Elizabeth Armstrong is a sociologist with research interests in the areas of sexuality, gender, culture, organizations, social movements, and higher education. She joined the Department of Sociology and the Organizational Studies Program at the University of Michigan in 2009. Before that, she was a faculty member in the Department of Sociology at Indiana University. She was a fellow at the Radcliffe Institute for Advanced Study at Harvard University and a recipient of a National Academy of Education/Spencer Postdoctoral Fellowship. She earned her M.A. and Ph.D. degrees in sociology at UC Berkeley and a B.A. in sociology and computer science from the University of Michigan.
Ryan Baker is associate professor of cognitive studies at Teachers College, Columbia University. Previously, he was assistant professor of psychology and the learning sciences at Worcester Polytechnic Institute and the first technical director of the Pittsburgh Science of Learning Center DataShop. He founded the International Educational Data Mining Society and is associate editor of the Journal of Educational Data Mining.
Baker’s research combines educational data mining, learning analytics, and quantitative field observation methods to understand the impact of educational software on students’ learning. He and his colleagues have recently developed automated detectors that make real-time inferences about students' motivation, meta-cognition, affect, and robust learning. In particular, they have studied gaming the system, off-task behavior, carelessness, "WTF” behavior, boredom, frustration, engaged concentration, and appropriate use of help and feedback. He earned his bachelor’s in computer science from Brown University and his master’s and Ph.D. in human-computer interaction from Carnegie Mellon University.
Anne Balsamo is a groundbreaking national leader in media studies, a scholar and media-maker whose work links cultural studies, digital humanities, and interactive media. She received her Ph.D. in communications research from the University of Illinois at Urbana-Champaign. She began her faculty career in the School of Literature, Culture, and Communications at Georgia Tech, where she published a distinguished book about the cultural implications of emergent biotechnologies, Technologies of the Gendered Body: Reading Cyborg Women.
In 1999, having grown interested in the practical relationships between technology and culture, Balsamo joined the celebrated Xerox Palo Alto Research Center (PARC) to collaborate on designing media for reading, exhibition, public art, and cultural projects. In 2003, she moved to USC with a joint appointment in the Annenberg School of Communications and the School of Cinematic Arts, where she directed the Collaborative Design Lab.
A leader in the growth of digital humanities, she has served on the advisory board of Humanities, Arts, Science, and Technology Advanced Co-laboratory since 2003. In 2011, she published Designing Culture: The Technological Imagination at Work, a transmedia book with an accompanying DVD and links to interactive media projects that synthesizes the connections between her cultural studies scholarship and digital media projects.
Steven Brint is vice provost for undergraduate education, professor of sociology, and director of the Colleges & Universities 2000 Project at the University of California, Riverside. As vice provost, he has instituted a dozen new programs to promote student success and improve teaching and learning on campus. He received the Chancellor's Award for Fostering Undergraduate Research in 2006.
As a sociologist, Brint researches topics in the sociology of higher education. He is the author of three books: The Diverted Dream, a winner of the American Education Research Association's “Outstanding Book” award; In an Age of Experts; and Schools and Societies. He is the editor of The Future of the City of Intellect and is co-editing a new volume on organizational effectiveness in higher education. His articles have appeared in the American Journal of Sociology, Work and Occupations, and The Journal of Higher Education, among many journals. He is working on a new book, The Ends of Knowledge: Organizational and Cultural Change in U.S. Colleges and Universities, 1980-2012. His work has been translated into multiple languages.
In 2008, Brint was elected a fellow of the American Association for the Advancement of Science. He received his B.A. with highest honors in sociology from UC Berkeley and his Ph.D. in sociology from Harvard University.
Anthony Carnevale is the director and research professor of the Georgetown University Center on Education and the Workforce. Prior to that, he served as vice president for public leadership at the Educational Testing Service (1996–2006); director of human resource and employment studies at the Committee for Economic Development (CED), the nation's oldest business-sponsored policy research organization; and founder and president of the Institute for Workplace Learning (1983–1993), which worked with private companies to develop high-performance, effective work and training systems.
Throughout his long and distinguished career in Washington, Carnevale was appointed by Presidents Ronald Reagan, Bill Clinton, and George Bush to work on issues related to productivity, employment policy, and technology and adult education, respectively. He also directed political and government affairs for the American Federation of State, County and Municipal Employees (AFSCME) and served as a senior staff member in both houses of the U.S. Congress.
