Leslie joined the Center for Innovative Teaching and Learning in May 2016. She works with instructors at all levels to improve their evidence-based teaching, with a specialization in graduate student and postdoc pedagogical development. Leslie has dual B.A.s in Anthropology and Gender and Women Studies from the University of Illinois and has a Ph.D. in Anthropology from Indiana University. Her teaching background has included archaeological field schools and International Studies classes, as well as developing and teaching courses such as, “Death: Global Perspectives of Mummies, Dark Tourism, Cannibalism, & More” and “Anthropology of Disney: How Fair Tales Construct Identity.”


Some of the outward facing Center for Innovative Teaching and Learning programs that Leslie regularly plans includes our Associate Instructor Orientation and the Course Development Institute. She manages the Active Learning Grant and has offered over 21 learning communities. She also helps plan graduate student pedagogical development programs such as the Graduate Teaching Apprenticeship Program and the Center for Integration of Research Teaching and Learning.


Leslie is regularly involved with research projects and publishes on pedagogical development.

 

Publications

Lam, Charmian, Leslie E. Drane, Katherine Kearns, Julie Eyink, Helen Hathorn, Matthew G. Stanard, Aybike Tezel, Jay Howard, Julie Saam, and David Daleke. (2024). “In Retrospect, I Recognize it as a Significant Turning Point”: A Student-Centered Assessment of a Preparing Future Faculty Program. To Improve the Academy: A Journal of Educational Development 43(2): 339-369. https://doi.org/10.3998/tia.3808

Drane, Leslie E. (2022). Death Studies and Learning Communities: Rethinking Professionalism. In Teaching as if Learning Matters: Next Generation of Faculty Learn to Teach in Higher Education, edited by Jennifer Meta Robinson, Valerie Dean O’Loughlin, Katherine Dowell Kearns, and Laura Plummer. Indiana University Press: Bloomington.

Hoffman, Darren S., Katherine Kearns, Karen M. Bovenmyer, Preston Cumming, Leslie E. Drane, Madeleine Gonin, Lisa Kelly, Lisa Rohde, Shawana Tabassum, and Riley Blay. (2021). Benefits of a Multi-Institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders. Teaching and Learning Inquiry 9(1): 218-240. DOI: 10.20343/teachlearninqu.9.1.15

Drane, Leslie E., Jordan Y. Lynton, Yarí E. Cruz-Rios, Elizabeth Watts Malouchos, and Katherine D. Kearns. (2019) Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students and their Institutions. Teaching and Learning Inquiry 7(2): 106-120. DOI: 10.20343/teachlearninqu.7.2.7

Kearns, Katherine D., Molly Hatcher, Mara Bollard, Michele DiPietro, Devon Donohue-Bergeler, Leslie Drane, Elizabeth Luoma, Andrew Phuong, Laura Thain, and Mary Wright. (2018). ‘Once a scientist…:’ Disciplinary Approaches and Intellectual Dexterity in Educational Development. To Improve the Academy: A Journal of Educational Development 37(1): 128-141. DOI: 10.1002/tia2.20072

To read her CITL blog posts, visit https://blogs.iu.edu/citl/author/lesdrane/.