PEDAGOGICAL SCHOLARS PROGRAM

The Pedagogical Scholars (PS) Program is a nationally-recognized, 35-year-old graduate professional development program. Selection is competitive, based on Scholars’ record of excellent teaching, promising scholarship, and service to the university, their departments, and their disciplines’ professional community. Over the course of a year, Scholars explore advanced pedagogical theory, observe and implement evidence-based practices, build community, and engage in postgraduate job preparation. Importantly, Scholars develop and facilitate the training of incoming TAs across the university (TAPDP), leading workshops on topics such as lesson planning, active learning, inclusive practices, office hours, and TA roles and responsibilities. Scholars receive a $3,000 stipend and ongoing professional support for participating in the Program.

Interested in joining the 2026 Pedagogical Scholars Program? Applications open on this page on March 31st and remain open through October 31st, 2025. 

Click here to review our qualifications for the Program. Start preparing your submission now using our application rubric.

Program Goals

course design

Develop Pedagogical Approach

Develop and refine advanced pedagogical skills for use in higher education.

teacher and students

Lead TA Training

Create and implement a discipline-specific TA Professional Development Program (TAPDP) for new graduate student TAs.

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Build Community

Foster an interdisciplinary community of graduate students focused on improving pedagogical practices.

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Prepare for the Job Market

Prepare competitive application materials for the academic and professional job market.

The 2025 Pedagogical Scholars

Anna Wainwright

Anna Wainwright

Department of Sociology

School of Social Sciences

Cherie Anne Stringer

Cherie Anne Stringer

Pathology and Laboratory Medicine Department

School of Medicine

Chieh Huang

Chieh Huang

Department of Music

Claire Trevor School of the Arts

Eric Yoshida

Eric Yoshida

Department of Materials Science and Engineering

Henry Samueli School of Engineering

Heidi Hines

Heidi Hines

School of Education

Ivy Olesen

Ivy Olesen

Department of English

School of Humanities

Izzy Ginnett

Izzy Ginnett

Department of Physics and Astronomy

School of Physical Sciences

Jaehyun Lee

Jaehyun Lee

Department of Logic and Philosophy of Science

School of Humanities

Jennifer Vasquez

Jennifer Vasquez

Department of Spanish and Portuguese

School of Humanities

Jenny Lee

Jenny Lee

School of Education

Jessica Bennett

Jessica Bennett

Department of Mathematics

School of Physical Sciences

Julia Gómez

Julia Gómez

Department of Spanish and Portuguese

School of Humanities

Margaret Tebbe

Margaret Tebbe

Department of Anthropology

School of Humanities

Mariana Gomez

Mariana Gomez

School of Education

Miles Valencia

Miles Valencia

Department of Ecology and Evolutionary Biology

Charlie Dunlop School of Biological Sciences

Santiago Ojeda-Ramírez

Santiago Ojeda-Ramírez

School of Education

Xueting (Mimi) Ding

Xueting (Mimi) Ding

Department of Health, Society, & Behavior

Joe C. Wen School of Population & Public Health

Stephanie Au

Anna Wainwright

Department of Sociology, School of Social Sciences

Anna Wainwright (they/she/Anna) is a fourth-year PhD student in the Department of Sociology. Their research interests broadly include intimate relationships, gender, sexuality, and the interplay between culture and agency. Their dissertation explores the tensions between transgressing and reproducing gender norms within compensated relationships. Anna’s passion for teaching stems from their transformative experiences as a first-generation college student. The culture shock of higher education fuels Anna’s commitment to understanding their students better and supporting them as an educator. This background also drives their interest in inclusive design strategies and their desire to “level the playing field” for all students, regardless of their background. They value empowering students to find their voices in college classrooms through active learning techniques and collaborative opportunities. Anna emphasizes skill development in their classes, often encouraging critical thinking by connecting course material to students’ lived experiences and real-world issues. Outside the classroom, Anna has received pedagogical training as a Summer Graduate Scholar with the DTEI. In their free time, they enjoy cooking and spending time with their cat, Dosia.

