UCI Teach Day

Location: ALP 1st Floor Lobby

Location: ALP 2300

Location: ALP 2300

Can we (finally) transform Undergraduate Education for All Students?
Dr. Archie Holmes, Executive Vice Chancellor for Academic Affairs for the University of Texas system

Room: 2100 ALP

Building a Cohesive AI Literacy Framework: Findings and Recommendations from UCI’s FATE Working Group on GenAI

Presenters: 

Jonathan Alexander (Professor, English)

Adriana Briscoe (Professor, Ecology & Evolutionary Biology)

Jim Brody (Associate Professor, Biomedical Engineering)

Eric Lindsay (Lecturer, Music)

Kylie Peppler (Professor, Informatics)

This presentation shares findings from the Faculty Academy for Teaching Excellence (FATE) working group’s UCI-wide survey on AI use, highlighting faculty, student, administrator, and staff concerns and opportunities for thoughtful AI integration. We plan in this session to collaborate​ with participants in the development of a UCI AI Literacy Framework that balances innovation, equity, and academic integrity while positioning UCI as a national leader in AI-integrated education.

Room: 2200 ALP

Craft a customized AI experience for your students using ClassChat

Presenters:

William Hernandez (Continuing Lecturer, Business)

Michael McBride (Professor, Economics)

Max Garrick (OIT)

Dominic Slauson (OIT)

Professors William Hernandez (Paul Merage School of Business) and Michael McBride (Economics) will share how they’ve successfully integrated AI into their teaching practice with ClassChat, part of UCI’s proprietary ZotGPT Chat platform. The panel discussion will be followed by a brief demonstration of how you, too can create a curated, customized AI chatbot to bring intentionality, collaboration, transparency, and specificity to educational AI usage.

Room: 2500 ALP

Partners in Pedagogy: How DTEI Summer Graduate Scholars are Transforming Teaching and Learning at UCI

Presenters:

Program Leadership Team

Alex Bower (Educational Development Specialist for Graduate Students & Postdocs, DTEI)

Danny Mann (Executive Director, DTEI)

Karma Rose Zavita (PhD Candidate, Criminology, Law and Society)

Geidy Mendez (PhD Candidate, Political Science)

Graduate Scholars and Faculty Partners

Daniel Rankins (PhD Candidate, Ecology & Evolutionary Biology)

Rachael Barry (Associate Professor of Teaching, Molecular Biology & Biochemistry)

Luis Fernando de la Cruz Herrera (PhD Candidate, Spanish & Portuguese)

Lillian Jones (Assistant Professor of Teaching, Spanish & Portuguese)

MacKenzie Bonner (PhD Student, Sociology)

Albert Siryaporn (Associate Professor, Physics & Astronomy)

Patrick Hong (Lecturer, Samueli School of Engineering)

For the past five years, the DTEI Summer Graduate Scholars Program has been a catalyst for pedagogical change at UCI, fostering graduate student-faculty partnerships to advance equity, accessibility, and inclusion in undergraduate teaching. The program also responds to UCI’s most pressing needs, addressing timely priorities such as promoting wellness, strengthening instructional team cohesion, and building critical AI literacy. In this session, we will provide an overview of the program, highlight its campuswide impact, and showcase select participant innovations.

Room: 2600 ALP

Introducing Experiential Learning in the Classroom: Case Studies at UCI and Best Practices

Presenters:

Christine King (Associate Professor of Teaching, Biomedical Engineering)

Ian Straughn (Associate Professor of Teaching, Anthropology)

Brandon Golob (Associate Professor of Teaching, Criminology, Law & Society)

Lawrence Wilk (Continuing Lecturer, Business)

Jenny Rinehart (Associate Professor of Teaching, Social Ecology)

This workshop will present current experiential learning case studies and opportunities at UCI, the resources that are available at UCI, and best practices on how to get started given the value of adding experiential learning into the classroom and curricula. We will introduce HOW TO DO Experiential Learning at various levels: in the individual classroom, across schools, system-wide, and with external partners.

