Table of Contents
- “The global classroom”: teaching to a diverse audience
- Designing effective lectures
- Building communities
- Administrative team structures, workflows, and content management
- Flipping the classroom: using open learning to improve on-campus teaching
- Innovating in the studio: techniques for recording lecture videos
- Designing effective peer assessments
- Copyright issues
- Beyond content delivery: teaching critical thinking skills in a MOOC
- Protecting academic freedom
- Designing effective courses
- Fostering inter-school collaboration
- MOOCs around the world: the global landscape of open learning
- The impact of MOOCs on our campuses and beyond
- Learning from data: assessing outcomes and measuring success
- The future of on-campus teaching in the 21st century
“The global classroom”: teaching to a diverse audience
Philip Zelikow, White Burkett Miller Professor of History, University of Virginia
Philip Zelikow is the White Burkett Miller Professor of History at the University of Virginia, where he is also the dean leading the University’s Graduate School of Arts and Sciences.
Zelikow began his professional career as a trial and appellate lawyer in Texas. He later received his Ph.D. from Tufts University’s Fletcher School. As a career diplomat he was posted overseas and in Washington, including service on the NSC staff for President George H.W. Bush.
After teaching at Harvard University during the 1990s, Zelikow went to Virginia, where he has directed a research center and teaches modern world and U.S. history. His books include Germany Unified and Europe Transformed: A Study in Statecraft (with Condoleezza Rice), The Kennedy Tapes: Inside the White House during the Cuban Missile Crisis (with Ernest May), and Essence of Decision (with Graham Allison).
Zelikow has taken two leaves from academia to return full-time to government service. In 2003-04 he was the executive director of the 9/11 Commission. In 2005-07 he was Counselor of the Department of State, a deputy to Secretary Rice.
He currently serves part-time as an appointee to President Obama’s Intelligence Advisory Board. He served earlier on this board from 2001 to 2003. He also is a consultant to the Office of the Secretary of Defense and has been on the advisory board for global development of the Bill & Melinda Gates Foundation.
William Brieger, Professor; Senior Malaria Specialist, JHPIEGO, Johns Hopkins University
William Brieger is a Certified Health Education Specialist and has a Doctorate in Public Health (DrPH) in international health from the Johns Hopkins University (JHU) and a Masters in Public Health (MPH) from the University of North Carolina, Chapel Hill. He is a Professor in the Health Systems Program of the Department of International Health at The Johns Hopkins Bloomberg School of Public Health and also serves as JHPIEGO’s Senior Malaria Specialist.
Bill taught at the African Regional Health Education Center at the University of Ibadan, Nigeria, from 1976 to 2002. He is internationally renowned for his expertise in the social and behavioral aspects of tropical disease control and prevention, with special emphasis on malaria, onchocerciasis and guineaworm. He has served as a consultant for the International Health Programs Office and the Malaria Branch of the U.S. Centers for Disease Control and Prevention, as malaria expert for the VOICES malaria advocacy project of The Johns Hopkins University’s Center for Communications Programs, and consultant to the World Bank, the African Program for Onchocerciasis Control, Unicef and various USAID implementing partners in the areas of tropical disease control, HIV/AIDS prevention, program evaluation and community participation.
At JHU he teaches courses on social and behavioral foundations of primary health care, training methods and continuation and urban health in developing countries. In addition, he teaches three internet-based courses: training methods/continuing education for health workers, urban health and social and behavioral foundations of primary health care in the distance education program of The Johns Hopkins University, and is one of the coordinators of the internet-based Certificate in Global Health of the Department of International Health. He is among the pioneering faculty at JHU in developing and offering a course on community change through Coursera.
Michael Kerrison, Director of Academic Development, University of London International Programmes
Michael Kerrison is Director of Academic Development of the University of London International Programmes.
Michael is a leading developer of international higher education and professional programmes, with over 20 years experience in education. A qualified chartered accountant, prior to joining the University of London International Programmes, Michael has held senior posts in institutions delivering international distance learning programmes. Most recently he was Director of Education at the College of Estate Management, a leading provider of international distance learning for real estate and construction professionals and prior to that was employed by the ifs School of Finance, formerly known as the Chartered Institute of Bankers (CIB). Michael played an important role in helping both institutions acquire taught degree awarding powers.
Michael designed and developed the Heriot-Watt Management Programme, a suite of five undergraduate degrees in accountancy, finance and business, where he also held the post of Course Director of the Edinburgh Business School MBA Finance course. The MBA programme remains one of the largest MBA programmes in the world delivered through online learning in 160 countries worldwide. While at Heriot-Watt Michael designed the process for approval of local academic partners providing local tuition support for students. Michael is a regular contributor to national and international distance learning events, author of three core text books for distance learning students and has written many articles on the topic of distance learning.
Jerusalem Makonnen, Associate Clinical Professor, University of California, San Francisco
Jerusalem Makonnen is an Associate Clinical Professor in the Department of Family Health Care Nursing at the School of Nursing, UCSF. She has been teaching in the Family Nurse Practitioner specialty as well as in various courses for all Master’s students over the past seven years. Most recently she has been selected to be a part of the distinguished Teaching Scholars Program at UCSF. Her interests include immigrant health, HIV, adolescent health, women’s issues, and obesity.
She is currently the Director of the Young Women’s Program, a faculty practice clinic providing obstetric and gynecologic care for at risk adolescents where she also serves as a clinical provider and preceptor. Her clinical practice over the past decade has been working with immigrant populations in Oakland, California at La Clínica, focused on chronic illness, reproductive health, HIV/STI prevention and mental health issues.
Designing effective lectures
José J. Vázquez-Cognet, Clinical Professor; Coordinator of e-Learning, University of Illinois at Urbana-Champaign
Jose J. Vazquez-Cognet, Ph.D. teaches economics at the University of Illinois Urbana-Champaign (UIUC) and is also the Coordinator of e-Learning for the School of Liberal Arts and Sciences. During his tenure at Illinois he has received several teaching awards, including The Outstanding Teacher of Freshmen Award , a campus-wide award given every year by the Alpha Lambda Delta Honor Society. He also has been included in the List of Teachers Ranked as Excellent for three consecutive years. Before returning to Illinois, he was the Associate Director of the Teaching and Learning and Center at the University of Texas at San Antonio. Dr. Vazquez-Cognet specializes in developing technologies that can be used in large enrollment courses, particularly classroom simulation games and web-based assessments/activities. He has published this work in several academic journals including the International Journal of Economic Education, and has presented at numerous academic conferences. His new Principles of Economics textbook, co-authored with Eric Chiang of Florida Atlantic University, will be published by Worth Publishers in 2014.
Michael Collins, Vikram S. Pandit Professor of Computer Science, Columbia University
Michael Collins is the Vikram S. Pandit Professor of computer science at Columbia University. His research is focused on topics including statistical parsing, structured prediction problems in machine learning, and applications including machine translation, dialog systems, and speech recognition. His awards include a Sloan fellowship, an NSF career award, and best paper awards at EMNLP (2002, 2004, and 2010), UAI (2004 and 2005), and CoNLL 2008.
Robert Ghrist, Andrea Mitchell University Professor of Mathematics and Electrical & Systems Engineering, University of Pennsylvania
Robert Ghrist is the Andrea Mitchell University Professor of Mathematics and Electrical & Systems Engineering at the University of Pennsylvania. Prof. Ghrist is an applied mathematician whose expertise consists of finding novel applications for previously un-applied branches of Mathematics to Engineering Systems. Examples include applications of algebraic topology to sensor networks, sheaf theory to optimization and network data, CAT(0) geometry to robot motion planning, and braid theory to dynamical systems. His work has been honored by Scientific American as a “SciAm50 Top for Research Innovation” in 2007 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2004. The S. Reid Warren, Jr. Award was granted to Prof. Ghrist by Penn students in 2009 for exceptional teaching. Prof. Ghrist is the 2013 recipient of the Chauvenet prize, the highest award for mathematical expository writing.
