Linder - 1

September 25, 2019

Dear Committee Members,

I am writing to express my interest in your position for the Executive Director for Program Development at K-State Global Campus. As the current director of research for Oregon State University’s Ecampus, I have seen firsthand the creativity and systems needed to grow and sustain a successful suite of online degrees and programs. Additionally, leadership experiences throughout my career have given me an appreciation for both the vision and the detail-level work that go into developing and maintaining quality teaching and learning experiences across a range of modalities. In this letter, I would like to share a preliminary vision for this role, as well as some of the unique skills and abilities that qualify me for this position within your organization.

Like many others in higher education, I am currently fascinated by the future of work. As the concept of work is shifting, our programs and learning opportunities must also swiftly evolve to meet the increasingly diverse needs of both industry and learners in order to ensure our students’ readiness to succeed in the workplace. Almost 10 years ago, the Institute for the Future (Davis, et al., 2011*) forecasted the skills needed for the workforce in 2020. These skills include training and experience in areas such as:

Sensemaking: The ability to determine the deeper meaning or significance of what is being expressed.

Social intelligence: The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions.

Computational thinking: The ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning.

Cross-cultural competency: The ability to operate in different cultural settings.

Cognitive load management: The ability to discriminate and filter information for importance, and to understand how to maximize cognitive functions.

Digital literacy and information fluency: The ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication.

Interdisciplinary mindset: Literacy in and ability to understand concepts across multiple disciplines.

Design thinking: The ability to represent and develop tasks and work processes for desired outcomes.

Novel and adaptive thinking: Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based.

Virtual Collaboration: The ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team.

This set of skills represents a very small slice of the current literature regarding the changing needs of today’s market. Additional resources from sources such as Eduventures and EAB, as well as insights that can be gained from market trend and job analytics tools like Burning Glass, serve as an important starting point for conversations with the businesses, organizations, and industries that employ today’s (and tomorrow’s) learners. I was excited to see that the Executive Director for Program Development is well positioned to lead K-State Global Campus in

Linder - 2

discussions of the future of work. I believe that through a combination of market intelligence, forecasting, and creative thinking, collaborative program development initiatives can position a university to lead in the training and preparation of learners across a range of industries.

Over the past several years, I have been incredibly fortunate to learn what it takes to create and launch transformative learning experiences through my role on the leadership team at Oregon State Ecampus. In particular, the experience of directing OSU’s Ecampus Research Unit (ECRU) has offered me an opportunity to frequently and continually engage in visioning and strategic planning. Leading the ECRU has been a consistent exercise in aligning the vision and mission of the larger Ecampus organization with our day-to-day actions, as well as OSU’s larger institutional goals. Over the past several years, I have engaged in several long-term strategic projects, including the development of a faculty fellows research program, various institution- level grant funded projects, the creation of a multi-institutional research seminars program, and collaborations on two edited collections that have served as important contributions to research in the field of online teaching and learning.

Each of these projects have included significant collaborative engagement with stakeholders from various units at OSU and from institutions and organizations across the U.S. in higher education, industry, and government. This has always been one of my favorite aspects of working in a higher education environment: engaging with incredibly bright and creative people to solve our most pressing teaching and learning challenges. Along with these collaborations, I have undertaken increasingly complex project management responsibilities. As the ECRU team has grown and expanded our portfolio of original research over the past several years, I have actively developed and practiced my project management skills to effectively advance new ideas, implement multi-stage designs, practically apply results, and prepare takeaways for broad dissemination. Examples of this can be seen in my work to strengthen the relationship between research results and data-informed decision making through the use of practical tools such as our Online Learning Efficacy Research Database and our Report Reader Checklist.

These tools reflect my belief that research and assessment are only as good as what they tell us about how to solve actual problems, particularly when it comes to questions of student or instructor development and success. Through the practice of evidence-based decision making in my own work, and through providing balanced and actionable information for others, I have intentionally built a reputation as a trusted source for faculty, administrators, and colleagues in the field of online teaching and learning as they make decisions about their programs, pedagogical choices, and learning environments. Relationship building is a priority in all areas of my work and, more specifically, I intentionally ensure that a diverse range of perspectives and voices are included when trying to create a process or move an initiative forward.

Because my work is often rooted in evidence and data, I have become a strong advocate of documentation and processes that can be validated and replicated. In the role of Executive Director for Program Development, I see the possibility of applying these documentation and process management skills in combination with my earlier work in the field of educational development. This background, which included directing a center for teaching and learning,

Linder - 3

helped me to develop an appreciation for, and practical experience with, assessment and evaluation cycles; course and curriculum design and alignment; program health indicators; continuous improvement initiatives; and various programs to support faculty and student success through collaborations across an institution.

Two professional values that have been central to much of my work are creativity and curiosity. In addition to utilizing these skills in the day-to-day work of problem solving that comes with managing a complex research pipeline, I have also had the pleasure of leading and collaborating on several creative projects over the course of my career. Some examples of these projects include grant-funded initiatives for implementing adaptive courseware, the development of the “Research in Action” podcast, data visualization training initiatives, social media planning, and much more. Indeed, your position’s focus on intrapreneurship is one of the reasons that I was drawn to apply. One of the strengths that I hope to bring to your organization is executing creative ideas that are mission-driven, relationship-centered, and results-oriented.

I appreciate the opportunity to express my interest for the position of Executive Director for Program Development for K-State Global Campus and I look forward to hearing from you if you would like to further explore my fit or qualifications for this role.

Sincerely,

Katie Linder, PhD

* http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf

Katie Linder, Pd.D.

EDUCATION:

Associate Certified Coach, 2019 International Coach Federation

Ph.D., Women’s, Gender, and Sexuality Studies, The Ohio State University, Columbus, Ohio.

