PEP Talks

Alona Kladieva

In this episode of PEPTalks, host Dr. Amy Graham is joined by Alona Kladieva to discuss her love of languages, teaching English as a second language both here and abroad, and her experiences as a graduate student from Ukraine during times of war. Throughout the episode, Alona shares her journey, offering insights into language instruction and the transformative power of education. From discussing innovative teaching methodologies to the importance of cultural sensitivity in language learning, Alona provides invaluable advice for both educators and learners alike.
 
Alona is a first-year Ph.D. student in Second Language Acquisition at the University of Arizona. She is also the Co-Chair of the Curriculum and Assessment Team (CAT) where she revises and revamps student learning outcomes in the Foundation Writing Program at the university.

Dr. Lisa Rezende

In this episode, Dr. Amy Graham welcomes Dr. Lisa Rezende for an enlightening conversation about online course development in the sciences. They dive into the significance of outreach for demystifying science to the general public. Dr. Rezende, a former Business major turned Microbiology Ph.D., shares insights into giving students agency in course design and fostering a “should-free” learning environment. She also touches upon her time as the Education Director for FORCE, an organization championing families battling hereditary cancer.
A proud first-generation college graduate, Dr. Rezende earned her B.S. in Biochemistry from California Polytechnic State University – San Luis Obispo and later secured her Ph.D. in Microbiology and Immunology from the Albert Einstein College of Medicine. She is also a past American Association for the Advancement of Science (AAAS) Mass Media Science & Engineering Fellow, in which she translated scientific research for the public at NPR. Currently, she serves as an Associate Professor of Practice in the Department of Molecular and Cellular Biology, where she also heads the online programs. Among her courses are Intro Biology, Genetics, and Critical Reasoning in Biomedicine.

Dr. Kristin Winet

Dr. Kristin Winet joins Dr. Amy Graham to delve into professional development avenues for educators, particularly resources offered to graduate and postdoctoral students via the Center for the Integration of Research, Teaching, and Learning (CIRTL). This network of research institutions offers courses and workshops geared towards nurturing innovative teaching practices among its students. Together Dr. Kristin Winet and Dr. Amy Graham explore the Scholarship of Teaching and Learning (SoTL), the value of ongoing teacher reflection and collecting feedback, and fostering a teacher community. They further discuss the administrative roles in education and the importance of teaching authentically and building student connections.
Dr. Kristin Winet earned her B.A. at the University of Georgia and holds an M.F.A. in Creative Nonfiction and a Ph.D. in Rhetoric, Composition, and the Teaching of English from the University of Arizona. Presently, she not only serves as the Program Administrator for the Center for Integration of Research, Teaching and Learning (CIRTL), but also is an Associate Professor of Practice in the University Center for Assessment, Teaching, and Technology (UCATT). In this capacity, she teaches courses, workshops, and cultivates learning communities. Beyond the academic realm, Dr. Winet’s passions extend to travel writing and photography.

Dr. John Jewett

*WARNING: this episode contains a discussion about suicide*
Dr. John Jewett's 8th-grade self somehow knew that he would be a science professor! Hear the story of how he got here by receiving a letter from his former self while in college. Also: ways that he prepares for an upcoming semester by learning from the previous one, strategies for using videos to support instruction, and a bevy of ways to incorporate music into class. Dr. Amy Graham and Dr. John Jewett discuss the importance of having conversations about mental health and being open with students. They also talk about developing collaborative spaces and the ways in which working with students can expand our understanding of ourselves and our own privilege. 

Andrea Hamilton

Andrea Hamilton, a current graduate student and mentor TA, talks with Dr. Amy Graham about her pathway from wanting to be a doctor to being a PhD candidate in the Department of Chemistry and Biochemistry. She gives strategies for preparing to teach new material while recognizing that no one can possibly know everything and the importance of honoring yourself while crafting your teaching style. Hear ways of explaining complex topics, developing patience, and managing time and the stress of being a graduate student and TA. 
 
