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Tessa Andrews
University of Georgia
Dr. Tessa Andrews specializes in college biology education research, with particular emphasis on factors influencing the adoption and effective implementation of evidence-based teaching strategies in undergraduate STEM education. She investigates knowledge, motivation, and professional identity among current and future college instructors. She also investigates departmental and institutional climate and culture as they relate to effective undergraduate teaching. Her work has been funded by over $3 million in National Science Foundation funding. Dr. Andrews is an Assistant Professor in the Department of Genetics and a founding and core member of the Scientists Engaged in Education Research center at the University of Georgia. She also serves on the steering committee for the Society for the Advancement of Biology Education Research.
Website Content Contributions
Essays (2)
Do you need a change theory? part of Accelerating Systemic Change Network:Blog Posts
This blog post page from the Accelerating Systemic Change Network (ASCN) explores the importance of change theory in higher education, defining it as an evidence-based framework that explains systemic educational change, and announces a curated collection of accessible summaries of key theories—such as Teacher-Centered Systemic Reform and the Concerns-Based Adoption Model—to help educators and administrators implement and study change effectively.
Breaking Down Silos meeting contributes to the goals of Working Group 1 part of Accelerating Systemic Change Network:Blog Posts
Blog post detailing a 2.5-day NSF-funded meeting at San Diego State University that brought together early-career STEM education researchers to break down disciplinary and theoretical silos around change theories, foster cross-disciplinary collaboration, and advance the goals of the ASCN's Guiding Theories Working Group through shared frameworks, taxonomies, and inclusive research practices.
Other Contributions (8)
Ready or not? Convening department heads to reform teaching evaluation part of Transforming Institutions Conference 2023:Program:Symposia:Session I
Most STEM departments have inadequate teaching evaluation practices. As a result, they are largely unable to recognize and reward evidence-based teaching. Yet widespread adoption of evidence-based teaching likely ...
