Sarah comes to East Lansing and the EPET program most recently from Chicago, where she worked at an hands-on science center, teaching 3 - 5 year olds. She has a Scottish Masters in History from the University of Edinburgh, and while in Chicago attended a Museum Studies certificate program at Northwestern University. She is interested in the development of creativity and critical thinking, exploring the impact of informal learning in different spaces such as museums, and ultimately advancing educational practices to support children struggling in traditional school settings.
Michell Smith Ware 2014/Hybrid
Educational PsychologyEducational TechnologyIdentity DevelopmentUnderrepresented/First Generation
Michelle Ware is joining the 2014 EPET Hybrid Cohort with 10 years of experience in higher education. Since earning her Masters in Counseling Psychology with a concentration in Athletic Counseling in 2004, she has worked in diverse educational settings ranging from high schools to nationally ranked research institutions. She is currently Co-Director of the Balfour-Hesburgh Scholars Program in the First Year of Studies at the University of Notre Dame. Through her research, she hopes to examine identity development, persistence and motivation of underrepresented and first generation students in highly selective educational environments. She is also interested in assessing the effectiveness of using eportfolios as a tool to improve student engagement, achievement and resilience of underrepresented and first generation students.
Carl Weckerle 2014/Hybrid
Educational TechnologyOnline EducationHigher Education
Carl Weckerle currently serves as the Director of Instructional Technology and Online Learning at Macomb Community College, which administers and trains on the use of classroom technologies and the college’s learning management system. His background is in workplace instructional design and K-12 education. His focus is on the effective teaching and learning in and out of the classroom with a focus in online education. His research interest is focused on learning interactions and motivation in online learning. He also has an interest in faculty development and teacher development. He is married with three boys and resides outside of Detroit.
Chris Working 2014/Hybrid
Chris has taught third grade for 11 years in Holland, Michigan. He received his Bachelor’s degree from Hope College in Fine Arts/Elementary Education and his Master’s degree from Grand Valley State University in Educational Technology. He is interested in the role technology plays in collaborative learning, specifically in the ways computer supported collaborative learning can support literacy instruction. He is also a Teacher Consultant with the National Writing Project, working especially with digitally mediated composition. For fun he trains with a masters swim team in Holland.
Emilia Askari 2013/On Campus
Educational TechnologyCivic EngagementAdolescent Learning
Emilia Askari is interested in the intersection of technology, learning and civic engagement. She also is a journalist, a teacher, and the mother of two teens. Before she began her studies at MSU, Emilia spent two decades as a reporter at newspapers such as the Detroit Free Press and the Miami Herald. Over the years, she's won more than 20 prizes and fellowships and served on the national boards of several professional organizations, including the Accrediting Council for Education in Journalism and Mass Communication. Emilia has a bachelor's degree in economics and creative writing from Brown University, a master's degree in journalism from Columbia University, and a master's degree in information studies from the University of Michigan,where she studied human-computer interaction, social media and digital preservation. Emilia co-directs a digital news and entrepreneurship project with Arab American 8th graders in a Dearborn public school. She also has taught environmental journalism at the University of Michigan for a decade and a half.
Emilia wants to create a game that will teach digital literacy and content creation in middle schools. She likes camping, travel and people who dream big. During the summer of 2012, Emilia spent a month in Mongolia working with journalists and librarians to preserve news from Mongolian websites before it was lost to history.
The digital news project that Emilia co-directs for Arab American 8th graders.
Elizabeth Boltz 2013/On Campus
Educational TechnologyEducational GamingTransformative Play
Prior to pursuing doctoral study, Liz developed and maintained a complex system of web-based applications for a private university in Ohio. In this role, she became increasingly interested in studying the structure, design, and content of educational technologies -- particularly videogames for learning. She has completed the Serious Games Certificate program at Michigan State, teaches with the MAET program, and is engaged in research on the use of videogames to promote historical empathy.
