Paul Blowers

University Distinguished Professor of Chemical and Environmental Engineering
Professor of Public Health
Member of the Graduate Faculty

Degrees

  • PhD Chemical Engineering, 1999, University of Illinois at Urbana-Champaign
  • MS Chemical Engineering, 1997, University of Illinois at Urbana-Champaign
  • BS Chemical Engineering, 1994, Michigan State University, High Honors, Honors College

Honors and Awards

1) University Distinguished Professor, The University of Arizona, the highest teaching honor given by the University of Arizona for excellence in undergraduate instruction (2012).
2) College of Engineering Teaching Fellow, The University of Arizona, named as one of nine faculty for past student engagement and to enhance activities in teaching (2012).
3) Carnegie Foundation Arizona Professor of the Year, one of top 27 faculty in the country for educating undergraduate students at PhD granting institutions, 2011.
4) Best Presentation, C. Canter (speaker) and P. Blowers, Modeling of Sustainability of Biofuels from Microalgae: Predicted Bottlenecks for Success, Earth Week 2011 Soil, Water, and Environmental Science, The University of Arizona, 3-31 (2011).
5) The University of Arizona Honors College Five-Star Faculty Award, this award recognizes the best instructor at the U of A and is a completely student driven process, 2010.
6) The UA Foundation Leicester and Kathryn Sherrill Creative Teaching Award for Instructional Innovation, 2010.
7) College of Engineering daVinci Award Winner for Top FacultyMember in College, recognized for excellence in teaching or research combined with service, 2009-2010.
8) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2009.
9) Outstanding Faculty Member, 2009, University of Arizona as selected by the Center for Student Involvement and Leadership who represent the 35,000+ student body.
10) National Academic Advising Association, Outstanding Advising Award Winner, Academic Advising Faculty Category, 2008. Selected as one of four best faculty advisors in the United States.
11) University of Arizona Excellence in Academic Advising Faculty Advisor Award, top advisor from all departments on campus 2008.
12) Best Presentation, P. Blowers, A Toolbox for Integrating Information Literacy into Engineering Courses: Helping Students Help Themselves, ASEE PSW Regional Conference, Flagstaff, AZ, March 27-28 (2008).Award for Excellence at the Student
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Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2008.
13) Third Place in 3rd Annual Salsa Festival Fundraiser for Sigma Alpha, Alpha Rho Chapter - supporting females in scholarship and leadership in agriculture, 2008.
14) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2007.
15) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2006.
16) American Society for Engineering Education Pacific Southwest Region Outstanding Teacher of the Year, 2006
17) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2005.
18) Outstanding Scientific Presentation, for outstanding scientific content, significance, and originality - X. Zheng, Blowers, The Application of Composite Energy Method to n-Butyl Radical beta-scission Reaction Kinetic Estimations, 10th Electronic Comp.Chem.Conf. April 2005, eccc.monmouth.edu (last accessed 5-12-05).
19) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2004.
20) The Academy's All Stars Honoree, Main Library Display, 6-25-03 through 7-25-03.
21) Certificate of Appreciation, University of Arizona Honors College, 2003.
22) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2003.
23) The University of Arizona Nominee for the Camille Dreyfus Teacher-Scholar Award, 2002.
24) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2002.
25) Mortar Board Senior Honorary Faculty Tea Honoree, 2002.
26) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2001.
27) Award for Excellence at the Student Interface, University of Arizona, Department of Chemical and Environmental Engineering, Selected by students, 2000.
28) Prokasy Award for Teaching Excellence, University of Illinois, College award, 1997.
29) University of Illinois School of Chemical Sciences Award for Excellence in Teaching, 1995 & 1996.
30) Named to the “Teachers Ranked as Excellent by Their Students List”, University of Illinois, Fall1994, Spring & Fall 1995, Spring & Fall 1996, Spring & Fall 1997.

