Emily Berman

Emily believes that equitable and effective instructional practices are essential to affirm and support students, and hopes that her work as an instructional designer with the TLTC enriches the experiences of both the instructors and the students at UMD.

Emily earned a B.A. both in Neuroscience and Psychology from Wesleyan University. While an undergraduate, Emily became passionate about equitable public education, so she continued her studies by earning an MAT in Secondary Science Education at Brown University. She is a 2015 Knowles Teacher Initiative Fellow, a 2017 Teach Plus Rhode Island Teaching Policy Fellow, and a 2021 Diversity Talks National Abolitionist Leaders Fellow. Before joining the TLTC, Emily was a high school science educator, curriculum designer, instructional coach and professional development facilitator. Her work has focused on authentically integrating social justice into engineering practices in the secondary STEM classroom. Emily draws from these experiences in her role at the TLTC to support instructors and students.

Emily is passionate about all things connected to STEM education, active learning, alternative grading, teaching as inquiry, and anti-racist pedagogy. You may want to book a consultation with her to talk about any of these areas.