Before going to Washington, Carnevale was a research economist and co-authored the affidavit of a landmark case that resulted in significant fiscal reforms in several states. He received his B.A. from Colby College and his Ph.D. in public finance economics from the Maxwell School at Syracuse University.
Chris Dellarocas is the director of Digital Learning Initiative and professor of Information Systems at Boston University. He is one of the world’s most cited scholars in the fields of online reputation and Web 2.0. Other interests include collective intelligence, online advertising, and the economics of media industries.
Dellarocas holds Ph.D. and M.S. degrees in computer science from MIT and a diploma in electrical engineering from the National Technical University of Athens, Greece. Prior to Boston University, he taught at MIT's Sloan School of Management and at the University of Maryland’s R. H. Smith School of Business. Before pursuing an academic career, he was a management consultant with Andersen Consulting (now Accenture) and McKinsey.
He serves on the editorial boards of the top journals Management Science and Information Systems Research and on the advisory board of the Word of Mouth Marketing Association (WOMMA). He has chaired several international workshops and conferences, including the ACM Conference on Electronic Commerce and the Workshop on Information Systems and Economics (WISE). Dellarocas has received numerous teaching, funding, and merit awards, including the National Science Foundation's CAREER award. He holds nine patents and is co-founder and advisor of several companies in technology.
Nicholas B. Dirks
Nicholas B. Dirks, UC Berkeley’s 10th chancellor, is an internationally renowned historian and anthropologist. A leader in higher education, he is well known for his commitment to and advocacy for accessible, high-quality undergraduate education in the liberal arts and sciences.
Before coming to Berkeley, he was the executive vice president for the arts and sciences and dean of the faculty at Columbia University, where, in addition to his work on undergraduate programs, he improved and diversified the faculty, putting special emphasis on interdisciplinary and international initiatives.The Franz Boas Professor of Anthropology and History, Dirks joined Columbia in 1997 as chair of the anthropology department. Prior to Columbia, he was a professor of history and anthropology at the University of Michigan for 10 years and taught Asian history and civilization at the California Institute of Technology.
Dirks has held numerous fellowships and scholarships and received several scholarly honors, including a MacArthur Foundation residential fellowship at the Institute for Advanced Study at Princeton, a Guggenheim Fellowship, and the Lionel Trilling Award for his book Castes of Mind. He serves on numerous national and international bodies, as adviser or member of the board, and is a fellow at the Council on Foreign Relations.
Radhika Gajjala is professor of media and communication (with a joint appointment in American culture studies) at Bowling Green State University. She authored Cyberculture and the Subaltern and Cyberselves: Feminist Ethnographies of South Asian Women. She has co-edited collections on Cyberfeminism 2.0, Global Media Culture and Identity, South Asian Technospaces, and Webbing Cyberfeminist Practice.
Gajjala is currently working on two interrelated projects. The first is built around microfinance online, digital financialization to P2P lending and borrowing based in social media practices, marketing, philanthropy, and neoliberal entrepreneurship. It focuses on “women’s work,” value, and tacit practices/contributions in transitioning economic times through an (auto)ethnographic focus on craft communities. This project links to ongoing research on the influx of information technology and NGOs in global socioeconomic work and play environments. It examines the connections between money and presentations of self/identity and value in global work-space, virtual worlds, and on coding and placement of affect and labor in DIY and craft networks.
Gajjala is a member of the Fembot Collective and FemTechNet and co-editor of Ada: A Journal of Gender, New Media, and Technology. She received her M.A. from Duquesne University and Ph.D. from the University of Pittsburgh.
Daniel Greenstein is the director of education, postsecondary success in the United States Program of the Bill and Melinda Gates Foundation.
Before joining the foundation, he was vice provost for academic planning and programs at the University of California Office of the President, where he oversaw academic planning for the ten-campus, 220,000-student system. He was responsible for the University of California Press, the California Digital Library, and the education abroad and internship programs in Washington D.C. and Sacramento. He also directed UC Online Education, a new effort to integrate online education into the university’s undergraduate curriculum.