Diana Campbell 2013/On Campus
Dredger, Katie, Augustowski, Jason, Campbell, Diana. Digital Internships with Poetry as Practicum Experience. (2013) A research presentation at the National Council for Teachers of English Annual Convention, Boston, Massachusetts.
Campbell, Diana. Text Talk. (2012) An invited presentation at the National Council for Teachers of English Annual Convention, Las Vegas, Nevada.
Campbell, Diana. Prezi Power. (2012) An invited presentation at the National Council for Teachers of English Annual Convention, Las Vegas, Nevada.
Educational TechnologyCognitive FlexibilityHypermedia
Before coming to MSU, Cui worked as a product manager of online systems and mobile applications for three years in Beijing, China. Her passion for research is on educational technology and cognition, which led her to the EPET program. Currently, she’s interested in utilizing educational technologies, online interactive learning systems in particular, to help learners develop cognitive flexibility. This is a crucial ability to adaptively tackling problems in complex domains.
Brittany Dillman 2013/On Campus
Educational PsychologyTeacher NoticingMathematics Teacher Education
Brittany Dillman joins the Spartans from a wide variety of educational experiences. Brittany attended Kalamazoo College and received her B.A. in mathematics and teacher certification. She spent a year in Japan teaching through the JET program as an English teacher. Brittany spent the 10 years prior to coming to MSU in the role of teaching and teacher leadership at Perry Middle School (Perry, MI), primarily as a 7th grade mathematics teacher. There, she coached, sat on numerous committees, and worked with the theatre program. Brittany got married to her husband, Peter, in 2012. They have 2 cats and live in Haslett. She enjoys HGTV, home decorating, spending time with friends, being outside during the fall in Michigan, and having fun in the journey of life.
Computational ThinkingComputer Science EducationCreativity
Jon Good is interested in the teaching of computational thinking, robotics, electronics, and how those subjects interact with creativity. Prior to coming to MSU, Jon taught for twelve years in independent schools in both Ohio and Virginia. His experiences in education include faculty development, technology management, teaching multiple courses related to computing, and curriculum development. Instructional approaches that encourage flexibility, experimentation, and trans-disciplinary learning have always interested Jon and guide his research. He has earned a bachelor's degree in Visual Communication Technology from Bowling Green State University and a master's in Computer Education and Cognitive Systems from the University of North Texas. Jon and his family enjoy camping, biking, cooking, gardening, and reading.
Day Greenberg 2013/On Campus
Educational PsychologyGender IssuesSTEMMuseum Studies
Day Greenberg is studying what preteens find important in out-of-school explorations of science, technology, engineering and mathematics (STEM). She’s interested in looking at both the social interaction and the personal identity work that can occur in informal STEM learning environments, especially where they intersect with issues of access related to gender, race and socioeconomic status. By exploring these relationships, Day hopes to discover how scaffolding learning experiences outside of the classroom (i.e., in museums, clubs, camps and websites) can support both academic and professional achievement in STEM fields.
Wong, E. D., Pugh, K. J., & Greenberg, D. (2014, April). Charting Dewey's Influence on Contemporary Scholarship in Science Education Journals (1992-2012). Poster session presented at the meeting of the American Educational Research Association, Philadephia, PA.
Spencer Greenhalgh 2013/On Campus
Educational TechnologyEducational GamesHistorical Empathy
Spencer Greenhalgh came to Michigan State University with a strong belief in the importance of an education grounded in the humanities. As an undergraduate, he studied French and political science and worked as a teaching assistant in both fields. After graduation, Spencer taught French, debate, and keyboarding in a Utah private school before coming to MSU, where he plans to study how technology can be used to help students connect the humanities with their lives. His research interests focus on using technology to create more authentic learning experiences in courses related to the humanities. He has a particular interest in the use of games and simulations to help students experience history, practice ethical reasoning, and explore moral dilemmas, but Spencer also researches the use of portfolios as authentic assessment and explore any use of technology that helps students connect what they're learning with the world around them.
