College Teaching ShareFest highlights graduate voices and innovative teaching practices
In April, the College Teaching Graduate Interdisciplinary Program (GIDP) hosted its inaugural ShareFest, bringing together graduate students, alumni, faculty, and campus partners for an afternoon celebrating teaching, learning, and community.
Designed as both a celebration and a showcase, the event featured a graduate student and alumni panel alongside a multimedia gallery of teaching artifacts. Attendees explored ideas that extend beyond the classroom into workplaces and community spaces, highlighting the broad impact of teaching and learning practices.
“This is a celebration of your learning, of your growth, and of your contributions,” said College Teaching GIDP chair and College Teaching Certificate (CCT) alumna Mascha Gemein in her opening remarks. Gemein emphasized that the program is shaped not by a single department, but by the people who participate in it. “We wanted to create this event to try to bring people together across campus and across disciplines with an interest in how we can create better, more positive, and more effective learning experiences.”
Centering graduate and alumni voices
The ShareFest opened with Emily Jo Schwaller, assistant director of Writing Across the Curriculum and CCT alumna, moderating a panel discussion featuring current students and alumni from the CCT program. Schwaller was joined by: Danielle Barefoot, international research development associate, Fulbright Scholar liaison, and CCT alumna; Claire Cook, Planetary Sciences graduate student and current CCT student; and Joey Iuliano, senior lecturer in the College of Architecture, Planning and Landscape Architecture and CCT alumnus.
During the panel, participants reflected on how the program has influenced their approaches to teaching, collaboration, and career development, and a recurring theme throughout the conversation was the value of interdisciplinary community.
“I really appreciated being able to interact with different students from all sorts of disciplines across campus,” said Barefoot, noting how this experience shaped her approach to teaching.
Engaging with peers from across disciplines, from the sciences to the humanities, expanded panelists' perspectives, not only strengthening their teaching practices but also opening them to new employment opportunities.
“I think it opened up different sorts of jobs than I originally imagined for myself,” said Schwaller. “I was meeting different people in different positions who knew of different places to look for jobs, and that was really helpful.”
The group also highlighted the importance of active learning, thoughtful feedback, and student-centered approaches. These practices, they explained, extend well beyond traditional classroom settings and translate into roles in research development, public engagement, and professional communication.
Teaching skills as career readiness
A key focus of the discussion was how teaching experience supports career readiness. Panelists emphasized that the program helps participants develop transferable skills, such as communication, facilitation, and collaboration, that apply across academic and professional pathways.
From building teaching portfolios and websites to articulating a teaching philosophy in job applications, participants described how the program strengthened their ability to present themselves as educators and leaders.
“I really appreciate this program because it has given me some different transferable skills and techniques that I continue applying in whatever role I have,” said Barefoot.
Multimedia showcase and community engagement
Following the panel, attendees explored a multimedia showcase gallery featuring student-created teaching artifacts, research projects, and instructional designs. The showcase emphasized experimentation, iteration, and the development of professional voice, core elements of the program’s practice-based approach.
Organizers encouraged participants to engage directly with presenters, framing the event as an interactive experience rather than a traditional presentation format. “This is meant to be a conversation, not a performance,” said Gemein, inviting attendees to ask questions, connect, and learn from one another.
ShareFest Gallery presenters, departments, and titles:
Claire Cook, Planetary Sciences, “Active Learning and Accessibility in Undergraduate Science Education”
Matthew Danley, Chemical & Environmental Engineering, “‘Instructor, Together, Self’, An Interactive Active Learning Activity Framework”
Mandy Dhahan, Counselor Education and Supervision, “Reclaiming Mindfulness in Educational Spaces”
Florian Hafner, Speech Language & Hearing Sciences, “The Why”
Maša Miščević, Neuroscience, “Teaching Scientific Communication as a Course Assessment Preparation”
Skylar Parker, Counselor Education and Supervision, “Paving The Way For Inclusion and Accessibility: The Impact of Mindfulness on Social Justice Advocacy in Higher Education”
Information tables from campus partners further expanded the event’s reach, connecting attendees with resources such as Writing Across the Curriculum, the Center for the Integration of Research, Teaching, and Learning (CIRTL), the Graduate Center, and other teaching and learning initiatives.
Building a community of practice
The ShareFest highlighted the College Teaching Program’s commitment to fostering a community of practice. A community that values collaboration, interdisciplinary exchange, and continuous improvement in teaching.
By bringing together voices from across campus and career stages, the event underscored the role of graduate students and alumni as active contributors to the future of teaching and learning.
As the first event of its kind, ShareFest set the stage for continued opportunities to elevate graduate teaching work and strengthen connections across the University of Arizona teaching community.
