Redesign Scholars Program
Mathematics and Statistics
Science, Engineering and Technology
Mathematics and Statistics
Scholar: Steve Acker
Marchetta Atkins has been an instructor at Alcorn State University since 1988. She has taught courses in intermediate algebra, college algebra, trigonometry, business calculus, foundations of mathematics, real number systems, informal geometry, probability and statistics. She has also worked with Alcorn’s teacher education program and has written grants to support teacher training at both the middle- and high-school levels in southwest Mississippi. Marchetta served as the project leader for Alcorn’s redesign of College Algebra, which was initiated in 2008 as part of the Mississippi Institutions of Higher Learning (IHL) Course Redesign Initiative, a collaborative effort between IHL and NCAT (2007 – 2010). Enrolling about 320 students per semester, College Algebra is offered in four sections of 80 students each. Marchetta and the team are working to redesign Intermediate Algebra as well. Marchetta earned a B.S. in mathematics and computer science and a M.S in mathematics education at Alcorn State University.
Scholar: Susan Barbitta
Susan Barbitta has been a faculty member at Guilford Technical Community College (GTCC) in North Carolina for 13 years. She has taught courses ranging from Essential Mathematics to Survey of Mathematics. She co-led the team that redesigned GTCC’s developmental math sequence, annually enrolling 8,000 students, as part of NCAT’s Changing the Equation program. Key features of GTCC’s redesign are mastery-based learning; awarding credit for objectives previously mastered; modularization of the curriculum with multiple exit points based on a student’s program of study; the ability to complete more than one course in a semester while paying for only one; and, the LEAP Labs, emporia that seat 150 students on the Jamestown campus, 80 on the Wendover campus, and 27 on the High Point campus. Susan received an A.S. from Nassau Community College, a B.S. from Queens University in New York, and a M.S. from Stevens Institute of Technology in New Jersey. Susan has been a recipient of the Teaching in Excellence award and the President’s Award while at GTCC.
Scholar: Mary Jane Bassett
Mary Jane Bassett is dean of academic support at Jackson State Community College (JSCC) where she oversees the developmental studies (learning support) program, the academic assistance center, distance education, the library and the writing center. Mary Jane and Betty Frost were the team leaders for JSCC’s developmental math redesign project, SMART Math, which was part of the TBR Developmental Studies Redesign Initiative, a collaborative effort between TBR and NCAT (2007 – 2009). As the administrator working directly with the redesign team, Mary Jane was instrumental in finding ways to overcome various challenges and in keeping the redesign moving. She continues to work with the math faculty in their ongoing improvement process and to advise them as needed. Mary Jane was a presenter at the Community College Futures Assembly where JSCC was awarded the nationally acclaimed 2010 Bellwether Award for its redesign of developmental math as well as at numerous other higher education conferences. Mary Jane and Betty Frost have published "Smart Math: Removing Roadblocks to College Success" in the Community College Journal of Research and Practice, Volume 34, Issue 11. Mary Jane earned a B.S. and an M.A. from Mississippi State University.
Tristan Denley is vice chancellor for academic affairs at the Tennessee Board of Regents. Prior to that, he was provost and vice president of academic and student affairs at Austin Peay State University. Prior to that, he was associate professor and chair of mathematics at the University of Mississippi. He obtained his PhD in Mathematics at Trinity College, Cambridge, UK, in 1993 and has held positions at the University of Umeå, Sweden, and the University of Waterloo, Canada. His research is in Graph Theory and Combinatorics in which he has published several papers and a monograph. Tristan led the redesign of College Algebra and Elementary Statistics at Ole Miss. This included constructing the CALM lab, a learning lab space for 80 students, and restructuring the classroom experience for the 1500 students enrolled in these courses. The redesign uses both traditional classroom lectures and computer-aided learning in the lab. Tristan has become deeply invested in the technology available today and on helping others redesign their courses in ways that will best meet their needs and the need of their students.
Scholar: Betty Frost
Betty Frost has been a member of the faculty at Jackson State Community College (JSCC) for 35 years, serving as chair of the mathematics department for over 20 of those years. She has taught math courses ranging from Basic Mathematics through Calculus III. She led the team that redesigned JSCC’s remedial and developmental math sequence that annually enrolls ~2200 students. Key features of JSCC’s redesign are mastery learning, modularization, multi-exit options, and the SMART Math Center, an emporium that accommodates 80 students. Even though she was a naysayer at the beginning of the redesign process, Betty has become genuinely committed to the concepts of course redesign and to helping others redesign their courses in ways that will best meet their needs and the need of their students. Betty earned an A.S. in mathematics from Northeast Mississippi Junior College; a B.A. in math education from the University of Mississippi and an M.S. in mathematics from Memphis State University.
Jamie Glass has been an instructor at The University of Alabama (UA) for 19 years and has taught all levels of freshman mathematics. Since 2001, she has managed the day-to-day operations of the Mathematics Technology Learning Center (MTLC), which serves ~9500 students per year. Jamie has been involved with course redesign since 1999 and has worked with an extraordinary group of peers to redesign all of the freshman-level math courses at UA over the last 10 years. During Jamie’s tenure, the MTLC has received a 2001 Alabama Quality Award (Judges Special Recognition), a 2008 Pearson Teaching and Technology Leadership Award and a 2009 Top Honors (Platinum) Award from the IMS Global Learning Consortium. Jamie has advised numerous colleges and universities about course redesign, offering advice about operations, policies, decisions and mistakes made at UA. She also teaches AP Calculus at a local private high school. Jamie earned a B.S. in mathematics at Jacksonville State University and an M.A. in math education at The University of Alabama at Birmingham.