Rohit Mehta 2013/On Campus
Educational TechnologyPopular CultureSocial Media
After completing his Master's degree in Electrical Engineering from University of Florida, Rohit Mehta went back to India where he taught in an Engineering college for 3 years. He also gained some experience there in educational counseling and admissions. His interactions with senior year and freshman year students, primarily, and ardent love for cinema, forced him to look for innovative ways to improve teaching standards in India, which brought him to the EPET program at MSU. Rohit is interested in analyzing films, popular culture, and social media to learn how and why they influence content knowledge.
Chris Seals 2013/On Campus
Educational PsychologyUnderrepresented StudentsHigher Education
Christopher Seals is native of Kentucky and attended the University of Louisville, where he earned both his Bachelors degree majoring in psychology, and his Masters of Education with a concentration in counseling psychology. Throughout his undergraduate career, Chris was a researcher who studied the influence of racial socialization messages on attention skills of early head start preschool students. During his Masters degree, Chris completed several internships including working at an outpatient clinic, a counseling office, and a psychiatric hospital.
For the past five years Chris has worked as an admissions program coordinator at his alma mater and helped to start and run several campus programs, including the African American Male Initiative. His experiences gave him great exposure to the issues of retention and access for all students, and especially students of color. Christopher came to MSU with intentions of researching cognitive and non-cognitive factors that influence the retention and academic performance of students from underrepresented backgrounds at public college institutions.
Theresa Grossman 2012/Hybrid
The hybrid EPET program has afforded Theresa Grossman the opportunity through research and study to explore the exciting and ever-changing landscape of literacy while continuing to dedicate myself to teaching in the secondary English classroom. Ten years of work with adolescents in the varied settings of alternative school, traditional high school, and community college together with her Master's degree study of literacy convinced her of the relationship of classroom discourse to learning and of the importance of story in closing the gap between marginalized adolescents and their peers. The pursuit of her doctorate has allowed her to investigate the possibilities technology can offer to facilitate that much needed and meaningful discourse. Her research interests focus on the impact of technology on language, discourse, and meaning-making for marginalized adolescents. Specifically, Theresa seeks to understand ways literary fiction and participatory media might be utilized to enhance the critical thinking skills of at-risk adolescents.
Laura Hamilton 2012/Hybrid
Educational TechnologyCritical ThinkingMathematicsOnline Courses
Laura Hamilton has always loved math and currently teach online math courses for both Macomb Community College and Baker College as an adjunct instructor. She is also involved in course and curriculum development. Although online education may seem new she has been teaching online for 9 years. Laura’s first career however was not in education. She has an engineering degree and has spent time in both manufacturing and in product design. This doctoral program seems to be a perfect blend of her educational and technical interests. Laura is interested in understanding which types of technologies compromise critical thinking (by automating too much) vs. those that enhance critical thinking (interactive methods that prompt learner to think deeper) and how to use those technologies to engage and help students that are not strong in math have a successful experience with mathematics.
She is married and has 3 great kids. Her daughter happens to be a proud member of the MSU Spartan Marching Band (GO GREEN - GO WHITE)! Laura lives in Clarkston, MI. Her family keeps her very busy! She spends any extra time she has playing her flute in her local community band. It is great fun!
Virginia Hiltz 2012/Hybrid
Educational TechnologyTeacher EducationLiteracyStudent Learning
Virgina Hiltz is a member of the 2012 MSU EPET hybrid cohort. Her background is in elementary (K-8) education having served as a classroom teacher, library media specialist, and school administrator in three school settings with differing student demographics. Her research interests focus on how teachers learn to be technologically literate, and how that literacy (or lack of) impacts student learning. She is especially interested in online, self-directed teacher professional development in technology and its connection with building teacher’s technology self-efficacy. Additional interests include 1) the use of technology in the Response to Intervention process and, 2) how transitioning to a paperless environment impacts teaching and learning.
