Meet Our Board of Directors
LEADERS WITH A MISSION WE'RE PASSIONATE ABOUT
The OLC Board is comprised of committed individuals who share a desire to advance quality online and digital learning throughout the world.
LEADERS WITH A MISSION WE'RE PASSIONATE ABOUT
The OLC Board is comprised of committed individuals who share a desire to advance quality online and digital learning throughout the world.
Dr. Elizabeth (Liz) Ciabocchi currently serves as associate provost for academic affairs at Adelphi University. In this role, she oversees all curricular offerings, working closely with each of the University’s deans, faculty and administrative offices to implement, manage and revise the curriculum, including interdisciplinary offerings. She also serves as the primary Adelphi University liaison with the Middle States Commission on Higher Education (MSCHE), the New York State Education Department and the U.S. Department of Education.
With more than 25 years of experience in higher education, Liz most recently served as vice provost for digital learning and executive director of online learning and services at St. John’s University, where she led academic initiatives to develop digital learning strategies for programs offered in fully online and hybrid formats. Prior to her time at St. John’s, she served in various roles at Long Island University, such as associate vice president for online learning, and also in areas including instructional technology, academic planning and academic affairs. She previously worked at the Pacific College of Oriental Medicine and the New York College of Health Professions.
Author of two book chapters, Liz has published peer-reviewed journal articles and has presented her research on leadership and e-learning in higher education and other topics at dozens of conferences. Her teaching experience includes graduate-level courses in St. John’s University’s School of Education and undergraduate courses and graduate thesis supervision at the New York College of Health Professions. She has been extensively involved in committees and evaluation teams for Middle States reaccreditation and has held board and committee positions with the Online Learning Consortium (OLC), which named her a fellow in 2015.
Liz earned her EdD in Higher and Postsecondary Education from Teachers College, Columbia University; a Doctor of Chiropractic degree from New York Chiropractic College; and a Bachelor of Science degree in Biology from the University of Scranton. She holds certifications from the OLC in Online Teaching and Leadership in Online Learning.
Dr. Patsy Moskal is Director for the Digital Learning Impact Evaluation in the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF). Since 1996, she has served as the liaison for faculty research involving digital learning technologies and in support of the scholarship of teaching and learning at UCF. Patsy specializes in statistics, graphics, program evaluation, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations. She has served as a co-principal investigator on grants from several government and industrial agencies including the National Science Foundation, the Alfred P. Sloan Foundation and the Gates Foundation-funded Next Generation Learning Challenges (NGLC). Patsy frequently serves as a proposal reviewer for conferences and journals, also serving on the editorial boards of the Online Learning journal, Education Sciences and The International Journal for the Scholarship of Technology Enhanced Learning, in addition to serving as a frequent reviewer for NSF IUSE and SBIR/STTR proposals and DoE proposals.
In 2011 Dr. Moskal was named an Online Learning Consortium Fellow “In recognition of her groundbreaking work in the assessment of the impact and efficacy of online and blended learning.” Patsy is very active in both EDUCAUSE and Online Learning Consortium (OLC) conferences. She serves on the EDUCAUSE Analytics & Research Advisory Group and co-leads the EDUCAUSE Evidence of Impact Community Group. She currently serves as Vice President of the OLC Board of Directors, serves on the OLC Research Advisory Council, and is a special issue editor for the yearly Online Learning special issue on OLC conferences. Patsy has co-authored numerous articles and chapters on blended, adaptive, and online learning and is a frequent presenter at conferences and to other researchers. Her latest edited book (2021), with Picciano, Dziuban & Graham, is now available: Blended Learning Research Perspectives, Volume 3.
Tanya Joosten, Ph.D., is a Senior Scientist, the Director of Digital Learning Research and Development, and advisor to the Provost for innovation projects at the University of Wisconsin-Milwaukee (UWM). She is the PI and Director of the National Research Center for Distance Education and Technological Advancements (DETA) and has been recognized for her work as she guides strategic digital learning efforts across the globe.
Currently, Dr. Joosten leads DETA working to support students’ success and access through identifying key research-based practices – learning, instructional, and institutional practices – with particular attention to students who are first generation, poverty affected, racially minoritized, and/or impaired or disabled. Through the development of the DETA Research Toolkit, Tanya advances and supports innovate methodologies and encourages the replication of research across institutions. DETA’s efforts are supported by the U.S. Department of Education, the Spencer Foundation, Online Learning Consortium (OLC), the WICHE Cooperative for Educational Technologies (WCET), and the University of Wisconsin System Administration.
