UCI Faculty Academy for Teaching Excellence (FATE)
The UCI Faculty Academy for Teaching Excellence (FATE) is a means for the campus to highlight the contributions of faculty that have a demonstrated record of creating learning environments that foster the growth of all students, have continued to develop their pedagogy by participating in professional development opportunities, and have been recognized by their peers as model educators. Through FATE, the Office of the Vice Provost of Teaching and Learning aims to create a community of individuals with a shared desire to promote student success. Membership is an honor bestowed on the FATE Fellows, who pledge to continue growing in their roles as educators and mentors.
2022-23 Inaugural Class of FATE Fellows
- Amal Alachkar (Pharmaceutical Sciences)
- Claudia Benavente (Pharmaceutical Sciences)
- Miriam Bender (Nursing)
- Jessica Borelli (Social Ecology)
- Kevin Bradford (Business)
- Leanne Burke (Nursing)
- Anita Casavantes Bradford (Social Sciences)
- Max Chao (Business)
- Bernard Choi (Engineering)
- Simon Cole (Social Ecology)
- Penelope Collins (Education)
- Phil Collins (Physical Sciences)
- Celia Faiola (Biological Sciences)
- Julie Ferguson (Physical Sciences)
- Mahtab Jafari (Pharmaceutical Sciences)
- Angela Jenks (Social Sciences)
- Pavan Kadandale (Biological Sciences)
- Susan King (Physical Sciences)
- Beth Lopour (Engineering)
- Catherine Loudon (Biological Sciences)
- Bob Pelayo (Physical Sciences)
- Brett Sanders (Engineering)
- Brian Sato (Biological Sciences)
- Kelli Sharp (Arts)
- Paul Spencer (Humanities)
- David Trend (Arts)
- Joel Veenstra (Arts)
- Mark Walter (Engineering)
- Adrienne Williams (Biological Sciences)
- Jennifer Wong-Ma (Information and Computer Sciences)
- Joanne Zinger (Social Ecology)
2022-23 FATE Projects
- Instructional Models for the 21st Century: As we face a new world of higher education, what are the various instructional team models (combinations of ladder-rank faculty, professors of teaching, unit-18 lecturers, graduate students, and learning assistants) that make sense to maximize student success, promote the incorporation of evidence-based pedagogies, and develop inclusive learning environments? How do these models differ by instructional modes (online, in-person, hybrid) and course types (introductory classes, labs, etc.)? How can the campus best support faculty so they can serve as leaders of these teams? This group will engage with these questions and develop policies and best practices to guide the campus moving forward.
- Helping Faculty Construct Courses that Promote Inclusion and Well-being: This project has two primary objectives (1) To develop messaging to highlight the value in promoting inclusion and well-being while also maintaining high standards and rigor and (2) To construct policy recommendations and teaching materials that faculty and graduate students can leverage to better support inclusion and well-being in the classroom.
- Alternative Assessment Strategies: Practical concerns brought up by recent events like the COVID-19 pandemic and research highlighting inequitable course outcomes produced by traditional assessment methods have made clear the need for assessment options beyond high-stakes exams and other competitive grading schemes. This group will identify alternative assessment strategies (e.g., group exams) or grading models (e.g., specifications grading) that the campus should recommend, along with viable strategies to encourage adoption.
Selection of FATE Fellows:
The initial cohort of FATE Fellows was selected using the following approach. A set of faculty from each School with an undergraduate program were invited to apply based on the following criteria:
- Faculty with tenure
- Faculty have received teaching awards
- Faculty have engaged in additional “teaching activities” such as participating in professional development through DTEI or other programs or leading teaching efforts in their school/department
The group listed above was selected from among those that applied.
Additional fellows will be identified in the future through processes to be determined.