Alan Aycock, University of Wisconsin-Milwaukee Alan Aycock is an Instructional Design Consultant in the University of Wisconsin-Milwaukee’s Learning Technology Center (LTC). He taught the first fully online course at the university and is an experienced Hybrid instructor. In 2002 Alan was named one of fifteen Wisconsin Teaching Scholars; his task was to revise a course -- Ads in American Culture – as a Hybrid course to emphasize the Scholarship of Teaching and Learning (SOT&L). In August 2004 Alan, with his LTC colleagues, presented a pre-conference seminar on helping faculty develop Hybrid courses at the 20th Annual Distance Teaching & Learning Conference. Alan holds a Ph.D. in Anthropology from the University of Toronto. He has been Professor and Chair of Anthropology at the University of Lethbridge in Alberta, Canada.

Tanya Joosten, University of Wisconsin-Milwaukee Tanya Joosten is an Instructional Design Consultant in the Learning Technology Center and Lecturer in the Department of Communication at the University of Wisconsin-Milwaukee, where she was the primary investigator for the UW System Curricular Redesign Grant that was a collaboration of four UW Campuses that examined the impact of clickers, or student response systems, on teaching and learning. Also, she plays a significant role in the online and blended/hybrid faculty development program and specializes in teaching fully online. Tanya's PhD is interdisciplinary in Communication Technology, Management, and Public Administration from Arizona State University. Beyond her work at UWM, Tanya consults for other universities and businesses on topics relating to education technology, communication technology, and organizational communication.

Robert Kaleta, University of Wisconsin-Milwauke Robert Kaleta is Director of the University of Wisconsin-Milwaukee’s Learning Technology Center (LTC), the campus faculty development center for instructional technology. The Center focuses on assisting mainstream faculty with their efforts to effectively integrate technology into their courses and make the transition to blended and online teaching. Bob received his Ph.D. from the University of Texas at Austin. Bob has presented papers and conducted a number of workshops on faculty development and blended learning at national conferences, including EDUCAUSE, the Distance Learning & Teaching Conference, and the annual New Media Centers Conference. He has also helped to design and facilitate workshops on blended learning for faculty, faculty developers, trainers, and instructional designers at two-year and four-year campuses across the country. Currently, he is integrally involved in helping his institution implement a three-year initiative supported by the Alfred P. Sloan Foundation to make eight degree and certificate programs available to students in a blended format. His recent research and writing has focused on evaluating faculty experiences designing and teaching blended/hybrid courses. Recently, he co-authored a chapter on “Discovery, Designing, and Delivering Hybrid Courses” for Blended Learning: Research Perspectives published by the Sloan-C.

Amy Mangrich, University of Wisconsin-Milwaukee Amy Mangrich is an Instructional Design Consultant at the University of Wisconsin-Milwaukee’s Learning Technology Center (LTC), specializing in the pedagogy of digital content creation and delivery. She is also an experienced instructor, having taught technology-enhanced and hybrid/blended courses in the Department of Visual Art at UWM. Amy has her terminal degree in Visual Art from the University of Wisconsin-Milwaukee. Amy has presented faculty development programs on the hybrid/blended and fully-online course models, most recently at Marquette University in Wisconsin, Hunter College in New York, Coastal Bend College in Texas, Simmons College in Boston, Northern Illinois University, and Maryville in St. Louis.