LRDC Board of Visitors

Welcome Board of Visitors 2016

Board Member Bios



* Indicates not attending in 2016

Gautam Biswas
Professor, Computer Science & Engineering
Senior Research Scientist, Institute for Software Integrated Systems
400 24th Avenue South
Vanderbilt University
Nashville, TN 37212
615-343-6204
gautam.biswas@vanderbilt.edu

Research Interests: Intelligent systems with primary interests in hybrid modeling, simulation, and analysis of complex embedded systems, and intelligent learning environments. Focus on developing open-ended learning environments to support K-12 STEM education. Currently working on projects that combine computational thinking with visual programming to help K-12 students develop a deep understanding of STEM content.

Hilda Borko
Professor, Education
Stanford Graduate School of Education
Stanford University
485 Lasuen Mall
Stanford, CA 94305-3096
650-723-7640
hildab@stanford.edu

Research Interests: Teacher cognition, the process of learning to teach, and the impact of teacher professional development programs on teachers and students. Current program of research includes a field test of the Problem-Solving Cycle professional development program for mathematics teachers and a study of the effectiveness of a professional development program to improve discourse and inquiry in science classrooms.

Jill Burstein
Managing Principal Research Scientist
Educational Testing Service (ETS)
Rosedale Road, MS19-R
Princeton, NJ 08541
jill.burstein@gmail.com

Research Interests: Computer science, education, and linguistics, including inventions and publications related to automated evaluation of writing, educational technology, discourse and sentiment analysis, education policy, English language learning, natural language processing, and writing research.

Thomas Carr
Professor, Cognition and Cognitive Neuroscience
Department of Psychology
Michigan State University
East Lansing, MI 48824-1116
517-355-0197
carrt@msu.edu

Research Interests: Perceptual recognition, attention, and the executive control of complex skills, including how skills are learned, how they are performed in their mature and well-practiced states, whether they are susceptible to choking under pressure or other kinds of cognitive and motivational stressors, what is their phenomenology including sense of agency and how one determines that one is exercising accurate executive control, and the neural substrates of these processes using fMRI.

Guinevere Eden *
Director, Center for the Study of Learning
Georgetown University Medical Center
4000 Reservoir Road NW
143 Building D
Washington, DC 20007
202-687-6893
edeng@georgetown.edu

Research Interests: Characterizing visual processing in individuals with and without dyslexia using fMRI and extending this approach to other sensory domains, such as sensorimotor control. Involved in the Second Language Acquisition (SLA) program. Published the first functional magnetic resonance imaging (fMRI) study on dyslexia which further corroborated suggestions that the observed behavioral difference in visual processing in dyslexia are reflected in altered physiology in the visual areas of the brain.

Arthur Graesser
Professor, Experimental (Cognitve)
The University of Memphis
Memphis, TN 38152-0001
901- 678-2742
art.graesser@gmail.com

Research Interests: Cognitive science, discourse processing, and the learning sciences. More specific interests include knowledge representation, question asking and answering, tutoring, text comprehension, inference generation, conversation, reading, education, memory, emotions, computational linguistics, artificial intelligence, human-computer interaction, and learning technologies with animated conversational agents.

Judith Harackiewicz
Professor, Psychology
University of Wisconsin-Madison
1202 West Johnson Street
Madison, WI 53706-1969
608-262-5924
jmharack@wisc.edu

Research Interests: Human motivation, specifically intrinsic motivation, interest, and achievement motivation. Studies how different kinds of performance evaluation and feedback influence an individual's intrinsic interest in an activity. Also interested in motivational issues in educational psychology and studies how goals affect the development of interest in academic subjects.

Carol D. Lee
Edwina S. Tarry Professor of Education and Social Policy
Northwestern University
2120 Campus Drive
Evanston, IL 60208-0001
847-467-1807
cdlee@northwestern.edu

Research Interests: Ecological influences on learning and development, including the Cultural Modeling Framework for the design of instruction that scaffolds knowledge constructed from youth’s everyday experience to support discipline specific learning. She is a co-founder of four schools in Chicago spanning a 38 year history, including three charter schools, serving as chairman of the Board of Directors of the Betty Shabazz International Charter Schools.

Nonie K. Lesaux *
Professor, Human Development and Urban Education Advancement
Harvard Graduate School of Education
14 Appian Way, Room 319
Cambridge, MA 02138
617-495-3523
nonie_lesaux@gse.harvard.edu

Research Interests: Increasing opportunities to learn for students from diverse linguistic, cultural, and economic backgrounds, a growing population in today’s classrooms. Her studies on reading and vocabulary development, as well as instructional strategies to prevent reading difficulties, have implications for practitioners, researchers, and policymakers.

Kenneth Pugh *
President, Director of Research, and Senior Scientist
Haskins Laboratories, Yale University and the University of Connecticut
Director, Yale Reading Center
300 George Street
New Haven, CT 06511
203-865-6163
pugh@haskins.yale.edu

Research Interests: Neurobiology of typical and atypical language and reading development in children. Also interested in genetics of neurolinguistics, and in the specific learning content area of literacy. He has applied neuroimaging techniques and behavioral measures to provide a foundation for better understanding the specific deficits evident in reading disabled children.

Brian Reiser *
Professor of Learning Sciences
Northwestern University
School of Education and Social Policy
339 Annenberg Hall
2120 Campus Drive
Evanston, IL 60208-0001
847-467-2205
reiser@northwestern.edu

Research Interests: How to make scientific practices such as argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. Reiser leads the Scientific Practices project to develop an empirically-based learning progression for scientific practices that specifies how learners can engage in constructing, applying, and refining scientific knowledge with increasing sophistication from elementary to middle school.

Leona Schauble (chair)
Professor, Education
Vanderbilt University
Peabody 330
230 Appleton Place
Nashville, TN 37201-5721
615-322-8135
Leona.schauble@vanderbilt.edu

Research Interests: The development of scientific thinking; theory change; modeling approaches to science and mathematics; professional development of teachers. Research interests in the relations between everyday reasoning and more formal, culturally-supported, and schooled forms of thinking, such as scientific and mathematical reasoning. Her research concerns topics such as belief change in contexts of scientific experimentation, strategy change, and causal inference.

Timothy Shanahan
Director, UIC Center for Literacy
University of Illinois at Chicago
Center for Literacy (MC 147)
1040 W. Harrison Street, Room 1223 EPASW
Chicago, IL 60607-7133
312-413-1914
shanahan@uic.edu

Research Interests: Reading-writing relationships, reading assessment, and improving reading achievement; how to improve reading achievement particularly in urban schools, the relationships of reading and writing (that is how learning one helps students to learn the other), family literacy, and disciplinary literacy. Blog site: www.shanahanonliteracy.com

Reed Stevens
Professor, Learning Sciences
School of Education & Social Policy
Northwestern University
319 Annenberg Hall
2120 Campus Drive
Evanston, IL 60208-0001
847-467-2727
reed-stevens@northwestern.edu

Research Interests: Learning and activity in a wide range of places and situations including classrooms, design-centered and scientific workplaces, and science museums. Interested in understanding how people make and use knowledge and where that knowledge comes from. Context is a core issue for research. As a former teacher, he is very interested in the places that are designed for learning to happen. TEDx talk at http://www.youtube.com/watch?v=WwAslKQSXPE