UC Educational Technology Leadership Committee

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Current Members:

Chair and Vice Chair

  • Sheryl N. Hathway - Senior Instructional Design Analyst, Academic Engagement, Computing & Communications (UCR) - [Chair 2015-2016, Vice Chair 2013-15]
  • Joan Holmquist - Instructional Technology Support Manager, Academic Computing & Media Service - [Vice Chair 2015-16]

UC Davis

  • Dan Comins - Instructional Designer, Academic Technology Services
  • Cara Hardwood Theisen - Educational Specialist, Center for Excellence in Teaching and Learning
  • Kem Saichaie - Educational Specialist, Center for Excellence in Teaching and Learning
  • Cheryl Diermyer - Instructional Design Consultant, Academic Technology Services

UC Irvine

  • Judi Franz - Classroom Technology Development & Outreach in Classroom Technology Support, Office of Information Technology
  • Janet DiVicenzo - Instructional Designer, Distance Learning Center

UCLA

  • Kumiko Haas - Director of Instructional Improvement Programs, Office of Instructional Development (UCLA) - [Chair 2013-15]
  • Michelle Lew - Director, Teaching and Learning Technologies, Office of Instructional Development

UC Merced

  • Anali Makoui, Associate Director/ID Coordinator, Center for Research on Teaching Excellence

UCOP-UC Online

  • Scott Friese - Assistant Director, Instructional Design, UCOE Course Design & Development

UC Santa Barbara

  • Kim DeBacco - Academic Program Director, Extension - [Chair 2012-13, Vice Chair 2011-2012]

UC Santa Cruz

  • Rebecca Peet - eCommons Service Manager, Learning Technologies
  • Leslie Kern - Manager, FITC Operations, Faculty Instructional Technology Center
  • Aaron Zachmeier - Instructional Designer, The Office of the Vice Provost for Academic Affairs

UC San Diego

  • Dan Suchy - Assistant Director, Instructional Technology Support, Academic Computing & Media Service 

UC San Francisco

  • Christian Burke - Assistant Director, Technology Enhanced Learning

UC Riverside

  • Samantha Eastman - Instructional Design Analyst, Faculty Technology Support, Computing & Communications
  • Nathaniel Wildes - Instructional Design Analyst, Technology Support, Computing and Communications

Former Members: 

  • Lisa Rothrauff (UCB) - Chair, 2010-2012
  • Rosemary Capps  (UCD) - Vice Chair 2012-13
  • Kirk Alexander (UCD)
  • Amy Fenstermaker
  • Robin Ove (UCSC)
  • Chris O'Neal (UCI)
  • Leo Schouest (UCR)
  • Mike Truong (UCM)
  • Christine Bagwell (UCSD)
  • Kelsey Layos (UCI)
  • Ellie Hoffman (UCB)
  • Tonya Anderson (UCR)
  • De Gallow (UCI)

Charge and Focus Areas: The Instructional Design and Faculty Support Workgroup will address issues concerning the design of course content for online delivery, and the challenges and methods of Blue Ribbon Faculty Support. We propose the following as a preliminary list of goals and objectives for this group:

  • Develop strategies for online courses across our campuses - standards, practices, opportunities for collaborations, opportunities for sharing content.
  • Develop strategies for blended courses across our campuses - standards, practices, opportunities for collaborations, opportunities for sharing content.
  • Explore Faculty Support at a distance - issues, strategies, lessons learned.
  • Consider Instructional Design at the UC - standards, practices, strategies, shared experiences.
  • Explore the potential power of a user group for faculty teaching blended and/or fully online courses - across all the campuses.
  • Formulate possible strategies for working at a discipline specific level, and forming communities of practice within those disciplines.
  • Provide ways to make this Workgroup available to UCOP for any additional consultation, review etc. regarding online instruction.

The Instructional Design and Faculty Support Workgroup will meet this summer to review this list with their ETLG Liaison for any omissions or changes, and then proceed with these topics for the FY 2013-14. UPDATE: Instructional Design and Faculty Support workgroup will continue beyond the term initially identified by UCOP but instead become an informal community of practice. 

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