Katie Rafferty is an associate faculty-in-residence teaching BIOL 190A Introduction to Cell and Molecular Biology, BIOL 189A Fundamentals of Life Sciences, BIOL 300 Principles of Genetics, and BIOL 463 Genetics of Human Disease. She studies Teaching & Learning and employs several evidence-based strategies to improve graduation rates in STEM majors for diverse students, including first generation college students, underserved minorities, and women. These strategies include peer-to-peer instruction, facilitating instructor-to student interaction outside of the classroom, transparent activity design, and frequent quizzing. These methods enhance student academic performance and improve their perception of the STEM undergraduate experience, both of which encourage students to remain in STEM majors and seek employment in industries that require technically skilled employees.

Rafferty’s Ph.D. in Biomedical Engineering combined excellent training in research and teaching. The primary focus of her doctorate and post doctorate was to determine the earliest detectable mechanical changes in aortic and heart disease. Throughout her academic research career, she found opportunities to teach undergraduate biology and engineering courses. Her interest in teaching and supporting future scientists took her out of basic science research and into pedagogic research. She continues to be an enthusiastic educator because of student interactions such as this one: A student once spoke up during a lecture on light-activated proteins in the eye to mention an article he read about treating Parkinson’s disease by activating neurons with lasers. Because he thought “lasers and mind control are cool,” he was able to visualize how biology class concepts are directly linked to medical innovation. Students select STEM majors because they are curious. As an educator, Rafferty’s responsibility is to foster that curiosity.

Selected Publications

1. Bernacki ML, Cogliano MC, Utz J, Strong C, Rafferty KM, Hilpert JC. (2022, April 21-26). Optimizing Student Participation in and Benefit from Brief, Digital Learning Skills Training [Conference presentation ab stract]. Annual Meeting of the American Education Research Associa tion. San Diego, CA, United States.
2. Maiellaro-Rafferty K, Wansapura JP, Mendsaikhan U, Osinska H, James JF, Taylor MD, Robbins J, Kranias EG, Towbin JA, Purevjav E. Altered regional cardiac wall mechanics are associated with differential cardiomyocyte calcium handling due to nebulette mutations. J Mol Cell Cardiol. 60:151-60, 2013.
3. Washington E, O’Donnel R, Maiellaro-Rafferty K, Weiss D, Joseph G, Wan W, Gleason RL, Taylor WR. The Role of Lysyl Oxidase Family Members in the Stabilization of Abdominal Aortic Aneurysms. AJP: Heart and Circ Phys, 303(8):H1067-75, 2012.
4. Maiellaro-Rafferty K, Weiss D, Joseph G, Wan W, Gleason RL, Taylor WR. Catalase overexpression in aortic smooth muscle prevents pathological mechanical changes underlying abdominal aortic aneurysm formation. AJP: Heart and Circ Phys, 301(2):H355-62, 2011.

Selected Awards

1. 2022-2028 co-PI on NSF S-STEM "Strengthening the Skill and Will to Succeed in STEM"
2. 2022 Provost's Award at UNLV Best Teaching Practices Expo 2021 UNLV Foundation Distinguished Teaching Award
3. 2021 Featured as a Woman in STEM by Senator Jacky Rosen
4. 2020 and 2019 Outstanding Under graduate Research Mentor Award
5. 2018-2023 Co-PI on NSF S-STEM, “Developing the Skill and the Will to Succeed in STEM”