Maryellen Weimer, PhD
Maryellen Weimer has served as editor of The Teaching Professor since the newsletter began in 1987. A distinguished scholar and author, Weimer’s Learner-Centered Teaching: Five Key Changes to Practice, 2nd ed. (Jossey-Bass, 2013) remains one of the most influential books for educators looking to adopt a learner-centered approach in their classrooms. Her other books include: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning Professional Literature that Makes a Difference (Jossey-Bass, 2006), and Improving Your Classroom Teaching (Sage Publications, 1993). Weimer is a professor emerita of teaching and learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Weimer has consulted with more than 600 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences. You can reach Dr. Weimer at firstname.lastname@example.org
Jon Crylen, PhD
Jon Crylen is editor, online publications, for Magna Publications. An experienced copy editor and researcher, he received his PhD in film studies from the University of Iowa, where he was a visiting assistant professor in the Department of Cinematic Arts in 2017 and 2018. His writing, which focuses on environmental film and media, has appeared in the Journal of Cinema and Media Studies, Media Fields Journal, and In Media Res; he was also featured in a Science Friday article for Cephalopod Week 2018. Please send Jon article submissions at email@example.com.
John Orlando, PhD
John Orlando is the associate director of the faculty resource center at Northcentral University. He has published more than 75 articles and delivered over 50 presentations, workshops, and keynotes on online education, teaching with technology, and social media. He is a passionate education consultant, educator, and educational administrator helping teachers learn how to use technology to transform their teaching practice and improve student performance. He served as editor of Online Classroom prior its merger with The Teaching Professor and remains the lead writer and editor for articles related to online learning here on the site. He is also an advisor to the Distance Teaching & Learning Conference. Please send article submissions related to online teaching and learning to Dr. Orlando at firstname.lastname@example.org.
Pete Burkholder, PhD
Pete Burkholder is a professor of history at Fairleigh Dickinson University in Madison, NJ, where he also served as founding chair of the Faculty Teaching Development Program from 2010-17. FDU has recognized him as both Teacher of the Year and Distinguished Teaching Faculty, and he served as a teaching fellow in the University of Wisconsin System. He is on the national advisory board of the Society for History Education and is a consulting editor for College Teaching. Burkholder has published extensively on teaching-related topics. He’s had three articles make the annual Top 10 list of most popular articles in Faculty Focus, and he is the recipient of the American Historical Association’s Gilbert Award for the best article on teaching history.
Gary R. Hafer, PhD
Gary R. Hafer is the John P. Graham Endowed Teaching Professor and professor of English at Lycoming College (PA), where he teaches writing to students in all disciplines. He is the author of Embracing Writing: Ways to Teach Reluctant Writers in Any College Course (Jossey-Bass, 2014), and over the years his articles have appeared in College English, Journal of Developmental Education, Teaching Professor, Faculty Focus, and Computers and Composition. In 2010, Hafer was awarded the Constance Cupp Plankenhorn Alumni Award for Faculty Excellence and earned the Award for Exemplary Teaching from the General Board of Higher Education and Ministry. He served on the advisory board of The Teaching Professor Conference from 2013–2015.
Angela Heath, PhD
Angela Heath has taught in higher education since 1992. As an independent education and learning consultant, she works with university faculty and library staff to design and deliver engaging instruction for students of diverse backgrounds and experiences. In her consulting work, she has designed more than 100 online courses for several large multi-campus academic institutions. Through her writings and presentations on topics in education and instructional design, she focuses on best practices and learning strategies in online classrooms.
Wren Mills, PhD
Wren Mills is the assistant director for the Center for Innovative Teaching and Learning at Western Kentucky University (WKU), where she provides both in-person and virtual training and consultations for faculty who wish to better their skills with technology in the classroom and online teaching; this includes Quality Matters training. She also serves as a facilitator for the Graduate Assistant Teaching Institute (GATI), the Part-Time Faculty Teaching Institute, and other Professional Learning Communities for faculty at the university. In addition, Mills consults with faculty and staff on integrating High Impact Practices (HIPs) into their courses and programs.
Marie K. Norman, PhD
Marie Norman is associate professor and director of the Innovative Design for Education and Assessment (IDEA) Lab at the Institute for Clinical Research Education in the University of Pittsburgh’s School of Medicine, where she spearheads online and hybrid educational initiatives. A cultural anthropologist by training, Norman has taught in higher education for more than 20 years, consulted with faculty from a wide range of disciplines, and led workshops and seminars on teaching and learning at institutions in the U.S., Colombia, Qatar, Australia, and Russia. Norman is co-author of the book How Learning Works: 7 Research-Based Principles for Smart Teaching. She continues to find anthropology an excellent springboard for understanding different disciplinary cultures and their approaches to teaching.
Dave Yearwood, PhD
Dave Yearwood, PhD, CSIT, is a professor in the Technology Unit of the School of Entrepreneurship at the University of North Dakota. He has been teaching in higher education for more than 25 years, including graduate education courses in curriculum development, assessment, adult learners, and instructional technology. Yearwood’s research and publications (including a book chapter on Podcasts) on instructional technology focus primarily on electronic pedagogy–how faculty infuse presentation or other technologies into their practice to connect and engage students, enhance their understanding of course content, and promote dialogue that leads to a critical examination of a topic/subject under examination.
Rebecca Zambrano can’t stop researching, thinking, and writing about what sparks passion for learning in people of all ages. She designs learning that taps people’s creativity and experience to move the learning process through critical thinking and into deeper territory. In her role as the director of online faculty development at Edgewood College, she has designed and taught courses in many formats since 2004. She currently designs professional development for faculty across all content areas, mentors faculty colleagues, leads assessment processes, and helps guide the direction of college-wide faculty development efforts. Rebecca is an expert in distance learning leadership, institutional assessment, instructional design, and student motivation.