​Last Updated: 3/7/2025

Curriculum Vitae

EDUCATION
Ed.D., Educational Technology (2021)
Boise State University
M.D.E., Distance Education & E-Learning (2014) 
University of Maryland University College 
B.S., Business Administration: Marketing (2009)
Towson University

PROFESSIONAL EXPERIENCE
Senior Academic Innovation Specialist, Faculty Center for Teaching and Learning, University of Maryland, Baltimore (2019 - Present)
Initially focused on supporting course development but shifted to advancing educational research and scholarly development in 2022.
Roles and Responsibilities:
  • Lead and conduct research on the scholarship of teaching and learning, educational development, and emerging technology. 
  • Provide strategic guidance to faculty in publishing, designing studies, and disseminating scholarship.
  • Develop and implement programs, workshops, and learning communities that nurture scholarly productivity and interdisciplinary research engagement.
  • Supervise and mentor graduate research assistants in conducting educational research and supporting ongoing research efforts.
Key Accomplishments:
  • Co-directed the Future Educators Academy, an online program supporting the development of graduate assistants for future teaching and research roles.
  • Co-founded and facilitated the Ed Crafters Community Connection, a virtual learning community that promotes collaboration and engagement in SoTL.
  • Co-designed and presented the Publication Power Up workshop with the SOM to help clinicians advance their educational scholarship.
  • Led the UMB Scholar Circles initiative, facilitating structured collaboration in educational research and interdisciplinary scholarship.
  • Led the center's first formal annual report in 2022, designing a Google Analytics dashboard to improve data transparency and strategic decision-making.

Director of Learning Technology, College of Southern Maryland (2018 - 2019)
Roles and Responsibilities:
  • Managed a small team including systems administrators and instructional technologists that provided support for faculty and institutional initiatives. 
  • ​Researched, evaluated, and procured educational technology to align with the institutional strategic plan. 
  • Oversaw year-round faculty training on LMS updates and educational technology tools to ensure effective implementation.
Key Accomplishments:
  • Led the evaluation and preparation for implementing a syllabus management software to align with institutional needs and strategic goals.
  • Improved institutional strategic planning processes by integrating educational technology research and analytics. 
  • Facilitated cross-departmental efforts to standardize online course design templates and reinforce consistent quality across programs.
      
Assistant Director of eLearning, Howard Community College (2016 - 2018)
Officially held the title of Assistant Director, but took on expanded leadership responsibilities following the departure of the Director of eLearning.
​Roles and Responsibilities:
  • Supervised the instructional designers who assisted in online and hybrid course development and delivery.
  • Collaborated with academic deans to develop and launch new online programs and degree pathways to expand institutional offerings.
  • Facilitated quality assurance processes, metrics, and reporting to maintain high standards for online learning.
Key Accomplishments
  • Led the transition of the eLearning department during a leadership gap and maintained continuity of operations and support for faculty and students.
  • Partnered with the library to integrate guides and chat support into the LMS to connect students with resources and direct access to librarians.
  • Managed the budget for educational technology tools and identified cost-effective alternatives to meet institutional needs.

Instructional Designer, Howard Community College (2015-2016)
Roles and Responsibilities:
  • Facilitated online and hybrid course development cohorts with faculty.
  • Designed and taught an online teaching certification course.
  • Developed training materials and workshops related to instructional technology.
Key Accomplishments:
  • Hosted biannual online faculty retreats to cover LMS updates, introduce new tools, and guide faculty on high-impact pedagogical practices.
  • Redesigned the Teach Online @ HCC course to incorporate the Community of Inquiry model and improve faculty readiness for online teaching.
  • Developed the Canvas Student Training Guide to align with institutional updates and support new students in using the LMS.
 
Instructional Designer (contractual), Roane State Community College (2014-2015)
Roles and Responsibilities: 
  • Supported instructional design initiatives for student and faculty-focused programs.
  • Collaborated with institutional stakeholders to identify project goals and align deliverables with institutional needs.
  • Used various instructional technologies and multimedia to create accessible and engaging course materials.
Key Accomplishments:
  • Completed two major contracts with measurable success by finishing projects on time and meeting institutional quality standards.
  • Designed Student Orientation to Online Learning, an online course to teach students essential skills for success in distance education.
  • Created Best Practices for Online Course Design, an online course to equip faculty with strategies for building effective online courses.

