On October 21 & 22, 2026, join us for an immersive experience in innovative teaching in the College of Natural Sciences! During Teaching Discovery Days, faculty members have the unique opportunity to observe classroom instruction led by past Teaching Excellence Award winners and other distinguished professors.

This is an introductory class (60 students enrolled) that enrolls students who are majoring in fields such as engineering, mathematics, and physics. Visitors will observe an interactive lecture that incorporates students working on examples, comparing strategies, and reporting out.

James A. M. Alvarez is a professor of mathematics and associate dean for P-20 Education Initiatives in the College of Natural Sciences at The University of Texas at Austin. His work advances mathematics education, problem solving, curriculum development, teacher preparation, and student success. His multiple teaching honors include the UT System Regents Outstanding Teaching Award, the Mathematical Association of America Texas Section Award for Distinguished College or University Teaching of Mathematics, and UT Arlington‚ Innovation in Teaching Award. He previously served as a National Science Foundation program director and as mathematician-in-residence for the Mathematical Association of America.

Biodiversity Discovery is a course-based undergraduate research experience (CURE) in UT's Freshman Research Initiative (FRI), an elective for science majors taken mostly by sophomores. This fall's edition is the Eleutherodactylus Research Studio: about 23 students in four small teams analyzing frog call recordings for publication, with each student also writing an AmphibiaWeb species account. Visitors will see a research studio rather than a lecture. Mondays open with a short micro-lesson or paper discussion; Wednesdays are group work sessions with brief stand-ups. Expect group work, peer review, and students owning team roles like data steward and measurement lead.

Tom Devitt is an Assistant Professor of Practice in the College of Natural Sciences at the University of Texas at Austin, where he directs Biodiversity Discovery, a course-based undergraduate research experience in the Freshman Research Initiative. Each semester roughly 35 first- and second-year students join his lab to conduct original research in DNA barcoding, bioacoustic analysis, and species delimitation. His own research centers on the systematics and phylogeography of amphibians, with an emphasis on discovering and formally describing cryptic species of chirping frogs (Eleutherodactylus) and salamanders (Eurycea) from karst springs of the Balcones Escarpment and montane forests of the Sierra Madre Oriental.

This small, master's-level course introduces materials science concepts to information students with a background in the humanities. The class will feature a presentation on readings by a student; an introductory lecture on light, color, and fading by the instructor; and the evaluation of results from a nine-week, student-run light fading test composed of archival sample materials and a Blue Wool Standard card. The course enables students seeking careers in libraries and archives to preserve physical artifacts and record-keeping materials for future generations.

Sarah Norris is Associate Professor of Practice in Library and Archives Conservation and Preservation at the University of Texas iSchool. She is a Fellow in the American Institute for Conservation and a member of the Society of American Archivists. At UT, Norris serves as Faculty Advisor for Archives and Preservation and Faculty Sponsor for the combined student chapter of the Society of American Archivists and the American Library Association. Current projects focus on climate resilience and disaster preparedness for cultural heritage collections. Her research has been published in the Journal of the American Institute for Conservation and the Association of Recorded Sound Collections Journal. She's also online at conservation.ischool.utexas.edu.

This is a small upper-division course that is required for Microbiology and MLS majors. Students sit at round tables to facilitate teamwork with in-class activities. Visitors will observe a lecture discussing a body system and pathogens commonly associated with infection at that location, interspersed with polling questions to engage students. The last 15 minutes of class will consist of a student group presentation on an additional pathogen connected to the body system discussed in lecture.

Dr. Taylor Schoberle is an Assistant Professor of Instruction in BIO and MBS. She holds a Master's Degree in Molecular Biology and Genes & Development and a PhD degree in Biomedical Sciences from UT Health Science Center/MD Anderson Cancer Center in Houston. Taylor teaches a variety of courses from Introductory Biology to Genetics, Human Infectious Diseases, and Clinical Bacteriology Lab. She loves breaking down complex topics into digestible information that students can understand and often uses a variety of active learning strategies to help students fall in love with Biology and Microbiology.

M 408D is the second of two courses in an advanced calculus sequence. Traditionally students that take this course are from engineering, mathematics, physics, computer science and other STEM departments, however there are often a handful of students outside of these majors that choose to take this course. The course is a traditional style lecture with 120 students. Visitors will observe an interactive lecture that makes use of the many chalkboards in the classroom.

