Dr. Marlo Goldstein Hode currently serves as the Senior Manager of Strategic Diversity Initiatives for the University of Missouri St. Louis’ Office of Diversity, Equity, and Inclusion and the Staff Ombuds. In addition to professional development opportunities for faculty and staff, she leads UMSL’s Equity Advisor initiative to support the recruitment and retention of faculty from diverse backgrounds.  She holds a courtesy faculty position in the Department of Communication at the University of Missouri – Columbia.  She is the co-author of DEI 2.0 – A Toolkit for Building Your Own Online Diversity Course. As a scholar, she has several publications in peer-reviewed journals and book chapters on various topics including sexual harassment, neurodiversity, racial issues on campus, and the effectiveness of online professional development courses. She also serves on the editorial board of the Journal of Diversity in Higher Education.

Marlo received her BA in Communication from North Carolina State University, an MA in Intercultural Communication from the University of Maryland Baltimore County, an LLM in Dispute Resolution from the University of Missouri School of Law, and a PhD in Organizational Communication with a minor in Educational Leadership and Policy Analysis from the University of Missouri.

Joe has worked in education for over 20 years as a teacher, principal, and district administrator, and is the founder and CEO of Crescendo Education Group (crescendoedgroup.org), which since 2013 has supported K-12 schools, districts, and colleges/universities nationwide to improve grading and assessment practices.

He leads the Equitable Grading Project (gradingforequity.org), has presented at numerous education conferences, and his writings have been published in Education Week, Kappan, Education Leadership, District Administrator, and Black Press USA.

His book, Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms (Corwin) was published in 2018. Crescendo Education Group has partnered with the National Education Association as well as the American Federation of Teachers, National Association of Independent Schools, and Stanford University’s Challenge Success.

Joe earned his B.A. from Stanford University and a Master’s degree in Teaching and Curriculum from the Harvard School of Education, and is also the author of Teaching Without Bells: What We Can Learn from Powerful Practice in Small Schools (Paradigm, 2010). He lives in Oakland with his wife and two children.

Lewis A. Eakins, PhD, CPP is the Vice President for Public Safety and Emergency Preparedness at Ivy Tech Community College System in Indiana where he has oversight for Emergency Preparedness, Continuity, Public Safety, Environmental Health & Safety, and federal compliance.

He has a legacy of command experience in campus policing and public safety that spans more than 40 years. He is a national and internationally sought out presenter on the topics of police bias, public safety leadership, threat assessments, trauma-informed investigations, and emergency operations planning.

Dr. Eakins is Board Certified in Security Management by ASIS International, and a graduate of FEMA’s National Emergency Management Executive AcademyCohort III.

Derek (he/him/his) is an Associate Professor of Biology at the University of Saint Joseph (CT), where he also is the current Director of the First Year Seminar Program. He earned his B.S. in Biology at James Madison University, his Ph.D. in Microbiology at the University of Virginia, and completed a postdoctoral fellowship at the University of Michigan.

He is an active scholar in the biological sciences and in the field of education, where he focuses on STEM education and diversity, equity, and inclusion. He has published several research articles and learning materials in these areas and co-authored the book What InclusiveInstructors Do: Principles and Practices for Excellence in College Teaching.

Dr. Santiba Campbell is the Director of Academic Special Initiatives and an Associate Professor of Psychology at Bennett College. A native of North Carolina, Dr. Campbell received her BA in psychology from Winston-Salem State University. She earned her MA and PhD in the field of social psychology from the University of Delaware. Research by Dr. Campbell has applied an intersectional perspective to assess the nature and consequences of social identity development regarding personal and collective self, particularly in historical targets of racism; Black Americans. Her research concerning racial identity and perceptions of racial discrimination and how both may influence psychological well-being for Black American college students provides some theoretical background on the needs of students from underrepresented populations. Dr. Campbell currently serves as the Faculty Senate President and Ex-Officio member of the Board of Trustees at Bennett College. 

Dr. Addy is the Associate Dean of Teaching & Learning at Lafayette College in Easton, Pennsylvania where she is responsible for working with instructors across all divisions and ranks to develop and administer programming related to the teacher-scholar model, from classroom teaching to the scholarship of teaching. As the Director of the Center for the Integration of Teaching, Learning, and Scholarship, she partners closely with faculty on their teaching and scholarly efforts through communities of practice, individual consultations, classroom observations, intensive institutes, reading groups, and other center and consortia initiatives. The community of practice that she founded in her consortium for visitors, instructors, teaching assistants, adjuncts, and lecturers (VITAL faculty) was award-winning and granted finalist status for the Delphi Award through the Pullias Center for Higher Education.

In addition to these roles, she actively performs and publishes scholarship on teaching and learning and educational development, primarily focusing on learner-centered practices including active learning and inclusive teaching. Her publications span from op-ed articles to research articles to learning activities such as case studies and professional development activities.

Her work is featured on a number of podcasts focused on teaching and learning in higher education such as Teaching in Higher Ed, Dead Ideas in Teaching and Learning, and Teaching for Student Success.

She is a co-author of the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching, a best-seller through Stylus Publishing, and a regularly invited keynote speaker and workshop facilitator.

