Kimberlee Caldwell, 2013-2016
A professor in the Department of Biological Sciences, Kimberlee Caldwell studies neuroscience, with an emphasis on Parkinson’s and Alzheimer’s diseases. She is in tune with the mission of UA as a student-centered research university, as evidenced by her research program, which is accomplished with the assistance of undergraduate researchers and their graduate student mentors. Her undergraduates experience an authentic research in the laboratory and often earn authorship on publications.
Additionally, Caldwell was awarded an NSF CAREER Award for her role as an educator-researcher, and she has received two separate NIH AREA grants for the meaningful incorporation of undergraduate students into her research program. In the past decade, students mentored in her lab include six Goldwater Scholars and ten USA Today All-USA Academic Team members. Caldwell has also co-authored an undergraduate genomics textbook, which is sold worldwide and in two languages.
Each fall semester I teach a Principles of Biology course to 300-400 students. In the classroom my teaching strategy involves finding creative ways to transform straightforward forward (“boring”) introductory material into memorable information. I use multiple modes of instruction in the class to reach different types of learners, such as kinesthetic experiences, podcasts, and crossword puzzles. During the spring semester, I teach a 400-level course, Personalized and Genetic Medicine, where, in a much smaller class environment (40-50 students), collaborative group activities and class discussion are common.
Dilin Liu, 2013-2016
Dilin Liu is an applied linguist specializing in corpus (large computerized, searchable collections of language data) and other data-based description and teaching of the English language, especially English lexis and grammar or lexicogrammar.
In my teaching, I strive to empower students to become autonomous learners who excel in discovery learning and problem-solving. To this end, I employ empirical research and practical experienced-based instructional approaches. In my linguistics courses such as “English Grammar and Usage” and “Language and Culture,” I engage students in both individual and group research projects in which they examine and analyze corpus and/or survey data to identify actual language usage patterns, language changes, and language variations by age, social class, region, and other variables.
During this process, students are also encouraged to challenge any uncovered inadequate or incorrect existing language descriptions and understandings. In my language acquisition and pedagogy related courses, I involve students in individual as well as collective critical analysis and explorative application of teaching theories and practices via actual and simulated classroom observations and teaching.
Jolene Hubbs, 2013-2016
In my writing-intensive courses, I work to strengthen students’ critical thinking and argumentative writing skills. As part of that effort, I use Turnitin’s PeerMark to make paper assignments collaborative, multi-step exercises in composition and revision. PeerMark allows me to transform the in-class writing workshop into an online, out-of-class activity, which gives students the freedom to work at their own pace.
PeerMark also helps me reinforce the fundamentals of a given assignment by, for example, asking peer review partners to evaluate the same assignment components that I’ll assess on the grading rubric. In class, I use small group analytical activities to this same end: to hone students’ dexterity in working collaboratively and thinking critically