CRLT Consulting and Assessment Staff

Deborah Meizlish  Deborah Meizlish
Managing Director for Educational Development and Assessment Services
(734) 763-2396
1071 Palmer Commons • 100 Washtenaw Ave. 
Deborah Meizlish is senior associate director at CRLT and coordinator of CRLT's grant programs. She consults with administrators, faculty, and GSIs on course and curricular issues, including assessment; plans university-wide programs on teaching, learning, and academic leadership; and conducts seminars on a wide variety of pedagogical topics. Deborah's current college-level collaborations include the LSA Teaching Academy and the Ross Teaching Academy, programs that support faculty as they transition to teaching at Michigan. She also co-facilitates the LSA Large Course Initiative, a faculty learning community for  large-course instructors in LSA.  She was recently co-Principal Investigator on “The Impact of Meta-Cognitive Strategies within Writing in the Disciplines: Experiments to Improve Writing and Critical Thinking,” funded by the Teagle and Spencer Foundations. Deborah’s research and writing focus on the scholarship of teaching and learning, academic hiring, preparing future faculty developers, and academic integrity. She has a Ph.D. in political science from the University of Michigan.
Theresa Braunschneider  Theresa Braunschneider
Director, Diversity Equity and Inclusion
(734) 763-5988
1071 Palmer Commons • 100 Washtenaw Ave. 
Theresa Braunschneider came to CRLT in 2012 from her position as Associate Professor of English at Washington & Lee University. She earned her Ph.D. in English and Women’s Studies from U-M, where she received both the Outstanding GSI Award and the David and Linda Moscow Prize for Excellence in Teaching English Composition. She has held fellowships at the National Humanities Center and the Huntington Library, and in 2009 she was awarded an ACLS Fellowship by the American Council of Learned Societies. Her scholarly publications include the monograph Our Coquettes: Capacious Desire in the Eighteenth Century (University of Virginia Press, 2009), winner of the Walker Cowen Prize for an outstanding work of scholarship in eighteenth-century studies. At CRLT, she leads the Diversity, Equity, and Inclusion (DEI) Team, coordinating relevant programming, consultations, and grant activities. Her range of work includes consulting with individual instructors about their teaching, co-leading the LSA Teaching Academy for new faculty, and partnering with departments, schools, and colleges across campus to provide professional development in inclusive teaching for their faculty and GSIs.
Malinda Matney  Malinda Matney
Director, Assessment
(734) 936-1135
1071 Palmer Commons • 100 Washtenaw Ave. 
Malinda Matney is Director of Assessment at CRLT. In this capacity, she works with U-M's faculty and academic units on assessment of student learning, evaluation of educational initiatives, and the scholarship of teaching and learning (SoTL). Her research and teaching interests include assessment of program outcomes and analysis of trends in student behaviors and expectations. Her recent studies have included examinations of undergraduate first year experience, Millennial and Global Generations, social networking for faculty and students, first generation student issues, and climate for students, faculty and staff. She coauthored the 2014 book, The influence of Fraternity and Sorority Involvement: A Critical Analysis of Research (1996-2013), and contributed a chapter to the 2018 book, Hazing: Detroying Young Lives. Outside CRLT, Malinda serves as a speaker on generational trends, risk management trends, and values-based leadership. She has served as National President of Kappa Kappa Psi National Honorary Band Fraternity, the first female to do so, and was a foundational member of the Board of Directors of HazingPrevention.Org. Malinda earned her bachelors degree in music from Wichita State University, her M.Mus. in music literature from the University of Colorado, her Ed.S. in higher education administration from the University of Missouri at Kansas City, and her Ph.D. in higher and postsecondary education from the University of Michigan.
Ronit Ajlen  Ronit Ajlen
Assistant Director
(734) 763-2880
1071 Palmer Commons • 100 Washtenaw Ave. 
Ronit Ajlen completed her B.S. in Psychology at the Georgia Institute of Technology. She then earned her Masters and Ph.D. in Psychology at the University of Michigan in the Cognition and Cognitive Neuroscience Area. Dr. Ajlen has taught undergraduate psychology courses both as a GSI and as a primary instructor, and she has prior experience as a Graduate Student Instructional Consultant and postdoc at CRLT. Her prior research focused on graph comprehension, including the effects of individual differences in skill (i.e., working memory, graph literacy) or disposition (e.g., open-mindedness, need for cognition) on graph comprehension and its instruction. In her current role at CRLT, Ronit is involved in a variety of assessment projects, consults with faculty and graduate students on teaching and learning concerns, and facilitates professional development workshops and programs for students and faculty. She also directs the Fall GSI Teaching Orientation and the Graduate Student Instructional Consultants focused on Instructional Technology (IT-GSICs) group. Ronit is currently an active member of CRLT's GSI, Assessment, and Instructional Technology Teams. 
