Thank you to all of our collaborators, to our contributors, editors, and reviewers. We give special acknowledgement to members of the Digital Initiatives team at Utah State University, Nick Gittins, Emilie Hill, Maddie Landrum, Becca Nelson, Deven Salisbury, and Shannon M. Smith for their time and efforts.
Aiyanna Maciel is the Graduate Associate working on the Doyle Engaging Difference Program at the Center for New Designs in Learning in Scholarship at Georgetown University where she engages daily with topics on inclusive pedagogy and antiracist teaching principles. She holds a B.A. in World Languages and Cultures with a concentration in Spanish Translation from Stetson University, and will receive her M.A. in Latin American Studies and Certificate in Gender, Peace, and Security from Georgetown’s School of Foreign Service in May of 2021. As an alumna of the Stetson University Bonner Program, Aiyanna is passionate about community engagement initiatives and equitable educational programming, and strives to bring community-based learning strategies to her work with CNDLS.
Alexa Eason graduated in 2020 from Georgetown University with a Bachelor’s Degree in African American Studies. During her time at Georgetown she worked for the Georgetown Scholars Program and the Hub for Equity and Innovation in Higher Education. As a former first-generation low-income student at Georgetown University, she found herself driven to help other students and more specifically first-gen low-income students who lack resources and come from underprivileged backgrounds. Alexa currently serves as the Research Specialist for The Hub for Equity and Innovation in Higher Education at Georgetown. In this role her responsibility lies within collecting informative data that underscores the phenomenon of undermatching while concurrently highlighting the disparities and tribulations of these students. Specifically, as a researcher, she can provide these students a platform through which their overlooked and disregarded voices can be expressed through. Her passion for helping students comes from her own personal battle with higher education and the power it has afforded her now.
Beth Buyserie is the Director of Composition and Assistant Professor of English at Utah State University, where she teaches graduate and undergraduate courses in composition and pedagogy. She earned her Ph.D. in Cultural Studies and Social Thought in Education from Washington State University in 2018. Her teaching and research focus on writing program administration, the teaching of composition, critical pedagogies, professional learning, and the intersections of language, knowledge, and power through the lenses of queer theory and critical race theory.
Briana D. Bowen (@cai_usu)
Briana D. Bowen serves as Associate Director and Instructor for the Center for Anticipatory Intelligence at Utah State University, an interdisciplinary program focused on emergent security issues that she co-founded with colleagues Jeannie Johnson and Matt Berrett. Ms. Bowen holds a BA in Political Science from USU and an MPhil in Russian and East European Studies from the University of Oxford. Her past experience includes co-leading the Oxford University Strategic Studies Group, Oxford’s premier forum for military, intelligence, and diplomatic speakers, and supporting research on three federally-funded grants dealing with weapons of mass destruction. Ms. Bowen is a Truman Scholar and currently serves as a Senior Scholar for the Harry S. Truman Scholarship Foundation. Her research focuses include Russian security affairs, threat analysis and resilience modeling, sociocultural analysis of intelligence issues, nuclear weapons nonproliferation, and emergent disruptive technologies.
Christina Fabrey (@CFabrey)
Christina Fabrey is the Associate Dean of Advising and Academic Achievement at Prescott College in Arizona. Christina is a certified life and ADHD Coach and is a contributing author of Becoming Self-Determined: Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture, from editors Field & Parker.
Christopher Burns is an internationally recognized leader in medical education. He focuses on faculty development promoting enduring success in the evolving teaching environment including both in person and virtual classrooms. He has been using Team-Based Learning (TBL) for over a decade and advocates this approach because it fosters student accountability and academic rigor. As a TBLC Trainer-Consultant he guides others adopting TBL across disciplines, such as arts and sciences, business, medicine, nursing, pharmacy, and veterinary medicine. He has published on TBL and related topics including student accountability, curriculum reform, interprofessional education, and leadership. Dr. Burns earned his B.Sc. in Microbiology and Immunology from McGill University, his Ph.D. in Molecular, Cellular, and Developmental Biology from Indiana University, and completed post-doctoral training in Microbial Genetics at the University of Oxford. He conducted NSF and NIH-funded research in his laboratory before transitioning to medical education.
