Speaker Bios
Ashley currently serves as the Director of Services for Students with Disabilities at Virginia Tech. Ashley brings over 15 years of work experience in disability services, access, and student success and a strong commitment to fostering a student-centered, learning-focused, and community-minded environment. Her expertise includes executive function coaching, employment opportunities, and collaborative policy development.
Dr. Kiran Budhrani is dedicated to leading transformative change in teaching and learning to impact the future workforce and a better world. Her dynamic energy, creative systems thinking, and bold ideas drive her as the Director for Teaching and Learning Innovation at UNC Charlotte. She leads strategic initiatives and extending capabilities within teams to drive growth, excellence and student success through faculty-centered programming and curricular innovation involving teaching strategies, generative AI, personalized and adaptive learning, learning analytics, online learning, instructional design strategies, and academic technology solutions. She has spearheaded AI transformation in Academic Affairs as the co-chair of the inaugural AI Taskforce and the AI Accelerator for Teaching and Learning and serves as of the campus AI Steering Committee, with strong collaboration between the Innovation team at Center for Teaching and Learning and the Office of the Provost. Kiran holds a doctorate in Educational Leadership in Learning, Design and Technology from UNC Charlotte. He earned her Masters degree in Computer Applications with a specialization in Instructional Systems Technology and a B.S. in Computer Science with a specialization in Instructional Systems Technology from De La Salle University-Manila. She has earned multiple awards including the Employee of the Year Award for Innovation (2022) at UNC Charlotte and publication awards from the Association for Education Communications Technology (AECT). She holds leadership credentials from OLC’s Institute for Emerging Leadership in Online Learning, Quality Matters, and the EDUCAUSE Digital Learning Leaders Institute.
Elijah Carter holds an M.S. in Biology and a Ph.D. in College Science Teaching from Syracuse University. With a robust background in biology education research, he has explored a diverse array of topics. His work includes investigating interventions that enhance student learning and shape attitudes toward critical subjects such as evolution and climate change. Additionally, he has examined how educational strategies impact students from different backgrounds. Throughout his career, Dr. Carter has consistently integrated evidence-based teaching approaches into his pedagogy, striving to improve educational outcomes for all students.
A strategic instructional designer with more than five years of experience empowering learners, Ginny drives meaningful results. Deeply invested in the learner experience, Ginny leverages educational psychology and human-centered design principles to enhance knowledge retention, skill transfer, and ultimately, learner outcomes. Ginny has designed instruction in higher education and non-profit settings. Currently, she serves as a Learning Technologies Specialist in Technology-enhanced Learning and Online Strategies (TLOS) at Virginia Tech supporting faculty and their technology needs.
Michele contributes to the CETL mission as a Community and Belonging specialist. Prior to this, she served as the Associate Vice President for Education and Engagement in the Office for Inclusive Strategy and Excellence until its dissolution by state and federal mandate in March 2025. During her 31-year tenure at Virginia Tech, Michele has worked on service-learning, community engagement, community-university partnerships, inclusive pedagogy, and inclusive excellence.
Xiaohan Ding is a fifth-year Ph.D. candidate in Computer Science at Virginia Tech, where he works with Dr. Eugenia Rho. His research spans Human-Computer Interaction, Natural Language Processing, and Computational Social Science, with a focus on AI-mediated communication and public health discourse. His work on how online narratives shape real-world health outcomes has been featured in Scientific American and Forbes.
Anne R. Driscoll is a Collegiate Professor in the Department of Statistics at Virginia Tech where she also serves as Director of the Undergraduate Program and the Associate Department Head. She received her Ph.D. in Statistics from Virginia Tech. Her research interests include statistical process control, design of experiments, and statistics education. Anne maintains a connection with statistical practice through her collaboration with NASA. She is an active member of ASQ and ASA, having held many leadership positions in these organizations.
Donna’s work focuses on preparing the next generation of teachers through a lens of Universal Design for Learning (UDL), literacy instruction, listening skills, and culturally responsive teaching practices. She is particularly interested in how AI can support UDL principles in practical ways using AI tools to design differentiated rubrics and organize student assignments and activities that reduce barriers and meet the needs of diverse learners. She collaborates with colleagues at Virginia Tech and across the United States on best practices in teacher preparation, and is passionate about using children’s literature to promote empathy, critical thinking, and justice in education.
Beyza Nur Guler is a fourth year Ph.D. candidate in Engineering Education at Virginia Tech working with Dr. Qin Zhu. She is a workforce development researcher specializing in human- computer interaction and inclusive engineering pathways. Her research investigates how disabled engineering students navigate AI-driven recruitment systems, identifies structural biases embedded in these technologies, and advances participatory approaches to co-design more equitable hiring tools. With a background in civil engineering, she brings interdisciplinary expertise that bridges engineering practice, sociotechnical systems, and inclusive technology design.
Kelli Karcher serves as the Math Department’s Director of Undergraduate Academics and Inclusive Innovation and is an Advanced Instructor. She enjoys teaching discrete mathematics, applied combinatorics, and calculus, and views the classroom as a collaborative space where students and instructors co-create knowledge and engage in meaningful problem solving. Kelli is an active advocate for Universal Design for Learning (UDL) and is committed to removing barriers that inhibit student learning. She supports course coordinators in building strong instructional communities and providing resources that benefit both students and teachers, and she actively mentors new faculty and graduate students who are teaching for the first time. Grounded in the belief that educators best support students by being lifelong learners themselves, Kelli continually explores innovative teaching strategies and collaborates with colleagues to create environments where all students can become stronger, more independent learners.