Martin Golson serves as the instructional specialist at Austin Peay State University. He was an important member of the team that redesigned two developmental courses, Elementary Algebra and Intermediate Algebra, by integrating them with two college-level math courses, Mathematical Thought and Practice and Statistics. This project was part of the Tennessee Board of Regent’s Developmental Studies Redesign Initiative (2006-2009) which was undertaken in collaboration with NCAT. The redesign produced the Linked Workshop Model, which links individualized, computer-based instruction in workshops to traditional instruction in the classroom to allow students to earn core course credit while removing their mathematics deficiency. Martin is a recipient of Clarksville-Montgomery County School System’s Point of Light Award. He earned a B.S. in mathematics and an M.A. in education from Austin Peay State University.
Myrta Groeneveld is the coordinator of developmental mathematics at Manchester Community College (MCC) in Connecticut. Having grown up in the heart of Puerto Rico, Myrta learned English at a local community college in Massachusetts before pursuing her career in mathematics. This beginning has led her to be a fierce supporter of Hispanic students at MCC. Her mentoring and advising work led to her initiating bilingual classes in mathematics. Myrta was instrumental in bringing course redesign to the entire developmental mathematics program at MCC. The college has constructed a dedicated lab to implement the redesign of the developmental math sequence as part of NCAT’s Changing the Equation program. Myrta has taught at different universities and community colleges. She has continually worked to improve the resources available for mathematics education and has designed courses that utilize many types of technology in the classroom. Myrta received an M.S. in mathematics from the University of Connecticut.
Scholar: Crystal Ingle
Crystal Ingle serves as the learning specialist at Northwest-Shoals Community College in Muscle Shoals, Alabama. She has taught mathematics since 2005 in both the post-secondary and secondary systems. Crystal also consults as a Pearson Faculty Advisor offering peer-to-peer mentoring for MyLabs/Mastering products. As a part of NCAT’s Changing the Equation redesign team, she has successfully redesigned three developmental mathematics courses using the Emporium Model and is presently collaborating with faculty to redesign the institution’s developmental English and reading courses. Crystal has a B.S. and M.A. from the University of North Alabama in mathematics education and is currently pursuing her Ed.D. in higher education administration from the University of Alabama.
Marcia Jehnings is currently the division director of mathematics, science and health careers at Manchester Community College (MCC) in Connecticut. She began her professional career in the health care arena as a respiratory therapist and then worked as the program director of the respiratory care program at MCC before delving into administration. She has been involved in many leadership initiatives including curriculum development, grant acquisition and management, facility and educational planning and general education reform. As the administrator working with MCC’s developmental mathematics redesign team as part of NCAT’s Changing the Equation program, Marcia supported her faculty team in their implementation of the modularized curriculum, selection of software, and in the design and renovation of their new math lab, which supports the 1500 students taking developmental math courses annually. Marcia has also been a member of a group of college and high school faculty who have taken the Emporium Model to several high schools who now use it to align their curriculum with that of the college. Marcia holds a B.S. degree in health science from the University of Hartford and an M.S. degree in allied health from the University of Connecticut.
Scholar: LaRonda Lowery
LaRonda Lowery serves as the lead coordinator for developmental mathematics at Robeson Community College (RCC) in North Carolina where she has taught since 2002. In 2010, she led RCC’s team that redesigned its developmental math sequence as part of NCAT’s Changing the Equation program. LaRonda has taught mathematics courses ranging from developmental mathematics to Pre-Calculus as well as Introduction to Computers. She received the Presidential Innovation Award at RCC in 2010 and is actively involved in developmental math redesign at both the campus-wide and system-wide levels. LaRonda was a member of the North Carolina Community College System’s (NCCCS) developmental education initiative math redesign task force which redesigned three of NCCCS’s four-credit developmental math courses into eight one-credit modules. LaRonda earned a B.S and M.A. in mathematics education and 18 graduate hours in computer science from the University of North Carolina at Pembroke.
Scholar: Eric Matsuoka
Eric Matsuoka is professor and developmental math coordinator at Leeward Community College (LCC) in Hawaii. A full-time LCC faculty member since 1994, Eric does his best to ensure and improve student learning and success by implementing proven best practices in all of the courses he teaches and coordinates. Although Eric was initially skeptical about redesign, as he researched the Emporium Model and compared its strengths with best practices in learning, he became a true believer. Upon assuming the duties of developmental math coordinator, Eric co-authored the proposal for the Changing the Equation grant that was awarded to the college in 2010. He is a lead member of LCC's primary redesign teams for developmental math, College Algebra and Accelerated Pre-Calculus. He holds a B.A. (with distinction) and an M.A. in mathematics from the University of Hawaii at Manoa, is a 2010 recipient of the University of Hawaii Regents' Medal for Excellence in Teaching and is a 2011-2012 faculty recipient of a University of Hawaii Sony Technology Award.
Phoebe McLaughlin is a professor in the department of mathematics and computer science at the University of Central Missouri (UCM). She earned a Ph.D. in mathematics from the University of Iowa. Her recent teaching concentrates on actuarial science and statistics, linear algebra and general education math courses. For years, she has been making efforts to incorporate technological tools into her classes. Phoebe is the coordinator of the Intermediate Algebra course, which was redesigned as part of a statewide initiative, a collaborative effort between the state of Missouri and NCAT. UCM's redesign was piloted in spring 2012 and fully implemented in fall 2012. Phoebe is also a Missouri Learning Commons Scholar, responsible for presenting on course redesign throughout the state and mentoring other departments and universities interested in conducting a course redesign project.