Andrea Hamilton started graduate school in August 2019 and was in her third year at this time. Andrea was a mentor TA for the general chemistry laboratories which involved helping typically first-year TAs dive into the world of teaching. She has taught general chemistry and honors general chemistry, both of which are exciting to teach students that may have never been exposed to chemistry before. She is currently researching the effect of electrical stimulation on dopamine release in the brain and hopes to graduate in December 2024.
 

Dr. Amy Drescher

Through discussion of the courses she teaches, Dr. Amy Drescher gives strategies to have students approach complex topics and sound advice for all about how people approach food. Dr. Drescher shares her journey toward achieving her PhD that includes overcoming a lack of mentorship and an unrealistic expectation of what it would take to complete it as well as the importance of giving grace and celebrating success in the face of challenges. Dr. Graham and Dr. Drescher explore purposes for bringing students together and how to manage group dynamics in the classroom space. 
Amy earned her bachelor’s and Doctoral degree at the University of Arizona and completed a combined dietetic internship and graduate school program at the University of Kansas Medical Center. Her diverse career path includes practicing as a clinical dietitian, conducting clinical research in both pediatrics and adults, directing a Dietetic internship, writing, and consulting.
She is currently an Assistant Professor of Practice for the School of Nutritional Sciences and Wellness at the University of Arizona. She teaches online and in person introductory nutrition courses, upper division courses; Applied Nutrition and Disease and Counseling and Education as well as a graduate level course; Assessment and Regulation of Human Body Composition. She is passionate about mentoring the next generation of nutrition professionals as well as new faculty.
In addition to spending time with her family, which includes her husband, three teen/adult boys and two rescue dogs, she also enjoys being an AFAA certified exercise instructor specializing in mat Pilates and currently pursuing certification in Pilates using equipment.

Dr. Kate Bunton

Dr. Amy Graham and Dr. Kate Bunton discuss how they were thrown into teaching and how they learned from those experiences. They also share strategies for building off of what students already know, how to create a positive classroom environment, and how to move into teaching skills rather than just knowledge. Dr. Bunton also gives advice on how to effectively use homework in the classroom as well as what she can learn from it to reduce the laborious nature of it. 
Kate Bunton, PhD, CCC-SLP, is an Associate Professor, Director of Graduate Studies, and Associate Department Head in Speech, Language, and Hearing Sciences at the University of Arizona. She also serves as Director of the Program for Excellence in Learning and Teaching at the University of Arizona. Her research expertise includes kinematic, aerodynamic and acoustic characteristics of normal and disordered speech production and correlates of speech intelligibility. Dr. Bunton has held funding from both the National Institutes of Health and the National Science Foundation. Dr. Bunton has experience mentoring students at multiple levels of training, including undergraduate, graduate, and postdoctoral.

Dr. Lisa Elfring

Dr. Lisa Elfring and Dr. Amy Graham discuss their pathways from research into teaching by being guided by what motivated them. Lisa also shares insights into how she likes to be called in the academic world, how teaching has shaped her as a parent (and vis versa), advice for developing a personal teaching style, strategies for soliciting student feedback, and some funny stories of the inevitable moments of running into students off campus. 
Lisa Elfring is a Specialist in the Molecular and Cellular Biology department, where she focuses her efforts on improving teaching and learning of biology and other science, technology, engineering, and math disciplines. Since 2016, she has served administratively as the Associate Vice Provost for Instruction and Assessment, leading the Office of Instruction and Assessment (and now, co-leading the University Center for Assessment, Teaching, and Technology. She has been at the University of Arizona since 1998 and has taught nearly ten thousand biology majors, biology graduate students, secondary biology teachers-in-training, and working biology teachers, as well as, occasionally, medical students. Away from work, she is a parent of three daughters and three rescue dogs. Between the job, the family, and the dogs, her hobbies are mostly restricted to reading and cooking.