2011

M.A., Women’s Studies, The Ohio State University, Columbus, Ohio.

2007

B.A., English Literature and Creative Writing, Whitworth University, Spokane, Washington.

2005

PROFESSIONAL EXPERIENCE:

Oregon State University – Corvallis, OR

Oregon State University is a land-grant institution that serves approximately 30,000 students through more than 200 undergraduate, graduate, and doctoral programs. OSU Ecampus offers over 1,000 for-credit online courses in more than 90 subjects in partnership with 10 OSU colleges and over 700 faculty members. Ecampus currently offers more than 20 undergraduate degree programs and undergraduate minors, and more than 25 graduate programs. Ecampus serves approximately 25,000 students annually. As Research Director for OSU Ecampus, I provide leadership and administrative management to a research unit that supports evidence- based innovations in online education university-wide towards fulfilling the goals of the OSU mission statement. I manage a $150k budget and serve as the principal liaison with external state, national, and industry partners to identify and facilitate opportunities in developing collaborative relationships and cooperative research projects.

Research Director, Extended Campus

August 2015-Present

Accomplishments

Year 1 • Established research unit vision, mission, goals, and priorities; • Developed web and social media presence for the research unit; • Established and implemented Ecampus Research Fellows competitive award program; • Procured $1.1 million in external grants and contracts for unit-based research and

institutional projects;

Linder - 2

Year 1 (cont.) • Developed and launched the “Research in Action” podcast about topics and issues related

to research in higher education featuring experts from a range of disciplines; • Conducted a sponsor-funded national study requiring multi-institutional recruitment and

partnerships; • Co-authored three book chapters with Ecampus colleagues; • Presented at three national conferences; • Earned Grantsmanship Certification from SRA International.

Year 2

• Expanded the unit by adding an assistant director; • Secured book contracts for two edited collections on online teaching and learning; • Published IDEA Paper on Actively Engaging Students in Asynchronous Online Classes; • Published two research reports and facilitated four webinars to disseminate research

findings from a national study on student uses of closed captioning; • Launched national study on research training and experiences of instructional designers; • Developed searchable database on online education efficacy research; • Presented thirteen times at eight conferences; • Elected to POD Network Core Committee; • Elected to IDEA Paper Board.

Year 3

• Published one research report and facilitated five webinars to disseminate research findings from a national study on instructional designers’ research engagement;

• Launched searchable Online Efficacy Research Database; • Completed edited collection, High-impact practices in online education: Research and

best practices (published fall 2018); • Celebrated 100 episodes and 100,000 downloads of the “Research in Action” podcast; • Published white paper series on online research design and methodology; • Published report on student device preferences for online education; • Launched study on long-term online instructors’ experiences; • Launched author demographics study for peer-reviewed online education and

administration journals; • Launched study comparing course modalities for long-term and short-term online and

face-to-face courses; • Launched the IDEA Papers Online Research Series; • Formed the Collaborative Higher Education Research (CHEdR) Group with colleagues

from 20+ institutions from across the U.S. to share information and strategies for researching online teaching and learning;

• Won a national research award from UPCEA in recognition of a study on instructional designers’ training and engagement in research on teaching and learning;

• Presented six times at four conferences.

Linder - 3

Year 4 • Completed edited collection, The business of innovating online: Practical tips and advice

from e-learning leaders (published spring 2019); • Won an Effective Practice award from OLC for the Online Learning Efficacy Research

Database; • Hired three-year Postdoctoral Scholar; • Presented four times at three conferences; • Celebrated 250k downloads of the “Research in Action” podcast; • Expanded study on online instructors’ experiences; • Launched online learner readiness validation study; • Launched the Online Teaching and Learning Research Seminars program, including

research collaborators from nine institutions from across the U.S.; • Released the Report Reader Checklist research tool.

Suffolk University – Boston, MA

Suffolk University is an urban institution with a Law School, a Business School, and a College of Arts and Sciences. As Director of the Center for Teaching & Scholarly Excellence (CTSE), I managed three staff members and a $110k budget and worked with faculty and administrators across the campus to provide opportunities for collaboration and professional growth for Suffolk’s teacher-scholars. I also taught for Suffolk’s sociology department.

Director, Center for Teaching & Scholarly Excellence

Dec. 2011-August 2015

Associate Director, Center for Teaching Excellence

June 2011-Dec. 2011

Assistant Director, Center for Teaching Excellence

Jan. 2011-June 2011

Accomplishments • Expanded CTSE’s mission and name to include scholarly support and technology

innovation; • Increased center staff to a four-person team; • Won $339k in grants to provide Faculty and Professional Learning Communities to

Suffolk faculty members, to research online accessibility initiatives, and to establish a Learning Assessment Research Consortium in New England;

• Launched summer programming including multi-day course design institutes and programs for scholarly support and accountability;

• Established successful partnership with Office of Research and Sponsored Programs to promote grant-writing professional development for faculty across disciplines;

• Monetized CTSE programming to the external Boston-area community; • CTSE cited by NEASC re-accreditation team as key institutional strength;

Linder - 4

Accomplishments (cont.) • Collaborated on campus-wide hybrid course strategic planning and co-designed and

facilitated six-week Hybrid Course Design Institute; • Expanded one-day internal technology symposium to two-day external sponsored

conference with attendance of over 100 faculty, professional staff, and administrators; • Published two scholarly articles, one co-written with four faculty members, on CTSE

programs.

The Ohio State University – Columbus, OH

The Ohio State University is a public research university with over 60,000 students and approximately 12,000 courses offered each year. As a Doctoral Intern and WAC Consultant, I worked with faculty and graduate student instructors on pedagogical innovations, assignment creation, and course design through both individual consultations and group workshop sessions.