Barry Goldenberg

Cherie Anne Stringer

Experimental Pathology program in the Pathology and Laboratory Medicine Department, School of Medicine

Cherie Anne Stringer (she/her) is a fifth-year PhD candidate in the Experimental Pathology program in the Pathology and Laboratory Medicine Department. Her research explores how brain health is affected in conditions such as Alzheimer’s Disease and Down Syndrome, focusing on changes in brain cells and proteins.

As an educator-in-training, Cherie emphasizes student-centered, equity-focused teaching practices. She is passionate about mentoring early-career researchers and creating inclusive learning environments that support diverse learners. Her teaching approach involves active learning strategies and fostering critical thinking by connecting research with real-world scientific challenges.

Cherie is inspired by her own mentors and believes in the power of education to help students from all backgrounds reach their full potential.

Outside academia, Cherie enjoys expressing her creativity through her hair color, music, sewing, and a variety of crafts. She finds fulfillment in supporting the next generation of scientists through outreach and mentorship. In her free time, she loves relaxing at home with her kids, her husband Tom, and their two playful cats.

Barry Goldenberg

Chieh Huang

Department of Music, Claire Trevor School of the Arts

Chieh Huang (she/her) is a fourth-year PhD student in Integrated Composition, Improvisation, and Technology at the Department of Music. Her research focuses on creating a dialogue between Atayal culture and Western contemporary music. She incorporates the Atayal language and heritage into her compositions. Chieh’s teaching philosophy is student-centered and interdisciplinary. In her courses, she introduces new music genres and encourages students to describe what they hear using their own words without requiring prior music knowledge. She is particularly interested in integrating technology in the classroom, implementing active learning activities, and developing music-pedagogical approaches for her students. Chieh draws inspiration from her PhD advisor, Professor Michael Dessen, who encourages her to think creatively and maintain an open mind. This experience drives her commitment to fostering innovative and inclusive learning environments for her students. Outside the classroom, Chieh loves taking her kids to soccer practices and cheering on her boys during their games. You can visit her website at www.chieh-huang.com.

Barry Goldenberg

Eric Yoshida

Department of Materials Science and Engineering, Henry Samueli School of Engineering

Eric Yoshida (He/Him/His) is a third-year PhD student in the Department of Materials Science and Engineering. His research is focused on developing sustainable synthesis methods for next-generation lithium-ion batteries. He utilizes advanced electron microscopy techniques to look at battery samples made in a kitchen microwave. Alongside his research, Eric mentors numerous undergraduate students that he collectively leads as an interdisciplinary team. Eric focuses on allowing his mentees to explore their curiosities and develop intuition that enables them to pursue high-level research. Outside of mentoring these students, he is committed to optimizing the flipped-classroom model to balance the effectiveness of classroom active learning with the difficulties of learning STEM outside of class. The fascination and joy Eric derives from materials science is what drives him to teach others. His goal in teaching is to make STEM seem less intimidating through simplifying fundamental concepts and building up his students’ internal confidence. When he is not in the lab, Eric enjoys utilizing his chemistry background to bake and cook different foods (but not in a microwave, those are reserved for making batteries).

Patrick Hong

Heidi Hines

School of Education

Heidi Hines is a third-year PhD student in the School of Education. Her research includes reading and writing development and instruction for all students, with specific interest in those with disabilities. This research area connects to teaching practices that accommodate the diverse needs of students. Heidi’s teaching identity is equity-focused and formed by her desire to cultivate a responsive classroom by accommodating student needs. She is specifically interested in active learning and inclusive teaching practices to engage students and meet the needs of diverse learners. Heidi is inspired by her experience as a school psychologist and working in special education. This experience taught her the importance of accommodating students with diverse needs so that they can access the course material and be successful. Working as a school psychologist also provided applicable knowledge and examples in the field of education to enable her to bring practical field experience to students training to work in public schools.

