Sasha is a Professor in the Mary Lou Fulton Teachers College at Arizona State University, where he holds the Pinnacle West Presidential Chair.
Sasha Barab, Director
Sasha Barab is a professor in the Mary Lou Fulton Teachers College at Arizona State University, where he holds the Pinnacle West Presidential Chair. He is a founding senior scientist and scholar of the Learning Sciences Institute and Director of the Center for Games & Impact. His research has resulted in numerous grants, dozens of articles and multiple chapters in published books, which investigate knowing and learning in its material, social and cultural context. He develops sustainable interventions and theoretical ideas to support a more knowledgeable, compassionate and committed citizenship.
Professor Barab designs and researches learning environments to assist children in developing their sense of purpose as individuals, as members of their communities and as knowledgeable citizens of the world. Central to this work has been the understanding of the value in transformational play. Students who play in this manner become agents of change who use real-world knowledge, skills and concepts to make sense of a situation and then make choices that actually transform their play space and themselves, creating a place in which what you know is directly related to what you are able to do and, ultimately, who you become.
Alan is President of E-Line Media. He works at the intersection of entertainment, technology, and social entrepreneurship.
Alan Gershenfeld, Industry Partner
Project: Gamestar Mechanic is a game-based platform and curriculum that teaches youth ages 8 – 14 how to design video games to foster systems thinking and 21st century skill building (problem solving, critical thinking, iterative design, creativity and collaboration), and to create a powerful motivation for STEM (science, technology, engineering and math) education.
Alan Gershenfeld spent the last twenty years at the intersection of entertainment, technology and social entrepreneurship. He is currently Founder and President of E-Line Media, a publisher of digital entertainment that engages, educates and empowers – with a core focus on computer/video games. E-Line works with leading foundations, academics, non-profits and government agencies to harness the power of games for learning, health, and social impact.
Prior to E-Line, Alan spent seven years as CEO and Co-Founder of netomat, a leader in mobile-web community solutions. As CEO, Alan helped to transform a network-based art project into a pioneering software company, raising funding from VCs, strategic investors (Motorola, WPP, Forbes), foundations (Rockefeller’s ProVenEx double bottom line fund) and securing clients and partnerships with leading technology and content providers such as Electronic Arts, Warner Brothers, Motorola and Miramax. netomat was selected as a Technology Pioneer at the 2007 World Economic Forum at Davos.
Before netomat, Alan spent six years at Activision, a global leader in entertainment software. He was a member of the executive management team that rebuilt Activision from bankruptcy into a profitable industry leader with more than a billion dollars in revenue. At Activision, Alan served as Senior Vice President of Activision Studios where he supervised all product development at the company’s Los Angeles studios. Titles released under Alan’s leadership include Civilization: Call to Power, Asteroids, Muppet Treasure Island, Spycraft, Pitfall, Zork and Tony Hawk Skateboarding.
Before Activision, Alan spent nearly ten years in the film industry where he worked in development, production and post-production with credits on numerous feature films and documentaries. As a writer, Alan was a film critic for the South China Morning Post in Hong Kong and co-author of Game Plan, a book about the computer and video game business published by St. Martin’s Press.
As a speaker, Alan has presented at a wide variety of conferences throughout the world including PC Forum, South By South West, Sundance Film Festival, Games for Change, CTIA, Teach For America, Game Developers Conference, National Writers Workshop,, MIT Fab Lab Conference, Milia/Cannes, LAX Conference, Game, Learning & Society, ICE/Toronto, Game On Texas, Philadelphia Festival of World Cinema, SoCap and the World Economic Forum at Davos. Alan has also lead game design workshops throughout the works for students, teachers, parents and policy makers, most recently at the invitation of the White House for the 100 Presidential Math and Science Teachers Award Winners.
Alan serves on the Board of Directors of FilmAid International, a nonprofit that uses film and video to empower refugees throughout the world and on the Advisory Boards of PBS Kids New Media, We Are Family Foundation, Global Kids and the Joan Ganz Cooney Center For Educational Media and Research (Sesame Workshop). He is also on the Advisory Board and former Chairman of Games for Change, a nonprofit that helps to rise the sector of computer and video games for social change.
Mary Lou Fulton Presidential Professor of Literacy Studies, Jim is considered the leading and most influential scholar in game studies.
James Paul Gee, Advisor
Dr. James Paul Gee is a member of the National Academy of Education. He is the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. His book, Sociolinguistics and Literacies (1990, Third Edition 2007) was one of the founding documents in the formation of the New Literacy Studies, an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts. His book, An Introduction to Discourse Analysis (1999, Second Edition 2005) brings together his work on a methodology for studying communication in its cultural settings, an approach that has been widely influential over the last two decades
Professor Gee’s most recent books deal with video games, language, and learning. What Video Games Have to Teach Us About Learning and Literacy (2003, Second Edition 2007) argues that good video games are designed to enhance learning through effective learning principles supported by research in the Learning Sciences. Situated Language and Learning (2004) places video games within an overall theory of learning and literacy and shows how they can help us in thinking about the reform of schools. His most recent book is Good Video Games and Good Learning: Collected Essays (2007). Professor Gee has published widely in journals in linguistics, psychology, the social sciences, and education.
Kat Dutchin has joined the Center for Games and Impact as a Creative Producer responsible for driving vision and coordination of Center initiatives. Kat spent several years working with corporations to create strategic programs to motivate their employee base towards goals using behavioral change theory and incentive strategy. Kat has also spent time in the game studio environment designing, creating special effects and producing. She is excited for the opportunity to apply her background in behavior change to gaming with the goal of transforming learning experiences. She has the role of helping to build a portfolio of Center-aligned initiatives and to ensure that we are driving towards sustainable and scalable outcomes.
