Board of Advisors

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Robert S. Hartwell

Dr. Robert Hartwell is a Professor of Music and Media Studies at Foothill College, where he teaches classes in music history, music of multicultural America, and contemporary American culture. A champion of student-centered curricula, he teaches the College’s most innovative and sought-after classes. Hartwell is also active in the community; he is a regular guest lecturer at the Institute for the Study of Western Civilization, and is a pre-performance lecturer for the San Francisco Opera. Before coming to Foothill College, he taught piano privately for 20 years, and was recognized as among the Bay Area’s best by the San Jose Mercury. Dr. Hartwell was Foothill’s faculty commencement speaker in 2012, and as a product of the California Community College system, is wholly committed to its egalitarian mission. He holds a B.A. in Piano Performance from California State University Sonoma, an M.A. in Music History from San Francisco State University, and an Ed.D in Music Education from Columbia University.

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Kristy M. Callihan

Kristy M. Callihan, M.A. is an award-winning Assistant Professor of Communication Arts at Pikes Peak Community College (PPCC) in Colorado Springs, Colorado. As a military spouse, she has had the opportunity to teach across the United States. Her philosophy of teaching emphasizes student-centered classroom engagement and practical application that transcends the classroom. Kristy believes that professional development is at the core of excellence in teaching and learning. She served as Co-Director and then Director of the Center for Excellence in Teaching and Learning (CETL) at Pikes Peak Community College (PPCC) from 2013 to 2017, and during this time she co-created a New Faculty and Adjunct Orientation, a 3 Year New Faculty Academy, an Adjunct Advancement Program, and re-designed Professional Development Week. She recently co-authored an article, “Adjunct Advancement – A Journey Through Professional Development” (2018) and currently consults with colleges interested in creating Adjunct Advancement Programs and Professional Development Weeks modeled after those she spearheaded at PPCC. She is currently co-authoring a book to promote military veteran student success.

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Stephanie Blackmon

Stephanie J. Blackmon, Ph.D. is an Associate Professor of Higher Education in the William & Mary School of Education. Her research area is teaching and learning in higher education, with a current emphasis on technology integration in various higher education, professional development, and adult learning contexts. She has conducted studies on instructors’ and students’ experiences with three dimensional virtual worlds, massive open online courses (MOOCs), various learning management systems (traditional and non-traditional), and other forms of technology. Dr. Blackmon was also a steering committee member for the AAC&U and SCHEV Faculty Collaboratives initiative for the state of Virginia, where she helped create and facilitate the cMOOC OpenLearning ’17 and later worked with several steering committee members to create and facilitate OpenLearning ’18 when the Faculty Collaboratives initiative was completed. She has a co-edited book and several journal articles and chapters available in various college/university teaching and learning, general higher education, and educational technology outlets.

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José Antonio Bowen

José Antonio Bowen is President of Goucher College. Bowen has won teaching awards at Stanford, Georgetown, Miami and Southern Methodist University where he was Dean of the Meadows School of the Arts. He is author of Teaching Naked: How Moving Technology out of your College Classroom will Improve Student Learning (Jossey-Bass, 2012), which was the winner of the Ness Award for Best Book on Higher Education from the American Association of Colleges and Universities). He has written over 100 scholarly articles, edited the Cambridge Companion to Conducting (2003), is an editor of the 6-CD set, Jazz: The Smithsonian Anthology (2011), and has appeared as a musician with Stan Getz, Bobby McFerrin, and others. He has written a symphony (nominated for the Pulitzer Prize), music for Hubert Laws and Jerry Garcia, and is a Founding Board Member of the National Recording Preservation Board for the Library of Congress and a Fellow of the Royal Society of Arts (FRSA) in England. Stanford honored him as a Distinguished Alumni Scholar in 2010 and he will be awarded the Ernest L. Boyer Award (for significant contributions to American higher education) from the New American Colleges and Universities in January 2018. See his blog at teachingnaked.com or follow him on Twitter @josebowen.

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C. Edward Watson

Dr. C. Edward Watson is the Chief Information Officer and the Associate Vice President for Quality, Pedagogy, and LEAP Initiatives at AAC&U. He leads the association’s national and state-level advocacy and policy efforts to advance quality in undergraduate student learning and guides AAC&U’s agenda, grounded in the LEAP Initiative, to advance educational quality initiatives within institutions, state systems, and state-based consortia. Prior to joining AAC&U, Dr. Watson was the Director of the Center for Teaching and Learning at the University of Georgia (UGA) where he led university efforts associated with faculty development, TA development, student learning outcomes assessment, learning technologies, media production services, classroom support and learning spaces, and the Scholarship of Teaching and Learning. Additionally, he is the founding Executive Editor of the International Journal of ePortfolio, the Executive Editor of the International Journal of Teaching and Learning in Higher Education and is on the board of directors for the International Society for Exploring Teaching and Learning; the Association for Authentic, Experiential, and Evidenced-based Learning; and the Reacting to the Past Consortium.  His most recent books are Teaching Naked Techniques:  A Practical Guide to Designing Better Classes (Jossey-Bass, 2017) and Playing to Learn with Reacting to the Past: Research on High Impact, Active Learning Practices (Palgrave MacMillan, 2017).

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Danica Savonick

Danica Savonick is an Assistant Professor in English at SUNY Cortland and holds a Ph.D. in English and a Certificate in American Studies from the CUNY Graduate Center. Her research analyzes the relationships among pedagogy, aesthetics, and social justice. Her scholarship on pedagogy, social justice, and literature has appeared in American Literature, Callaloo, Modern Fiction Studies, Keywords for Digital Pedagogy in the Humanities, Digital Humanities Quarterly, and Hybrid Pedagogy. In 2017, Danica was awarded the Association of American Colleges & Universities K. Patricia Cross Future Leaders Award, a Woodrow Wilson Fellowship in Women’s Studies, and a Mellon/ACLS Dissertation Completion Fellowship. As a Futures Initiative Fellow and HASTAC Scholar, Danica has worked to advance equity and innovation in education and promote reinvestment in higher education as a public good through advanced graduate training in pedagogy, peer mentorship programs for undergraduates, and public programming like The University Worth Fighting For.