Doctoral Intern, University Center for the Advancement of Teaching June 2009-Dec. 2010

Writing Across the Curriculum Consultant, Center for the Study of Teaching Writing June 2008-Dec. 2010

GRANTS AND FUNDING RECEIVED:

Lead Writer, “All Hands on Deck: Adaptive Learning Transformation at OSU,” $515,000 over 3.5 years, APLU Personalized Learning Consortium

June 2016

Principal Investigator, “Institutional Solutions for and Student Perceptions of Closed Caption and Transcript Use,” $28,603, contract to conduct sponsored research for 3Play Media.

January 2016

Principal Investigator, “The Impact of Caption Use on Learning Outcomes in Fully Online Classrooms,” $10,800, sub-award from the National Research Center for Distance Education and Technological Advancements.

December 2015

Lead Writer, “Online Professional Development Coordinator,” $556,799 over four years, Senate Bill 860, High Education Coordinating Commission.

December 2015

Principal Investigator, “Learning Assessment Research Consortium,” $227,200 over three years, The Davis Educational Foundation. (Transferred PI status after one year when accepted new position with OSU.)

July 2014

Linder - 5

Principal Investigator, “Institutional Support and Resources for Online Accessibility: The Role of Centers for Teaching and Learning (CTL) and Offices of Disability Services (ODS),” $5,000, The Professional and Organizational Development (POD) Network.

November 2013

Principal Investigator, “Faculty and Professional Learning Communities,” $107,200 over three years, The Davis Educational Foundation. (Transferred PI status after two years when accepted new position with OSU.)

November 2012

TEACHING EXPERIENCE:

Courses Taught: • Gender & Youth (Undergraduate) • Introduction to Gender Studies (Undergraduate) • College Teaching (Graduate) • Women Writers (Undergraduate)

Instructor of Record Sociology Department, Suffolk University, Boston, MA.

Jan. 2014-June 2014

Instructor of Record Women’s & Gender Studies Program, Suffolk University, Boston, MA.

Jan. 2011-June 2011

Instructor of Record Women’s, Gender, & Sexuality Studies Department, The Ohio State University, Columbus, OH.

Sept. 2006-June 2009

Graduate Teaching Assistant University Center for the Advancement of Teaching, The Ohio State University, Columbus, OH.

Jan. 2010-March 2010

PUBLICATIONS:

Books Linder, K.E., Kelly, K. & Tobin, T. (2019). Going alt-ac: A guide to alternative academic careers (forthcoming January 2020)

Linder, K.E. (2018). Managing your professional identity online: A guide for faculty and higher education practitioners. Sterling, VA: Stylus.

Linder, K.E. (2016). The blended course design workbook: A practical guide. Sterling, VA: Stylus.

Linder - 6

Books (cont.) Linder, K.E. (2014). Rampage violence narratives: What fictional school shootings tell us about the future of America’s youth. Lanham, MD: Lexington Press.

Edited Collections

Linder, K.E., Ed. (2019). The business of innovating online: Practical tips and advice from e-learning leaders. Sterling, VA: Stylus.

Linder, K.E. & Mattison Hayes, C., Eds. (2018). High-impact practices in online education: Research and best practices. Sterling, VA: Stylus.

Linder, K.E., Ed. (2017). Hybrid teaching and learning, New Directions for Teaching and Learning, Vol. 149.

Rohdieck, S. & Linder, K.E., Eds. (2014). Graduate student teaching awards. Studies in Graduate and Professional Student Development, Vol. 15. New Forums Press, Inc., Stillwater, OK.

Book Series Linder, K.E., ed. Thrive Online Series, Stylus Publishing (2019-present)

White Paper Series

Peer-reviewed Articles

Dello Stritto, M.E. & Linder, K.E., eds. Fellows White Paper Series, Oregon State Ecampus Research Unit (2018-present).

Behling, K. & Linder, K.E. (2017). “Collaborations between centers for teaching and learning and offices of disability services: Current partnerships and perceived challenges,” Journal of Postsecondary Education and Disability, 30(1).

Linder, K.E., Fontaine-Rainen, D., & Behling, K. (2015). “Whose job is it?: Key challenges and future directions for online accessibility in U.S. institutions of higher education,” Open Learning: The Journal of Open, Distance, and e-Learning 30(1): 21-34.

Linder, K.E. (2014). “Introduction to gender studies,” Syllabus Journal, 3(1): 1-14.

Linder, K.E., Elek, D. & Calderon, L. (2014). “SoTL and the Institutional Review Board: Considerations before navigating the application process for classroom research in higher education,” Journal of the Scholarship of Teaching and Learning, 14(2): 1-14.

Linder, K.E., Cooper, F.R., McKenzie, E.M., Raesch, M. & Reeve, P.A. (2014). “Intentional teaching, intentional scholarship: Applying backward design principles in a faculty writing group” Innovative Higher Education, 39, 3: 217-229.

Linder - 7

Peer-reviewed Articles (cont.)

Linder, K.E. & Klaf, S. (2013). “Faculty development scholarship: An analysis of To Improve the Academy, 1982-2011,” To Improve the Academy, Vol. 32: 163-182.

Linder, K.E. (2012). “Creating space for adjunct faculty: The multiple roles of centers for teaching and learning,” Journal for Centers of Teaching and Learning, 4: 33-59.

Linder, K.E. (2011). “The fat memoir as autopathography: Self- representations of embodied fatness," a/b: Auto/Biography Studies 26, 2: 219-237.

Linder, K.E. (2011). “Spelling out racial difference: Moving beyond the inspirational discourses in Akeelah and the Bee,” Red Feather 2, 2: 18-33. (Reprinted in Fleeting Images: Portrayals of Children in Popular Culture, edited by Olson & Bowman Cvetkovic. Lexington Press, 2012: 207-224.)