Adam Ingram-Goble began his work in gaming research with a M.S. in Computer Science where he focused in A.I. and Machine Learner models of human gameplay as instruments for understanding human learning. Realizing he needed a deeper understanding of human learning, he went on to a Ph.D. in Learning Sciences at Indiana University, where he worked on the Quest Atlantis. Ingram-Goble’s research projects thus far have explored game designs that facilitate critical dispositions in math, science, programming and game design as both academic disciplines and social practices. Recently he worked with Prof. Katie Salen as a postdoc at DePaul University on the Connected Learning Network project “Leveling Up,” where he investigated how commercial game designs and their designers approach the creation of open player-creator communities. Specifically, he looked for the underlying design principles and how they manifested through the work and community in the cases of Valve’s Portal 2 Puzzle Maker, MediaMolecule’s LittleBigPlanet2, and Blizzard’s StarCraft II games.
In Sept 2012 year Adam joined the Center for Games and Impact as the Director of Innovations, where he is helping to design and build technologies to support gaming, education, and new media journalism research.
Dr. Anna Arici’s work involves the design and research of a game-based learning environment for pre-service and in-service teachers. These game environments provide immersive experiences for teachers to explore learning theory, play out different roles and scenarios with virtual students, see the consequences of their choices via game trajectories, and provide a place for teachers to upload and watch clips of their classroom practices for reflection and interaction with other game colleagues. Dr. Arici’s research demonstrates the value of game platforms for both learning and motivation, while illuminating the importance of interaction, context, and agency in the process. Dr. Arici is also working in collaboration with the Teach for America program to build a similar system that will support these teachers in their teacher training and throughout their two-year placement.
Sherry Thurston has been with ASU in various capacities since 2007. Her administrative career has taken her from American Indian Student Support Services, Mary Lou Fulton Graduate School of Education, W. P. Carey MBA Career Services, and finally lured back to Teachers College as Administrative Secretary/Office Manager for the Center for Games and Impact in March of 2011. Sherry loves working for the intensely creative group at the Center and is slowly leveling up in all things “game” related. You can contact Sherry at email@example.com.
Dr. Sinem Siyahhan is an Assistant Research Professor in the School of Social and Family Dynamics at Arizona State University and a research associate at the Center for Games and Impact. She received her Ph.D. in Learning Sciences at Indiana University. While at IU, Dr. Siyahhan worked with Sasha Barab, Melissa Gresalfi, Kylie Peppler and Joyce Alexander, and taught educational psychology, child development, and educational methods courses. Her research interests are at the intersection of parent-child interaction, informal learning, and digital media. Most of Siyahhan’s work focuses on intergenerational play, an activity where the parent and the child share information and strategies, use physical and conceptual tools to make sense of a problem as equal partners in a game context. In her current projects, Siyahhan uses games and digital media technologies more broadly to bring people such as boys and girls, parents and children, and teachers and students together to improve relationships and learning. Learn more about Sinem here.
Dr. Elizabeth Hayes is a Professor in Mary Lou Fulton Teachers College where she holds an Endowed Chair. Her current research interests focus on gender, digital technologies and learning, particularly the development of IT fluency. She is a lead investigator on the MacArthur-funded project TechSavvy Girls, that is investigating how gaming can be a starting point for the development of IT fluency, particularly for girls and women. She is also a co-PI for the CompuGirls project, funded by the National Science Foundation.
Bronwyn has been engaged in educational community and games in learning development for the past 12 years from her doctoral study of 12 successful online communities through to designing and facilitating communities of practice and coaching with Etienne Wenger. She has also worked to explore virtual worlds, games in learning and how we can cultivate identity, agency, citizenship, leadership, and community for students and teachers. Her role in the global communities of Massively Productive, Massively Minecraft and Quest Atlantis has lead to some breakthrough understandings about how digital citizenship needs to be perceived as a lived curriculum. Bronwyn has recently found a marriage of her two great loves; professional communities of practice and games in learning, in the current gamification agenda. She spent 2012 designing game layers for large educational communities of practice tying fun, community development. individual roles and identity and teacher accreditation together.
Kate T. Anderson is an assistant professor in the Mary Lou Fulton Teachers College, Division of Educational Leadership and Innovation. Kate received her PhD in Linguistics along with an Interdisciplinary Graduate Certificate in Qualitative Studies from The University of Georgia. Her interdisciplinary research draws on traditions in qualitative inquiry, sociolinguistics, linguistic anthropology, and the learning sciences. Through collaborations with youth, teachers, and community centers in the U.S. and Singapore, Kate’s educational research agenda interrogates the role of language ideologies in constructing everyday notions of social difference, with regard to ability, race, language learning, and other social categories and constructions.
Steve Zuiker is an Assistant Professor of educational technology in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. Dr. Zuiker earned his doctorate in the interdisciplinary field of the Learning Sciences at Indiana University in 2007. He joined the Teachers College faculty in 2012 following appointments at Rice University and Singapore’s National Institute of Education. He previously served as a US Peace Corps volunteer in Tanzania and subsequently as a Peace Corps Teaching Fellow in New York City’s Spanish Harlem.
Project: SeedSpeak is an application with mobile, web and widget components that allows users to plant suggestions, ideas and thoughts (seeds) in Phoenix communities at the exact location where you get an idea or see an unmet need. SeedSpeak then empowers other community members to discover those seeds, add to them, and help execute those ideas.
Retha Hill joined the Cronkite faculty in the summer of 2007 after nearly eight years at BET, where she was vice president for content for BET Interactive, the online unit of Black Entertainment Television and the most visited site specializing in African-American content on the Internet. In that senior role, she was in charge of content strategy and convergence with the television network.