Patrick Hong

Ivy Olesen

Department of English, School of Humanities

Ivy Olesen (any pronouns) is a third-year MFA candidate in the Department of English. They write fiction and teach writing to undergraduates. They believe in your imagination and in student-led, inclusive learning environments. When not teaching, they prefer to be in the Pacific Ocean.

Patrick Hong

Izzy Ginnett

Department of Physics and Astronomy, School of Physical Sciences

Izzy Ginnett (they/them/theirs) is a third-year PhD student in the Department of Physics and Astronomy. Their research focuses on building models to better understand the universe from its fundamental building blocks. Their research pushes them to apply their knowledge in new and innovative ways and to think collaboratively, which has greatly shaped their teaching identity. Izzy strives to cultivate a student-centered teaching environment where students are encouraged to challenge what they know and build community with their peers. The main question guiding their teaching interests is how can they help students develop their personal physics identities in the classroom? Through providing challenging and interesting physics problems and fostering student-student collaboration, Izzy hopes that all their students leave their classroom feeling more connected to physics and the physics community at UCI and beyond. Izzy is incredibly inspired by their science teacher, Ms. Amy Truemper, who emphasized the importance of peer collaboration and learning for the sake of curiosity. Outside of the classroom, Izzy is passionate about uplifting the LGBTQ+ community in STEM and in their local community through mentoring. In their free time, Izzy loves to hike and eat ice cream next to their cat Taz.

Patrick Hong

Jaehyun Lee

Department of Logic and Philosophy Science, School of Humanities

Jaehyun Lee (she/her/hers) is a Ph.D. Candidate in the Department of Logic and Philosophy of Science. Her research explores scientific explanations, focusing on how social structures—such as norms around gender and race—shape experiences and explain social inequities. Her interest in these topics inspires her commitment to fostering inclusive and equitable learning environments. Jaehyun’s teaching is student-centered and equity-minded. She emphasizes philosophy as a tool for building critical reasoning and problem-solving skills, making it both accessible and meaningful for students from diverse backgrounds. She incorporates active learning strategies to engage students and help them apply philosophical thinking to their own lives. Believing that each class and student group is unique, she values flexibility, mindfulness, and continuous self-reflection to ensure her teaching promotes diversity and inclusion.

Patrick Hong

Jennifer Vasquez

Department of Spanish & Portuguese, School of Humanities

Jennifer Vasquez is a fifth-year PhD student in the Department of Spanish & Portuguese. Her research focuses on narratives of resistance and care within Central American migrations. She is especially passionate about helping students gain awareness and cultural knowledge about U.S. Latino and Latin American issues. She strives to create an inclusive and accessible learning environment in which students are encouraged to explore their cultural roots and curiosities about the communities they form part of and surround them. In her language classrooms she uses technological tools and active learning techniques within real-world contexts that allow students to practice language learning with ease and desire to keep building their Spanish skills. In her seven years of teaching, she’s learned that her biggest source of inspiration comes from her student’s success and passion for exploring their own identities and abilities to connect with other cultures. Outside of the classroom, she loves to spend time with her cat, Buki and travel as often as possible.

Patrick Hong

Jenny Lee

School of Education

Jenny Lee (she/her) is a third-year PhD student in the School of Education. Her focus is on educational policy and social context, specifically higher education equity. As a first-generation student, Jenny is driven to use research to advance equity in higher education, focusing on interventions in online learning that support student success. Drawing from her experiences navigating the hidden curriculum, Jenny’s teaching identity is student-centered, equity-focused, and rooted in transparency. Her teaching approach centers on backward design, transparency, and student-centered learning. She establishes clear learning outcomes to help students stay focused and organized while tracking their progress. Jenny prioritizes transparency by explaining course practices and providing timely feedback to support growth. By building connections and understanding students’ backgrounds, she fosters a supportive and inclusive environment where they feel safe and empowered to succeed. Jenny is passionate about creating engaging lessons that go beyond traditional lectures to keep students motivated. She prioritizes addressing individual needs and fostering an inclusive environment to remove barriers to learning. The support Jenny received from educators during her undergraduate years helped her overcome self-doubt, persist through challenges, and explore research, a field she once thought was beyond her reach. Inspired by these experiences, Jenny is driven to break down systemic barriers in education, especially for students from historically underrepresented backgrounds.