Instructional Designer (intern), Central Piedmont Community College (2014-2014)
Roles and Responsibilities:
  • Supported faculty and staff development by collaborating on instructional design projects aligned with institutional goals.
  • Designed course materials and training modules to promote professional growth and advance service learning initiatives.
  • Assisted in instructional development processes, including content creation, stakeholder consultations, and active learning integration.
Key Accomplishments:
  • Developed Service Learning 101, an online course introducing faculty to service learning and its application in classroom teaching.
  • Delivered professional development projects as part of a cross-functional team, incorporating active learning and authentic assessments.
  • Refined instructional design expertise through hands-on experience with project intake, planning, implementation, and evaluation.

FACULTY APPOINTMENTS
Adjunct Assistant Professor, University of Maryland, Baltimore (2022 - Present)
Doctorate in Health Professions Education Program
Courses Taught and Designed: 
  • HPE 730: Advanced Qualitative Research Methods (Graduate; Online; Spring 2024-present; 10 students)
    • Course Evaluation: Recognized for providing meaningful feedback, accessibility, and high student engagement. 
    • Instructor Mean Rating: 4.5 (on a 5-point scale)
Courses Taught:
  • HPE 725: Qualitative Research Methods (Graduate; Online; Summer 2023; 11 students)
    • Course Evaluation: Recognized for high engagement, meaningful feedback, and high responsiveness to student needs..
    • Instructor Mean Rating: 4.11 (on a 5-point scale)
Courses Designed:
  • HPE 860: Teaching in Online Learning Environments (Graduate; Online; Fall 2022; elective)

Adjunct Faculty, Boise State University (2024 - Present)
Master of Educational Technology Program
Courses Taught:
  • EDTECH 503: Instructional Design (Graduate; Online; Spring 2025-present; 16 students)
  • EDTECH 512: Online Course Design (Graduate; Online; Fall 2024-present; 13 students)
    • Course Evaluation: Recognized for timely, meaningful feedback and high responsiveness to student needs. 
    • Instructor Mean Rating: 4.83, Course Mean Rating: 4.79 (on a 5-point scale)

Adjunct Faculty, University of North Carolina Wilmington (2024 - Present)
Master of Science in Instructional Technology Program
Courses Taught:
  • MIT 522: Organization and Management of Instructional Technology Programs (Graduate; Online; Spring 2025-present; 4 students) 

Adjunct Faculty, University of Alaska Anchorage (2024 - Present)
Master of Education in Teaching and Learning Program
Courses Taught and Designed: 
  • EDTL A620: Foundations of Instructional Design and Technology (Graduate; Online; Spring 2025-present; 8 students)

Adjunct Faculty, Howard Community College (2016–2018)
Courses Taught and Designed:
  • Business Communication (Undergraduate; Online; Winter 2018–Summer 2018; 75 students)
  • Intro to Web CMS Site Development (Undergraduate; Online & Face-to-Face; Fall 2016–Fall 2017; 25 students)
  • Intro to Web Authoring (Undergraduate; Online; Winter 2017; 25 students)
​
PROFESSIONAL DEVELOPMENT WORKSHOPS FACILITATED
  • Online Teaching Toolkit (online; University of Maryland, Baltimore; Summer 2021; ≈15 faculty)
  • Future Educators Academy (online; University of Maryland, Baltimore; 2020–Present; ≈37 graduate assistants)
  • Desire2Learn (D2L) LMS Workshops (online & f2f; College of Southern Maryland; Summer 2018–Summer 2019; ≈30 faculty)
  • Podcasting Basics (f2f; College of Southern Maryland; Fall 2018; ≈20 faculty)
  • Canvas LMS Workshops (online & f2f; Howard Community College; Fall 2015–Summer 2018; ≈125 faculty)
  • Teach Online @ HCC (online; Howard Community College; Fall 2015–Summer 2017; ≈80 faculty)
  • E-learning Trends in Higher Education (f2f; Howard Community College Faculty Professional Learning Community; Fall 2016; ≈16 faculty)

INVITED SPEAKER
  • Belt, E. S. (2025, May 8). The role of artificial intelligence in research and clinical practice [symposium session]. Research Symposium, UM Capital Region Health, Largo, MD.
  • Belt, E. S. (2025, April 2). An overview of the IRB process for educational scholarship [symposium session]. LEAPS Symposium, University of Maryland, Baltimore, MD.
  • Belt, E. S. (2024, November 19). Exploring faculty experiences of teacher-student relationships in online courses [colloquium session]. School of Graduate Studies Research Colloquium, University of Maryland, Baltimore, MD.