Linder, K.E., Rohdieck, S., Kalish, A., Johnson, T., Plank, K., and Maynell, L. (2011). “Graduate student internships as a pathway to the profession of educational development," To Improve the Academy, Vol. 30: 3-16.

Linder, K.E. (2011). “Global competition in a ‘flat’ world: A Foucauldian analysis of the neoliberal mentalities of 2 Million Minutes,” Discourse: Studies in the Cultural Politics of Education 32, 3: 443-456.

Book Chapters

Linder, K.E. & Mattison Hayes, C. (2018). “Introduction.” In High-impact practices in online education: Research and best practices. Sterling, VA: Stylus Publishing. (in press)

Linder, K.E. & Mattison Hayes, C. (2018). “Conclusion: Future directions for high-impact practices online.” In High-impact practices in online education: Research and best practices. Sterling, VA: Stylus Publishing. (in press)

Bradoch, A., Whitehouse, K., & Linder, K.E. (2018). “Student support and retention services: A primer for next generation e-learning leaders.” In Leading and managing e-learning: What the e-learning leader needs to know, eds. Piña, A., Walker, V. & Harris, B. Springer. (pp. 335-350).

DuPont, J., Harff, S., Park, S., & Linder, K.E. (2018). “Marketing online degrees to adult learners: Staff, resources and key strategies.” In Leading and managing e-learning: What the e-learning leader needs to know, eds. Piña, A., Walker, V. & Harris, B. Springer. (pp. 321-334)

Linder - 8

Book Chapters (cont.)

Templeton, L.L. & Linder, K.E. (2018). “Establishing an e-Learning Organization.” In Leading and managing e-learning: What the e-learning leader needs to know, eds. Piña, A., Walker, V. & Harris, B. Springer. (pp. 45-59).

Linder, K.E. (2017). “Fundamentals of hybrid teaching and learning.” In Hybrid teaching and learning, New Directions for Teaching and Learning, Vol. 149. 11-18.

Linder, K.E. (2017). “Training faculty to teach in hybrid settings.” In Hybrid teaching and learning, New Directions for Teaching and Learning, Vol. 149. 47-58.

Linder, K.E., Bruenjes, L.S. & Smith, S.A. (2017). “Hybrid platforms, tools & resources.” In Hybrid teaching and learning, New Directions for Teaching and Learning, Vol. 149. 27-36.

Linder, K.E. & Rohdieck, S.V. (2014). “Introduction.” In Graduate student teaching awards. Studies in Graduate and Professional Student Development, Vol. 15. New Forums Press, Inc., Stillwater, OK: xi-xiv.

Marks, A.K., Linder, K.E., Vermette, L.A., and Fireman, G. (2014). “Departmental-level teaching awards as part of a mentorship approach to graduate teacher training.” In Graduate student teaching awards. Studies in Graduate and Professional Student Development, Vol. 15. New Forums Press, Inc., Stillwater, OK: 17-30.

Rohdieck, S.V., Linder, K.E., Walts, D., Holmes, C., and Hallihan, K.M. (2014). “Using teaching portfolios in graduate teaching award nominations.” In Graduate student teaching awards. Studies in Graduate and Professional Student Development, Vol. 15. New Forums Press, Inc., Stillwater, OK: 45- 64.

Linder, K.E. (2011). “Feminist postcolonial theory and early childhood education: Interventions in pedagogy and curriculum.” In Post-Colonial Composition Pedagogy: Using the Culture of Marginalized Students to Teach English Composition, ed. Monique Akassi. Robbie Dean Press Publications: 77-96.

Linder, K.E. (2010). “The birth of the female youth rampage shooter.” In Representations of murderous women in literature, theatre, film and television: Examining the patriarchal presuppositions behind the treatment of murderesses in fiction and reality. New York: Edwin Mellen: 271-295.

Linder - 9

Research Reports

Dello Stritto, M.E. & Linder, K.E. (2018). Student Device Preferences for Online Course Access and Multimedia Learning. Corvallis, OR: Oregon State University Ecampus Research Unit.

Linder, K.E. & Dello Stritto, M.E. (2017). Research preparation and engagement of instructional designers in U.S. higher education. Corvallis, OR: Oregon State University Ecampus Research Unit.

Linder, K.E. (2016). Student uses and perceptions of closed captions and transcripts: Results from a national study. Corvallis, OR: Oregon State University Ecampus Research Unit.

Linder, K.E. (2016). Implementation of and solutions for closed captioning in U.S. institutions of higher education: Results from a national study. Corvallis, OR: Oregon State University Ecampus Research Unit.

Briefs & White Papers

Dello Stritto, M. E., & Linder, K. (2018, February 6). Leveraging instructional designers for research on teaching and learning: Challenges and opportunities. EDUCAUSE (ELI Brief).

Dello Stritto, M. E., & Linder, K. (2017, August 28). A rising tide: How closed captions can benefit all students. EDUCAUSE Review Online.

Riggs, S.A. & Linder, K.E. (2016). Actively engaging students in asynchronous online classes. IDEA Paper #64.

Book Reviews Linder, K.E. (2012). Review of Barbara J. Bank, “Gender and higher education” (2011). Teachers College Record. http://www.tcrecord.org ID Number: 16735.

Linder, K.E. (2012). Review of Adrianna Kezar and Cecile Sam, “Understanding the new majority of non-tenure-track faculty in higher education: Demographics, experiences, and plans of action (ASHE Higher Education Report 36, 4). Educational Developers Caucus.