Interests

Teaching

Teach integrated senior design and sustainability course for chemical engineersIntegrate information literacy, computational skills, teamwork, communication, and sustainability into all core coursesTo train students to approach sustainability assessment through quantifiable methods

Research

Apply theoretical chemistry techniques to environmental problems for global evaluationDrive pedagogical and scientific development of life cycle assessment and green engineering

Courses

Survey Engr Professions

ENGR 196A (Fall 2023)
ENGR 196A (Fall 2022)
ENGR 196A (Fall 2021)
ENGR 196A (Fall 2020)
ENGR 196A (Fall 2019)
ENGR 196A (Fall 2018)
ENGR 196A (Fall 2017)
ENGR 196A (Fall 2016)
 

Plng Engineering Design

ENGR 196B (Spring 2016)
 

Elements Chem & Env Engr I

CHEE 201 (Fall 2024)
CHEE 201 (Winter 2023)
CHEE 201 (Fall 2023)
CHEE 201 (Winter 2022)
CHEE 201 (Fall 2022)
CHEE 201 (Winter 2021)
CHEE 201 (Fall 2021)
CHEE 201 (Winter 2020)
CHEE 201 (Fall 2020)
CHEE 201 (Winter 2019)
CHEE 201 (Fall 2019)
CHEE 201 (Winter 2018)
CHEE 201 (Fall 2018)
CHEE 201 (Winter 2017)
CHEE 201 (Fall 2017)
CHEE 201 (Winter 2016)
CHEE 201 (Fall 2016)
 

Elements Chee-Compt Lab

CHEE 201L (Fall 2020)
CHEE 201L (Fall 2019)
CHEE 201L (Fall 2018)
CHEE 201L (Fall 2017)
CHEE 201L (Fall 2016)
 

Elements of Chem & Environ Eng

CHEE 202 (Spring 2024)
CHEE 202 (Spring 2023)
CHEE 202 (Summer I 2022)
CHEE 202 (Spring 2022)
CHEE 202 (Summer I 2021)
CHEE 202 (Spring 2021)
CHEE 202 (Summer I 2020)
CHEE 202 (Spring 2020)
CHEE 202 (Summer I 2019)
CHEE 202 (Spring 2019)
CHEE 202 (Summer I 2018)
CHEE 202 (Spring 2018)
CHEE 202 (Summer I 2017)
CHEE 202 (Spring 2017)
CHEE 202 (Spring 2016)
 

Heat Transfer+Fluid Flow

CHEE 203 (Summer I 2022)
CHEE 203 (Spring 2022)
CHEE 203 (Summer I 2021)
CHEE 203 (Spring 2021)
CHEE 203 (Summer I 2020)
CHEE 203 (Spring 2020)
CHEE 203 (Summer I 2019)
CHEE 203 (Spring 2019)
CHEE 203 (Summer I 2018)
CHEE 203 (Spring 2018)
CHEE 203 (Summer I 2017)
CHEE 203 (Spring 2017)
CHEE 203 (Spring 2016)
 

Intro to MatLab & Excel

CHEE 205 (Fall 2020)
 

Preceptorship

CHEE 291 (Spring 2023)
CHEE 291 (Spring 2021)
CHEE 291 (Fall 2019)
CHEE 291 (Fall 2018)
CHEE 291 (Fall 2016)
CHEE 391 (Fall 2023)
CHEE 391 (Spring 2023)
CHEE 391 (Fall 2022)
CHEE 391 (Summer I 2022)
CHEE 391 (Spring 2022)
CHEE 391 (Fall 2021)
CHEE 391 (Spring 2021)
CHEE 391 (Fall 2020)
CHEE 391 (Summer I 2020)
CHEE 391 (Spring 2020)
CHEE 391 (Fall 2019)
CHEE 391 (Spring 2019)
CHEE 391 (Fall 2018)
CHEE 391 (Spring 2018)
CHEE 391 (Fall 2017)
CHEE 391 (Fall 2016)
CHEE 491 (Spring 2024)
CHEE 491 (Fall 2023)
CHEE 491 (Spring 2023)
CHEE 491 (Fall 2022)
CHEE 491 (Spring 2022)
CHEE 491 (Spring 2021)
CHEE 491 (Spring 2020)
CHEE 491 (Fall 2019)
CHEE 491 (Spring 2018)
 

