INSTRUCTORS
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Amanda M. Jungels, PhD (she/her) is the Senior Assistant Director of Faculty Programs and Services at the CTL. Amanda develops and delivers programming and services for faculty, postdoctoral fellows, graduate students, and other instructors. Her areas of interest include the scholarship of teaching and learning, evidence-based assessment techniques, inclusive classroom practices, and reflective teaching practices. Prior to joining the CTL, Amanda was a Postdoctoral Fellow and Qualitative Project Lead with the U.S. Army Public Health Center at Aberdeen Proving Ground, Maryland. As a Postdoctoral Fellow, she led a variety of different research projects, including the evaluation of educational programs for Soldiers on topics related to sexual assault, trauma, and sexual health. She received her Ph.D. in Sociology from Georgia State University in 2012. Her research focuses on sexuality and gender, including sex education across the life course, sexual violence, and cultural norms of privacy surrounding sexuality. While at Georgia State, Amanda taught introductory and advanced sociology classes on the topics of social problems, sexuality, and gender. She was the recipient of both of the Jacqueline Boles Teaching Fellowship and the Teaching Associate awards, which honor outstanding graduate student teaching. She is co-author of the book Focus on Social Problems: A Contemporary Reader with Oxford University Press (2016). In her free time, Amanda enjoys spending time cooking, practicing yoga, working on embroidery projects, and hanging out with her dog, Max Weber. |
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Chandani Patel, PhD (she/her) is Senior Assistant Director of Faculty Programs and Services at the CTL, where she develops and facilitates pedagogical workshops and offers professional development services for faculty, postdoctoral, adjunct, and other instructors at Columbia. She focuses particularly on diversity and inclusive teaching initiatives, active and collaborative learning, and peer-to-peer mentorship. Previously at the CTL, Chandani served as Assistant Director of Graduate Student Programs and Services, offering workshops and consultations on inclusive teaching, building teaching portfolios, and student-centered pedagogy and course design. Chandani is committed to fostering diverse and inclusive teaching and learning environments and to advancing a more equitable higher education landscape. Prior to joining the CTL, Chandani was Assistant Director at the Chicago Center for Teaching at the University of Chicago, where she designed and offered programming to support graduate students and postdocs in their teaching and professional development activities. There, she managed a team of Teaching Consultants, provided workshops and consultations on teaching materials for the academic job market, and oversaw the Excellence in Course Design Award and Certificate in University Teaching. She also led a number of diversity and inclusion initiatives in partnership with UChicagoGRAD, the Race and Pedagogy Working Group, and the Diversity Advisory Board. At Chicago, Chandani taught in the Readings in World Literature Humanities Core sequence and served as a Resident Head within the College Housing system. Chandani received a Ph.D. in Comparative Literature from the University of Chicago, and she holds a B.A. in Comparative Literature and an M.A. in Humanities and Social Thought from New York University. Her scholarly work focuses on the Afro-Indian Ocean, with particular attention to the literature of South Asians in Africa, as well as on literary connections between the Indian and Atlantic Ocean worlds. She currently sits on the Academic Council for the South Asian American Digital Archive. In addition to her professional roles, Chandani enjoys reading fiction, running, and exploring the wilds of New Jersey and New York with her husband, her daughter, and her dog. |
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Amanda Irvin, PhD (she/her) is Director of Faculty Programs and Services at the CTL. Amanda develops and facilitates professional development programs for faculty, postdoctoral, adjunct, and other instructors at Columbia. Through the design and implementation of pedagogical programs, consultations, and resources, she encourages engaged, reflective teaching and learning. Amanda specializes in Feminist pedagogy, collaborative learning, and active learning. In addition to being a certified Team-Based Learning Collaborative expert consultant-trainer, she is also trained in Bystander Intervention to prevent sexual assault on college campuses as well as Question, Persuade, Refer (QPR) Gatekeeper training to prevent student self-harm. She is committed to improving teaching and learning in our local, national, and international communities. Prior to joining the CTL, Amanda served as Assistant Director of Faculty Development of the Koehler Center for Teaching Excellence at Texas Christian University. She was also an affiliate faculty in the Department of English and the Women and Gender Studies program. She teaches courses in American Literature, Composition, and Women’s and Girls’ Studies. Amanda holds a Ph.D. in English – American Literature and a graduate certificate in Women’s Studies from Texas Christian University, an M.A. in English and a graduate certificate in Women’s Studies from Radford University, and a B.A. in English and undergraduate certificate in Women’s Studies from the University of Central Florida. In her spare time, Amanda enjoys reading, writing, practicing yoga, and cooking. |