Linder, K.E. (2011). Review of Mark Tennant, Cathi McMullen, and Dan Kaczynski, “Teaching, learning, and research in higher education: A critical approach” (2010). The National Teaching and Learning Forum. http://www.ntlf.com/html/lib/2011pdfs/teaching_learning_and_research_in_ higher_ed.pdf

Linder, K.E. (2008). Review of Mary Kelley’s “Learning to stand and speak: Women, education, and public life in America’s republic” (2006). Feminist Teacher 19, 1.

Linder - 10

RESEARCH TOOLS:

Report Reader Checklist https://ecampus.oregonstate.edu/checklist

January 2019

SoTL by Design Online Course https://sotlbydesign.com

June 2018

Online Learning Efficacy Research Database https://ecampus.oregonstate.edu/research-database

November 2017

INVITED TALKS AND WORKSHOPS:

Keynote speaker, “I’ve Got This and So Do You: Cultivating Radical Self-Trust in Academia,” DET/CHE Regional Conference, San Diego, CA.

December 2019

Keynote speaker, “Five Questions for Effective Leadership,” UPCEA Central & West Regional Conference, Denver, CO.

Keynote speaker, “Implementing High-impact Practices Across Modalities,” Innovative Learning Symposium, University of North Dakota, Grand Forks, ND.

October 2019

October 2019

Keynote speaker, “Implementing High-impact Practices Across Modalities,” Faculty Development Day, Northwest Vista College, San Antonio, TX.

August 2019

Keynote speaker, “Helping Students Learn in an Age of Digital Distraction,” Summer Institute on Distance Learning and Instructional Technology, Hays, KS.

August 2019

Virtual keynote speaker, “Implementing High-impact Practices Across Modalities,” Online Teaching Symposium, Northern Illinois University, DeKalb, IL.

May 2019

Keynote speaker, “Implementing High-impact Practices Across Modalities,” Online Teaching & Learning Conference, San Juan College, Farmington, NM.

April 2019

Keynote speaker, “Helping Students Learn in an Age of Digital Distraction,” Scholarship of Teaching and Learning Event Series, Indiana University, Bloomington, IN.

March 2019

Linder - 11

Workshop facilitator, “Implementing High-impact Practices Across Modalities,” Gardner Institute Gateway Course Experience Conference, Atlanta, GA.

March 2019

Keynote speaker, “Designing a Personalized Action Plan for Engaging Yourself and Others,” NWACC Instructional Technology Roundtable, Portland, OR.

November 2018

Facilitator, “Planning for a Productive Year” and “Building Your Professional ‘Brand’,” Washington University-St. Louis, St. Louis, MO.

September 2018

Facilitator, “Beyond Time Management: 7 Productivity Skills Every Academic Writer Should Cultivate,” Webster University, St. Louis, MO.

September 2018

Facilitator, “Grading to Learn,” “Creating Effective Online Activities,” and “Designing Impactful Online Assessments” workshops, University of Maine Presque Isle, Presque Isle, ME.

May 2018

Facilitator, “Beyond Time Management: 7 Productivity Skills Every Academic Writer Should Cultivate,” Colby College, Waterville, ME.

May 2018

Facilitator, “Creating Effective Online Activities” workshop, Enriching Scholarship Conference, Michigan State University, Ann Arbor, MI..

May 2018

Keynote speaker, “Helping Students Learn in an Age of Digital Distraction,” Enriching Scholarship Conference, Michigan State University, Ann Arbor, MI.

May 2018

Facilitator, “Grading to Learn,” “SoTL 101,” and “Designing Impactful Online Assessments” workshops, Regional Campuses Faculty Workshop, Utah State University, Price, UT.

April 2018

Keynote speaker, “Helping Students Learn in an Age of Digital Distraction,” Regional Campuses Faculty Workshop, Utah State University, Price, UT.

April 2018

Keynote speaker, “Helping Students Learn in an Age of Digital Distraction,” Focus on Teaching and Technology Conference, University of Missouri-St. Louis, St. Louis, MO.

September 2017

Facilitator, “Using Your Professional Online Identity to Cultivate Collaborations” workshop, Focus on Teaching and Technology Conference, University of Missouri-St. Louis, St. Louis, MO.

September 2017

Facilitator, “Planning for a Productive Year” and “Juggling Multiple Projects,” Webster University, St. Louis, MO.

September 2017

Linder - 12

Facilitator, “Creating and Maintaining a Scholarly Pipeline,” St. Louis University, St. Louis, MO.

September 2017

Keynote Speaker and Facilitator, 2-day workshop series on “Creating and Maintaining a Scholarly Pipeline,” “30+ Ways to Promote an Academic Book,” and “Self-promotion for Academics,” Colby College, Waterville, ME.

August 2017

Facilitator, ½-day retreat, Rhode Island Faculty Development Consortium, Providence, RI.

June 2017

Facilitator, 1-day workshop series, “Blended Teaching and Learning,” Rhode Island Faculty Development Consortium, Providence, RI.

June 2017

Facilitator, 1-day workshop series, “Blended Teaching and Learning,” Lehman College, CUNY, New York, NY.

March 2017

Facilitator, 1-day workshop series, “Writing Productivity and Time Management,” New York Institute of Technology (NYIT), New York, NY.

March 2017

Facilitator, 1.5-day workshop series “Why Grants? Benefits, Broader Impacts, and Strategies,” SUNY Oneonta, Oneonta, NY.

March 2017

Plenary Speaker and Workshop Facilitator, “Helping Students Learn in an Age of Digital Distraction” and “Grading to Learn,” Chapman University, Orange, CA.

August 2016

Keynote Speaker, “Backward Design for Student-Centered Learning: Aligning Your Course for Student Success,” Mass Bay Community College, Wellesley Hills, MA.

June 2015

Facilitator, “Four-Day Course Design Institute,” Grand View University, Des Moines, IA.

May 2015

Facilitator, “Write Smart, Write Quick: Time Management and Productivity Strategies,” Harvard Kennedy School, Cambridge, MA.