Before joining BET, Hill was executive producer for special projects at washingtonpost.com, developing new products for The Washington Post’s Web site. She joined The Post’s early online operations in 1995 as the editor for local news, arts and entertainment.
Hill is the recipient of the New Media Catalyst Award, given by the National Association of Minority Media Executives. She also has been president of the Washington Association of Black Journalists and a fellow at the McCormick Tribune Management program and the Al Fitzpatrick Leadership Development Institute. An adjunct professor at the University of Maryland’s Philip Merrill College of Journalism, Hill has been a frequent guest speaker at Harvard University’s Nieman Foundation for Journalism, the Poynter Institute, the Online News Association, the American Press Institute, the Freedom Forum and the National Press Club.
Spiro Maroulis is an Assistant Professor at the School of Public Affairs, and the Associate Director for Policy Informatics at the Decision Theater. His research addresses problems involved with understanding the relationship between individual and collective behavior. This includes investigating implementation difficulties with strategic initiatives inside organizations, as well as modeling the emergence and evolution of markets and institutions.
Prior to coming to ASU, Professor Maroulis was a Visiting Assistant Professor of Social Enterprise and a Postdoctoral Research Fellow at the Ford Center for Global Citizenship at the Kellogg School of Management. He received his B.S.E from Duke University, M.P.P. from Harvard University, and Ph.D. from Northwestern University, where he was also a member of the Center for Connected Learning and Computer-Based Modeling (CCL) and the Northwestern Institute on Complex Systems (NICO). Outside of academia, he has worked for Red Hat Software and Anderson Consulting (now Accenture), and was also the cofounder of PracticeFields, LLC, a corporate education and consulting company that creates computer simulations and interactive board games of business systems — an approach he now enthusiastically applies to policy problems in his work at the Decision Theater.
Bryan Brayboy is Associate Professor in the School of Social Transformation at Arizona State University. His scholarship, teaching, and service centers on underrepresented students and faculty in higher education. His research focuses on the strategies used to achieve academic success by American Indian college students, and the cultural, emotional, psychological, political, and financial costs and benefits of this academic success. In 2002, he founded the University of Utah American Indian Teacher Training Program, which aims to prepare indigenous educators to return to their communities and work with Indigenous children.
Robert K. Atkinson
Dr. Robert Atkinson is an Associate Professor with a joint appointment in the School of Computing, Informatics, and Decision Systems Engineering in the Ira A. Schools of Engineering and the Division of Educational Leadership and Innovation in the Mary Lou Fulton Teacher’s College. He earned in Applied Cognitive Science PhD degree fin 1999 from University of Wisconsin – Madison with a minor in statistics and research design. He joined the ASU faculty in 2002 as an assistant professor after teaching for three years at Mississippi State University.
Kurt VanLehn is a Professor in the School of Computing and Informatics at Arizona State University. He received a Ph. D. from MIT in 1983 in Computer Science, was a post-doc at BBN and Xerox PARC, joined the faculty of Carnegie-Mellon University in 1985, moved to the University of Pittsburgh in 1990 and joined ASU in 2008. He founded and co-directed two large NSF research centers (Circle; the Pittsburgh Science of Learning Center). He has published over 125 peer-reviewed publications, is a fellow in the Cognitive Science Society, and is on the editorial boards of Cognition and Instructionand the International Journal of Artificial Intelligence in Education.
Dr. VanLehn’s research focuses on applications of artificial intelligence to education and cognitive modeling. Some of his recent projects are: Andes, an intelligent tutoring system for a full year of college/high school physics that improves students grades by approximate a letter grade and is in daily use around the country;Why2-Atlas and Cordillera, two intelligent tutoring systems that pioneered the use of natural language dialogues for science teaching and have been shown to be just as effective as expert human tutors; Pyrenees, an intelligent tutoring system that successfully caused inter-domain transfer by implicitly teaching a meta-cognitive strategy; and Cascade, a highly accurate cognitive model of human students learning physics that accounts for the interaction of self-explanation and analogy.
Prior to joining ASU in October 2007, Carole Greenes was Professor of Mathematics Education at Boston University. In the University’s School of Education, she held academic and administrative positions of increasing responsibility. She served as Assistant Dean for the Boston University-Chelsea Partnership Project, Dean of Overseas Programs, and then Associate Dean for Research, Development and Advanced Academic Programs. At ASU, she served as Dean of the School of Educational Innovation and Teacher Preparation before assessing her current position in February 2009. Greenes has authored more than 70 articles and 300 books and programs for students in pre-kindergarten through Grade 12, for college students, and for teachers. Among those publications are “Groundworks: Algebraic Thinking,” “Algebraic Readiness,” “Problem Solving Think Tanks,” and “Zupelz, a Game of Logical Reasoning.” She was editor of the National Council of Teachers (NCTM) 2008 “Yearbook on Algebra and Algebraic Thinking in School Mathematics,” member of the NCTM steering committee for the Navigations Series, and editor of the National Council of Supervisors of Mathematics (NCSM) “Monograph Series for Leaders in Mathematics Education.”
Currently, Greenes serves as Principal Investigator for the NSF-funded project, “Prime the Pipeline Project: Putting Knowledge to Work.” The goals of the project are to 1) enhance high school students’ interest and achievement in STEM courses so they will pursue study of these fields in college, and 2) update math and science high school teachers’ knowledge of STEM applications and of career preparation for STEM fields. She also is PI for the CK-12 Foundation-Funded Development of “Algebraic Reasoning Modules” to prepare prekindergarten through grade 8 students for study of Algebra I.
