Bio

Gloriana Trujillo initially trained as a basic science researcher, having first earned a B.A. at Dartmouth College in Biology, followed by a Ph.D. in Biological Sciences from the University of California, San Diego. Gloriana became interested in teaching and learning through her graduate work as a developmental neurobiologist and was awarded a National Science Foundation GK-12 Fellowship. As an NSF GK-12 Fellow, Gloriana translated her graduate research into experiments for high school biology students, and simultaneously explored the field of science education. She became intrigued by pedagogical approaches and how these impact students in the biology classroom, which influenced her decision to pursue a research and teaching National Institutes of Health-funded IRACDA Postdoctoral Fellowship at the University of New Mexico.
 
Gloriana's interest in biology education research led her to San Francisco State University, where she worked with Dr. Kimberly Tanner on biology department-wide faculty professional development funded by the Howard Hughes Medical Institute. At SFSU, Gloriana's research sought to understand students' self-efficacy, sense of belonging, and science identity to ultimately affect change in undergraduate biology classrooms. Throughout her scientific career, Gloriana has been an advocate for science outreach and diversity efforts, in particular to underrepresented and underprivileged populations. In her current role at Stanford, Gloriana shares her passion for creating effective, inclusive, and equitable learning experiences with the teaching and learning community.

Contact

  • Work
    gloriana@stanford.edu
    University - Staff Department: CTL Program Support Position: Senior Director, Academic Teaching Programs

Additional Info

  • Mail Code: 2260

All Publications

  • Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching? CBE life sciences education Haag, K., Pickett, S. B., Trujillo, G., Andrews, T. C. 2023; 22 (1): es1

    Abstract

    Could co-teaching be a mechanism to support the adoption of evidence-based teaching strategies? Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? Based on our review of the emerging evidence, we wrote this essay for multiple audiences, including science, technology, engineering, and mathematics (STEM) instructors, education development professionals, leaders who oversee teaching, and researchers. We define co-teaching in the context of STEM higher education and summarize what is known about the pedagogical changes that co-teaching could support and the potential mechanisms behind these changes. We share recommendations based on the available evidence for those who need productive ideas right now. We also lay out a variety of future directions for research about co-teaching as a lever for pedagogical change. Achieving widespread and impactful pedagogical change is a monumental undertaking facing STEM higher education, and multiple approaches will be needed to meet this challenge. Co-teaching has potential to shift ways of thinking and pedagogical practices among undergraduate STEM faculty, but how co-teaching is enacted is likely crucial to its impact, as is the context in which it occurs.

    View details for DOI 10.1187/cbe.22-08-0169

    View details for PubMedID 36563055

  • Inclusive Instructional Practices: Course Design, Implementation, and Discourse FRONTIERS IN EDUCATION Salehi, S., Ballen, C. J., Trujillo, G., Wieman, C. 2021; 6

    View details for DOI 10.3389/feduc.2021.602639

    View details for Web of Science ID 000709078400001

  • Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy. CBE life sciences education Harrison, C. D., Nguyen, T. A., Seidel, S. B., Escobedo, A. M., Hartman, C. n., Lam, K. n., Liang, K. S., Martens, M. n., Acker, G. N., Akana, S. F., Balukjian, B. n., Benton, H. P., Blair, J. R., Boaz, S. M., Boyer, K. E., Bram, J. B., Burrus, L. W., Byrd, D. T., Caporale, N. n., Carpenter, E. J., Chan, Y. M., Chen, L. n., Chovnick, A. n., Chu, D. S., Clarkson, B. K., Cooper, S. E., Creech, C. J., de la Torre, J. R., Denetclaw, W. F., Duncan, K. n., Edwards, A. S., Erickson, K. n., Fuse, M. n., Gorga, J. J., Govindan, B. n., Green, L. J., Hankamp, P. Z., Harris, H. E., He, Z. H., Ingalls, S. B., Ingmire, P. D., Jacobs, J. R., Kamakea, M. n., Kimpo, R. R., Knight, J. D., Krause, S. K., Krueger, L. E., Light, T. L., Lund, L. n., Márquez-Magaña, L. M., McCarthy, B. K., McPheron, L. n., Miller-Sims, V. C., Moffatt, C. A., Muick, P. C., Nagami, P. H., Nusse, G. n., Okimura, K. M., Pasion, S. G., Patterson, R. n., Pennings, P. S., Riggs, B. n., Romeo, J. M., Roy, S. W., Russo-Tait, T. n., Schultheis, L. M., Sengupta, L. n., Spicer, G. S., Swei, A. n., Wade, J. M., Willsie, J. K., Kelley, L. A., Owens, M. T., Trujillo, G. n., Domingo, C. n., Schinske, J. N., Tanner, K. D. 2019; 18 (3): ar47

    Abstract

    Instructor Talk-noncontent language used by instructors in classrooms-is a recently defined and promising variable for better understanding classroom dynamics. Having previously characterized the Instructor Talk framework within the context of a single course, we present here our results surrounding the applicability of the Instructor Talk framework to noncontent language used by instructors in novel course contexts. We analyzed Instructor Talk in eight additional biology courses in their entirety and in 61 biology courses using an emergent sampling strategy. We observed widespread use of Instructor Talk with variation in the amount and category type used. The vast majority of Instructor Talk could be characterized using the originally published Instructor Talk framework, suggesting the robustness of this framework. Additionally, a new form of Instructor Talk-Negatively Phrased Instructor Talk, language that may discourage students or distract from the learning process-was detected in these novel course contexts. Finally, the emergent sampling strategy described here may allow investigation of Instructor Talk in even larger numbers of courses across institutions and disciplines. Given its widespread use, potential influence on students in learning environments, and ability to be sampled, Instructor Talk may be a key variable to consider in future research on teaching and learning in higher education.