Dr. Chris González is an associate professor of English and the founding director of the Latinx Cultural Center at Utah State University. He is the author of Reading Junot Díaz, the Perkins Prize Honorable Mention Permissible Narratives: The Promise of Latino/a Literature, and co-editor of Graphic Borders: Latino Comic Books, Past, Present and Future. His research and teaching areas include 20th century American literature; Multiethnic Literatures of the United States; Latinx Literary and Cultural Production; Film; Comics and Graphic Novels; Narrative Theory; and American Studies. He received his PhD in English from The Ohio State University in 2012.
Christopher Phillips (@mactoph)
Christopher Phillips is the Electronic and Information Technology Accessibility Coordinator at Utah State University where he works to provide inclusive online experiences for students, faculty and staff. He has worked as a product manager, special educator, instructional designer, web developer and loves helping faculty discover the opportunities that accessible content offers to all of their students.
Clare Reid is a Graduate Associate working as a Program Assistant for the Apprenticeship in Teaching Program at the Center for New Designs in Learning and Scholarship at Georgetown University. She also illustrates for the Prospect blog and works to provide faculty support at CNDLS.
David S. Noffs (@davidnoffs)
Dr. Noffs has spent most of his life designing innovative learning environments, from his early work with hi-tech mobile classrooms in Australia’s rural communities, and throughout the world, to over fifteen years as an instructional technologist, designer, and learning management system administrator in the Center for Innovation in Teaching Excellence at Columbia College Chicago. He currently works as a Learning Designer, Faculty Developer, and Lecturer at Northwestern’s School of Professional Studies. Planning and designing transformative learning experiences has become his life’s work. Dr. Noffs is also an author, researcher, and frequent presenter at National Conferences. His doctoral dissertation in Adult and Continuing Education from National Louis University is entitled, Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago.
Elizabeth Winter is a Certified TBL Consultant and has used TBL in teaching graduate students and practitioners on topics including traumatic stress and resilience, child maltreatment, and addiction. She has practiced law and social work and is a faculty member of the University of Pittsburgh, School of Social Work. Her focus is the professional development and well-being of resilient and effective health and human services workforces. She is currently working with the Pennsylvania Child Welfare Resource Center in implementing TBL in statewide public child welfare workforce training, using both co-located and online TBL. She earned her law degree at the University of Oxford and her social work degrees at the University of Pittsburgh. She serves as Member-at-Large for Higher Education on the Steering Committee of the Team-Based Learning Collaborative and provides TBL training and consultation in academic and workforce settings.
Ella L. Ingram
Ella L. Ingram is a Professor of Biology and Associate Dean for Professional Development. Her teaching specialties include ecology, evolution, and research methods. Her administrative work focuses on faculty success initiatives like early-career mentoring, professional productivity, and leadership development. Dr. Ingram’s publications on student and faculty development have appeared in premier journals in SOTL. Recently, she joined the NSF ADVANCE ASCEND project to promote advancement of women in STEM, particularly advancement of women in leadership. When not teaching or working with faculty, Dr. Ingram enjoys spending time on her family farm with her husband and their seven dogs.
Eric M. Reyes
Eric M. Reyes is an Associate Professor at Rose-Hulman Institute of Technology within the Department of Mathematics. As a statistician, he enjoys collaborating with medical students within the rural health track at the IU School of Medicine in Terre Haute and undergraduate Biology majors at Rose-Hulman. His expertise is variable selection and methods of observational data analysis. He serves as a mentor in his department for Moodle. For the past several years, he has taught both online and flipped courses. He is a champion of the assessment model specifications grading on the local and national level.
Heather Keith (@HeatherEKeith2)
Heather Keith, is the Executive Director of Faculty Development and Professor of Philosophy at Radford University. She is co-author of Intellectual Disability: Ethics, Dehumanization, and a New Moral Community and Lives and Legacies of People with Intellectual Disability, and co-editor of Pragmatist and American Philosophical Perspectives on Resilience.
Jacob Fortman (@FortmanJacob)
As the Learning Experience Design Certificate Coordinator at the University of Michigan’s (U-M) Center for Academic Innovation, Fortman works collaboratively with a team of Learning Experience Designers and student residents to design online learning experiences for diverse learners. In this role, Fortman often works directly with student designers, as he actively seeks to bring student perspective into dynamic design projects. Fortman has also supported the development of Massive Open Online Courses on topics covering environmental sustainability, computational thinking, and resilient teaching in higher education. Fortman’s scholarly and research interests center on the relationships between learning communities, identity, and culture. His most recent research has analyzed the experiences of students participating in authentic role-based simulations.