Greenstein has led or founded several internet-based academic information services in the United States (California Digital Library) and the United Kingdom (Arts and Humanities Data Service). He has also served as a board member or strategic consultant for educational, cultural heritage, and information organizations.
He holds a D.Phil. from the University of Oxford and an M.A. and B.A. from the University of Pennsylvania. His current fascinations include sustaining models for public higher education, online undergraduate instruction, and models for supporting disruptive innovation in large, well-established organizations.
Eric L. Grimson
W. Eric L. Grimson, the Bernard M. Gordon Professor of Medical Engineering and professor of computer science, is the chancellor for academic advancement at the Massachusetts Institute of Technology. Reporting directly to President Rafael Reif, Grimson is a central advisor on strategy for MIT’s capital campaign.
A member of the MIT faculty since 1984, Grimson previously served as its chancellor. He is internationally recognized for his research in computer vision, especially in applications in medical image analysis. In addition to research, Grimson continues to teach introductory computer programming courses, including an MITx online course. He has taught nearly 11,000 MIT undergraduates and served as the thesis supervisor to almost 50 Ph.D. students.
Grimson received a B.Sc. (Hons.) degree in mathematics and physics from the University of Regina in 1975 and his Ph.D. in mathematics in 1980 from MIT. He is a fellow of the Association for the Advancement of Artificial Intelligence and of the Institute of Electrical and Electronics Engineers, and holds a Doctor of Letters (honoris causa) from Dalhousie University.
Laura Hamilton is an assistant professor of sociology at the University of California, Merced. Broadly, her interests include gender, sexuality, family, education, social class, and mixed research methods.
Paying for the Party: How College Maintains Inequality, which Hamilton co-wrote with Elizabeth Armstrong, assesses the state of American higher education during this era of skyrocketing tuition and why so many students leave college with so little to show for it. Hamilton is currently writing her second book, in which she examines the variety of approaches parents take toward the college years and how well (and for whom) these approaches pay off. She argues that parents have been pulled into the form and function of college to the disadvantage of most American families and the advantage of a small minority.
Hamilton earned her B.A. in sociology from DePauw University in 2001 and her M.A. and Ph.D. in sociology from Indiana University in 2003 and 2010, respectively.
John L. Hennessy
John L. Hennessy is the 10th president of Stanford University. He joined the faculty in 1977 and rose through the academic ranks to full professorship in 1986. From 1987 to 2004, he was the inaugural Willard R. and Inez Kerr Bell Professor of Electrical Engineering and Computer Science.
From 1983 to 1993, Hennessy directed the Computer Systems Laboratory, a research and teaching center. He chaired computer science from 1994 to 1996 and, in 1996, was named dean of the School of Engineering. In 1999, he was named provost and continued his efforts to foster interdisciplinary activities in the biosciences and bioengineering and oversee improvements in faculty and staff compensation. He was named president in 2000 and became the inaugural holder of the Bing Presidential Professorship in 2005.
A pioneer in both the research of computer architecture and in transferring high-performance technology to industry, Hennessy has received many awards, including, most recently, a 2005 Founders Award from the American Academy of Arts and Sciences and the 2012 IEEE Medal of Honor, the Institute of Electrical and Electronics Engineers’ highest award. He is a member of the National Academies of Engineering and Sciences, and he is a fellow of the American Academy of Arts and Sciences, the Association for Computing Machinery, and the IEEE.
Mary Helen Immordino-Yang is an assistant professor of education, psychology, and neuroscience at the University of Southern California. She studies the development of social emotion and self-awareness across cultures, connections to social resilience and morality, and implications for education.
A former public junior high school science teacher, Immordino-Yang earned her doctorate in human development and psychology from Harvard University in 2005 and completed her postdoctoral training in affective neuroscience with Antonio Damasio in 2008. In 2010, she and her co-authors received the PNAS editorial board’s Cozzarelli Prize for their paper, “Neural Correlates of Admiration and Compassion.”
She holds an NSF CAREER award and was named a Rising Star by the Association for Psychological Science in 2011. She has received an honor coin from the U.S. Army, a commendation from the County of Los Angeles for her work on compassion education, and the IMBES Award for Transforming Education through Neuroscience. In 2014, she received the American Association for the Advancement of Science early career award for engaging the public in science and engineering.