PRESENTATIONS
  • Belt, E. S. (2025, June). Faculty perspectives on building meaningful teacher-student relationships in online education [session accepted]. Relation-Centered Education Network (RCEN) 2025 Conference. Dublin, IRL. 
  • Belt, E. S. (2025, April). Methodological and theoretical perspectives in professions education [session chair]. AERA 2025 Annual Meeting, Denver, CO.
  • ​Belt, E. S. (2025, February). Data analysis in the scholarship of teaching and learning [learning community session]. UMB Ed Crafters Community Connection, Virtual. 
  • Belt, E. S. (2024, December). Educational myths, ethics, and worldviews [learning community session]. UMB Ed Crafters Community Connection, Virtual. 
  • Belt, E. S. & Lowenthal, P. R. (2024, November). Leveraging book reviews: A pathway to graduate student scholarly development {POD Talks]. POD Network 2024 Conference. Chicago, IL. 
  • Belt, E. S., Keohane, C., & Vaye, C. (2024, November). Early-career faculty professional development in higher education: A literature review [conference session]. POD Network 2024 Conference. Chicago, IL. 
  • Belt, E. S., & Lowenthal, P. R. (2024, October). Exploring faculty experiences of closeness with online students [roundtable discussion]. AECT 2024 International Convention. Kansas City, MO. 
  • Belt, E. S. (2024, September). Scholarship of Teaching and Learning (SoTL) orientation and overview [learning community session]. UMB Ed Crafters Community Connection, Virtual. 
  • Belt, E. S., Friesen, N., Lowenthal, P. R., & Snelson, C. (2024, June). Exploring online graduate programs: A phenomenological study of teacher-student relations [conference session]. Relation-Centered Education Network (RCEN) 2024 Conference. Trondheim, NOR. 
  • Belt, E. S. & Brightbill, G. A. (2023, November). Graduate Teaching Assistant professional development: A systematic review [conference session]. POD Network 2023 Conference. Pittsburgh, PA. 
  • Lowenthal, P. R., Croghan, K. Johnson, M., Butler, K., Ponce, J., & Belt, E. S. (2023, October). Social presence is not community: An investigation into related concepts in the online learning literature [poster session]. AECT 2023 International Convention. Orlando, FL.
  • Belt, E. S. (2023, April). The pros and cons of asynchronous video feedback [learning community session]. UMB Online Teaching Community, Virtual. 
  • Belt, E. S. & Hagar, E. (2022, November). An interdisciplinary “bichronous” graduate teaching assistant program [GPPD showcase]. POD Network 2022 Conference. Seattle, WA.
  • Belt, E. S. (2022, May). Rethinking the one post, two replies discussion [learning community session]. UMB Online Teaching Community, Virtual.
  • Lowenthal, P. R., West, R. E., Archambault, L., Borup, J.. & Belt, E. S. (2021, April). Faculty perceptions of using synchronous video-based communication technology [paper session]. AERA 2021 Annual Meeting, Virtual.  
  • Belt, E. S. (2020, November). Be kind rewind: An educational blockbuster on video use in online courses [roundtable]. AECT 2020 Virtual Convention: Towards Culturally-Situated Learning Design and Research, Virtual. 
  • Belt, E. S. (2020, November). Using video as a teaching and social tool in online courses [learning community session]. UMB Online Teaching Community, Virtual. 
  • Belt, E. S., Mazzenga, S., & Garnsey, C. (2019, November). Emerging technology [roundtable]. Maryland Distance Learning Association fall event: 2020 Vision!, Anne Arundel, MD.
  • ​Belt, E. S. (2018, November). Using Flipgrid to break the ice around online discussions [conference session]. Maryland Distance Learning Association fall event: Show and tell and do: Get Inspired, Anne Arundel, MD.
  • Belt, E. S. (2018, March). Crafting online course standards while maintaining academic freedom [conference session]. Quality Matters Regional Conference East: Managing Quality at Scale, Towson, MD.
  • Belt, E. S. & Buck, D. (2017, December). Curation and design of composition OER: Building a course template and accessibility compliance [conference session]. Statewide Summit on Open Educational Resources in Higher Education, Adelphi, MD.
  • ​Belt, E. S., Buck, D., Owusu-Nkwantabisa, N., & Yusaf, R. (2017, December). HowardOpen: A central structure for advancing OER implementation through faculty support [conference session]. Statewide Summit on Open Educational Resources in Higher Education, Adelphi, MD.