Tazin Daniels Tazin Daniels
Assistant Director
(734) 615-9266
1071 Palmer Commons • 100 Washtenaw Ave. 
Tazin Daniels received her Ph.D. in Anthropology from Michigan State University (MSU) in 2016. Her dissertation was an ethnographic exploration of prescription stimulant use among American college students and was supported by a grant from the Wenner-Gren Foundation for Anthropological Research. Tazin came to CRLT with experience in multiple areas of higher education including programatic assessment and research, online instruction and design, educational technology, interdisciplinary curriculum development, and international GSI training. During her time at MSU, she received three teaching awards and published several pieces on how to teach effectively in digital spaces. As an instructional consultant at CRLT, Tazin runs programs and consults with UM faculty and GSIs on how to improve student learning. Additionally, she is an instructor for the online postdoc short course “High Impact Principles and Practices for STEM education” and helps to run the Graduate Teaching Certification program, GTC+, which focuses on teaching with digital media. Tazin also works closely with faculty from the health sciences and the Center for Interprofessional Education (IPE) through the fellows program, curriculum committee and other IPE events. She currently serves on the CRLT blog team and runs the twitter account @UM_CRLT. 
Victoria Genetin Victoria A. Genetin
Assistant Director, Diversity Equity and Inclusion
(734) 763-2878
1071 Palmer Commons • 100 Washtenaw Ave. 
Victoria A. Genetin earned a B.S. W. and M.S.W. in Social Work from the University of Akron, a M.A. in Women’s Studies from Texas Woman’s University, and a Ph.D. in Women’s, Gender, and Sexuality Studies (WGSS) from The Ohio State University. While completing her Ph.D., Victoria taught several undergraduate courses, including Women and Addiction, Social Justice Issues in Women’s Health, Latina Women Writers, and a special topics course designed around her dissertation research titled, Holistic Theories of Social Transformation: Spiritual Activism and Engaged Buddhism. Additionally, she served as the Undergraduate Academic Advisor for WGSS, and worked as a writing consultant in the Writing Across the Curriculum program at The Ohio State. Upon completing her graduate work, she taught undergraduate and graduate-level courses at Texas Woman’s University, including Gender and Social Change and Feminist/ Womanist Pedagogies. At CRLT, Victoria co-coordinates the FCIT program, consults with faculty and GSIs about their teaching, and facilitates workshops focused on issues of diversity and inclusivity in the classroom. 
Grant Jackson Grant Jackson
Postdoctoral Research Associate
(734) 764-0505
1071 Palmer Commons • 100 Washtenaw Ave. 
Grant Jackson earned his Ph.D. in Higher Education from the University of Michigan. At CRLT, he works on programming related to inclusive teaching, which aligns with his research on the relationship between students' developmental capacities and teaching and learning. Prior to joining CRLT on a full-time basis, he worked as one of CRLT's Graduate Student Instructional Consultants, facilitated a variety of CRLT training sessions on campus, and was a Graduate Student Instructor for multiple intergroup dialogue courses associated with the Program on Intergroup Relations (IGR). Prior to coming to the U of M, he earned a B.A. in German from Brigham Young University, an M.A. in Education Policy, Organization, and Leadership from Stanford University, and worked as an Academic Advisor and and Adjunct Faculty at Utah Valley University.
Stephanie Kusano  Stephanie Kusano
Assessment Specialist
(734) 763-2988
1071 Palmer Commons • 100 Washtenaw Ave. 
Stephanie M. Kusano earned a B.S. in Mechanical Engineering, a M.S. in Biomedical Engineering in the area of biomechanics, and a Ph.D. in Engineering Education, all from Virginia Tech. Her prior research focused on co-curricular engineering design experiences, specifically the outcomes, affordances, and barriers of co-curricular experiences from engineering students’ perspectives. While completing her Ph.D., Stephanie was part of a team tasked with redesigning, piloting, and teaching a First-Year Engineering course. She has also taught special topics lectures around her dissertation research for graduate courses. Upon completing her graduate work, Stephanie was a Postdoctoral Research Fellow at George Mason University, facilitating assessment design and educational research on informal learning in Engineering. At CRLT, Stephanie consults with faculty and staff regarding assessment of educational programs and student learning.
