Dr. Paul E. Resta holds the Ruth Knight Milliken Centennial Professorship in Learning Technology. His work focuses on the research and development of web-based learning environments, computer-supported collaborative learning strategies and tools, and technology and teacher professional development. He is the Founding President of the International Society for Technology in Education (ISTE) and served as President of the International Council for Computers in Education. He currently serves as President of the International Jury for the United Nations Educational, Scientific and Cultural Organization (UNESCO) King Hamad Bin Isa Al-Khalifa Prize for the Use of Information and Communication Technologies in Education.
He recently received an Honorary Doctorate of Letters from Moscow State University for global leadership in educational technology and has received a number of other awards including: The Society for Information Technology in Teacher Education (SITE) Lifetime Achievement Award; the U.S. Distance Learning Association Award for Outstanding Achievements in Higher Education; Electronic Learning Magazine’s Educator of the Year Award, and The National Institute of Education Award for Outstanding Leadership in Furthering Educational Research.
David Ebert is the Silicon Valley Professor of Electrical and Computer Engineering at Purdue University, a University Faculty Scholar, a Fellow of the IEEE, and Director of the Visual Analytics for Command Control and Interoperability Center (VACCINE), the Visualization Science team of the Department of Homeland Security’s Command Control and Interoperability Center of Excellence. Dr. Ebert performs research in novel visualization techniques, visual analytics, volume rendering, information visualization, perceptually-based visualization, illustrative visualization, mobile graphics and visualization, and procedural abstraction of complex, massive data.
Ebert has been very active in the visualization community, teaching courses, presenting papers, co-chairing many conference program committees, serving on the ACM SIGGRAPH Executive Committee, serving as Editor in Chief of IEEE Transactions on Visualization and Computer Graphics, serving as a member of the IEEE Computer Society’s Publications Board, serving on the IEEE Computer Society Board of Governors, and successfully managing a large program of external funding to develop more effective methods for visually communicating information.
Dr. Johnson is an acknowledged expert on emerging technology and its impacts on society and education, and has written five books, seven chapters, and published more than 50 papers and research reports on the topic. He speaks regularly on the topics of creativity, innovation, and technology trends, and has delivered more than 125 keynote addresses to a long list of distinguished groups and organizations all over the world. He is the founder of the Horizon Project, which produces the acclaimed series of Horizon Reports that are used by well over a million educators in more than 150 countries.
Dr. Mark David Milliron is best known as a champion for education opportunity and a catalyst for conversations on innovation and the road ahead. An award-winning leader, author, speaker, and consultant, he has worked with universities, community colleges, K-12 schools, foundations, corporations, associations, and government agencies across the country and around the world.
He is Co-Founder and Chief Learning Officer of the student success and analytics innovator Civitas Learning. In previous roles, Mark has served as the founding chancellor of WGU Texas WGU Texas; the Deputy Director for Postsecondary Improvement with the Bill and Melinda Gates Foundation; Endowed Fellow and Director of the National Institute of Staff and Organizational development in the College of Education at The University of Texas at Austin; Vice President for Education and Medical Practice with SAS; and as President and CEO of the League for Innovation in the Community College.
Dr. Richard Rhodes is the President and CEO of the Austin Community College District. He joined ACC in September 2011 after serving as President of El Paso Community College for 10 years.
Dr. Rhodes received his Bachelor of Business Administration in Accounting and Master of Arts in Educational Management and Development from New Mexico State University. He earned his doctorate through the Community College Leadership Program (CCLP) at the University of Texas at Austin. CCLP honored Dr. Rhodes with its Distinguished Graduate Award in 2001.
Dr. Rhodes’ commitment to student success is unparalleled. He works to improve pathways into higher education, strengthen awareness of the community college mission, and give students the tools to accomplish their educational, professional, and personal goals.
Dr. Winograd currently serves as the Director of the Center for Education Policy (CEPR) at the University of New Mexico. CEPR’s mission is to conduct independent research on a wide range of education issues and to use that research to strengthen the efforts of policy makers, educators and citizens in meeting the challenges facing New Mexico. CEPR is accomplishing its mission by providing better access to data for policymakers, practitioners and community members; fostering and sustaining a rigorous, broad-based education research program; assembling teams of leading policy analysts and social scientists to work on key educational problems facing our state; creating new venues in which policymakers, practitioners, and researchers can regularly use educational data to address current issues; and cultivating a new generation of scholars focused on educational data and policy impact.
Dr. Harrison Keller is Vice Provost for Higher Education Policy and Research and Executive Director of the Center for Teaching and Learning at The University of Texas at Austin. Prior to coming to UT Austin, Dr. Keller served as director of research for the Texas House of Representatives and senior education policy analyst for the speaker of the Texas House. He is an appointed board member of the Prepaid Higher Education Tuition Board that oversees the state college savings plans, has worked with Texas state leaders to develop and pass major education budget and policy proposals, including the Texas Tuition Promise Fund 529 college savings plan and college readiness provisions of House Bill 3 (81st Legislature, Regular Session).
