It’s such a pleasure to introduce the members of the Care in the Academy team. Today, I’ll share the bios and info from the first nine of our team members (alphabetically speaking), and follow up throughout the week. Please feel free to reach out to any of the team if you have questions and comments, or if you’d like to join in the conversation! - Cate
Catherine Johnson Adams (she/her/hers), Associate Professor of History, earned her M.A. in American Studies from Michigan State University and her Ph.D., University of Illinois, Urbana-Champaign. She has been a member of the SUNY Geneseo faculty since 2007. Her research interests and teaching specialties are Early American History, African American History, United States Women’s History, Local and Public History, and Material Culture. She is the co-author (with Elizabeth H. Pleck) of Love of Freedom: Black Women in Colonial and Revolutionary New England, Oxford University Press, (2010). She was selected as one of 14 liberal arts college professors from across the United States to participate in the inaugural cohort (2018-2020) of the Knox College Bright Institute of American History before 1848. She serves as Co-Coordinator of Black Studies Program and is currently serving as the Interim Dean of Academic Planning and Advising at SUNY Geneseo.
Tracie Marcella Addy, PhD, MPhil (she/her/hers), is the Associate Dean of Teaching & Learning at Lafayette College in Easton, Pennsylvania where she is responsible for working with instructors across all divisions and ranks to develop and administer programming related to the teacher-scholar model from classroom teaching to the scholarship of teaching. She received her B.S. from Duke University, MPhil from Yale University, and PhD in Science Education at North Carolina State Education. She is the Director of the Center for the Integration of Teaching, Learning, and Scholarship and serves ex officio on the Teaching & Learning Committee. Her center’s many initiatives include a highly rated academy focused on inclusivity for instructors that integrates students as partners. In addition to these roles, she performs scholarship on teaching and learning and educational development, primarily focusing on learner-centered practices including active learning and inclusive teaching. Her work has been featured in a variety of academic journals as well as other venues such as Inside Higher Ed and University Business and she has been an invited guest on a number of podcasts such as Teaching in Higher Ed, Tea for Teaching, Teaching for Student Success, and Dead Ideas in Teaching & Learning.
Dr. Addy is co-author of the book What Inclusive Instructors Do: Principles and
Practices for Excellence in College Teaching (2021), a bestseller for Stylus Publishing, and a frequently invited keynote speaker and workshop facilitator.
Kathy Becker-Blease Ph.D. (she/her/hers) is Professor and Director of the School of Psychological Science at Oregon State University where she studies academic success and psychological trauma. She is excited for new insights that may come from the collaboration of faculty working in overlapping areas of traumatic stress, disability studies, and teaching and learning in higher education.
Emily Beitiks (she/her/hers) received a Ph.D. in American Studies with a focus in Disability Studies at the University of Minnesota. She has taught at the University of Minnesota, UC Santa Cruz, UC Davis, Menlo College and currently serves as adjunct faculty at San Francisco State University. Since 2012, she has worked at the Longmore Institute on Disability at SFSU, and she currently serves as the Interim Director. In this role, she continues her work as a scholar and advocate of disability to showcase new ways of thinking about disability through disability culture, access, and education. She was the project director for "Patient No More," a multimedia, interactive exhibit which modeled new standards for exhibit access, and she also serves as director for Superfest Disability Film Festival, the longest running disability film festival in the world.
Emily is grateful to be a part of the CITA team! University structures too often aim only for compliance, but care and anti-ableism require much deeper work inside academia that this group is eager to support.
Dr. Sharla Berry (she/her/hers) is an educator and an expert in the field of digital equity and online learning. She is the author of the recently released book, Creating Inclusive Online Communities: Practices that Support and Engage Diverse Students. Dr. Berry is currently the Associate Director for the Center for Evaluation and Educational Effectiveness (CEEE) at California State University, Long Beach, as well as a lecturer in the College of Education and CSULB.