Dr. Theresa Martines is an Associate Professor of Instruction in the Mathematics department at the University of Texas at Austin. She has been in higher education for over 20 years at a number of types of institutions including community colleges, small liberal arts universities, and large state universities. Dr. Martines has received numerous teaching awards at each of the institutions she has taught at as well as multiple service awards for her work with the Mathematical Association of America, the Math Alliance at the AMS, and the Gulf States Math Alliance. Dr. Martines has previously been awarded grants from the National Science Foundation, the Mathematical Association of America, the Association of Women in Mathematics, and the Texas Higher Education Coordinating Board. She is currently focused on undergraduate teaching and mentorship at the University of Texas at Austin and at the national level.

PHY 302K is a large enrollment class for physics serving life science majors typically in their junior or senior year. The course includes a mixture of short conceptual lectures, scaffolded example problems, experimental demonstrations, and active learning supported by Learning Assistants.

As instructional faculty in the physics department, I typically teach large foundational courses to STEM and non-STEM majors, as well as pedagogy courses for both undergraduate and graduate students. Beyond the classroom, I love to contribute to excellence in education in many ways, including helping to organize Teaching Discovery Days, as a Provost Teaching Fellow, and running a bi-weekly physics education forum open to faculty and students. I am excited to open my class to colleagues and engage in discussions around enhancing education for our students.

This is a flipped introductory biology class, where the focus is on active learning. While it's a freshman-level course, it's off-cycle: the student population is only 6% freshmen, 50% sophomores, 34% juniors, and 10% seniors and post-bacs. Most students are here to satisfy pre-med requirements. 65 different majors from 9 different schools are represented, ranging from fine arts to aerospace engineering and beyond. This week's topic is transport and exchange processes in animals. Students have already completed a video assignment and come to class to actively engage with the processes and structures supporting metabolism: the digestive, excretory, respiratory, and circulatory systems.

Ann Thijs is an interdisciplinary scientist and Professional Track Faculty at the University of Texas at Austin, where she teaches Introductory Biology and Ecology. She earned her PhD at UT Austin before returning in 2017 to join the faculty full-time. Ann delights in showing students the elegance and interconnectedness of the natural world across evolutionary and ecological time, and has flipped her intro courses to foster active learning and help her students grow into critical, quantitative thinkers. She loves to converse with other educators on designing more effective, student-centered courses.

NTR 234L is the laboratory component of Foodservice Systems Management, a required course for nutrition majors on the dietetics track. This section has 10 students, which makes the lab feel like a working kitchen team rather than a classroom. Visitors can expect a hands-on session: students work in small groups to plan, scale, cost, and produce recipes, rotating through production and service roles each week. Food safety and HACCP practices are applied in real time rather than discussed in the abstract. Sessions close with a group debrief where students evaluate their own yields, timing, and quality. Come in the afternoon to see students in the middle of their preparations, and stay for the debrief where they evaluate their own yields, timing, and quality.

Elza, MS, RDN, is an Assistant Professor in the Department of Nutritional Sciences, where she teaches Foodservice Systems Management, Culture and Food, and International Nutrition: Disease and Deficiencies. As a registered dietitian, she has worked for the Office for the Aging and as a WIC dietitian. She brings a culinary background to the dietetics classroom, including training as a Chef de Cuisine and Restaurateur at Centro Europeu in Curitiba, Brazil, and a Brazilian dietetic internship. Her teaching connects food systems, culinary skills, and supply chains to nutrition practice.

This is a fun upper-division elective for CS majors. Roughly 60 students learn techniques for creating iPhone apps. Visitors will see concepts introduced by Powerpoint charts, followed by a live demo, projected on the screen, where the instructor uses the new concepts to create an iPhone app. Visitors will also see the amusing method we use to take and track attendance.

Dr. William C. Bulko is an Associate Professor of Instruction in the Department of Computer Science at the University of Texas. He currently teaches courses in iOS app development, as well as summer camps on iOS app development and Python programming. He earned a Bachelor's degree in Mathematics from UT El Paso, and received his Master's and Ph.D. in Computer Science from UT Austin. Bulko spent 24 years with IBM, and has multiple patents and publications. Although he's primarily focused on teaching, his research interests center around Mobile Computing, Artificial Intelligence, Programming Languages, Pervasive Computing, and Computer Science Education.

