Dartmouth Features Learning Innovation Leader

Dartmouth College has featured Erin DeSilva, the Senior Associate Provost for Learning Innovation, in a "Featured Gig" profile, underscoring her role in advancing educational strategies and initiatives within the university. The profile, shared on October 6, 2026, by Joshua Kim, delves into DeSilva's responsibilities and her contributions to the evolving landscape of higher education.

As Senior Associate Provost for Learning Innovation, Erin DeSilva is tasked with overseeing and developing new approaches to teaching and learning at Dartmouth. This role is critical in a period where universities are increasingly expected to adapt to technological advancements and changing student needs. Learning innovation encompasses a broad range of activities, including the integration of new pedagogical methods, the adoption of educational technologies, and the design of flexible learning environments. DeSilva's work likely involves collaborating with faculty, departments, and various administrative units to foster a culture of continuous improvement and experimentation in educational delivery.

The "Featured Gig" format suggests a focus on the specific contributions and strategic vision of key personnel within the institution. By highlighting DeSilva's position, Dartmouth signals the importance it places on leadership in educational innovation. This can involve exploring how technology can enhance student engagement, improve learning outcomes, and make education more accessible. It also points to a commitment to research and development in the field of higher education, aiming to stay at the forefront of pedagogical best practices. The profile likely aims to provide insights into the challenges and opportunities facing academic institutions in the 21st century, particularly concerning the future of learning.

Joshua Kim, the author of the piece and likely a contributor to Dartmouth's internal communications or a related publication, frames the discussion through four key questions posed to DeSilva. While the specific questions are not detailed in the provided text, they are intended to elicit thoughtful responses about her work, her vision for learning innovation, and the broader impact of her role on the Dartmouth community. This interview-style approach allows for a deeper exploration of the complexities involved in leading educational change within a large academic institution. The emphasis on DeSilva's role suggests a strategic effort by Dartmouth to showcase its commitment to forward-thinking educational practices and the individuals driving these efforts.