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Adriana Streifer

Assistant Director and Assistant Professor

Adriana Streifer joined the CTE in the summer of 2016. She co- directs and facilitates the Ignite Program, and the CTE’s graduate student development program, Tomorrow’s Professors Today. In addition, she co-developed and co-directs the CTE’s consultation program. Her educational development work focuses primarily on learning-centered course and syllabus design, enhancing peer networks and community among new and future faculty, and implementing innovative writing pedagogies, both within the humanities and across the curriculum. With colleagues Michael Palmer and Dorothe Bach, she was awarded the 2014 POD Network Innovation award for work on a rubric to assess the learner-centeredness of course syllabi. Also with Palmer and Bach, she has co-authored articles on the validity and reliability of the rubric, and on the rubric’s place in the overall assessment arc of learner-centered teaching, both published in To Improve the Academy.

Originally from California, Adriana earned her B.A. in English Literature from UCLA. She then earned her M.A. and Ph.D. in English Literature from UVa, where her research focused on the functions of Jewish characters in early modern drama. During her time in the UVa English department, Adriana taught courses on medieval and early modern literature, Shakespeare, feminism and drama, and composition courses about higher education. Before returning to UVa she was a faculty member in the Writing Program at the University of Southern California, where she developed interests in writing assignment design, and the training and mentoring of writing instructors.

Adriana’s Complete CV

Educational Development Awards

  • 2014 POD Network Innovation Award, with Dorothe Bach and Adriana Streifer. Measuring the Promising: A Valid and Reliable Syllabus Rubric.

Recent Publications

  • Palmer, M.S., Streifer, A.C., & Williams-Duncan, S. (2016). Systematic assessment of a high impact course design institute. To improve the academy: A journal of educational development, 35(2), 339-361.
  • Palmer, M.S., Bach, D.J., & Streifer, A.C. (2014). Measuring the promise: A learning‐focused syllabus rubricTo improve the academy: A journal of educational development, 33 (1), 14-36.

Select Workshops

  • “Developing Learning-Centered Syllabi (and Courses)”
  • “Situating Student Writing in Academic Conversations”
  • “Creating Scaffolding Activities in Writing Intensive Courses”
Recent Presentations

  • “Building Community to Support New and Future Faculty,” with Dr. Elizabeth Morse Luoma. POD Network in Higher Education, Louisville, 2016 (upcoming).
  • “Systemic Assessment of a High-Impact Course Design Institute,” with Dr. Michael Palmer & Stacy Williams Duncan. POD Network in Higher Education, San Francisco, 2015.
  • “Measuring the Promise: Assessing Syllabi Using a Valid and Reliable Rubric,” with Drs. Michael Palmer and Dorothe Bach, 7th Annual Conference on Higher Education Pedagogy, Center for Instructional Development and Education Research, Virginia Polytechnic and State University, Blacksburg, VA, February 2015.
  • “Measuring the Promise: Assessing Syllabi Using a Valid & Reliable Rubric,” with Dr. Michael Palmer, POD Network in Higher Education Conference, Dallas, TX, November 2014.