FEATURED EXPERTS
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Stephen Brookfield, PhD (he/him) is John Ireland Endowed Chair at the University of St. Thomas. Since beginning his teaching career in 1970, Stephen has worked in England, Canada, Australia, and the United States, teaching in a variety of college settings. He has written, co-written, or edited nineteen books on adult learning, teaching, critical thinking, discussion methods, and critical theory, six of which have won the Cyril O. Houle World Award for Literature in Adult Education (in 1986, 1989, 1996, 2005, 2011 and 2012). Stephen is co-author of Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (Jossey-Bass/John Wiley, 2005) and The Discussion Book: 50 Great Ways to Get People Talking (Jossey-Bass/John Wiley, 2016). His work has been translated into Chinese, Danish, Albanian, Farsi, German, Korean, Japanese, and Finnish. Visit Stephen's website for workshop materials, videos, articles, and interviews at www.stephenbrookfield.com. |
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Sheryl Burgstahler, PhD (she/her) founded and directs the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the Access Technology Center (ATC). The ATC focuses efforts at the University of Washington in Seattle; the DO-IT Center reaches national and international audiences with the support of federal, state, corporate, foundation, and private funds. Dr. Burgstahler is an affiliate professor in the College of Education at the University of Washington. Her teaching and research focus on the successful transition of students with disabilities to college and careers and on the application of universal design to technology, teaching and learning activities, physical spaces, and student services. Her current projects include the Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics (AccessSTEM), the Alliance for Access to Computing Careers (AccessComputing), AccessCS10K: Including Students with Disabilities in Computing Education for the Twenty-First Century, AccessEngineering, and the Center for Universal Design in Education. |
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Michele DiPietro, PhD (they/their) is the Executive Director of the Center for Excellence in Teaching and Learning and a Professor in the Department of Statistics and Analytical Sciences at Kennesaw State University. They are a former President of the POD Network in Higher Education, the premiere faculty development association in North America, and a former board member of the International Consortium for Educational Development. With their former Carnegie Mellon colleagues, Dr. DiPietro is a co-author of “How Learning Works: 7 Research-Based Principles for Smart Teaching.” Their scholarly interests include learning sciences, academic integrity, diversity and inclusion, the Millennial generation, statistics education, the consultation process in faculty development, and teaching in times of tragedy. Their innovative course “The Statistics of Sexual Orientation” has been featured on the Chronicle of Higher Education and several other magazines. They have won the 2008 POD Innovation award for the online consultation tool “Solve a Teaching Problem" and the 2015 Bob Pierleoni Spirit of POD award, the highest award in the field of faculty development, in recognition of their career achievements and legacy. |
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Zaretta Hammond, MA (she/her) is a national education consultant focused on issues of equity, literacy, and culturally responsive instruction. She is a former high school and community college expository writing instructor. She holds a Master’s in English Education, with a concentration in Writing from University of Colorado, Boulder. She has worked in the area of educational equity and school reform for the past 25 years, having worked for the National Equity Project and the former Bay Area School Reform Collaborative (BASRC) in the San Francisco-Bay Area. She advises school districts across the country on creating the conditions for effective implementation of culturally responsive curriculum and lesson design. |
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Stephanie L. Kerschbaum, PhD (she/her) is an associate professor of English at the University of Delaware. Her first book, Toward a New Rhetoric or Difference, offers a theory of marking difference to understand how difference circulates and is taken up in everyday conversations and interactions. Her recent co-edited collection, Negotiating Disability: Disclosure and Higher Education, was published by the University of Michigan Press in 2017. As a deaf academic, Stephanie frequently draws on her own experiences being the only signing deaf person in many of the environments she moves through to deepen her understanding of marking difference. At UD she regularly teaches courses in disability studies, writing studies, and rhetoric. Since 2016 she has served as the faculty coordinator for the University of Delaware’s Faculty Achievement Program, which builds on UD’s Institutional Membership in the National Center for Faculty Development and Diversity to connect faculty with one another and cultivate a campus climate supportive of all kinds of faculty work. |