Jolee West, Director of Academic Computing Services and Digital Library Projects, Wesleyan University
Jolee West is the Director of Academic Computing Services and Digital Library Projects at Wesleyan University where she and her staff collaborate closely with the Library and faculty to explore and implement best practices in digital scholarship, teaching and learning, and with campus administration to create spaces and services that provide a sustainable foundation for those activities. Her IT group researches new technologies, apps and services, and designs, builds and supports the campus’s many technology-rich classrooms and labs. They also provide webcasting, videography and special events AV support services. Jolee oversees Wesleyan’s Coursera MOOC development and support, including supervision of the Coursera Intern Program. She formerly served as the Academic Computing Manager for Natural Sciences and Mathematics at Wesleyan, and prior to that as Assistant Director of the Sloan Center for Asynchronous Learning Environments (SCALE), at the University of Illinois, Urbana-Champaign. Jolee holds a Ph.D. in Anthropology from the University of Illinois. She maintains a connection to her academic interests and the vocation of teaching through an occasional turn as lecturer in Wesleyan’s Graduate Liberal Studies program.
Charles Severance, Clinical Associate Professor, University of Michigan
Charles Severance is a Clinical Associate Professor and teaches in the School of Information at the University of Michigan. He also works for Blackboard as Sakai Chief Strategist. He also works with the IMS Global Learning Consortium promoting and developing standards for teaching and learning technology. Previously he was the Executive Director of the Sakai Foundation and the Chief Architect of the Sakai Project.
Charles is the editor of the Computing Conversations column in IEEE Computer magazine that features a monthly article and video interview of a computing pioneer. Charles is the author of the book, “Sakai Free as in Freedom” that describes the early days of the open source Sakai project. Charles is also the author of the book, “Using Google App Engine” from O’Reilly and Associates and the book “Python for Informatics: Exploring Information”. He also wrote the O’Reilly book titled, “High Performance Computing”. Charles has a background in standards including serving as the vice-chair for the IEEE Posix P1003 standards effort and edited the Standards Column in IEEE Computer Magazine from 1995-1999.
Charles is active in television and radio as a hobby, he has co-hosted several television shows including “Nothin but Net” produced by MediaOne and a nationally televised program about the Internet called “Internet:TCI”. Charles appeared for over 10 years as an expert on Internet and Technology as a co-host of a live call-in radio program on the local Public Radio affiliate. Chuck’s hobbies include off-road motorcycle riding, karaoke and playing hockey. Charles has a B.S., M.S., and Ph.D. in Computer Science from Michigan State University.
Jeremy Knox, PhD Candidate, The University of Edinburgh
Jeremy Knox co-developed and taught one of the first MOOCs to emerge from the University of Edinburgh’s recent partnership with Coursera. ‘E-learning and Digital Cultures’ experimented with innovative teaching methods and experimental course design, including the use of open access materials and the incorporation of social media beyond the Coursera platform.
Jeremy’s research offers a critical perspective on open education, highlighting assumptions about the inherent value of technology and questioning calls for the restructuring of higher education around supposedly autonomous learners. His work concerns the ambivalence surrounding Open Educational Resources (OER) and Massive Open Online Courses (MOOCs), suggesting a need for further theoretical considerations of the open education movement. Jeremy is a PhD candidate with the Moray House School of Education, and he teaches on the MSc in Digital Education programme with the University of Edinburgh.
Jason Mock, Instructional Designer, University of Illinois at Urbana-Champaign
Jason Mock is an instructional designer with the College of Liberal Arts & Sciences and Online & Continuing Education office at the University of Illinois at Urbana-Champaign. Mr. Mock holds a Bachelor’s in physics and a Master’s in education, both from that same campus. He has worked in the online education field for over 10 years in the corporate, governmental, and higher education spaces. He recently designed two nationally award-winning courses for Illinois. Presently, Mr. Mock serves as the instructional designer for the College of LAS’ courses delivered via Coursera. He provides training and documentation to others on campus who are also developing courses via the Coursera platform.
Kevin Werbach, Associate Professor of Legal Studies, University of Pennsylvania
Kevin Werbach is a leading expert on the legal, business, and public policy
aspects of the Network Age. He is associate professor of Legal Studies at The
Wharton School, University of Pennsylvania, and the founder of Supernova
Group, a technology consulting firm. He co-led the review of the Federal
Communications Commission for the Obama Administration’s Presidential
Transition Team, and then served as an expert advisor on broadband issues
to the FCC and US Department of Commerce. For nine years he organized
Supernova, a leading executive technology conference. Werbach was previously
the Editor of Release 1.0: Esther Dyson’s Monthly Report, and served as Counsel
for New Technology Policy at the FCC during the Clinton Administration, where
he helped develop the US Government’s Internet and e-commerce policies. He
has authored numerous scholarly and popular articles in leading publications,
and appears frequently in print, online, and broadcast media. He is a graduate of
UC Berkeley and Harvard Law School.
Administrative team structures, workflows, and content management
Cynthia Cyrus, Associate Provost for Undergraduate Education, Vanderbilt University
Cynthia J. Cyrus is associate provost for undergraduate education at Vanderbilt University. Her primary responsibility as a member of the Provost’s staff is to oversee the undergraduate experience across the university’s four undergraduate schools and colleges, to uphold the university’s academic policies, and to work to enhance the student experience. She also oversees Vanderbilt’s Digital Learning initiatives and has recruited faculty for the University’s Coursera offerings and managed the many and lively discussions of academic policies in this arena during the exciting last 8 months. Her academic background is as a musicologist, with a focus on questions of literacy, particularly musical literacy, in late medieval and early modern Europe. Recent books include The Scribes for Women’s Convents in Late Medieval Germany (University of Toronto Press, 2009), and Received Medievalisms: A Cognitive Geography of Viennese Women’s Convents (Palgrave/Macmillan, forthcoming, 2013).
Michael McCracken, Director of Online Course Development and
Innovation, Georgia Institute of Technology
W. Michael McCracken is a Principal Research Scientist in the College
of Computing and is C21U’s Director of Online Course Development and
Innovation. He is responsible for the development of Georgia Tech’s initiatives in
the massive online course environment. Mike is also the Principal Investigator
on the Bill and Melinda Gates Foundation funded Research and Evaluation
Project for the Breakthrough Delivery Model Portfolio. He also teaches and
conducts research in computer science and software engineering. Prior to
his position in C21U he was Assistant Dean of Off-Campus Initiatives in the
College of Computing. In that position he was responsible for the development
and implementation of new degree programs for the College and academic
collaborations with universities in the U.S. and internationally. He managed the
development of the MS in Information Security Distance Learning Program and
the recently approved Distance Learning in Computer Science Program.
Shawn Miller, Head, eLearning Tools and Strategy, Duke University
Shawn leads CIT’s work with other groups on campus to plan the evolution of Duke’s suite of eLearning tools, platforms and collaborations including Sakai, WordPress, Kaltura, Coursera and others. Shawn has extensive experience working with groups across the university and with technology vendors to select, integrate and support tools for teaching and learning.
Jennifer Smith, Manager of Instructional Design Services, University of Florida
Jennifer K. Smith is the Manager of Instructional Design Services at the University of Florida Center for Instructional Technology and Training. She coordinates and supervises the team of instructional designers and educational technicians to support faculty in the development of pedagogically sound course materials.
Prior to her work at CITT, Mrs. Smith was an Associate Professor at the University of Florida Theatre and Dance Department. During her twelve years of teaching, she served as the Design Area Coordinator and the Costume Shop Manager. She taught courses in costume construction, pattern making, tailoring, crafts, and painting and dyeing.
Ms. Smith began teaching online in 2002 when she piloted TPA4239 Costume Pattern Making. This course made heavy use of Flash animations to explain the pattern making process. Ms. Smith’s publications include the CD tutorial, Pattern Making with PatternMaker: Volume I, the Bodice and Creating with PatternMaker.