Poster Session – ALP 1700

Poster Station #1: Using Canvas to Provide Faculty Training in Simulation Education

Presenter Names: Jocelyn Ludlow, Katherine Thompson

Primary School Affiliation: Sue & Bill Gross School of Nursing

Poster Abstract: Healthcare simulation requires faculty to be trained and competent in accordance with accreditation standards. At UCI School of Nursing, over 60 faculty members facilitate simulation sessions annually, necessitating extensive training. To address this, the simulation director and instructional designer developed a training site using Canvas. Faculty feedback indicated the site was well-organized and informative, though time-consuming. Pre- and post-training self-evaluations showed improved knowledge, and faculty facilitation became more consistent. Informal observations confirmed enhanced instructional quality. The Canvas site effectively supported large-scale faculty training and monitoring, ultimately improving the consistency and quality of the student learning experience across cohorts.

Poster Station #2
PACE: A Peer Alliance for Classroom Excellence Focused on Peer Observations

Presenter Names: Matthew Mahavongtrakul, Emily Parise

Primary School Affiliation: Division of Teaching Excellence & Innovation

Poster Abstract: The Peer Alliance for Classroom Excellence (PACE) is an easy way for faculty to participate in small teams to get peer support and feedback on their teaching practices. Specifically, the goals of PACE are to 1) promote student success by discussing practical and implementable evidence-based pedagogy, 2) adapt to the ever-evolving educational landscape by providing a space for structured peer feedback and pedagogical exploration, 3) connect faculty across campus by forming teaching teams as a community of practice, and 4) expand upon teaching practices by training faculty in peer observation and consultation. This poster outlines the components of PACE and different levels of participation.

Poster Station #3
Ethical AI Usage and Literacy in Social Sciences 

Presenter Names: Julybeth Murillo, Dr. Ann Hironaka

Primary School Affiliation: School of Social Sciences

Poster Abstract: In this poster, we present a project in which students are encouraged to use AI within clearly defined boundaries. Our goal is to promote ethical and equitable AI use by scaffolding AI literacy through structured activities, beginning with a pre-survey to assess students’ comfort levels and prior experience. Students explore both the benefits and limitations of AI while developing the skills needed to engage with it responsibly.

Poster Station #4
Adaptive Grading Increases Retention in an Organic Chemistry Lecture Course 

Presenter Names: Susan M. King, Kameryn Denaro, Anna Kye

Primary School Affiliation: School of Physical Sciences

Poster Abstract: This study examines the effects of Adaptive Grading on equity and persistence in a yearlong organic chemistry series. Adaptive Grading recalculated students’ final grades using 21 different weighting schemes of exams, homework, participation, and the final exam, assigning each student the highest grade earned across methods. Regression analyses showed that while Adaptive Grading did not significantly predict persistence into Organic Chemistry II or III, it was associated with meaningful reductions in equity gaps within Organic Chemistry I, particularly for first-generation, URM, and low-income students. Persistence through the sequence was driven primarily by performance in Organic Chemistry I, underscoring the importance of coupling grading reforms with broader structural supports. These findings suggest that Adaptive Grading contributes to more equitable outcomes in gateway STEM courses, even if its effects on long-term progression are indirect.

Poster Station #5
An “AI in BioSci” learning community to develop AI activities to improve teaching and learning

Presenter Names: Adrienne Williams

Primary School Affiliation: Charlie Dunlop School of Biological Sciences

Poster Abstract: Few teaching resources are focused on AI use in biology. We used FATE funding to create an “AI in BioSci” learning community of BioSci faculty and graduate students. Our goal is to create and share mechanisms that use generative AI to make research, teaching and learning about biology more effective and inclusive. Twelve people attended one or more of the five meetings. Nine attended regularly, including six professors of teaching, two research professors and one graduate student. Seven attendees actively developed AI tools for their classes; six had little exposure to generative AI and were attending to learn more. Examples of current projects plus curated resources will be provided at the poster session.