Independent Study

CHEE 299 (Spring 2023)
CHEE 299 (Spring 2021)
CHEE 299 (Fall 2020)
CHEE 299 (Fall 2019)
CHEE 299 (Spring 2019)
CHEE 299 (Fall 2018)
CHEE 299 (Spring 2018)
CHEE 299 (Fall 2017)
CHEE 299 (Spring 2017)
CHEE 299 (Fall 2016)
CHEE 399 (Spring 2024)
CHEE 399 (Spring 2023)
CHEE 399 (Fall 2022)
CHEE 399 (Spring 2022)
CHEE 399 (Fall 2021)
CHEE 399 (Fall 2020)
CHEE 399 (Spring 2020)
CHEE 399 (Fall 2019)
CHEE 399 (Summer I 2019)
CHEE 399 (Fall 2018)
CHEE 399 (Summer I 2018)
CHEE 399 (Spring 2018)
CHEE 399 (Fall 2017)
CHEE 399 (Spring 2017)
CHEE 399 (Fall 2016)
CHEE 399 (Summer I 2016)
CHEE 399 (Spring 2016)
CHEE 499 (Spring 2023)
CHEE 499 (Fall 2022)
CHEE 499 (Fall 2021)
CHEE 499 (Summer I 2021)
CHEE 499 (Spring 2021)
CHEE 499 (Spring 2020)
CHEE 499 (Fall 2019)
CHEE 499 (Summer I 2019)
CHEE 499 (Fall 2018)
CHEE 499 (Summer I 2018)
CHEE 499 (Spring 2018)
CHEE 499 (Summer I 2017)
CHEE 499 (Spring 2017)
CHEE 499 (Fall 2016)
CHEE 499 (Summer I 2016)
CHEE 499 (Spring 2016)
CHEE 599 (Fall 2021)
 

Honors Independent Study

CHEE 299H (Fall 2023)
CHEE 299H (Spring 2023)
CHEE 299H (Spring 2022)
CHEE 299H (Fall 2021)
CHEE 299H (Spring 2021)
CHEE 299H (Spring 2020)
CHEE 299H (Fall 2019)
CHEE 299H (Spring 2019)
CHEE 299H (Fall 2018)
CHEE 299H (Spring 2018)
CHEE 299H (Fall 2017)
CHEE 299H (Spring 2017)
CHEE 299H (Fall 2016)
CHEE 299H (Spring 2016)
CHEE 399H (Spring 2024)
CHEE 399H (Fall 2023)
CHEE 399H (Spring 2023)
CHEE 399H (Spring 2022)
CHEE 399H (Fall 2021)
CHEE 399H (Fall 2020)
CHEE 399H (Spring 2020)
CHEE 399H (Fall 2019)
CHEE 399H (Summer I 2019)
CHEE 399H (Spring 2019)
CHEE 399H (Fall 2018)
CHEE 399H (Summer I 2018)
CHEE 399H (Spring 2018)
CHEE 399H (Fall 2017)
CHEE 399H (Spring 2017)
CHEE 399H (Fall 2016)
CHEE 399H (Spring 2016)
CHEE 499H (Fall 2022)
CHEE 499H (Fall 2020)
CHEE 499H (Spring 2020)
CHEE 499H (Fall 2019)
CHEE 499H (Spring 2019)
CHEE 499H (Fall 2018)
CHEE 499H (Summer I 2018)
CHEE 499H (Spring 2018)
CHEE 499H (Fall 2017)
CHEE 499H (Spring 2017)
CHEE 499H (Fall 2016)
CHEE 499H (Spring 2016)
 

Chem Engr Mass Transfer

CHEE 303 (Fall 2016)
 

Chml+Physicl Equilibrium

CHEE 326 (Spring 2024)
CHEE 326 (Summer I 2023)
CHEE 326 (Spring 2023)
CHEE 326 (Spring 2022)
CHEE 326 (Spring 2021)
CHEE 326 (Spring 2020)
CHEE 326 (Spring 2019)
CHEE 326 (Spring 2018)
CHEE 326 (Spring 2017)
CHEE 326 (Spring 2016)
 

Envirnmtl+Water Engr Lab

CE 370L (Spring 2019)
CE 370L (Spring 2018)
CHEE 370L (Spring 2018)
 

Environmental+Water Engr

CE 370R (Spring 2019)
CE 370R (Spring 2018)
CHEE 370R (Spring 2019)
CHEE 370R (Spring 2018)
 