Professionally, Ms. Smith has created patterns and tutorials for the software company, PatternMaker Software. She has created patterns and supervised costume construction for performing arts companies such as the Los Angeles Opera, Santa Fe Opera, Alabama Shakespeare Festival, and the Colorado Shakespeare Festival in Boulder. Her creations have been worn by many performers including opera singers Placido Domingo and Denyce Graves as well as rock musician Prince.
Ms. Smith received her Master of Fine Arts degree in Theatre Production from the University of North Carolina, Chapel Hill. Her Bachelor of Arts degree in Communication and Theatre Arts came from the University of Wisconsin-Eau Claire.
Flipping the classroom: using open learning to improve on-campus teaching
Kathy Takayama, Director of the Sheridan Center for Teaching & Learning; Adjunct Associate Professor, Brown University
Kathy Takayama is the Director of the Sheridan Center for Teaching & Learning and Adjunct Associate Professor in the Department of Molecular Biology, Cell Biology and Biochemistry at Brown University. She directs the Coursera initiative at Brown, as well as Brown’s first major flipped classroom initiative. Kathy did her B.S. biology thesis research with the Nobel Laureate Phil Sharp at MIT, and received her doctorate in Biochemistry and Molecular Biology from Rutgers Medical School. She was a faculty member at the University of New South Wales in Sydney, Australia for 14 years before returning to the US to join Brown University.
In 2003 she was selected as a Carnegie Scholar by the Carnegie Academy for the Scholarship of Teaching and Learning. In 2002, she led the first international (pre-MOOC) online research course in genomics for students across several continents to celebrate the sequencing of the human genome, titled “Visualizing the Science of Genomics”. She has received numerous teaching awards, including the Australian Society for Microbiology David White Award for Excellence in Teaching, the Australian College of Educators National Teaching Award, and the UNSW Vice Chancellor’s Award for Teaching Excellence. She has delivered numerous keynotes on her work in visualizations in learning; e-Learning, and interdisciplinary pedagogies. She was a founding member of the NSF Biology Scholars Program, and established the NSF Biology Scholars Scholarship of Teaching and Learning Program in Washington DC. In 2008, she was named National Academies Education Fellow in the Life Sciences by the US National Research Council. She serves on the Editorial Board of the International Journal of the Scholarship of Teaching and Learning, and is Research Editor of the Journal of Microbiology and Biology Education.
Akiba Covitz, Vice President for University Relations, edX
Akiba Covitz is Vice President for University Relations at edX. He came to edX in late February from Harvard Law School, where he served as Associate Dean for Faculty Development and Lecturer on Law. He is a graduate of a small liberal arts college (St. John’s College, in Annapolis, Maryland), a large research university (the University of Pennsylvania), and, in his view, America’s most distinctive professional school (Yale Law School). He has previously served as a tenure-track professor, associate dean for academic affairs, and a special assistant to a university president. He is the recipient of numerous teaching awards, including a university-wide award won here at the University of Pennsylvania. He taught his first online class in 2001 and continues to teach online at Harvard University’s Extension School.
Jeffrey Himpele, Senior Associate Director, McGraw Center for Teaching & Learning, Princeton University
Jeff directs the Center’s Graduate Teaching Transcript Program and leads pedagogy workshops and individual teaching consultations for graduate students and faculty. He also directs Princeton’s program of online courses offered on Coursera. He has a Ph.D in Anthropology from Princeton and was a professor in Anthropology and the Graduate Program in Culture and Media at NYU, where he received the “Golden Dozen Teaching Award.” He has written articles based on years of research in Bolivia and is author of the book Circuits of Culture: Media, Politics, and Indigenous Identity in the Andes. Jeff has created innovative techniques for incorporating digital video editing into teaching in the liberal arts and is an award-winning documentary filmmaker; he is currently making a musical documentary on the adventures of the steel guitar. He also teaches for the Anthropology Dept. and has most recently taught courses on the Anthropology of Media and the Anthropology of Sound.
Adrienne Williams, Biology lecturer and biology education researcher, University of California, Irvine
Dr. Adrienne Williams received her Ph.D. in comparative animal physiology from the University of California, Irvine. She spent several years as a full-time lecturer, teaching university-level biology and physiology. She is currently the Co-Director of the HHMI-UCI Professor Project, which has two main goals: to improve education in very large lectures at universities via evidence-based teaching, and to train biology graduate students and postdocs to teach actively. In Fall 2012 she taught one section of the majors introductory biology course at UCI in a “flipped” format, and compared student performance in that class to that of students in a large active-learning lecture.
Adrienne will be teaching a MOOC in August 2013 that is designed to help underprepared freshmen with majors-level introductory biology, and will analyzing the success of those students who subsequently attend UC Irvine. She is interested in science education research, active learning, technology in the classroom, and improving STEM education at large universities. Course: https://www.coursera.org/course/introbiology HHMI-UCI Professor Project: www.researchandteaching.bio.uci.edu
Innovating in the studio: techniques for recording lecture videos
Leslie Maxfield, Director of Caltech Academic Media Technologies, California Institute of Technology
Leslie Maxfield is the Director of Caltech Academic Media Technologies, where she creates films about research and discoveries, supports new technology initiatives (like MOOCs), and oversees event and lecture recordings and audio visual support. She is passionate about the co-evolution of humans and technology and its impact on the future. Leslie is a graduate of Caltech and University of California, Berkeley, and has served on the boards of Caltech’s Summer Undergraduate Research Fellowship program and TEDxCaltech. She plays the harp and witnesses spacecrafts and rovers being launched to other worlds.
Stace Carter, Media Specialist and Instructor, Digital Media Lab, University of Virginia
Stace Carter has worked as a Producer at the University of Virginia since 2004 and joined the Digital Media Lab at the University in 2011. As an instructor in the Lab, Stace brings over a decade’s worth of experience in commercial broadcast production to the application of digital narrative and particularly documentary storytelling to the academy. In 2010 he co-authored the multimedia case study and documentary short film “Deepwater Horizon: After the Oil Spills” (Darden Business Publishing), an exploration of the stakeholder relationships and ethical considerations leaders face in crisis.
Off grounds, Stace maintains close engagement in the media creation industry working with production facilities across the country as a Producer, editor, Apple Certified Trainer for Final Cut Pro and other ProApps, and also serves as a technical consultant for the Look3 Festival of the Photograph, a not for profit celebration of photography hosted in Charlottesville every summer.
Elizabeth A. Evans, Production Lead in the Duke Digital Initiative, Duke University
Elizabeth A. (Libby) Evans is production lead in the Duke Digital Initiative (DDI) at Duke University. The DDI is a multi-year program of experimentation, development, and implementation of new and emerging technologies to explore their use in support of the university’s mission. She has worked in higher education technology for over 25 years. She began her career as a programmer, created and managed a user services group in a major medical school, and was project manager and service manager for a number of campus-wide applications. For the past 10 years, her focus has been on implementation of technology in teaching and learning with a particular interest in innovative uses of technology.
Laura Shaddock, Instructional Technologist, McGraw Center for Teaching & Learning, Princeton University
Laura Shaddock is an Instructional Technologist at Princeton University’s McGraw Center for Teaching & Learning. In this role, she works with faculty, graduate students and undergraduates to help them understand and implement new and emerging technologies that will enhance both teaching and learning initiatives campus-wide.
Laura is also Princeton’s primary liaison between Princeton faculty and the Coursera technical team. She works directly with individual professors to review their course material and identify the most effective online delivery methods. She then oversees their course development to ensure the consistently high quality and pedagogical value of Princeton’s offerings through the Coursera platform. With her assistance, Princeton has successfully launched 12 courses during the past year.
Prior to joining Princeton’s McGraw Center for Teaching & Learning, Laura was the Programming Director for the Newport News Public Schools Telecommunications Center where she was responsible for researching and implementing innovative digital media technologies as well as training faculty and staff on best practices for creating and using digital media in their instruction.
Laura received her BS degree in Computer Science from Christopher Newport University and is currently working toward her Masters in Instructional Technology at the University of Bridgeport.