Dan Miller has taught at Niagara County Community College (NCCC) for over 20 years. He has taught mathematics courses ranging from developmental math to calculus as well as computer science courses. Dan has written over 20 solution manuals for a variety of college and high school mathematics textbooks and has authored content for MyMathLab/MathXL software. He led NCCC's redesign of Introduction to Statistics (~20 sections) as part of the State University of New York (SUNY) Course Redesign Initiative, a collaborative effort between SUNY and NCAT (2007 – 2010). As part of this project, Dan designed a large computer lab that was built in the space formerly occupied by two underutilized classrooms. In 2009, he and his colleagues applied the principles learned to redesigning NCCC's developmental Mathematics Literacy course (~50 sections). Because these two redesigns have now filled the new computer lab to capacity, Dan is working on creative solutions so that other courses can be redesigned in the future.
Tammy Muhs has been a faculty member in mathematics and statistics at the community-college and university level since 1998. She is currently the general education program mathematics coordinator at the University of Central Florida. Tammy led the team that redesigned College Algebra in fall 2008 as part of NCAT’s Colleagues Committed to Redesign program. UCF has gone on to redesign Intermediate Algebra and Precalculus. Tammy is the director of the Mathematics Assistance and Learning Lab (MALL), which has a capacity of 320 students and serves up to 5,800 students during a single semester. Tammy has given presentations and provided assistance on course redesign to several institutions and organizations. She has received a university teaching award, led multiple math initiatives and is actively involved in curriculum reform at the local, state and national levels. Tammy earned an M.S. in mathematics from the University of North Florida and expects to complete a Ph.D. in modeling and simulation from University of Central Florida in 2011.
Teresa Ryerse Overton has been teaching for over fifteen years at both community colleges and universities including Virginia Tech and since 2006 at Northern Virginia Community College (NOVA). NOVA redesigned its entire developmental math sequence using a modularized curriculum and the Emporium Model as part of NCAT’s Changing the Equation program. Teresa has been involved with the redesign since it began, working on the coordination of the redesign and teaching the course face-to-face and online. She holds a Bachelor’s degree from Mary Washington College and a Master’s degree from Virginia Tech.
Dennis Pearl is a Professor of Statistics at The Ohio State University whose research interests are in statistical phylogenetics, biomarkers of cancer, and statistics education. He lead the team at Ohio State that developed the “statistics buffet” course redesign as part of NCAT’s Program in Course Redesign. He has also worked with NCAT's Roadmap to Redesign program to enable new colleges and universities to adopt introductory statistics redesigns. He is the Director of the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE), a national organization dedicated to providing professional development opportunities and resources to college statistics teachers and to building and enhancing the statistics education research community. Dennis is also the director of the INitiative for Quantitative Education Research Infrastructure (INQUERI) that is dedicated to establishing a supportive national environment for education research in the STEM disciplines. He is also an associate director of the Mathematical Biosciences Institute at Ohio State, and leads the institute’s innovative summer program for undergraduates integrating a variety of educational research experiences.
Shahla Peterman is a mathematics teaching professor at the University of Missouri-St. Louis (UMSL) where she has taught since 1982. She teaches several levels of algebra, structure of mathematical systems, calculus, trigonometry and finite mathematics and has managed the Math Technology Learning Center since it was built in August of 2005. Shahla has received numerous awards for her contributions to mathematics and to teaching. Most recently, these include the College of Arts and Sciences Lecturer of the Year Award in 2006 and the UMSL Chancellor’s Award for Excellence in 2007. In collaboration with Teresa Thiel, she directed the redesign of College Algebra at UMSL as part of NCAT's FIPSE-funded Roadmap to Redesign (R2R) program (2003 to 2006). Shahla earned a B.A. in mathematics from Esfahan University, Iran and an M.A. in mathematics from the University of Wisconsin–Madison.
Scholar: Nell Rayburn
Phoebe Rouse has been an instructor at LSU since 1981 and has taught college algebra, trigonometry, math for pre-service teachers, liberal arts math, business calculus, and teacher-training courses for graduate students. She has been the College Algebra Course Coordinator for 15 years and has received four university excellence in teaching awards. In fall 2003, Phoebe led the redesign of LSU’s college algebra course as part of NCAT’s Roadmap to Redesign program, which included constructing learning lab space for 275 students. As the Precalculus Mathematics Coordinator for the last six years, she has expanded the LSU redesign program to include 5,000 students in three courses using entirely computer-based assessments. She has contributed material to four successful textbook series, videotaped a commercial business calculus lecture series and written content for MyMathLab/MathXL software. Over the last six years, she has guided many other colleges, universities and high schools in their use of technology to redesign their courses in ways that will best meet their needs and the need of their students. Phoebe earned a B.S. in math education with a minor in speech and an M.Ed. with an emphasis in supervision and administration, both at LSU.