Nicholas Holton 2012/Hybrid
Educational PsychologyStudent HappinessEduaimonic Orientations
Nick Holton is a educator, mentor and coach from Grand Rapids, MI now living and working in the greater Los Angeles area. Since 2009, Nick has taught Sociology and World History courses at Milken Community High School, a private Jewish High School in Bel Air, CA. He also works part time as a educational consultant for Centropa, a NGO in Vienna, Austria dedicated to telling the story of Central and Eastern European Jewry via digital storytelling. Nick's research interests revolve around issues of student happiness. Specifically, he is investigating the extent to which student's happiness is determined by eduaimonic orientations and affected by authentic experiences in educational environments. Nick is currently in 2nd year of the EPET Hybrid program and in the process of completing his practicum.
Emiko Kiyochi 2012/Hybrid
In one of her previous lives, Emiko was a systems analyst: in another, a technical translator on R&D projects. She is currently an adjunct faculty teaching Japanese language and culture in higher ed on- and off-line in beautiful coastal Southern California. At MSU, Emiko plans to focus on games in education and training, and secretly imagine myself playing games with her 13-year-old son and calling it a part of her Ph.D. study. The development in this area is so exciting, and Emiko believes her backgrounds can be very helpful.
Kristen Knickerbocker 2012/Hybrid
Kris Knickerbocker has lived in the Lansing (MI) area for all of her life. She comes from a family that has been lovingly dubbed "matriarchal." Her mother, who is now 72, raised all six children on her own and fostered bonds of friendship that are still very much intact in their adult lives. As for the family she has created for myself: Kris has a loving and devoted companion, Andy, and a beautiful 12-year-old son Jake. They spend much of their time vigorously debating social politics, taking crazy adventures together, and discussing the potentiality of a real zombie apocalypse (entirely plausible from a biological standpoint...). Her primary reason for entering the Ph.D. program is the actualization of a lifelong dream. She intends to continue teaching high school Chemistry and Biology at East Lansing High School and will use the experiences and skills she gains to mold herself into the most effective and engaging teacher she can be.
You-kyung Lee 2012/On Campus
MotivationAchievement goalsSocial interdependence
You-kyung Lee is interested in student motivation and personal/social factors influencing it. She earned her B.A. in education from Yonsei University and M.A. in educational psychology from Seoul National University in Korea. Her specific research interest is students’ diverse kinds of goals, not only individual learning goals (e.g., achievement goals) but also contextual goal structures (e.g., classroom goal structures, cooperative/competitive/individualistic goal structures). She is currently working on how these different types of goals interact with each other in learning setting and how various factors impact the interactions. She also focuses on studying psychology and quantitative methods, which qualify her to research student motivation in a deeper and more comprehensive perspective.
Holly Marich lives in Ely, Nevada. She’s been an educator in various capacities since graduating from UNLV in 1994. She is a teacher consultant for Great Basin Writing Project and she is a national board certified teacher. Additionally, Holly has two master’s degrees, one in curriculum and instruction with an emphasis in literacy and the other is an M.S. emphasizing elementary mathematics pedagogy. Currently, she works as a professional development coordinator for Northeastern Nevada Regional Professional Development Program. In this role, she works with teachers in five of Nevada’s 17 counties. Holly also works with teachers in both Clark County (Las Vegas) and Washoe County (Reno) through various networking opportunities such as the Teacher Inquiry Community Leadership Network of Nevada. While pursuing her never-ending-journey of learning and exciting career as an educator, she has managed to enjoy a wonderful marriage of 22 years, take pleasure in a busy life filled with three amazing children: Hannah 17, Bobby 15, and Benjamin 12 along with 1 cat, 2 dogs (pugs) and 5 back-yard chickens! When she’s not busy running around the northeastern part of Nevada working with teachers, she loves to watch movies with her family, explore with square-foot gardening, and vacation, preferably on a beach somewhere far away!