Expert Consultant for the following module:

• Developing Students’ Career-Ready Skills

Worland is the Assistant Provost and Dean of Engaged Learning at Franklin College, where she leads the college’s efforts to promote student learning and success by creating and maintaining partnerships and opportunities for high-impact, relevant, career-focused coursework. While at Franklin, Worland has successfully integrated academic majors and professional development, working with all faculty departments to ensure that a four-year professional development sequence is included in 100% of academic programs.

Worland has held several leadership positions at Franklin, including School and Community Outreach Coordinator/Coordinator of New Student Programs, Registrar, Assistant Dean for Engaged Learning and Director of Professional Development, and Dean of Alumni and Student Engagement

Worland earned her BA in Mathematics and Education from Franklin College. She holds an MS in Education from Indiana University Bloomington and is completing her EdD in Educational Leadership, also from Indiana University Bloomington.

Expert Consultant for the following modules:

• Embedding Career Guidance Into Your Course
• Developing Students’ Career-Ready Skills

Podany is also a contributor to ACUE’s Community of Professional Practice:

• “Career Education Meets the Classroom, Curriculum, and Faculty”

Podany is an innovation, leadership, and organization growth expert who has held nearly 40 unique leadership roles in the last 20 years, helping high-level leaders and leadership teams through multidimensional forward movement and change and creating systemic initiatives that positively influence career mobility. He has enjoyed a 17-year career in higher education and has helped to build six unique start-ups inside and outside of universities. Podany’s inventions and consulting solutions have helped hundreds of thousands of college students with career mobility. Podany regularly writes, speaks, trains, and consults for universities, businesses, and tech start-ups.

Podany holds a BA in English Education from Western Michigan University and a master’s degree in Higher Education Administration from Indiana University.

Dr. Boettcher is an expert consultant for ACUE’s “Online Teaching Essentials” course. She is also a contributor to ACUE’s Community of Professional Practice:

• “3 Ways to Enhance Your Online Instruction”

Boettcher is a consultant at Designing for Learning and the author of many seminal books, features, and columns in higher education magazines and journals. Most notably, she coauthored The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips (2010, 2016) and Faculty Guide for Moving Teaching and Learning to the Web (1999, 2004). Boettcher is also the editor and coeditor of books on planning, design, and implementation issues of higher education technology and distance and online learning. She was on the editorial team for two editions of the four-volume Encyclopedia of Distance Learning (2005/2009, Idea Group). Additionally, she edited the book 101 Success Stories of Information Technology in Higher Education: The Joe Wyatt Challenge (1993).

Boettcher was the Executive Director of CREN from 1997 to 2003. CREN is a nonprofit higher education member organization that founded Bitnet in 1981 and provided IT knowledge services and certificate authority services supporting research and educational institutions. The CREN TechTalks series, launched in 1997, was the first audio webcast served over the web. Boettcher served as the Program Director and Cohost of this audio webcast series with Howard Strauss of Princeton. Before joining CREN, Boettcher was a faculty member in Educational Research in the College of Education and the Director of the Office of Interactive Distance Learning at Florida State University.

Boettcher holds a PhD in Education and Cognitive Psychology from the University of Minnesota and a master’s degree in English from Marquette University. She also earned her BA in English, Spanish, and Secondary Education from Marquette University.

Dr. Winkelmes’s contributions to ACUE’s Community of Professional Practice include:

• Small Teaching Changes, Big Learning Benefits

Winkelmes is the Executive Director of the Center for Teaching and Learning (CTL) at Brandeis University and a Senior Fellow of the Association of American Colleges and Universities (AAC&U), where she served as a partner in the AAC&U’s LEAP project, Transparency and Problem-Centered Learning. Previously, she served as director of faculty development at UNLV and is the founder and principal investigator of TILTHigherEd.org.

Winkelmes has held senior leadership roles in the campus teaching centers at Harvard University, the University of Chicago, and the University of Illinois. She has consulted and provided professional development programming for faculty through the Lilly Endowment’s higher education grant-making and teacher-training programs, and for teaching centers in the US and abroad. She has also served as an elected member of the Board of Directors of the Professional Development Network in Higher Education (POD), and Chair of its Research Committee.

Her work to improve higher education learning and teaching, especially for historically underserved students, has been recognized nationally by the Chronicle of Higher Education and with the POD Network’s Robert J. Menges Award for Outstanding Research in Educational Development. She founded and directs the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed), which promotes direct conversation between teachers and students about methods of teaching and learning and helps faculty to share data on students’ learning across institutions and countries. The impact of this project on students’ learning has been the focus of publications in the National Teaching and Learning Forum, Project Information Literacy, the National Education Association’s Higher Education Advocate, and AAC&U’s Liberal Education and Peer Review.

Winkelmes advocates her view that research, teaching, and learning are best practiced as a unified enterprise that benefits students and society in An Illinois Sampler: Teaching and Research on the Prairie. Winkelmes has also published book chapters and peer-reviewed articles on college teaching and learning and on the history of art and architecture in Renaissance Italy, Benedictine church design and decoration, acoustics, and religious architecture. She has received numerous teaching awards as well as grants for her art historical research from the National Endowment for the Humanities, Kress, Delmas, and Mellon foundations.

Winkelmes holds a PhD from Harvard University.