Discover how CNS Foundations supports entering students through more than 40 sections of first-semester seminars. Each small-group seminar (up to 25 students) is organized into major-specific clusters and co-facilitated by a staff member and an Undergraduate Course Assistant (UGCA). We will begin with an overview of the program's goals and design, followed by a live classroom visit to observe a UGCA-facilitated session firsthand.

Elizabeth Ilardi, Ph.D. is an Associate Professor of Practice in the College of Natural Sciences at The University of Texas at Austin. She serves as Associate Director of the Freshman Research Initiative (FRI), where she helps expand access to undergraduate research and supports students as they engage in authentic scientific inquiry early in their college careers. She is also the Faculty Lead for CNS Foundations, a first-year seminar program, which helps 1000+ students navigate their journey to becoming STEM professionals through community building, mentorship, exploration of research and career pathways, and the development of skills and habits that support academic, personal, and professional success.

BIO 325 is a large lecture course required for all upper-division biology courses. Most students are second-year undergraduates from a range of CNS majors, and many are interested in health professions. Each class introduces key concepts through lectures with informal questions. Students then apply these concepts through Instapoll and, depending on the day, additional problem-solving activities or discussions. Students sit in teams of five to six, and visitors will observe their collaboration during polling sessions. Because this cohort has been fairly quiet at the start of the semester, I am trying different strategies to encourage greater student participation and engagement.

I am an Assistant Professor of Instruction in the Biology Instructional Office, which I joined in 2016. Over the years, I have developed and curated course materials and assessments to foster students' critical and creative thinking while supporting their professional and personal growth. I enjoy trying new teaching strategies and evidence-based approaches. I promote self-reflection, continuous improvement, and teamwork through my messaging, assignments, and class activities. One of my teaching goals is to help students connect their personal values and goals to what they learn. One of the most rewarding aspects of teaching is the privilege of watching students grow.

Hello Maker is a collaborative space in Welch Hall that provides students, faculty and staff with access to a wide range of tools and equipment. Whether for class projects, personal inventions or furthering scientific research, we offer the training and resources to bring your ideas to life.

Patrick Benfield is a creative technologist with two decades of experience in innovative teaching and learning. He joined UT in 2024 as Assistant Professor of Practice with the Office of Experiential Learning where he directs Hello Maker Studio, the new CNS fabrication lab. He currently teaches UGS 303: DIY Assistive Technology, which provides first-year students from across disciplines with an introduction to human-centered design and rapid prototyping.

This is a small, hands-on laboratory course of nine students in which students develop novel food products designed for a specific disease state or target population. The course is composed of senior level dietetics and nutrition majors with interests in food science, product development, and dietetics. This semester, students are developing innovative ice cream and frozen dessert products tailored to populations with conditions or health considerations such as dysphagia, osteoarthritis, and perimenopause. Visitors will have the opportunity to observe students as they formulate, produce, and objectively evaluate their products and will be invited to participate in product sampling alongside the class.

Drew Hays is Registered Dietitian and Associate Professor of Instruction in the Department on Nutritional Sciences at UT Austin. She received her masters degree of Nutritional Sciences from the University of Texas at Austin and is a professionally trained chef from Le Cordon Bleu Academy of Culinary Arts. As a chef, she has held a variety of positions including Food Stylist and R&D Chef for the Food Network in New York City. Prior to her position at the University of Texas, she worked as a Clinical Dietitian providing medical nutrition therapy in the acute care setting. Professor Hays academic interests include food science and food processing, clinical nutrition, science communication and she is an expert in the emerging field of culinary medicine.

UTS 170, the UTeach Final Field Experience Seminar, is the culminating clinical experience of the UTeach Teacher Preparation Program. Meeting weekly alongside apprentice teachers’ work in local classrooms, the course connects fieldwork with guided reflection and skill development. In this interactive session, apprentice teachers will analyze mock student data, identify learning needs, and plan differentiated instruction for diverse learners. Observers will see a model 5E lesson in action as apprentice teachers collaborate, make data-informed decisions, and reflect on strategies that strengthen student engagement and achievement.

Kelli Allen is a Professor of Practice working with the UTeach STEM teacher preparation program where she supports preservice and beginning teachers through mentoring, instruction, and professional development. A National Board Certified teacher, Kelli has received numerous honors, including the UT College of Natural Sciences Teaching Excellence Award and the Science Teachers Association of Texas Skoog Cup for her contributions to science education.