Scholar: Shing So
Scholar: Rita Sowell
Rita Sowell is professor of mathematics at Volunteer State Community College in Gallatin, TN and has taught math courses for over 20 years. She moved from the business world of actuarial science to higher education in 1987. Rita has also been an adjunct faculty member at the Owen Graduate School of Management at Vanderbilt University since 1983. At Owen, she teaches courses for the MBA and EMBA programs to prepare students for their quantitative course work. Her passion has been the development of online mathematics courses. She has developed technology-based courses at the developmental level (Basic Math, Elementary Algebra and Intermediate Algebra) as part of NCAT’s Changing the Equation program and at the college-level (College Algebra and Statistics.) She is an active member of AMATYC and TMATYC and has spoken at many conferences on redesigning mathematics courses using technology. Rita received a B.S in mathematics in 1980, an M.S. in mathematics in 1991 and an Ed.D in administration and supervision in 2010.
Scholar: John Squires
John Squires currently serves as the math department chair at Chattanooga State Community College. Prior to that, he taught math at Cleveland State Community College for 19 years and chaired the math department from 1999 to 2009. At Cleveland State, he received the 2007 Faculty Star Award for outstanding service to the institution and the 2008 Distinguished Faculty Award. John was the architect of the redesign of developmental and college-level math at Cleveland State, which won the 2009 Bellwether Award given annually by the Community College Futures Assembly. He is currently implementing course redesign throughout the entire math curriculum at Chattanooga State. John is the recipient of the League for Innovation’s 2009-2010 Cross Fellowship. John has a B.S. in economics from Iowa State University, an M.A.T. in mathematics from Drake University and an M.S. in mathematics from the University of Tennessee.
Terry Thiel is professor of biology and associate dean of the college of arts and sciences at the University of Missouri-St. Louis. She obtained her Ph.D. in microbiology from Case Western Reserve University and did postdoctoral research at Michigan State University prior to accepting a faculty position at the University of Missouri-St. Louis. In collaboration with Shahla Peterman, she directed the redesign of College Algebra at the University of Missouri-St. Louis as part of NCAT's FIPSE-funded Roadmap to Redesign (R2R) program (2003 to 2006).
Candace Thille has been the director of the Open Learning Initiative (OLI) at Carnegie Mellon University since its inception in 2002. OLI is dedicated to the development of freely available “stand-alone” college-level online courses and web-based learning environments informed by the best current research from the cognitive and learning sciences. She has lead teams of faculty content experts, cognitive scientists, human-computer interaction specialists, formative assessment specialists, and programmers to implement and evaluate the redesign of courses in the areas of Biology, Chemistry, Physics, Mechanical Engineering, Statistics, Formal Logic and Modern Languages. The redesigned courses include intelligent tutoring systems, virtual laboratories, simulations, and student tracking mechanisms that capture rich information about student performance as feedback for the instructor and for the course designers. OLI courses offer students frequent opportunities to practice acquired concepts and skills within relevant and authentic problem-solving contexts, accompanied by immediate and tailored feedback on their performance. The first version of StatTutor, a web-based intelligent tutoring system in the OLI statistics course, was developed as part of NCAT’s Program in Course Redesign. Prior to coming to Carnegie Mellon, she spent 18 years in the private sector at a management-consulting and training firm specializing in collaborative change consulting and workplace-learning solutions.
Kirk Trigsted has been a faculty member in the math department at the University of Idaho since 1996 and the Director of the Polya Mathematics Learning Center since 2001. The Polya Mathematics Learning Center was created in 2001 as part of NCAT’s Program in Course Redesign and began with the redesign of two large-enrollment introductory math courses, Intermediate Algebra and College Algebra. Kirk oversees a staff of 50 employees including instructors, graduate students and undergraduate students. Kirk has worked with NCAT's Roadmap to Redesign program to enable new colleges and universities to adopt mathematics redesigns. Kirk received a B.S. in Mathematics and Education from Lewis-Clark State College in 1991 and taught high school in Texas and Idaho for three years. He also received an M.S. in mathematics from the University of Idaho in 1996.
Scholar: Karen Wyrick
Karen Wyrick has taught math at Cleveland State Community College since 1992. She is an outstanding instructor and has been selected by students as the college’s best instructor on more than one occasion. She was the recipient of the 2006 Faculty Star Award for outstanding service to the institution. Karen is currently the math department chair at Cleveland State and has been an active participant in the successful redesign of three developmental math courses and eight college-level math courses. Karen has a B.S. and an M.S. in mathematics from Middle Tennessee State University.
Megan Bradley is professor of psychology at Frostburg State University (FSU). Megan chaired FSU’s General Psychology redesign team as part of the Maryland Course Redesign Initiative, a collaborative effort between the University System of Maryland (USM) and NCAT. She is now coordinating the redesign of FSU’s developmental math program. Her educational research interests include the use of instructional technology to improve student-learning outcomes and the effects of online discussion questions on student participation. Her academic research focuses on social and cognitive development for which Megan received a grant from the National Science Foundation to study the development of children’s deception. Honors and awards include the USM Regent’s Award in Teaching in 2010 and FSU’s Academic Achievement Award in Professional Development in 2009. Megan is also a USM Course Redesign Fellow. Megan received her Ph.D. from University of Maryland, Baltimore County in applied developmental psychology and a Master’s in clinical psychology from Marshall University.