Alexandra Juhasz is professor of media studies at Pitzer College. She makes and studies works committed to political change and individual and community growth.
She is the author of AIDS TV: Identity, Community and Alternative Video, Women of Vision: Histories in Feminist Film and Video, F is for Phony: Fake Documentary and Truth’s Undoing, and Learning from YouTube. She is currently co-editing a Blackwell Companion on documentary and Sisters in the Life: 25 Years of African-American Lesbian Filmmaking.
Juhasz also produces educational videotapes on feminist issues and has directed several feature documentaries, including SCALE: Measuring Might in the Media Age, Dear Gabe, and Naming Prairie, a 2002 Sundance Film Festival official selection. She produced the feature films The Watermelon Woman and The Owls.
Her current work covers feminist Internet culture (aljean.wordpress.com) and pedagogy and community (feministonlinespaces.com). She and Anne Balsamo are co-facilitating FemTechNet, which debuted its rethinking of a MOOC last fall.
Ellen Junn is the provost and vice president for academic affairs at California State University, Dominguez Hills.
Junn researches college teaching effectiveness, faculty development, educational equity and diversity issues, and early childhood education and advocacy. She has authored numerous peer-reviewed publications and is co-editor of Child Growth and Development. While a faculty member at CSU Fullerton, she received several awards for her commitment to equity and diversity.
Junn graduated cum laude from the University of Michigan and earned a Ph.D. and M.A. in cognitive and developmental psychology from Princeton University. She completed Harvard University’s Management Development Program in 1998.
John Katzman is founder and CEO of Noodle, a search and recommendation engine for schools, tutors, instructional videos, and other education resources. Prior to that, he founded 2U, which partners with universities to deliver online degree programs, and is well known as the founder of the Princeton Review, which he led until 2007. Katzman serves on several for- and nonprofit boards and is the author and co-author of five books and numerous articles.
As founder of IDEO, David Kelley built the company that created many icons of the digital generation — the first mouse for Apple, the first Treo, and the thumbs up/thumbs down button on a Tivo’s remote control, to name a few. But his most enduring contributions to the field of design are a human-centered methodology and culture of innovation. He recently led the creation of the groundbreaking d.school at Stanford, the Hasso Plattner Institute of Design.
Although Kelley was an electrical engineer when he enrolled in Stanford’s Joint Program in Design, which merged engineering and art, he evolved to become a “design thinker.” In 1978, he co-founded the design firm that ultimately became IDEO and serves as chair today. He is also the Donald W. Whittier Professor at Stanford, where he has taught for more than 25 years.
Kelley has earned many awards recognizing his contributions to design and design education, including the Sir Misha Black Medal, the Edison Achievement Award for Innovation, and the Chrysler Design Award and National Design Award in Product Design from the Smithsonian’s Cooper-Hewitt National Design Museum. He is a member of the National Academy of Engineers.
Kenneth Koedinger is a professor of human computer interaction and psychology at Carnegie Mellon University. He has an M.S. in computer science and a Ph.D. in cognitive psychology and has taught in an urban high school.
Koedinger has developed computer simulations of student thinking and learning that are used to design educational materials, practices, and technologies and that provide the basis for a technology called cognitive tutors. He and his colleagues have created cognitive tutors for mathematics, science, and language. A one-year study of the algebra tutor found that students in the experimental classes outperformed students in control classes by 50 to 100 percent on targeted real-world problem-solving skills and by 10 to 25 percent on standardized tests. His research has contributed new principles and techniques to designing educational software and has produced basic cognitive science research results on the nature of mathematical thinking and learning.
Koedinger has authored more than 180 peer-reviewed publications, has received many best paper awards, and has been funded by more than 30 grants. He co-founded Carnegie Learning, Inc. and leads LearnLab, the Pittsburgh Science of Learning Center, which leverages computational approaches to identify the instructional conditions that cause robust student learning.
Catherine P. Koshland
Catherine P. Koshland is the vice provost of teaching, learning, academic planning, and facilities at UC Berkeley and the Wood-Calvert Professor in Engineering. She is a professor of environmental health sciences in the School of Public Health and a professor in the Energy and Resources Group. Koshland graduated with a B.A. in fine arts from Haverford College, studied painting at the New York Studio School of Drawing, Painting and Sculpture, and received her M.S. in 1978 and her Ph.D. in 1985 in mechanical engineering from Stanford University. A member of the Haverford College board of managers since 1994, she co-chaired the board from 2005–09 and has chaired it since 2009.