This isn't your average lab. We are not following a recipe‚ we are writing it! Step inside and see sophomore students tackling independent, aptamer-based research projects in a project-based research setting supported by undergraduate peer mentors. We will begin with a quick community-building activity and a mini technical lecture/discussion before students dive into hands-on molecular biology research - collaborating, troubleshooting, and figuring things out as they go. Visitors will also have a chance to talk with students and hear, in their own words, about their projects and why their research matters. Although the class is a 3-hour lab, the Teaching Discovery visit will take place during the first 45 minutes.

Gwen Stovall, Ph.D., is an Associate Professor of Practice in the UT Freshman Research Initiative and the Department of Molecular Biosciences. She is a biochemist and research educator who has spent more than a decade developing authentic research experiences for undergraduate and high school students. Her teaching focuses on engaging students in scientific research, particularly through the discovery and characterization of aptamers.

This is a high-enrollment course (400+ students) designed for non-majors and drawing students from across the university's colleges. Sessions begin with a brief quiz before transitioning into an interactive chalk-talk lecture format, enriched with practice problems and hands-on chemistry demonstrations.

Lauren Mitchell is an Associate Professor of Instruction in the Department of Chemistry. She earned both her BS and PhD from UT before completing postdoctoral research at the Naval Research Laboratory and at the University of Minnesota. She teaches large-enrollment general chemistry courses and is passionate about making science relatable, interesting, and exciting for her students.

This is a large, introductory class populated by non-CNS students. My overall goals include giving my students experience with scientific thinking and helping them to see how astronomy's many discoveries and mysteries are tied to a few basic physics laws. Visitors will see a combination of lecture, Instapolls, and think-pair-share discussions on the day's topic of star formation.

Dr. Will Best is a Lecturer and Research Associate in Astronomy. He teaches Introduction to Astronomy to non-CNS majors, and is always exploring ways to engage students in scientific thinking in large lecture classes. His research uses space telescopes to find and characterize brown dwarfs -- the lowest-mass and faintest type of star -- in our neighborhood of the galaxy and in massive, distant star-forming regions. 

This is a small upper-division course in which the students, who are designers, work with developers to create an iOS app to support job seekers. On 22 Oct, only the designers will be present and will be discussing summative testing and engaging in group work on preparing such tests.

Mick McQuaid is an Associate Professor of Instruction in the iSchool, where he is also Director of Master's Studies, Graduate Advisor, and Subject Area Advisor for Interdisciplinary Studies. He is a Provost's Teaching Fellow (2025--2028 cohort) and teaches in two areas: User Experience (UX), and Human-Centered Data Science. He received the Ph.D. in 2003, did a one year postdoc at Carnegie-Mellon and has been teaching ever since, at Michigan for seven years, RIT for seven years, Oregon for one year, and now at UT-Austin for four years. 

AST 307 is the introductory astronomy course required for AST majors. This is a small section class taught in the Astronomy Department's interactive classroom and computer lab space. Visitors will observe an interactive lecture & discussion on the topic of stellar death and white dwarfs on the day of the visit; students will work on in-class activities in groups, using whiteboard tables.

Julian Muñoz is an Assistant Professor in Astronomy at the University of Texas at Austin. After completing his PhD at Johns Hopkins University in 2017, he held postdoctoral fellowships at Harvard University and the Harvard-Smithsonian Center for Astrophysics. Julian studies the early universe, focusing on how the first galaxies formed and what dark matter is made of. His research develops new ways to study these puzzles by looking at signals from Cosmic Dawn, when the first galaxies formed in the Universe. Julian was awarded the McDonald Observatory Teaching Excellence Award in 2025.

Hello Maker is a collaborative space in Welch Hall that provides students, faculty and staff with access to a wide range of tools and equipment. Whether for class projects, personal inventions or furthering scientific research, we offer the training and resources to bring your ideas to life.

Patrick Benfield is a creative technologist with two decades of experience in innovative teaching and learning. He joined UT in 2024 as Assistant Professor of Practice with the Office of Experiential Learning where he directs Hello Maker Studio, the new CNS fabrication lab. He currently teaches UGS 303: DIY Assistive Technology, which provides first-year students from across disciplines with an introduction to human-centered design and rapid prototyping.