John Broida is a physiological psychologist by training, earning his Ph. D. in 1985 from the University at Albany. He is now focused on teaching teachers how to use technology effectively and efficiently in their classes. After participating in the redesign of the introductory psychology course at the University of Southern Maine as part of the NCAT’s Program in Course Redesign, he has introduced effective and efficient use of technology in the classroom to many institutions and individuals. The basic model that John uses is based on web-based mastery quizzes, which students use to learn what they need to study. Requiring students to complete their quizzes on a chapter before the class where those concepts are discussed makes lectures much more useful to the student and enables the instructor to feel free to discuss things that are not in the text. Further, he promotes the use of classroom response systems to convert passive note-taking into an exercise in active learning and to require students to be in class at the assigned time. John has also pioneered ways to teaching at a distance based on mastery learning. John has worked with NCAT's Roadmap to Redesign program to enable new colleges and universities to adopt introductory psychology redesigns.
Meliksah Demir is assistant professor of psychology at Northern Arizona University (NAU) in Flagstaff, Arizona. He teaches large sections (200 to 400-students) of the redesigned Introduction to Psychology course, which was part of the Arizona Board of Regents (ABOR) Learner-Centered Education Course Redesign Initiative, a collaborative effort between ABOR and NCAT (2006 – 2009), and is currently the course coordinator. Meliksah’s teaching experience includes introductory psychology, developmental psychology, personality psychology and cross-cultural psychology. His research examines the role of close relationship experience in the happiness of individuals across the life-span and the effectiveness of different types of happiness-enhancing strategies. Meliksah received his Ph.D. in developmental psychology from Wayne State University in 2007.
Bill Ganley is professor of economics and finance at Buffalo State College where he has been a faculty member for over three decades. He has served as chairman of the college senate, coordinator of the graduate program in applied economics and founding director of the center for applied research in urban and regional development. For the past 15 years, he has taught The Economic System, a general-education, introductory course for non-majors, primarily freshmen. Bill led the team that redesigned The Economic System as part of the State University of New York (SUNY) Course Redesign Initiative (2007-2010), a collaborative effort between SUNY and NCAT. The redesign takes advantage of online materials (a textbook with embedded videos, forums and quizzes), one lecture per week and undergraduate learning assistants. The redesign reduced the number of sections offered per year from five to two and increased learning outcomes because of a far higher level of student involvement, even as class size grew from 100-150 to 300 students. Bill received a B.A. in economics from the University of Arizona and a Ph.D. in economics from the University of California at Berkeley.
Gordon Hodge is Presidential Teaching Fellow and Associate Professor of Psychology at the University of New Mexico. He received his Ph.D. from UCLA and has been at UNM since 1976. He is a Fellow of the American Psychological Association and a Past-President of the Southwestern Psychological Association. He has served as an Associate Dean for the College of Arts and Sciences and the Chairperson of the university’s Teaching Enhancement Committee. Over the last 10 years his research has focused on ways of enhancing teaching and learning for which he has received university, regional, and national recognition. Honors and awards include the National Institute for the Teaching of Psychology's Frank Costin Award, the University of New Mexico 's College of Arts and Sciences Gunter Starkey Award for Teaching, and UNM's Teacher of the Year Award. He has developed interactive CD-ROMs and PowerPoint slide sets to accompany introductory psychology texts published by various companies, including Harcourt, Prentice-Hall, and Wadsworth/Thomson. For the last several years he has been implementing a redesign of the Introductory Psychology course, which was funded by NCAT’s Program in Course Redesign, and he has worked with NCAT's Roadmap to Redesign program to enable new colleges and universities to adopt introductory psychology redesigns. Currently, he continues to evaluate ways to enhance undergraduate psychology learning through grants from the Department of Education and Worth Publishers.
Danae Hudson is an associate professor in the department of psychology at Missouri State University. She received her Ph.D. in clinical psychology from Louisiana State University in 2003. Danae served as the team leader for the redesign of MSU's Introductory Psychology course as part of a statewide course redesign initiative, a collaborative effort between the state of Missouri and NCAT. She is currently a Missouri Learning Commons Scholar, responsible for presenting on course redesign throughout the state and mentoring other departments and universities interested in conducting a course redesign project. Danae has also served as a Provost Fellow for Teaching and Learning at Missouri State University. Her research interests include eating disorders, obesity and body image, and most recently, the scholarship of teaching and learning. Danae has published papers and presented at national and international conferences on the process of course redesign.
Michelle D. Miller completed a Ph.D. in Cognitive Psychology at the University of California, Los Angeles in 1997 and completed postdoctoral work at Rice University . Since 1999, she has taught at Northern Arizona University in Flagstaff , Arizona, where she is currently an Associate Professor in the Department of Psychology. At NAU, she has redesigned the Introduction to Psychology course, enhancing the student learning experience in 200-student sections through technological and organizational innovations and freeing up sufficient resources to offer a small (25-person) honors section. Michelle’s research interests include the impact of traditional and technologically-enhanced pedagogical techniques on student memory and learning. Her teaching experience includes introductory psychology, research methods, writing in psychology, psycholinguistics, and cognitive psychology.
Eileen O’Brien is a developmental psychologist and a nurse with experience in evaluation of programs serving children and families. She is currently a senior lecturer in psychology and an affiliate associate professor in gender and women’s studies at the University of Maryland Baltimore County (UMBC). Prior to that, she was associate professor of nursing at the University of Maryland Baltimore. She has taught introductory psychology for 20 years as well as courses in developmental psychology, child welfare, health psychology, gender and policy. Eileen led the redesign of Introductory Psychology at UMBC as part of the Maryland Course Redesign Initiative, a collaborative effort between the University System of Maryland and NCAT (2006-2009). She subsequently redesigned Developmental Psychology as both a hybrid and an online course. She developed a peer mentor program for her courses and continues to explore innovative strategies for course delivery. Eileen earned her B.S. in nursing from the University of Pittsburgh and her M.A., M.S. and Ph.D. in psychology from the Catholic University of America.
