresses the lack of built-in social/wellness-oriented interactions in introductory courses for
