Mary-Ann Winkelmes

Mary-Ann Winkelmes, Ph.D., Executive Director

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Mary-Ann Winkelmes is the executive director of the Center for Teaching and Learning, where her aim is to promote teaching and learning initiatives, student success, faculty development, and instructional research across the University’s academic and service units.

Winkelmes has held senior leadership roles in the campus teaching centers at Harvard University, the University of Chicago, the University of Illinois and the University of Nevada, Las Vegas and has offered instruction as a member of history and art history departments at most of those institutions. She has consulted and provided professional development programming for faculty through the Lilly Endowment’s higher education grant-making and teacher-training programs, and for teaching centers in the US and abroad. She has also served as a senior fellow of the Association of American Colleges & Universities, an executive board member of Nevada Humanities and as an elected member of the Board of Directors of the Professional Development Network in Higher Education (POD), and Chair of its Research Committee.

Her work to improve higher education learning and teaching, especially for historically underserved students, has been recognized nationally by the Chronicle of Higher Education and with the POD Network’s Robert J. Menges Award for Outstanding Research in Educational Development. She founded and directs the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed), which promotes direct conversation between teachers and students about methods of teaching and learning and helps faculty to share data on students’ learning across institutions and countries. The impact of this project on students’ learning has been the focus of publications in the National Teaching and Learning Forum, Project Information Literacy, the National Education Association’s Higher Education Advocate, and AAC&U’s Liberal Education and Peer Review, as well as the 2019 book, Transparent Design in Higher Education Teaching and Leadership.

Winkelmes advocates her view that research, teaching, and learning are best practiced as a unified enterprise that benefits students and society in An Illinois Sampler: Teaching and Research on the Prairie. Winkelmes has also published book chapters and peer-reviewed articles on college teaching and learning and on the history of art and architecture in Renaissance Italy, Benedictine church design and decoration, acoustics, and religious architecture. She has received numerous teaching awards as well as grants for her art historical research from the National Endowment for the Humanities, Kress, Delmas, and Mellon foundations.

Winkelmes holds a PhD from Harvard University.

Brad WheelerBrad Wheeler, Ph.D., Associate Director

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Brad Wheeler is an associate director for the Center for Teaching and Learning. He provides campus support for faculty development, graduate student development and Scholarship of Teaching & Learning (SoTL) initiatives.

Brad developed his expertise in supporting inclusive teaching, active learning, and evidence-based practices through his work at the teaching and learning centers at the University of Massachusetts, Amherst and Boston University. He has extensive experience providing individualized consultations, workshops, seminars, and institutes designed to promote reflection and experimentation in teaching. He has also worked on general education reform.

Regionally and nationally, Brad is involved in faculty development leadership. He served as chair of the Professional Organizational Development (POD) Network’s Teaching with Technology Special Interest Group and locally, and he is a Board member for the New England Faculty Development Consortium (NEFDC). Brad’s teaching experience includes graduate and undergraduate courses in educational theory and first-year experience.

Brad conducts research in active learning classrooms (ALCs), faculty development, and education technology using participatory action research methods.

Brad holds a Ph.D. from the University of Massachusetts, Amherst.

Audrey AduamaAudrey Aduama, M. Ed., Office Manager

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Audrey Aduama is the office manager at the Center for Teaching and Learning (CTL). Audrey has extensive experience in higher education administration, both at Tufts University and at Northeastern University's Center for Advancing Teaching and Learning Through Research. She holds an M. Ed. in higher education administration from Northeastern University. She has worked closely with faculty, deans, staff and students in all aspects of the work of a large center for teaching and learning, and she is an ideal partner to support our CTL's growth and expansion of services.

Student Employees

Student workers at the Center for Teaching and Learning (CTL) are trained to provide confidential teaching observations and to support faculty research on teaching and learning by assisting with literature reviews and statistical analysis.

Charlotte Powley is a 4th year PhD candidate in the Social Policy program at Heller. She is a former New York City Public High School teacher who is interested in continuing to explore best practices in the classroom and also seeks to support other teachers/professors as they aim to do the same.