Donna Seagle has been a member of the faculty at Chattanooga State Community College (ChSCC) for 12 years, serving as faculty senate president and vice-president, chair of countless committees, chair of the social behavioral science division, and coordinator of the psychology/sociology departments. She primarily teaches general psychology, child growth and development and educational psychology. Donna led the team that redesigned ChSCC’s General Psychology course, which enrolls ~1600 students, as part of NCAT's FIPSE-funded Roadmap to Redesign (R2R) program (2003 to 2006). Key features of ChSCC’s redesign are mastery learning, team teaching across all sections, removal of drop/add administration and full integration of interactive web resources. The General Psychology redesign was the first course redesign in the Tennessee Board of Regents system; course redesign has now become a statewide initiative receiving local, regional and national recognition. Donna earned an A.S. in education from Virginia Highlands Community College, a B.A. in education from Emory and Henry College and a M.S. in psychology from Middle Tennessee State University.
Meredith Toth has worked at ASU since 2001, first as an instructional designer collaborating with university faculty on technology-enhanced, hybrid and online courses and more recently as Assistant Director for Online Programs in the Mary Lou Fulton Teachers College. Meredith has been involved in several course redesign projects, starting with the redesign of a graduate course in Emergent Literacy for the Master’s program in early childhood education as part of NCAT’s Colleagues Committed to Redesign program (2006-2009). Since then, she has helped implement large-scale course redesign projects for undergraduate education courses and courses associated with Master’s degree programs in special education (autism emphasis) and educational administration. Meredith’s research interests include exploring educators’ conceptual understanding of technology and designing and evaluating professional development to help higher education faculty acquire the skills, knowledge and tools they need to effectively use technology in their classrooms. Meredith completed an M.A. in learning, design and technology from Stanford University in 1998 and is currently pursuing a Ph.D. in curriculum and instruction at Arizona State University.
Scholar: Brooke Whisenhunt
Science, Engineering and Technology
Scholar: Denise Brown
Elizabeth Connor is a neurobiologist in the Biology Department of the University of Massachusetts at Amherst where she is currently the Associate Chair for Education in Biology. She initiated the use of an active learning format in large classroom teaching in the Biology Department. She has been a Lilly Teaching Fellow, was awarded the College Outstanding Teacher Award and has been nominated for the University Distinguished Teaching Award. During her career, Elizabeth has served as coordinator of Introductory Biology, Research Experience for Undergraduates Programs in Neuroscience, the Beckman Scholars Program, the Junior Fellows in the Life Sciences Program, Mentoring Teaching Assistants in Life Sciences Program, Project Leader for the redesign of Introductory Biology in NCAT’s Program in Course Redesign, and Graduate Program Director for the Neuroscience and Behavior Graduate Program. She has also served as a mentor in the Lilly Teaching Fellows program and on the NSF review panel for Minority Postdoctoral Research Fellowships. Elizabeth is currently Program Director of the Howard Hughes Medical Institute Undergraduate Science Education award to the University of Massachusetts.
Toni Farley has been a lecturer of computer science and informatics at Arizona State University (ASU) since 2006 and holds multiple adjunct teaching positions. During this time she has developed numerous courses and led the redesign of a large-enrollment Computer Literacy course as part of the Arizona Board of Regents (ABOR) Learner-Centered Education Course Redesign Initiative, a collaborative effort between ABOR and NCAT (2006 – 2009). Her course redesign efforts incorporate technology in a learner-centered environment to improve the quality and address the cost constraints of traditional lecture formats. She has consulted with other universities on redesigning their courses and programs as well. In addition to teaching and course redesign, her experience and interests include new program development. Toni received B.S. and Ph.D. degrees in computer science from ASU.
Ron Gutberlet is associate professor of biological sciences at Salisbury University. He is an evolutionary biologist with a special interest in the natural history and classification of reptiles and amphibians. He has been teaching introductory biology to both majors and non-majors for almost 20 years and has also taught herpetology, ornithology, vertebrate natural history, comparative vertebrate biology, and phylogenetic systematics. Ron led the redesign of Fundamentals of Biology at Salisbury University as part of the Maryland Course Redesign Initiative, a collaborative effort between the University System of Maryland (USM) and NCAT (2006-2009). As a result of this work, he has been named a USM Course Redesign Fellow and will serve as a mentor and facilitator during the next phase of USM course redesign. Ron has a B.A. in English language and literature from the University of Maryland and an M.S. in biology and a Ph.D. in quantitative biology from the University of Texas at Arlington.
Jennifer Hearne has been an assistant professor of biochemistry and chemistry group leader at the University of Maryland Eastern Shore (UMES) since January 2007 and January 2009, respectively. Jennifer led the redesign of Principles of Chemistry Ias part of the Maryland Course Redesign Initiative, a collaborative effort between the University System of Maryland (USM) and NCAT (2006-2009). Jennifer continues to promote course redesign at UMES and within the USM as a USM Redesign Fellow. She has made numerous presentations at conferences on the redesign project. Jennifer is actively engaged in biomedical research pertaining to leishmaniasis and undergraduate research training programs. She serves as the co-director of the UMES Minority Access to Research Careers Undergraduate Student Training in Academic Research and the Minority Biomedical Research Support Initiative for Scientific Enhancement programs and director of the UMES American Chemical Society Project SEED program. Jennifer earned her B.S. in chemistry from UMES and her Ph.D. in biochemistry from the University of Delaware.
