The board is comprised of higher education faculty members and administrators, who serve a term of three years. Board members volunteer to review manuscripts, contribute written blogs, advise on the topics to be addressed, and solicit manuscripts from leading faculty.

 

Members of the 2017-2018

Editorial Board

Todd Zakrajsek, PhD, is a Research Associate Professor and Associate Director of the Faculty Development Fellowship at the University of North Carolina at Chapel Hill. His primary area of expertise are cognitive psychology, how people learn, and faculty development. Over the past year Todd has focused much of his efforts on changing the conversation from “Active Learning is More Effective than Lecturing” to “Teaching For Student Learning Using a Variety of Pedagogical Approaches.” When Todd is not helping others to teach or to learn better, he is trying diligently to make his golf game better.

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Spencer Benson, PhDDirector Centre for Teaching and Learning Enhancement University of Macau (retired), former Director Center for Teaching Excellence, University of Maryland.   Spencer worked in international faculty development for more that 10 yrs. His current focus is on STEM education and evidenced based assessments for learning. Much of faculty development has focused on pedagogy and student engagement with less attention to the engine (assessment) that drives student learning. When not engaged in work related activities, Spencer continues to travel and hopes to reach his personal goal of having visited at least 100 countries in the next few years.

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Milton D. Cox, PhD, is Editor-in-Chief of the Journal on Excellence in College Teaching and the Learning Communities Journal at the Center for Teaching Excellence, Miami University. Milt’s areas of expertise include academic development, faculty learning communities (FLCs), and the scholarship of teaching and learning. Recently Milt has been focusing on the comparison of FLCs and communities of practice in international contexts. To reflect in a symmetric and artistic world, Milt collects kaleidoscopes.

 

Billie Franchini, PhD, is Interim Director of the Institute for Teaching, Learning and Academic Leadership at the University at Albany-SUNY. Her primary areas of expertise are fostering student engagement, teaching writing, and building and sustaining effective active learning practices, including Team-Based Learning. Over the past year, Billie has focused much of her attention on the role of error and reflection in student learning and advocating for more inclusive classroom practices. In her time away from work, Billie enjoys spending time with her family.

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Lynn Gillette, PhD, is Provost and Vice President for Academic Affairs at Nicholls State University. His primary areas of expertise are active learning, student success and retention, and change management. Over the last few years, Lynn has focused on active, engaging classes that develop a sense of belonging and self-efficacy and that deeply engage students’ hearts and minds. When Lynn is not working, he is spending time with his wife, often hiking mountain trails.

Cheryl Hoy, PhD, is a Senior Lecturer and former director of the first year writing program at Bowling Green State University. Her areas of expertise include student engagement, writing to learn, and faculty mentoring. Currently, Cheryl is exploring possibilities for blending active, visual, and reflective strategies into practices that enhance student learning. When Cheryl is not teaching, researching, and writing, she enjoys mindfully pairing hostas and hydrangeas in her gardens and indulging her inner bookworm while drinking gourmet teas from a stoneware camp mug.

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Amanda L. Irvin, PhD, is Associate Director of Faculty Programs and Services at Columbia University in the City of New York. Her primary areas of expertise are AFeminist pedagogy, team-based learning, and active learning. Over the past year, Amanda has focused much of her attention on gender dynamics in the active-learning classroom and faculty development programs in fully online spaces. In her spare time, Amanda enjoys reading, writing, practicing yoga, and cooking.

Ray Land PhD, is Professor of Higher Education at Durham University in the UK & Director of Durham’s Centre for Academic Practice. He has published widely in the field of educational research but is best known for his theory (with Jan Meyer) of Threshold Concepts and Troublesome Knowledge. He has presented his research in over fifty countries across six continents. He is a Fellow of the Royal Society of Arts and a Principal Fellow of the Higher Education Academy. When not engaged in academic work, Ray works on improving his playing of jazz guitar.

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Carl S. Moore, PhD, is the Assistant Chief Academic Officer at University of the District of Columbia. He also serves as Certificate Faculty for Temple University’s Center for the Advancement of Teaching. He has been working in Higher Ed in various academic services positions and teaching for over 12 years where he has created and instructed a variety of courses in education in both face-to-face and online formats. In his free time, he enjoys exercising, 'daddying', and consulting on inclusion, leadership, and topics related to teaching & learning.

Mildred M. Pearson, EdD, Professor, Past Inaugural Director of Faculty Development at Eastern Illinois University, and Peer Reviewer for the Higher Learning Commission's Program to Evaluate and Advance Quality (PEAQ). Her primary areas of expertise are social cognition (namely self-efficacy), cognitive science, cultural responsive teaching, emotional intelligence, and social emotional learning (SEL). Recently, Mildred has been focused on teaching and leading with the pedagogical art of care; focusing on nurturing and mentoring students in the academy to enhance academic achievement and performance.  When Mildred is not working, she enjoys traveling in and out of the country and spending time with her family and two dogs, Marcus Jamal (toy poodle) and Kayleigh Grace (labradoodle).

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Christopher Penna, PhD,  is an associate professor of English at the University of Delaware. His areas of expertise include modern and contemporary British and American literature and teaching with technology. While teaching a range of traditional, face-to-face courses in British literature and poetry, Chris is also actively involved in  developing and teaching online and hybrid courses. He is particularly interested in using video and other media both as tools for teaching and as a tools for student learning. Outside of the classroom, he enjoys swimming, softball, and learning how to draw.

Glen Shive formed the Hong Kong America Center, an NGO consortium of the eight universities in Hong Kong in the early 1990s. He is now the director. His PhD was in Chinese history long ago, but was caught up in the 1980s in the opening of China for educational exchanges of all kinds with the USA and the West. He has lived half his adult career in Asia working with universities, NGOs, foundations and media organizations. The HKAC assists with the Fulbright program. He is committed to assisting Asian universities to innovate in teaching and learning, and American universities to teach about fast-changing Asia in ways that prepare our students to work and live and understand Asia in the 21st century. He has begun to think about the possibility of retirement in the future when he plans to take up whimsical artistic projects, and live between Hong Kong and America.

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Dr. Janina Tosic, MBA, works at the Wandelwerk – Center for Quality Development at the University of Applied Sciences in Münster, Germany. Her area of expertise is counseling and moderating change processes. This pertains to faculty development of individuals and groups as well as organizational development and change of culture. In her work, Janina follows a non-normative approach concerning pedagogical methods and theories and supports personal and professional development through reflection. When not helping others to grow, she works in her garden and fosters plant development.

Linda M. White, PhD, is an Associate Professor of English, Executive Director of Engaged Student Learning and Assessment, and Director of the Quality Enhancement Plan at LeMoyne-Owen College. In addition to teaching literature, she provides faculty and students with strategies for assessing college competencies. Linda develops initiatives, which includes conducting and organizing workshops and redesigning the class environment, to enhance students’ retention of critical and analytical skills and their acquisition of course content. Linda has spent close to 19 years working with faculty to align the right technology with their learning styles in  order to engage students in more substantive ways. Linda’s first love is writing; she has written numerous short stories and novels.

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