Bio for Shanna Shaked

Shanna Shaked is a leader at UCLA in the use of evidence-based teaching techniques, particularly those that aid in the retention of underrepresented groups. She has also pioneered a range of interdisciplinary teaching collaborations with faculty across the UCLA Physical and Life Sciences. After earning her B.S. and B.A. in Physics, Astronomy and Mathematics from the University of Arizona, she received a Ph.D. in Applied Physics from the University of Michigan and a Master of Arts in Teaching from Ithaca College.  Her research experience ranges across astrophysics, biophysics, environmental physics, pollutant modeling, sustainability, and ultimately physics education research.

At UCLA, Dr. Shaked has initiated a range of evidence-based teaching techniques, including co-founding and directing UCLA’s interdisciplinary undergraduate Learning Assistant program to promote active learning and inclusivity in large lecture courses. She is also the co-director of UCLA’s “Faculty Learning Program”, which provides intensive year-long professional development for faculty wanting to incorporate more inclusive and effective teaching practices. Dr. Shaked is an HHMI/National Academies Summer Institute Fellow and Facilitator and a regular participant and presenter in national and regional STEM education conferences. She has also facilitated curricular transformations in introductory physics, mathematics and chemistry curricula at UCLA.

Through teaching introductory physics and other courses, Dr. Shaked has extensive experience with the following classroom technologies and activities: clickers with peer instruction, pre-lecture assignments and interactive videos, collaborative workshop discussions, weekly quizzes, real world application group projects, online discussion forums, collaborative office hours, and mid-quarter student feedback. Dr. Shaked is also an expert in the implementation of pre- and post-tests and surveys to assess the effectiveness of such educational interventions. Building on her training and experience in teaching middle and high school science, Dr. Shaked has worked with other faculty and in her own courses to mentor UCLA undergraduates to present science to more than 2,000 K-12 and community college students and at multiple outreach events per year. She has also aided faculty in successfully designing broader impact components for NSF grants, integrating faculty research into effective outreach activities.

The overall focus of Dr. Shaked’s efforts in CEILS is to identify and address the educational needs and interests of STEM faculty, and in so doing, support the academic success of all UCLA students.