This is a large introductory class required for many majors across CNS and Engineering. Visitors will observe a mix of lecture, student problem solving, and debriefing solutions as a whole class. Because it can be challenging for one instructor to support a large number of students while circulating around the room, the class emphasizes collaboration and encourages students to work together and support one another as they solve problems.

Erica Winterer teaches introductory calculus in the Department of Mathematics at UT Austin. She is interested in helping students build confidence, make sense of challenging ideas, and learn through discussing difficult problems. Her classes emphasize collaboration and helping students maintain a learning orientation rather than focusing solely on performance. She tries to build in time for students to think, wrestle with ideas, and work through mathematics together during class.

This course, with around 90 students per section, is part of the required introductory series for Neuroscience majors. At this class session, visitors will observe a lecture punctuated by full-class and small-group discussions. This is a skills-based course, and the topic of the day will be: experimental design. Students will be asked to think through an example PhD project, in a framework resembling a "choose your own adventure." The instructor will be balancing the planned lesson with improvised integration of student input.

After majoring in neuroscience at Oberlin College, I joined the laboratory of Dr. Leslie Vosshall at Rockefeller University for my Ph.D. In the Vosshall lab, I studied how mosquitoes use thermosensors and search strategies to 'heat-seek' towards warm-blooded host. Next, as a postdoc in the laboratory of Dr. Michael Dickinson at Caltech, I investigated neural and behavioral mechanisms of path integration and navigation in the fly, Drosophila melanogaster. During my time as a graduate and postdoctoral researcher, I became increasingly drawn to teaching and mentorship. Since joining the University of Texas at Austin in 2021, I have turned my attention entirely to neuroscience pedagogy. I am teaching introductory courses for neuroscience majors. In Neural Systems II, students learn about neuroanatomy, developmental neurobiology, neural mechanisms of memory, emotions, and other higher cognitive functions. Neural Systems III is a skills-based course, where students learn to code in Python to analyze datasets and practice scientific communication, literacy, and experimental design. Beyond the classroom, I am working with the Neuroscience Department to develop and redesign our undergraduate curriculum.

PHY 392P, Advanced Optical Spectroscopy is an interdisciplinary graduate elective enrolling approximately 20-25 students from Physics, Chemistry, Electrical and Computer Engineering, and Materials Science. The course is also part of the Texas Institute for Electronics M.S. curriculum in Semiconductor Science and Engineering. Visitors will observe an interactive lecture combining fundamental concepts with discussion of modern spectroscopic techniques and current research. Students are regularly asked to interpret experimental data, compare alternative measurement approaches, and reason through how spectroscopy can address specific scientific questions. The course emphasizes conceptual understanding, experimental thinking, and active participation rather than memorization.

Edoardo Baldini is an Assistant Professor of Physics at The University of Texas at Austin, where he leads research in condensed matter physics, quantum information science, and optical engineering. His group uses nonlinear and ultrafast spectroscopy techniques to uncover and control complex quantum phenomena in matter. His honors include the Sloan Research Fellowship, NSF CAREER Award, ARO Early Career Award, AFOSR Young Investigator Award, IUPAP Medal in Optics, and Ludwig Genzel Prize. He has taught courses in electromagnetism, solid-state physics, and optics, and founded UT-Austin FRI stream in Optical Spectroscopy. He received the College of Natural Sciences Teaching Excellence Award in 2025.  

Students will have just finished one of the most intense periods of the year where they propose and identify the cancer genomic data they will use in their final projects. In this class they swap sample files with other students and perform a peer review of said sample files. In this process students frequently encounter novel problems with each other's datasets. They will have to rely on multiple resources such as a Google Form coordinating this activity, slide sets helping them troubleshoot various problems, and interactions with the instructor and course assistants. Largely, instructors will see methods of organizing complicated peer-reviews as well as student mentoring strategies.

Nolan Bentley is an assistant professor in the Department of Integrative Biology. Since 2021, he has primarily led a hands-on and experiential-learning focused course titled Principles of Computational Biology (INB321G). In this course, students explore authentic biological datasets and conduct variety of computational analyses using tools such as R and various databases. The emphasis of this course is the development of high-impact skills in data-literacy, programming, and problem-solving. It culminates in a project where students design and conduct a simple differential expression analysis utilizing publicly available cancer sequencing data and communicate this process and results in a peer-reviewed manuscript-style report.