Directed Research

CHEE 392 (Spring 2024)
CHEE 492 (Fall 2023)
 

Internship

CHEE 493 (Spring 2023)
CHEE 493 (Fall 2020)
 

Senior Capstone

MSE 498 (Spring 2021)
 

Research

CHEE 900 (Spring 2024)
CHEE 900 (Fall 2023)
 

Master's Report

CHEE 909 (Spring 2024)
 

Thesis

CHEE 910 (Spring 2024)
CHEE 910 (Fall 2023)
 

Dissertation

CHEE 920 (Spring 2019)
CHEE 920 (Fall 2018)
CHEE 920 (Spring 2018)
CHEE 920 (Fall 2017)
CHEE 920 (Spring 2017)
CHEE 920 (Fall 2016)
CHEE 920 (Spring 2016)

Selected Publications

Chapters

  • Blowers, P., Canter, C. E., & Razon, L. F. (2016). Large-Scale Cultivation of Microalgae for Fuel. In Process Design Strategies for Biomass Conversion Systems(pp 135-157). Singapore: John Wiley & Sons.
  • Burd, G. D., Tomanek, D. J., Blowers, P., Bolger, M. S., Cox, J., Elfring, L. K., Grubbs, E. A., Hunter, J., Johns, K. A., Lazos, L., Lysecky, R. L., Milsom, J. A., Novodvorsky, I., Pollard, J. R., Prather, E. E., Talanquer, V. A., Thamvichai, R., Tharp, H. S., & Wallace, C. (2016). Developing faculty cultures for evidence-based teaching practices in STEM: A progress report.. In Transforming Institutions: 21st Century Undergraduate STEM. West Lafayette, IN.: Purdue University Press.
  • Blowers, P., Burd, G. D., Bolger, M. S., Johns, K. A., Lazos, L., Lysecky, R. L., Milsom, J. A., Novodvorsky, I., Pollard, J. R., Prather, E. E., Talanquer, V. A., Thamvichai, R., Tharp, H. S., Wallace, C. S., Cox, J., Elfring, L., Grubbs, E., & Hunter, J. (2015). Developing Faculty Cultures for Evidence-Based Teaching Practices in STEM: A Progress Report. In Transforming Institutions, Undergraduate STEM Education for the 21st Century(pp 90-102). Indianapolis, IN: Purdue University Press,.
  • Burd, G. D., Burd, G. D., Tomanek, D. J., Tomanek, D. J., Blowers, P., Blowers, P., Bolger, M. S., Bolger, M. S., Cox, J., Cox, J., Elfring, L. K., Elfring, L. K., Grubbs, E. A., Grubbs, E. A., Hunter, J., Hunter, J., Johns, K. A., Johns, K. A., Lazos, L., , Lazos, L., et al. (2015). Developing faculty cultures for evidence-based teaching practices in STEM: A progress report.. In Transforming Institutions: 21st Century Undergraduate STEM. West Lafayette, IN.: Purdue University Press.