Stephanie Moody  Stephanie Moody
Instructional Consultant
(734) 647-5676
1071 Palmer Commons • 100 Washtenaw Ave. 
Stephanie Moody earned a B.A. in English with a 6-12 Teaching Certificate from the University of Illinois at Urbana-Champaign and a M.A. in Education from Webster University. After teaching high school English for five years, Stephanie went on to obtain her PhD in the Joint Program in English and Education and a Women's Studies Certificate from the University of Michigan, where she also received the Outstanding GSI Award and the David and Linda Moscow Prize for Excellence in Teaching Composition. She has taught undergraduate and graduate courses on literacy, rhetoric and writing, composition pedagogy, English Language Arts pedagogy, and popular romance fiction. At CRLT, Stephanie consults with faculty and GSIs about their teaching, co-facilitates the Graduate Student Instructional Consultant group, co-teaches ELI 994, and directs the winter GSI Teaching Orientation.
Fernando Mora  Fernando Mora
Research Associate 
(734) 615-9267
1071 Palmer Commons • 100 Washtenaw Ave. 
Fernando Mora studied Creative Writing in Santiago, Chile at Universidad Diego Portales. After graduating, he taught English as a Foreign Language for eight years before coming to Michigan to learn about how policy affects the classroom and society at large. He earned dual Master’s degrees in Educational Studies and Social Policy and Evaluation from the University of Michigan Schools of Education and Social Work. Fernando has been involved in a number of research and evaluation efforts in higher education at UM, studying topics ranging from the LSA Race & Ethnicity Requirement, Latina/o student climate studies, and faculty diversity at the UM ADVANCE Program. His primary interests at CRLT are in assessment, educational reform, curriculum development, and student learning. 
Whitney Peoples  Whitney Peoples
Assistant Director, Focus on Race & Ethnicity Courses
(734) 764-7605
1071 Palmer Commons • 100 Washtenaw Ave. 
Whitney Peoples earned a Ph.D. in Women's, Gender, & Sexuality Studies from Emory University, an M.A in Women's Studies from the University of Cincinnati, and a B.A. in Political Science from Agnes Scott College. With fifteen years experience in feminist and critical race research, activism, and teaching, Whitney has spoken and written on the intersections of race, gender, health, and popular culture. She has taught introductory, core, and special topics courses in Women's and Gender Studies and African American Studies, including courses on feminist media studies; African-American gender ideologies; race, sexuality, & identity; reproductive justice; feminist research methods; and feminist pedagogies. Whitney has also published critical essays on topics including hip-hop feminism, advertising for oral contraceptives, and representations of women in African American film. Whitney joined CRLT in 2017 and serves as the designated Instructional Consultant with a focus on Race and Ethnicity and is a member of the Center's Diversity Leadership Committee.
Nicole Tuttle  Nicole Tuttle
Assistant Director
(734) 936-0648
1071 Palmer Commons • 100 Washtenaw Ave. 
Nicole Tuttle earned her B.S.Chem at the University of Michigan in 2003 in chemistry, biochemistry, and plant biology. Following that, she taught sixth-grade science in Atlanta Public Schools through Teach For America. She went on to complete a Ph.D. in Chemistry at the University of Chicago in 2013 with a dissertation focused on the catalytic properties of yeast spliceosomal RNA. She received further pedagogical training there while working as Graduate Teaching Consultant with the Chicago Center for Teaching. After that, she conducted research and managed the research efforts of an NSF-funded professional development program (NURTURES) from the University of Toledo centered on implementing science inquiry in Toledo-area K-3 classrooms. She has taught courses in the sciences and education at the University of Toledo and Lourdes University. At CRLT, Nicole consults with faculty and GSIs about their teaching and leads workshops on pedagogy with a focus on the STEM disciplines. She is involved in the development and delivery of face-to-face and online courses for postdocs about teaching college science and contributes to the efforts of CRLT’s assessment team.
Erping Zhu  Erping Zhu
Associate Director and Director of CRLT China Programs
(734) 763-3757
1071 Palmer Commons • 100 Washtenaw Ave. 
Erping Zhu earned a Ph.D. in instructional systems technology from Indiana University-Bloomington. Erping is an associate director for instructional technology initiatives at CRLT.  She coordinates CRLT consultation and midterm student feedback services.  She directs the CRLT Fellows Program for new faculty developers from top Chinese universities. Her range of work includes consulting with individual instructors about their teaching and working with departments on faculty professional development in teaching with technology, including blended and online teaching and learning.  She also coordinates the Provost's eaching Innovation Prize and the Thurnau Professorships.  She has authored and co-authored chapters in books (e.g., McKeachie’s Teaching Tips on technology and teaching), encyclopedias, and academic journals. Her research focuses on technology and teaching, scholarship of teaching, and online learning and instruction.