Meet the spirited team committed to make a difference in Higher Education

Stuart Blacklock
Managing Director (UK)

Dr. Rinkle Sangoi Kapoor
Director (India)

Abhilasha Singh
Director (India)


Dr. Alexis Brooks Walter

Dr. Alexis Brooks-Walter has worked in higher education over 20 years and currently serves as Executive Director of the Academic Center for Excellence and Student Success Initiatives at Virginia State University.  Prior to this role Dr. Brooks-Walter served in Institutional Effectiveness where she was intricately involved with university assessment, faculty development, accreditation, and institutional research.   She served a pivotal role in development of the institutional quality enhancement plan for leadership and the reaffirmation of the University by the Southern Association of Colleges and Schools Commission on Colleges.
Prior to joining the faculty at VSU, Dr. Brooks-Walter served as Dean of the College of Undergraduate Studies and the Honors College at Bethune-Cookman University.   As a teaching professor who specialized in microbiology she served as an academic department chair, school-wide assessment coordinator, an institutional National Science Foundation grant coordinator and the recipient of a Preparing Critical Faculty for the Future fellowship grant sponsored by the Association of American Colleges and Universities. In addition, she has received Faculty of the Year awards from two different four year institutions (Florida A&M University and Bethune-Cookman University).
Dr. Brooks-Walter received her undergraduate degree in biology from Florida A&M University and her doctorate from the University of Alabama at Birmingham.   She is married and she has three children, Willis III, William and Asia.

Dr. Timothy Brophy


Timothy S. Brophy is Director of Institutional Assessment at the University of Florida and Professor of Music Education. He has published over 50 articles and book chapters, is sole author of three books, editor of nine books, and is a founding editor of the open-access online Journal of Assessment in Higher Education.  He serves as an assessment expert for the New York State Arts Blue Ribbon Commission and served as an assessment developer for the International Baccalaureate in the Hague, Netherlands.

At the University of Florida, Dr. Brophy developed, implements, and sustains the University of Florida’s Assessment System and serves as Chair of the Academic Assessment Committee. He is responsible for all matters related to the university’s accreditation with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and established, maintains, and refines the university’s institutional effectiveness and assessment processes. He served on the SACSCOC Board of Trustees from 2011-2017 and is the University of Florida’s SACSCOC liaison. He currently serves as a chair for SACSCOC on-site and off-site review committees.

Dr. Tamer Salama Elmarsafawy


PhD in Biometrical Genetics from Cairo University, Egypt.

Professor of Biostatistics, RAK Medical & Health Sciences University.

As a teacher and researcher around 27 years of experience in training, teaching and research [published more than 27 papers (Education, Biology, Statistics, Genetics)].

One of the founding members of the Institutional Effectiveness, Quality Assurance & Accreditation office at RAK Medical & Health Sciences University.

Played a leading role in developing policies and guidelines of RAKMHSU for Licensure and Accreditation by CAA, UAE.

Member of RAKMHSU advisory Board.

Member of the Executive Council, Research and Ethics Committee and Chair of Assessment Committee at RAKMHSU.

Member of Network for Quality Assurance Agencies in Higher Education (ANQAAHE).

Responsible about University evaluation process on Academic and Non-academic levels and report to the President.

Orienting the faculty and students and coordinate with the Commission for Academic Accreditation (CAA), UAE for the quality implementation of CAA’s Standards.

Active member in evaluation of short and long-term University strategic plans.

Key member of institutional review and cross institutional review.

Monitoring and evaluating the academic integrity at RAKMHSU.

Setting standardized procedures for course and program development in line with CAA standards.

Evaluating program outcomes and effectiveness annually.

Providing guidance to Master students in Pharmacy and Nursing Colleges for statistical part in Dissertation.

Coordinator of RAKMHSU Data to Center of Higher Education Data and Statistics (CHEDS) at Ministry of Education, UAE.

Coordinator of RAKMHSU Data to Federal Human Resources Authority, UAE.

RAKMHSU coordinator to CAA Team and ERT visits to RAKMHSU.

RAKMHSU coordinator to Qualifications Framework Authority (QF Emirates), UAE.

Consultant to different educational institutions within UAE.

Mr. Akhil Pruthi


Mr. Akhil Pruthi is Deputy Director – Strategic Initiatives at Alliance University and works with the Office of the Vice-Chancellor. He has a deep interest in institutional research and higher education strategy to solve key issues including improving the quality of higher education, internationalization, branding, and perception in the World University Rankings. He brings in-depth understanding and insights on policies and practices to facilitate collaborative partnerships supporting mobility, research, and teaching.

