Dr. Faby M. Gagne is currently a Strategic Advisor at Dxtera Institute, an organization that provides higher ed solutions and community support for institutions. A forward-looking, education pioneer who leverages social psychology theory and research in evidence-informed decision making to inform higher ed strategy, Faby offers thought-leadership to leaders in higher education and EdTech. She is currently contributing to the Ed S.A.F.E. AI Alliance and collaborates with the Association for College and University Educators (ACUE) in engaging higher education leaders in conversations about the future of teaching and learning. Until recently, she was the Institutional Research Analyst for College for America and the founding Executive Director for SNHU Labs, a strategic research and development (R&D) unit at Southern New Hampshire University aimed at dismantling outdated student engagement models and stimulating paradigm shifts.
Gagne earned a PhD and MA in Experimental Social Psychology from McGill University, as well as a Bachelor’s in Psychology from Universite de Moncton. She completed a Social Sciences and Humanities Research Council (SSHRC) post-doctorate at Wellesley University.
Her programmatic academic research on decision-making and goal implementation won the prestigious international Society of Experimental Social Psychology Dissertation Award, was published in top tier peer-reviewed journals, and was cited in several media outlets including the New Yorker. The SNHU Labs teams’ work was recently featured in EDUCAUSE’s Horizon Report: Teaching and Learning, and received several honors, including an honorable mention for the IMS Global Learning Impact Awards. The work was supported by several federal grants and foundation awards, including Google.org.
Faby volunteers for the Global Mentorship Initiative and sits on the School of Tellus Advisory Board and the Ed S.A.F.E. AI Alliance Advisory Council.
Encouraging communities of practice may help higher education institutions democratize their digital transformation efforts. Working in a community of practice scales transformative work by diffusing learning across an institution.