March 2015

Facilitator, “Promoting Active Learning and Engagement through Classroom Assessment Techniques,” Simmons College, Boston, MA.

November 2014

Presenter, “Vertical Assessments in the Law School Context,” Touro Law School, Central Islip, NY.

November 2014

Linder - 13

Facilitator, “Backward Design for Student-Centered Learning: Creating Engaging Assignments,” Quinsigamond CC, Worchester, MA.

August 2014

Plenary Speaker, “Helping Students Learn in an Age of Digital Distraction,” Fairfield University 13th Annual Summer Conference, Fairfield, CT.

May 2014

Keynote Speaker, “How Does Learning Work?: Research-based Principles and Ideas to Enhance Your Teaching,” Lasell College, Newton, MA.

May 2014

Facilitator, “Backward Design for Student-Centered Learning: Creating Engaging Assignments,” Fitchburg State University, Fitchburg, MA.

May 2014

Facilitator, “Backward Design for Student-Centered Learning: Aligning Your Course for Student Success,” NEEAN Dialogues Conference, University of Massachusetts-Amherst, Amherst, MA.

March 2014

Speaker, “Helping Students Learn in an Age of Digital Distraction,” Legal Practice Skills Regional Conference, Suffolk University Law School, Boston, MA.

December 2013

Speaker, “Writing for Insight: Using Writing to Reflect on Accomplishments and Challenges in the Workplace,” Leadership Survival Skills Workshop, Harvard Kennedy School, Cambridge, MA.

October 2013

Speaker, “The Writing Pipeline,” Clinical Scholarship Workshop, Suffolk University Law School, Boston, MA.

August 2013

Speaker, “Course and Curriculum (Re)Development with Backward Design,” New England Clinician’s Conference, Suffolk University, Boston, MA.

June 2013

Plenary Speaker, “Coming Together: Collaboration as a Tool of Change for Teaching and Learning,” Fairfield University 12th Annual Summer Conference, Fairfield, CT.

May 2013

Speaker, “Why Cutting Corners Doesn’t Work for Academics,” Providence College, Providence, RI.

February 2013

Speaker, “Creating and Maintaining Your Scholarly Writing Pipeline,” English Graduate Program, Lehigh University, Bethlehem, PA.

September 2012

Speaker, “Curriculum Re-Design,” Faculty Retreat, Western Program, Miami University, Oxford, OH.

August 2012

Linder - 14

Speaker, “Collaborative Writing: Or, How to Encourage Student Collaboration, Negotiation, and Revision,” Center for Teaching Excellence, Endicott College, Beverly, MA.

October 2011

WEBINARS:

Facilitator, “The Business of Innovating Online Webinar Series” with webinars on:

• Creating an Innovation Vision for Your Online Learning Organization (with Shannon Riggs and Jessica Dupont)

• Leading Innovation on Your Campus: Logistics and Lessons Learned (with Tom Cavanagh and Luke Dowden)

• Innovative Financial Models for Online Education to Encourage Stakeholder Buy-In (with Lisa Templeton, Rovy Branon, and Nelson Baker)

Presenter, “Reading & Digesting Scholarly Research: Tips to Save Time While Increasing Understanding,” EDUCAUSE Learning Initiative.

September 2019- December 2019

February 2019

Presenter, “The Report Reader Checklist: A New Research Resource,” Quality Matters.

February 2019

Facilitator, “Stylus Author Webinar Series,” in conversation with Janet Salmons, Melissa Thomas, Christine Harrington, and Shawn Simonson.

February 2019- October 2019

Facilitator, “how to: academia webinar series” with webinars on: • Identifying Career Pathway Milestones • Articulating Your Professional Values • Leveraging Your Superpowers • Cultivating Your Network • Aligning Values with Goals • Navigating Professional Crossroads • Engaging in Meaningful Productivity • Creating a Body of Work • Documenting Your Professional Identity

September 2018- May 2019

Facilitator, “Stylus Author Webinar Series,” in conversation with Joan Middendorf, Linda Nilson, Saundra McGuire, and Paul Hanstedt.

February 2018- October 2018

Presenter, “Research Design and Methodology Training Needs of Instructional Designers,” EDUCAUSE Learning Initiative.

January 2018

Presenter, “Importance of and Motivation for Instructional Designers’ Research Skills,” UPCEA.

December 2017

Linder - 15

Presenter, “The Impact of Instructional Designer Knowledge of Research Design and Methodology on Credibility, ID2ID & EDUCAUSE Learning Initiative.

November 2017

Presenter, “Confidence Levels in and Barriers to Research Design and Methodology,” Quality Matters.

November 2017

Facilitator, “Crafting Effective CVs, Résumés, and Bio Statements,” SUNY Oneonta.

Presenter, “Promoting Your Scholarship via Podcasting (It’s Easier Than You Think!), Textbook and Academic Authors Association.

Presenter, “Designing a Web Presence for Your Book (Beyond the Publisher Website), Textbook and Academic Authors Association.

November 2017

November 2017

October 2017

Presenter, “Research Training and Engagement of Instructional Designers in U.S. Higher Education,” Online Learning Consortium. October 2017

Facilitator, “how to: academia webinar series” with webinars on:

• Juggling Multiple Writing Projects • Organizing an Edited Collection • Promoting an Academic Book • Interacting with Journal Editors • Setting & Accomplishing Writing Goals • Writing a Book Proposal • Being a Productive Writer • Creating & Maintaining Your Publishing Pipeline • Designing a Five-Year Publishing Plan

September 2017- May 2018

Facilitator, Virtual Book Tour for The Blended Course Design Workbook: A Practical Guide with webinars presented at:

• BMCC, City University of New York (CUNY) • Coastal Carolina University • Georgia Southern University • Lehman College, City University of New York (CUNY) • Montclair State University • Northern Illinois University • Sam Houston State University • Tennessee Tech University

February 2017

Linder - 16

Facilitator, “Blended Learning,” The Gardner Institute Teaching and Learning Academy.