Dr. Keller frequently works with policymakers, foundations, and national policy organizations on issues regarding public and higher education and is a state advisor to Lumina Foundation’s higher education productivity initiative. His research interests include education policy and finance, moral philosophy, and democratic deliberation. He has taught at Georgetown University, St. Edward’s University, and the University of Texas at Austin. Dr. Keller holds a bachelors degree in philosophy with honors from the University of Notre Dame and a Master’s degree and Ph.D. from Georgetown University.
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His funded research includes five grants from NSF and the Gates Foundation to design and study immersive simulations, transformed social interactions, and online professional development. In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association.
Charles discovered a passion for education while teaching high school students on the weekends during his undergraduate days at Stanford, and upon graduating translated that passion into the founding of multiple education start-ups. These early ventures included ClickSafety.com, an online safety training company, and Testtakers.com, the first rich-media, diagnostic and prescriptive test prep tutoring application online. In 2002 his business was acquired by Kaplan, where he spent the next nine years as an in-house entrepreneur, launching several edtech businesses in the K12 and higher education markets.
Charles is a two-time CODiE Award recipient for excellence in software development and a former director on the Education Board of the Software & Information Industry Association. He is a frequent speaker at education events around the country.
Dr. Gaither earned a PhD from Mississippi State University in Computational Engineering. She is the Director of Visualization and a Senior Research Scientist at the Texas Advanced Computing Center. She leads the Centers efforts in visualization, including scientific and information visualization, scalable visualization technologies and visualization interfaces and applications.
Dr. Gaither’s current research includes large-scale visualization, feature detection, human computer interaction as it applies to large-scale tiled displays, and remote and collaborative visualization technologies. She has over forty refereed publications in fields ranging from Computational Mechanics to Supercomputing Applications to Scientific Visualization. She has given a number of invited talks. Over the past ten years, she has actively participated in conferences related to her field, specifically acting as general chair in 2004 of IEEE Visualization. She is currently a co-PI on the Extreme Science and Engineering Discovery Environment (XSEDE) project and leads millions of dollars in research efforts at TACC.
George Siemens is an educator and researcher on learning, networks, analytics and visualization, openness, and organizational effectiveness in digital environments. He is the author of Knowing Knowledge, an exploration of how the context and characteristics of knowledge have changed and what it means to organizations today, and the Handbook of Emerging Technologies for Learning. Knowing Knowledge has been translated into Mandarin, Spanish, Persian, and Hungarian. Siemens is the Associate Director of the Technology Enhanced Knowledge Research Institute at Athabasca University, leading the learning analytics research team. Previously, he was the Associate Director, Research and Development, with the Learning Technologies Centre at University of Manitoba. His PhD, through University of Aberdeen, was on sensemaking and wayfinding in complex information settings.
Kathleen Styles is the Department of Education’s first Chief Privacy Officer where she serves as the senior advisor to the Secretary on Departmental policies and programs related to privacy and confidentiality. She is a frequent speaker on issues related to student privacy, and she coordinates technical assistance to states, districts, and schools related to privacy best practices and compliance. She heads a new division dedicated to advancing the responsible stewardship, collection, use, maintenance and disclosure of information at the national level within the Education Department.
Kathleen is responsible for the Department’s operations relating to the Family Educational Rights Privacy Act (FERPA), the Freedom of Information Act (FOIA), records management, information collection clearance, departmental directives, privacy safeguards, and disclosure avoidance. Kathleen is an attorney, licensed to practice law in Texas and the District of Columbia, and she is CIPP-G certified in government information privacy.
Dr. Martin received her Ph.D. in educational psychology from Stanford. She has worked in research and development in curriculum and design of instructional systems on products such as the Adventures of Jasper Woodbury and the Algebra Project. Dr. Taylor collaborates extensively with partners in the College of Engineering, Physics and the Texas Advanced Computing Center. She is currently an associate professor in the Department of Instructional Technology and Learning Sciences at Utah State University.
Tom McTavish is a Senior Research Scientist in the Center for Digital Data, Analytics, and Adaptive Learning at Pearson. Prior to joining Pearson, Tom was a postdoctoral fellow in Computational Neuroscience at Yale. He received his PhD in Computational Bioscience at the University of Colorado School of Medicine and prior to that, help launch an audio recording platform, developed multimedia science curricula, and worked on the Visible Human Project. Tom is always looking for ways to apply and extend his diverse background in analytic methods and complex systems modeling — which education data certainly is — as well as to find a mountain to hike.