Greenes is a member of several advisory boards, including Upward Bound, Mathematics Olympiads for Elementary and Middle Schools, and the University Public Schools, Inc. In addition, she is a member of several professional organizations specifically relating to mathematics, science, technology, or education. Greenes is a former president of the National Council of Supervisors of Mathematics. In 2003, she was inducted into the Massachusetts Mathematics Educators Hall of Fame. When she is not working, she enjoys playing the piano and writing lyrics. She has three ballads ready to be released. She has written and performed three Mathematics Musical Mysteries as well as two musicals relating mathematics to history. Greenes earned her Doctor of Education degree in mathematics education from Boston University and a bachelor of arts in English studies and music from the University of Michigan.
Dr. Frank Serafini is an author, illustrator, photographer, educator, musician, and an Associate Professor of Literacy Education and Children’s Literature at Arizona State University. In addition, Frank was an elementary school teacher for nine years in Phoenix, AZ, and spent three years as a literacy specialist in K-6 classrooms. Frank spends a great deal of time providing staff development workshops and conducting research focusing on reading instruction and the role of children’s literature in the reading curriculum. He has published seven professional development books for elementary educators with Scholastic and Heinemann Publishers. Frank is currently working on a research project focusing on Visual Literacies. More information can be found at www.frankserafini.com.
Dr. James Blasingame focuses on young adult literature, secondary writing instruction, preparing pre-service teachers, and cowboy poetry. He is co-editor of The ALAN Review, a journal devoted entirely to young adult literature and sponsored by the National Council of Teachers of English. He also created the Books for Adolescents pages of the Journal of Adult and Adolescent Literacy, which is sponsored by the International Reading Association. Dr. Blasingame is the author of Books That Don’t Bore ‘Em: Young Adult Literature for Today’s Generation (Scholastic, 2007), Gary Paulsen (Teen Reads: Student Companions to Young Adult Literature) (Greenwood Press 2007), Teaching Writing in Middle and Secondary Schools (Pearson, Prentice-Hall 2004), and They Rhymed with Their Boots On: A Teacher’s Guide to Cowboy Poetry (The Writing Conference, 2000). He has also published over 60 interviews with poets and authors of young adult literature and over 100 book reviews in VOYA, Journal of Adolescent and Adult Literacy, The ALAN Review and English Journal. Dr. Blasingame creates the annual Honor List of young adult literature for English Journal along with Dr. Alleen Nilsen and Dr. Ken Donelson. He has given presentations performing cowboy poetry at the National Council of Teachers of English convention, the International Reading Association, and the Western States Conference on Rhetoric and Composition.
Dr. Blasingame is past president of the Arizona English Teachers’ Association and is the 2008 ASU Professor of the Year. He is the 2008 International Reading Association Arbuthnot Award winner for outstanding professor of children’s and young adult literature. He was the recipient of the 2007 ASU College of Liberal Arts and Sciences Distinguished Teaching Award for the Humanities and one of eleven ASU professors to be given the 2007 Arizona State University Parents’ Association Professor of the Year Special Recognition Award.
Before coming to ASU in 2000, Dr. Blasingame spent twenty-four years in secondary education including: three years in high school administration at Interstate 35 High School (Truro, Iowa), and Bishop Miege High School (Shawnee Mission, Kansas); eighteen years in English education at Girls and Boys Town High School (Boys Town, Nebraska); American Fork High School (American Fork, Utah); and Dowling High School (West Des Moines, Iowa). He also spent two years coaching college athletics at Western State College (Gunnison, Colorado) and Simpson College (Simpson, Iowa).
Danielle S. McNamara
Danielle S. McNamara (Ph.D. 1992, University of Colorado, Boulder) joins the ASU Learning Sciences Institute, Department of Psychology, and the School of CIDSE in the fall of 2011. She joins ASU from the University of Memphis where she was Director of the Institute for Intelligent Systems and Professor in the Department of Psychology for 9 years. Her academic background includes a Linguistics B.A. (1982), a Clinical Psychology M.S. (1989), and a Ph.D. in Cognitive Psychology (1992; UC-Boulder). The overarching theme of her research is to better understand cognitive processes involved in comprehension, writing, knowledge acquisition, and memory, and to apply that understanding to educational practice by developing and testing educational technologies (e.g., Coh-Metrix, iSTART, Writing Pal. Two of her projects, The Writing Pal and iSTART, are computer assisted learning programs designed to advance students writing and reading comprehension. Coh-Metrix is a text analysis tool designed to advance our understanding of the nature of text difficulty. She has published over 200 papers and secured over 10 million in federal funding. Her work has been funded by the Institute of Education Sciences (IES), the National Science Foundation (NSF), the McDonnell Foundation, and the Gates Foundation. She serves as Associate Editor for three journals, topiCS, the Cognitive Science Journal, and the Journal of Educational Psychology and currently serves on a standing review panel for the National Institute of Health (NIH) as well as numerous review panels for IES, NSF, and NICHD. She has served on the Governing Boards for the Society for Text and Discourse and the Cognitive Science Society.
Dr. Danielle McNamara will continue her research on the Writing-Pal (W-Pal) when she joins the faculty at ASU. W-Pal is a newly developed intelligent tutoring system that provides writing strategy instruction to high school students and entering college students. This is a ground breaking intelligent tutoring system that will allow educators and researchers to explore the value of writing strategy training on the quality of essay writing. A teacher interface allows the teacher (or experimenter) to create classes, co-manage other classes, monitor students’ performance, post bulletins, assign practice essays, create and assign new essays, and make comments on essays. The student interface comprises nine strategy lessons: Prologue, Freewriting, Planning, Introduction Building, Body Building, Conclusion Building, Paraphrasing, Cohesion Building, and Revising. Each lesson includes game based challenges to practice writing strategies. The student also has opportunities to write essays with automated feedback driven by natural language algorithms and instructs the students to focus on ‘next steps’ and strategies to improve the essay. W-Pal is intended to improve high school students’ writing abilities and reduce demands on teachers. Current work in classroom studies is focused on evaluating the usability, feasibility, and efficacy of W-Pal.