Malcolm Hill, is a marine evolutionary ecologist in the Biology Department and Associate Dean of Arts and Sciences at the University of Richmond. He has taught courses at six universities over the past 15 years. He gained substantial experience in large-scale course redesign as the project leader of the revision of Fairfield University’s General Biology introductory sequence in NCAT’s Program in Course Redesign. In that capacity, he helped implement a student-centered, active-learning instructional approach in large lecture classrooms by creating modules. Through the design of a wireless classroom, he and his team incorporated inquiry-based modules that relied on strong in-class peer-tutoring. He has also served in a number of advisory roles at regional and national levels. He was an invited speaker at the 2004 American Society for Microbiology meeting (“Innovations in Education: Using the web to improve your teaching”) and has been a plenary/keynote speaker at redesign conferences (e.g., “Academic Efficiencies Workshop for Mathematics and Ecology Faculty” sponsored by the Oklahoma Board of Regents, Oklahoma City, OK and “Biology Course Redesign” at the Northeast Conference on Incorporating IT in Curricular Redesign, Seton Hall University). More recently, he has explored the utility and cost-effectiveness of iPod technology as an instructional tool and is working with colleagues at the University of Richmond to redesign the introductory sequence of courses to match institutional and pedagogical goals.
Julia Johnson is an award-winning faculty lecturer in the school of earth and space exploration at Arizona State University. She has pioneered the use of concept sketches for learning, teaching and assessment in introductory geology courses. She is a co-author of an innovative introductory geology book, Exploring Geology, designed from cognitive and educational principles. Julia and Steve Reynolds led the redesign of Introduction to Geology as part of the Arizona Board of Regents (ABOR) Learner-Centered Education Course Redesign Initiative, a collaborative effort between ABOR and NCAT (2006 – 2009).
Norb Pienta is currently professor of chemistry and director of general chemistry at the University of Georgia (UGA). Previously Norb was professor and director of undergraduate studies in the department of chemistry at the University of Iowa (UI). He was also involved in laboratory curriculum development and design for 10 years at the University of North Carolina at Chapel Hill before mov ing to UI. At UI, he spearheaded curricular changes and a redesign of a two-semester general chemistry sequence as part of NCAT’s Program in Course Redesign (1999-2003). Norb is currently working with faculty at UGA to redesign introductory chemistry using the NCAT redesign principles. At UI, Norb also served as the director of the center for teaching for four years. He has worked with other colleges and universities on chemistry redesign and at the UI converted a one-semester course for health professions majors to a problem-based model. His research and scholarship is in chemistry education, including studies on student problem solving, the use of technology, electronic data collection in laboratories and other issues related to teaching and learning. His interests and activities extend to faculty development, and he has authored several monographs and book chapters intended to promote professional development in science teaching. Norb also serves as the editor of the Journal of Chemical Education, the premier international journal in chemistry.
Masoud Rais-Rohani is professor of aerospace engineering and engineering mechanics at Mississippi State University. His teaching areas include engineering mechanics, aircraft structures and engineering design optimization. Masoud has been a strong advocate for the combination of computer technology and hands-on activities to enhance learning. He has successfully developed two in-depth online tutorials in statics and analysis of aircraft structures and has received several grants in support of engineering education. In 2008, he led a team to redesign an introductory mechanics (Statics) course using NCAT's Emporium Model as part of the Mississippi Institutions of Higher Learning (IHL) Course Redesign Initiative, a collaborative effort between IHL and NCAT (2007 – 2010). Masoud’s research interests include design optimization and structural mechanics considering the application of lightweight materials, microstructure based constitutive models, and uncertainty quantification. He has received research funding from a number of federal agencies. Masoud has been recognized for his contributions to engineering education and scholarship by a number of awards at Mississippi State. His Ph.D. is from Virgina Tech in aerospace engineering.
Steve Reynolds is a professor of geology in the school of earth and space exploration at Arizona State University. He is well known for his studies of geology of the Southwest, the role of visualization in learning, and the use of concept sketches in introductory geology courses. He is author of an innovative introductory geology book, Exploring Geology, designed from cognitive and educational principles. Steve and Julia Johnson led the redesign of Introduction to Geology as part of the Arizona Board of Regents (ABOR) Learner-Centered Education Course Redesign Initiative, a collaborative effort between ABOR and NCAT (2006 – 2009).
Alicia Cipria is associate professor of Spanish linguistics in the department of modern languages and classics at The University of Alabama. She has been involved with the redesign of three large elementary-level Spanish courses since its inception in 2004 as part of NCAT's FIPSE-funded Roadmap to Redesign (R2R) program (2003 to 2006). The redesigned format is still the norm for Elementary Spanish at The University of Alabama, which Alicia has continued to refine. The redesigned format has enabled the department to accommodate an ever-growing student enrollment. Alicia has directed dissertations dealing with the application of technology to language courses and has been invited to numerous focus sessions and advisory meetings dealing with technology and languages organized by different publishers of college Spanish textbooks (McGraw Hill, Houghton Mifflin, Heinle/Cengage and Wiley). Alicia holds a Ph.D. in hispanic linguistics from The Ohio State University, specializing in the semantics of verb tense and aspect.
