Cindy Hmelo-Silver, Ph.D. is the Associate Dean of Research, a Distinguished Professor of Learning Sciences, and Barbara B. Jacobs Chair in Education and Technology at Indiana University. She is an expert in problem-based learning, collaborative inquiry, and has conducted research on pre-service and in-service professional learning (DRL # 0822204, #1433414; IIS # 121707; ROLE # 0107032). She recently co-edited a special issue of Cognition and Instruction (2022) on researcher and teacher learning.
Judi Fusco, Ph.D. is Director of Emerging Technologies and Learning Sciences at Digital Promise with a focus on bridging the gap between research and practice. On all of her projects she brings practitioners into conversations to create connections and a new understanding of each other’s perspectives. Her research and expertise areas include translating research to practice, collaborative learning, community development, cultural historical activity theory, and how practitioners can use and be part of the design of emerging technologies. She is PI of Hearing Each Other’s Voices at Digital Promise.
Haesol Bae, Ph.D. a former classroom teacher, is assistant professor at the University at Albany, State University of New York (SUNY). Dr. Bae specializes in problem-based learning environments and co-designing curriculum materials with teachers. In particular, Dr. Bae has conducted research with teachers in different contexts and age groups on how to support complex curricula. She seeks to understand how teachers can play a central role in supporting student learning while utilizing emerging educational technology, such as games and AI.
Krista Glazewski, Ph.D. is Executive Director of the Friday Institute &
Associate Dean for Translational Research at North Carolina State University. She is editor of the Interdisciplinary Journal of Problem-based Learning. Dr. Glazewski has expertise in teacher professional development in problem- and project-based learning, teacher professional learning, and co-designing curriculum and technology with teachers. She has co-authored papers and conference presentations with teachers.
Joshua Danish, Ph.D. is a Professor of Learning Sciences and the Barbara B. Jacobs Chair in Education and Technology as well as Director of the Center for Research on Learning and Technology at Indiana University. He has expertise in student and teacher learning in science and in using activity theory as a tool for research and design. He is currently principal investigator on a McDonnell grant as part of the Teachers as Learners program.
Dalila Dragnić-Cindrić Ph.D. is a research scientist at Digital Promise and focuses on collaborative learning and how individuals and groups regulate their learning and make decisions. She has experience in working with researchers and pre- and in-service teachers and translating research into practice.
Jessica McClain, Ph.D. Dr. Jessica McClain is a Visiting Research Scientist at Indiana University’s Center for Research on Learning and Technology. Dr. McClain is an outstanding educator with diverse expertise in teaching at various academic levels. Her primary research focus is designing culturally relevant curricula for marginalized students in STEM learning environments. Inspired by her love of southern hip-hop music, she incorporates asset-based frameworks to promote student engagement and participation in STEM courses.
Tarik Buli, Ph.D. is a postdoctoral scholar on the Learning Sciences Research Team. She is a former sixth grade mathematics teacher whose research focuses on how teachers enact equitable mathematics teaching practices that position their historically and systematically excluded learners for success.
Jerika Miller is a PhD student at Indiana University in the Learning Sciences Program. She was previously a high school and concurrent enrollment college English teacher in Colorado before beginning at IU. Her research interests include inquiry and project-based learning, collaborative learning, and teacher efficacy and professional development.
Wendy Walter, Ph.D. is the assistant director of The Center for Research on Learning and Technology at Indiana University. Her background is in curriculum and instruction and teacher education. She is a former classroom teacher in both secondary and elementary schools.
Linette Victor, Ed.D., is the Program Manager for Researcher-Practitioner Collaborations and Communities at Digital Promise. With a strong background in grant coordination and STEM education, her work focuses on cultivating researcher-practitioner relationships and co-designing evidence-based instructional materials for practitioners.
