Donna works with faculty to create a community of teacher scholars to share best practices to promote student learning. Her areas of interest include assessment, active learning, reflective practice, ethical inquiry, and experiential education. She has published extensively in the field of education including two books on teaching. She is an Associate Professor of Community Medicine and Public Health, and an Adjunct Professor in Education. (Donna Qualters’ curriculum vitae)
Annie works with faculty to foster teaching innovation and scholarly teaching to facilitate improved learning outcomes for Tufts students. She has lived, studied and worked in Malawi, France and England and has worked with diverse university student and faculty populations in the US and internationally. Her current interests lie in teaching as a reflective practice, academic leadership, dialogue across difference, and social emotional learning. She holds graduate degrees in education from the Harvard Graduate School of Education and Boston University. Annie and her husband Brad Harrington, Director of the Boston College Center for Work & Family, have three children – Maggie, Hannah, & Dillon.
Alicia was previously the Director of Northeastern University’s Educational Technology Center, which she founded in 1998. She has also worked with Harvard Business School and the Arlington Public Schools. Her research focuses on how technology can be used to improve learning at the course, program and college levels; and the investigation of how designing and teaching online can encourage faculty to re-examine their pedagogical assumptions. She holds an Ed.D. from Northeastern University and MA and BA degrees from the University of Kansas.
Ryan works with faculty members to foster and promote inclusive teaching practices. His research interests include, race and gender in higher education, critical race theory, and the experiences of non-tenure-track faculty members of color. He holds a Ph.D. from Virginia Tech, a M.Ed. from the University of Virginia, and M.A. and B.A. degrees from the University of California, Berkeley. Ryan and his partner Petra have two sons, Adrian and Rafael.
Carie works with faculty in STEM disciplines and in the professional schools at Tufts. Passionate about making science education both inclusive and exciting, she is also studying attitudinal changes of introductory science students participating in Citizen Science projects and has done research in the design of test questions (Item Response Theory). In her work with faculty, Carie draws on her experience as an Assistant Professor of Astronomy at Wheelock College, her education research as a postdoc in Physics at MIT, and her time at Brown University supporting faculty in developing engaging curriculum and integrating technology into their teaching. Carie is also member of the science team on the astronomy citizen science project Galaxy Zoo (www.galaxyzoo.org).
Roberta maintains the administrative side of CELT, coordinating meetings and serving as the main point of contact for the center. Please feel free to contact her with any general questions. She received her B.A. from Simmons College in Boston and has previous experience working with Fidelity Investments and State Street Bank. Roberta was born and raised in Medford and now resides in Malden. She has raised two daughters and a son with her husband Bill.
Kimikazu is an associate professor at Division of Higher Education Research and Development, Institute of Liberal Arts and Science, Kanazawa University. He specializes in Computational Quantum Chemistry, Science Education, and Higher Educational Development. Throughout his career, he's been promoting active learning and Flipped Learning (FL) has been part of it. His recent research interests are Dialogue, assessment of learning with social environment, and student engagement.
Molly is currently pursuing her M.A./Ed.S. in School Psychology at Tufts University. After graduating with a B.A. in psychology and a minor in music from Bates College, she worked as a special education teacher’s assistant in the West Hartford Public Schools (CT) system. She then worked as the lab manager for the Lifespan Developmental Psychology Laboratory at Brandeis University where she helped to support the Boston Roybal Center for Active Lifestyle Interventions.
Samantha is currently pursing her M.A./Ed.S in School Psychology at Tufts University. After graduating with a B.A. in English from California State University, Fullerton, she worked as a teachers’ assistant in the mild/moderate special education program within the Walnut Unified School District. She then worked as a program assistant for a moderate/severe special education program through River Springs Charter School, where she supported the specialized academic instructor with designing and implementing behavior plans and curricula.
Kendra is currently pursuing her M.A./Ed.S. in School Psychology at Tufts University. After graduating with a B.A. in psychology and a minor in education from Boston University, she worked as a research technician at the Boston University Twin Project, a study examining the developmental changes in preschool-aged twins. She has also worked as a Program Assistant for the Boston University Executive Leadership Center, where she organized programs that provided leaders with the tools they needed to accelerate their careers.