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About Me

Dr. Katie Linder is a nimble and creative higher education administrator with extensive experience with faculty development initiatives, hybrid course design and development, and academic writing productivity and support. Known for developing strong collaborative partnerships within and across institutions to support faculty professional development initiatives and grant writing, she has a proven track record of relationship building, innovation, and follow-through.

Katie is an avid writer and researcher with a passion for connecting audiences with the latest research on distance education and student learning. For the past several years, her work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics such as blended course design, effective collaboration practices, designing publishable projects on pedagogical innovations with technology, and helping students learn in an age of digital distraction.

My disciplines and areas of professional expertise include…

Current work

Dr. Katie Linder is currently the director of the Ecampus Research Unit at Oregon State University and the host of the “Research in Action” podcast. She also serves an associate editor for the International Journal for Academic Development. Formerly, she was the director of the Center for Teaching & Scholarly Excellence (CTSE) at Suffolk University in Boston. Her latest scholarly works include The Blended Course Design Workbook: A Practical Guide (forthcoming from Stylus, 2016) and the edited New Directions volume on Hybrid Teaching and Learning (forthcoming from Wiley). Some of her recent articles can be found in Innovative Higher Education, the Journal of the Scholarship of Teaching and Learning, and Open Learning: The Journal of Open, Distance, and e-Learning.

Education

  • The Ohio State University

    • 2011 Ph.D., Gender, Women's, And sexuality studies
  • The Ohio State University

    • 2007 M.A., Women's Studies
  • Whitworth University

    • 2005 B.A., Women's studies minor, English literature and creative writing

Experience

  • Oregon State University

    • 8/2015 - Present Research Director, Ecampus
  • Suffolk University

    • 12/2011 - 8/2015 Director, Center for Teaching & Scholarly Excellence
  • Suffolk University

    • 7/2011 - 11/2011 Associate Director, Center for Teaching Excellence
  • Suffolk University

    • 1/2011 - 6/2011 Assistant Director, Center for Teaching Excellence
  • University Center for the Advancement of Teaching

    • 6/2009 - 12/2010 Doctoral Intern

Publications

  • Collaborations Between Centers for Teaching and Learning and Offices of Disability Services: Current Partnerships and Perceived Challenges

    K. Behling

    2017 Journal of Postsecondary Education and Disability (in press)

  • The Blended Course Design Workbook: A Practical Guide

    11/2016 Stylus Publishing

  • Whose Job Is It?: Key Challenges and Future Directions for Online Accessibility in U.S. Institutions of Higher Education

    K. Behling & D. Fontaine-Rainen

    3/2015 Open Learning: The Journal of Open and Distance Learning, 30(1): 21-34

  • Introduction to Gender Studies

    2014 Syllabus Journal, 3(1): 1-14

  • Rampage Violence Narratives: What Fictional Accounts of School Shootings Say about the Future of America's Youth

    4/2014 Lexington Books

  • Graduate Student Teaching Awards.

    S. Rohdieck

    2014 Studies in Graduate and Professional Student Development, Vol. 15. Stillwater, OK: New Forums Press, Inc.

  • SoTL and the Institutional Review Board: Considerations Before Navigating the Application Process for Classroom Research in Higher Education

    1/2014 Journal of the Scholarship of Teaching and Learning

  • Intentional Teaching, Intentional Scholarship: Applying Backward Design Principles in a Faculty Writing Group

    10/2013 Innovative Higher Education, Vol. 39, Num. 3

  • Faculty Development Scholarship: An Analysis of To Improve the Academy, 1982-2011

    9/2013 To Improve the Academy, Vol. 32

  • What Can Angry Birds Teach Us About Learning?

    8/2012 ProfHacker Blog

  • Creating Space for Adjunct Faculty: The Multiple Roles of Centers for Teaching and Learning

    6/2012 Journal for Centers of Teaching and Learning 4: 33-59.

  • The Fat Memoir as Autopathography: Self-Representations of Embodied Fatness

    1/2011 a/b: Auto/Biography Studies 26, 2: 219-237.

  • Graduate Student Internships as a Pathway to the Profession of Educational Development

    1/2011 To Improve the Academy, Vol. 30: 3-16.