Designing effective peer assessments
Scott Klemmer, Associate Professor of Computer Science, Stanford University
Scott is an Associate Professor of Computer Science at Stanford University. He co-directs the Human-Computer Interaction Group and holds the Bredt Faculty Scholar development chair. Organizations around the world use his lab’s open-source design tools and curricula; several books and popular press articles have covered his research and teaching. He has been awarded the Katayanagi Emerging Leadership Prize, Sloan Fellowship, NSF CAREER award, Microsoft Research New Faculty Fellowship. He has authored and co-authored more than 40 peer-reviewed articles; seven were awarded best paper or honorable mention at the premier HCI conferences (CHI/UIST/CSCW). His former graduate students are leading professors, researchers, founders, social entrepreneurs, and engineers. He has a dual BA in Art-Semiotics and Computer Science from Brown University, Graphic Design work at RISD, and an MS and PhD in Computer Science from UC Berkeley. He serves on the editorial board of TOCHI and HCI, co-chaired the UIST 2011 program, and co-chaired the CHI 2010 systems area. He helped introduce peer assessment to open online education, and taught the first peer-assessed online course.
Katie Ferraro, Assistant Clinical Professor, University of California, San Francisco
Katie Ferraro is a Registered Dietitian (RD) and Certified Diabetes Educator (CDE) with a Masters in Public Health: Public Health Nutrition (MPH). She is an Assistant Clinical Professor at the University of California, San Francisco Graduate School of Nursing and the University of San Diego Hahn School of Nursing and Health Sciences. Ms. Ferraro specializes in Geriatric Nutrition and Nutrition Education and is the author of the forthcoming text, “Diet Therapy in Advanced Practice Nursing: Prescriptions for Improving Patient Outcomes Through Nutrition” (McGraw Hill, 2013). Katie enjoys traveling and exploring new food cultures and is a former Peace Corps Volunteer (Nepal). Her professional and research interests include online nutrition curriculum development and dietary fiber. You can learn more about Katie at her website or follow her blog www.fiberisthefuture.com.
Laurie Harrison, Director, Online Learning Strategies, University of Toronto
Laurie Harrison holds the position of Director, Online Learning Strategies at the University of Toronto and has oversight of learning solutions, services and processes to support the academic and administrative needs of the institution. Laurie has had extensive leadership experience in the field, having coordinated many R&D initiatives related to technology-enabled learning processes in her previous role as Director IT unit at the Ontario Institute for Studies in Education. Laurie is also a Ph.D candidate in educational research, with a focus on institutional adaptation to the changing landscape of online learning, consortium-based models and the impact of the Massive Open Online Course phenomena on institutional policy. She also has been closely involved in the establishment of the Open UToronto initiative at the University of Toronto.
Carol Muller, Professor of Music (Ethnomusicology), University of Pennsylvania
Carol Muller is a Professor of Music (ethnomusicology), who has published widely on South African music, both at home and in exile. Her intellectual interests include the relationship between music, gender and religious studies, migration and diaspora studies, and critical ethnography. Some of the books she has authored and edited include Musical Echoes: South African Women Thinking in Jazz (Duke Fall 2011) with Sathima Bea Benjamin; Shembe Hymns (Univ. of KwaZulu Natal 2010); Focus: South African Music (Routledge 2008); Rituals of Fertility and the Sacrifice of Desire: Nazarite Women’s Performance in South Africa (Chicago 1999).
Muller has published on South African jazz, religious performance, traditional and popular musics in a variety of journals that represent her interdisciplinary interests. Since coming to Penn, her graduate students have conducted research and are teaching in several countries, including the United States. Muller has also pioneered two forms of pedagogy—in Civic Engagement (partnering with the Netter Center for Community Partnerships, see www.sas.upenn.edu/music/westphillymusic) and online learning. Her Music 50, Introduction to World Music and Cultures class is the largest live class in the Music department, and the most popular online class taught in LPS. She is Director of the Penn in Grahamstown and the Interdisciplinary Music Minor in Jazz and Popular Music Studies. In 2011, Muller led a combined online and live summer abroad program in South Africa at one of the world’s largest arts festivals. Muller is also a seasoned gumboot dancer. More information about current projects can be found at http://penningrahamstown.tumblr.com/ and http://www.sas.upenn.edu/music/westphillymusic/
Sheree Carter-Galvan, Senior Associate General Counsel, Yale University
Sheree Carter-Galvan is Senior Associate General Counsel for Yale University. Prior to joining Yale, Sheree practiced entertainment law for over nine years at the law firm, Paul, Weiss, Rifkind, Wharton & Garrison, in New York City. Sheree provides legal support to Yale in connection with its various digitization, publishing and new media initiatives, arts-related and cultural activities, licensing arrangements and other transactional matters. Her focus includes copyright and trademark law. Sheree served as the lead legal advisor on Yale’s first open courseware project, Open Yale Courses, structuring and directing intellectual property strategies, including rights clearance practices, Creative Commons implementation and licensing arrangements. In that role, she initiated and collaborated with other universities on the development of the Code of Best Practices in Fair Use for OpenCourseWare.
Sarah Bordac, Head of Instructional Design, Brown University
Sarah Bordac is the Head of Instructional Design for the Brown University Library. Sarah has served on the coordinating group for Brown University’s Coursera courses addressing copyright issues. Sarah’s work focuses on media and information literacy curriculum in undergraduate teaching and learning, which draw on her skills as a librarian, instructional designer, educational technologist in museum, library and higher education learning environments. Sarah has an M.A. in Educational Technology from Pepperdine University and an MLIS from Simmons College. Prior to Brown University, Sarah worked as a project manager and educational consultant for technology-supported instructional projects for entities such as the Museum of Tolerance/Library and Archives, the Smithsonian Institution, and the Center for Media Literacy.
Astrid Bovell, Copyright Communications Officer, University of Melbourne
Astrid joined the University of Melbourne Copyright Office in 2010 and has worked in a number of different roles, currently holding the position of Copyright Communications Officer. As Communications Officer, Astrid coordinates a copyright information and awareness program, maintains a blog, regular newsletter and provides copyright support to faculty and students for a range of university activities including developing content for Coursera. Prior to her work at the University, Astrid was involved in music copyright working as a Licensing Representative at the Australasian Performing Right Association (APRA) specialising in licensing concerts, events and theatre productions. Both roles have enabled Astrid to develop expertise in licensing and rights management. Astrid holds a BA in Philosophy and English-Creative Writing from the University of Melbourne.
Allan Gyorke, Director of Education Technology Services, Pennsylvania State University
Allan Gyorke is the Director of Penn State’s Education Technology Services. Education Technology Services explores ways to enrich teaching, learning, and research through innovative uses of new pedagogical practices and technologies such as course management systems, social media tools, and mobile devices. Allan also coordinates teams that explore new technologies, develop new online learning resources, create faculty and staff development events, and communicate these activities with faculty and staff across the university. Through this work, Allan often encounters issues related to copyright, fair use, the TEACH Act, and Creative Commons. Allan created the site copyright.psu.edu to provide a variety of perspectives on these issues.
Beyond content delivery: teaching critical thinking skills in a MOOC
Jeannene Przyblyski, Provost, California Institute of the Arts
Jeannene Przyblyski is an artist and historian. She received her BA in Visual Art from UC San Diego and her Ph.D. in the History of Art from UC Berkeley. She has published widely on art, photography and media in the modern and contemporary periods. Her art and urbanism think tank, the Bureau of Urban Secrets, has conducted time traveling experiments and media-based psycho-geographic mappings in locations across the United States. Most recently, her pirate radio station K-BRIDGE infiltrated the airwaves spanning the Golden Gate Bridge, in conjunction with International Orange, sponsored by the FOR-SITE Foundation.
Dr. Przyblyski has spent her entire teaching career at art schools, first as Professor and Dean of Academic Affairs at the San Francisco Art Institute (1996-2012), and now as Provost and Faculty in the School of Art at the California Institute of the Arts (CalArts). She defines a successful art practice in terms of the capacity for infinite wonder and skepticism.
