Inclusion in the Classroom, Lab, and Beyond: Transferable Skills via an Inclusive Professional Framework for Faculty

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Notes on contributors

Donald L. Gillian-Daniel

Donald L. Gillian-Daniel, PhD, engages faculty, staff, graduate students, and post-docs in learning how to teach more equitably and inclusively both in person and online. He directs Inclusive Teaching Programming through the University of Wisconsin–Madison’s Collaborative for Advancing Learning & Teaching, and promotes more diverse, equitable, and inclusive campuses through his grant-funded work, including the National Science Foundation (NSF) INCLUDES Aspire Alliance, the Inclusive STEM Teaching Project, and the NSF ADVANCE-funded ACCESS + initiative.

Robin McC. Greenler

Robin McC. Greenler works with faculty and future faculty to support the development of equitable and inclusive approaches to teaching and learning in science, technology, engineering, and math fields. Robin is a colead of the National Science Foundation (NSF) Aspire Alliance National Change Initiative, is Assistant Director for the Center for the Integration of Research, Teaching, and Learning, and has been part of developing several education-related massive open online courses.

Sean T. Bridgen

Dr. Sean Bridgen is the Associate Director for External and Institutional Partnerships at the National Academic Advising Association: The Global Community for Academic Advising and a faculty member in the Department of Special Education, Counseling, and Student Affairs at Kansas State University. Sean has worked on college campuses for over 20 years in various roles in academic advising and registrar’s offices.

April A. Dukes

Dr. April Dukes is the Faculty and Future Faculty Program Director for the Engineering Educational Research Center and the Institutional Co-Leader for Pitt-CIRTL (Center for the Integration of Research, Teaching, and Learning) at the University of Pittsburgh. April leads local professional development courses and facilitates workshops on instructional and mentoring best practices for both current and future science, technology, engineering, and math faculty.

Lucas B. Hill

Lucas B. Hill, PhD, is an Associate Researcher and Evaluator at the University of Wisconsin–Madison in the Wisconsin Center for Education Research. His work focuses on the role of higher education networks in implementing systemic education reform, particularly related to the preparation of future faculty, the adoption of evidence-based pedagogical practices, and broadening the participation of underrepresented students in science, technology, engineering, and math education.