Educational TechnologyOnline EducationHigher Education
Amy Peterson is a life-long Chicago-lander, and she currently lives in the “extreme” Northwest suburbs (also known as cornfields). She and her husband have two daughters in middle school and a pretty awesome dog. She works for a company that partners with universities to put their programs online. She oversee two departments: Course Development and Student and Faculty Support Services. For the last twelve years, Amy has been working in online higher education, primarily in the leadership and management of course development, educational technology, and student support services. Her true passion in education is the development of online courses and the implementation of educational technology. While she has a good understanding of many concepts of educational psychology and educational technology, she’s come to this program because she wants to expand that knowledge and use theory to thoughtfully inspire her practice and research.
Ha Thanh Nguyen 2012/On Campus
Educational TechnologyLiteracySocial Semiotics
Ha Thanh Nguyen is an international student from Hanoi, Vietnam with a background in English Language Education. She became a full time student at Michigan State in 2011 after 3 years of teaching at Vietnam National University. While her research topic is still evolving, she always find herself somewhere in the realm of new literacy, visual literacy, creativity, and social semiotics in the context of technological development, globalization and cultural diversity.
Josh Rosenberg 2012/On Campus
Educational PsychologyEducational TechnologyTeacher Education
Josh focuses on how social and cultural factors affect how individuals teach and learn, in order to understand and design learning environments that support learning with technology for all students, and in particular disadvantaged students. Joshua is the Associate Chair of the Technological Pedagogical Content Knowledge (TPACK) Special Interest Group (SIG) in the Society for Information Technology and Teacher Education (SITE). As a teacher, Joshua became quickly concerned with issues of culture and context. Instead of turning away, these experiences focused his attention on issues of inequity in education, in general, and on issues of teaching and learning with technology, in specific.
Educational TechnologyDesignPhysical Space
James Seaman is an architect who specializes in the design of school environments. He works for the company Fielding Nair International whose work extends globally. He finds his work very exciting and he really enjoys collaborating with educators and administrators in designing environments that foster student-centered learning. James grew up in Saginaw, Michigan but moved to the Detroit area to study architecture at Lawrence Tech. He has remained in the area ever since, working for a couple of different architecture firms before settling into his current position. At the previous company he worked for, James met his wife—an interior designer. They just got married last summer and recently bought a mid-century modern house in Huntington Woods (a Detroit suburb) that they are still having a blast renovating despite all the hard work. James is interested in researching the effect that physical space and school organization have on learning in a world where information can be accessed from anywhere and at anytime.
Barbara Smutek 2012/Hybrid
Aanii! (Hello) Barb Smutek resides in the beautiful Upper Peninsula of Michigan in Sault Ste. Marie, where she was born and raised. She is a member of the Sault Ste. Marie Tribe of Chippewa Indians. Barb has a degree in Administration from Central Michigan University and a degree in Communication from Lake Superior State University. She was recently hired by the Michigan State University Extension office in Chippewa County. In her new position, as Extension Educator, Barb is responsible for implementing a Federally-Recognized Tribes Extension Program grant for Native tribes located in Northern Michigan. She also has an amazing three year old daughter named Adriana! Barb was initially drawn to the Hybrid EPET Ph.D. program because of the opportunities provided by the cutting edge technology being utilized by the faculty and students. She is passionate about higher education opportunities, accessibility of academic opportunities for Native American populations, the motivation and resiliency of Native people, and the impacts on learning styles using different forms of technology. She hopes to learn and conduct research on indigenous logic models, research design and evaluation for Native populations, and try to figure out how to turn all of these passions/interests into a viable research question.
Colin Terry is a doctoral student in the Educational Psychology and Educational Technology Hybrid Program. He currently lives in Colorado and serves as the Director for the Center of Academic Services & Advising at the Colorado School of Mines. Prior to MSU, he studied at New York University and Gonzaga University. Colin is deeply interested in the relationship between technology and attentional control. As part of this research he considers the impact of media multitasking and distraction on self-regulatory behavior, metacognition, and creativity.