Patrick Hong

Jessica Bennett

Department of Mathematics, School of Physical Sciences

Jessica Bennett is a second-year PhD student in the Mathematics Department studying algebra and number theory. A background in mathematics and computer science has been integral to how Jessica seeks to highlight the importance of logical reasoning when teaching mathematics courses. Jessica’s approach to teaching focuses on using active learning by integrating collaborative problem solving into traditional mathematics lecture structure. This focus on collaborative active learning activities also involves how technology can augment active learning to help students with mathematical reasoning skills, and how collaborative assignments can be developed with an inclusive classroom environment in mind. Jessica is particularly invested in how active learning activities can be integrated into calculus curricula in order to improve student success in the School of Physical Sciences at UCI. Jessica is inspired by every student’s journey to understanding challenging mathematics topics. When not teaching or studying mathematics, Jessica likes to birdwatch.

Patrick Hong

Julia Gómez

Department of Spanish and Portuguese, School of Humanities

Julia Gómez (she/her/hers) is a Ph.D. candidate in the Department of Spanish and Portuguese, with specializations in Gender and Latin American Studies. Her research focuses on contemporary Latin American literature, particularly the intersection of gender, violence, and narrative journalism in Mexico, with an emphasis on women chroniclers. This work builds on her background in journalism and human rights research. As an educator, Julia’s teaching identity is rooted in fostering critical thinking through community and interdisciplinary connections. She creates learning environments where students develop not only language skills, but also cultural awareness and the confidence to engage in meaningful discussions. Her approach emphasizes Task-Based Language Teaching and active learning strategies, incorporating current cultural productions from Spanish-speaking countries. Julia is particularly passionate about pedagogical wellness and creating balanced learning environments that support student well-being. Her teaching is inspired by her diverse experiences across different cultures and contexts, driving her commitment to increasing access to humanities education. Outside academia, Julia’s work in human rights continues to inform her approach to fostering inclusive educational spaces.

Patrick Hong

Margaret Tebbe

Department of Anthropology, School of Humanities

Margaret Tebbe is a fourth year PhD student in Anthropology. Her research and teaching focus on the unique knowledge, experiences, and agency of children and how that knowledge is shaped by the particularly volatile environmental context of California’s San Joaquin Valley. Her research also combines ethnography with GIS to support environmental advocacy centered around schools. A central tenet of her project is the importance of children’s (often unrecognized) knowledge, which drives her commitment to critical, student-centered pedagogy. Margaret’s pedagogical identity has also been deeply inspired by her collaborators in the UCI EcoGovLab, an interdisciplinary group with a number of projects focused on how pedagogy can support next-generation environmental governance. She is particularly interested in teaching anthropological analysis to non-anthropologists (currently through co-designing and teaching Anthropology 25A) and in using ethnographic methods to teach about environmental justice and climate change. She recently completed work on a state-funded environmental justice and climate change curriculum for California high schoolers that will be published in March 2025. Outside of class, she spends a lot of time crafting and walking her crazy German Shepherd, Kira.

Links:

Patrick Hong

Mariana Gomez

School of Education

Mariana Gomez (she/her) is a third-year PhD student in Education. With over a decade of professional experience in early childhood education and higher education student affairs, Mariana has dedicated her career to advancing educational equity for underserved communities. As a preschool teacher and director in Southern California, she became passionate about supporting multilingual development in young children, which continues to drive her research today. Mariana’s current research focuses on multilingual language development in underserved children aged zero to eight, exploring contextual factors that support multilingualism. She integrates an intersecting identities framework to examine and support the assets of underserved families. 

