Phil is the Associate Vice Provost for Learning Sciences and Deputy Director of the Center for Teaching and Learning, Clinical Professor in Educational Psychology and in the School of Information, at the University of Texas, Austin. Dr. Long provides leadership to the university's strategy for technology enhanced learning. Phil contributes leadership to UTx, the local implementation of the edX MOOCs, the UT learning analytics initiative & design of learning environments. Phil's current research interests focus on active & blended learning pedagogies, remote laboratories, emerging technologies and the analytics that can be captured by instrumenting interactions in both virtual and environments with the goal of informing learner decision-making. Prof. Long's professional collaborations are eclectic and international, including leadership roles in the acronym soup of SoLAR, edX, the NMC, and AAEEBL. He is a lapsed biologist now learning scientist focused on emerging technologies, the cognitive interactions with them, & the spaces, physical and virtual wherein they occur.
Wendy C. Newstetter's research focuses on understanding cognition and learning in interdisciplines with an eye towards designing educational environments that support the development of integrative thinking and problem solving. Towards that end, she uses ethnographic methods to study in-vivo learning and problem solving in research laboratories—tissue engineering, neuroengineering and biorobotics—where the nature of the problems demands multidisciplinary teams with complementary skills and knowledge. Newstetter uses this research to then inform the design of problem-based learning (PBL) classrooms designed to support the development of integrative knowledge building and reasoning strategies. Most recently, she has been working to develop PBL models for instructional laboratories where students use techniques learned to tackle student-generated problems on the bench top. Newstetter also works with faculty both at Georgia Tech and throughout the nation through Project Kaleidoscope to develop more effective science, math, and engineering educational environments informed by learning and cognitive science research.
Shirley is an experienced planner and programmer who has worked with higher education institutions for over twenty years. Before founding her own practice—Dugdale Strategy, LLC—she led DEGW’s Learning Environments practice in North America since 1999. She focuses on space strategies to support new ways of learning, organizational transformation, and enrichment of campus-wide learning space. In addition to being an expert in planning learning centers and libraries, she also specializes in health sciences education, and has helped Johns Hopkins, Stanford, University of Virginia and others with curriculum change initiatives. .
Shirley presents frequently at SCUP and other organizations, and likes to seek out initiatives that will help influence a generation of buildings, such as the Learning Space Rating System that she has been developing with the EDUCAUSE Learning Initiative.
Arthur became president of DOBER LIDSKY MATHEY in 1988, and has served as a planning consultant for colleges and universities since 1971. In this time he has participated in several hundred assignments. Arthur has served on facility review panels for the National Science Foundation (NSF); and has been a Principal Investigator for a NSF study that identified an ideal planning process and developed facility standards for secondary school science, math, and technology education programs. He has given lectures, presentations, and invited papers on campus planning at such organizations as SCUP, the Council for Undergraduate Research (CUR), the International Association for College Unions, No Name Facility Conference, Quality Education for Minorities Network (QEM), and the Municipal Art Society of New York. He has been a faculty member of Project Kaleidoscope since 1992, and has been the only non-institutional member on the PKAL National Steering Committee. Through his writing and lectures, Arthur teaches other professionals, college and university administrators, and faculty about planning and the campus planning process. He has taught campus planning as a faculty member of SCUP’s Integrated Planning Institute-the three-day workshop is Step 2 of a three-step certificate program. Arthur was a leader in creating the Institute and its curriculum. Arthur has contributed articles to numerous professional publications.
Linda C. Hodges, Director of the Faculty Development Center, was Director of the Harold W. McGraw, Jr. Center for Teaching and Learning at Princeton University from 2003-2009 before retiring to Maryland. She holds a doctorate in biochemistry from the University of Kentucky and was a faculty member for over 20 years before transitioning into faculty development. Prior to coming to the McGraw Center in 2001 she was the William Rand Kenan, Jr. Professor of Chemistry at Agnes Scott College near Atlanta, Georgia. During her faculty tenure at two different institutions she taught a wide range of courses, participated in faculty governance, and served as department chair. In 1999 she was one of 28 faculty chosen nationally to study and assess new pedagogical approaches as a Carnegie Scholar of the Carnegie Foundation for the Advancement of Teaching. She has published widely on her work in faculty development, engaged student learning, and effective teaching practices. Her special interests are in pedagogies of engagement and the scholarship of teaching and learning.