Kim Loeffert is a saxophonist and music theorist who serves as Assistant Professor in the Virginia Tech School of Performing Arts. Her recent music academic research has focused on AI and creative rights, and representation of composers and musicians in saxophone and music theory pedagogy and scholarship. She is co-editor of Modeling Musical Analysis (Oxford University Press 2025), and, as baritone saxophonist of the h2 quartet, she can be heard on eight albums, including Carter Pann: Eight Saxophones (2024) with the Capitol Quartet. She is Immediate Past President of the North American Saxophone Alliance.
Scott Mutchler (he/him), Associate Professor, Academy of Data Science at Virginia Tech Scott Mutchler, an associate professor of practice in the Academy of Data Science, brings over 25 years of experience in advanced analytics, machine learning, and enterprise software development, with a special passion for driving competitive advantage through generative AI and optimization technologies.
Mark Nichols is the Senior Director of Universal Design and Accessible Technologies at Virginia Tech. Accessible Technologies is part of the Technology-enhanced Learning and Online Strategies (TLOS) unit within the Provost’s office. With over 30 years of collective experience in supporting Assistive Technology and digital accessibility needs, including 15 years in K-12 education, Mark is a dedicated advocate for Universal Design for Learning and accessible educational materials. He is actively involved with the Virginia Higher Education Accessibility Partners (VHEAP) and has championed the accessibility needs of individuals with disabilities throughout his career.
Dale leads university strategy for AI integration in teaching and learning, faculty digital fluency, and the responsible adoption of emerging technologies in higher education. His current work focuses on the intersection of AI, course design, and learning science, with particular attention to how AI can support the development of expert learners without replacing the cognitive effort that produces durable learning. Dale has contributed to Virginia Tech’s Responsible and Ethical AI Framework and participates in multiple national and international conversations about AI governance in higher education.
Dr. Jordan T. Register is an Instructional Designer and Technologist at UNC Charlotte. She leads strategic initiatives in AI literacy, learning analytics, and faculty development, managing high-impact projects like the AI Across the Curriculum Campaign, NinerLink Online Student Support Community, and the SPS Data Community of Practice.
Jordan has been a central figure in UNC Charlotte’s AI transformation, serving as a project manager and co-designer for the Charlotte AI Summit for Smarter Learning, AI Fellows program, AI Taskforce, AI Accelerator, and as a lead instructional designer for new AI programs on campus. Her work extends to large-scale student support, where she acts as the project manager for NinerLink, an AI-powered online community designed to enhance peer-to-peer engagement and student belonging. She also serves on the Canvas leadership and revisions team for the UNC System AI Literacy course initiative.
An active researcher, Jordan has secured funding for projects including AI-powered student support and a GenCyber Cybersecurity Institute for K12 teachers. She is an ethics in AI Theme Leader for the international Network for AI Literacy in STEM Education and a member of the Center for Humane AI Studies. She has contributed to the field with several refereed journal articles, an AI literacy white paper, and nearly 30 conference presentations primarily focused on developing students' ethical reasoning in data science.
Jordan earned her Ph.D. in Curriculum and Instruction with a concentration in Mathematics and Data Science Education from UNC Charlotte, where she also completed a Graduate Certificate in Data Science and Business Analytics. Her professional credentials include Quality Matters certification for online course design, a North Carolina Secondary Mathematics Educator License, and Foundations of Mathematics Certification (NCDPI).
Emma is graduating this spring with a dual degree in political science and public relations with a minor in disability studies. Next year, she will finish her accelerated master’s in communication. On campus, Emma serves as President of the Undergraduate Student Senate and President of the Disability Alliance, where she has had the opportunity to serve on the university’s AI Squared Working Group and the State Council of Higher Education for Virginia Disabilities Access to Higher Education Advisory Committee.
Beth Valentine (she/her) is the Director of ADA & Accessibility Services and the ADA/504 Coordinator for Virginia Tech. She joined the Hokie community early this year after her tenure at the University of North Dakota, where she led efforts in accessibility, civil rights compliance, and inclusive policy development. Beth holds a Ph.D. in Philosophy from Rutgers University, an M.S.L. from Yale Law School, and a B.A. from Washington and Lee University.
Daron Williams is the Director of Instructional Design for Technology-enhanced Learning and Online Strategies (TLOS). In this role, he works with faculty and administration to plan, design, and build engaging technology-enhanced courses and programs. He and his team also consult with faculty about effective teaching with technology, and facilitate faculty professional development around topics in the same realm. Daron comes from a professional background originally in broadcasting and journalism. He has earned a master’s degree in Communication from Virginia Tech, and is currently a Ph.D. candidate in Curriculum and Instruction in the School of Education. His undergraduate degree is from beautiful Roanoke College in Salem, Virginia.
Anja Whittington is an Collegiate Associate Professor in the Forest Resources and Environmental Conservation department in the College of Natural Resources and Environment. She teaches several courses in the areas of environmental interpretation, outdoor recreation and conservation. Dr. Whittington conducts research on women’s experiences in the outdoors, youth development, program evaluation, long-distance hiking, natural resource pedagogy and non-traditional educational programs (non-profits, camp settings).
Pearl Xie (she/her), Director of Universal Design for Learning & Accessibility Services at Virginia Tech, supports and promotes inclusive, universally designed, and accessible learning experiences. Her research interests include using UDL principles and emerging technology to support students with disabilities in postsecondary STEM, faculty development, and online learning. She serves as the chair of the UDL higher education network to connect UDL researchers and practitioners worldwide and she co-chairs the APIDA Caucus at Virginia Tech.