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Staff

Dorothea Herreiner, PhD, Director

Dorothea Herreiner has been the Director of the Center for Teaching Excellence (CTE) since summer 2011. Her goal is to create a welcoming, energizing, supportive, and collaborative environment where faculty members have the opportunity to reflect about their teaching, the encouragement of learning, and the pursuit of academic excellence. She strives to make the CTE the one-stop place where LMU teachers can find information, support, and inspiration to support the continuous development and improvement of their teaching and to address all teaching-related questions. Dorothea seeks to encourage the exchange of teaching experiences and ideas among faculty members, the discussion and explorations of new pedagogies and teaching technologies, and the formation of mutual faculty support structures and learning communities. She is available for individual teaching consulting and scholarship questions that are related to teaching and learning.

Dorothea is an Associate Professor of Economics. She received her PhD in Economics at the European University Institute in Florence. In her research, Dorothea has focused, among other topics, on trading relationships in decentralized markets, on justice and fairness criteria, and on competition attitudes of men and women. Dorothea is a dedicated, inspiring and demanding teacher who thoroughly enjoys working closely with students, fostering learning and critical thinking, and experiencing student progress and success. She has been voted Teacher of the Year by students repeatedly. Dorothea has teaching experience at the undergraduate and graduate level; she has taught classes such as Intermediate Microeconomics, Game Theory, Mathematics for Economics, Economics of Justice and Fairness, Economics of Art, and others.

  Dorothea photo b&w

Bianca Infanzon, Senior Administrative Coordinator

Bianca Infanzon is the Administrative Coordinator for the Center for Teaching Excellence (CTE). She is a Loyola Marymount University alumnus and received her BS in 2010. She has previous experience in the LMU Academic Affairs office and assisted various academic committees involved in the new Core curriculum, academic planning and review, and university-level curricular changes.

  Bianca Infanzon

Adam Fingerhut, PhD, CTE Faculty Associate, Spring 2015

Adam Fingerhut is an Associate Professor in the Department of Psychology at Loyola Marymount University. He received his B.A. in Psychology from Stanford University in 1996, and his Ph.D. in Psychology from UCLA in 2007. His research focuses on prejudice, discrimination and stereotyping, examining these phenomena from the perspectives of targets and perpetrators, individuals and couples. Examples of Adam’s research include: survey studies of heterosexuals’ stereotypes of gay and lesbian individuals; daily experience studies of stress among LGB individuals and same-sex couples during marriage campaigns; and experimental studies investigating the role of stereotype threat in healthcare decision making among African American women. For his contributions to scholarship and service, Adam received the Michele Alexander Early Career Award from the Society for the Psychological Study of Social Issues (American Psychological Association Division 9). At LMU, Adam teaches courses on experimental research methods, general psychology and social psychology.

Project: Diversity in the Classroom


Adam Fingerhut Photo

Nadia Kim, PhD, CTE Faculty Associate, Spring 2015

Nadia Y. Kim is an Associate Professor of Sociology at Loyola Marymount University who received her doctorate from the University of Michigan-Ann Arbor. Her research examines ‘race’; gender and relationality; citizenship; immigration and transnationalism; and community politics. She does so not just from a sociological perspective but that of Asian American Studies, Korean Studies, and Women’s/Gender Studies. Her book Imperial Citizens: Koreans and Race from Seoul to L.A. (2008, Stanford University Press) explores how immigrants understand historically and transnationally their sense of belonging and citizenship vis-à-vis global American race inequality. She is currently penning another book for Stanford on how marginalized and undocumented US immigrants of color, mostly mothers, redefine “citizenship” by way of their community activism for clean air. Over the last 17 years she has taught at every type of higher educational institution and has focused much of her pedagogy on striking the balance between academic rigor and academic realities.

Project: Achieving a Rigorous Education that Satisfies Teacher and Learner


Faculty Associate Spring 2015 - Nadia Kim


Master Teachers Program
Past CTE Directors

Past CTE Faculty Associates