The Research Hub is comprised of the BVA Program Director along with a team of professional advisors, academics and administrators who work together to advance the agendas and interests of the BVA under the general direction of the BVA Steering Committee. The Hub coordinates the BVA network, assists with inter-campus communication, network administration, proposal-writing and other centralized project support services. The Hub also facilitates the BVA’s collaboration with other organizations and helps to disseminate its research findings.
BVA Research Hub Members
University of Kansas
Andrea Follmer Greenhoot (Dea) is Professor of Psychology, Director of the Center for Teaching Excellence and Gautt Teaching Scholar at the University of Kansas. Her research in psychology examines the development of memory. Much of this work looks at how children, adolescents, and adults come to remember both good and bad experiences, with a focus on the intersections between memory and emotional processes and social processes. In addition to her memory research, she studies the applications of cognitive and developmental science to questions about teaching and learning in higher education. Supported by grants from the Spencer and Teagle Foundations, as well as the National Science Foundation, her work has examined strategies for enhancing learning and skill development in large courses, for assessing learning, and for using the evidence to improve education. She also led the development, evaluation, and scaling-up of KU’s first year seminar program.
She currently co-leads BVA’s RAC1, which looks at collaborative course transformation and community building as mechanisms for advancing teaching and improving student learning. She is principle investigator on the new NSF-funded TRESTLE project (Transforming Education, Stimulating Teaching and Learning Excellence) to implement and study a model of improving undergraduate STEM Education at a network of seven research universities. The RAC1 TRESTLE project is one of several collaborations among university partners in the Bay View Alliance.
Carnegie Foundation for the Advancement of Teaching
Mary Taylor Huber is a senior scholar with the Bay View Alliance. She is also senior scholar emerita at the Carnegie Foundation for the Advancement of Teaching, where she continues to direct Carnegie’s role in the US Professors of the Year award program. Involved in research at the Carnegie Foundation since 1985, Huber has directed projects on Cultures of Teaching in Higher Education; led the Integrative Learning Project, and worked closely with the Carnegie Academy for the Scholarship of Teaching and Learning. She speaks, consults, and writes on the scholarship of teaching and learning, on integrative learning, and on faculty roles and rewards. Coauthor of the well-known Carnegie report Scholarship Assessed: Evaluation of the Professoriate (1997), related books include Disciplinary Styles in the Scholarship of Teaching and Learning (2002); Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers (2004); The Advancement of Learning: Building the Teaching Commons (2005), and The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (2011). Huber is U.S. editor for Arts and Humanities in Higher Education and writes the book review column for Change: The Magazine of Higher Learning. A cultural anthropologist, she has also written books and essays on colonial institutions and cultures in Papua New Guinea, and she holds a doctorate in anthropology from the University of Pittsburgh.
National Institute for Learning Outcomes Assessment
Pat Hutchings is a senior scholar with the National Institute for Learning Outcomes Assessment and a scholar in residence at Gonzaga University. Previously (until 2009) she was a senior scholar and then vice president of the Carnegie Foundation for the Advancement of Teaching. She has written, spoken, and consulted widely on student outcomes assessment, integrative learning, the investigation and documentation of teaching and learning, the peer review of teaching, and the scholarship of teaching and learning. Publications include The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (with co-authors Mary Taylor Huber and Anthony Ciccone, 2011); The Formation of Scholars: Rethinking Doctoral Education for the Twenty-first Century (with four Carnegie colleagues, 2008); The Advancement of Learning: Building the Teaching Commons (with Mary Taylor Huber, 2005); Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning (2002); and Opening Lines: Approaches to the Scholarship of Teaching and Learning (2000). Prior to joining Carnegie, she was a senior staff member at the American Association for Higher Education, and a faculty member and chair of the English department at Alverno College. Her doctorate in English is from the University of Iowa.