February 2017

Presenter, “The State of Closed Captioning in Higher Education,” 3Play Media.

February 2017

Presenter, “How Different Student Subgroups Use Closed Captioning,” 3Play Media.

November 2016

Presenter, “How Colleges Nationwide Are Handling Captioning,” 3Play Media.

October 2016

Presenter, “How & Why Do Students Use Closed Captioning?” 3Play Media.

September 2016

Virtual Keynote Speaker, “Helping Students Learn in an Age of Digital Distraction,” Columbia Southern University, Orange Beach, AL.

September 2016

Presenter, “Training Faculty in Hybrid Course Design: Structure & Results,” Wiley Learning Institute Faculty Development Research Roundtable.

January 2014

SELECTED CONFERENCE PRESENTATIONS:

Facilitator, “Effectively Leading Innovation: Advice from Experienced Industry Leaders,” OLC Accelerate Conference, Orlando, FL.

November 2019

Presenter, “Exploring the Experiences of Long-term Online Instructors,” Annual POD Network Conference, Pittsburgh, PA.

November 2019

Co-presenter, “Leverage Social Media to Extend and Express Your CTL’s Values,” Annual POD Network Conference, Pittsburgh, PA.

November 2019

Featured Presenter, “The Report Reader Scorecard: A New Resource for Research Literacy,” OLC Innovate Conference, Denver, CO.

April 2019

Presenter, “Adventures in Data Visualization: Lessons Learned and Applied,” OLC Innovate Conference, Denver, CO.

April 2019

Presenter, “High-Impact Practices Online: Starting the Conversation,” OLC Innovate Conference, Denver, CO.

April 2019

Presenter, “Student Device Preferences for Online Multimedia,” EDUCAUSE Learning Initiative Conference, Anaheim, CA.

February 2019

Linder - 17

Presenter, "A Searchable Distance Education Efficacy Research Database," Annual POD Network Conference, Portland, OR.

November 2018

Presenter, “Share your scholarship: Strategies for connecting your work with the right audiences,” Annual POD Network Conference, Portland, OR.

November 2018

Presenter, "Adventures in Data Visualization: Lessons Learned and Applied," WCET’s 30th Annual Meeting, Portland, OR.

October 2018

Presenter, “Starting an Online Education Research Unit,” Annual Distance Teaching & Learning Conference, Madison, WI.

August 2018

Presenter, “The Role of Instructional Designers in Research on Teaching & Learning,” Annual Distance Teaching & Learning Conference, Madison, WI.

August 2018

Presenter, “A Searchable Distance Education Efficacy Research Database,” Annual Distance Teaching & Learning Conference, Madison, WI.

August 2018

Presenter, “Expertise in the Room: Leveraging the Competencies and Research of IDs,” UPCEA Leadership Summit, Washington, D.C.

Presenter, “Getting Started with Social Media,” Textbook and Academic Author Association Annual Conference, Santa Fe, NM.

Presenter, Poster Session, “A Searchable Distance Education Efficacy Research Database,” EDUCAUSE Learning Initiative Annual Meeting, New Orleans, LA.

June 2018

June 2018

January 2018

Presenter, Poster Session, “The Role of Instructional Designers in Research on Teaching and Learning,” EDUCAUSE Learning Initiative Annual Meeting, New Orleans, LA.

January 2018

Facilitator, Pre-conference Session, “Blended Teaching and Learning: Sharing Challenges and Successes for a Classroom-to-Campus Strategy,” OLC Accelerate Conference, Orlando, FL.

November 2017

Presenter, “Results of a National Study on the Research Engagement and Training of Instructional Designers in Higher Education,” OLC Accelerate Conference, Orlando, FL.

November 2017

Linder - 18

Facilitator, “Getting Started or Going Further in the Scholarship of Educational Development,” Annual POD Network Conference, Montreal, Quebec.

October 2017

Presenter, “Results and Takeaways from the First Nationwide Research Study on Closed Captioning in Higher Education,” AHEAD National Conference, Orlando, FL.

July 2017

Panelist, “Making a 'Significant Difference' in Faculty Research Focused on Online,” UPCEA Summit for Online Leadership, San Diego, CA.

June 2017

Presenter, “32 Ways to Promote Your Book and Increase Sales,” Textbook and Academic Author Association National Conference, Providence, RI.

June 2017

Roundtable Facilitator, “The Next New Focus for Online Education Units,” UPCEA Annual Conference, Chicago, IL.

March 2017

Presenter, Poster, “(How) Do Students Use Closed Captions to Improve Their Learning?” EDUCAUSE Learning Initiative Annual Meeting, Houston, TX. February 2017

Roundtable Facilitator, “Developing Blended Courses and Educational Development: Research, Strategies, and Resources,” AAC&U Annual Meeting, San Francisco, CA.

January 2017

Facilitator, POD-sponsored Pre-conference Session “Infrastructure for Team-based Extramural Funding: Resources and Strategies,” AAC&U Annual Meeting, San Francisco, CA.

January 2017

Presenter, “Understanding the complex landscape of ‘research’ in distance education,” OLC Accelerate Conference, Orlando, FL.

November 2016

Presenter, “Quasi-experimental What?: Increasing Your Research Literacy,” OLC Accelerate Conference, Orlando, FL.

November 2016

Panelist, “Podcasters Panel: ‘Long Tail’ Professional Development for Online Education Professionals” OLC Accelerate Conference, Orlando, FL.