James DeVaney (@DeVaneyGoBlue)
In his role as Associate Vice Provost for Academic Innovation at the University of Michigan (U-M) and Founding Executive Director for the Center for Academic Innovation, James works at the intersection of strategy, design, policy, and technology while leading University-wide programs and initiatives designed to extend U-M’s academic excellence, expand the institution’s public purpose, and foster equity and inclusivity in higher education. He also works on a range of multi-institutional initiatives and advisory councils to help build and sustain a global network for academic innovation. Prior to serving as the chief architect of U-M’s academic innovation strategy, James worked with and provided strategic counsel to more than 60 universities in more than 15 countries across the Middle East, North Africa, Europe, Australia and North America. His work centers on transforming access and developing sustainable models for innovation in higher education.
Jared S. Colton
Dr. Jared Colton is an associate professor of technical communication and rhetoric in the Department of English at Utah State University. His research addresses the intersections of rhetorical theory, ethics, and politics within technical communication and related fields, from concerns of pedagogy to digital media. Currently, he is interested in how classical and contemporary ethical frameworks inform the production, practice, and critique of writing with social media, gaming media, and accessibility technologies. He has published in Rhetoric Review, Computers and Composition, Technical Communication Quarterly, and other journals. His co-authored book Rhetoric, Technology, and the Virtues was recently published with the University Press of Colorado.
Jenae Cohn (@jenae_cohn)
Dr. Jenae Cohn writes and speaks about digital pedagogy and online teaching and learning. She currently works as the director of academic technology at California State University, Sacramento, and has held prior roles at Stanford University and the University of California, Davis. A trained writing instructor, Cohn has taught online, hybrid, and face-to-face composition courses, and supports faculty in the development of courses across modalities. She offers workshops on topics related to online instruction, humanities pedagogy, and digital literacy. Dr. Jenae Cohn is the author of Skim, Dive, Surface: Teaching Digital Reading (West Virginia University Press, 2021). Skim, Dive, Surface invites conversation about the spectrum of affordances available within digital learning environments.
Jennifer B. O’Connor
Jennifer B. O’Connor earned a Bachelor of Arts and a PhD in the field of microbiology. For her PhD, she researched coronaviruses which led to a research interest in discovery of viruses prior to their emergence as pathogens. Aside from microbiological research, she focuses on science education research. She teaches courses in general biology and microbiology in addition to upper level electives in cancer biology, immunology, and virology. She is a proponent of course-based research experiences and has integrated international research projects on antibiotic discovery and the examination of microbiomes and antibiotic resistance in different environments into her courses.
Jesse Stommel (@Jessifer)
Jesse Stommel is co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He has a PhD from University of Colorado Boulder. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. He’s got a rascal pup, Emily, a clever cat, Loki, and a badass daughter, Hazel.
Jessica Rivera-Mueller (@JRivera_Mueller)
Jessica Rivera-Mueller is an assistant professor of English at Utah State University. Her scholarship and teaching examine and enact teacher development processes in multiple classroom contexts, including English teacher education, secondary education, and college composition. Within this focus, she advocates for pedagogical inquiry, teacher agency, and social justice education. As a teacher educator, Jessica teaches English teaching methods courses for undergraduate students and composition theory courses for graduate students. She also serves as her university’s director for the English concurrent enrollment program. Her scholarship for sponsoring teacher development has appeared in Teaching/Writing: The Journal of Writing Teacher Education and the Journal on Empowering Teaching Excellence.
Kacy Lundstrom received her MS in Literature & Writing at Utah State University (USU), followed by her MLIS at the University of Kentucky. She was promoted to Librarian in 2021 at Utah State University where she is currently a Learning & Engagement Librarian. Her research interests include the assessment of information literacy (IL), collaborations with faculty on teaching IL effectively, and library teaching anxiety. She is published in College & Research Libraries, portal: Libraries and the Academy, and Communications in Information Literacy, among others.
Kay C Dee
Kay C Dee is the Associate Dean of Learning & Technology as well as a Professor of Biomedical Engineering at Rose-Hulman Institute of Technology. Dr. Dee and her team are responsible for sourcing, implementing, and providing training for technologies that range from equipment in face-to-face classrooms to the Institute’s learning management system and associated online tools. She’s developed technical and staffing infrastructure, policies for accreditation and regulatory compliance, and faculty development programs. Dr. Dee has received many awards for teaching, research, and mentoring. She writes and presents in the areas of engineering education, tissue-biomaterial interactions, and academic change.
