Digital Pedagogies

About the Panel

Effective pedagogy has never been a static concept or practice. But recent shifts in technology and in systems of communication are ushering in a period of innovation and change that is proving to be particularly profound. This panel gathers educators from a variety of institutional positions, in order to share information around a range of digitally-enhanced pedagogical practices. Topics under discussion will include, for example, using and making web-based tools, data mining as undergraduate coursework, “blended learning” and “flipped classroom” course structures, and online instruction –– from MOOCs to DOCCs. Attendees can expect to better understand the widening range of student-centered educational careers and instructional practices, while also identifying key digital skills that are broadly transferable, within academia and beyond. 


Cori Anderson, PhD, Senior Lecturer and Russian Language Coordinator, University of Chicago: Cori Anderson holds a Ph.D. in Slavic Linguistics from Princeton. Cori’s pedagogical expertise is in foreign language teaching, and she has been an early adopter of classroom technology, including digital and web-based pedagogical practices.

Chris Friend, PhD, Assistant Professor of English at St. Leo's University: Chris Friend is an Assistant Professor of English at Saint Leo University, teaching composition courses, including Developmental Writing and Academic Writing. Chris earned his Ph.D. from the University of Central Florida’s Texts and Technology program. He is the Managing (and contributing) Editor of Hybrid Pedagogy, an online journal of learning, teaching, and technology.

Molly Hatcher, JD, PhD, Program Coordinator, Graduate Student Development, Center for Teaching and Learning, UT Austin: Molly Hatcher provides support to graduate student instructors who seek to leverage smart pedagogy as they build their academic careers. Molly earned her PhD in English and Women’s Studies at the University of Michigan, where she researched the effects of digital technologies on reading practices and on higher education.

Cecilia Lo, MA (PhD Candidate in Music) Academic Technology Analyst in Academic & Scholarly Technology Services (ASTS), University of Chicago:  Prior to joining ASTS, Cecilia had worked for over six years as a Teaching Consultant at the Chicago Center for Teaching.  At ASTS, she works with faculty and graduate student instructors on teaching strategies, specializing in course and assignment design for online as well residential courses, and she leads workshops on Technology and Collaborative Learning.


Bill Rando, PhD, Director of the Chicago Center for Teaching at The University of Chicago: Bill came to the University in 2014 after fifteen years at Yale University where he was the founding director of the Yale Teaching Center. He has taught graduate and undergraduate courses at a wide variety of institutions. His work focuses on the design and assessment of university courses and curricula, and the development of teaching skills among individual scholars.