    View details for DOI 10.1187/cbe.18-10-0215

    View details for PubMedID 31469624

  • Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching CBE-LIFE SCIENCES EDUCATION Owens, M. T., Trujillo, G., Seidel, S. B., Harrison, C. D., Farrar, K. M., Benton, H. P., Blair, J. R., Boyer, K. E., Breckler, J. L., Burrus, L. W., Byrd, D. T., Caporale, N., Carpenter, E. J., Chan, Y. M., Chen, J. C., Chen, L., Chen, L. H., Chu, D. S., Cochlan, W. P., Crook, R. J., Crow, K. D., de la Torre, J. R., Denetclaw, W. F., Dowdy, L. M., Franklin, D., Fuse, M., Goldman, M. A., Govindan, B., Green, M., Harris, H. E., He, Z., Ingalls, S. B., Ingmire, P., Johnson, A. B., Knight, J. D., LeBuhn, G., Light, T. L., Low, C., Lund, L., Marquez-Magana, L. M., Miller-Sims, V. C., Moffatt, C. A., Murdock, H., Nusse, G. L., Parker, V., Pasion, S. G., Patterson, R., Pennings, P. S., Ramirez, J. C., Ramirez, R. M., Riggs, B., Rohlfs, R. V., Romeo, J. M., Rothman, B. S., Roy, S. W., Russo-Tait, T., Sehgal, R. M., Simonin, K. A., Spicer, G. S., Stillman, J. H., Swei, A., Tempe, L. C., Vredenburg, V. T., Weinstein, S. L., Zink, A. G., Kelley, L. A., Domingo, C. R., Tanner, K. D. 2018; 17 (1)

    View details for DOI 10.1187/cbe.17-06-0106

    View details for Web of Science ID 000429925100022

  • Classroom sound can be used to classify teaching practices in college science courses PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA Owens, M. T., Seidel, S. B., Wong, M., Bejines, T. E., Lietz, S., Perez, J. R., Sit, S., Subedar, Z., Acker, G. N., Akana, S. F., Balukjian, B., Benton, H. P., Blair, J. R., Boaz, S. M., Boyer, K. E., Bram, J. B., Burrus, L. W., Byrd, D. T., Caporale, N., Carpenter, E. J., Chan, Y. M., Chen, L., Chovnick, A., Chu, D. S., Clarkson, B. K., Cooper, S. E., Creech, C., Crow, K. D., de la Torre, J. R., Denetclaw, W. F., Duncan, K. E., Edwards, A. S., Erickson, K. L., Fuse, M., Gorga, J. J., Govindan, B., Green, J., Hankamp, P. Z., Harris, H. E., He, Z., Ingalls, S., Ingmire, P. D., Jacobs, J. R., Kamakea, M., Kimpo, R. R., Knight, J. D., Krause, S. K., Krueger, L. E., Light, T. L., Lund, L., Marquez-Magana, L. M., McCarthy, B. K., McPheron, L. J., Miller-Sims, V. C., Moffatt, C. A., Muick, P. C., Nagami, P. H., Nusse, G. L., Okimura, K., Pasion, S. G., Patterson, R., Pennings, P. S., Riggs, B., Romeo, J., Roy, S. W., Russo-Tait, T., Schultheis, L. M., Sengupta, L., Small, R., Spicer, G. S., Stillman, J. H., Swei, A., Wade, J. M., Waters, S. B., Weinstein, S. L., Willsie, J. K., Wright, D. W., Harrison, C. D., Kelley, L. A., Trujillo, G., Domingo, C. R., Schinske, J. N., Tanner, K. D. 2017; 114 (12): 3085-3090

    Abstract

    Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.

    View details for DOI 10.1073/pnas.1618693114

    View details for Web of Science ID 000396893600054

    View details for PubMedID 28265087

  • A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research. CBE life sciences education Aikens, M. L., Corwin, L. A., Andrews, T. C., Couch, B. A., Eddy, S. L., McDonnell, L., Trujillo, G. 2016; 15 (4)

    Abstract

    Postdoctoral positions in biology education research (BER) are becoming increasingly common as the field grows. However, many life science graduate students are unaware of these positions or do not understand what these positions entail or the careers with which they align. In this essay, we use a backward-design approach to inform life science graduate students of postdoctoral opportunities in BER. Beginning with the end in mind, we first discuss the types of careers to which BER postdoctoral positions lead. We then discuss the different types of BER postdoctoral positions, drawing on our own experiences and those of faculty mentors. Finally, we discuss activities in which life science graduate students can engage that will help them gauge whether BER aligns with their research interests and develop skills to be competitive for BER postdoctoral positions.

    View details for DOI 10.1187/cbe.16-03-0130

    View details for PubMedID 27856554

    View details for PubMedCentralID PMC5132377

  • Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds. Perspectives on undergraduate research and mentoring : PURM Trujillo, G., Aguinaldo, P. G., Anderson, C., Bustamante, J., Gelsinger, D. R., Pastor, M. J., Wright, J., Márquez-Magaña, L., Riggs, B. 2015; 4 (1)

    View details for PubMedID 27668127

    View details for PubMedCentralID PMC5034940

  • Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity CBE-LIFE SCIENCES EDUCATION Trujillo, G., Tanner, K. D. 2014; 13 (1): 6–15

    View details for DOI 10.1187/cbe.13-12-0241

    View details for Web of Science ID 000333248500003

    View details for PubMedID 24591497

    View details for PubMedCentralID PMC3940464