Kevin Kelly (@KevinKelly0)
Kevin Kelly, EdD, teaches online courses as a Lecturer in the Department of Equity, Leadership Studies, and Instructional Technologies at San Francisco State University, where he also previously served as the Online Teaching and Learning Manager. He works with colleges and universities as a consultant to address distance education, educational technology, and organizational challenges. Kevin co-authored with Todd Zakrajsek the 2021 Stylus book, Advancing Online Teaching: Creating Equity-Based Digital Learning Environments.
Kosta Popovic is an Assistant Professor of Physics and Optical Engineering at the Rose-Hulman Institute of Technology. He received his doctorate in Physics from the University of Virginia. He is passionate about the role fundamental STEM courses play in engineering education and enjoys teaching Introductory Physics courses and labs. Dr. Popovic also teaches Advanced Physics Labs, Nuclear Physics and Medical Imaging courses. His research interests include development of medical imaging devices and analysis of medical images through Machine Learning. His recent research was published in Medical Engineering & Physics and Medical Physics.
Kresten Erickson (@krestenerickson)
Kresten Erickson graduated from USU in May 2021 with a degree in music education and a minor English teaching. He grew up in Eagle Mountain, Utah and graduated from Westlake High School. During his time at USU, Kresten maintained a 3.99 GPA, was the drum major of the 2019 Aggie Marching Band, served as Co-President of USU’s student chapter of the National Association of Music Education, and published writing in the Utah Music Education Association’s Fall 2019 Journal. He loves playing music, reading, and writing about both music and literature. Kresten completed his student teaching at South Davis Junior High and looks forward to becoming a multidisciplinary educator who empowers student achievement and creativity.
Kristina Wilson (@knxnu)
As a Senior Learning Designer in the School of Professional Studies at Northwestern University, Kristina Wilson collaborates with faculty as an advocate for curricular excellence, innovation in design and technology, universal design for learning, and superior student engagement and experience. Since joining the world of distance learning in 2014, she has been involved in nearly every role in the online course development process: instructor, teaching assistant, tutor, faculty development facilitator, subject matter expert, student, and, of course, instructional designer. She is currently teaching Professional Writing for Business online at DePaul University. Kristina holds a BA in English from the University of Florida, a Master of Fine Arts in Writing from the School of the Art Institute of Chicago, and a Master of Arts in Writing, Rhetoric, and Discourse from DePaul University.
Lindsay C. Masland (@LindsayMasland)
Lindsay is the Assistant Director of Faculty Professional Development for Appalachian State University, where she also serves as an Associate Professor of Psychology. In her ideal world, her days are filled with thinking and talking about transformative education and pedagogical disobedience in higher ed, and based on her various roles, she’s not too far off from that ideal.
Maggie Debelius (@MaggieDebelius)
Maggie Debelius is the Director of Faculty Initiatives at the Center for New Designs in Learning and Scholarship (CNDLS) at Georgetown University where she also serves as a Professor in the English Department and in the Learning, Design, & Technology Program. She works with departments across the university on faculty development, course and curriculum design, and engaged pedagogy. She is the co-author (with Susan Basalla) of So What Are You Going to Do with That?: Finding Careers Outside Academia (University of Chicago, 2014) and a frequent speaker on graduate education. In addition, she publishes on the future of higher education, composition pedagogy, and writing assessment. She holds a Ph.D. in English from Princeton University and an M.A. from Georgetown.
Michelle C. Clark
Michele C. Clark, a certified TBL Consultant, has provided professional graduate nursing education teaching asynchronous online TBL™ graduate courses in a major southwest US public university for the last 12 years. Her asynchronous online classes focus on leadership and research with small to moderate class sizes (8-30 students). Her educational focus is to provide engaging and collaborative learning, using the community of inquiry framework in an asynchronous online environment. She and her TBL team has developed workshops that guide educators in launching the TBL teaching strategy in an online synchronous and asynchronous environment. She led a TBLC initiative creating a white paper identifying best practices for online TBL.
Miriam Moore (@miriammoore)
Dr. Miriam Moore is Assistant Professor of English at the University of North Georgia, Gainesville. After earning both an MA and PhD in Linguistics from the University of South Carolina, she spent over 15 years teaching ESL, composition, and integrated reading/writing in community colleges in New Jersey and Virginia before joining the English faculty at the University of North Georgia (UNG). At UNG, Moore teaches first-year writing and corequisite courses, as well as introductory grammar, linguistics, and ESOL pedagogy. Her research interests include metalinguistic awareness, multilingual writing pedagogy, and both functional and usage-based approaches to grammatical analysis. She is co-author (with Susan Anker) of a series of developmental composition textbooks, including Real Writing, Real Essays, and Real Reading and Writing.