Dr. Joosten has a background in the social sciences hailing from the field of communication. Her notable keynotes include eLearning Asia, ITC eLearning Conference, and SACS COC President’s event, and her ideas have been highlighted on plenary panels at the UW-Madison Annual Distance Teaching and Learning conference and the OLC International Conference for Online Learning. You can find her ideas and work cited in the Chronicle of Higher Education, Forbes, U.S. News World and Report, and more. Recent interviews with Dr. Joosten are available on ResearchInAction and TOPcast available on iTunes. Her book on social media is available from Wiley Publishing, she has authored numerous articles, chapters, and encyclopedia entries on human and social interactions and digital learning, and she often writes invited blog posts and magazine articles for organizations, such as EDUCAUSE, WCET, Inside Higher Ed, and Pearson.
Dr. Joosten previously worked as the Director of the Learning Technology Center leading faculty development and engagement initiatives, pedagogical and technological innovation projects, core learning technology oversight, and blended and online program development.
You can reach her on twitter @tjoosten or at tanyajoosten.com.
Kate Jordahl is the Director of Academic Affairs and Consortia. In her new position, Jordahl provides leadership and coordination for the CVC-OEI Consortium, including curriculum integration, enrollment management, and academic standards. She also oversees the implementation process for colleges joining Consortium and coordinates various governance groups. She comes to this position after working at Foothill College, Los Altos Hills for 19 years as professor and administrator. Jordahl served faculty lead on the Foothill College OEI Implementation Team and as Foothill College Faculty Representative to both the OEI Consortium and the OEI Common Course Management System Selection/Implementation Committee. In addition to being a Peer Online Course Reviewer and online faculty mentor, she designed and facilitated the Foothill College Online Teaching Certification Course (OTC).
Mary Niemiec is the Associate Vice President for Digital Education and Director of the University of Nebraska Online. In her role at the University of Nebraska, she coordinates the system-wide collaborative initiative that pulls together the 150 plus online programs offered by the four campuses of the NU system. She has worked in the areas of higher education continuing, online, and blended learning for more than twenty years. In addition to her University responsibilities, she represents and serves the University within the state of Nebraska and nationally by serving in leadership roles in various professional organizations.
She currently serves as President for the Board of Directors of the Online Learning Consortium. She also serves as a member of the Nebraska Information Technology Commission’s Education Council and a member of the Policy Committee for UPCEA. She was named an OLC Fellow in 2011.
Dr. Kim Cliett Long currently serves as president and C.E.O. of Organizational Concepts/Adult Learners Now, a boutique firm serving colleges, universities, industry and entrepreneurs in the development of high quality distance learning and faculty development programs as well as consultation on instructional design and adult degree programs.
Dr. Long has previously held positions in higher education institutions as Director of Distance Learning and Instructional Design; Curriculum and Instruction; Project Management and Associate Provost for Administration and Extended Education and Professor of Organizational Management.
Dr. Long has provided campus-wide innovative academic leadership to enhance the undergraduate experience by spearheading the most innovative projects in online learning and technology in the classroom, uninhibited by pre-existing culture and structures and by encouraging interdisciplinary initiatives in curriculum and pedagogy. Further, Dr. Long directed the Center for Excellence in Distance Learning. The CEDL was founded to serve as a collaborative effort to ensure that HBCUs had access to ways to introduce teaching and learning using technology. The CEDL has been instrumental in mentoring other HBCUs in the process of starting high quality online programs that are affordable to the institution and beneficial for students everywhere. Dr. Long’s research interests include servant leadership and distance education access for diverse and underserved learners. She continues to interact with contemporary learners by serving as an online professor at Hampton University and University of Maryland University College.
Dr. Long earned an Ed.D. degree from Northcentral University in Organizational Leadership. She is a Distance Learning Specialist certified in Distance Education by the University of West Georgia. She has earned the following certifications: Certified Program Planner in the area of Learning Program Management, Certified Faculty Developer and Certified Adult Educator. As a lifelong learner, she has earned credits toward a Ph.D. in General Psychology with an emphasis in Integrating Learning, Psychology and Technology from Grand Canyon University. Her M.S. degree from Mountain State University was earned in Interdisciplinary Studies with emphasis on Early Childhood Public Policy and Advocacy.
Terry Di Paolo is Vice Provost of eLearning at Dallas College (formerly Dallas County Community College District). He has been with Dallas College since 2014 and served as an academic administrator in multiple roles leading major strategic projects associated with major academic transformation, academic technology and quality in online learning and teaching.