L. Miguel Encarnacao
Dr. L. Miguel Encarnação is a senior vice president and the chief innovation officer at ACT, Inc., a not-for-profit organization that provides a broad array of assessment, research, and program management solutions in education and workforce development. At ACT, he is leading the development of a sustainable innovation culture, as well as related technology R&D and partnership efforts in the areas of UX institutionalization, crowdsourcing, visual analytics, educational technologies and serious games.
Prior to co-founding Eduvant, Ben Glazer served the San Francisco Unified School District as a Broad Resident and the district’s first Director of Knowledge Management, where he supported initiatives around performance management, data culture, and innovation. A serial entrepreneur, Ben previously co-founded Enspire Learning, an e-learning course and simulation developer, and UAppoint, an online, self-service medical appointment scheduler. Ben received a BS in Computer Science from UT Austin and an MBA from Harvard Business School.
Jared Knowles currently serves as a research analyst with the Wisconsin Department of Public Instruction. He has led the design and deployment of the Wisconsin Dropout Early Warning System (DEWS) and has worked on numerous policy analyses for the department. He focuses on ways to display these results in ways that are interpretable and actionable by decision makers. He is currently completing his PhD in political science at the University of Wisconsin-Madison He is also a fellow in the Interdisciplinary Training Program in Education Sciences, an IES pre-doctoral training program in the Wisconsin Center for Education Research.
He has presented specifically on data visualization of longitudinal educational data in many venues over the past few years including national conferences, professional workshops, and university courses.
Marni Baker Stein, PhD, Chief Innovation Officer for the Institute of Transformational Learning for the University of Texas System, has worked as a researcher, program developer and curriculum designer for the last twenty years at educational institutions in the U.S. and abroad. She has designed and developed online and blended instructional experiences and curricula for a wide range of educational institutions and contexts including: Columbia University in the City of New York, The University of Pennsylvania, Temple University’s Project Shine, and The School District of Philadelphia.
Marni holds a PhD in Teaching, Learning and Curriculum from the University of Pennsylvania. Her academic and professional focus over the last decade has targeted research and platform development initiatives that explore the intersections of social engagement and student outcomes in the context of formal online learning environments. Marni has been a principal researcher on the project discussed in this session – and designed the program that is the context of the work..
Gordon Freedman is president of the National Laboratory for Education Transformation, www.NLET.com, a Silicon Valley, CA non-profit corporation devoted to the redesign of K-14 public education and training systems through advanced technologies. NLET’s partners include centers in the University of California, the University of Texas, at the Los Alamos National Laboratory and with a number of technology, social media and media companies. Freedman is also owner and general manager of Knowledge Base, LLC, www.KB-LLC.com, a higher education strategy consultancy established in 1998 to assist education technology corporations, publishers, research institutes, museums and government agencies manage their strategic transitions.
From 2005 through the end of 2011 Freedman was Vice President Global Education Strategy for Blackboard, Inc., www.Blackboard.com, and Executive Director of the Blackboard Institute. In these capacities Freedman traveled to many countries and U.S. states exploring education change. Prior his work in the education sector, Freedman was a television and film executive, where he produced the award-winning documentary A Brief History of Time about physics professor Stephen Hawking. Freedman’s career began in Washington, DC as a Congressional staff member and an investigator serving on committees in both the US Senate and US House of Representatives. Freedman is a graduate of Michigan State University, a Fellow at www.SRI.com and was a Fellow at University of California Berkeley’s Center for Studies in Higher Education.
Michael Marder is Professor of Physics, Co-Director of UTeach at The University of Texas at Austin, and Excecutive Director of UTeach Expansion. He is the author of two textbooks: Condensed Matter Physics and Research Methods for Science. His research focuses on fracture of brittle solids; most recently on production of natural gas by hydrofracturing. He also studying classroom observation instruments, longitudinal state testing datasets, and effects of poverty on education.
Amy Ballard is a Senior Policy Analyst at the Center for Education Policy Research where she focuses on data visualization to support CEPR’s wide range of projects in areas including early childhood education, community asset mapping, educational resource allocation and many others. She is particularly interested in geography as it relates to educational opportunities and outcomes. Her favorite reading includes software manuals and anything by Edward Tufte.
In addition to her professional pursuits, Ms. Ballard is a doctoral student in the Educational Leadership program at the University of New Mexico, prompted by her leadership experience at Central New Mexico Community College as a Faculty Chair and Chair of the Faculty Chair Council. She has been a GIS practitioner for the last 20 years researching widely ranging topics including water rights and archaeology, and has been a college instructor at Central New Mexico Community College in Geographic Information Systems for the past 10 years. The organizations she works with have received 3 Esri Special Achievement in GIS awards in 2010, 2012 and 2013. She received the 2013 Red Chile Outstanding Service Award from the New Mexico Geographic Information Council whose Board of Directors she currently serves on. Amy has been an American Society of Photogrammetry and Remote Sensing Certified Mapping Scientist in GIS/LIS since 2005 and also holds an Esri Professional Certification.
