About the Editors

Jennifer Meta Robinson, PhD, is Professor of Practice in Indiana University’s Anthropology Department and co-director of Indiana University’s Graduate Certificate on College Pedagogy and maintains research programs on higher education pedagogy and on the anthropology of food. She has received numerous teaching and distinguished service awards and was president of the International Society for the Scholarship of Teaching and Learning, in addition to coordinating three international initiatives in the Carnegie Foundation’s Academy for the Scholarship of Teaching and Learning, and she led the Collegium on Inquiry in Action, funded by the Teagle Foundation. Her recent pedagogical research focuses on learning analytics, funded by the AAU, and on preparing new college teachers, while her recent anthropological research focuses on the role of culture in sustainable food systems. Contact her at jenmetar@iu.edu.

Valerie Dean O’Loughlin, PhD, is Professor of Anatomy, Cell Biology, and Physiology and Assistant Director of Undergraduate Education at Indiana University School of Medicine–Bloomington (IUSM-B), where she teaches human gross anatomy to medical students, basic human anatomy to undergraduates, and human anatomy for medical imaging evaluation to undergraduate and graduate students. She also teaches a pedagogical methods course and mentors PhD students pursuing medical and anatomical education research. Her research interests are in anatomy education and teaching assistant pedagogical development, and she utilizes both quantitative and qualitative methods for her education research. Contact her at vdean@indiana.edu.

Katherine Kearns, PhD, is Associate Vice Provost for Student Development and Director of the Office of Postdoctoral Affairs in the Office of the Vice Provost for Graduate Education and Health Sciences at Indiana University. She coordinates programs that support persistence, professional skill development, and career preparation of graduate students and postdoctoral scholars and previously worked as lead instructional consultant in the Center for Innovative Teaching and Learning at Indiana University Bloomington (IUB). As a frequent collaborator with graduate students and faculty on scholarship of teaching and learning projects, her research and practice concentrate on teaching preparation as part of graduate student development; diversity, equity, and inclusion; and integrating research and teaching experiences with personal and professional values and identities. Contact her at kkearns@indiana.edu.

Laura Plummer, PhD, directed the Scholarly Writing Program (SWP), under the auspices of the Office of the Vice Provost for Faculty and Academic Affairs, at Indiana University, until she retired in 2021. She supported faculty during their writing for publication and, by extension, for promotion and tenure. The SWP’s aim is to promote and share strong writing practices and build a community of faculty writers on campus. For fifteen years, Laura directed Indiana’s Writing Across the Curriculum program, which works with instructors to integrate writing into the curriculum, grade written work more effectively, and examine the efficacy of writing-to-learn pedagogy.

About the Contributing Authors

Laura Carpenter, PhD, OTR/L, is Associate Professor and Capstone/Didactic Curriculum Coordinator in the School of Occupational Therapy at Brenau University, where she teaches courses related to pediatric occupational therapy practice. Laura earned master’s and doctoral degrees in learning and developmental sciences (educational psychology track) from Indiana University and undergraduate degrees in occupational therapy from the University of Southern Indiana. Laura’s research interests include pedagogical practices to develop students’ clinical reasoning and video-based interventions for adults with autism and/or intellectual disability.

Keely Cassidy, PhD, is Assistant Professor in the Department of Genetics, Cell Biology, and Anatomy at the University of Nebraska Medical Center, where she teaches human gross anatomy and embryology to medical, physical therapy, physician assistant, and graduate students. She received her undergraduate degree in athletic training from Buena Vista University, her master’s degree in anatomy from Des Moines University, and her doctorate in anatomy (education track) from Indiana University. Keely’s research interests include investigating faculty and student perceptions of embryology in undergraduate medical education, identifying “bottlenecks” (where students typically have struggles or misconceptions) in anatomical sciences education, and analyzing the affective components of the student learning experience in the gross anatomy dissection laboratory in order to better prepare students for dealing with issues related to human body donation and dissection.

Tyler B. Christensen is an elementary school teacher at George Washington Academy in Southern Utah, an adjunct instructor at Dixie State University, and the founder and editor of the Journal on Best Teaching Practices. His research centers on supportive reflection, teacher professional development, and writing for the web. In addition to teaching, Tyler is the host of Virtual School Assembly and also moonlights as a speaker, sports writer, web designer, and branding consultant.

Natalie Christian, PhD, is Assistant Professor (teaching track) in the Department of Biology at the University of Louisville. She received her doctorate in ecology from Indiana University and did her postdoctoral research at the University of Illinois. In her research, Natalie investigates the fungal microbiome of plants, including how fungal communities assemble and the functional roles they play for their hosts, and also engages in pedagogical research in biology.