PUBLICATIONS
In Development
  • Belt, E. S. & Arcolin, C. (brainstorming). Artificial Intelligence: Provocations and possibilities.
  • Belt, E. S. & Lowenthal, P. R. (brainstorming). Book reviews as pathways to scholarly development.  
  • Lowenthal, P. R., Lomellini, A., Belt, E. S., Shelton, B., Aagard, H., Prokes, C., Smith, C., & Woodruff, K. (drafting). Artificial intelligence and course design: Technologies, strategies, and examples of how instructional designers are using AI. 
  • Buckley, T. & Belt, E. S. (drafting). Exploring pharmacy students’ confidence in medical cannabis with AI chatbots. 
  • Belt, E. S., Riley, S. J., Fromtling, L. (drafting). A mixed-methods examination of SoTL research engagement in a virtual professional learning community.
  • Lowenthal, P. R., Croghan, K. Johnson, M., Butler, K., Ponce, J., & Belt, E.S. (revising). Social presence is not community: An investigation into related concepts in the online learning literature. 
  • Belt, E. S., Lowenthal, P. R., & Fromtling, L. (under review). Exploring faculty experiences of teacher-student relationships in online courses. 
  • Belt, E. S., Keohane, C., Vaye, C., & Fromtling, L. (under review). Early career faculty professional development in higher education: A systematic review. 
Accepted
  • Belt, E. S., Friesen, N., Lowenthal, P. R., & Snelson, C. (in press). Teacher-student relationships in an online graduate program: A phenomenological analysis. Online Learning Journal. 
  • Belt, E. S., Brightbill, G. A., & Roberts-Lieb, S. (in press). Graduate Teaching Assistant professional development in higher education: A systematic review. New Directions for Teaching and Learning. Special Issue.
  • Belt, E. S. & Riley, S. J. (2024). The SoTL research roadmap: A practical workbook (CC BY-NC-SA 4.0). Faculty Center for Teaching and Learning, University of Maryland, Baltimore. https://creativecommons.org/licenses/by-nc-sa/4.0/ 
  • Belt, E. S., Menendez, R. H., & Cestone, C. M. (2024). Center for teaching and learning websites as online faculty development: A framework. To Improve the Academy, 43(1), 226-263. https://doi.org/10.3998/tia.3311
  • Belt, E. S., & Lowenthal, P. R. (2022). Synchronous video-based communication technologies and online learning: An exploration of instructors perceptions, experiences, and expectations. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11360-6
  • ​Lowenthal, P., West, R. E., Archambault, L., Borup, J., & Belt, E. S. (2021). Faculty perceptions of using synchronous video-based communication technology. Online Learning, 25(4), 74-103. https://doi.org/10.24059/olj.v25i4.2890
    • 2nd place Quantitative Research Article Award, AECT Division of Distance Learning (2022)
  • Lowenthal, P. R., Fiock, H. S., Shreaves, D. L., & Belt, E. S. (2021). Investigating students’ perceptions of screencasting style of video feedback in online courses. TechTrends, 66, 265-275. https://doi.org/10.1007/s11528-021-00665-x
  • Belt, E. S. & Lowenthal, P. R. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3). doi.org/10.1080/01587919.2021.1954882
    • ​​​​​​​​1st place Qualitative Research Article Award, AECT Division of Distance Learning (2022)
  • Cestone, C., Belt, E. S., & Kulo, V. (2021). Communicating Instructional Design with Faculty. In J. E. Stefaniak, S. Conklin, B. Oyarzun, & R. M. Reese (Eds.), A Practitioner's Guide to Instructional Design in Higher Education. EdTech Books. https://edtechbooks.org/id_highered/communicating_instru
  • Belt, E. S. (2021). Video communication: Explorations of community and connectedness, and closeness in online courses [dissertation]. Boise State University. ProQuest Dissertations & Theses Global (Order No. 28777207).
    • 2022 Distinguished Doctoral Scholarship Award in Educational Technology
  • Belt, E. S. & Lowenthal, P. R. (2020). Developing faculty to teach with technology: Themes from the literature. Tech Trends, 64(2), 248-259. doi.org/10.1007/s11528-019-00447-6
  • Belt, E. S. (2018). Book review of best practices for teaching with emerging technologies. Open Praxis, 10(3), 305-306. doi.org/10.5944/openpraxis.10.3.896
  • Belt, E. S. (2014). Applying heutagogy in online learning: The side model. In L. M. Blaschke, C. Kenyon, & S. Hase (Eds.), Experiences in self-determined learning (pp. 195-204). Middletown, DE: Amazon Publishing. uol.de/fileadmin/user_upload/coer/Experiences-in-self-determined-learning.pdf 