Among Vice Provost Koshland’s responsibilities are major operating units including University Extension; Summer Sessions, Study Abroad, and Lifelong Learning; the Student Learning Center; the Athletic Study Center;The Center for Teaching and Learning; and Educational Technology Services. Her office oversees several strategic academic initiatives, as well as supports faculty development in teaching and learning. In addition, her office coordinates academic planning with development of facilities, coordinates reviews of academic departments, advises on enrollment planning and management, and serves as a liaison for academic units with many campus administrative offices.
Robert Lue is professor of the practice of molecular and cellular biology at Harvard University and the inaugural Richard L. Menschel Faculty Director of the Derek Bok Center for Teaching and Learning, placing him at the forefront of efforts to rethink and support teaching and learning. He also serves as the faculty director of HarvardX, Harvard’s online education portal, and the director of Life Sciences Education.
Lue has coauthored two major freshman biology textbooks and developed the animation The Inner Life of the Cell. Long devoted to interdisciplinary teaching and research, he chaired education conferences on college biology for the National Academies and the National Science Foundation, and diversity in science for the Howard Hughes Medical Institute and the National Institutes of Health. He also founded and directs a Harvard life sciences outreach program that serves more than 50 high schools.
Lue graduated from St. George’s College in Kingston, Jamaica, in 1982. He earned a B.A. from the College of the Holy Cross and a Ph.D. in cellular biology at Harvard in 1995. He joined Harvard’s Department of Molecular and Cellular Biology in 1999.
David Malone is a teacher on special assignment with San Francisco Unified School District’s Educational Technology Program and an adjunct faculty member at Touro University. He is on the board of directors for Computer-Using Educators, a member of the East Bay CUE Board, a member of the technology committee for the Diocese of Oakland, and a curriculum developer for the Leading Edge Certification: Digital Educator program.
Malone graduated from UC Berkeley and has an M.S. in educational technology leadership from Cal State University, East Bay. He is an Apple Distinguished Educator, Google Certified Teacher, Microsoft Innovative Educator, and New Media Consortium K-12 Ambassador who regularly presents at regional, state, and national EdTech conferences.
Before teaching, Malone worked in motion picture advertising and attended culinary school. When he’s not working with students and teachers or spending time with his two young daughters, he’s toying with technology and connecting with passionate, forward-thinking educators.
Patrick Methvin is a deputy director of postsecondary success in the U.S. program of the Bill & Melinda Gates Foundation. He leads the team that is responsible for scaling the adoption of innovations, including wholly new education and business models that have been proven at enterprise scale to help achieve a more student-centric, effective, efficient, and value-driven approach to higher education.
Methvin previously served as a principal in the Boston Consulting Group's social impact practice, where he helped higher education institutions manage operating changes that were necessitated by rapidly changing funding environments. He also worked in the consumer goods practice area, focusing on consumer insights and marketing at both local and national scales.
Methvin holds an M.B.A. from the Wharton School, a master’s in educational leadership from the University of Pennsylvania, and a B.A. in economics and political science with distinction from the University of North Carolina, where he was a Morehead Scholar. He also serves on several corporate and organization boards and currently chairs the KIPP WAYS Advisory Board in Atlanta.
John Mitchell is the vice provost for online learning at Stanford University. Under his leadership, his office (VPOL) is aiming to improve Stanford’s teaching and learning, advance the educational theory and practice of digitally mediated learning, and extend its global presence.
Mitchell launched a seed-grant program that has helped faculty transform their campus courses and release public courses to the world. He and his team, in partnership with edX, announced OpenEdX, an open-source hosting platform, providing a customizable alternative for all colleges and universities and supporting open educational research and innovation.With the wealth of online course participant data that Stanford is generating, VPOL is also playing a key role in evaluating educational outcomes and improving online learning.
Mitchell is the Mary and Gordon Crary Family Professor in the School of Engineering, professor of computer science, and (by courtesy) professor of electrical engineering and of education. He has been at the forefront of Web and network security research and education for more than a decade. His first research project in online learning started in 2009 when he and six undergraduates built Stanford CourseWare, which helped inspire Stanford’s first massive open online courses (MOOCs) that captured worldwide attention in 2011.