Laura Clapper, PhD, is a Lecturer I in English Literature and Languages at The University of Michigan--Ann Arbor. She works in the fields of Anglophone literatures and postcolonial studies. Her dissertation, “The Ethics of Contact in the Age of Globalization,” looks at how recent Anglophone world literature reimagines the self and the kinds of ethical ways of living we could make possible for ourselves. Her SOTL research in progress includes a coauthored study of dissertation groups modeled on faculty learning communities and a grant-supported study of student learning about archives in a service-learning course.

Adam Coombs, PhD, teaches at Walden School, a small, independent high school in Louisville, Kentucky. He also has extensive experience teaching composition, literature, and professional writing at Indiana University, where he earned his PhD in 2017 with an emphasis on African American literature. His teaching at both the collegiate and high school level focuses on designing curriculum and activities that engage students’ own interests and provide an immersive learning experience while also sustaining productive discussions about race and privilege in curriculum design and implementation.

Leslie E. Drane is an anthropology PhD candidate and an instructional consultant at the Center for Innovative Teaching and Learning, both at Indiana University Bloomington. Her current research focuses on Woodland and Mississippian people (circa AD 1050–1250) in northwestern Illinois; she examines how identity and place interplay and can be understood through architecture and material goods, as well as how contemporary people conceptualize archaeology. She has taught Introduction to International Studies; Death: Global Perspectives of Mummies, Dark Tourism, and Cannibalism; and Anthropology of Disney: How Fairy Tales Construct Identity.

Ryan Erbe, PhD, is Assistant Professor at the United States Military Academy West Point and Adjunct Professor of Christian Adolescence Counselling at the Rocky Mountain School of Ministry and Theology. He was formerly an Adjunct Professor of Health Psychology at the State University of New York at New Paltz and the Lead Minister of the Hudson Valley Church in New York. He received his doctorate in health behavior from Indiana University in 2017. His research interests include positive youth development, spirituality, meditation and self-regulation in adolescence, and using story structure for course and lesson design in well-being and character development settings

Polly Graham, PhD, is Lecturer in Communication, Professional, and Computer Skills at the Kelley School of Business, Indiana University Bloomington. Her scholarly interests include critical pedagogy, specifically teacherly love. She also researches learning communities, housing, and student engagement.

Lauren M. Griffith, PhD, is Assistant Professor of Anthropology at Texas Tech University. She studies performance, tourism, and education in Latin America, focusing on the Afro-Brazilian martial art capoeira and how non-Brazilian practitioners use travel to Brazil to increase their legitimacy within this genre. Her work on capoeira has been published in Annals of Tourism Research, the Journal of Sport and Tourism, and Theatre Annual, and she is the author of In Search of Legitimacy: How Outsiders Become Part of the Afro-Brazilian Capoeira Tradition (Berghahn Books 2016).

Mack Hagood, PhD, is Robert H. and Nancy J. Blayney Professor of Comparative Media Studies at Miami University, doing ethnographic and archival research in digital media and sound technologies. His publications include work on the use of noise-canceling headphones, the ontology of Foley in digital film, the role of fan noise as “the twelfth man” in NFL telecasts, and the experience of tinnitus in everyday life and as sonically depicted in film. He is the author of Hush: Media and Sonic Self-Control (Duke University Press 2019) and the host and producer of the sound studies podcast Phantom Power (phantompod.org).

Kristen Hengtgen, PhD, is a Senior Researcher with the Florida College Access Network, an organization that seeks to strengthen a statewide network that supports communities to improve college and career preparation, access, and completion for all Floridians. She received her doctorate in educational leadership and policy studies from Indiana University.

Sarah Hurtado, PhD, is Assistant Professor of Higher Education in the Morgridge College of Education at the University of Denver. Her scholarly agenda examines the ways institutions maintain inequities that contribute to the perpetuation of rape culture and identifies strategies for transformative change. She received her doctorate in higher education from Indiana University, where she served as a project associate for the Center for Postsecondary Research working with the National Survey of Student Engagement Institute for Effective Educational Practice.

Sarah M. Keesom, PhD, is Assistant Professor of Biology at Utica College. She earned her BS in biology from Elmira College and her PhD in evolution, ecology, and behavior from Indiana University. Her research focuses on mechanisms in the brain that fine-tune auditory function according to current social context and past social experience, including the effects of social isolation.

Barbie Klein, PhD, is Assistant Professor in the Department of Anatomy in the School of Medicine and the Department of Cell and Tissue Biology in the School of Dentistry at the University of California, San Francisco. She received her PhD in anatomy and cell biology from Indiana University, her MS in human anatomical science from Northern Illinois University, and her BS in cell and developmental biology from University of California, Santa Barbara. Her research interests explore the application of experiential learning for the acquisition of anatomical knowledge and the assessment of clinical simulation in health-care education.

