Editorial Board

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.

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. (Board Term: Ex-Officio)

Spencer Benson, PhD, was the Director at the Centre for Teaching and Learning Enhancement at the University of Macau (retired), and 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. (Board Term: 2017-2019)

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. (Board Term: 2017-2020)

Milton D. Cox, PhD, is the 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. (Board Term: Ex-Officio)

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. Board Term: 2017-2020)

Amanda L. Irvin, PhD, is the Director of Faculty Programs and Services at Columbia University in the City of New York. Her primary areas of expertise are feminist 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. (Board Term: 2017-2021)

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. (Board Term: 2017-2020)

Chayla Haynes Davison, PhD is an Assistant Professor of Higher Education Administration at Texas A&M University, College Station. Her research centers on critical and inclusive pedagogy (i.e., college teaching and faculty development), Black women in higher education and the methodological capacity of critical race theory and intersectionality. She is co-editor of Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (Peter Lang) and Race Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education (Stylus). Her scholarship also appears in Teachers College Record, the International Journal of Teaching and Learning in Higher Education, and the Journal of Negro Education. Chayla is also a foodie, who loves to cook!  (Board Term: 2019-2022)

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