Jeremy Thomas, Senior Director of Real Estate for Cornell University, is responsible for managing and directing Cornell University’s Real Estate Department including strategic planning and oversight of acquisition, sale and leasing of all of Cornell’s real property assets. He manages an annual $30 million portfolio of transactions, acquisitions, dispositions, real estate gifts, leases, licenses, easements and construction projects. Recently, Jeremy managed the leasing of 15 acres of university land to a third-party owner and developer for the creation of an 872 bed graduate student residential community, and serves in a leadership role in the development of an additional 2,000 bed residential community on Cornell’s North Campus. Prior to joining Cornell, Thomas served as Director of Real Estate Development for City of Philadelphia’s Deputy Mayor for Economic Development. supporting the approval and financing of key real estate development projects, and strategic approaches to the revitalization of urban corridors and neighborhoods. He currently serves on the board of directors for Tompkins County Area Development and is Vice President of the board of directors for Ithaca Neighborhood Housing Services.
James has over 27 years of experience in higher education. In his role at Shepherd University James provided oversight and operational management for auxiliary enterprises, information technology, public safety, facilities management, planning, and construction. His recent projects include leading a successful public private partnership initiative to modernize Shepherd’s housing inventory, the construction of a soccer complex, and the design, business plan development, construction, and financing for a campus recreation center and a satellite campus. James received his bachelor’s degree in business administration from St. Thomas University and a Master of Arts in organizational and corporate communications from West Virginia University.
Lisa Smith has been with the Chemistry Department at North Hennepin Community College since 2008. She has worked on initiatives that include First Year Experience, Closing the Achievement Gap, and most recently became the Institutional Assessment Coordinator. Motivated to improve the student pass rate, Lisa took a successful STEM mentoring model she had worked on at the University of Minnesota and applied it to North Hennepin Community College. The program impacted 93 of 113 students to help them pass general chemistry and biology. It has been a huge success, and she is tweaking the program all the time to meet the needs of the students. She holds a Masters degree in Inorganic Chemistry from the University of Minnesota, has completed graduate-level education courses in Course Design for Adult Learners, Assessment, and Learning Theory and Instructional Strategies, as well as participated in a year-long NSF funded program doing Chemical Educational Research. Her most recent accomplishments include publishing an institution-specific First Year Experience textbook, being awarded Educator of the Year from Minnesota State Colleges and Universities, and Innovation of the Year from North Hennepin Community College. Her research interests include the utilization of predictive measures for student success, and the investigation and […]
Daniel T. Hickey is Professor with the Learning Sciences Program at Indiana University and a Research Scientist at the IU Center for Research on Learning and Technology. He completed his PhD in Psychology at Vanderbilt University and completed a two-year Postdoctoral Fellowship at the Center for Performance Assessment at Educational Testing Service. He studies new approaches to assessing, motivating, and recognizing learning, mostly using cutting-edge technology. He has been deeply involved in research of Open Badges and other forms of web-enabled credentials since 2011. His research has been supported by the MacArthur Foundation, the US National Science Foundation, Google, the US Department of Education, and Indiana University.
For almost 20 years, Beth Douthirt-Cohen (she/her/hers or they/them/theirs) has developed educational environments as tools of social and political change. Currently, Beth is the Executive Director of Diversity, Equity, and Inclusion at Frederick Community College in Frederick, Maryland, where she is responsible for strategic planning, assessment, benchmarking, and faculty/staff leadership and development. Previously, she was the Deputy Chief Diversity Officer at the University of Maryland (UMD) where she was responsible for strategic diversity, equity, and inclusion planning as well as various prejudice reduction efforts and educational initiatives to further social justice, including UMD’s Intergroup Dialogue program. Beth is a part of the Calico Hill Collective, a group of social justice educators who seek to further justice, healing, and processes of truth and reconciliation across all dimensions of identity and intersections of oppression in our homes and communities. Beth has her undergraduate degree in from Barnard College of Columbia University, her MEd from Harvard University, and her PhD from UMD. Beth teaches graduate level courses in educational policy, research methods, and social justice education. Her research examines how relatively privileged populations enact solidarity across identity differences and the role of education in that process.