He has previously worked with O.P Jindal Global University where he led initiatives for the Office of Rankings, Benchmarking, and Institutional Transformation (ORBIT). He holds an MBA from the Chinese University of Hong Kong (CUHK) and Indian School of Business (ISB) in Entrepreneurship and Marketing, and an MS from the University of Southern California (USC) in Electrical Engineering.

Prof. Pete Boyd


Prof Pete Boyd is an education consultant and research mentor working with educators and practitioner researchers in schools, colleges and universities to support the development of research-informed practice. He is emeritus professor in education at the University of Cumbria and visiting professor in academic development at Newman University.

For twelve years Pete was a teacher and head of department in secondary schools in the north of England and for three years worked in residential adventure education and field-study for primary and secondary school students. He became a teacher educator based in higher education and his primary field is teacher education, including initial education for beginning teachers as well as advanced professional education and professional development for experienced teachers.

 As a teacher educator Pete contributed to teaching and learning development, including design and validation of an innovative part-time foundation degree programme for teaching assistants and a fully online part-time masters level

programme for experienced teachers. He moved into academic development and led a programme for new academics on teaching, learning and assessment in higher education. His research at this time related to this academic development role and focused on academic induction and on assessment and feedback in higher education. Pete was the lead author of UK national guidelines for academic induction of new teacher educators based in higher education. The ‘Becoming Teacher Educator’ guidelines were published by the Higher Education Academy and won the BERA / Sage practitioner research prize in 2009.

Dr. Carl Moore

Dr. Moore is currently the Assistant Chief Academic Officer at the University of the District of Columbia (UDC). He also serves as Certificate faculty in Temple University’s Teaching in Higher Education Certificate program, teaching faculty for USC’s Equity, and a workshop facilitator for the Online Learning Consortium. He is also frequently an invited speaker and consultant on inclusion, leadership, and faculty development and teaching and learning related topics.  He has a Doctorate in Urban Education from Temple University and a Masters of Arts from The Ohio State University in Higher Education Administration. His dissertation investigated how exemplary college faculty employ Universal Design for Learning principles in their teaching practices. 


Carl has been teaching for over 14 years. Along his path, he has served as maintained appointments across the faculty classification gamete serving in Instructional, Adjunct, and Tenure-Track faculty roles. He has also created and instructed a variety of courses in education at The Ohio State University, Temple University, Cabrini College, and Arcadia University in both face-to-face and online formats. For the past several years Carl has dedicated his career to advancing the field of faculty development. He has done so by serving as a Department Chair at UDC, Assistant Director of the Teaching and Learning Center at Temple University, and Co-Chair of the POD Network Conference.  Alongside his career in academic affairs, Carl has also served in a number of student services leadership roles charged with enhancing student success. These roles entailed work in advising, retention, multicultural affairs, and TRIO programs. As a self-described “techie” and advocate for mission alignment the sum of Carl’s passions lie leveraging technology to enhance student outcomes at the course and institutional levels.

Mr. Sandeep Singh Sisodia


Sandeep graduated from the Ohio State University’s Austin E. Knowlton School of Architecture in 2012 with a Master of Architecture. He has also earned a Bachelor’s degree in Architecture from India and has been registered as an Architect with the Council of Architecture, New Delhi, India since 2010. Sandeep has been teaching Architecture and Design courses at various institutions since 2008, as well as practicing as an Architect and Designer for nearly a decade now.

Having completed work on an exhibition/competition for the Venice Architecture Biennale 2012, “Common Ground”, he has subsequently designed and curated a number of installations with undergraduate architecture students at various institutions, both as part of their studios as well as independent workshops, and have also curated a City-level architectural exhibition at the Science Centre, Surat.

Sandeep believes in a blend of synchronous as well as asynchronous teaching, learning and assessment as part of his pedagogy. Currently, Sandeep is on a path to establish himself as a Digital Leader in the domain of Architecture and Design education, that is not limited to a specific audience. His Research interests lie in the notion of a transient sense of place, documentation and awareness of Unseen and hitherto Unprotected Heritage of cities and towns in erstwhile Rajputana, as well as developing interactive and critical content for designers. 

Dr Amal BouZeineddine


Dr Amal BouZeineddine has earned her doctoral degree in Bilingual Education from Boston University in Massachusetts, United States of America. She is the Associate Director for the Center for Teaching and Learning at the American University of Beirut and a full time faculty member in the Department of Education at the University. She teaches graduate and undergraduate courses in elementary education with focus on teaching of language arts, curriculum design and children’s literature.

