Milo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.
Susan Bobbitt Nolen is a Professor of Learning Sciences & Human Development in the University of Washington's College of Education. She holds a PhD in Educational Psychology from Purdue University. Her research focuses on the development-in-context of motivation to learn in school subjects and the relationships among motivation, engagement, and identity construction. Her current projects include a cross-national collaboration focused on supporting productive disciplinary engagement in complex STEM contexts (including engineering and environmental science): the Science Across Virtual Institutes (SAVI) collaboration with OSU and UTU reported here, sponsored by NSF, the Academy of Finland, and TEKES. Dr. Nolen is a member of the Knowledge-in-Action research group in the UW LIFE Center. In collaboration with teachers and districts, the KIA group is developing engaging, rigorous, project-based AP courses for high school students using a design-based implementation research framework.
Debra Gilbuena is a postdoctoral scholar in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. Debra has an M.BA, an M.S, and four years of industrial experience including a position in sensor development. Sensor development is also an area in which she holds a patent. She currently has research focused on student learning in virtual laboratories and the diffusion of educational interventions and practices.
ERNO LEHTINEN is professor of education at the University of Turku and is currently holding a five-year Academy Professor position in the Centre for Learning Research of the University of Turku. He has studied early development of mathematical skills, technology-based learning environments, conceptual change in mathematics and science learning, and new forms of expertise in technology rich and networked environments. Email: firstname.lastname@example.org
Gavin Tierney is a Ph.D. Candidate at the University of Washington. He received his B.A. from The University of Puget Sound and his M.A. from The University of Denver. He is currently a LIFE (Learning in Informal and Formal Environments) Center Research Assistant on The Knowledge In Action Project. He is also an Early Career Researcher, working in collaboration with Oregon State University and The University of Turku in Finland, looking at engagement across virtual and project-based environments. His research focuses on engagement and identity development and the role of designed and alternative environments on these processes. His dissertation focuses on students entering into alternative high schools and explores students’ re-engagement in school and re-negotiation of their identities as learners.
Simone Volet is Professor of Educational Psychology at Murdoch University, Perth Australia. Her research takes a combined sociocognitive and situative perspective to the study of learning, motivation and regulation in collaborative learning. Recent theoretical contributions involve the development of a situative framework combining the constructs of social regulation and content processing for analysing productive high-level co-regulation and co-construction of knowledge in STEM collaborative learning environments. She has also contributed to the development of analytical tools for the study of interpersonal regulation in small group learning interactions as they unfold in real time.
Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.