Domonic is an expert facilitator of inclusive organizational change. With a specific focus on creating the conditions where marginalized people can thrive, Domonic aids leaders and organizations in engaging in difficult conversations about race, identity, and difference. He has served as the inaugural Director of Diversity, Equity, and Inclusion (DEI) at The Dalton School located in New York City. In this role, Domonic provided leadership and oversight to develop a comprehensive diversity, equity, and inclusion strategy to support the fundamental Dalton principle that diverse beliefs, ethnicities, cultures, and lifestyles are a critical underpinning of a successful education in today’s global society. He also served as the inaugural Senior Diversity and Inclusion Officer at Harvard Graduate School of Education. In that role, Domonic provided leadership and vision for advancing diversity, equity, and inclusion at HGSE, in alignment with school-wide priorities. Domonic executed a broad range of strategic and tactical activities related to the identification, development, and delivery of diversity and inclusion initiatives for faculty, students, and staff. A hallmark of his work there and presently is translating big ideas about diversity and inclusion into practical solutions and considerations for organizations and interpersonal relationships. Prior to joining HGSE, Domonic was the senior […]
Anne Reed is Director of Micro-Credentials and Digital Badges at the University at Buffalo (UB). She developed a process to propose, review, develop, and implement new micro-credential programs at the university. Her background is in instructional design, and prior to her current position she has served as an instructional designer for the Center for Educational Innovation at UB, and as Program Manager for Open SUNY. She led a SUNY-wide team to develop the award-winning course, Quality by Design, which has trained over 600 faculty and staff in New York state in curriculum design strategies, and awards digital badges to recognize professional competencies. She is also co-founder of the Meaningful Gamification Academy (MeGa). Her research interests include gamification in higher education, and the use of digital badges as alternative credentials. Anne is currently pursuing a PhD in Curriculum, Instruction and the Science of Learning.
Jeff Bohrer’s career has focused on supporting the mission of educational institutions through academic technology administration, support, and training. Jeff currently serves as a program manager for digital credentials initiatives at IMS Global Learning Consortium, a nonprofit member organization whose mission is to enable the adoption and impact of innovative learning technology. Jeff leads a variety of projects and programs related to digital badges, comprehensive learner records, and the interoperability of learning technologies. Jeff is also co-chair of the EDUCAUSE Microcredentials and Badges Constituent Group. Prior to joining IMS, Jeff was an academic technology manager at the University of Wisconsin-Madison responsible for leading teams that support university-wide systems for learning management, media delivery, collaboration, content development, assessment, and analytics. Jeff also served on numerous committees at the campus, state, and national levels. Additionally, Jeff has held academic technology positions at Dartmouth College and in the Mahtomedi (MN) Public Schools. Jeff holds a a master’s degree in technology for learning and development and a bachelor’s degree in secondary education, both from the University of South Dakota.
David Schejbal is vice president and chief of digital learning at Marquette University. He works with faculty and senior leaders across the University to expand Marquette online programs throughout the nation and the world. Prior to Marquette, David was dean of Continuing Education, Outreach and E-Learning at the University of Wisconsin-Extension. David writes and speaks broadly about the future of higher education and how that future is shaped by social, economic, technological, and political forces. In 2012, he was one of the founding members of C-BEN: The Competency-Based Education Network: A National Consortium for the Development of Higher Education Models. He currently serves on the governing board of that group. David’s academic interests focus on issues of higher education, sustainability, and the environment. His academic background is in philosophy, and he received his doctorate from the University of Connecticut. He was president of the University Professional and Continuing Education Association (UPCEA) from 2015-2016. Presently, he is a member of the Board of Visitors of the Army War College and an Executive Committee member of the Council of Environmental Deans and Directors (CEDD).
Anthony has extensive consulting experience leading a variety of business, modeling, and information technology initiatives within the higher education, commercial, and not-for-profit sectors. Anthony has supported and advised higher education, federal government, and commercial clients with their cost management and performance improvement projects in the United States, Australia, Canada, Mexico, and Great Britain. Anthony’s areas of expertise include activity-based costing, cost allocation models, predictive modeling, performance management, and cost analysis. Within the higher education sector, Anthony has worked with multiple universities in both the United States and Australia building cost models, performing critical data analysis, and advising clients in areas associated with their cost management and strategic resource alignment needs. Some of Anthony’s recent experience in the higher education sector includes: Rutgers University, Georgetown University, University of California Riverside, University of Maryland College Park, Bentley University, Johnson County Community College, New York Institute of Technology, Arizona Board of Regents, University of Southern Queensland (Australia), Deakin University (Australia), and Pennsylvania College of Health Sciences. Anthony has published several articles on the use of management accounting principles to drive environmental performance—a novel approach to using traditional management tools in a new way. Anthony currently serves on the Board of the Consortium of […]