  • Spelling Out Racial Difference: Moving Beyond the Inspirational Discourses in Akeelah and the Bee

    9/2011 Red Feather 2, 2: 18-33

  • Global Competition in a ‘Flat’ World: A Foucauldian Analysis of the Neoliberal Mentalities of 2 Million Minutes

    7/2011 Discourse: Studies in the Cultural Politics of Education 32, 3: 443-456

  • Feminist Postcolonial Theory and Early Childhood Education: Interventions in Pedagogy and Curriculum

    1/2011 Post-Colonial Composition Pedagogy: Using The Culture of Marginalized Students to Teach English Composition, edited by Monique Akassi. Robbie Dean Press, L.L.C. 77-96.

Presentations

  • Learning to Juggle: Tools for Organizing Multiple Grant Applications

    5/2016 SRA International Western/Midwestern Section Meeting, Portland, OR

  • Crafting an Institutional Distance Education Research Agenda

    4/2016 OLC Innovate, New Orleans, LA

  • Building Access into Online Learning Seamlessly

    11/2015 Annual POD Network Conference, San Francisco, CA

  • Backward Design for Student-Centered Learning: Aligning Your Course for Student Success

    6/2015 Mass Bay Community College, Wellesley Hills, MA

  • Four-Day Course Design Institute

    5/2015 Grand View University, Des Moines, IA

  • Write Smart, Write Quick: Time Management and Productivity Strategies

    3/2015 Harvard Kennedy School, Cambridge, MA

  • I Wasn’t Trained for This… Or Was I?: Rethinking Collaboration

    11/2014 Annual POD Network Conference, Dallas, TX

  • Vertical Assessments in the Law School Context

    11/2014 Touro Law School, Central Islip, NY

  • Backward Design for Student-Centered Learning: Creating Engaging Assignments

    8/2014 Quinsigamond Community College, Worchester, MA

  • Promoting Active Learning and Engagement through Classroom Assessment Techniques (CATs)

    11/2014 Simmons College, Boston, MA

  • Helping Students Learn in an Age of Digital Distraction

    5/2014 Fairfield University 13th Annual Summer Conference, Fairfield, CT

  • How Does Learning Work?: Research-based Principles and Ideas to Enhance Your Teaching

    5/2014 Lasell College, Newton, MA

  • Backward Design for Student-Centered Learning: Creating Engaging Assignments

    5/2014 Fitchburg State University, Fitchburg, MA

  • Backward Design for Student-Centered Learning: Aligning Your Course for Student Success

    3/2014 NEEAN Dialogues Conference, University of Massachusetts-Amherst, Amherst, MA

  • Training Faculty in Hybrid Course Design: Structure & Results

    1/2014 Wiley Learning Institute Faculty Development Research Roundtable (webinar)

  • Training Faculty in Blended Course Design: Structure & Results

    11/2013 New England Faculty Development Consortium Regional Conference, College of the Holy Cross, Worcester, MA

  • Writing for Insight: Using Writing to Reflect on Accomplishments and Challenges in the Workplace

    10/2013 Leadership Survival Skills Workshop, Harvard Kennedy School, Cambridge, MA

  • Coming Together: Collaboration as a Tool of Change for Teaching and Learning

    5/2013 Fairfield University 12th Annual Summer Conference, Fairfield, CT

  • Strategizing the Academic Ladder

    3/2013 New England Modern Language Association Annual Convention, Boston, MA

  • How Did I Get Here? Our ‘Altac’ Jobs

    1/2013 128th Modern Language Association Annual Convention, Boston, MA

  • Exploring the Range of Multi-day Course Design Institutes

    10/2012 Annual POD Network Conference, Pencils & Pixels, Seattle, WA

  • Maintaining Faculty Development Excellence in Times of Transition

    10/2012 Annual POD Network Conference, Pencils & Pixels, Seattle, WA

  • Creating and Maintaining Your Scholarly Writing Pipeline

    9/2012 English Graduate Program, Lehigh University, Bethlehem, PA

  • Creating and Maintaining Your Scholarly Writing Pipeline

    4/2012 National Popular Culture Association and American Culture Association Conference, Boston, MA

Grants

  • The Impact of Caption Use on Learning Outcomes in Fully Online Classrooms

    2015 - 2017 $10,800 (USD), National Research Center for Distance Education and Technological Advancements

  • Learning Assessment Research Consortium

    2014 - 2017 $227,200 (USD), The Davis Educational Foundation

  • Institutional Support and Resources for Online Accessibility: The Role of Centers for Teaching and Learning (CTL) and Offices of Disability Services (ODS)

    2013 - 2014 $5,000 (USD), The Professional and Organizational Development (POD) Network

  • Faculty and Professional Learning Communities

    2012 - 2015 $107,200 (USD), The Davis Educational Foundation

Research

My research interests include…