Frank Ambrosio, MLD Affiliate Professor


Students in the MLD program can expect to be taught by some of the world's most renowned thought leaders and practitioners in learning and design.

They are researchers and practitioners in a variety of disciplines and have been recognized for contributions in areas such as the scholarship of teaching and learning, faculty development, curriculum design, cognitive processes, instructional design, technology-enhanced learning, learning analytics, and online learning.

Program Leadership and Staff

Our leadership team is comprised of experienced practitioners in the field of learning and design, who also work in Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS), where they spearhead major teaching and learning initiatives. In the program, they lead curricular development efforts, teach, and serve as academic advisors to students.

Eddie Maloney, MLD Program Director

Eddie Maloney, PhD

Professor · MLD Founding Director

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.

Maggie Debelius, Professor and Director of Grad Studies

Maggie Debelius, PhD

Professor · MLD Director of Graduate Studies

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.

Yianna Vovides, Director of Curriculum

Yianna Vovides, PhD

Professor · Curriculum Director

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.


Our staff work with leadership, faculty, and students to manage the program’s operations and lend major support to admissions and academic planning. In addition, they advise both current and prospective students on application processing, financial aid, course registration and planning, and other administrative items.

Kim Luciano, Program Coordinator

Kim Luciano, MPA

Program Coordinator

Kim is the Program Coordinator for the Master’s in Learning and Design. In this role, she manages the program’s marketing and recruitment efforts, admissions processing, academic planning, student advising, and general administrative and financial operations. Her primary goal is to serve as a strong student advocate and a resource students can rely on for support. Please feel free to reach out to Kim with any questions you might have about the application process or the program in general.

Prior to this role, Kim served as the Administrative Coordinator for the Center for New Designs in Learning and Scholarship. She received her Master’s in Public Administration from Northeastern University, and while earning her degree, she worked for a hospital-based child protection program. She is interested in understanding how institutions shape the opportunities afforded to children and young adults, and how education impacts student success both inside and outside of the classroom.


Our affiliate faculty are researchers and practitioners in a variety of disciplines and have been recognized for their contributions to teaching and learning. They support the Learning and Design program by giving guest lectures, serving as student advisors, co-designing the curriculum, leading modules, and teaching courses.

Frank Ambrosio, PhD


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.

Randy Bass, Ph.D.

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:

Evan Barba, PhD


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.

Ronald P. Leow, Ph.D.


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, Ph.D.


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, Ph.D.


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.

Adam K. Myers, Ph.D.


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, Ph.D.


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, Ph.D.


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).

Elizabeth Stephen, Ph.D.


Elizabeth 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.

Sabrina Wesley-Nero, Ph.D.


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).

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.