MEDIA APPEARANCES ​
AWARDS & HONORS
  • Distinguished Doctoral Scholarship Award, Educational Technology, Boise State University (2022)
  • 1st place Qualitative Research Article Award, AECT Division of Distance Learning (2022)
  • 2nd place Quantitative Research Article Award, AECT Division of Distance Learning (2022)
  • Graduate, Maryland Online Leadership Institute (2019)
  • Recipient, Towson Touches Lives Scholarship (2009)

SERVICE CONTRIBUTIONS
Institutional
  • ​Scholar Support, UMB Center for Integration, Research, Teaching, and Learning (CIRTL) Initiatives (2023-present) 
  • Member, UMB Faculty Professional Development Committee (2022-2024)
  • Ex-officio Member, HCC Curriculum Council (2016-2018)
  • Co-Chair, HCC Online Faculty Professional Development Committee (2016-2018)
  • Editor, TU College of Business & Education E-Newsletter (2009)
Statewide
  • Representative, Council for the Advancement of Teaching and Learning (2019-present)
  • Programming Chair, Maryland Distance Learning Association (2019-2022)
  • Planning Committee, Mid-Atlantic Group Instructing with Canvas (2016-2018)
National
  • Reviewer, Online Learning Journal (2022-present)
  • Digital Content Coordinator, American Educational Research Association, Division I (2020-2025) 
International
  • President-Elect, Division of Distance Learning, Association for Educational Communications and Technology (2025–2026)
  • Reviewer, Relation-Centered Education Network Conference, Maynooth University, IRL (2024)
  • Reviewer, Relation-Centered Education Network Conference, Queen Maud University College, NOR (2023)
  • Contributor, Self-determined Learning Community of Practice, Southern Cross University, AUS (2014)

PROFESSIONAL MEMBERSHIPS
  • Board Member, Accreditation Council for Genetic Counseling (2023-2025)
  • Member, Professional Organizational Development Network (2022-present)
  • Member, American Educational Research Association (2020-present)
  • Member, Association for Educational Communications & Technology (2018-present)  
  • Board Member, Maryland Distance Learning Association (2016-2024)
  • Board Member, Maryland Online (2016-2017; 2018-2019)      
  • Member, Instructional Technology Council & Accessibility Taskforce (2016-2018)

PROFESSIONAL CERTIFICATIONS  
  • Microsoft: MSLE Generative AI for Teaching Bootcamp (2025)
  • Google: Google Prompting Essentials (2025)
  • Google: Google AI Essentials (2025)
  • Quality Matters: Rubric Update Sixth Edition, RU (2018)
  • Quality Matters: Coordinator, QMC (2017)
  • Quality Matters: Peer Reviewer Course, PRC (2016)
  • Quality Matters: Applying Quality Matters Rubric, APPQMR (2016)
  • Innovators in Online Learning: Strategies and Tips for Teaching Online (2016) 
​
TECHNICAL EXPERTISE
  • Artificial Intelligence: ChatGPT-4o, Elicit, Research Rabbit
  • Data Analytics: Colleague, Data Studio, Power BI, SAP InfoView, SmarterMeasure
  • LMS: Blackboard, Canvas, Desire2Learn, Moodle, Sakai
  • LTI: Calendly, Concourse, Design Tools, MediaSite, Proctorio, Respondus, SoftChalk, Turnitin, VeriCite, VoiceThread, Zoom
  • Media Production: Adobe Captivate, Articulate Storyline, Canva, Camtasia, LearnerWeb CAP, Visme
  • Project Management: G-Suite, MS Office Suite, Padlet
  • ​Virtual Reality: Quest System