Mitchell has served on the editorial board of 10 academic journals, consulted numerous companies, and spent sabbaticals at the Newton Institute for Mathematical Science and Coverity, Inc.
Greg Niemeyer studied classics and photography in Switzerland before moving to the Bay Area in 1992. As a graduate student, he founded the Stanford University Digital Art Center (SUDAC), which he directed until becoming a professor of new media at UC Berkeley. He also directs the Berkeley Center for New Media and co-founded the Data and Democracy Initiative with Berkeley professor Ken Goldberg in 2011.
Niemeyer’s creative projects include polartide; The Black Cloud, an alternate reality game and social network based on indoor air quality that has evolved into the startup company Aclima Inc.; and Tomato Quintet, which connects tomato ripening processes to music. He has also developed several mobile games focusing on foundational human cognitive skills, including Tic Toc Tiles, AirQuest, and Fragile Eggs.
Niemeyer’s course "Internet Citizenship," in which students learn about innovation as an effective critique of the status quo, became an exclusive online course at cybercultures.berkeley.edu in 2012. With the Turing Test Tournament (ttt.berkeley.edu), for example, students test an evolving freshman chatbot called froshbot. Both the course and the test website are contexts for more research into learning analytics and shifts in reasoning.
Justin Reich is an educational researcher interested in the future of learning in a networked world. He is the Richard L. Menschel HarvardX Research Fellow, based in the president’s and provost’s office at Harvard University, exploring the possibilities and limits of online learning through the HarvardX platform. He is also a Fellow at the Berkman Center for Internet and Society and a visiting lecturer in the Scheller Teacher Education Program at MIT.
Reich is the co-founder of EdTechTeacher, a professional learning consultancy devoted to helping teachers leverage technology to create student-centered, inquiry-based learning environments. He earned his doctorate from Harvard University, where he led the Distributed Collaborative Learning Communitiesproject, a Hewlett Foundation-funded initiative to examine how social media are used in K-12 classrooms. He writes the EdTechResearcher blog for Education Week, and his writings have appeared in Educational Researcher, the Washington Post, the Christian Science Monitor, and other publications.
Reich started his career teaching wilderness medicine. He later taught world history and history electives for high school and coached wrestling and outdoor activities.
John Scott is a doctoral student researcher and instructor in UC Berkeley's Graduate School of Education and the Berkeley Center for New Media. His research explores the use of digital video and multimedia production across a range of educational and social contexts, including those related to youth identity in global contexts, instruction, civic engagement, and vernacular creativity. He has worked on the development and design of a number of web applications, including, most recently, Collabosphere, a media-sharing and remixing tool for use in university online learning courses, and PIC Your Future, a college-readiness application that uses digital collage tools to help students picture themselves in college. Prior to beginning doctoral work, Scott was an art and English teacher in New York City public schools and received a master’s degree in special education.
Mitchell Stevens coordinates Stanford's varied efforts to build research capacity in the new sciences of teaching and learning made possible by digitally mediated instruction. He is associate professor of education and (by courtesy) business and sociology at Stanford. He also serves as director of the Scandinavian Consortium for Organizational Research.
With Professors Roy Pea and Candace Thille, Stevens convenes Education's Digital Future, a hub for discussion of critical questions about education's digital future.
Stevens holds a Ph.D. in sociology from Northwestern University. He is the author of Creating a Class: College Admissions and the Education of Elites and Kingdom of Children: Culture and Controversy in the Homeschooling Movement. He is currently writing a book about how U.S. research universities organize research and teaching about the rest of the world. Stevens speaks frequently to audiences worldwide about the changing relationship among universities, governments, and private capital.
Jenn Stringer is the associate CIO for academic engagement and director of educational technology services at UC Berkeley. She is responsible for the strategic direction of academic computing on campus and for services that support classroom technologies and video capture and production, faculty instructional technology, the campus LMS and student portal, and student computing.
Prior to Berkeley, Stringer served as director for academic technology services at New York University and director of educational technology at Stanford University School of Medicine. She has managed public services and computers labs in libraries and educational technology grants supporting medical education, as well as designed unique learning spaces that support collaborative teaching and learning activities.