Dr. Linda Slakey is a graduate of Siena Heights College (B.S. in Chemistry), and the University of Michigan (Ph.D. in Biochemistry.) She did postdoctoral research at the University of Wisconsin. Dr. Slakey was appointed to the faculty of the Department of Biochemistry at the University of Massachusetts Amherst in 1973. Her scientific work focused on lipid metabolism and vascular biology, and was funded by the National Institutes of Health, the American Heart Association, and the National Science Foundation. She was Head of the Department of Biochemistry from 1986 until 1991, and Dean of the College of Natural Sciences and Mathematics (NSM) from 1993 until 2000. In September of 2000, she was appointed Dean of Commonwealth College, the honors college of the University of Massachusetts Amherst. As Dean of NSM and of Commonwealth College she was active in supporting teaching and learning initiatives throughout the University, with particular attention to engaging undergraduate students in research, to faculty development activities that promote the transition from lecturing to more engaged pedagogies, and to the support of research on how students learn. She served at the National Science Foundation from November of 2006 until December of 2011, as Director of the Division of Undergraduate Education. At present she has a consulting practice in Washington, DC, focused on bringing about a shift in the culture of undergraduate teaching from one in which lecture is an acceptable norm toward one characterized by personal and institutional expectations of more student-centered teaching practices.
Mary Deane Sorcinelli
University of Massachusetts Amherst
Dr. Mary Deane Sorcinelli is the inaugural Distinguished Scholar in Residence at the Weissman Center for Leadership, Mount Holyoke College, where she is engaged with an Alfred P. Sloan Award for Best Practices for Faculty Transitions to Retirement and an Arthur Vining Davis Grant for Launching a Teaching and Learning Initiative. She also is Director Emeritus, Center for Teaching & Faculty Development and Professor Emeritus, Educational Policy, Research, and Administration at the University of Massachusetts Amherst. Prior to joining UMass Amherst, Mary Deane served as Director, Office of Faculty Development, Indiana University Bloomington.
Mary Deane is a well-known researcher in the areas of academic careers, faculty professional development, teaching and learning, and the evaluation of teaching. She has written over 100 articles, book chapters, and books in a wide range of sources. She also has directed a number of externally grant-funded projects aimed at promoting educational innovations, including the Andrew W. Mellon Foundation, Microsoft, William and Flora Hewlett Foundation, Carnegie Foundation for the Advancement of Teaching, and Pew Charitable Trusts. Mary Deane has provided faculty development teaching and consultations nationally and in international settings including Canada, China, Egypt, England, Germany, Greece, Ireland, Puerto Rico, Saudi Arabia and Taiwan.
Mary Deane holds an M.A. in English from Mount Holyoke College and an ED.D in Educational Policy from UMass Amherst. She was awarded the University’s 2013 Distinguished Alumni Award and the 2014 Massachusetts Network for Women Leaders in Higher Education Lifetime Achievement Award.
University of British Columbia
Lorne A. Whitehead is UBC’s Special Advisor on Entrepreneurship, Innovation and Research and a professor in the Department of Physics and Astronomy. Dr. Whitehead has held a number of administrative positions including Associate Dean, Dean pro tem, VP Academic & Provost and Leader of Education Innovation. In these roles a considerable portion of his effort has focused on applying the methodology of innovation to the improvement of teaching and learning. Dr. Whitehead received a Ph.D. in Applied Optics from UBC and has considerable experience in technological, business and administrative innovation. From 1983 to 1993 he served as CEO of TIR Systems, a UBC spin-off company that grew to 200 employees before being purchased by the Philips corporation. Since joining UBC in 1994, his scientific research has involved novel applications of the optical, electrical and mechanical properties of micro-structured surfaces, a field in which he holds more than 100 patents. His technology has produced seven university spin-off companies and numerous licensing agreements, and can be found in many common computer screens and televisions.
Brita Harrison Brooke
Brita is the Program Manager for the BVA and is also a strategic communications and public relations consultant. She has a focus on post-secondary education, having worked for several years at both the University of British Columbia and Capilano University. She holds an MSc in Planning and Development from University College London, UK, a BAC in Public Relations from Mount Royal University and a BA in History from the University of Calgary. She has worked in the public, private and not-for-profit sectors delivering strategic communications advice and tactics. Brita is a Director of the Take a Hike Youth at Risk Foundation and a member of the Canadian Public Relations Society (CPRS).