Dr. Erin Galyen

Dr. Erin Galyen, a Professor of Practice with the University Center for Assessment, Teaching, and Technology and the Co-Coordinator of the Certificate in College Teaching program, highlights some of the resources available through UCATT. She shares examples of different types of active learning, courses available, coaching and support opportunities, one week mini-courses on a variety of topics such as "course level assessment", strategies for collaborative and inclusive learning environments, and resources to enhance their teaching skills regardless of their level of experience. 
Since the recording of this conversation one of the UA educational development mentors who is mentioned during the conversation, Dr. Terri Riffe, passed away. Terri was devoted to supporting quality teaching and learning at the UA for decades, primarily in her role as the director of the University Teaching Center, which was one of the precursor units of OIA. Erin would like to dedicate this episode in recognition and appreciation of all the work that Terri completed in support of the educational community at the University of Arizona. 
 
Resources discussed in this episode: 
CAPS
Make it Stick: The Science of Successful Learning 
Small Teaching: Everyday Lessons from the Science of Learning 
Learner Centered Teaching
Student Engagement Techniques: A Handbook for College Faculty 
Interactive Lecturing: A Handbook for College Faulty 
Teach Students How to Learn
Small Teaching Online
UCATT
FLC
Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning
 
Dr. Erin Galyen (she/her) is a Professor of Practice with the University Center for Assessment, Teaching, and Technology and the Co-Coordinator of the Certificate in College Teaching program. Her responsibilities include teaching and administrative support in the program. She teaches the courses IA 697a: Learner-Centered Teaching, IA 497/597: Mindful Teaching and Learning, and IA 697p: College Teaching Practice. Erin also provides general teaching support services, such as instructional workshops and mini-courses, observations, focus groups, and individual consulting to instructors. She has worked with kindergarteners through adults in a variety of formal and informal education settings for almost 25 years and in a variety of roles. She holds a B.A. in Physics, an M.S. in Astronomy, an M.A. in English with a specialty in Rhetoric, Composition, and Teaching of English, a Ph.D. in Teaching and Teacher Education, and a graduate certificate in Instructional Design and Technology. She is also a graduate of the Certificate in College Teaching program.

Dr. Colleen Kelley

Dr. Amy Graham talks with educator and TA mentor, Dr. Colleen Kelley about her path to academia as a first generation college student and how that has shaped her teaching. Dr. Kelley shares some best practices for teaching, grading, strategies to diminish anxiety in the classroom, and the benefits of observing other educators.
Dr. Colleen Kelley is the Creator and Founder of Kids’ Chemical Solutions(www.kidschemicalsolutions.com) which is a comic-book based chemistry curriculum intended for kids ages 8 – 108. Her journey as a chemist began at The University of Richmond where she received her B.S. in Chemistry. She fell in love with the world of discovery and research and wanted to continue to explore more chemistry. She headed to Penn State University and dashed through graduate school receiving her Ph.D. in chemistry at the age of 24. She was having so much fun doing chemistry research that she accepted a Chateaubriand Postdoctoral Fellowship in Strasbourg, France with Nobel Prize winner Jean-Marie Lehn.
Colleen was a first-generation college student who kept following her flow of having fun doing chemistry research. Fast forward 30 years later to the tail-end of her career teaching chemistry in higher education, Colleen finds herself captivated by the question, “Why do my students think chemistry is SO hard?” Dr. Kelley now conducts her research in Chemical Education to uncover this mystery. What she has discovered is that learning chemistry is very much like learning music. Both disciplines are dependent on the interpretation of symbols and the development offluency with these symbols. We know that the best time to learn music is between ages 6 – 10 when the brain has the plasticity to make the neural connections necessary. We NOW know, through Dr. Kelley’s research, that this is also the best time to learn chemistry.
Dr. Kelley is now teaching in 4th and 5th grade classrooms in Arizona using her chemistry comic book series. The kids are excited and embracing learning through this platform. What’s next?“My WHY is to make learning chemistry fun, accessible, and inclusive so that it becomes a 'normal’ part of a child’s education.”