Dr. Felix Kronenberg joined the Department of Modern Languages and Literatures at Rhodes College as Assistant Professor and Director of the Language Learning Center in the summer of 2009. He held a similar position at Pomona College in the 4 years prior to his arrival at Rhodes. Dr. Kronenberg research and professional interests include the design of physical learning spaces (especially language learning centers) and virtual and hybrid learning spaces, especially video games and digital storytelling, blended learning, and program building. Dr. Kronenberg, who edited the book Language Center Design in 2011 and who designed the new language centers at Pomona College and Rhodes College, is currently working on a book tentatively entitled Language Learning Spaces. He is the 2009 recipient of the Marie Sheppard Award by the International Association for Language Learning and Technology, a former fellow for the National Institute for Technology in Liberal Education, and a former president of the SouthWest Association for Language Learning and Technology. He was recently elected as President-Elect of the International Association for Language Learning and Technology.
Dr. Jorge Vanegas graduated in 1979 with a degree in Architecture from the Universidad de los Andes, Bogotá, Colombia, South America, and is a registered Architect in Colombia. He subsequently graduated with a M.S. degree in 1985, and a Ph.D. degree in 1988, from the Construction Engineering and Management Program (CEM) of the Department of Civil and Environmental Engineering (CEE) at Stanford University, Stanford, California. In July 2009, Dr. Vanegas began an appointment as Dean of the College of Architecture (CARC) at Texas A&M University (TAMU), having served as Interim Dean from August 2008 to July 2009. In July 2013, he was reappointed for a second term as Dean of CARC. In addition, he is a tenured Professor in the Department of Architecture (ARCH), and has an appointment as a Research Professor in the Texas Engineering Experiment Station (TEES) of the Texas A&M University System (TAMUS) since September 15, 2011. He is a tenured Professor in the Department of Architecture (ARCH) in CARC, served as the Director of the Center for Housing and Urban Development (CHUD) from January 2006 to February 2012, and was appointed as the Sandy and Bryan Mitchell Master Builder Endowed Chair in CARC from September 2008 to February 2012.
Gabriela Weaver, Vice Provost for Faculty Development and Director of the Center for Teaching and Faculty Development at the University of Massachusetts Amherst, oversees initiatives across the CTFD, represents both the CTFD and the broader University on issues of teaching, learning, and faculty development, and is a Professor in the Department of Chemistry. Prior to joining UMass Amherst, Gabriela served as the Jerry and Rosie Semler Director of the Discovery Learning Research (DLRC) and Professor of Chemistry and Science Education at Purdue University. The DLRC was founded in 2004 with a mission to advance STEM education, at all academic levels, through research and innovation. Working in collaboration with partners across all schools and colleges at Purdue, the DLRC managed and is an active participant in approximately 20 externally funded research projects in any given year. Those grants have brought over $118 million in funding to Purdue since 2004. Prior to Gabriela’s appointment to lead the DLRC, she served as the associate head of the Department of Chemistry at Purdue. She was also a member of the faculty at the University of Colorado, Denver, and received her doctorate in chemical physics from the University of Colorado, Boulder.
Robert J. Beichner is a physics professor at NC State University and is the Director of the NCSU STEM Education Initiative. He was named an Alumni Distinguished Undergraduate Professor in 2003. He is a member of the Physics Education Research and Development Group, one of the largest in the world.
For much of his career he has focused his attention on redesigning introductory physics education and created the SCALE-UP (Student Centered Activities for Large Enrollment University Physics) project. This approach has led to changes in classrooms around the world, at institutions ranging from Wake Technical Community College to the Massachusetts Institute of Technology. By the second decade of the 21st Century, SCALE-UP had been adopted at more than 150 universities and had spread to other content areas and into middle and high schools, necessitating a name change to Student Centered Active Learning Environment with Upside-down Pedagogies. Many universities have also adopted this approach for classes ranging from archeology to zoology.