Dr. Teresa Redd brings to her clients more than thirty years of teaching, training, and administrative experience. A Phi Beta Kappa graduate of Princeton University and former Writer-Editor for Time-Life Books, she earned an M.A. in English at Howard University and a Ph.D. in Education at the University of Maryland, College Park. In June 2016, she retired from Howard as a Director and Full Professor, having earned a national reputation as a program-builder, leader, teacher, and scholar.
Prolific Program-Builder: The Founding Director of Howard University’s Center for Excellence in Teaching, Learning & Assessment (CETLA), Dr. Redd wrote the strategic plan for the center. Once appointed, she “rolled out” a fully operational center in less than two months. Later, she would develop additional online resource centers, workshop curricula, and online tutorials along with innovative programs. Among these were the Green Teaching, FRieND Mentoring, HU-Teach Course Redesign, and Teaching at Howard programs as well as the curriculum for the Provost’s Chair Leadership Academy. With its pioneering Syllabus Database, CETLA quickly achieved national recognition as a finalist for the Professional and Organizational Development (POD) Network’s Innovation Award. Eventually, CETLA became a much-sought-after model for new centers, attracting visiting delegations from numerous Historically Black Colleges & Universities (HBCUs) and African institutions.
As both CETLA’s director and Director of Writing Across the Curriculum, Dr. Redd also initiated many of the writing programs at Howard. She co-designed the on-campus and online Writing Centers as well as the guidelines and website for the Writing Across the Curriculum (WAC) Program in the College of Arts & Sciences. She launched not only the University’s first WAC courses, but also a one-of-a-kind Writing Matters Campaign to increase faculty expectations, student accountability, and writing assistance in all schools and colleges. With the Chair of English, she also proposed Howard’s first Virtual Summer Bridge Program for incoming students with low standardized writing test scores: The program empowered students to use adaptive-learning software online during the summer to prepare for an on-campus exam that could qualify them for a college-level English class.
Visionary Leader: Dr. Redd not only led CETLA and the WAC program at Howard; she also led Howard’s Teaching, Learning & Technology (TLT) Committee for 12 years, after asking the Office of the Provost to establish the committee to facilitate communication and collaboration between the users and providers of instructional technology. Whether she was leading CETLA or the TLT, her leadership produced tangible results: For instance, under her directorship, CETLA engaged nearly two thirds of Howard’s faculty in its activities; increased adoption of Howard’s learning management system by more than 700%, boosting the number of activated course sites from less than 150 to more than 3,000. CETLA also certified more than 300 faculty to teach hybrid courses and 200 to teach fully online courses, facilitating the growth of fully online courses from fewer than 10 per year to more than 150, while supporting the expansion of Howard’s first “homegrown” online programs. CETLA achieved these milestones while maintaining an average customer service and workshop satisfaction rating of at least 90%. Likewise, under Dr. Redd’s chairmanship, the TLT produced a strategic plan for teaching and learning with technology, revamped the proposal to establish the “Howard Online” office for online programs, and collaborated with the Office of the General Counsel on the development of up-to-date lecture capture and e-learning policies.
Dynamic Teacher: A recipient of Howard’s Teaching Excellence Award, Dr. Redd taught technical writing, first-year writing, and linguistics in the Department of English. Always seeking interdisciplinary collaboration, she integrated service-learning into her technical writing courses and developed Freshman English for Engineers by linking an expository writing course to an engineering design course. A pioneer in teaching with technology, she harnessed the Internet to enable her classes to collaborate with white students at Montana State University and black students at the University of Cape Town, South Africa long before the days of the World Wide Web. For her teaching innovations, she was featured in the PBS telecourse Writing for an Audience, in The Chronicle of Higher Education, and on WHMM’s (WHUT-TV’s) Evening Exchange.
Respected Scholar: While teaching at Howard, Dr. Redd published articles or chapters about audience analysis, readability, teaching with technology, writing across the curriculum, service-learning, African American English, assessment, and teaching African American students. In addition, she co-authored A Teacher’s Introduction to African American English: What a Writing Teacher Should Know, published by the National Council of Teachers of English. She also edited Revelations: An Anthology of Expository Essays by and about Blacks, a textbook that was adopted by Howard’s first-year writing program for two decades. Over the years, her scholarship and experience earned her a seat on the board of the international network of writing across the curriculum programs, the editorial boards of three national journals, the executive committee of the nation’s largest composition association, and the advisory boards for the SAT, LSAT, and GRE.