Emily Boehm (she/her/hers) is an educational developer and evolutionary biologist at the University of North Carolina-Chapel Hill. She works with faculty members at the to bring active and inclusive learning methods to their classrooms. Emily received a bachelor’s degree in Organismic and Evolutionary Biology from Harvard University and a PhD in Evolutionary Anthropology from Duke University. She has taught undergraduate courses in evolutionary biology, animal behavior, and conservation. “I have many colleagues who have left academia due to the lack of caring, supportive practices and culture. We are losing wonderful people to this problem! That is why I am so energized by the opportunity to work on this important project.”
Dr. Kathleen Bogart (she/her/hers) is an Associate Professor of Psychology and Director of the Disability and Social Interaction Lab at Oregon State University. She is a social/health psychologist specializing in disability, ableism, and rare disorders such as facial paralysis. Dr. Bogart received the first annual Social Personality and Health Network Diversity in Research Award and was named OSU Honors College Eminent Mentor in 2022. An advocate for people with rare disorders and disabilities, she serves on several boards including the American Psychological Association Committee on Disability Issues in Psychology and the Moebius Syndrome Foundation Scientific Advisory Board. Passionate about disability community-building, she is the co-founder of the Disability Advocacy and Research Network (DARN!) for social and personality psychologists who have and/or specialize in disability, and she is the faculty advisor for OSU's Disabled Students Union.
In 2019, she co-edited the Journal of Social Issues special issue on Ableism. She is an Associate Editor of Personality and Social Psychology Review and Rehabilitation Psychology. Her work has been featured in the The Atlantic, New York Times, Time, Science Magazine, Financial Times, and Inside Higher Ed. Dr. Bogart presents to and consults with international academic, general, and TEDx audiences about disability awareness, disability as diversity, and facial paralysis, and she blogs about these topics for Psychology Today.
“I'm thrilled to be part of this generative team, learning from others with diverse backgrounds and from diverse institutions. As a faculty member who identifies as disabled and whose scholarship focuses on disability, I've recognized that disabled people need support and care at all levels of development to stop the leaky pipeline and foster community at the highest levels in academia.”
Niya Bond (she/her/hers) is a faculty development facilitator specializing in feminist, belonging and online pedagogies; a co-curator at Feminist Pedagogy for Teaching Online; an online English educator; and a Ph.D. candidate in higher education at the University of Maine, studying online faculty support. She is particularly passionate about promoting community in online educational spaces and places and believes that this project will help us (re)imagine the positive potential of caring-first practices in higher education (and beyond).
Mark Broomfield (PhD, MFA) (he/him/his), Associate Professor of English and Founding Director of Performance as Social Change at SUNY Geneseo, is an award-winning scholar and artist with numerous publications in the areas of race, gender, sexuality, dance performance and ethnography. Broomfield has performed nationally and internationally, and danced with the repertory company Cleo Parker Robinson Dance, performing in leading works by some of the most diverse and recognized African American choreographers in the American modern dance tradition. An innovative educator and facilitator, Broomfield has lectured, choreographed, and directed widely across the U.S.
His scholarship focuses on reimagining masculinity and embodied gender performance for transformational social change in the 21st century. His first book, Black Queer Dance: Gay Men and the Politics of Passing for Almost Straight, is forthcoming by Routledge; it examines the key role of black queer male dancers to understanding strategic gender performances on and offstage.
A groundbreaking exploration of black masculinity and sexual passing in dance, the book explores the political dimensions of “coming out” versus “doing out” in American culture of the 20th and 21st century. The book features the acclaimed dancer-choreographers Desmond Richardson and Dwight Rhoden Co-Artistic Directors of Complexions Contemporary Ballet and Ronald K. Brown, Artistic Director of Evidence. Broomfield demonstrate how black queer, gender nonconforming and nonbinary men expose the illusions of gender performance.
His upcoming documentary Danced Out tells the story about professional black male ballet and contemporary dancers, in New York City, who are gay. The dancers reveal the unique function of gay men in society and their surprising insights on masculinity in our culture.
Among Broomfield’s awards and recognitions are the Institute for Citizens and Scholars Career Enhancement Fellowship (formerly the Woodrow Wilson National Fellowship Foundation), the SUNY Faculty Diversity Award, the Ford Foundation Fellowship and is featured in the 2001 Emmy Award winning Ailey Camp "Chowdah" Production.