She is the chair of the Practice Teaching Committee, Chair of Revising the BA program and Chair of the Comprehensive Examination-Elementary Education. In addition, Dr. BouZeineddine is the convener for Elementary Education and currently the Technical Coordinator of RACE II/DFID project with MEHE. Dr. BouZeineddine has been a consultant for educational institutions and has conducted in-service training and professional development activities for both Pre University and higher education faculty in Lebanon and the region in places such as Egypt, Jordan, Qatar, KSA, UAE, Kuwait, Bahrain, Oman and Sudan. Dr. BouZeineddine’s research interests include assessing learning outcomes at both the program and course levels. In addition, she developed and reviewed research-based training manuals. Of her works are: •Faculty members ’ and Department Chairs ’ Perceptions about the Program Learning Assessment Process: the Case of the American University of Beirut. •A recommended framework for identifying best practices in teacher preparation programs. •Improving teacher education in Arab countries: What can we learn from international experiences? •Assessing Learning Outcomes: Changing Habits of Mind and Transforming Universities into Learning Communities ; •Evaluating Program Learning Outcomes – Process and Product – the Context of Qatar University- research grant ; •A Mechanism for Assessing Teacher Performance; •Relationship Between Reading Attitudes, Achievement, and Learners’ Perceptions of Their Jigsaw II Cooperative Learning.

Dr Heather Friesen


Dr. Heather Friesen is currently serving as Executive Director of Organizational Planning and Strategy at Abu Dhabi University. She has worked in higher education for 25 years in Canada and the Middle East, holding senior positions in strategic planning, institutional research, enrolment management, quality assurance and accreditation.

Her research and career interests include the study of student success, with her doctoral work examining factors that impact higher education participation and persistence mapped against GI (geographic information systems) coordinates as a proxy for neighbourhood and socioeconomic status.

She received her Doctorate of Education in higher education leadership from Simon Fraser University, Canada.

Dr Ben Coulter


Over the past 25 + years, Dr. Coulter has worked in a variety of positions in and surrounding higher education. Most recently, he was Senior Director of Higher Education Initiatives at Watermark Insights, LLC., consulting with over 800 universities/colleges in areas related to outcomes assessment, institutional accountability, specialty-area accreditation, and faculty Reappointment, Tenure, and Promotion . In his position at Watermark, Dr. Coulter worked with a broad cross-section of U.S. and International institutions encompassing all Carnegie Classifications, most regional & international accreditation affiliations, multi-campus & state-level university systems, and with all levels of university/college faculty, staff, and senior administrators.  


Prior to his work at Watermark, Dr. Coulter was at Western Carolina University (North Carolina) where he served as Director of Instructional Technology and as an Assistant Professor in the Department of Educational Leadership. As Director of Instructional Technology he consulted with senior university leadership, college/school administrators, and program faculty on methods for integration of innovative learning technologies to improve teaching, learning, and for the collection/analysis of longitudinal data related to outcomes assessment/student performance.  He also served as a state-level board member of the University of North Carolina Academic Technology Advisory Board; Chair of the Academic Technology Committee; and was the Principal Investigator/Administrator of four successfully awarded U.S. Department of Education grants totaling over $10 million dollars. As Assistant Professor in the Department of Educational Leadership, Dr. Coulter taught courses at the masters and doctoral-level in adult and community education, higher education administration, educational organization & leadership, instructional design, and directed graduate-level practicums, internships, and research.

Dr. Coulter received his undergraduate degree in International Law/Political Science from Idaho State University, his masters degree in Organizational Development and Leadership from Western Carolina University, and his doctoral degree in Higher Education Administration from NC State University. He is also retired from the United States Army as a Military Intelligence Officer (Counterintelligence).

Dr. Jörg Waltje
Dr. Jörg Waltje can draw on more than 20 years of experience in
educational and academic environments. His interests lie in curricular
innovations, creative practice, and continuous improvement of the learning
experience in higher education. He is a Principal Fellow of the UK Higher
Education Academy and holder of the ACUE Certificate in Effective College
Instruction. His broad training and expertise in teaching, assessment,
faculty development, and educational technology, combined with his
well-developed interpersonal and intercultural competencies and his
leadership experience, make him an excellent consultant who can see the
big picture. Dr. Waltje is an innovator and idea generator, outgoing and
witty, with an outstanding ability to motivate, inspire, and build close
working relationships with administrative and academic colleagues. Over
the years, he has served in increasingly complex administrative positions
in several universities and colleges. Holding leadership roles in both
public and private institutions, in the US and abroad, and working with a
variety of constituent groups has provided him with a wealth of
perspectives to work effectively with all educational audiences and