Rachel Quistberg serves as the Associate Director of Composition at Utah State University and is a lecturer in the Department of English. Specializing in first-year composition teaching, curriculum development, and mentoring, she is both a practitioner and educator who is invested in socially engaged curricula that foster discussions among students, and in turn their communities, about critical social issues.
Rachel Welton Bryson (@rachel_bryson)
Rachel Welton Bryson is a PhD student in Technical Communication & Rhetoric at Utah State University, where she teaches first-year composition and technical communication courses. Her research interests include the intersections of virtual and material landscapes in online education, as well as theories of embodiment in virtual environments. Currently, she studies how disabilities, particularly non-apparent disabilities such as mental illness, are identified and accommodated in technology-mediated learning environments. As part of that research, she focuses on how institutional policies and documentation practices related to mental disabilities both afford and constrain possibilities for student success in writing intensive courses.
Rebecca Campbell (@RJPCampbell)
Rebecca Campbell is the Associate Provost for Academic Administration at New Mexico State University, where she provides leadership and development in support of faculty administrators such as deans, directors and department heads. Dr. Campbell has more than 25 years of experience in higher education. Her research and leadership have centered on student success and how the university community can create the context for students, faculty and academic leadership to thrive together.
Rebecca M. Quintana (@rebcquintana)
In her role as Learning Experience Design Lead at the University of Michigan’s (U-M) Center for Academic Innovation, Quintana uses a learner-centered approach to create online learning experiences for diverse audiences of global learners. Partnering with faculty across the University, Quintana is involved in curriculum development, assessment design, and course strategy for a wide range of courses across U-M’s online portfolio. Quintana provides leadership for the Learning Experience Design Certificate Program, a joint collaboration between U-M’s School of Education and the Center for Academic Innovation, where she oversees students who are engaged in a two-semester residency program. Quintana is also a member of the Diversity Scholars network with the National Center for Institutional Diversity and a faculty affiliate with U-M’s Digital Studies Institute. In the spring of 2020, Quintana led her first Massive Open Online Course called Resilient Teaching Through Times of Crisis and Change, available on the Coursera platform.
Steven R. Hawks
Dr. Hawks is a Professor of Health Education and Promotion in the Department of Kinesiology and Health Science at Utah State University. His teaching assignment in the department’s Master of Public Health program includes two courses in global health promotion. Dr. Hawks’ research interests include global health and study abroad pedagogy, and he has recently published peer-reviewed articles on the development of a fully online MPH program, and best practices in creating an online global health foundations course. His passion for leading study abroad programs has taken him and his students to numerous countries on multiple continents over the past three decades. Having experienced first-hand the disruption of a study abroad program due to COVID-19, Dr. Hawks is anxious to find innovative solutions for promoting global engagement and transformational learning among university students under ever-more challenging conditions.
Susannah McGowan (@susmcgowan)
Susannah McGowan is the Associate Director for Curriculum Design at the Center for New Designs in Learning and Scholarship (CNDLS), The Red House, and an instructor at the Capitol Applied Learning Lab (The CALL), Georgetown’s downtown campus. After starting her career in educational development at CNDLS from 2001-2007, she returned to Georgetown in 2019 after earning her Ph.D. at University of California, Santa Barbara in 2014 followed by five years in the UK where she worked at University College London and King’s College London. While at King’s, she co-established King’s Academy in 2017, a center for educational development supporting integral programs for faculty and graduate students around inclusive pedagogy, assessment, and blended learning. She is an advisory fellow with John N. Gardner Institute and the Associate Editor for Teaching, Learning and Inquiry (TLI), the journal of the International Society for the Scholarship of Teaching and Learning (SoTL).
Travis N. Thurston (@travesty328)
Dr. Thurston directs the Office of Empowering Teaching Excellence (ETE) at Utah State University. Travis leads all instructional development programming and facilitates the ETE 10 Professional Learning Pathways microcredentialing program to support instructors in evidence-based and reflective teaching practice. With over a decade of experience as an educator in K-12 and higher education, Travis holds a Master of Educational Technology (M.E.T.) degree from Boise State University with a grad certificate in Online Teaching, and a PhD in Curriculum & Instruction from Utah State University. Travis and his wife Jenny have four children whose athletic and academic endeavors contribute to his perspectives on teaching and learning.