Since 2004, Dr. Hogan has been reinventing Carolina’s largest classrooms with the development and implementation of groundbreaking, interactive teaching methods and technologies. Her approach centers on the philosophy that, with the right practice, everyone is capable of learning. Hogan also works with many of Carolina’s faculty to help them reimagine their teaching and has shared her techniques with educators from institutions across the state and nation.
Her 2014 study comparing student achievement in classes with “low course structure” to those with “higher course structure” found that when traditional lecture courses were structured to be more interactive the achievement gap disappeared.
Hogan’s work has received national attention in publications such as The New York Times, The Atlantic and The Washington Post and she has been recognized by her students through eight different campus, state and national awards for teaching, mentoring and advising, among them: The Pope Foundation for Higher Education Spirit of Inquiry Award (2011), the Carolina Women’s Leadership Council Mentoring Award (2014), NACADA’s 2015 Outstanding Advising Award for Faculty and The Tanner Award for Excellence in Undergraduate Teaching (2015).
Industry Expertise (1)
Areas of Expertise (5)
Tanner Award for Excellence in Undergraduate Teaching (professional)
A campus-wide award granted to Dr. Kelly Hogan in 2015.
Carolina Women’s Leadership Council Faculty Mentoring Award (professional)
The Faculty Mentoring Awards, sponsored by the Carolina Women’s Leadership Council, recognize outstanding men and women faculty members who go the extra mile to guide, mentor and lead — whether they mentor undergraduate students, graduate students, or junior faculty.
National Academies Education Mentor in the Life Sciences (professional)
Awarded to Dr. Kelly Hogan in 2012.
The Pope Foundation for Higher Education Spirit of Inquiry Award (professional)
This award was given in 2011.
University of North Carolina at Chapel Hill: Ph.D., Pathology and Laboratory Medicine 2001
The College of New Jersey: B.S., Biology 1996
- NSF Research Coordination Network : Committee Member
- National Association of Biology Teachers : Member
- National Academies/HHMI Summer Institute on Scientific Teaching : Fellow
Media Appearances (7)
Why We’re “Speaking Up” About Inclusive Teaching Strategies
ACUE Community online
By Kelly Hogan and Viji Sathy, who are both award-winning professors with a combined 20+ years in the classroom at the University of North Carolina at Chapel Hill. They are passionate about student success, equity, and inclusion in the classroom.
Traditional Teaching May Deepen Inequality. Can a Different Approach Fix It?
The Chronicle of Higher Education print
Kelly A. Hogan had no reason to think anything was wrong with her teaching. She had been hired at the University of North Carolina at Chapel Hill as part of a push to bring in teaching-oriented professors who would improve undergraduate education. And, on the face of it, Hogan was delivering on expectations: She received glowing course evaluations from students, who complimented her teaching style.
Carolina Conversations (on inclusive classrooms)
The Daily Tar Heel print
Kelly Hogan and Vijy Sathy spoke with The UNC student newspaper, The Daily Tar Heel, about inclusive classrooms.
September 9. 2016
Not Just Research
Inside Higher Ed online
The Association of American Universities, a group of 62 leading public and private research institutions, wanted to do something about science education on a bigger scale. In 2011, it launched the Undergraduate STEM Education Initiative to encourage systemic improvements to science education...
The pervasive bias against female computer science majors
Most of the top-paying jobs for college graduates today involve computer science and engineering degrees, yet only 18% of computer science graduates are women. An investigation, featuring Dr. Kelly. Hogan...
How Black Students Tend to Learn Science
The Atlantic online
This article features Hogan's study, “Getting Under the Hood: How and for Whom Does Increasing Course Structure Work.” The study delves into how differences in race, culture, and a family’s higher-education background can affect the methodologies by which students learn.
Active Role in Class Helps Black and First-Generation College Students, Study Says
The New York Times online
The trend away from classes based on reading and listening passively to lectures, and toward a more active role for students, has its most profound effects on black students and those whose parents did not go to college, a new study of college students shows...
Event Appearances (5)
How I Increased achievement for all students in my introductory biology course
Lecture, Wayne County Community College System Detroit, Michigan
Reforming ‘Gateway’ Science Courses through a Mentor-Apprentice Model
Transforming Institutions: 21st Century Undergraduate STEM Education Indianapolis, Indiana
From Traditional Lecturer to Change Agent (2014)
Department of Developmental and Cell Biology University of California Irvine
2013 Workshop leader for the National Academies Regional Summer Institute University of Georgia
Using online learning activities to transform the classroom experience (2010)
Shift+Control+TEACH Symposium University of North Carolina at Chapel Hill
In "Transforming Institutions: Undergraduate STEM Education for the 21st Century."
NISOD is a membership organization committed to promoting and celebrating excellence
in teaching, learning, and leadership at community and technical colleges.
At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention's relative effectiveness for the different student populations in their classrooms or about the proximate factors responsible for the observed changes in student achievement. In this study, we disaggregate student data by racial/ethnic groups and first-generation status to identify whether a particular intervention—increased course structure—works better for particular populations of students. We also explore possible factors that may mediate the observed changes in student achievement. We found that a “moderate-structure” intervention increased course performance for all student populations, but worked disproportionately well for black students—halving the black–white achievement gap—and first-generation students—closing the achievement gap with continuing-generation students.