About the Authors
Katherine McAlvage, PhD, is the associate director of faculty development and support at Oregon State University Ecampus, where she has worked since 2018. She earned her MA and PhD in English from the University of Oregon, then discovered a passion for instructional design and faculty development work. She has taught composition, research writing, literature, and graduate level pedagogy courses at multiple public and private universities in Oregon, both in person and online. A trained dancer, she has conducted research on the discourse of how human bodies “show up” in both literary spaces and university classrooms. She previously coedited a first-year composition reader called Minding the Body: A Casebook for Writers for the University of Oregon and was awarded an Online Learning Consortium Emerging Scholar Fellowship to write about policy issues in digital accessibility. Her current research interests focus on how to better integrate quality-centered design and facilitation best practices in faculty development. She contributed to the 7th edition of the Quality Matters (QM) Higher Education Rubric, is currently serving on the national QM Academic Advisory Council, and is the primary author of the Ecampus Online Teaching Principles that are endorsed by QM.
Nadia Jaramillo Cherrez, PhD, is a senior instructional designer at Oregon State University Ecampus. She holds an MA in applied linguistics and technology and a PhD in education and human–computer interaction from Iowa State University. She has taught English and Spanish in Ecuador and in the United States in in-person, hybrid, and online modalities. She has also taught educational technology courses for preservice teachers in the United States. Early in her career, she developed a deep interest in supporting instructors teaching with technology, focusing on the intersection of pedagogy, language, and technology. This interest led her to facilitate teacher training for language teachers in two public universities in Ecuador. She entered the field of instructional design during her doctoral studies, serving as a consultant in the Learning Design Solutions initiative at Iowa State University and coauthoring the Effective Learning for Adults Handbook at Iowa State University–Extension and Outreach. Currently, she supports the development of online courses in the general education curriculum at Oregon State University Ecampus. Her research focuses on inclusive online course design and facilitation, assessment design, and strategies for building partnership with instructors.
Deanna Lloyd, EdD (she/her), is a sustainability educator with experience in higher education, the K–12 system, and the nonprofit sector. She currently teaches in both Sustainability and Horticulture at Oregon State University. Deanna has presented on inclusive online pedagogy at the National Conference on Race and Ethnicity in Higher Ed, the Association for the Advancement of Sustainability in Higher Ed, and the North American Association for Environmental Education. Additionally, Deanna researches and interrogates futures-thinking within sustainability education.
Jenny N. Myers, PhD (she/her), is a sustainability educator with experience in higher education and the nonprofit sector. She taught in both the sustainability Double Degree Program and the Department of Fisheries, Wildlife and Conservation Sciences at Oregon State University, and she chaired the Sustainability Department at Wells College. Jen has presented on inclusive online pedagogy at the National Conference on Race and Ethnicity in Higher Ed, the Association for the Advancement of Sustainability in Higher Ed, and the North American Association for Environmental Education. Her work in this area has been published in Transformative Approaches to Social Justice Education: Equity and Access in the College Classroom (2021) and featured on the Transforming the College Classroom podcast. Jen is the Thrive Ithaca EcoVillage Education Center project director at the Center for Transformative Action.