Terry moved to Texas in 2012 having spent over a decade as an academic at the United Kingdom’s Open University. With an interest in the intersections of technology and biography in the non-traditional student experience, Terry’s career has straddled both academic affairs and student success.
He is a specialist in online learning and teaching and draws on his experience as a social scientist to innovate in the higher education space through an equity lens and a focus on inclusive solutions.
Sandra currently serves as the New England Director of the State Authorization Reciprocity Agreement, where she is a respected expert on eLearning initiatives. Ms. Doran is working to fully develop a platform for six states within the NEBHE Compact to enter into the reciprocity agreements for authorizing individual colleges and universities to provide postsecondary education courses and programs through on-line or other distance modalities.
Ms. Doran also serves as an Entrepreneur in Residence at Stevens Institute of Technology, Hoboken, NJ. Sandy had previously served as the CEO of Castle Point Learning Systems, a Stevens Institute educational technology start-up. The company developed a SAAS platform which provides an instructional infrastructure for calculus, enabling students and teachers to develop a more robust foundation in higher-level mathematics.
Sandy is passionate about the power of transformational educational tools to accelerate learning. Technological advancement has significantly outpaced the capacity at which educational institutions can accept and implement these new tools and it is therefore essential that comprehensive programs be developed to fully integrate and support these tools in the learning environment. Ms. Doran believes that bridging the current gap by integrating technological tools into the curriculum is one of the keys to significantly improving student success.
Sandy is an innovative leader in both on ground and online education, having served as President of American College of Education, where she led the growth of a progressive institution dedicated to serving teachers by offering online doctoral and master’s degrees and as General Counsel and Chief of Staff at Lesley University in Cambridge, Massachusetts.
Before entering the education field, Ms. Doran was Senior Counsel at the national law firm, Holland and Knight, and General Counsel and Secretary of New England-based Shaw’s Supermarkets, a $2B internationally held company.
Ralph E. Gomory became the President of the Alfred P. Sloan Foundation in 1989 after a long and distinguished career at IBM where he was responsible for IBM’s research division for almost 20 years. During his tenure as Sloan President, he led the Sloan Foundation into numerous fields relevant to major national issues. The Foundation supported pioneering work in the field of online learning before there was even a public Internet, and then supported its growth so that by 2009, more than 3.9 million people were enrolled annually in online courses in higher education in the United States. He was instrumental in the conception of the Sloan Consortium (Sloan-C), now the Online Learning Consortium. In December 2007, Gomory became President Emeritus of the Sloan Foundation and joined NYU as a Research Professor. Dr. Gomory is well known for his mathematical research and has been awarded the National Medal of Science and many other awards in addition to eight honorary degrees.
A.Frank Mayadas, founding president of OLC, is a prominent education innovator in online learning and has served as a Senior Advisor to the Alfred P. Sloan Foundation since 2010, advising the Foundation on its continuing grants in the Anytime, Anyplace Learning Program. From 1992 to 2009, he serves as a Program Director at the Foundation, helping craft the Foundation’s grantmaking strategy in online learning, globalization, industry studies, and career choice in technical fields. Prior to coming to the Sloan Foundation, Dr. Mayadas spent 27 years at the IBM Corporation. Dr. Mayadas received a Ph.D. in Applied Physics from Cornell in 1965, and a B.S. from the Colorado School of Mines in 1961.
Dr. Paige McDonald is an assistant professor at the George Washington University (GWU) in the School of Medicine and Health Sciences. She currently serves as Vice Chair of the Department of Clinical Research and Leadership.
Paige is an educational researcher who has focused on how to integrate technology into health-professions education to achieve pedagogical goals, with a particular emphasis on blended learning design. At GW, Paige teaches courses on complexity science, knowledge translation, and implementation science and innovation leadership in an interdisciplinary, blended PhD program on Translational Health Sciences.
She has published numerous peer-reviewed articles and book chapters on blending for higher levels of learning, reflective practice, collaborative learning and knowledge integration. Within OLC, she has previously served as a conference program chair, track chair, reviewer, and guest editor for Online Learning.