Dr. Przyblyski has spent her entire teaching career at art schools, first as Professor and Dean of Academic Affairs at the San Francisco Art Institute (1996-2012), and now as Provost and Faculty in the School of Art at the California Institute of the Arts (CalArts). She defines a successful art practice in terms of the capacity for infinite wonder and skepticism.
Debbie Cavalier, Vice President for Online Learning and Continuing Education/CEO, Berkleemusic, Berklee College of Music
Debbie Cavalier is the Vice President for Online Learning and Continuing Education/CEO for Berklee’s award-winning online continuing education program, Berkleemusic. Prior to this, Debbie was the Dean of Continuing Education at Berklee. Debbie is a graduate of Berklee College of Music and spent many years in the classroom teaching k-8 general music and directing choirs. She holds a Master’s degree in Education from Cambridge College and continues to further her studies in music, business, and online education. A music education publishing veteran, Debbie has penned 100+ music education methods books and arrangements for Carl Fischer, First Act, Alfred Publishing, and Warner Bros. Publications. She is also the leader of the award-winning kids/family band Debbie and Friends. The band had the great honor to be part of a 2011 Grammy Award-winning CD for Best Children’s Album with their song “Walk Away.” For more information, visit www.debbieandfriends.net
Al Filreis, Kelly Professor, Director of the Center for Programs in Contemporary Writing, Faculty Director of the Kelly Writers House, and Co-Director of the PennSound Archive, University of Pennsylvania
Al Filreis is Kelly Professor, Director of the Center for Programs in Contemporary Writing, Faculty Director of the Kelly Writers House, and Co-Director of the PennSound Archive – all at the University of Pennsylvania. He is also Publisher of Jacket2 magazine. Among his books are Modernism from Right to Left, Wallace Stevens and the Actual World, and Counter-Revolution of the Word: The Conservative Attack on Modern Poetry. He has won many teaching awards in his 28 years at Penn, and was named the Carnegie/CASE Professor of the Year for Pennsylvania in 2000.
James V. Green, Lecturer, University of Maryland, College Park
An award-winning educator from the University of Maryland, Dr. James V. Green leads the education activities of the Maryland Technology Enterprise Institute (Mtech). As its Director of Entrepreneurship Education, he designs and teaches undergraduate and graduate courses in entrepreneurship and technology commercialization, leads seed funding programs, and manages residential entrepreneurship programs for students. In 2013, he launched the University of Maryland first MOOC with Coursera, “Developing Innovative Ideas for New Companies”, enrolling over 85,000 students worldwide. Prior to the University of Maryland, Dr. Green held founder, executive, and operational roles with multiple startups to include WaveCrest Laboratories (an innovator in next-generation electric and hybrid-electric propulsion and drive systems), Cyveillance (a software startup and world leader in cyber intelligence and intelligence-led security), and NetMentors.Org (the first national online career development eMentoring community). Dr. Green earned a Doctor of Management and an MS in Technology Management from the University of Maryland University College, an MBA from the University of Michigan, and a BS in Industrial Engineering from the Georgia Institute of Technology.
Michael Roth, President, Wesleyan University
Wesleyan University Class of 1978, became the 16th president of Wesleyan in 2007, after having served as Hartley Burr Alexander Professor of Humanities at Scripps College and Associate Director of the Getty Research Institute. At Wesleyan, he has increased grant support for students who receive financial aid and has overseen the launch of the Allbritton Center for the Study of Public Life, the Creative Writing Center, the multidisciplinary College of the Environment, and most recently, the College of Film and the Moving Image. Author and curator (most notably of the exhibition “Sigmund Freud: Conflict and Culture,” which opened at the Library of Congress in 1998), Roth describes his scholarly interests as centered on “how people make sense of the past.” His fifth book, Memory, Trauma and History: Essays on Living with the Past was published this year by Columbia University Press, and he is preparing his next book, Why Liberal Education Matters for Yale University Press. He continues to publish essays, book reviews, and commentaries in a wide variety of venues, including national newspapers, scholarly journals, and the Huffington Post.
Protecting academic freedom
Edward Rock, Senior Advisor to the President and Provost | Director of Open Course Initiatives, University of Pennsylvania
In September 2012, Edward Rock was appointed Senior Advisor to the President and Provost and Director of Open Course Initiatives. In this role, Professor Rock is responsible for the University’s partnership with Coursera. As an academic, Edward Rock writes widely on corporate law and corporate governance. In recent years, working with Marcel Kahan at NYU, he has written a series of award-winning articles on hedge funds, corporate voting, proxy access, corporate federalism and mergers and acquisitions. Currently, he is working on the implications for corporate law of substantially controlling the classic shareholder – manager “agency costs” through changes in market and firm practices.
Regina Austin, William A. Schnader Professor of Law, University of Pennsylvania
Regina Austin is the William A. Schnader Professor of Law at the University of Pennsylvania and the Director of the Penn Program on Documentaries and the Law. In addition to substantive law courses on torts, Professor Austin teaches Documentaries & the Law and the Visual Legal Advocacy seminar. Professor Austin’s seminar students make short advocacy videos on behalf of public interest clients and organizations. Many of these videos are posted on YouTube and the website of the Documentaries’ Program. Much of Professor Austin=s recent scholarship has dealt with the treatment of race, gender, and class in contemporary documentary films, as well as with the use of visual advocacy in criminal justice proceedings, particularly victim impact videos and sentencing mitigation videos.
Kit-Tai Hau, Vice-President and Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong
Kit-Tai Hau is Vice-President and Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong. He is currently the President of the Educational Psychology Division, International Association of Applied Psychology. His research interest includes motivation, self-concept and quantitative methods. In the last 20 years, he has conducted close to 100 large-scale advanced applied statistics and educational measurement workshops in mainland China. He has served as member, consultant, or chair in various government committees or boards in Hong Kong and mainland China.
George McLendon, Howard R. Hughes Provost and Professor of Chemistry, Rice University
George L. McLendon became the Howard R. Hughes Provost and Professor of Chemistry at Rice University in July 2010. As provost he is the chief academic officer of Rice. Before joining Rice, he was dean of the faculty of Arts and Sciences at Duke University, a position he assumed in July 2004. At Duke, he was also professor of chemistry and professor of biochemistry and experimental cancer therapeutics in the School of Medicine. In July 2008, he was also named dean of Duke University’s Trinity College, the undergraduate administrative unit of Arts and Sciences. Dr. McLendon was previously the R.W. Moore Professor and chair of the department of chemistry at Princeton University. A Texas native, he received his BS from the University of Texas at El Paso in 1972 and his Ph.D. from Texas A&M in 1976. He has also taught at the University of Rochester where he was the Tracy H. Harris Professor of Chemistry and professor of biochemistry in the School of Medicine.
Dr. McLendon’s research is focused on inorganic and physical biochemistry. He has published over 200 peer-reviewed papers and has received national research awards, including the American Chemistry Society Pure Chemistry Award, the Eli Lilly Award in Ecochemistry, Sloan Dreyfus Award, and Guggenheim Fellowships. His publications range from solar nanotechnology to cell death pathways. His most recent research has direct implications for the diagnosis and treatment of cancer and other diseases. He has been involved in launching several biotech startups, including Tetralogic Pharmaceuticals.
John Mitchell, Vice Provost for Online Learning, Stanford University
John Mitchell is Vice Provost for Online Learning at Stanford University, Professor of Computer Science and the Mary and Gordon Crary Family Professor in the School of Engineering. He coordinates the online learning effort at Stanford, focusing on improving the educational experience for Stanford students, supporting experiments in online education with members of Stanford faculty, and developing public course material to help learners worldwide. Professor Mitchell’s research in computer security focuses on secure cloud computing, mobile device security, privacy, network protocols, and web security.