Stringer graduated from UC Santa Cruz with honors in history and completed her master’s in library and information science from San Jose State University. She is a past chair of the Computer Resources in Medical Education SIG of the Association of American Medical Colleges and a Frye Leadership Institute fellow from the class of 2006. She has been a faculty member of the EDUCAUSE Institute of Management and is currently a member of the ELI advisory board.
Melora Sundt is executive vice dean and professor of clinical education at Rossier. She oversees the degree programs, admissions, student services, faculty affairs, and research and specializes in online learning and instruction, creativity and innovation in higher education, diversity issues, and violence prevention on college campuses.
Sundt chaired the design teams that created the MAT@USC program, the global executive Ed.D., and the new online Ed.D. in organizational change and leadership. She also teaches in the master's, MAT, global executive, and Ed.D. programs. She recently concluded a 10-year campus violence prevention program funded by the U.S. Department of Justice and has evaluated national and international educational partnerships and programs for federal agencies and foundations, including USAID, NEH, and the Kauffman Foundation.
Prior to Rossier, Sundt was a research associate at RAND and an associate dean of students at UCLA. She has taught at UCLA, Miami University, and Kaplan. She received her Ph.D. in education from UCLA, her master’s in human development and family relations from the University of Connecticut, and her bachelor’s in psychology from Amherst College.
Karen Symms Gallagher is the Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education, rated No. 17 in U.S. News & and World Report’s national ranking of education graduate schools. She also chairs the board of the USC Hybrid High School, a new public charter school that primarily serves low-income students and uses technology to assure that 100 percent of its graduates are accepted into a four-year university.
Dean Gallagher has been an active national speaker and thought leader on the emergence of online learning models. She has written several opinion pieces on Massive Open Online Courses (MOOCs), including Where's the Real Learning?, High Quality Online Learning: A Discussion with USC's Karen Gallagher, and Rethinking Higher Ed Open Online Learning.
In 2013, Dean Gallagher received USC’s inaugural Provost’s Prize for Innovation in Educational Practice; became a 2013 cohort of Pahara-Aspen Fellows, a highly selective group of national education entrepreneurs and reform leaders; and was honored by California’s school superintendents for her contributions to education innovation and reform.
Before joining USC, Dean Gallagher was the dean of education at the University of Kansas and directed Ohio’s Commission on Educational Improvement. She has published four books and written dozens of scholarly articles for publications.
Candace Thille is an assistant professor of education at Stanford’s Graduate School of Education and senior research fellow for the Office of the Vice Provost for Online Learning. She is also the founding director of the Open Learning Initiative at Carnegie Mellon University.
Thille’s research focuses on the design, implementation, and evaluation of open web-based learning environments and on refining theories of human learning. She serves as a redesign scholar for the National Center for Academic Transformation; a fellow of the International Society for Design and Development in Education; on the Assessment 2020 Task Force of the American Board of Internal Medicine; on the technical advisory committee for the Association of American Universities STEM initiative; and on the Global Executive Advisory board for Hewlett Packard’s Catalyst Initiative.
Thille holds a bachelor’s from UC Berkeley, a master’s in information technology from Carnegie Mellon, and a doctorate in education from the University of Pennsylvania. She has served on a U.S. Department of Education working group, co-authoring the “National Education Technology Plan,” and on the working group of the President’s Council of Advisors on Science and Technology that produced the “Engage to Excel” report for improving STEM education.
Trace Urdan is a managing director and senior analyst covering the education sector at Wells Fargo Securities. After holding senior management positions at Time Inc. and KPMG Media Marwick, Urdan began his career as a research analyst in 1998 covering publishing and education with Alex. Brown & Sons. He has held senior positions at a number of firms since then, including ThinkEquity, Robert W. Baird, and Signal Hill Capital Group, where he was a partner for five years.
Widely considered an expert on for-profit education and e-learning, Urdan testified before the Spellings Commission on the future of higher education in 2005, was named one of the 25 most influential career college analysts by Career College Central magazine in 2008, and contributed to a Kauffman Foundation white paper on innovation in higher education in 2011. Urdan, a two-time Wall Street Journal All-Star, received a B.A. from Yale University and an M.B.A. from Harvard Business School.