Journals/Publications

  • Talanquer, V. A., Lattimore, K. L., Blowers, P., Elfring, L. K., Kim, Y. A., Hidalgo, L. V., Navis, L. K., Elliott, J. M., & Hester, S. D. (2022). Using an instructional team during pandemic remote teaching enhanced student outcomes in a large STEM course. Journal of College Science Teaching.
  • Blowers, P., Elfring, L. K., Cox, J. T., Talanquer, V. A., Kim, Y. A., & Southard, K. M. (2021). Learning Researchers: Promoting Formative Assessment in STEM Courses. Journal of College Science Teaching, 48(5), 36-41.
  • Blowers, P., Southard, K. M., Elfring, L. K., Kim, Y. A., Talanquer, V. A., Maximillian, J., Rezende, L. F., Eadie, E. C., Eadie, E. C., Rezende, L. F., Maximillian, J., Talanquer, V. A., Kim, Y. A., Elfring, L. K., Southard, K. M., & Blowers, P. (2021). Responsive Teaching in Online Learning Environments: Using an Instructional Team to Promote Formative Assessment and Sense of Community. Journal of College Science Teaching, 50(4).
  • Blowers, P., Talanquer, V., Elfring, L. K., Cox, J., Kim, Y. A., Curry, J. E., Jurkiewicz, J., Hester, S. M., & Southard, K. M. (2021). A close look at change: the role of an instructional-team community on an Instructor’s evolution during instructional reform. Disciplinary and Interdisciplinary Science Education Research. doi:10.1186/s43031-021-00036-9
  • Talanquer, V. A., Blowers, P., Elfring, L. K., Cox, J. T., Kim, Y. A., Curry, J. E., Jurkiewicz, J., Hester, S. D., & Southard, K. M. (2021). A close look at change: the role of community on an instructor's evolution during instructional reform. Disciplinary and Interdisciplinary Science Education Research.
  • Talanquer, V. A., Blowers, P., Elfring, L. K., Cox, J. T., Kim, Y. A., Southard, K. M., & Hester, S. D. (2021). Benefits and challenges in the implementation of an Instructional-Teams Model for supporting evidence-based instructional practices in large-enrollment STEM courses. College Teaching.
  • Blowers, P., Hempel, B. R., & Kiehlbaugh, K. M. (2020). Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success. Education for Chemical Engineers, 33, 45-65.
  • Blowers, P., Talanquer, V. A., Kim, Y. A., Elfring, L. K., Cox, J. T., Southard, K. M., Monroe, E., & Neilsen, H. (2020). Exploring Undergraduate Students' Abilities to Collect and Interpret Formative Assessment Data. Journal of Chemical Education, 97, 4245-4254.
  • Kiehlbaugh, K. M., Blowers, P., & Hempel, B. R. (2020). Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success. Education for Chemical Engineers, 33, 45-65. doi:https://doi.org/10.1016/j.ece.2020.07.004
  • Blowers, P., & Hempel, B. R. (2019). Small Changes, Big Impacts: Teaching Strategies that Work. Real Teaching. Real Learning. Real Classrooms, 1(5), 1-3.
  • Blowers, P., Hempel, B. R., & Kiehlbaugh, K. M. (2019). Student Evaluation of Teaching in an Engineering Class and Comparison of Results Based on Instructor Gender. Chemical Engineering Education, 53(2), 91-99.
  • Blowers, P., Canter, C. E., Handler, R., & Shonnard, D. (2015). Implications of Widespread Algal Biofuels Production on Macronutrient Fertilizer Supplies: Nutrient Demand and Evaluation of Potential Alternate Sources. Appl. Energy, 143, 71-80.
  • Ramasami, P., Abdallah, H. H., Archibong, E. F., Blowers, P., Ford, T. A., Kakkar, R., Shuai, Z., & F., H. (2013). Assessment of theoretical methods for the study of hydrogen abstraction kinetics of global warming gas species during their degradation and byproduct formation (IUPAC technical report). Pure and Applied Chemistry, 85(9), 1901-1918.
  • Blowers, P., Canter, C., Handler, R., Shonnard, D. R., Taborga, M., & Galka, M. (2012). Sustainability analyses of production scale processes for forming biofuels from algal biomass based on experimental data. AIChE 2012 - 2012 AIChE Annual Meeting, Conference Proceedings.
  • Galka, M. D., Lownsbury, J. M., & Blowers, P. (2012). Greenhouse gas emissions for refrigerant choices in room air conditioner units. Environmental Science and Technology, 46(23), 12977-12985.

Proceedings Publications

  • Blowers, P. (2020). A Course On Freshman Survival Skills. In ASEE.
  • Blowers, P., & Williams, B. (2020). Deconstruction Of An Engineering Syllabus For Information Literacy. In ASEE.
  • Blowers, P. (2018, Spring). Why Women Persist: Evaluating the Impact of Classroom-based Interventions. In CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference.
  • Blowers, P., Kiehlbaugh, K. M., & Hemple, B. (2018, June). Student Evaluation of Teaching in an Engineering Class and Comparison of Results Based on Instructor Gender. In ASEE Annual Conference & Exposition.

