From their positions in offices and departments with which the Center for Digital Learning collaborates, CDL Associates serve as an essential resource for the center's work, bringing their expertise to conversations and enterprises that advance digital learning and scholarship at Geneseo.
Alexis Clifton, Senior Instructional Support Specialist in Geneseo's department of Computing and Information Technology, is the CDL's Associate for Instructional Support. From 2017 to 2019, Alexis was the founding executive director for SUNY OER Services, a system-wide initiative based out of Milne Library. She has a bachelor’s degree from the University of North Carolina at Asheville and a master’s degree from Northern Arizona University. She has over 15 years of experience teaching writing and composition in higher education, primarily through online courses. Her interests include active learning and open pedagogy, as evidenced in her recent edited collection Open Pedagogy Approaches: Faculty, Library, and Student Collaborations. Alexis specializes in open, accessible, and inclusive course design to expand educational opportunities for everyone.
Joe Dolce, CIT Instructional Designer, is a CDL Associate for Instructional Design. Joe joined CIT during the summer of 1999 as an Instructional Support Coordinator. He has spent nearly a decade teaching English to Speakers of Other Languages as well as basic literacy skills to marginalized adults. Joe holds degrees in English and Philosophy as well as a Masters degree in Information Design and Technology, focusing on the application of video in higher education. Along with a strong sense of social justice Joe brings with him an interest in applying rich media to more traditional assignments.
Amy Fisk, PsyD, serves as the CDL's Associate for Accessibility. As Geneseo's Assistant Dean of Accessibility, Amy oversees support services for students connected with the Office of Accessibility Services and collaborates with key campus stakeholders to promote an equitable, inclusive campus environment. Amy received her Doctorate in School Psychology from Alfred University, and is a Nationally Certified School Psychologist. Amy has experience in the K-12 schools, as well as accessibility services at the college level. Her primary research interest is in the area of post-secondary education transition for students with disabilities, accessibility and inclusion in higher education, and the practice of non-traditional school psychology.
Jonathan Grunert, Research Instruction Librarian in Milne Library, serves as the CDL's Associate for Open Access and Scholarly Communications. In addition to his interdisciplinary background in Science and Technology Studies, he has been the manager for KnightScholar, Geneseo’s institutional repository, and the faculty sponsor for Proceedings of GREAT Day, Geneseo’s undergraduate research journal. As the Scholarly Communications librarian, he has worked with various campus departments to promote digital learning tools such as DOMES (Designing Open Modules on Environmental Sustainability), the OER search tool OASIS, and more. He is looking forward to seeing how researchers and learners at all levels discover and use new digital tools to expand the reaches of scholarship.
Becky Patt, CIT Instructional Designer, is a CDL Associate for Instructional Design. Becky holds a BS in Economic Analysis from Binghamton University and an MA in Educational Leadership and Policy from University of Maryland. Before joining Geneseo in 2018, Becky Assistant Director of the Digital Education Collaborative at Longwood University (2013-2018) and Director of the Office of Student Support and Case Management at George Mason University (2007-2012).
Tara Pepis, Student Success Director in the Office of the Dean of Academic Planning and Advising, is the CDL's Associate for Student Success Online. She received her BA from Smith College and her PhD from the University of Massachusetts Amherst. Her research interests include the ways in which implicit bias, mainly related to skin-tone bias, in pre-service and in-service teachers impacts PK-12 learners. She is particularly focused on the ways in which virtual reality can be focused on human-facing and user-centric design that works to reduce implicit bias levels in users. Her work in the DAPA office is primarily focused developing and implementing student-facing support services for online learners.