Tazin Daniels

University of Michigan, Center for Research on Learning and Teaching, Associate Director

Wenner-Gren Foundation for Anthropological Research, Dissertation Fieldwork Grants, Grantee

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Tazin Daniels holds a Ph.D. in Medical Anthropology from Michigan State University where she studied the use of performance enhancing drugs among undergraduate students in a highly competitive academic environment. Her dissertation research, funded by the Wenner Gren Foundation, deeply informs her teaching practice as well as her work as an instructional and educational developer specializing in active, inclusive and student-centered pedagogies. At CRLT, Tazin works with instructors from STEM, Health Sciences, Social Sciences, and the Humanities who teach in a variety of settings including lectures, discussions, laboratories, clinics, communities, online and hybrid spaces. She directs the "Preparing Future Faculty Seminar” and the “Diversity and Inclusive Teaching Seminar” for graduate students, as well as the "Health Sciences Teaching Academy” and the “Interprofessional Leadership Fellows Program” for faculty. Currently, she is also working on a NSF-funded MOOC on "Inclusive Undergraduate STEM Education" in collaboration with a number of institutions. Tazin has published work on online teaching and inclusive instructional development, and also serves as the chair of the “Healthcare Educational Developers Special Interest Group” and is a founding member of the “People of Color Affinity Group” within the PODNetwork. She also has a background in athletic and executive coaching which deeply informs her facilitation, consultation and mentorship practices with students and faculty alike.

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In Search of Silver Linings: Strategies for Preparing Future Faculty During a Global Pandemic

by Tazin Daniels and Anoff Cobblah

To Improve the Academy, 2021

In this essay, we describe our experience as a racially and disciplinarily diverse, relatively ju... more In this essay, we describe our experience as a racially and disciplinarily diverse, relatively junior program team who embraced the opportunity to transform a 20-year-old professional development seminar for graduate students into a remote offering in response to the COVID-19 pandemic. Our efforts to support our participants and champion an institutional move towards equitable and effective virtual programming are situated alongside the psychological tolls of remote work, a global health crisis, and ongoing racial violence across the United States. We recount our experience using a helpful metaphor based on what has come to be known as the "changes as three steps" or "CATS" model (Schein 1996), which describes the process of "unfreezing" "changing" and "refreezing" long-standing assumptions and practices, to bring about positive cultural changes within an organization. In particular, we highlight the tools and practices we implemented to increase equitable online engagement, while simultaneously offsetting the burden on program facilitators who were constrained in time and resources. We then offer some reflections about possibilities afforded by intentionally-designed, communitycentered virtual professional development programs for graduate students and beyond.

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