Dr. Carl S. Moore is the Vice President for Teaching and Learning at Howard Community College. Formerly the Associate Vice President for Learning and Engagement at the University of the District of Columbia and Certificate faculty in Temple University’s Teaching Higher Education Certificate program, he also currently serves as a teaching faculty for USC’s Equity, a board member for the Online Learning Consortium, and a Middle States Commission on Higher Education peer evaluator. As a certified StrengthsFinder Coach and MBTI administrator, Carl frequently serves as a consultant on leadership, assessment, inclusive teaching, and faculty development. Over the course of his career, he has created and instructed a variety of face-to-face, hybrid, and online modes. He has a Bachelor of Science in Electronic Media, a Doctorate in Urban Education from Temple University, and a Masters of Arts in Educational Policy and Leadership from the Ohio State University in Higher Education Administration.
Dr. Julia Parra is an assistant professor at New Mexico State University (NMSU) in the College of Education. She is the Director for NMSU’s Online Teaching and Learning Graduate Certificate Program and is the coordinator for the Learning Design & Technology programs. She has taught for the Online Learning Consortium (OLC) and is currently serving on the NMSU Online Taskforce which is working towards an online solution for its university and community college system. Dr. Parra’s research interests include 1) the interactions between learning design, technology, and innovation; and 2) culturally relevant teaching in technology-mediated environments. For more about Julia, see her website at juliaparra.com.
Dr. Anthony G. Picciano is a Professor and Executive Officer for the Ph.D. Program in Urban Education at the Graduate Center of the City University of New York (CUNY). He is also a member of the faculty in the Education Leadership Program at Hunter College, the doctoral program in Interactive Pedagogy and Technology at the Graduate Center, and the CUNY Online BA Program in Communication and Culture. He has forty-four years of experience in higher education administration and teaching and has served as a director of computer services, dean, vice president, and deputy to the president at CUNY and SUNY colleges. He has been involved in a number of major grants from the U.S. Department of Education, the National Science Foundation, IBM, and the Alfred P. Sloan Foundation. In 1998, Dr. Picciano co-founded CUNY Online, a multi-million dollar initiative funded by the Alfred P. Sloan Foundation that provides support services to faculty developing online and blended learning courses.
Dr. Picciano's major research interests are school leadership, education policy, online teaching and learning, data-driven decision making, and multimedia instructional models. Dr. Picciano has conducted three major national studies with Jeff Seaman on the extent and nature of online and blended learning in American K-12 school districts. He has authored or edited numerous articles and eleven books including Educational Leadership and Planning for Technology, 5th Edition (2010, Pearson), Data-Driven Decision Making for Effective School Leadership (2006, Pearson), Distance Learning: Making Connections across Virtual Space and Time (2001, Pearson), and Educational Research Primer (2004, Continuum). In 2012, he published a book with Joel Spring, entitled, The Great American Education-Industrial Complex: Ideology, Technology, and Profit, (Routledge). In 2007, he co-edited a book on blended learning with Chuck Dziuban entitled, Blended Learning: Research Perspectives and has just published (2014) a new version of this book entitled, Blended Learning: Research Perspectives, Volume 2 (Taylor/Francis). He is currently writing a new book with Chuck Dziuban, Charles Graham, and Patsy Moskal entitled, New Pedagogical Frontiers: Conducting Research in Online and Blended Learning Environments.
Dr. Picciano has been on the Board of Directors of the Online Learning Consortium (formerly the Sloan Consortium) since 2001. His activities have included serving on the planning committees for the Annual Conference, the Annual Workshop on Blended Learning, and the Symposium on Emerging Technologies. Lastly, he has been an associate editor of JALN since 2002 and has edited five special editions. In 2010, Dr. Picciano received the Online Learning Consortium's National Award for Outstanding Achievement in Online Education by an Individual.
Kaye Shelton, Ph.D. is a Professor of Educational Leadership in the Center for Doctoral Studies in the College of Education at Lamar University. Previously as the Dean of Online Education for Dallas Baptist University, she led the development and ongoing operations of their online education programs with over 55 majors and degrees offered fully online. She is certified as an online instructor, teaching online since 1999, and also an online education consultant. Winner of the both the Blackboard and eLearning exemplary online course awards, she has published over 40 articles and book chapters in the field of online education, including a co-authored book entitled An Administrator's Guide to Online Education. Dr. Shelton was also awarded a Sloan-C Effective Practice award for her research on the Quality Scorecard for the Administration of Online Education Programs, the John R. Bourne award for Outstanding Achievement in Online Education and the NCPEA Morphet Dissertation award. Dr. Shelton has been involved with research in online education since 1997 and has spoken at numerous conferences and workshops and advised peer institutions regarding the creation of an online education program and best practices for teaching online and faculty support. Recently, Dr. Shelton has been involved in the national and international use of the OLC Quality Scorecard for the Administration of Online Programs as it has been adopted by institutions in Latin America. She is also an Online Learning Consortium Quality Scorecard program evaluator and teaches workshops regarding its implementation.