James A. Middleton
James A. Middleton is Professor of Engineering Education and Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State University. Prior to these appointments, Dr. Middleton served as Associate Dean for Research for the Mary Lou Fulton College of Education at Arizona State University for 3 years, and as Director of the Division of Curriculum and Instruction for another 3 years plus. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar for 3 years.
Jim’s research interests focus in the following areas where he has published extensively: Children’s mathematical thinking; Teacher and Student motivation in mathematics; and Teacher Change in mathematics. He is currently developing methodologies for utilizing the engineering design process to improve learning environments in Science, Engineering and Mathematics. He has also written on effective uses of educational technology in mathematics and science education as a natural outgrowth of these interests. To fund his research, Jim has garnered over $20 million in grants to study and improve mathematics education in urban schools. He just finished a $1.8 million research grant to model the longitudinal development of fractions, rational number and proportional reasoning knowledge and skills in middle school students, and is currently engaged in a project studying the sustainability of changes in urban elementary teachers’ mathematics practices. All of his work has been conducted in collaborative partnerships with diverse, economically challenged, urban schools. This relationship has resulted in a significant (positive) impact on the direction that partner districts have taken, including a significant increase in mathematics achievement in the face of a rising poverty rate.
Dr. Middleton just finished a term as Senior co-Chair of the Special Interest Group for Mathematics Education in the American Educational Research Association. Previously he served for three years on the National Council of Teachers of Mathematics Research Committee, chairing that committee in 2006. He has served on several task forces for the NCTM, is a regular reviewer for the NSF and the Department of Education, and serves on the Boards of several regional and national-level research centers. He has been a consultant for the Rand Corporation, the National Academies, the American Statistical Association, the IEEE, and numerous school systems around the country.
Braden R. Allenby
Braden R. Allenby is currently a Lincoln Professor of Engineering and Ethics, and a Professor of Civil, Environmental and Sustainable Engineering, and of Law, at Arizona State University, having moved from his previous position as the Environment, Health and Safety Vice President for AT&T in 2004. He is the founding director of the Center for Earth Systems Engineering and Management, and the founding chair of the Consortium for Emerging Technologies, Military Operations, and National Security, at ASU. He is also an AAAS Fellow, a Batten Fellow in Residence at the University of Virginias Darden Graduate School of Business Administration, and a Fellow of the Royal Society for the Arts, Manufactures & Commerce. He was the U.S. Naval Academy Stockdale Fellow in 2009-2010, a Templeton Fellow in 2008-2010, and the J. Herbert Hollowman Fellow at the National Academy of Engineering in 1991-1992.
During 1995 and 1996 he served as Director of Energy and Environmental Systems at Lawrence Livermore National Laboratory. Dr. Allenby received his BA from Yale University in 1972, his J. D. from the University of Virginia Law School in 1978, his Masters in Economics from the University of Virginia in 1979, his Masters in Environmental Sciences from Rutgers University in the Spring of 1989, and his Ph.D. in Environmental Sciences from Rutgers in 1992. His areas of expertise include industrial ecology, sustainable engineering, earth systems engineering and management, and emerging technologies. His latest books are Industrial Ecology and Sustainable Engineering (co-authored with Tom Graedel, 2010), The Theory and Practice of Sustainable Engineering (Pearson/Prentice-Hall, 2011), and The Techno-Human Condition (with Dan Sarewitz, 2011).
Dr. Arthur Glenberg is a Professor at the Department of Psychology.
How do words, objects, and events become meaningful to us? Dr. Glenberg and his students are attacking these problems by developing an embodied theory of cognition. For their research, meaning consists of the set of actions one can take in particular situations, and those actions are a function of the physical situation, how one’s body works, and one’s experiences. Dr. Glenberg’s recent work has demonstrated a) how actions in a situation are an essential prerequisite for new learning; b) how language comprehension takes advantage of one’s knowledge of how actions can be combined; and c) how linguistic structures coordinate with action-based knowledge to result in language comprehension. He has also begun to investigate application embodiment theories to enhance children’s reading comprehension and mathematical problem solving.
Michelene (Micki) Chi
Michelene Chi, a Professor of the Mary Lou Fulton Teachers College at Arizona State University, is a cognitive learning scientist. Dr. Chi’s research focuses on understanding how students learn and designing new instructional formats to enhance students’ learning of concepts in science-related domains, for students at the K-16 level. She has published widely on various topics of learning, such as conceptual change, expertise, learning from being tutored and learning strategies such as self-explaining.
Her current work focuses on three strands. One strand tests her hypothesis about how to assess the different ways of engaging students cognitively, using students’ overt actions as a measure of cognitive engagement. Her theoretical framework and hypothesis can predict not only how well students learn on the basis of their overt engagement behaviors, but also can inform instructors on how to design more engaging classroom activities. A second strand of her work focuses on ways of enhancing students’ understanding of emergent-kind of processes that are typically taught in science classes, such as the processes of natural selection and diffusion. Her theoretical analyses suggest that in order for students to understand this kind of processes, students must first be taught ideas about emergence. The third strand of her current work examines novel ways to deliver online instruction that may optimize students’ learning. One such method is to present instructional materials via videos of tutorial dialogue, as opposed to videos of a talking head (or an instructional monologue).