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Bryan Dewsbury, PhD (he/him) is an Assistant Professor or Biology at the University of Rhode Island. He is the Principal Investigator for the SEAS (Science Education And Research) program. Their research focuses on questions relating to identity constructs, bias, relationships, and the effects of those variables on learning in students (from K-PhD). He is ultimately interested in helping to re-frame the education discussion to better address questions of equity and community-building. His work addresses pressing issues such as student retention in STEM fields (especially in higher ed), the under-representation of minority groups in certain STEM fields, and the role of affect (instructor and student) in promoting student learning gains. He also uses the results of those efforts to help faculty develop inclusive curricula and sense of community in the classroom. |
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Frank Tuitt, PhD (he/him) is Senior Advisor to the Chancellor and Provost on Diversity and Inclusion at the University of Denver. Dr. Tuitt is also Professor of Higher Education at the University of Denver's Morgridge College of Education. Dr. Tuitt is a scholar devoted to the examination and exploration of topics related to access and equity in higher education; teaching and learning in racially diverse college classrooms; and diversity and organizational transformation. His research critically examines issues of race, inclusive excellence, and diversity in and outside the classroom from the purview of faculty and students. |
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Derald Wing Sue, PhD (he/him) is Professor of Psychology and Education in the Department of Counseling and Clinical Psychology at Teachers College and the School of Social Work, Columbia University. He received his Ph.D. from the University of Oregon, and has served as a training faculty member with the Institute for Management Studies and the Columbia University Executive Training Programs. He was the Co-Founder and first President of the Asian American Psychological Association, past president of the Society for the Psychological Study of Ethnic Minority Issues (Division 45) and the Society of Counseling Psychology (Division 17). Dr. Sue has served as Editor of the Personnel and Guidance Journal (now the Journal for Counseling and Development), Associate Editor of the American Psychologist, Editorial Member to Asian Journal of Counselling, and has been or continues to be a consulting editor for numerous journals and publications. |
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Melissa Wright, MA (she/her) is Associate Director of Assessment and Evaluation. She is a point of contact for faculty seeking assistance with the assessment of student learning and teaching effectiveness and provides leadership in the assessment and evaluation of CTL programs and services. Melissa specializes in learning outcomes assessment, streamlining data collection processes, and equitable assessment practice. Prior to joining the CTL, Melissa served as a Senior Consultant at Campus Labs, where she consulted with more than 100 colleges and universities in the development of systemic and sustainable assessment programs and in the adoption of assessment, strategic planning, program review, course evaluation, and accreditation software. |
CONTENT TEAM
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Emma Le Pouésard, MA, MPhil (she/her) is a PhD student in Art History and Archaeology at Columbia University. Her research focus is on medieval art, with a focus on secular objects between 1250-1450. Emma has served as a Lead Teaching Fellow through the Center for Teaching and Learning, and is an instructor in the Art Humanities Core. |
COLUMBIA CENTER FOR TEACHING AND LEARNING
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The Columbia University Center for Teaching and Learning (CTL) builds learning experiences on campus and online to support excellence and innovation across educational programs at Columbia University. Working in close partnership with the Columbia teaching community and through the support of the Office of the Provost, the CTL is committed to advancing the culture of teaching and learning for professional development, curricular enhancement, and academic excellence. The CTL understands teaching as a critical practice, driven by inquiry, experimentation, reflection, and collaboration, and promotes pedagogy that is inclusive, learner-centered, and research-based. Through its programs, services, and resources, the CTL supports the purposeful use of new media and emerging technologies in the classroom and online to foster the success of Columbia’s instructors and students. Inclusive Teaching MOOC Team:
The following Columbia Center for Teaching and Learning staff were involved in the production of this course:
Columbia University Center for Teaching and Learning Leadership Council:
A special thank you to the following Columbia University partners in diversity, inclusion, equity, and belonging:
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