CRLT Senior Leadership Team

Matthew Kaplan  Matthew Kaplan
Executive Director
(734) 763-0159
1071 Palmer Commons • 100 Washtenaw Ave. 
Matthew Kaplan was appointed as CRLT's Executive Director in 2015. He joined CRLT in 1994 and was Managing Director from 2007-2014 and Interim Director from 2014-2015. Matt leads new initiatives on teaching and learning and represents both CRLT and the broader University community on those topics. He also runs professional development programs for University of Michigan department chairs and associate deans, as well as international higher education leaders. He collaborates with the Artistic Director of the CRLT Players on theatre projects and with CRLT’s professional staff on meeting the needs of the university’s instructional community. Matt received his Ph.D. in comparative literature from the University of North Carolina at Chapel Hill, where he worked at UNC’s Center for Teaching and Learning for three years before joining CRLT. He has published articles on the academic hiring process, the use of interactive theatre as a faculty development tool, and the evaluation of teaching, and he co-authored a chapter of McKeachie’s Teaching Tips on technology and teaching. He has co-edited The Scholarship of Multicultural Teaching and Learning (Jossey-Bass, 2007), a volume of New Directions for Teaching and Learning, and edited two volumes of To Improve the Academy (New Forums Press, 1998, 1999). With former Executive Director Connie Cook, Matt edited Advancing a Culture of Teaching on Campus: How a Teaching Center Can Make a Difference (Stylus Publishing, 2011), a book describing CRLT programs and strategies authored by them and their CRLT colleagues. He was a member of POD’s Core Committee from 1998 to 2001. 
Sara Armstrong Sara Armstrong
Artistic Director of the CRLT Theatre Program
Senior Associate Director
(734) 615-8309
1071 Palmer Commons • 100 Washtenaw Ave.
Sara Armstrong has been the Artistic Director of the CRLT Theatre Program since 2012. She has over twenty years of experience as an actor, director, dramaturg, arts administrator, and educator across professional, university, and community contexts. In her role at CRLT, she maintains the company’s repertoire of existing productions, develops original scripts, facilitates Players sessions, and works with academic units to incorporate theatre into their professional development programming. She also consults with faculty and graduate student instructors on vocal presentation skills and arts integrated instructional practices. Sara received her PhD from the interdisciplinary theatre and drama program at Northwestern University where her research focused on the framing and reception of rhythm-centric performance pedagogies. 
Meg Bakewell Meg Bakewell
Foundational Course Initiative Director
(734) 615-9281
1071 Palmer Commons • 100 Washtenaw Ave. 
Meg Bakewell received a B.S. in Biological Sciences from Wayne State University, and went on to earn her M.S in Molecular, Cellular, and Developmental Biology and her Ph.D. in Ecology and Evolutionary Biology, both at the University of Michigan. As a graduate student, Meg worked for CRLT as a Graduate Student Instructional Consultant, with a special interest in helping faculty and GSIs make effective use of instructional technology. As an associate director, Meg continues to consult with faculty and graduate students about instructional technology and evaluates the pedagogical value of emerging technologies at U-M. She also facilitates workshops related to teaching and learning, conducts midterm student feedback sessions, and coordinates a teaching academy for new faculty in the health sciences. 
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.
Michelle Getchell Michelle Getchell
Director, Conference and Events
(734) 936-0641
1071 Palmer Commons • 100 Washtenaw Ave. 
Michelle Getchell joined the CRLT team in 2016 as Conference and Event Manager. In this role, she manages the project staff who oversee the coordination of a variety of events including Graduate Student Instructor Teaching Orientation, Provost Seminar on Teaching, and weekly Seminar Series. Along with her bachelor's degree in Business Management and associate's degree in Human Service (both from Cornerstone University), she brings over twenty-two years of experience to the team, having previously worked as Events Manger at U-M College of Engineering as well as serving as the Executive Director of the non-profit Twinless Twins Support Group International. Michelle is passionate about the way that a well-crafted event can bring people together to accomplish great things and she enjoys putting this passion to work at CRLT. 
Brian Konz  Brian Konz
Business Administrator
(734) 763-6939
1071 Palmer Commons • 100 Washtenaw Ave. 
Brian Konz earned a B.A. in International Affairs from the University of Cincinnati and MBA from Xavier University.  He joined CRLT as the Business Administrator in 2017.  He has over 10 years of experience working in the financial and administrative areas at the University of Michigan that includes working at Business and Finance, The Office of the Provost, National Center for Institutional Diversity (NCID), and The Detroit Center.  He is responsible for the management of the budget, human resources, financial analyst and reporting, and procurement activities.  
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.
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.
Tershia Pinder–Grover  Tershia Pinder–Grover
Director, Center for Research on Learning and Teaching in Engineering
(734) 615-9263
1071 Palmer Commons • 100 Washtenaw Ave. 
Tershia Pinder-Grover received a B.S. in Fire Protection Engineering from the University of Maryland, and went on to earn her M.S. and Ph.D. in Mechanical Engineering from the University of Michigan. She joined CRLT in August 2005 and now serves as the Director of CRLT in Engineering, where she coordinates initiatives for engineering faculty, develops workshops and seminars, and consults with faculty and graduate students on a variety of pedagogical topics. Her current research interests include examining the effect of instructional technology on student learning and performance and assessing the impact of peer mentoring programs for GSIs.