Sasha Carnes is a first year looking to study neuroscience and art history, but has always loved the idea of teaching and is passionate about making classes accessible to all. Outside of school and the CTL, she loves to cook, rock climb, and visit art museums.

Ahmed Sadiq is a Master of Science in Finance student at Brandeis International Business School. He did his Bachelor’s degree in Economics/Management from Clark University. He believes that learning how to teach and learning how to learn is one of the most important meta-skills anyone can learn and improve.''

Habiba Braimah is a doctoral student in Sociology & Social Policy at Brandeis University. Her research interests are centered around exploring inequalities within higher education with a focus on examining pathways to the professoriate for faculty from marginalized communities.

Zilin Yang is a 4th year undergraduate student in the Department of Fine Arts. He sees teaching and observing as a way to better understand both the subject and himself as a student. He seeks to analyze different teaching styles for future reference and uses.


Brandeis Center for Teaching and Learning (CTL) Scholars lend their disciplinary expertise to faculty development programs. They are leading scholars in their fields who are also recognized for their success in teaching. The CTL Scholars offer:

● confidential mentoring on teaching and career development.

● informal, confidential peer teaching observations for coaching purposes only.

The Scholars maintain confidentiality as recommended in the POD Network Ethical Guidelines for faculty development. Your interactions with CTL Scholars are not connected to promotion or tenure review. If you wish, you may document your interactions as evidence of your own teaching development for later use in your promotion portfolio.

Sign up to meet a CTL Scholar

Susan Birren is a neuroscientist who teaches in classroom and laboratory settings. In her work as a dean and within the Biology department she has been involved in changes to general education, faculty mentoring and faculty diversity. She offers expertise in work/life balance, research engagement, collaborative research projects, and peer observation of teaching.

Susan Birren
Joel Christensen teaches and writes on ancient Greek language and literature. As an educator, he has experience teaching diverse student populations at other institutions using multiple types of pedagogy including foreign language, large lecture classrooms, seminar facilitation, and mentoring for long term research and writing. Joel also has experience in educational assessment design and reporting at a large public university. He is happy to talk about everything from intentional course design to lesson planning and class management. Joel Christensen
Joel Cutcher-Gershenfeld is a social scientist who is committed to interactive learning and high levels of feedback to drive continuous improvement in teaching. He approaches classroom teaching with the same focus and precision used in executive education. Joel Cutcher-Gershenfeld
Deborah Garnick teaches in the doctoral and executive education programs at the Heller School and Health: Science, Society and Policy for undergraduates. She is pleased to share her experience in two areas: logistics and relationship building. The logistical challenge requires building an organized syllabus to guide students through a swath of material, developing and evaluating assignments, sometimes directing teaching assistants, and communicating content (including active learning approaches and collaborative projects). Deborah Garnick
Carina Ray is an associate professor of African and African-American Studies and Director of Faculty Mentoring. Her scholarship focuses on race and sexuality; comparative colonialisms and nationalisms; migration and maritime history; print cultures; bodily aesthetics, and the relationship between race, ethnicity, and political power. Part of her focus as a CTL Scholar is supporting faculty of color at Brandeis to navigate the politics of race, gender, and power in the classroom. Carina Ray
Raj Sampath teaches in the Heller School’s MA program in sustainable international development and the PhD program in social policy. His pedagogy focuses on maximizing equity and inclusion with an attention to race, ethnicity, gender, sexuality, dis/ability, immigrant identities and intersectionality in complex teaching environments that are domestically and internationally diverse. He focuses on both content and delivery. Raj Sampath
Aida Yuen Wong teaches Asian art history with a focus on transcultural modernity and international exchanges. Her courses cover ancient to contemporary periods, on such subjects as ceramics, calligraphy, painting, and house and garden design. She is interested in applying art and academic pursuits to the everyday experience. She seeks to find work/life balance, and welcomes conversations about all matters of teaching and learning. Aida Wong


Center for Teaching and Learning Partners collaborate in planning, providing, and assessing faculty development services that are available to all members of the Brandeis community who teach Brandeis students. This innovative collaboration connects faculty and staff in supporting our Core Values and The Framework for the Future.