November 2016

Facilitator, “Caring for Others, Caring for Ourselves,” Annual POD Network Conference, Louisville, KY.

November 2016

Linder - 19

Facilitator, “Designing Blended Course and Educational Development” Pre-Conference Session, Annual POD Network Conference, Louisville, KY.

November 2016

Presenter, “(How) Does Closed Caption Use Impact Student Learning?” Annual POD Network Conference, Louisville, KY.

November 2016

Roundtable Facilitator, “Benefits and Methods for Conducting e- Learning Research,” Northwest e-Learning Conference, Eugene, OR.

October 2016

Panel Moderator, “Caption Studies: Research Questions for the Field,” Caption Studies Conference, Western Oregon University, Online Conference.

August 2016

Presenter, “Learning to Juggle: Tools for Organizing Multiple Grant Applications,” SRA International Western/Midwestern Section Meeting, Portland, OR.

May 2016

Presenter, “Crafting an Institutional Distance Education Research Agenda,” OLC Innovate, New Orleans, LA.

April 2016

Presenter, “Building Access into Online Learning Seamlessly,” Annual POD Network Conference, San Francisco, CA.

November 2015

Facilitator, POD-Sponsored Session, “How to Find, Start, or Transition into a Job in Educational Development,” Annual POD Network Conference, Dallas, TX.

November 2014

Facilitator, “I Wasn’t Trained for This… Or Was I?: Rethinking Collaboration,” Annual POD Network Conference, Dallas, TX.

November 2014

Presenter, “Vertical Assessments in the Law School Context,” Educating Tomorrow’s Lawyers Annual Conference, Institute for the Advancement of the American Legal System, Denver, CO.

September 2014

Facilitator, Interactive Session, “Training Faculty in Blended Course Design: Structure & Results,” New England Faculty Development Consortium Conference, College of the Holy Cross, Worcester, MA.

November 2013

Panel Presenter, “Strategizing the Academic Ladder,” New England Modern Language Association Annual Convention, Boston, MA.

March 2013

Panel Presenter, “How Did I Get Here? Our ‘Altac’ Jobs,” 128th Modern Language Association Annual Convention, Boston, MA.

January 2013

Linder - 20

Panel Presenter, Research Session, “Exploring the Range of Multi-day Course Design Institutes,” Annual POD Network Conference, Pencils & Pixels, Seattle, WA.

October 2012

Facilitator, Interactive Session, “Maintaining Faculty Development Excellence in Times of Transition,” Annual POD Network Conference, Pencils & Pixels, Seattle, WA.

October 2012

Facilitator, Interactive Session, “Creating and Maintaining Your Scholarly Writing Pipeline,” National Popular Culture Association and American Culture Association Conference, Boston, MA.

April 2012

Facilitator, Interactive Session, “Visualizing a Memorable Course Structure in Undergraduate Syllabi to Encourage Student Engagement in Learning: A Progress Report," 31st International Lilly Conference on College Teaching, Oxford, OH.

November 2011

Panel Presenter, “Using Wikis to Promote Best Practices of Writing and Assessment Across Disciplines,” Writing Across the Curriculum National Conference, Bloomington, IN.

May 2010

Facilitator, Interactive Session, “Creating Individual Philosophies of Practice Statements as Educational Developers,” Annual POD Network Conference, Gateways to New Directions, St. Louis, MO.

November 2010

Panel Presenter, “Asking New Questions, Seeking New Directions: How Foucauldian Analysis Can Impact Feminist Education Research,” 29th Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH.

October 2008

Panel Presenter, "Repeating Anita, Duplicating Brawley: Analyzing Representations of Race in Media Coverage of the Duke Rape Allegations,” Rupture, Repression and Uprising Conference, Urbana- Champaign, IL.

April 2008

SELECTED CONTINUING EDUCATION:

125 hours of training for International Coach Federation Certification, Coach Training EDU, Portland, OR.

Sept 2017- Sept 2018

Grantsmanship Certification, SRA International. May 2016

Leadership Collaborative I, Oregon State University, Corvallis, OR. Oct-Dec 2015

Professional and Organizational Development (POD) Network Leadership Development Institute, Cornell University, Ithaca, NY.

June 2014

Linder - 21

History and Future of (Mostly) Higher Education MOOC, Duke University, Coursera.

January- March 2014

HERS Wellesley Institute for Women in Higher Education Administration, Wellesley College, Natick, MA.

October 2013- March 2014

POD/AACU Organizational Development Institute, Atlanta, GA. January 2013

Professional and Organizational Development (POD) Network Leadership Development Institute, Michigan State University, Lansing, MI.

May 2012

Designing, Implementing, and Leading Faculty Learning Communities Workshop, 31st International Lilly Conference on College Teaching, Oxford, OH.

November 2011

International Institute for New Faculty Developers, Kennesaw State University, Kennesaw, GA.

June 2011

PROFESSIONAL AFFILIATIONS & ACTIVITIES:

• Member, International Coach Federation (2019-) • Fellow, Gardner Institute (2019-) • Member, IDEA Paper Board (2017-2020) • Member, POD Network Core Committee (2017-2020) • Member, Gardner Institute National Advisory Committee (2017) • Member, EDUCAUSE/ELI (2016-) • Member, Online Learning Consortium (OLC) (2016-) • Member, University Professional and Continuing Education Association (UPCEA)

(2016-) • Associate Editor, International Journal for Academic Development (2014-2019) • Member, Professional and Organizational Development (POD) Network (2009-)

AWARDS & HONORS:

OLC Effective Practice Award for the Online Learning Efficacy Research Database

November 2018

UPCEA Research and Scholarship award for “Research Preparation and Engagement of Instructional Designers in U.S. Higher Education”

March 2018

Citizenship Status: Citizen of the United States