Ashley Harlow, Ph.D.

Manager, Teaching Assistant Development Program
tadp@ucr.edu 

Office Hours: Thursdays 2:00 - 3:00 PM in UOB 141 or via Zoom

Schedule an appointment at a different time: https://calendly.com/ashleyharlow

Ashley Harlow received her Ph.D. in Education from the University of California, Irvine, and has an M.A. in Urban Education Policy and Administration from Loyola Marymount University. Before graduate school, Ashley was an 11th and 12th-grade educator in Northeast Los Angeles, where her passion for fostering student success through inclusive teaching methods and learning environments began. Ashley Harlow was previously the Assistant Director for Instructional Development at the Center for Teaching and Learning at the University of Georgia. Her responsibilities included supporting instruction across all UGA schools and colleges by providing instructional development services such as workshops, consultations, and facilitation of mid-semester formative evaluations of teaching.

J Selke

Coordinator, University Teaching Certificate Program
utc@ucr.edu

Office Hours: In-Person only in UOB 141

Schedule an appointment: https://calendly.com/jselk001-ucr/30min

J Selke is a 6th Year PhD candidate in the Department for the Study of Religion at University of California, Riverside. Their areas of specialization are in American Religion; New Religious Movements; Queer and Trans Studies in Religion. J's dissertation project examines the transing, de-transing, queering, and de-queering of various historical Satanic figures within contemporary television, film, and other pop cultural manifestations. J has an M.A. in Religious Studies from UCR (2022) and a B.A. from DePauw University (2019). 

Shannon Brady

Consultant, Teaching Assistant Development Program

Schedule a consultation: https://calendly.com/sbrad034-ucr/30min

Shannon Brady is a 6th year PhD Candidate in Developmental Psychology. She studies how children learn about emotions and emotion regulatory processes. Her dissertation focuses on whether self-talk can serve as an effective tool for helping children manage their feelings of frustration. Shannon’s enthusiasm for teaching began with a passion for making psychological science accessible, aspiring to be the "Neil deGrasse Tyson of psychology." As a TA and instructor, she has enjoyed helping students understand complex concepts or texts and as a TADP consultant she is eager to support other instructors in finding their passion for teaching and generating creative solutions for classroom challenges.