Dr. Amy Collier is the Associate Provost for Digital Learning at Middlebury College, where she provides strategic vision and leadership in digital pedagogies and technologies. Her work focuses on positioning Middlebury as a leader in creating a global learning community through a variety digital learning initiatives, including online and hybrid/blended courses and programs.
A recognized thought leader in higher education’s digital transformation, Dr. Collier emphasizes critical, ethical, and socially just approaches to education technology. She co-founded the Higher Education After Surveillance network, an international organization imagining alternative futures for surveillance in education. Her work with Higher Education After Surveillance has resulted in published articles and papers, as well as the launch of a Data Stories project and an Observatory project. Additionally, she co-convened the Design Justice Instructional Design Working Group in its early days, supporting instructional designers in adopting principles of design justice.
From 2020-2023, Dr. Collier has co-taught a course on Inclusive Design and Design Justice with Dr. Sarah Lohnes Watulak, both at Middlebury and in professional settings such as the Digital Pedagogy Lab. Since winter 2024, Dr. Collier and Dr. Lohnes Watulak have taught a course on Questioning Technologies, which incorporates critical perspectives on technology with speculative methodologies for imagining alternative futures for technology in society.
Prior to joining Middlebury, Dr. Collier served as director of digital learning in Stanford University’s Office of the Vice Provost for Teaching & Learning. There, she oversaw online and blended course design initiatives and conducted research on effective instructional practices. Earlier in her career, she directed the Center for Excellence in Teaching and Learning at Texas Wesleyan University, implementing nationally-recognized faculty development programs.
Dr. Collier received her doctorate from Texas Woman’s University in 2008. With over two decades of experience in education, she has been a consistent advocate for learners and teachers across various educational institutions. She frequently presents at universities and conferences on topics such as student privacy, critical instructional design, design justice, and complexity in education.
