Dr. Aubree Stearns is the director of faculty development in DSI and an applied sociologist with 20 years of experience in higher education. She studies power in higher education, inclusive instruction, and disability. Dr. Stearns has taught at Zayed University in the United Arab Emirates, the University of Texas-Arlington, and Texas Woman’s University.  

 

Dr. Stearns was the founding director of the BIRCH professional learning center at the nation-wide nonprofit, Branch Alliance for Educator Diversity. She has been at UNT since 2021 when she relaunched the faculty development team in DSI where she supports the creation and facilitation of innovative teaching resources, workshops, and faculty institutes such as CETO (Certificate of Excellence in Teaching Online). 

 

Dr. Stearns earned a Ph.D. in Sociology from Texas Woman’s University, a Master of Arts in Teaching from the University of Southern Mississippi, and a Bachelor of Arts in English from the University of Central Florida. She is a member of Phi Kappa Phi and a recipient of the 2020 Virginia Chandler Dykes scholarship. She has been published in Critical Education, The Journal of Transformative Learning, Inside Higher Ed, and Faculty Focus. 

Dr. Boye has over 18 years of professional experience in the fields of teaching and learning and faculty development in higher education. She previously served as Founding Director of the Center for Teaching and Learning for the Collin College System and Associate Director of the Teaching, Learning, and Professional Development Center at Texas Tech University. 

She holds a Ph.D. from Texas Tech, a Master of Arts from Bowling Green University, and Bachelor of Arts degrees from The College of William and Mary, where she earned membership in the Alpha chapter of Phi Beta Kappa. She has experience teaching courses in writing and rhetoric, literature,  drama, and education, and has served on the Boards for the Professional and Organizational Development Network in Higher Education (POD) and the Texas Faculty Development Network. Dr. Boye is also a Consulting Editor for College Teaching and served as Associate Editor for IDEA Papers. Her scholarly work has appeared in publications such as To Improve the Academy, The Journal on Centers for Teaching and Learning, IDEA Papers, and The Scholarly Teacher. She is also co-editor and co-author of the book Transparent Design in Higher Education Teaching and Leadership (Taylor and Francis, 2019). Some of her areas of research interest include generative AI in teaching and learning; syllabi, assignment, and rubric design; peer observations of teaching; and self-efficacy, burnout, work life, and self-care for academics and other professionals. 

Assistant Faculty Development Specialist
 

Dr Babafunso Adegbola is a dedicated faculty and staff development specialist with nearly two decades of experience in the education sector. She brings a rich and multifaceted background to her work in higher education. With a doctorate in Education, specializing in Curriculum and Instruction, she offers deep expertise in pedagogical design, instructional effectiveness, and inclusive teaching practices. 

Her professional journey began in guidance and counseling, later expanding into roles as a Behavioral Management Specialist working with special needs children, a classroom teacher, and an academic advisor. These experiences have shaped her holistic approach to supporting both educators and students, emphasizing individualized guidance, strategic planning, and culturally responsive engagement. 

In her current role as an Assistant Faculty/Staff Development Specialist, her work includes operational and logistics management of workshops, coordinating professional learning communities, and promoting student success-centered teaching strategies. She is known for her collaborative spirit, strategic mindset, and empathetic leadership qualities that foster a culture of growth, innovation, and continuous improvement across academic and administrative units. 

Her research includes the publication Pre-Service Teachers’ Perceptions of Preparedness and Self-efficacy in Instructing Students From Diverse Cultural and Linguistic Backgrounds (2022), along with presentations on culturally responsive mentoring and comparative educational philosophies. 

Outside of her professional work, she enjoys cooking, reading, and traveling. Her love for exploring new cultures and cuisines often inspires fresh perspectives that enrich both her personal life and professional practice. 

Tama Hebert brings 29 years of experience in education, encompassing classroom teaching and various district roles with a focus on student success. Following retirement from public education, she spent two years traveling nationwide as an instructional coach for a nonprofit organization, collaborating with educators in Dallas, Arlington, Shelby County (TN), Clark County (NV), and Providence (RI). Her work included leading district-wide trainings and offering personalized coaching on effective teaching practices. 

In 2024, she returned to her alma mater to serve as the Educational Technology Trainer for DSI CLEAR. In this role, she continues to support educators in their professional growth, which contributes to meaningful student learning experiences. Her passion lies in fostering student achievement and nurturing a lifelong love of learning.