Andrew Koke, PhD, received his doctorate in early modern Atlantic history from Indiana University in 2013. He is a faculty member for the university, working on student retention and creating programming to assist with the most difficult courses on campus. He teaches in the College of Arts and Sciences and the School of Education.

Elizabeth Konwest, PhD, is the Director at Indiana University’s Center for the Study of Global Change. She received her doctorate and MA from the Indiana University Department of Anthropology and a BS from Kent State University. Elizabeth’s research interests include education internationalization and the archaeology of pre-Hispanic and early colonial-period Mexico; her teaching interests include collaborative methods, community-engaged learning, and topics such as human-trafficking, altruism, and human evolution, and she seeks to incorporate global perspectives and interdisciplinary themes into her course design.

Rachel La Touche, PhD, is Assistant Professor, Teaching Stream in the Social Science Department at York University. Her research centers on the social-psychological effects of inequality, and her current work investigates organizational culture and employee mental health. Beyond research, she boasts an interdisciplinary and internationally awarded teaching repertoire, EDI consulting expertise, and proficiency in policy development and organizational assessment.

Jessica Leach is a PhD candidate in Indiana University’s Department of History. She received her MA in history from Queen’s University (Kingston, Ontario), a BA in history from Bishop’s University (Lennoxville, Quebec), and a BA in art history from McGill University (Montreal, Quebec). She is interested in pedagogical techniques that help her students better understand the discipline of history and is currently writing grants for various Native American and First Nation groups to help them create their own pedagogical materials and programs for their Native languages.

Alyssa Lederer, PhD, is Assistant Professor in the Department of Social, Behavioral, and Population Sciences at Tulane University’s School of Public Health and Tropical Medicine. Her disciplinary research focuses on the design and evaluation of health promotion interventions that aim to enhance adolescent and emerging adult health. Alyssa has won several teaching awards and was a founding editorial board member of the journal Pedagogy in Health Promotion: The Scholarship of Teaching and Learning.

Michelle Marasco, PhD, is Assistant Professor of Biology at Franklin College in Franklin, Indiana. Michelle received her PhD from the biology department of Indiana University Bloomington in 2017, followed by postdoctoral research at Indiana University School of Medicine. Michelle’s teaching interests focus on engaging students in introductory biology courses with scientific thinking and authentic research experiences.

Letizia Montroni is a theatre performer, musician, dancer, and translator currently working and teaching as a Dynamic Emotional Integration consultant in Italy.. Letizia received her MA in Italian from Indiana University in 2013 and worked as a visiting lecturer for Italian at Duke University. Her research interests include drama pedagogy, foreign language teaching methodologies, Italian theatre, and Italian cinema.

Mark Nagle, PhD, completed a doctorate in communication and culture at Indiana University in 2018. His teaching includes courses on rhetoric, public speech, communication theory, argumentation and public advocacy, and media literacy. He currently teaches in Idaho.

Maureen Chinwe Onyeziri earned her BSc in microbiology from Lagos State University, Nigeria, and her PhD in microbiology from Indiana University Bloomington. While a doctoral student at Indiana University, she doubled as an Associate Instructor teaching undergraduate courses such as Biological Science for Elementary Teachers and Microbiology Laboratory. She also volunteered at Foundations in Science and Mathematics, a summer program that helps prepare local high-school students for college, where she helped develop the biology curriculum. She is currently a microbiology scientist at Corteva Agriscience, where she works on herbicide tolerance trait discovery.

Jacquelyn Petzold, PhD, earned a BS in biopsychology from Grand Valley State University, a master’s of library science from Indiana University, and a PhD at Indiana University, where she studied the diversity of communication signals among weakly electric fish. Jacquelyn previously helped pioneer the “Science Seeker,” a pedagogical approach that teaches students about the structure of scientific information by tracing the path that discoveries take from the laboratory to the textbook. Jacquelyn currently works as a research analyst at the Center for Postsecondary Research and teaches writing to biology undergraduates.

Javier Ramirez, PhD, is a full-time professor in the English and Humanities Division at Lee College. His current film-series project explores the materiality of bridges along the Texas-Mexico border. Shot on 16mm and Super 8mm and hand processed with water from the Río Bravo (Rio Grande), these short films narrate how the materials (human and nonhuman) that construct border bridges are policed, detained, and, ultimately, erased.