Geoffrey Clark is professor of history at the State University of New York at Potsdam. He earned his Ph.D. at Princeton University in 1993 and taught for several years at Emory University. He has published two books and several articles on the social and cultural aspects of European financial history and has 25 years of teaching experience at the introductory, upper-division and graduate levels. In collaboration with his Americanist colleague, Jim German, Geoffrey led the first successful NCAT course redesigns in the field of history as part of the SUNY Course Redesign Initiative, a collaborative effort between SUNY and NCAT (2007 – 2010). The redesign of its European and American survey courses enabled SUNY Potsdam's department of history to undertake a comprehensive curricular reform. Geoffrey is now adapting the redesign model to the particular requirements of aspiring teachers in SUNY Potsdam's school of education.
Jim German is associate professor of history at SUNY Potsdam and chair of the history department. Before that, he taught and chaired the department at the University of Nebraska at Kearney. Jim’s work on curricular redesign strengthens major programs while better serving the particular needs of students who take history courses to meet general education requirements or to prepare for teacher certification. An American historian, Jim teamed with his Europeanist colleague Geoffrey Clark to create a pair of large introductory hybrid courses, American and European history, as part of the State University of New York (SUNY) Course Redesign Initiative, a collaborative effort between SUNY and NCAT (2007 – 2010). The courses are targeted at general education students and employ teams of undergraduate learning assistants and graduate teaching assistants. Encouraged by the improvements in student learning and increased faculty efficiency, Jim and Geoffrey are currently redesigning another pair of introductory courses, this time designed for elementary education majors, along similar lines.
Sally Search is a professor of mathematics at Tallahassee Community College. She began her post-secondary education as a returning student at Piedmont Virginia Community College and has a deep commitment to the mission of the community college. She holds a BA and MS in Mathematics Education and a Ph.D. in Instructional Systems from Florida State University. Since joining the TCC faculty in 1987, Sally has been involved in a variety of projects related to improving student learning and student success. These include special programs for high risk students, redesigning developmental mathematics to integrate multi-media and alternative delivery methods, several projects related to distance learning, as well as a college-wide retention study and student success initiative. In 2001 – 2002, Sally provided leadership and assistance in the redesign of college composition as part of NCAT’s Program in Course Redesign. She serves as the Accreditation Liaison for the college and in 2003 – 2004 had primary responsibility for overseeing the reaffirmation process and developing the college’s Quality Enhancement Plan (QEP). Following the reaffirmation process, Sally served as the Interim Director for Center Teaching Excellence where she began several new programs to meet the needs of full-time and adjunct faculty. She currently serves as the QEP Coordinator, the New Faculty Facilitator, and the lead faculty member on the redesign of TCC’s developmental studies program, which includes English, reading, math and College Success.
Michelle Vlahoulis has taught women and gender studies at Arizona State University since 2001 where she currently serves as a lecturer. She teaches large, in-person lectures as well as hybrid and online courses ranging from introductory women's studies to special topics on social change, popular culture and film. She was a member of the original team responsible for a large hybrid redesign in women's studies as part of the Arizona Board of Regents (ABOR) Learner-Centered Education Course Redesign Initiative, a collaborative effort between ABOR and NCAT (2006 – 2009). The new course includes a weekly traditional lecture paired with exciting online content and activities. Enrolling up to 3000 students a year, this redesigned course uses fewer faculty resources while serving a larger student population. Michelle has also helped other programs in the U.S. develop hybrid models for their courses based on the redesign’s success and is involved in developing online content and curriculum for her program at ASU.
Xiaoping Wang is professor of English and dean of the behavioral and social sciences division at Northeast State Community College. For the past ten years, she has been responsible for two of the four areas in the developmental studies program at the college: developmental reading and learning strategies. Xiaoping led the redesign of developmental reading using the Emporium Model supported by a grant from the Tennessee Board of Regents (TBR) in 2007 as part of the TBR Developmental Studies Redesign Initiative, a collaborative effort between TBR and NCAT (2007 – 2009). She has made numerous presentations at conferences on the redesign project. She has also conducted and participated in workshops on course redesign among the TBR schools and schools from other states such as Alabama, Florida and Indiana to share the redesign experience.
Jim Wohlpart is Professor of English and Associate Dean in the College of Arts and Sciences at Florida Gulf Coast University (FGCU). He is a founding member of the faculty at FGCU, which has an emphasis on technology and on sustainability. Jim has worked on large-scale course redesign since 2001 beginning with the redesign of Understanding the Visual and Performing Arts at FGCU as part of the NCAT’s Program in Course Redesign. Jim received his master’s from Colorado State University in 1988 and his doctorate from the University of Tennessee in 1993. He has taught courses in nineteenth-century United States Literature and Culture and in Environmental Literature at the University of Tennessee (1989-1994) and FGCU (1994 to present). He has also received funds and grants to support several readings and workshops on campus, including grants from the Florida Humanities Council. He has presented at a wide variety of international, national, and regional conferences as well as at symposiums and workshops on course redesign, including the Rocky Mountain Modern Language Association Meeting; the Course Redesign Symposium at Seton Hall (keynote address); the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education; the Conference on College Composition and Communication; and the Creative Online Course Design and Teaching Conference. In addition, he served as the moderator for the Dallas TeleLearning Professional Development Seminar on Teaching and Learning in the 21st Century. Finally, he has published one article on the redesign, co-authored with colleagues at FGCU, entitled “Online Education in the Visual and Performing Arts: Strategies for Increasing Learning and Reducing Costs” in the January 2006 Journal of Educators Online.
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