Designing effective courses
Cassandra V. Horii, Director of Teaching and Learning Programs, California Institute of Technology
Cassandra Volpe Horii is Director of Teaching and Learning Programs at the California Institute of Technology (Caltech), where she is founding a new Center for Teaching and Learning. She consults with and facilitates programs for faculty, teaching assistants, and students in order to enhance learning and support teaching innovation in courses, curricula, instructional technology, and STEM educational outreach. She serves on the Board of Directors for the POD Network in Higher Education, the premier national organization for centers for teaching and learning. Prior roles have included Dean of Faculty at Curry College in Milton, MA, and Associate Director at the Derek Bok Center for Teaching and Learning at Harvard University. With a B.A. in Physics from the University of Colorado at Boulder and a Ph.D. in Earth & Planetary Science from Harvard University, she has taught undergraduate and graduate-level science courses in atmospheric sciences and environmental chemistry, as well as Expository Writing and First Year Seminar. She has published and presented on topics such as student prior knowledge, MOOCs, course design, learner-centered exams and assessment, technology-enhanced personal learning networks, changing institutional teaching cultures, writing and teaching in the sciences, adult learning theories, and peer teaching mentors.
Amy Kenyon Campbell, Assistant Director, Center for Instructional Technology, Duke University
As the Assistant Director of the Center for Instructional Technology at Duke University, Amy consults with individuals and departments about instructional technology projects and initiatives. She plans, implements and assesses faculty development programs for the improvement of teaching and learning, provides programs and resources designed to increase understanding of the teaching-learning process and manages personnel and other resources for the Center for Instructional Technology. Her interests are in massive open online courses (MOOCs) and their impact on campus teaching, course and program design, curriculum mapping, assessment, and engaging teaching strategies for student learning. Amy has a B.A. in Biology from the University of Virginia, an M.S. in Ecology and Evolution from the University of Michigan, a certificate in distance education from the University of Wisconsin, and has participated in the Educause Institute Learning Technology Leadership Program.
Carin Nuernberg, Dean of Continuing Education, Berklee College of Music
Carin Nuernberg is the Dean of Continuing Education at Berklee College of Music in Boston, where she oversees curriculum, technology, and faculty development and training for its online school, Berkleemusic. Under Carin’s leadership, Berkleemusic has been awarded the University Professional & Continuing Education Association’s best online college course award for an unprecedented eight years in a row. She has been closely involved with the development of Berkleemusic’s unique learning environment and its evolution over the past decade, instituting dramatic improvements in usability for faculty and students. Prior to Berklee, Carin worked on online learning programs for CNET and the University Washington, where she developed its first web-based courses in addition to email-based and traditional correspondence courses. She holds a master’s degree in communication from the University of Washington and a bachelor’s degree in communication and French from the University of Massachusetts in Amherst, which included studies at the Sorbonne in Paris. She speaks fluent Portuguese, a language she pursued to better understand lyrics in bossa nova music.
Steven Williams, Instructional Designer, University of California, San Francisco
Steven Williams, MLIS, is the Instructional Designer for UC San Francisco’s Coursera classes. In this role, he consults with faculty on their overall course structure and learning outcomes, coordinates production of all course materials, manages all content within the Coursera platform, and supports students with technical and subject matter issues and questions.
Prior to his work with UCSF’s Coursera initiative, Steven worked at UC Berkeley, supporting public universities throughout California with their development of online social work degree programs. He previously worked at UC San Francisco, supporting faculty in their development of learning objects and use of campus learning management systems. He earned his Master’s degree in Library and Information Science at San Jose State University, and Bachelor’s degree in Social Welfare at UC Berkeley.
Fostering inter-school collaboration
James Hilton, Vice President and Chief Information Officer, University of Virginia
James Hilton is Vice President and Chief Information Officer at the University of Virginia where he is responsible for planning and coordinating academic and administrative information technology, voice communications, and network operations on a university-wide basis. He is an advocate of strong collaboration between academic and technology cultures in university environments. He is also a Professor in the Department of Psychology.
Prior to his current appointment, Mr. Hilton was the Associate Provost for Academic Information and Instructional Technology Affairs and a member of the faculty at the University of Michigan in the Institute for Social Research and in the Psychology Department where he served as the Chair of Undergraduate Studies between 1991 and 2000. He is a three-time recipient of the LS&A Excellence in Education award, has been named an Arthur F. Thurnau Professor (1997-2006), and received the Class of 1923 Memorial Teaching Award. He has published extensively in the areas of information technology policy, person perception, stereotypes, and the psychology of suspicion. Mr. Hilton received a B. A. in Psychology from the University of Texas in 1981 and a Ph.D. from the social psychology program at Princeton University in 1985.
Simone Buitendijk, Vice-Rector, Universiteit Leiden
Professor Simone Buitendijk is vice-rector and member of the board of the university of Leiden in the Netherlands. She joined the board in September 2011. As vice-rector she is responsible for education and student affairs. She received her MD at the University of Utrecht, the Netherlands, MPH at Yale University in the US and her PhD at Leiden University. She holds a chair in Women’s and Family Health at Leiden University Medical Center.
Leiden University is a comprehensive, research-intensive university. It is a member of the League of European research Universities (LERU) and the first Dutch university to join Coursera.
Jennifer Evans-Cowley, Associate Dean for Academic Affairs and Administration, College of Engineering | Professor of City and Regional Planning, Ohio State University
Jennifer Evans-Cowley, PhD, AICP, is the Associate Dean for Academic Affairs and Administration for the College of Engineering and a Professor of City and Regional Planning at The Ohio State University.
As the Associate Dean she is responsible for supporting 300 faculty, managing more than one million square feet of space, reporting institutional data, expanding information technology services, and strategic planning. Her research regularly appears in planning journals and she is the author of four Planning Advisory Service Reports for the American Planning Association. She serves as a popular speaker at planning conferences across the United States, speaking on the importance of technology in city planning.
Cowley is currently on the board of PlaceMatters. She has served as an advisor to the American Planning Association, the National Building Museum and the Rockefeller Foundation. Cowley serves as the Professional Development Officer for APA Ohio. She served as the Chair of the Technology Division of the American Planning Association between 2010 and 2012.
In 2011, Planetizen.com, a public-interest information exchange for planners and designers, named Jennifer among top 25 leading thinkers and innovators in the field of Urban Planning and Technology, including her among CEOs, developers, and academics from around the world.
Cowley has a BS from Texas A&M University, a Master of Urban Planning from Texas A&M University and a Master of Public Administration from the University of North Texas. Her PhD is from Texas A&M University in Urban and Regional Science.
Jeff Haywood, Vice Principal & Professor, The University of Edinburgh
Professor Jeff Haywood (BSc, PhD, FRSA) is Vice-Principal Knowledge Management, CIO and Librarian at the University of Edinburgh. He leads the University’s integrated Information Service offering a wide range of services in Library, IT, Technology-Enhanced Learning and Classroom Technology. He leads major University-wide initiatives, including the substantial expansion of taught online distance Masters courses, and Massive Open Online Courses (MOOCs).
Jeff is of Professor of Education & Technology in the University’s School of Education. His research interests are in the development of strategies for effective use of ICT in education at institutional,
national and international levels.
Jeff is a member of the Scottish Government’s ICT for Excellence Group, designing the next generation digital learning environment for Scottish schools.
MOOCs around the world: the global landscape of open learning
Menahem Ben-Sasson, President, Hebrew University of Jerusalem
Menahem Ben-Sasson is the thirteenth president of the Hebrew University of Jerusalem.
Before assuming the role of president in 2009, Prof. Ben-Sasson served as a Member of the Knesset and was chairman of its Constitution, Law and Justice Committee.
Prof. Ben-Sasson previously served as Rector of the Hebrew University and as Deputy Dean of the Faculty of Humanities. In 2012 the presidents of Israel’s research universities appointed him the chairperson of the Committee of University Heads of Israel.