In addition to these three research strands, Dr. Chi continues to develop new ways of coding protocols, such as coding interactions, as well as pursuing ways to maximize the effectiveness of collaborative learning. Her work has been widely cited (close to 23,000 times, see http://scholar.google.com/citations?user=AlW99VQAAAAJ&hl=en). In recognition of her scholarship, Dr. Chi has received the Chancellor’s Distinguished Senior Research Award from the University of Pittsburgh. One of her papers has reached the status of a “citation classic.” Dr. Chi was a former executive editor of Cognitive Science, one of seven inaugural Fellow of the Cognitive Science Society, and an invited resident Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford. She was recently elected to the National Academy of Education.
Dr. Alice Daer is an Assistant Professor of English at Arizona State University in Tempe, Arizona. She is a member of the Rhetoric and Composition faculty and teach courses on social media and videogame studies. Primarily, Daer researches how people write and learn to write with and around social media. Her work draws heavily from the field of literacy studies in education and the learning sciences.
Prior to ASU, Dr. Alica Daer was a postdoctoral fellow in Comparative Media Studies at MIT from 2006-2008. While at MIT she worked with Henry Jenkins on the New Media Literacies project and taught courses on videogame studies. As a PhD student at Wisconsin-Madison from 2000-2006, she worked in both English and Education with David Fleming, Deborah Brandt, Brad Hughes, James Paul Gee, Elisabeth Hayes, and Kurt Squire.
Tirupalavanam G. Ganesh is Assistant Professor of Engineering Education at Arizona State University’s Ira A. Fulton Schools of Engineering. He serves as the program coordinator for the Engineering Education concentration in the PhD in Curriculum and Instruction (see http://engineeringed.asu.edu/). Ganesh’s research is largely focused on studying k-12 curricula, integrating engineering in k-12 education, and teaching-learning processes in both the formal and informal settings. He is principal investigator of the National Science Foundation sponsored project (2007-2011) Learning through Engineering Design and Practice aimed at designing, implementing, and systematically studying the impact of an informal middle-school engineering education program. He is married to Annapurna Ganesh, who is residential faculty in Early Childhood Education at Mesa Community College. Ganesh is an avid reader and collects books. He enjoys photography and in particular likes taking photographs of doors.
Brian C. Nelson
Brian C. Nelson is an Associate Professor of Educational Technology in the School of Computing, Informatics, and Decision Systems Engineering at Arizona State University. Dr. Nelson’s research focuses on the theory, design, and implementation of computer-based learning environments, focusing on immersive games. An instructional designer and learning theorist, he has published and presented extensively on the viability of educational virtual environments for situated inquiry learning and assessment. Dr. Nelson’s recent publications have addressed issues related to the design and evaluation of educational games, with a focus on situated cognition and socio-constructivist based design. Recent articles and chapters include “Managing cognitive load in educational multi user virtual environments,” “Exploring embedded guidance and self-efficacy in educational multi-user virtual environments,” and “Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment.”
Dr. Nelson was the Project Designer on the River City Virtual World project through two NSF-funded studies, and is a Co-Principal Investigator on the on-going NSF-funded SAVE Science and SURGE studies. Each of these studies explores the use of computer games to teach and assess science inquiry and content. He was recently co-PI on two MacArthur Foundation grants: 21 st Century Assessment, investigating new models for assessment in digital media-based learning environments, and Our Courts, creating and assessing an immersive game to promote civic engagement.
Dr. Nelson earned his doctorate at Harvard University in 2005.
Winslow Burleson is an Assistant Professor of Human Computer Interaction at School of Computing and Informatics at Ira A. Fulton School of Engineering. He received his PhD from the MIT Media Lab, Affective Computing Group. He joined the ASU Department of Computer Science and Engineering and the Arts, Media, and Engineering graduate program in 2006. At MIT he was involved with the Context-Aware Computing Group and the Entrepreneurial Management Unit at the Harvard Business School.
He was a Senior Research Scientist at Deutsche Telekom Laboratories and Research Staff Member at IBM’s Almaden Research Center where he was awarded nine patents. Awarded a Master of Science degree at Stanford University’s Mechanical Engineering Product Design Program, he taught brainstorming, creativity, innovation, and visual thinking within that department. Prior work included curriculum development at the SETI Institute, Co-Principal Investigator on the Hubble Space Telescope’s Investigation of Binary Asteroids, and consultant to UNICEF and the World Scout Bureau on Healthy Lifestyles for Youth. He holds a bachelor’s degree in Bio-Physics from Rice University.
Dr. Johnson-Glenberg is an Associate Research Scientist in the School of Art and Engineering. She holds a Ph.D. in Cognitive Psychology from the University of Colorado at Boulder. Her areas of interest include text comprehension and remediation of reading disorders, especially using Web-based computer-aided instruction. She has received multiple federal educational technology grants to create comprehension and metacognitive instructional software for middle school readers – these applications can be experienced at www.neuronfarm.com. In addition, Dr. Johnson-Glenberg has published widely on cognition, embodied learning in new media, neural networks, and fragile X syndrome (the most common form of heritable intellectual disability).
She is the Director of SEGL, the group creating Serious Embodied Games for Learning. In addition, she serves as the assessment lead for SMALLab (Situated Multimedia Arts Learning Lab) located in the School of AME (Arts, Media and Engineering). Her group uses multiple assessment methodologies to illucidate learning over time in an immersive, motion-tracking learning environment. She teaches several courses including: 1) the Psychology of e-Learning and Gaming that focuses on new media and how to create appropriate efficacy studies for that rapidly changing world, and 2) a survey of Intellectual Disabiities from Autism to fragile X. See the SMALLab website for information on how to get SMALLab into your classroom.
