Indiana University Bloomington School of Education

Advisory Board

The following people are members of the Jacobs Educator Program advisory board. These members also serve as the selection committee for the Jacobs Educator Award.

 

Thomas Brush

Dr. Thomas Brush

Dr. Thomas Brush is the current Barbara B. Jacobs Chair for Education and Technology, a professor in the Instructional Systems Technology department, and the Associate Dean for Teacher Education. Dr. Brush’s research goals, from a design standpoint, are to develop methods and strategies for promoting inquiry-oriented learning, particularly with more open-ended instruction. This involves studying methods for integrating tools to promote cooperative, collaborative, and problem-based learning strategies into the learning environment itself and developing alternative techniques to deliver instruction to students. One major project he has been working on with John Saye at Auburn University is the Persistent Issues in History Network, which includes a set of web-based tools and resources designed to support history teachers interested in implementing problem-based inquiry strategies in their classrooms. Visit http://pihnet.org for more information.

While working in the K-12 setting Dr. Brush discovered that a majority of teachers were ill-equipped to handle the explosion of technological resources being thrust upon their profession. Along with this explosion came increased expectations from parents and lawmakers for educators to prepare students for the “information age.” Yet, many teacher education programs had limited technology requirements for current and prospective teachers. Dr. Brush’s position at Indiana University gives him the opportunity to help pre-service teachers acquire the skills and experiences needed to effectively utilize technology in their future professional placements.

Robert Sherwood

Dr. Robert Sherwood

Robert D. (Bob) Sherwood, Ph.D. is Professor of Science Education and Associate Dean for Research at Indiana University Bloomington. He joined the IU faculty in 2006 after spending two years at as a Program Director in the Division of Research on Learning at the National Science Foundation.

Dr. Sherwood received his undergraduate and masters degrees in chemistry from Purdue University and taught secondary school chemistry and middle grades science in Indiana before returning to graduate school at Indiana University to complete a Ph.D. in Science Education and Educational Research. He has been a faculty member at New York University and Vanderbilt University where he also held administrative posts as Associate Director of the Learning Technology Center and Chair of the Department of Teaching and Learning. Dr. Sherwood’s research interests bring together Cognitive Science, Educational Technology and Science Education to research students’ understanding of critical ideas in pre-college science instruction.

Anne Ottenbreit-Leftwich

Dr. Anne Ottenbreit-Leftwich

Dr. Anne Ottenbreit-Leftwich is an Associate Professor of Instructional Systems Technology at Indiana University, Bloomington. Dr. Ottenbreit-Leftwich’s expertise lies in the areas of the design of digital curriculum resources, the use of technology to support pre-service teacher training, and development/implementation of professional development for teachers and teacher educators. Dr. Ottenbreit-Leftwich has experience working on large-scale funded projects, including projects supported by the U.S. Department of Education. Her current research focuses on teachers’ value beliefs related technology and how those beliefs influence teachers’ technology uses and integration.

 

Dr. John Saye

John Saye is Alumni Professor and Program Coordinator for social science education at Auburn University. He is the Co-Director of the PIH Network and also is Director of the Social Studies Inquiry Research Collaborative, a coalition of university researchers studying the effects of challenging social studies and history instruction on student learning, and Plowing Freedom’s Ground, a Teaching American History project funded by the U.S Department of education. Prior to his appointment to AU, Saye was a high school history teacher for twelve years. Saye regularly presents at national conferences and has published frequently in the areas of the promotion of historical inquiry among students and teachers, the professional development of social studies and history teachers, and the use of technology to facilitate problem-based historical inquiry.

Krista Glazewski

Dr. Krista Glazewski

Dr. Krista Glazewski was interested in PBL before she knew it was called PBL. As a middle school teacher of ESL, language arts, and social studies during the mid 1990s, she sought to engage students in meaningful, cross-disciplinary inquiry. Her classroom inquiry projects ranged in scope from school dumpster excavations to home/neighborhood explorations. Instinctively, she knew that involving students in this work created a relevant, meaningful connection for them, and anecdotally she observed greater motivation, engagement, and achievement among most of her students. It was these interests that led to her doctoral work and prepared her for more systematic, rigorous investigations of Problem-Based Learning. For almost ten years she has been engaging in the scholarship of PBL, exploring questions of curricular design, student engagement, and teacher support / professional development. Most recently, her projects have sought to support the work of secondary science and elementary teachers in their efforts to consider issues of pedagogy and science knowledge as they shift toward the practice of PBL. In this context, she has examined how technology tools may support their efforts. This work has implications for how we prepare teachers and support risk-taking in their practice.

Theresa Cullen

Dr. Theresa Cullen

Dr. Theresa Cullen is an Associate Professor in the Instructional Psychology and Technology program at the University of Oklahoma. She coordinates the technology integration courses for preservice teachers in the TE-Plus program and has recently begun a Teaching with Technology masters degree program for experienced teachers. Her research interests focus both on how preservice teachers use social media, and methods for enhancing girls interest in STEM careers.

Matthew Callison

Matthew Callison

Matthew Callison is currently pursuing a doctoral degree in Instructional Systems Technology at Indiana University. His research interests are school reform, teacher education programs, technology integration with inquiry-based learning, and immersive learning environments. Matt assists Dr. Thomas Brush as a graduate assistant on the Jacobs Program.

Prior to being a doctoral student, Matt was an elementary school teacher in the San Francisco Bay Area for over 10 years. In 2007, Matt was named an Apple Distinguished Educator for the innovative and effective ways he used technology to engage and teach students.

Sungwon Shin

Sungwon Shin

Sungwon is a Ph.D Candidate in Instructional Systems Technology at Indiana University. Her research interests lie on promoting problem/inquiry-based learning, technology integration in K-12 classroom, particularly in social studies classes, and equipping pre-service social studies teachers as effective teachers as well as lifelong learners. Aside from her responsibilities associated with the Jacobs Program, Sungwon works as a graduate assistant on the PIHNet/PBL-Tech project and worked as an associate instructor at School of Education, Indiana University. She taught pre-service teachers in technology integration courses.

Sungwon has a B.A. degree in History and earned a postgraduate diploma in Modern History. Prior to coming to Indiana, she worked as an instructional designer for e-learning companies in Korea for 4 years designing and developing online lessons, educational programs and games, and coordinating online classes for several digital universities.

Jacob Smalley

Jacob Smalley  is a senior studying social studies. In the future, his goal is to teach students about democratic participation, the fine tunings of the economy, and the important footprint her students will leave behind in society.