Mariana is inspired by current and former mentors that maintained high expectations of her and provided a net of resources that contributed to her educational and professional advancement. Her goal is to provide similar experiences for her students and create a classroom environment where everyones’ experiences are valued. 

Mariana’s long-term goal is to become a professor and continue bridging the gap between research and practice to better serve multilingual communities. In her free time, Mariana enjoys nature walks, dancing and playing with her cats. 

Professional website: https://sites.google.com/view/marianalizethgomezbecerra/bio

Patrick Hong

Miles Valencia

Department of Ecology and Evolutionary Biology, Charlie Dunlop School of Biological Sciences

Miles Valencia (He/Him/His) is a 3rd year PhD student in the Department of Ecology and Evolutionary Biology. His research investigates how mismatches of mechanical properties within muscle-tendon units affect muscle performance. He utilizes an exogenous collagen cross-linking agent called genipin to experimentally alter tendon properties, and then systematically characterizes muscle properties. As a first-generation Mexican-Filipino college student, Miles’s academic journey has deeply influenced his teaching philosophy and commitment to supporting students from underrepresented backgrounds. He is passionate about fostering equity in education and empowering students to succeed regardless of their starting point. Miles’ teaching identity is rooted in collaboration and inclusivity. He strives to create dynamic, student-centered classrooms where diverse perspectives are valued, and peer learning is integral to the experience. By leveraging active learning techniques and guiding students to connect concepts critically, he ensures a supportive environment that encourages independent thinking and shared success. Outside of academia, Miles spends his time playing with his 1-year-old Doberman named Kiba. In his free time, he enjoys watching anime or playing video games.

 

Patrick Hong

Santiago Ojeda-Ramírez

School of Education

Santiago Ojeda-Ramírez (he/him) is a fourth-year PhD candidate in Education. With a background in Biomedical Engineering and Digital Humanities, Santiago’s research focuses on interdisciplinary approaches to STEM education that integrate critical and speculative design. His work explores how Latinx youth engage with computing and artificial intelligence by creating artifacts that reflect their cultural practices, values, and community needs. Santiago’s teaching is student-centered and equity-focused, emphasizing culturally responsive pedagogy and the empowerment of students as designers of technology. He is inspired by his experiences as a science and computer science teacher in Colombia, where he witnessed students being positioned as consumers of technology rather than creators. These experiences drive his commitment to fostering inclusive, interdisciplinary learning environments that allow students to critically engage with technology. Beyond academia, Santiago enjoys working out, reading, and meditating. His work reflects a deep commitment to positioning Latinx youth as innovators and leaders in shaping AI technologies for a socially just future.

 

Patrick Hong

Xueting (Mimi) Ding

Department of Health, Society, & Behavior, Joe C. Wen School of Population & Public Health

Xueting (Mimi) Ding is a fourth-year PhD student at the Department of Health, Society, & Behavior, Joe C. Wen School of Population & Public Health. Under the guidance of Dr. Bernadette Boden-Albala, her research focuses on cardiovascular health disparities, particularly stroke risks and outcomes among Asian Americans, using advanced biostatistical modeling and machine learning approaches. Her interdisciplinary background includes a master’s degree in education policy from Stanford University, where she explored how higher education environments can foster student creativity and effective learning practices.

In her teaching practice, Mimi emphasizes active engagement and critical thinking through case-based learning. She has served in various instructional roles at UCI, including multiple quarters as a Teaching Assistant for both small research groups and large online courses, and most recently as an Associate Instructor this past summer. Her teaching approach integrates public health theories with contemporary challenges, helping students to understand concepts through practical applications and local health data.

Outside the classroom, she mentors undergraduates and serves as a peer reviewer for several academic journals. Mimi also enjoys spending time with her two dogs: a poodle mix girl who has been her companion since 2018, and a deaf boy who joined her family last month, both adopted through rescue organizations.

 

Past Pedagogical Scholars

Click here to see where some of our previous Pedagogical Scholars have accepted academic and industry positions.

Click here to see a comprehensive list of previous Pedagogical Scholars.