Michael S. Harris is an associate professor of higher education and director of the Center for Teaching Excellence at Southern Methodist University in Dallas, Texas. His teaching and scholarly interests are in the organization and governance of higher education. He recently coauthored, Teaching for Learning: 101 Intentionally Designed Educational Activities to Put Students on the Path to Success (Routledge, 2016).
His work has been published in the Journal of Higher Education, Research in Higher Education, Higher Education: Handbook of Theory and Research, Innovative Higher Education, Planning for Higher Education, Community College Journal of Research and Practice, Trusteeship, and reported by the Chronicle of Higher Education.
He has served as a Member-at-large of Division J (Postsecondary) within the American Educational Research Association. He also serves on the advisory board of the ASHE monograph series and reviews for the Journal of Higher Education, Routledge, Innovative Higher Education, Education Policy Analysis Archives, International Journal of Management in Education, and other leading journals as well as the Fund for the Improvement of Postsecondary Education (FIPSE).
He holds a B.A. from the University of North Carolina in American History, a M.Ed. and Ed.D. from the University of Pennsylvania in higher education administration.
Senior Instructional Designer
As the CTE's Senior Instructional Designer, Dr. Adeline "Addy" Tolliver assists faculty in course development, deployment, and evaluation. She is also responsible for assisting faculty with integration of technology and various pedagogical practices to effectively showcase subject matter content and promote student engagement in face-to-face and online courses. In addition to her role at the CTE, Addy is also an Adjunct Clinical Professor in the Department of Education Policy and Leadership.
Prior to joining SMU's Center for Teaching Excellence, Addy worked at Texas Wesleyan University's Center for Excellence in Teaching and Learning as an Instructional Technologist. Before her position at Texas Wesleyan, she was a graduate assistant for the Baylor University Online Teaching and Learning Services, a graduate fellow at the Baylor Academy for Teaching and Learning, and the instructor for TED 3380 (Social Issues in Education), TED 1112 (Technology) lab and the graduate level EDC5370 (Technology Fundamentals).
Additionally, Addy has served as the president of the Baylor Graduate Student Association (2010-2012), the Brazilian Student Association (2009-2011), was a member of the Baylor Teaching and Learning with Technology Committee (2009-2012), a Baylor University liaison for the New Media Consortium Campus Leaders Advisory Board (C-LAB), a NMC Horizon.br Advisory Board Member and Research Assistant and more.
Addy is a native of São Paulo, Brazil. All of her degrees are from Baylor University in Waco, TX where she was also a volleyball letterwinner.
She has earned a B.F.A in Graphic Design, a M.S.Ed. in Sport Pedagogy and Coaching and an Ed.D. in Curriculum and Instruction – Instructional Technology (Dissertation Title - Rethinking the Dissertation: A Case Study on the State of Acceptance of New Media Projects as Ed.D. Capstone Experiences).
Addy has presented at numerous professional conferences (OLC, Educause, ELI, NMC, ATE, NAGPS, and others) and has multiple publications in the topic of education including Visions, Voices, and Virtual Journeys: The Future of Distance Education. In Huffman, S. et. al (Eds.), Cases on Building Quality Distance Delivery Programs: Strategies and Experiences (p.269-289). Hershey, PA: IGI and Global and Technology Outlook for Brazilian Primary and Secondary Education 2012-2017: An NMC Horizon Project Sector Analysis. Austin, Texas: The New Media Consortium.
Molly Ellis, Ph.D. is a post-doc research specialist at the Center for Teaching Excellence. She earned a Master’s in Education with a focus in Higher Education from Southern Methodist University and a Bachelor’s degree in Economics from Trinity University. Molly’s experience includes projects related to pedagogy, course evaluations, community development, organizational leadership, and educational policy initiatives. Her research interest includes assessment and evaluation, and the policies and infrastructures that surround such practices in higher education.