Poster Station #6
Student Engagement in Instructor Office Hours: Participating, Spectating, or Missing Out
Presenter Names: Valerie La, Nicholas Seto, VyVy Au, Yanying Liu, Shashwat Bhargava, Eduardo Gonzalez-Nino, Jeremy Hsu, Vanessa Woods, Rachael Barry

Primary School Affiliation: Charlie Dunlop School of Biological Sciences

Poster Abstract: Nearly every undergraduate course has office hours (OH). Students can use OH for academic support, to receive personal advice, and to form relationships with peers and the instructor. Past work has shown that OH attendance benefits students academically, but turnout is often low. This project focuses on the development of tools to observe OH behaviors and practices. We aim to understand behavioral engagement of biology students during OH and the practices used by instructors that promote this engagement. Together, this data shows what student and instructor behaviors are most common in these settings. Advancing our understanding of OH may provide instructors with evidence-based practices that positively impact student success.

Poster Station #7
Teaching with Confidence: How Instructional Designers Can Support YOU
Presenter Names: Fanny Tsai, Bo Choi

Primary School Affiliation: Division of Teaching Excellence & Innovation

Poster Abstract: Go beyond tech support: instructional designers are here as your partners in pedagogy. Some services we offer include drop-in and consultation hours, learning technology workshops, and department-specific course design for redesign, Canvas templates, and more. Whether you’re adopting new tools, implementing UDL, or streamlining a course, we collaborate to create engaging, effective learning. We support campus initiatives, including FYE, Free Speech, LIFTED, DLI, ITI, UC Online, and Anteater Virtue, helping you integrate tools thoughtfully, save time, and teach with confidence and creativity.

Poster Station #8
College Transition and the First-Year Undergraduate Experience at UCI

Presenter Names: Larisa Castillo, Natalia Chernyshoff, Amy Dent, Megan Linos, and Sergey Nizkorodov

Primary School Affiliation: School of Humanities, Physical Sciences, Social Ecology, Social Sciences, and DTEI

Poster Abstract: The 2024–25 Faculty Academy for Teaching Excellence (FATE) team investigated UCI students’ transition to college and the first-year experience. Through faculty discussions, campus leader consultations, surveys of advising offices, administrator interviews, and peer institution reviews, the team identified key challenges: fragmented support, limited wellbeing integration, overstretched advising, and uneven orientation experiences. Findings highlight students’ needs for clear guidance, academic culture education, wellbeing support, and belonging. To address these gaps, the team recommends systematic wellbeing integration across campus life, extended and reimagined orientation programming, and student-driven peer mentoring networks to foster belonging, resilience, and academic success at UCI.

Poster Station #9
Improving Academic Performance and Student Psychosocial Outcomes of Second-Year Biology Students through a Scalable Peer Mentorship Program
Presenter Names: ​​Sabrina Solanki, Meaghan Mcmurran, Brian K. Sato, Pavan Kadandale, & Mike Wilton

Primary School Affiliation: Division of Teaching Excellence & Innovation

Poster Abstract: Using a randomized control trial methodology, we examine the impact of the PeeR Opportunities To EnGage and Excel (PROTEGE) near-peer mentorship course on second-year undergraduate biology students at two large, public R1 universities. PROTEGE consists of ten, 50-minute meetings where groups of six second-year mentees meet with an upper-division student mentor to discuss topics including metacognition, growth mindset, and effective study strategies. Regression analysis reveals that PROTEGE students earn significantly higher course grades in required biology major courses. Further, students receiving this peer mentorship report improved perceptions of belonging and use more diverse approaches to study skills than their peers. These results suggest that course-based, near-peer mentorship may be an effective and scalable approach that can promote student academic success.