Dr. Richard Fabes is Dee & John Whiteman Distinguished Professor and the director of the Social and Family Dynamics. His current research project is a federally funded study of children’s adjustment to school: The Understanding School Success (USS) project, of which he is a principal investigator. He is also PI of the Sanford Harmony Program.
Lincoln Professor of Law, Culture and Values
Director, The Prevail Project: Wise Governance for Challenging Futures
Affiliate Faculty Member, ASU Consortium for Science, Policy & Outcomes
Joel Garreau, who joined the College in 2010, is a student of culture, values and change. Professor Garreau is the author of Radical Evolution: The Promise and Peril of Enhancing Our Minds, Our Bodies, and What It Means to Be Human, a look at the hinge in history at which we have arrived. The genetic, robotic, information and nanotechnology revolutions are changing what it means to be human – modifying people’s minds, memories, metabolisms, personalities and progeny – not in some distant science fiction future but right now, on our watch. As director of The Prevail Project, he will build upon a Radical Evolution concept that the Prevail Scenario – the humanistic possibility that we can control and direct this future – might be encouraged. The idea is that if the Defense Advanced Research Projects Agency (DARPA) can accelerate the technological future into being, perhaps the same can be done for the responses of our societies.
Professor Garreau is a former long-time reporter and editor at The Washington Post, and he is principal of The Garreau Group, a network of sources committed to understanding who we are, how we got that way, and where we’re headed.
Professor Garreau is a fellow at The New America Foundation in Washington, D.C., an affiliate of The Institute for Science, Innovation and Society at Oxford, a Science Journalism Laureate at Purdue University, and a member of Global Business Network. He has served as a fellow at Cambridge University, the University of California at Berkeley and George Mason University. Professor Garreau is the author of Edge City: Life on the New Frontier, and The Nine Nations of North America.
Arizona State University announces the appointment of Nobel Prize winner Dr. Leland “Lee” H. Hartwell to lead an expansive effort addressing two of today’s top concerns: improving the effectiveness of health care while reducing its costs, and advancing science education. Hartwell is the first Nobel Prize recipient in physiology or medicine to serve a faculty appointment at an Arizona university. He will establish and co-direct the Center for Sustainable Health at ASU’s Biodesign Institute as ASU’s second Virginia G. Piper Chair of Personalized Medicine. The new center is the latest step in the evolution of the Arizona-based Partnership for Personalized Medicine, launched by Virginia G. Piper Charitable Trust.
Hartwell’s new center in the Biodesign Institute will identify biomarkers-early indicators of disease- to enable personalized, pre-symptomatic diagnoses, and it will develop tools for providing the intelligence needed for better patient outcomes. It will interface with other Biodesign centers working on complimentary aspects of these goals. Hartwell is no stranger to Arizona, having served as executive chairman of the Partnership for Personalized Medicine since its creation. The partnership includes the Biodesign Institute, Translational Genomics Research Institute (TGen) and Seattle’s Fred Hutchinson Cancer Research Center. Hartwell currently is president and director of the Hutchinson Center. Hartwell has announced he will retire from his post at the Hutchinson Center in June 2010. He will then assume his ASU tenured faculty appointment.
During the coming academic year, he will begin preliminary preparations for the new center during a phased transition approved by Hutchinson Center. Hartwell will have several academic appointments at ASU. His interest in advancing science education will be furthered serving as a tenured professor in the Mary Lou Fulton Teachers College. Other tenured appointments include ASU’s School of Life Sciences and School of Biological and Health Systems Engineering, areas critical to his sustainable health initiative. For most of Hartwell’s career he studied genes that control cell division in yeast. Subsequently many of these same genes have been found to control cell division in humans and often to be the site of alteration in cancer. Hartwell also turned to yeast to investigate the basis for accurate cellular reproduction and discovered a new class of gene: the “checkpoint” gene. These genes notice when mistakes have been made during cellular reproduction and halt cell division so that repair can take place. His insights into cell-cycle control are being used at the Hutchinson Center and elsewhere to develop treatments for cancer and other diseases.
Recently his interests have turned to how we can use the enormous knowledge that has accumulated over the last 50 years in genetics and biochemistry to benefit cancer patients. He believes that the most efficient path is to improve molecular diagnostics to identify individuals at high risk for disease, detect cancer and other diseases at an early stage when they can be cured, provide prognostic information and monitor therapeutic response. Proteins will likely provide the best diagnostic information because of their greater diversity and because their state reflects biological function. The technology for protein diagnostics, however, is in its infancy. Hartwell’s efforts are directed toward improving the field of protein diagnostics.
Hartwell earned a B.S. at the California Institute of Technology and in 1964 earned a Ph.D. from the Massachusetts Institute of Technology under the mentorship of Dr. Boris Magasanik. He engaged in postdoctoral work at the Salk Institute for Biological Studies from 1964 through 1965 with Dr. Renato Dulbecco. He joined the University of Washington faculty in 1968 as a genetics professor. In 1996 he joined the faculty of Seattle’s Fred Hutchinson Cancer Research Center and in 1997 became its president and director. Hartwell is the recipient of many national and international scientific awards, including the 2001 Nobel Prize in physiology or medicine. Other honors include the Albert Lasker Basic Medical Research Award, the Gairdner Foundation International Award and the Alfred P. Sloan Award in cancer research. He is a member of the National Academy of Sciences.
Rebecca Hoffman is a graduate student in rhetoric and composition at Arizona State University. A long-time fan of video games, she is interested in studying the use of games for embodied learning in classroom settings as well as the way that people are able to connect to and form relationships with virtual characters and other human players alike. Her favorite games are Minecraft, Journey, and literally anything developed or published by Bethesda Softworks. In her free time she enjoys collecting, crafting, and developing games about space with her friends.
