Jenny Quynn: Staff

Graduate Institutions: Towson University, Teaching, M.A.; University of Washington, Educational Psychology, Ph.D.

Undergraduate Institution: Washington State University, Mathematics, B.S.

Department: Baskin School of Engineering

Jenny Quynn is an expert in understanding how people learn, bringing over 20 years of experience in teaching, teacher education, research, and curriculum development before joining the Baskin School of Engineering in 2021 as a Curriculum Advisor. She is passionate about using evidence-based approaches to bridge gaps between students and faculty. She is committed to supporting faculty to reach their potential as teachers and to helping students overcome barriers in education.

What was your journey to Baskin Engineering?

I was raised in Bellevue, Washington at the dawn of the internet, surrounded by engineers. There was something unique about being raised by an engineer — there was always an engineering challenge in the house or the yard or a conversation about how to do something that was previously not possible. At that time, I did not see myself as an engineer — I wanted to be a musician. My roundabout way to engineering started at university where I took a certain math class, taught by a female graduate student who shared her love for math, and I realized that I also loved math and wanted to teach it. So, I got a math degree and started teaching, first in the Peace Corps in Botswana, and then in Baltimore, MD. 

I also started engaging with different groups at Johns Hopkins University, Baltimore City Community College, and the South Baltimore Learning Center teaching, training teachers, and conducting curriculum-related research. I became fascinated with how people learn and the qualities of assessment that support learning. I eventually returned to the Seattle area to work in teacher education and did my Ph.D. in Educational Psychology at the University of Washington. I really enjoyed teaching at university, as well as the overlap with engineering — many of the faculty I worked with were engineers interested in advancing learning through technology. 

I joined UC Davis in 2016, where I eventually transitioned to work for their college of engineering as a Teaching, Learning, and Assessment specialist. In this role, I applied research on learning strategies to enhance engineering education. I brought this experience and knowledge to UC Santa Cruz when I joined Baskin Engineering in 2021 as a Curriculum Advisor. Here at Baskin Engineering, my work extends beyond curriculum advising. Most people don’t come to engineering with teaching preparation; many faculty are experts and researchers in their specific fields. They are academics who are expected to just start teaching. Because there is a body of research on how people learn in STEM, I get to bring this to our faculty who are very receptive and responsive when it comes to using the data and research methods to improve as teachers.

Describe your role as a Baskin Engineering Curriculum Advisor.

It’s a unique role because it’s one of its kind across all UCSC divisions. I help translate between the content of classes and teaching and assessment methods that support learning. I study what is needed in our division and respond with evidence-based approaches. I often build a program, a report, an experience, a communication, or a collaborative meeting to close gaps and help students succeed. We can research and identify where students struggle most, so part of my job is to better understand those reasons, which are finite. We can study them in community, and build a purposeful, shared response. We elicit the help of our very bright, gifted, and caring instructors to understand obstacles to learning in the same way. We do this through curriculum review and alignment, developing a shared understanding of what the class is for, what students need to take away from it and be able to apply to the next class or in the field. 

Sometimes, we delve deeper to make a difference for students. For example, one reason the CSE13S course can be challenging for students is the lack of access to a computer with sufficient disk space to install the required virtual machine (VM) for their work — faculty have been instrumental in illuminating this issue experienced by students. To address this, Baskin Engineering has made machines available to students who need them. Students can borrow a laptop for the quarter with the necessary VM installed, effectively bridging this gap. I feel fortunate to have had the autonomy to start programs for Baskin Engineering that allow for a lot of this work to take hold, like the computer loaner program for CSE 13S. Other programs include the Engineering Teaching Community (ETC) gatherings which engage faculty, grad students, and undergrads, among others, as well as the Faculty Intentional Training (FIT), Feedback for Learning and Intervening with Purpose (FLIP), Tutor Training and Rooms (TARP), and instructor reports to support professional development. These are programs created in response to data that I gathered here at Baskin Engineering.

What advice do you have for students? 

I have three adult daughters with STEM degrees and have learned so much from them and their experiences at university. I also continuously learn from listening to our Baskin Engineering students. I would say to students that it is important to set aside time to identify and research your goals. We know that people who set goals accomplish great things. For every class and for any life milestone, try to pause, reflect, and write down a goal. Treat each goal like your own personal project that you are managing — you become a project manager. Do your research to understand the steps needed to reach a goal. How have others done it? What was their process, and what actions did they take? Break each goal down into small steps that you can take. Build a Gantt chart, schedule your time, regularly check in to assess where you are on your timeline and adjust. Pat yourself on the back when things go well. Don’t assume things are impossible — assume they are possible and that others support you and want to see you succeed. Use your tools, your ability to think and to plan, investigate what it takes and then make it happen.