Teaching Exchange Symposium cultivates joy, connection, and possibility in teaching
On March 23, more than 150 members of the University of Arizona community came together for a day rooted in reflection, creativity, and shared purpose at the annual Teaching Exchange Symposium (TES). Centered on the theme "The Joy of Teaching," the symposium invited educators to pause, connect, and reimagine what meaningful teaching can look like.
The day began with opening remarks from Dr. Jenna Rickus, senior vice provost and professor of biomedical engineering, who set an energizing tone—one grounded in collaboration, curiosity, and a deep commitment to student success. “We know that students are really core to our mission,” said Rickus. “It’s notable, I think, that our academic success goals start out not just with student success, but success for every student. That’s very intentional, and it’s critical.”
She highlighted that student success must focus on every learner, recognizing the wide diversity of pathways students bring to the university. “There is no typical or average student,” she said. “We’re designing our courses and thinking about that diversity of experience, background, and strength that is coming from every individual that makes up our cohort of students.”
Rickus also underscored that institutional goals for academic success depend on faculty innovation, creativity, and dedication, and called for continued dialogue on how to support, value, and reward teaching excellence.
A space alive with ideas
The symposium offered a dynamic schedule of sessions, discussions, and interactive experiences. More than 150 attendees moved between concurrent sessions exploring topics such as AI-enhanced learning, playful pedagogy, information literacy, and strategies for fostering belonging. Each session offered practical ideas alongside moments of inspiration.
Between sessions, the Student Union Grand Ballroom became a crossroads of connection. At the Info Fair, instructional support units from across campus welcomed attendees into focused conversations. Representatives from UCATT and other campus units offered guidance, shared resources, and helped instructors navigate both everyday challenges and emerging opportunities in teaching.
Nearby, Birds of a Feather roundtables and poster sessions created space for dialogue and exchange. These sessions highlighted emerging practices, early-stage ideas, and innovative approaches shaping teaching across disciplines.
The Learning Grove
At the heart of the symposium stood the Learning Grove, an interactive installation that invited participants to slow down and reflect.
Attendees stepped into the space, wrote their thoughts on paper leaves, and added them to a growing canopy of ideas. What emerged over the course of the day was more than an activity; it was a living, collective expression of teaching.
Participants responded to prompts that invited reflection on the role of joy in teaching, including which accessible practices enhance their courses, how technology can support more joyful teaching experiences, how playful activities can be incorporated into the classroom, and the strategies they use to foster meaningful and engaging learning environments.
As the grove filled, so did a shared sense of possibility. Each contribution was built on the last, and each idea took root alongside others.
Listening to what matters most: student voices
The lunchtime keynote featured a student panel moderated by Dr. Nadia Alvarez Mexia, assistant professor of practice and director of transborder education initiatives in the W.A. Franke Honors College and College of Education, and Dr. Tori Hidalgo, associate professor of practice in the Departments of Chemistry and Biochemistry. Student panelists Gabriella Arroyo, a second-year undergraduate majoring in psychology and sociology; Carlos Garcia-Rameriz, a second-year PhD student in special education in the College of Education; and Bhargav Kale, a graduate student in the math department, offered powerful perspectives on learning, engagement, and belonging.
Their message was clear: meaningful learning happens when students feel seen, heard, and valued.
“I really enjoy when instructors consider my voice—what I am learning, what I want to learn, how I am feeling in the class,” Garcia-Rameriz shared.
Panelists spoke about the power of connection: how classrooms become more engaging when they feel like communities, when learning connects to lived experience, and when instructors create space for curiosity and collaboration.
“Bringing people together to connect and learn from one another, I think that is so important,” said Arroyo. “In honors, we kind of redefine learning, not so much as a statistical thing where people are trying to meet certain standards, but rather as a transformative method of trying to learn more about yourself, what you’re passionate about, and succeeding in terms of communication with other people…”
Overall, the discussion reinforced that joyful and transformative learning emerges when instruction is student-centered, relationship-driven, and attentive to both academic and emotional dimensions of the classroom experience.
Celebrating teaching that makes an impact
The day concluded with a celebration of educators whose work embodies the spirit of the symposium.
The Instructional Impact Award was presented to Dr. Amy Graham, associate professor of practice in the Department of Chemistry and Biochemistry. This award recognizes exceptional creativity, innovation, and a lasting impact on student learning.
The Graduate Teaching Assistant “Teaching with Joy” Award was presented to Lenin Vazquez-Toledo, a third-year PhD student in philosophy, in recognition of an approach to teaching grounded in enthusiasm, empathy, and care.
Certificates of Excellence were also awarded to Randi Weinstein, senior lecturer in physiology, for AI-Augmented Case Study Design and Jessica Hill, assistant professor of practice, W. A. Franke Honors College and general education, for Playful Pedagogy in the Higher Ed Classroom, recognizing outstanding contributions to the symposium experience.
Carrying the joy forward
The Teaching Exchange Symposium is more than a single day. It is a reminder of what teaching can be when it is shared, supported, and continually reimagined.
From the collective reflections of the Learning Grove to the honesty of student voices, from practical strategies to moments of inspiration, TES 2026 offered something both grounding and energizing. A reminder that joy in teaching is not something to find, but rather is something to create, together.