Jonathan Rossing, PhD, is Professor and Associate Dean of the College of Arts and Sciences at Gonzaga University and former department chair of Communication Studies. He previously taught at Indiana University Purdue University, Indianapolis and at Ivy Tech Community College. Jonathan studies the rhetoric of social justice, particularly in relation to race and racism in the United States, focusing on the way people use humor to provoke conversations and provide a critical education about race. Jonathan also specializes in communication pedagogy, curriculum design, and assessment, including studying the systems of meaning faculty create through their language choices and syllabi.

Carol Subiño Sullivan, PhD, supports faculty who are committed to expanding their teaching skills and experimenting with evidence-based approaches to teaching in her position as Assistant Director of Faculty Teaching and Learning Initiatives at the Center for Teaching and Learning at the Georgia Institute of Technology. She teaches courses about teaching and urban education at Georgia Tech and has taught courses about anthropology, racial and ethnic identity, peoples and cultures of Latin America, and performance at University of West Georgia and Indiana University’s South Bend and Bloomington campuses. Carol earned her PhD in anthropology from Indiana University, where she investigated how artists in Xalapa, in Veracruz, Mexico, constructed local community and global networks centered on the practice of Guinean dance and drum from West Africa.

Kristyn E. Sylvia, PhD, is currently the Scientific Project Director for Summit Global Health where she works directly with clients and key opinion leaders to develop innovative programs across various disease states and therapeutics. After earning her PhD in biology from Indiana University and completing a postdoctoral fellowship at the Johns Hopkins Bloomberg School of Public Health, Kristyn was a full-time science writer and then went on to be the Manager of Grant Development and Outcome Reporting at the Society for Cardiovascular Angiography and Interventions in Washington, DC. While a graduate student, she taught and mentored students inside and outside the laboratory, served on the Animal Behavior Undergraduate Curriculum Committee, and was the graduate assistant program coordinator for the Peer Assisted Study Sessions Program.

Maksymilian Szostalo is a doctoral candidate in the Department of History at Indiana University. He received a BA in history from the University of Missouri–St. Louis and his MA degrees from the University of Toronto (medieval studies) and Indiana University (history). His dissertation looks at the lives, social networks, and reintegrations of crusaders involved in armed pilgrimage to Jerusalem and the Holy Land during approximately the first two centuries of crusading activity; his pedagogical interests include active learning methods in a decentered classroom model that accelerate and deepen student acquisition of core disciplinary competencies.

J. Christopher Upton, PhD, is Visiting Lecturer in the Department of Sociology and Anthropology at the University of Richmond, where he teaches courses related to anthropology and China. Chris earned his PhD in anthropology from Indiana University. His research interests include law and indigenous peoples in Taiwan, institutional development, and human rights.

Silja Weber, PhD, is a lecturer in German at Columbia University, where she contributes to pedagogy training for graduate students. She received her PhD in Germanic linguistics from Indiana University, and her research focuses on the role of performative pedagogical approaches in foreign language teaching and learning. Her interest in the ongoing feedback loop among pedagogical practice, theory, and empirical research has led her to investigate inclusive teaching and affective, sociolinguistic, and performative aspects of classroom discourse.

Francesca Williamson, PhD, is an Assistant Professor and Education Specialist in the Department of Pediatrics and Office of Graduate Medical Education at the Indiana University School of Medicine. She is a scholar of STEM education and research methodology, specializing in qualitative inquiry. Her scholarly interests are justice-centered and interdisciplinary, and she researches at the intersection of graduate and professional education, language/social interaction, and socio-ecological (in)justice. In addition to her scholarly research, she designs and facilitates equity-centered teaching development for graduate and professional students who teach in STEM higher education and medical education settings.

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Lisa Wiltbank, PhD, is Assistant Professor in the Department of Microbiology at Weber State University. She is a graduate of Brigham Young University (BS in microbiology) and Indiana University (PhD in microbiology), and she was also a postdoctoral scholar in biology education research at North Dakota State University. She also has projects in microbiology education, exploring how feedback can be used to empower students as self-regulated learners.

Juliane Wuensch, PhD, is Visiting Assistant Professor for German at Skidmore College in New York. She received her PhD in Germanic Studies with a minor in Jewish Studies from Indiana University. She has been teaching German as a foreign language since 2005 in different countries, such as Germany, the UK, El Salvador, and the United States. Her research interests are German Jewish female identity, socialist utopias, language pedagogy, and the influence of identity and cultural aspects on the individual learning experience.

Jing Yang, PhD, received her BS in chemistry from Beijing Normal University, China, and her PhD in physical chemistry from Indiana University in 2019. Jing worked as an associate instructor for eight years, teaching introductory-level chemistry courses and preservice teacher preparation course [CE10] at IU. She served as a chemistry instructor for the Foundation in Science and Mathematics, a summer program to help high school students prepare for college.