Frank Ambrosio is Associate Professor of Philosophy at Georgetown University. After studies in Italian language and literature in Florence, Italy, he completed his doctoral degree at Fordham University with a specialization in contemporary European Philosophy. He is the founding Director, with Edward Maloney, of the Georgetown University “My Dante Project” a web based platform for personal and collaborative study of Dante’s Commedia, available on EDX. He has received four separate awards from Georgetown University for excellence in teaching, and is a featured instructor in The Great Courses series offered by The Teaching Company.
Evan Barba is Assistant Professor in the Communication, Culture, and Technology Program. His research interest is in the connection between technology and human thinking in all its various forms. This includes a full spectrum of domains from design, creativity, learning and education, to spatial reasoning and artificial intelligence. Professor Barba’s focus on Information and Communications Technologies (ICTs) and interfaces, bridges the gap between the physical and virtual worlds and often extends into material technologies and practices as well.
Randy Bass is Vice Provost for Education and Professor of English at Georgetown University, where he leads the Designing the Future(s) initiative and the Red House incubator for curricular transformation. For 13 years he was the Founding Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS). He has been working at the intersections of new media technologies and the scholarship of teaching and learning for nearly thirty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org).
Maggie Debelius is the Director of Faculty Initiatives at CNDLS and a professor in the English Department. For 13 years she served as Director of the Georgetown University Writing Center and now works with departments across the university on curriculum design, writing assessment, and faculty development. She has researched and published on graduate education as well as on composition pedagogy, writing across the curriculum, writing assessment, and Writing Centers.
Ronald P. Leow is Professor of Applied Linguistics and Director of Spanish Language Instruction in the Department of Spanish and Portuguese at Georgetown University. His areas of expertise include language curriculum development, teacher education, instructed language learning, psycholinguistics, cognitive processes in language learning, research methodology, and CALL. Professor Leow has been invited to conduct both national and international workshops on teacher education.
Sherry Linkon is a Professor of English and the Faculty Director of Writing Curriculum Initiatives. Her research focuses on the scholarship of teaching and learning and working-class studies. Her work on teaching and learning focuses on students’ learning in the humanities. She has written about students’ struggles with interdisciplinary analysis, and published a book about teaching literature in the context of the English major. In working-class studies, her work explores the cultural meaning and social costs of deindustrialization. She has researched and published on teaching about social class and supporting working-class students in higher education.
Kim Huisman Lubreski is an Instructional Designer in CNDLS, where she works on the design and development of online courses. She holds a Ph.D. from the University of Southern California and M.A. and B.S. degrees from Saint Joseph’s University. Before joining Georgetown, she was an Associate Professor in the sociology department at the University of Maine, where she taught courses on a wide variety of subjects including immigration, social inequality, social psychology, and motherhood. She is very interested in the scholarship of teaching and learning and has over 15 years of experience incorporating technology into her courses to enhance student learning. She has published seven peer reviewed articles, two book chapters, and one co-edited book.
Eddie Maloney is the Executive Director of the Center for New Designs in Learning and Scholarship (CNDLS) and a Professor of Narrative Theory, Literature, and Practice in the Department of English. He holds a Ph.D. from The Ohio State University in English Literature and a Master’s Degree from Syracuse University in English and Textual Studies. As Executive Director of CNDLS, a research center on teaching, learning and technology, he helps to define Georgetown’s strategy to advance teaching and learning practices at the University, including developing innovative approaches to technology-enhanced learning, learning analytics, and fulfilling the Jesuit mission of teaching to the whole student. As a professor in the Department of English, he teaches courses on modernism, postmodernism, critical and narrative theory.
Adam K. Myers is Associate Dean for Special Graduate Programs and a Professor of Pharmacology and Physiology. His research has focused on understanding the mechanisms behind the development of cardiovascular disease. He is especially interested in how factors such as alcohol, diet, gender and sex hormones contribute to cardiovascular disease. His most recent research has focused on the effectiveness of educational technology and active learning strategies in medical education.
Susan E. Mulroney is professor in the Department Pharmacology & Physiology and Director, Special Master’s Program. Professor Mulroney’s areas of expertise include: sex differences in diabetic renal disease; genetic expression of growth factors in renal development; mechanisms of acupuncture action in chronic stress. She is the co-author of the textbook, Netter’s Essential Physiology (Mulroney and Myers).
Douglas S. Reed is an Associate Professor of Government and Director of the Program in Educational Transformation. He is currently conducting research on the implementation of the Common Core State Standards and the politics of English Learner programs. He is the author of Building the Federal Schoolhouse: Localism and the American Education State (Oxford University Press, 2014) and On Equal Terms: The Constitutional Politics of Educational Opportunity (Princeton University Press, 2003). He co-edited a Russell Sage Foundation volume on impact of the 1964 Elementary and Secondary Education Act and is currently engaged in research on academic help-seeking networks of recently immigrated students at an International Academy in the Washington, DC area. He co-founded the undergraduate program in Education, Inquiry and Justice at Georgetown and teaches courses on educational policy, democracy and education and Constitutional Law. He has been named a Fellow at the Woodrow Wilson International Center for Scholars and a Spencer Foundation Post-Doctoral Fellow.
Elizabeth Hervey Stephen is an Associate Professor who has been a member of the Georgetown University faculty since 1987 and was the Director of the Science, Technology and International Affairs Program in the Edmund A. Walsh School of Foreign Service. She conducts research on the demography of South and North Korea and the demography of infertility.
Yianna Vovides is the Director of Learning Design and Research at CNDLS and teaches cyberlearning, modeling and simulations for learning in the Communication, Culture, and Technology Program. Her research focus is on the use of learning analytics within cyberlearning/online learning environments to examine how people learn. She has over 15 years of experience in higher education. She has presented in major educational technology conferences, published in peer reviewed journals, written book chapters, and co-authored a book.
Sabrina Wesley-Nero directs the undergraduate Program in Education, Inquiry and Justice (EDIJ) and is head of the Teacher Preparation program in the M.A. in Educational Transformation (MAET) program.
Prof. Wesley-Nero is a Georgetown (SFS ’95) and Teach for America (Bay Area ’95) alumna with extensive experience in the field of education. She has taught in English as a Second Language, Spanish bilingual, Spanish immersion, and general education K-12 classrooms. Prof. Wesley-Nero served as Director of Curriculum for the New Teacher Project in New York. She then earned her PhD at George Mason University’s Graduate School of Education. Upon completion of her PhD in 2008, she joined Center for Inspired Teaching in Washington, DC, and was named Director of Research and Program Evaluation. At Center for Inspired Teaching, she was instrumental in the development of their teacher certification curriculum and shepherded the organization through the process of gaining accreditation as an approved teacher preparation program. She also has served as a program reviewer for both the Office of State Superintendent of Education for the District of Columbia and the National Council for Accreditation of Teacher Education.
Professor Wesley-Nero has conducted research on the preparation of teachers of English learners and professional development of school leaders in Washington, DC. Within EDIJ, she teaches courses on urban education, educating the whole child, and philosophy of education.
Kim received her Master’s in Public Administration from Northeastern University. While earning her degree, she worked for a hospital-based child protection program and became interested in understanding how institutions impact the opportunities afforded to children and young adults. Since then, she has focused on the role of education in student success both in and outside of the classroom. As the MLD Program Coordinator, Kim aims to be an active listener and source of support for students.