Presentations

  • Southard, K. M., Kim, Y. A., Talanquer, V. A., Cox, J. T., Elfring, L. K., & Blowers, P. (2020, March). A Close Look at Change: Understanding Factors that Shape Instructor Evolution during Instructional Reform Efforts. NARST Annual Conference. Portland, OR: NARST.
  • Southard, K. M., Kim, Y. A., Talanquer, V. A., Cox, J. T., Elfring, L. K., & Blowers, P. (2020, March). Engaging Undergraduate Learning Assistants in Formative Assessment in Large STEM Classes. NARST Annual Meeting. Portland, OR: NARST.
  • Blowers, P., & Hempel, B. R. (2019, Fall). Small teaching, large effects: teaching strategies that work. FLC Workshop. University of Arizona: Academic Affairs.
  • Blowers, P., & Hempel, B. R. (2019, October). Use of Responseware to Create Highly Engaged Classrooms,. University of Arizona IT Summit. Tucson, AZ.
  • Blowers, P., & Hill, C. P. (2019, October). A Tool to Assist Faculty Learning of Student Names. University of Arizona IT Summit. Tucson, AZ.
  • Blowers, P. (2018, Fall). Better Retention through Simple, Asset-Based Teaching. Center for University Education Scholarship. Tucson, AZ: University of Arizona Center for University Education Scholarship.
  • Blowers, P. (2018, June). Student Evaluation of Teaching in an Engineering Class and Comparison of Results Based on Instructor Gender. ASEE Annual Conference & Exposition. Salt Lake City, UT.
  • Blowers, P. (2018, October). Leaving Lecturing. UA Alumni Engineering Council Fall Breakfast. University Club of Phoenix: University of Arizona College of Engineering.
  • Blowers, P., & Kiehlbaugh, K. M. (2018, April). Why Women Persist: Evaluating the Impact of Classroom-Based Interventions. Collaborative Network for Engineering and Computing Diversity Conference. Crystal City, Virginia: American Society for Engineering Education.
  • Blowers, P., Hemple, B., & Kiehlbaugh, K. M. (2018, June). Student Evaluation of Teaching in an Engineering Class and Comparison of Results Based on Instructor Gender. ASEE Annual Conference & Exposition. Salt Lake City, UT.
  • Donahue, J. L., Prather, E. E., Pollard, J. R., Elfring, L. K., & Blowers, P. (2018, Spring). Engaging Students in Learning Through Interactive Teaching. Graduate Center and Postdoctoral Affairs. BIO5/Thomas W. Keating Building, Room B103, Tucson, AZ: Graduate Center and Postdoctoral Affairs.
  • Blowers, P., Blowers, P., Burd, G. D., Burd, G. D., Bolger, M. S., Bolger, M. S., Johns, K. A., Johns, K. A., Lazos, L., Lazos, L., Lysecky, R. L., Lysecky, R. L., Milsom, J. A., Milsom, J. A., Novodvorsky, I., Novodvorsky, I., Pollard, J. R., Pollard, J. R., Prather, E. E., , Prather, E. E., et al. (2014, Oct). Developing Faculty Cultures for Evidence-Based Teaching Practices in STEM: A Progress Report. Transforming Institution: 21st Century STEM Undergraduate Education Conference. Indianapolis, IN: AAU-STEM.
  • Blowers, P., Burd, G. D., Bolger, M. S., Johns, K. A., Lazos, L., Lysecky, R. L., Milsom, J. A., Novodvorsky, I., Pollard, J. R., Prather, E. E., Talanquer, V. A., Thamvichai, R., Tharp, H. S., Wallace, C. S., Cox, J., Elfring, L., Grubbs, E., & Hunter, J. (2014). Developing Faculty Cultures for Evidence-Based Teaching Practices in STEM: A Progress Report. Transforming Institution: 21st Century STEM Undergraduate Education Conference. Indianapolis, IN: AAU-STEM.
  • Blowers, P., Burd, G. D., Bolger, M. S., Pollard, J. R., & Prather, E. E. (2014, November). Leading Institutional Change Through Faculty Support and Engagement with Administrators: Use of Evidence Based Teaching Practices. AIChE National Conference. Atlanta, GA: AIChE.

Awards

  • 1) First Place in Mild & Medium Traditional Salsa Category
    • University of Arizona Student Affairs & Enrollment Management/Academic Initiatives & Student Success, Spring 2015
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