The Tennessee Board of Regents recently appointed Dr. Michael Torrence as the president of Motlow State Community College. The college has campuses in Smyrna, Tullahoma, McMinnville and Fayetteville, Tennessee. President Torrence will assume office at Motlow on May 1, 2018. Torrence is currently assistant vice president of academic affairs at Volunteer State Community College.
Dr. Torrence has 11 years of experience in higher education administration and nearly 23 years of full- and part-time teaching experience. He has spent his career embracing the use of technological literacy as a platform to increase student engagement and success. He has served as the Co-Chairperson for TNeCampus and as a Tennessee Board of Regents statewide team leader for the integration of Emerging Technology and Mobilization in the areas of Gaming, VR, AR, and MR into teaching and learning. Dr. Torrence has trained faculty, students, executives, and community members and developed immersive curriculum focused on STEAMB (Science, Technology, Engineering, Art/Aviation, Mathematics, and Business) for all grade levels and has utilized these platforms for teaching undergraduate and graduate students in his own classes, where VR and entrepreneurship is a norm.
Currently, he is researching and developing a platform for OER with support from Hewlett-Packard and the Bill and Melinda Gates Foundation. He earned a doctor of philosophy degree, with a major in exceptional learning, at Tennessee Tech University, and master of arts and bachelor of arts degrees at South Dakota State University, both with a major in English. Michael is a veteran of the U.S. Air Force, serving as a senior airman from 1992 to 1996.
Melissa Vito is a recognized higher education leader with over 35 years of experience in public higher education. She served as both Senior Vice President for Enrollment and Student Affairs and Senior Vice Provost for Academic Initiatives and Student Success at the University of Arizona, retiring in July of 2018. She began consulting full time working with several large public institutions in developing a plan for fully online programs and with selected ed tech companies providing thought leadership. Currently, she is serving as the Vice Provost for Academic Innovation at the University of Texas at San Antonio.
A transformational leader, she has earned a reputation as forward-thinking and team focused. Under her leadership, she initiated and developed University of Arizona’s online programs which launched in Spring of 2015 and was recognized by UPCEA in Spring of 2019 for the Innovation in Transformation Award. While at University of Arizona, she also co-founded the Gender Based Violence Center; co-coordinated efforts resulting in University of Arizona’s designation as a Hispanic Serving Institution; envisioned and developed the Think Tank learning center, Arizona’s first comprehensive academic support area for students; and reimagined Career Services, linking a commitment of student engagement for all undergraduates and student leadership into a comprehensive four-year experience for students.
Her consulting at University of Texas at San Antonio to assist in building a plan for developing fully online programs, led to a longer-term commitment to lead the development of this program and to lead the newly established division of Academic Innovation. This work in building the division along with a growing infrastructure for fully online programs made UTSA’s move during the pandemic to remote and online learning relatively seamless. Several of the programs established by Academic Innovation during the pandemic have received national recognition including the Defining Moments interdisciplinary project and the initiation of Faculty Champions and Points of Contact.
She speaks and writes frequently, including contributing a chapter to NASPA’s newly released book Online & Engaged (March 2020). Her areas of expertise include leadership, career development, digital literacy, online education, and campus emergency response, among other areas. Recognized nationally by NASPA as a Pillar of the Profession, she has also received the ACPA national award for Excellence in Practice, the Tucson’s 40 under 40 Mentor of the Year Award, the National Association of Fraternity and Sorority Advisors Kent Gardner Award for Excellence, the Salpointe High School Hall of Fame and has recently joining the Online Learning Consortium Board of Directors.
She earned a bachelor’s in Journalism and English; Masters in Higher Education and Counseling both from University of Arizona and a Doctorate in Educational Leadership from Northern Arizona University.
Past OLC Board Members include Meg Benke, Robert Blaine, Selma Botman, Cathryn Cheal, David Cillay, Marie Cini, Eric Fredericksen, Carmen Gonzales, Joel Hartman. Kenneth E. Hartman, Cassandra Herring, Stephen Laster, Robbie Melton, Gary Miller, Jacqueline Moloney, Burks Oakley II, Janet Poley, Peter Shea, Wayne Smutz, Karen Swan, Calvin H. Sydnor III, Robert Ubell, Craig Weidemann.