Prof. Ben-Sasson is a scholar in the Department of the History of the Jewish People in the Faculty of Humanities. A historian of the heritage of the Jews of Islam, he has written some fifty books and scholarly articles on a range of subjects, including Jewish Communities in Muslim Lands, the Relationship between Religion and Economics, and Law and Spirituality as Sources of Authority in Medieval Oriental Society. He also specializes in the study of Maimonides, social and intellectual history, Geonic responsa and texts, and Saadya Gaon’s works and leadership.
A past editor and editorial board member of a range of scholarly publications, Prof. Ben-Sasson has served as president of the World Union of Jewish Studies, vice-president of the Memorial Foundation for Jewish Culture, chairman of the Ben-Zvi Institute for the Study of Jewish Communities in the East, and on the board of directors at Yad Vashem.
Prof. Ben-Sasson (born 1951) lives in Jerusalem. He is married with three children and five grandchildren.
David Farrar, Provost and Vice President Academic, University of British Columbia
David H. Farrar is the Provost and Vice President Academic at the University of British Columbia and Professor of Chemistry. Dr. Farrar came to the University of British Columbia (UBC) from the University of Toronto where he served as Vice Provost Students with responsibility for all central enrolment, student affairs and student services activities.
Dr. Farrar received his undergraduate and master’s degrees from the University of Toronto, and his doctorate from the University of Western Ontario. He has authored or co-authored over 80 technical papers, holds five patents, and has supervised more than 25 graduate students and postdoctoral fellows. Dr. Farrar serves on several Boards.
Dr. Farrar has responsibility for the academic mandate of UBC at its Vancouver campus and provides leadership in planning, policy development and management of resources to achieve strategic goals. The portfolio encompasses 12 Faculties, as well as academic support units such as the Library, Information Technology, Continuing Studies, Enrollment Services and units with responsibility for supporting teaching, learning and research.
Philippe Gillet, Provost, École Polytechnique Fédérale de Lausanne
Born in 1958, Philippe Gillet is Earth scientist and Provost since 2010 of Ecole Polytechnique Fédérale de Lausanne (EPFL, Switzerland), one of the leading University of Science and Technology in Europe.
After a master degree in Earth and Planetary Sciences at Ecole normale supérieure de Paris and the completion of a PhD in Geophysics and Geochemistry he became full professor in 1988 in Rennes University (France). He moved in 1992 to Ecole normale supérieure de Lyon (France) before joining EPFL in 2010.
His research interests are multiple, going from ultra-high pressures experiments to the study of meteorites from Mars, shock processes in the Solar System and the interaction between bacteria and minerals.
Philippe Gillet is also active in science policy and education management. He was the Deputy-Director of the CNRS in charge of Space, Earth and Environmental sciences (France), President of the French synchrotron facility SOLEIL, President of the French National Research Agency, and the Director of Ecole normale supérieure de Lyon. Just before joining EPFL he was for three years the Chief of Staff of the French Minister of Higher Education and Research.
Ting-Chuen (T.C.) Pong, Former Associate Vice-President for Academic Affairs, The Hong Kong University of Science and Technology
Ting-Chuen Pong received his PhD in Computer Science from Virginia Polytechnic Institute and State University, USA in 1984. He joined the University of Minnesota – Minneapolis, USA as an Assistant Professor of Computer Science in 1984 and was promoted to Associate Professor in 1990. In 1991, he joined the Hong Kong University of Science & Technology (HKUST) as a founding faculty member, where he is currently a Professor of Computer Science and Engineering. He was an Associate Vice-President for Academic Affairs at HKUST from 2002 to 2010, an Associate Dean of Engineering from 1999 to 2002 and Director of the Sino Software Research Institute from 1995 to 2000. He also served as an Academic Research Adviser for the Hong Kong Research Grants Council (RGC) from 2010 to 2012. Professor Pong is a recipient of the HKUST Excellence in Teaching Innovation Award in 2001.
Professor Pong’s research interests include IT in Education, computer vision, image processing and multimedia computing. He is a recipient of the Annual Pattern Recognition Society Award in 1990 and Honorable Mention Award in 1986.
The impact of MOOCs on our campuses and beyond
Peter Lange, Provost, Duke University
Peter Lange joined the Department of Political Science at Duke University in 1981 after a previous teaching position at Harvard University. Since arriving at Duke, he has been Associate Professor (1982-1989), Full Professor (since 1989), and Chair of the Department of Political Science (1996 to 1999). He assumed his position as the Provost of Duke University in July of 1999. Earlier, he served as the Special Assistant to the Provost for International Affairs (1993-1994) and as the Vice Provost for Academic and International Affairs (1994-1996). Lange also chaired the committee that produced the proposal for Curriculum 2000, the substantially revised curriculum for Duke Arts and Sciences undergraduates, which was implemented in the Fall of 2000.
Lange earned his B.A. from Oberlin College in 1967 and his Ph.D. from the Department of Political Science at the Massachusetts Institute of Technology in 1975. Lange has earned numerous fellowships including the Woodrow Wilson Fellowship in 1967 and the Fulbright Research Scholar (Milan, Italy) in 1986.
As a professor, Lange focuses on the topics of comparative politics and political economy. His early work focused on Italian politics and the Italian Communist Party. He subsequently studied European trade union movements. In more recent years his research focus has turned to the economic performance of the advanced industrial democracies and the effects of globalization on these relationships. More recently he has turned his attention to the dynamics of higher education in the United States and globally.
Lange has also trained numerous doctoral students, several of whom have won national awards for their dissertations and have gone on to distinguished academic careers.
Clayton Marsh, Deputy Dean of the College, Princeton University
As Deputy Dean of the College at Princeton University, Clayton Marsh is closely involved in all matters pertaining to the design and content of the undergraduate curriculum. He has played a leading role in Princeton’s online course initiative and serves on the ad hoc faculty committee on online courses. Prior to his appointment as Deputy Dean, he served as University Counsel for nine years, specializing in intellectual property and sponsored research matters, and practiced commercial litigation in New York City. He earned his A.B. degree in English from Princeton and also holds a doctorate in English and Comparative Literature from Columbia University and a law degree from the University of Michigan. He also teaches undergraduate courses at Princeton on various topics in American literature.
Rob Rutenbar, Professor and Head of the Department of Computer Science, University of Illinois at Urbana-Champaign
Rob A. Rutenbar is Bliss Professor and Head of the Department of Computer Science at the University of Illinois at Urbana-Champaign. He received the Ph.D. from the University of Michigan in 1984, spent the next 25 years on the faculty at Carnegie Mellon University, and joined Illinois in 2010. He has worked extensively on software tools for custom chip design, and custom hardware architectures for intractable computing tasks. His work has been featured in venues ranging from EETimes to The Economist. His startup company, Neolinear Inc., pioneered the first practical software tools for analog integrated circuits, and was acquired by Cadence Design Systems (NASDAQ: CDNS) in 2004. His Coursera class – VLSI CAD: Logic to Layout – is the first broad-spectrum chip design offering in the MOOC universe, and currently has nearly 17,000 students. At Illinois, he is a founding member of campus-level MOOC implementation and policy team.
Christian Terwiesch, Andrew M. Heller Professor, University of Pennsylvania
Christian Terwiesch is the Andrew M. Heller Professor at the Wharton School of the University of Pennsylvania. He also is a Professor in Wharton’s Operations and Information Management department as well as a Senior Fellow at the Leonard Davis Institute for Health Economics. His research on Operations Management and on R&D and Innovation Management appears in many of the leading academic journals, including Management Science, Operations Research, Marketing Science, and Organization Science.
Professor Terwiesch is the co-author of Matching Supply with Demand, a widely used text-book in Operations Management that is now in its third edition. His latest book, Innovation Tournaments, was published by Harvard Business School Press last year. The novel, process-based approach to innovation outlined in the book was featured by BusinessWeek, the Financial Times, and the Sloan Management Review.
Professor Terwiesch has researched with and consulted for various organizations. From small start-ups to Fortune 500 companies, he has helped companies become more innovative, often by implementing innovation tournament events and by helping to restructure their innovation portfolio.