Email her at firstname.lastname@example.org.
Erica E. Bailin, a second year Academic Professional in the Wave I Middle Years Program at the Gary K. Herberger Young Scholars Academy [HYSA] on Arizona State University’s West Campus, is a gifted specialist with expertise teaching English, Social Studies, and Technology. Prior to becoming a part of HYSA, she worked in the Paradise Valley Unified School District as a classroom teacher, gifted cluster teacher, gifted pull-out teacher for honors reading and mathematics, and an instructor for the Digital Learning Center for the Gifted. She has been involved in curriculum development projects, provided local and international professional development classes for educators interested in technology and gifted education, presents seminars for parents of gifted children, and has served on numerous committees and task forces.
She earned her Bachelor’s degree in Elementary Education from Arizona State University and as a lifelong learner, she is continuing her academic career as a Sun Devil by pursuing a Master’s degree in Educational Technology from the Mary Lou Fulton Teachers College and another in Social and Cultural Pedagogy from the School of Social Transformation at Arizona State University. Her research interests include educational technology, gaming and its impact on society and cultures, social identity, global education, and reality television, popular culture and its impact on youth. She is also a student fellow for the Center for Games and Impact at Arizona State University and a past president and current member of Kappa Delta Pi, the International Honor Society in Education.
As an active member of the community, she has been an athletic director and coach for basketball, softball, volleyball and track and field. Breast Cancer Awareness, the American Diabetes Association, and the Boys & Girls Club are among the organizations she supports.
Tyler Jones is a graduate student in the Master of Arts in Rhetoric and Composition at Arizona State University and a graduate of Barrett, The Honors College and the College of Liberal Arts and Sciences at ASU with a Bachelor of Arts degree in English Literature. His area of interest and focus is on videogames and rhetoric, particularly how identity is formed and defined as well as how situated and embodied meanings in videogames work to create a more interactive and meaningful learning experience. The root question follows the line of James Paul Gee’s book What Video Games Have to Teach Us About Learning and Literacy, which is how can educators implement the qualities of good videogames into academics. Prior to attending ASU, Tyler Jones served in the United States Marine Corps and was deployed in support of Operation Iraqi Freedom in 2004 and 2005. Currently, he is working on a curriculum design under the guidance of Dr. James Gee using the videogame Fallout 3 as the primary text supplemented by pertinent selections from the literature on videogames and the use of videogames in academia.
Michael Thomét is a graduate student in the rhetoric and composition master’s program at Arizona State University where he studies and designs games. He is interested in how narrative and games can work together to create unique experiences for the player. Additionally, he researches how players play games with an aim to understand where games are missing the mark as to their target audience. Michael believes that games are a unique medium and can help inform us about the people who play them, as well as what it means to be human. Games, to him, are a way to help people experience problems they could not otherwise and to find new and innovative ways to tackle them. Michael has completed projects such as Neighbors, which looks at how a person tangles with his own past, and For the Love of Salt, which explores how games can tie narrative to difficulty and what this means for the players.
Jeff Holmes is a PhD student in Rhetoric and Composition in the Department of English at Arizona State University, as well as a life-long gamer. His research focuses on how communities collectively construct identities, how users conceptualize their actions in both virtual and non-virtual space, and how gaming and play extend to multiple sites beyond the traditional boundaries of ‘gamespace.’ In particular, he is interested in persistent virtual worlds such as World of Warcraft, and the people dedicated to creating, maintaining, and changing these spaces. He has a level 85 Hunter as well as a stable of mid-level alts.
John Carter McKnight
John Carter McKnight is a fourth-year PhD candidate at Arizona State University, in Human & Social Dimensions of Science and Technology. His work examines the emergence of law and governance in online communities.
In addition to an appointment as Adjunct Professor of Law at ASU’s Sandra Day O’Connor College of Law, he has developed and taught a range of graduate and undergraduate courses in games studies and and the anthropology of online communities.
He has practiced corporate finance law with global law firms in New York and San Francisco, served as officer and director of nonprofit organizations involved in science education and policy, and was Prelaw Services Coordinator at ASU.
Cristóbal Martínez is an intermedia artist, and Rhetoric/Composition/Linguisitcs Ph.D. student at Arizona State University. Cristóbal is a Xicano cultural worker who researches and collaborates with indigenous communities to establish indigenous digital literacy practices.
While drawing inspiration from his Northern New Mexican mestizo heritage, Cristóbal creates culturally-responsive intermedia interactions that are tangible, embodied, place-based, and situated for the exercise of self-determinism by indigenous peoples.
Cristobal’s work has been published, presented, exhibited, practiced, and performed throughout North America, Europe, Australia, and in Africa. For more information, visit Cristóbal Martínez’s website: CristobalMartinez.Net
Eric Keylor is a PhD. candidate in Educational Technology at Arizona State University. Eric makes video games for learning and is currently working on a Newtonian physics game for his dissertation research. Before attending Arizona State University, he worked on PeaceMaker (http://www.peacemakergame.com/), a video game about the Israeli-Palestinian conflict, while attending the Entertainment Technology Center at Carnegie Mellon University. He designed and ran the National High School Game Academy (http://www.cmu.edu/enrollment/pre-college/game.html), a pre-college program hosted by the Entertainment Technology Center at Carnegie Mellon University, and he was also faculty at the Entertainment Technology Center – Silicon Valley, where he co-advised student projects involving major clients including Siemens and the International School of the Peninsula. He was also a member of the design team for iCivics (http://www.icivics.org/), Associate Justice Sandra Day O’Connor’s video games to teach civics to middle school students. He is currently a pre-post doc at the Entertainment Technology Center, where he is contributing to the development of the Working Examples Project (http://workingexamples.org).