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 […]
Lea is an electronics and computer engineer and former Australian Navy Officer. While in the Australian Navy, Lea was engaged in his first Activity-Based Cost model as part of a project to build a large enterprise-wide model covering the entire Australian Navy. After leaving the navy, Lea was a foundation employee of what would become Pilbara Group, with clients primarily in the Australian defence force. The U.S. Navy saw the model completed for the Australian Navy and requested the same. This took Lea and the team to Pearl Harbor, HI and eventually Norfolk, VA. About 10 years ago, during this time in the U.S., the company began receiving requests from Australian universities to build ABC models, which kick started the higher education practice. Now, higher education is a primary focus for Pilbara Group in Australia and the U.S. and Lea is currently heading up both companies servicing clients in Australia, the U.S., Mexico, and the United Kingdom. His recent initiatives include working closely with public, private, and community colleges in the United States on designing and implementing activity-based costing.
Bill leads off with a pragmatic approach to shrink academic costs–without cutting academic programs. He will summarize ideas from his new book, Resource Management for Colleges and Universities, and lessons learned during 40 years of wrestling with academic budgets as a Professor, Dean, and Vice President of Finance at Stanford University. Bill, an emeritus professor and former officer of Stanford University, has been active as a teacher/researcher, consultant, and university administrator for more than forty years. After gaining tenure in Stanford’s Graduate School of Business, he served the central administration as Vice Provost for Research, Acting Provost, and Vice President for Business and Finance—during which time he developed and pioneered financial planning and management tools that have become standard in the field—and then as Professor of Higher Education working on resource allocation, cost containment, and academic quality assurance and improvement. He co-directed the Department of Education’s National Center for Postsecondary Improvement from 1996 to 2002, served on Hong Kong’s University Grants Committee from 1991 to 2003, and has been an Honorary Faculty Fellow at the University of Melbourne (AU) since 2010. His most recent book is Reengineering the University: How to Be Mission Centered, Market Smart, and Margin Conscious (Johns […]
Leslie has nearly 30 years of budget development experience across government, non-profit and higher-education. After 18 years with NYU as a school finance officer she is now responsible for the oversight of the development, implementation and administration of VCU’s $1.1B operating budget. This not only includes administration of the university annual revenue and expense budgets but also work as a partner in the multi-year planning process. Over the past three years, Leslie and her team have also successfully developed, tested, communicated and implemented a new decentralized budget model which will go live the summer of 2018.
David currently works in the Office of Budget and Resource Analysis at Virginia Commonwealth University. He has been working in higher ed for over 10 years with a focus on financial management at various levels. In conjunction with the Universities Budget Director, he is responsible for the development and monitoring of the University’s budget of over $1.1 billion. In addition, he is responsible for the development and implementation of the University Budget Re-design initiative, an RCM style budget model, from an incremental model. Finally, he leads a team in the development and implementation of a multi-year financial planning tool for senior leadership and the development and implementation of budget plans for the universities strategic initiatives. Over his career, he has been the Associate Dean for Business and Administration for a School of Nursing, the Director of Administration for the Center of Clinical and Translational Science and has work in various roles with a School of Medicine. David is a CPA with a master’s degree in accounting and information systems and is pursuing a Ph.D. in Health Administration.
Cheryl Y. Wayne is a graduate of Tuskegee University with a Bachelor of Science in Political Science and a Master of Education Specializing in Counseling and Student Development. Cheryl was a student-athlete, received a 4-year basketball scholarship, and received her ROTC commission from Tuskegee University. Twenty-three years later she retired as a Lieutenant Colonel from the United States Air Force. During her time in the military, she received her JD from Howard University School of Law. In the Air Force, she had highly visible leadership positions such as Executive Officer, Director of Equal Employment Opportunity, Commander, and Inspector General. Since then, Cheryl has been the Director for Equal Employment for Kennesaw State University, and Regional Equal Employment Opportunity DoD- Defense Contract Audit Agency (DCAA). Cheryl is the owner of CWayne & Associates doing contract EEO Investigation, Alternate Dispute Resolution, and Training for Federal Agencies. In addition to being an EEO Investigator, she is also a certified trained mediator. Cheryl worked as the Title IX Investigator and Diversity Consultant in the Office of Institutional Diversity and Equity at DePaul University, where she investigated complex cases of domestic violence, sexual assault, sexual misconduct, and sexual harassment for faculty, staff, and students. Cheryl […]