Most of his current work relates to healthcare and innovation management. In the healthcare space, some of Professor Terwiesch recent projects include the design of patient centered care processes in the VA hospital system, the impact of emergency room crowding on hospital revenues at Penn Medicine, and the usage of ICU beds in the Children’s Hospital of Philadelphia. In the innovation space, recent projects include the management of the clinical development portfolio at Merck, the development of open innovation systems, and innovation tournaments for large healthcare organizations.
In the Fall of 2012, Professor Terwiesch with the help of Coursera launched the first Massive Open Online Course (MOOC) in Operations Management. Close to 90, 000 students enrolled in the course, most of them working professionals from around the world.
Learning from data: assessing outcomes and measuring success
Pierre Dillenbourg, Professor, École Polytechnique Fédérale de Lausanne
Pierre Dillenbourg is professor of learning technologies at Swiss Federal Institute of Technology in Lausanne (EPFL). A former teacher in elementary school, Pierre graduated in educational science (University of Mons, Belgium). He started to conduct research in learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the field of educational applications of artificial intelligence. He is past president of the International Society for the Learning Sciences. His work covers various domains of computer-supported collaborative learning (CSCL), ranging from novel interfaces for face-to-face collaboration (tangibles, paper computing) to more cognitive projects on dual eye tracking. His lab conducts projects in elementary schools, vocational education and university teaching. He is the director of the new EPFL Center for Digital Education, which produces EPFL MOOCs and conducts research on how MOOCs reshape higher education.
As director of CRAFT, the teacher service unit, Pierre Dillenbourg is very much involved in the training policy of EPFL, within the Vice-Presidency for Academic Affairs.
Yvonne Belanger, Head, Assessment and Planning, Duke University
Yvonne leads assessment and program evaluation for the Center for Instructional Technology at Duke University. Her expertise includes evaluation design and planning, qualitative and quantitative research methods, survey and questionnaire design, interviewing and focus group facilitation, data analysis and data visualization. Prior to coming to Duke, Yvonne led digital library projects at Syracuse University and also worked as a classroom math educator. She holds a Master’s degree in Instructional Design, Development and Evaluation from Syracuse University with a concentration in Applied Research and Evaluation; a Bachelor’s degree from St. John’s College (Annapolis) and also participated in the NSF Summer Evaluation Institute at The Evaluation Center of Western Michigan University.
Chuong (Tom) Do, Analytics Lead, Coursera
Tom Do is the lead for data and analytics services at Coursera. Tom holds a PhD in Computer Science from Stanford University and is widely known for his work in machine learning and in computational biology, including methods for hyperparameter learning, online/batch convex optimization and methods for protein sequence alignment. His dissertation won Stanford’s Arthur Samuel Award for Best PhD Thesis in Computer Science. He has more recently been working at 23andMe on parallel and scalable algorithms and architectures for genetic analysis, including the learning algorithms underlying the new Ancestry Painting 2.0.
Jim Witte, Instructional Technology Specialist, University of Illinois at Urbana-Champaign
Jim earned a BA in German and Mathematics at the University of Nebraska, and an MA and PhD in German at the University of Illinois Urbana-Champaign, focused on generative grammar in German linguistics. Jim is an instructional technology specialist at Illinois. He currently manages evaluation and learning analytics in online courses for the College of Liberal Arts & Sciences.
The future of on-campus teaching in the 21st century
Vincent Price, Provost, University of Pennsylvania
Vincent Price is Provost of the University of Pennsylvania and Steven H. Chaffee Professor in the Annenberg School for Communication. A scholar of public opinion, social influence and political communication, he is former editor-in-chief of Public Opinion Quarterly, and his work has been widely cited, published in six languages, and taught in courses around the world. The recipient of a number of awards for teaching and research, Price formerly served on the faculty of the University of Michigan, has been a visiting scholar at the University of Paris-Sorbonne and the University of Amsterdam, and has delivered more than 100 presentations at universities and colloquia around the world. After earning his B.A. (1979) in English from the University Honors Program at Santa Clara University, he completed his M.A. (1985) and Ph.D (1987) in Communication from Stanford University.
Richard DeMillo, Director of Center for 21st Century Universities and Distinguished Professor of Computing, Georgia Institute of Technology
Richard (Rich) DeMillo is director of the Center for 21st Century Universities and Distinguished Professor of Computing at the Georgia Institute of Technology. He founded and leads Georgia Tech’s “living laboratory” for fundamental change in higher education and is responsible for educational technology innovation at Georgia Tech.
From 2002 to 2009 he was the John P. Imlay Dean of Computing, where he established seven new degree programs, three academic departments and five internationally acclaimed research centers. Under his leadership, the College expanded its faculty by 70% and achieved top ten ranking. He led the design and implementation of the Threads program, which has helped transform undergraduate engineering education in the US and around the world. His book “Abelard to Apple: The Fate of American Colleges and Universities,” was inspired by this experience.
Before joining Georgia Tech, he was Chief Technology Officer at Hewlett Packard. He led HP through technology revolutions in super computing, printing, open source software, information security, and nanotechnology. Prior to joining HP, he led Computer Sciences Research at Bellcore, where he oversaw the development of many internet and web-based innovations. He has also directed the Computer and Computation Research Division of the National Science Foundation.
Tan Eng Chye, Deputy President (Academic Affairs) and Provost, National University of Singapore
Professor Tan Eng Chye is Deputy President (Academic Affairs) and Provost at the National University of Singapore (NUS). As Deputy President and Provost, he oversees NUS’ Faculties and Schools, providing strategic directions and setting academic policies. His responsibilities include admission policies and processes, educational quality assurance, budget and resource allocation for the Faculties and Schools, and the development and implementation of new educational initiatives. Professor Tan is responsible for the appointment, promotion and tenure process, as well as the reward and incentive systems for academic staff.
Professor Tan obtained his Bachelor in Mathematics (First Class Honours, 1985) at NUS and his PhD (1989) at Yale University. He joined NUS as a faculty member of the Department of Mathematics in 1985 (as a Senior Tutor) and has visiting positions at various universities overseas such as the Rutgers University, University of Washington at Seattle, University of California at Berkeley and University of Maryland, USA; Universities of Tokyo and Kyoto, Japan; as well as the Hong Kong University of Science and Technology.
Margaret Sheil, Provost, University of Melbourne
Professor Margaret Sheil joined the University of Melbourne as Provost in April 2012.
From 2007 to 2012, Professor Sheil was the Chief Executive Officer of the Australian Research Council (ARC) and led the development of a range of new funding schemes and the Excellence in Research for Australia evaluation university research.
She is a Fellow of the Royal Australian Chemical Institute (FRACI) and the Academy of Technological Sciences and Engineering (FTSE) and a member of the Advisory Council of the CSIRO Science Industry Endowment Fund (SIEF). She is a member of the Clunies Ross Awards Committee of ATSE. She has previously been a member of the Prime Minister’s Science, Innovation and Engineering Council, the National Research Infrastructure Council and the Cooperative Research Centres Committee.
Prior to joining the ARC, Professor Sheil had been Deputy Vice-Chancellor (Research), Dean of Science and a Professor of Chemistry at the University of Wollongong and held research positions at the Australian National University and the University of Utah, USA.
She has a PhD and BSc(Hons) in Chemistry from the University of New South Wales.
Nancy Zimpher, Chancellor, State University of New York
In June 2009, Nancy L. Zimpher became the 12th Chancellor of the State University of New York, the nation’s largest comprehensive system of higher education. Since that time, she has led the university in creating and launching a systemwide strategic plan called The Power of SUNY, with the central goal of harnessing SUNY’s potential to drive economic revitalization and create a better future for every community throughout New York.
Dr. Zimpher is active in numerous state and national education organizations, and is a leader in the areas of teacher preparation, urban education, and university-community engagement.
Prior to coming to SUNY, Dr. Zimpher served as president of the University of Cincinnati, chancellor of the University of Wisconsin-Milwaukee, and executive dean of the Professional Colleges and dean of the College of Education at The Ohio State University.