Chair of the Steering Committee

Director of the Faculty Development Center of University of Maryland - Baltimore County beginning on June 29. Matt joins us from the University of Delaware, where he served as the director of the Center for Teaching and Assessment of Learning (CTAL) since 2019. Matt led wide-ranging efforts to convene, support, and facilitate meaningful change in the areas assessment of program educational goals, general education reform, foundational course transformation, and providing guidance toward the experimentation and implementation of AI into teaching and learning practices across the university. 

Tracie Addy, Ph.D. is the founding director of Rutgers University-New Brunswick’s Institute for Teaching, Innovation, and Inclusive Pedagogy, launched in 2024. An experienced and accomplished professional in educational development, she oversees the mission and operations of the Institute.  

Cassandra Volpe Horii, Ph.D., serves as the associate vice provost for education and director of the Center for Teaching and Learning at Stanford University. Before joining Stanford in February 2022, Horii served as the assistant vice provost and founding director of the Center for Teaching, Learning, and Outreach at Caltech, where she led efforts to advance and support inclusive, evidence-based teaching across disciplines. She was a founding member of the National Academies Roundtable on Systemic Change in Undergraduate STEM Education from 2018 to 2024, and served as president of the POD Network in Higher Education in 2018-19. Her prior institutional roles have included inaugural dean of the faculty at Curry College in Milton, MA, where she created the Faculty Center, and associate director of the Derek Bok Center for Teaching and Learning at Harvard University. As a first-generation student in higher education, Horii earned a bachelor's degree in physics from the University of Colorado at Boulder and a doctorate in atmospheric chemistry in the Department of Earth and Planetary Science from Harvard University. She has taught undergraduate and graduate-level courses on university teaching and learning in STEM, atmospheric science, environmental chemistry, expository writing, and sustainability. Her scholarship has addressed topics such as the roles of centers for teaching and learning in institutional change and accreditation, the experiences of faculty with disabilities, inclusive and equity-minded teaching and mentoring, educational spaces and technologies, teaching consultation methods, and projects related to writing and visual rhetoric in higher education.