Linda C. Hodges, Ph.D.
Associate Vice Provost for Faculty Affairs & Director
Linda C. Hodges, Director of the Faculty Development Center, was Director of the Harold W. McGraw, Jr. Center for Teaching and Learning at Princeton University before relocating to Maryland. She holds a doctorate in biochemistry from the University of Kentucky. Before transitioning to the field of faculty development and the learning sciences, she was a tenured faculty member for over 20 years at two different institutions. In 1999 she was one of 28 faculty chosen nationally to study new pedagogical approaches as a Carnegie Scholar of the Carnegie Foundation for the Advancement of Teaching. During that time she had the opportunity to work under the guidance of Lee Shulman and Pat Hutchings. She has published widely on her work in faculty development, engaged student learning, and effective teaching practices, including her book, Teaching Undergraduate Science: A Guide to Overcoming Barriers to Student Learning (Stylus, 2015).
Kerrie L. Kephart, Ph.D.
Associate Director for Pedagogical Innovation, Research, & Assessment
Kerrie Kephart is Associate Director for Pedagogical Innovation, Research, and Assessment in the Faculty Development Center, supporting faculty to innovate in their teaching and investigate issues of teaching and learning in their classrooms and disciplines. Her interests in faculty development include the scholarship of teaching and learning, pedagogies of reflection such as journaling and portfolio development, active learning and inquiry-based pedagogies, writing across the curriculum/in the disciplines, and discourses of teaching and learning. She holds a doctorate in Curriculum & Instruction from the University of Wisconsin-Madison, with a specialization in advanced academic literacy development. Prior to joining the FDC staff, she was Director of the Engineering Communication Program at the University of Washington, Seattle, and prior to that, she was Assistant Professor of ESL/Bilingual Education at the University of Texas at El Paso. In her previous positions, she conducted research studies in innovative teaching methods in the STEM fields and presented a workshop series in writing across the curriculum for faculty across all disciplines. She has also taught a variety of courses in language and literacy development, including academic writing for educators, writing the scientific article, technical communication, English as a second language pedagogy, principles of bilingual education, and discourse analysis.
Jennifer M. Harrison, Ph.D.
Associate Director for Assessment
Jennifer M. Harrison, Associate Director for Assessment in the Faculty Development Center, specializes in helping faculty develop effective assessment practices. She has expertise in accreditation, institutional effectiveness, student learning assessment, critical pedagogy, curriculum mapping and development, educational technology, and online and face-to-face active learning. An experienced speaker, she has created workshops, programs, and presentations for a range of higher education audiences, including AALHE, The Assessment Institute, and Educause. She is currently co-authoring a book on curriculum mapping for Stylus Publishing. She holds a Ph.D. in Language, Literacy, and Culture from UMBC, an MA in English from the University of Maryland College Park, and a BA in English from Washington College. Before joining the FDC, she was Associate Professor of Writing & Director of Learning Assessment at the National Labor College, where she taught literature, writing across the curriculum, and interdisciplinary research courses; directed the Writing Center; developed learning and institutional assessment processes; and led the prior learning assessment program.
Tory H. Williams, Ph.D.
Assistant Director for Pedagogical Research
Tory Williams, Assistant Director for Pedagogical Research within the Faculty Development Center, supports the design, analysis, and interpretation of pedagogical research projects at UMBC. Beyond her involvement in the scholarship of teaching and learning, she has a lead role in the data compilation, analysis, interpretation, and results dissemination for the UMBC NSF IUSE grant. Tory holds a Ph.D. in Biology from UMBC and a B.S. in Molecular & Cellular Biology from Johns Hopkins University. Prior to joining the FDC, she studied molecular physiology as a postdoctoral fellow at NIH, served as a Visiting Assistant Professor of Biology at UMBC, and supported the NSF-funded INSPIRES educational research project as a Research Assistant Professor. Recent involvement in the INSPIRES project fostered Tory’s expertise in pedagogical strategies aligning to STEM educational reform, integrating engineering principles and practices with science content, and the handling of educational data with quantitative statistics. Another special interest of Tory’s is to advocate that equity has a central role in making pedagogical shifts at UMBC and in the greater community.
Sarah Swatski, M.S.
Sarah Swatski, Program Coordinator, manages FDC programming, services, communication, and financial processes. She organizes and supports over 45 yearly programs, new faculty orientations, the Provost’s Teaching and Learning Symposium, Certificate programs, Faculty Learning Communities, and Teaching Circles. Acting as the FDC webmaster, she creates new web and email content to market FDC services and respond to changing faculty needs. She provides essential data analysis for the assessment of FDC programs and has contributed to presentations and publications on the FDC’s work. Sarah serves on several university-wide committees and co-facilitated a year-long professional development opportunity for faculty and staff. Sarah holds a Master’s degree in Applied Mathematics and a Bachelor’s degree in Mathematics, both from UMBC. She transferred to UMBC after completing an Associate’s degree in Mathematics from Harford Community College, where she also worked in the College Life Office. Throughout her student career, she was an active leader in many student organizations and honor societies.