Adriana Streifer

Originally from California, Adriana earned her B.A. in English Literature and Italian Studies from UCLA. She earned her M.A. and Ph.D. in English Literature from UVA. Her doctoral research focused on the social functions of Jewish stereotypes in early modern (Renaissance) drama. Before returning to UVA to join the CTE in 2016, she was a faculty member in the Writing Program at the University of Southern California.

Adriana’s research in educational development includes projects on course design practices, alternative grading schemes, and student perceptions of instructor race and gender. With colleagues Michael Palmer and Dorothe Bach, she won the 2014 POD Network Innovation Award for work on a valid and reliable syllabus rubric. Published accounts of her work can be found in To Improve the Academy and the Journal of Faculty Development.

Adriana is heavily involved in the Professional and Organizational Network in Higher Education (POD Network), currently serving as chair of the Innovation Award selection committee.

Adriana’s teaching interests include philosophies of education, inclusive and equitable teaching practices, writing pedagogy, Shakespeare, feminism and theater, and medieval and early modern literature.

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

• Streifer, A. C., and Palmer, M. S. Is Specifications Grading Right for Me?: A Readiness Assessment to Help Instructors Decide. College Teaching.

• Streifer, A. C., Gravett, E. O. & Taggart, J., (2019). Student Perceptions of Instructors as Growing Learners: Implications for Educational Development. Journal of Faculty Development. 33: 77-82.

• Palmer, M. S., Streifer, A. C. & Williams-Duncan, S. (2016). Systematic Assessment of a High-Impact Course Design Institute. To Improve the Academy, 35: 339–361.

• Palmer, M. S., Bach, D. J. and Streifer, A. C. (2014). Measuring the Promise: A Learning-Focused Syllabus Rubric. To Improve the Academy, 33: 14–36. 

• “Students’ Perceptions of Instructors’ Race and Gender,” with L. Wheeler and E. Gravett. (2021). POD Network in Higher Education, Virtual Conference.

• “Researching the Resilient CDI: Pandemic Lessons and Opportunities” with E. Kaldor, M. Kane, M. Vecchione, K. Fournier, and C. Moore. (2021). POD Network in Higher Education, Virtual Conference.

• “Equity, Decoloniality, and Social Justice: Learning in Dialogue with South African Colleagues," with D. Bach, C. Moore, E. Dickens, C. McEniry, B. Sibanda, and M. Joubert. (2020). Plentary presentation at POD Network in Higher Education, Virtual Conference.

• “Tomorrow’s Professors Today: A Multi-tiered, Scalable Teaching Certificate Program.” (2019). POD Network in Higher Education, Pittsburgh, PA.

• “Specifications Grading: A Strategy for Inclusive, Meaningful, Transparent Assessment," with M. Palmer and D. Bach. (2019). The Conference on Higher Education Pedagogy, Virginia Tech University, Blacksburg, VA.

• Maximizing Your TA Experience: Power, Difference, and Optimism (2020)

• Writing Reflective Teaching Statements (2020)

• Understanding and Implementing Equitable Teaching Practices (2020)

• Identity, Selfhood, and Otherness in Renaissance Drama

• Philosophies and Theories of Teaching and Learning in Higher Education

• Women in Drama