Dr. Joanne Wendelberger is the Group Leader of the Statistical Sciences Group within the Computer, Computational, and Statistical Sciences Division at Los Alamos National Laboratory. She earned her PhD in Statistics at the University of Wisconsin-Madison. Her research interests include educational modeling, analysis and visualization of simulation data, probabilistic computing, uncertainty analysis, sampling, and statistical design of experiments. She has served as Chair of the American Statistical Association Section on Physical and Engineering Sciences and as an Associate Editor and member of the Management Committee for the journal, Technometrics. Dr. Wendelberger is a Fellow of the American Statistical Association.
Dr. Wendelberger has been an active volunteer in her local community, participating in a variety of educational outreach activities including classroom demonstrations for K-12 students, career workshops, educational panels, and Girl Scout activities, coaching students in the Match Counts program, and serving as president of a cooperative preschool and daycare facility.
Stephanie A. Bond Huie
STEPHANIE A. BOND HUIE is the vice chancellor for the Office of Strategic Initiatives for The University of Texas System.
Dr. Huie leads a team of research and policy analysts to develop metrics that align with the Chancellor’s strategic vision. In addition, Dr. Huie is responsible for monitoring higher education issues at the System, state, and national levels, and for making recommendations on trends and best practices in higher education – particularly as they relate to data informed policy making, transparency, and performance metrics. Dr. Huie oversees the development and implementation of the UT System Productivity Dashboard, a web-based business intelligence system that provides analytics for policy decisions and measures productivity and accountability in higher education.
Prior to her appointment as vice chancellor, Dr. Huie served as the director and then assistant vice chancellor for Strategic Initiatives. Dr. Huie has more than a decade experience in higher education administration and research.
Dr. Huie’s undergraduate degree is in anthropology from the University of Texas at Austin, where she also received her master’s and doctoral degrees in sociology. She is a graduate of Harvard University’s Institute for Education Management and has completed the planning certification program through the Society for College and University Planners (SCUP).
Dr. Huie is currently serving as the Chair of the System Role in the Institutional Research National Advisory Committee led by the National Association of System Heads (NASH). This is a two-year project funded by the Bill and Melinda Gates Foundation and is in partnership with the Association for Institutional Research (AIR). The goal of the project is to improve system and campus capacity to use data to inform practice and ultimately to increase student success and reduce administrative costs.
Nick Petersen serves as the practice lead for Relationship One’s performance analytics division. Bringing 10 years of performance measurement experience, Nick combines his passion for data with the power of Tableau to show clients their successes and where they are getting the best return on investment.
Prior to coming to Relationship One, Nick served as the Senior Research Analyst for Performance Management and Policy at the Minnesota Pollution Control Agency. Nick holds a Masters of Public Policy from the University of Minnesota. The goal is to improve the effectiveness of public services, products and programs through evaluation, strategic planning and the implementation of analytics. Nick is an overall data geek, applied researcher, and viz wizard.
Eric Newburger is the Assistant to the Associate Director of Communications and one of the leads of the Census Bureau’s effort to use the power of data visualization to open its data sets to a broader public. For more than 15 years he has been a statistician with the Census Bureau, publishing on subjects from educational attainment, to computer and Internet use, to voting. He has been designing data displays professionally for nearly 30 years, having begun as a teenager in a family business publishing guides to medical services in the Washington, DC, metro area.
As Principal Strategist in SAS’ Education Practice, Mark develops and nurtures a portfolio of strategic relationships and special projects that address the critical challenges of building and sustaining effective educational enterprises through the use data and analytics. Mark’s experience as a state education official, teacher and management consultant enable him to identify collaboration opportunities that translate data into actionable insights to serve students, teachers and education leaders. Mark holds degrees form the College of William and Mary and University of Pennsylvania.
Brian Dashew is the Senior Instructional Designer at Columbia University’s School of Continuing Education, where he works with program faculty in a number of professional certificate and Master’s degree programs. Brian is also a doctoral student in Adult Learning and Leadership at Teachers College-Columbia University. Prior to his time at Columbia, Brian was an instructional designer at Marist College and eCornell (a subsidiary of Cornell University).
Sean York has worked for 14 years in educational technology, instructional design, and software development, and holds an M.S.Ed. in Instructional Systems Technology from Indiana University. His career focus is facilitating research and moving theory into practice in large-scale software development for education. He has been with Pearson eCollege for 8 years as an Instructional Designer and Learning Technologies Architect where he works on the theoretical and technical foundations for Pearson eCollege’s social learning platform, and the research framework to support its continued evolution and improvement. Sean contributed significantly to the theoretical and technical foundations of the presented framework, and plays a key role in data analysis and visualization.