Poster Station #10
Active Learning Institute Impacts on Student Learning at UC Irvine
Presenter Names: Kameryn Denaro, Brian Sato, Michael Dennin

Primary School Affiliation: Division of Teaching Excellence & Innovation

Poster Abstract: This study examined the effectiveness of an Active Learning Institute (ALI) at UC Irvine from Fall 2019-Spring 2024. We analyzed data from 285 AL-certified instructors teaching 2,551 courses to 70,942 students across 1,563,905 enrollments and examined the extent of ALI’s impact on student success. Results demonstrate that structured, cohort-based faculty development programs paired with institutional incentives create lasting pedagogical change at scale. Active learning certification significantly impacts student outcomes, particularly benefiting underrepresented populations and narrowing achievement gaps in STEM courses.

Poster Station #11
Intellectual Virtues at UCI
Presenter Names: Jeffrey M. DeVries, Gabe A. Orona, Richard Arum

Primary School Affiliation: School of Education

Poster Abstract: Promoting intellectual humility is a traditional virtue espoused in higher education institutions, but very little research has been conducted to identify specific teacher-student interactions associated with it. In a large UCI sample (n = 923), students were asked to rate their own and their teachers’  intellectual humility across multiple courses. Higher student intellectual humility related to higher perceived teacher expectations, more frequent feedback, and exams that were perceived to be useful for learning. Higher perceived teacher intellectual humility was associated with more frequent feedback, exams, and readings, but not higher teacher expectations. We use these data to develop the theoretical framework that challenging, but supportive environments are associated with intellectual humility development in the classroom.

Poster Station #12
WE WANT A CULTURE SHIFT! Normalizing faculty across ranks/units/departments sitting in on classes and sharing ideas & experiences
Presenter Names: Natascha T. Buswell, Christine L. Cadiz, Matthew Mahavongtrakul, Gregory Scontras, Cathy Vimuttinan, Jacqueline Way

Primary School Affiliation: Henry Samueli School of Engineering

Poster Abstract: In this poster, we present our desire for a culture shift: one where it’s normal to visit a colleague’s class without an agenda, and to open our classrooms to our colleagues as well, with the goal of building community around pedagogy and teaching. We include our testimonials of the experiences of both observing and being observed, and hope to inspire others to do the same. We include a QR code that links to our report, which includes more details on our process and recommendations, and a QR code to a form to get started with building a community of your own!

Poster Station #13
Empowering Dreams: The Impact of the Dream Project Fellowship on Undocumented Students 
Presenter Names: Veronika Rozhenkova, Adriana Cruz, Xochilth Lopez-Salgado

Primary School Affiliation: School of Education

Poster Abstract: Undocumented students face structural barriers in higher education, including limited financial aid, restricted professional opportunities, and the psychological toll of uncertain immigration status. To address these inequities, a public research university in the Western U.S. developed a program offering mentorship, professional skill-building, and culturally responsive peer support. This study examines participants’ experiences, highlighting how the program fostered navigational and social capital within Yosso’s (2005) Community Cultural Wealth framework. Findings show that structured mentorship, networking, and identity-affirming spaces enhanced students’ confidence, resourcefulness, and professional growth, underscoring the role of institutional initiatives in promoting equity and opportunity.

Poster Station #14
Using natural language processing to gain actionable insights despite the unnatural nature of student comments.

Presenter Names: Aditya Phatak*, Suvir Bajaj*, Rutvik Gandhasri, Jennifer Wong-Ma, Pavan Kadandale

Primary School Affiliation: Charlie Dunlop School of Biological Sciences

Poster Abstract: We have developed a novel tool that allows users to rapidly, reliably and reproducibly cluster student comments from teaching evaluations by identifying latent topics within these comments. We describe two different use cases for this tool. First, we describe the insights gained by the longitudinal analysis of student comments for a single instructor within a single course over seven years. Second, we show how the tool can be used to identify patterns of student experiences in courses which have multiple sections taught by different instructors. Finally, we will present several different ideas for how this tool can be used to provide actionable intelligence from student comments in a variety of contexts.