Team

The Institute is led by a diverse team of faculty representing disciplines in the humanities, engineering, sciences, and business. Institute faculty have extensive experience with all facets of project work—from classroom implementation and coordination of student project work around the globe to leading curricular change, spearheading faculty development, and supporting project-based learning across the curriculum. Each team will be mentored by one or more Institute faculty whose expertise aligns with the team’s needs, and the entire faculty will be available for consultation and guidance.

chrysanthe-demetry
Chrysanthe Demetry
Associate Professor,
Mechanical Engineering;
Director, Morgan Teaching
and Learning Center
WPI

“Project-based learning is my favorite way to teach; I use projects in my courses on material science. In particular, I enjoy advising students doing service learning projects in their junior year as an interdisciplinary degree requirement.”

HOLLY K. AULT – WPI

Project-based education in engineering • teaching design • engineering design graphics • assistive technology

MARJA BAKERMANS – WPI

Project-based first-year classes • collaborative co-teaching across disciplines • research projects in biology classes • incorporating citizen science

KRISTIN BOUDREAU – WPI

Project-based learning in the first year, the humanities and general education • working with teams • bringing the humanities to engineering education • teaching with writing • project-based learning for diversity in STEM • facilitating development of information literacy

J. ELIZABETH CLARK – LAGUARDIA COMMUNITY COLLEGE

E-portfolios • integrative learning • teaching with technology • writing and technology • assessment • faculty development • first year learning

CHRYSANTHE DEMETRY – WPI

Course design • faculty development • assessment for student learning • using projects for program-level assessment • project-based learning in K–12 outreach for girls

MICHAEL B. ELMES – WPI

Using experiential methods to foster social innovation and change • identifying processes that promote learning in organizations and communities • engaging students in reflective practices (such as journaling and digital storytelling)

DESTIN HEILMAN – WPI

Curriculum design • project-based learning throughout the curriculum • senior undergraduate research mentorship • student metacognitive strategies and learning modes • outcomes-based learning and assessment

ARTHUR HEINRICHER – WPI

Institutional change • STEM education • first-year programs • industrial sponsorship for project work • program assessment

SCOTT JIUSTO – WPI

Project-based, experiential education and implications for students, project partners, and communities • student proposal and report writing and presenting • multi-stakeholder, cross-cultural collaboration and learning

AARTI SMITH MADAN – WPI

Project-based language learning • experiential education in the humanities • local and global service learning; cross-cultural competency • teaching with technology • interdisciplinary teaching and research

LAUREN MATHEWS – WPI

Principles of hypothesis-driven experimental design, quantitative analysis and data interpretation • inquiry-based education • building skills in quantitative literacy in biology courses

ELISABETH (LISA) STODDARD- WPI

Diversity, inclusion, and unconscious bias in student team dynamics • STEM projects for social justice • community engaged learning • project-based learning in the first year • project-based learning in courses • advising undergraduate social science research

JOHN A MCNEILL- WPI

Project-based education in engineering • mentoring project advisers • industrial sponsorship for project work

BRIAN J SAVILONIS- WPI

Project-based learning in the first year and in engineering design • outcomes assessment in engineering • thermofluid applications and design

FRED LOOFT- WPI

Project-based learning and advising • applying systems thinking and systems engineering principles to complex, ill-defined and “messy” problems • graduate capstone project advising (MS level) • development of student writing and presentation skills • capstone (MQP), IQP and general sustainability inter- and multi-disciplinary project advising

CHARLES MORSE – WPI

Preventive programming to enhance student project team functioning • project team group dynamics consultations • campus community programming on recognizing and responding to student distress

GEOFFREY PFEIFER – WPI

Project-based learning in the first year and as general education strategy • ethics and politics education • interdisciplinary and integrative teaching and learning

PAULA QUINN – WPI

Assessment and evaluation in education • goals and outcomes development • research design • strategies and logistics for data gathering • instrument development (surveys, interview protocols, rubrics)

TERREL RHODES – AAC&U

E-portfolios and rubrics • learning communities • integrative learning through projects• institutional transformation through design and thinking • transfer students • assessment

KENT RISSMILLER – WPI

Learning outcomes and project assessment • mentoring project advisors • student preparation for project work

LAURA ROBINSON – WPI

Information literacy in project-based learning • information practices in STEM disciplines • information literacy outcomes assessment across disciplines

DERREN ROSBACH – WPI

Cross-disciplinary collaboration • sustainability across the curriculum • problem-oriented and interdisciplinary teaching and learning • team science • trans-disciplinary methodologies

JEANINE SKORINKO – WPI

Project-based learning in courses • experiential learning in psychological science research laboratory • bridging the sciences and engineering • engaging students in reflective practices • cross-cultural psychological science research projects

DAVID SPANAGEL – WPI

Project-based learning in the first year, humanities, interdisciplinary settings • working with teams • bringing the history of science and technology into technological education • cultivation of the “fruitful question” as a mode of inquiry • discussion and collaborative writing as tools of critical thinking

ROBERT TRAVER – WPI

Instructional design and assessment (K–16) • science and environmental education • project-based learning in the first year • interactive qualifying project advisor • student writing advocate

RICHARD VAZ – WPI

Experiential education • international education and global learning • design and assessment of engaging pedagogies • integrative and interdisciplinary learning • institutional change and curricular reform

KRISTIN WOBBE – WPI

First-year students • team teaching • project-based learning • interdisciplinary courses • engaging students • faculty development

CAITLIN A KELLER- WPI

Instructional design • faculty development and coaching • experiential education • learner-centered course design (face-to-face, online, and blended) • learning sciences and pedagogy

CAROLINA RUIZ- WPI

Interdisciplinary projects • knowledge discovery from data • artificial intelligence and machine learning in medicine and behavioral health • vertical integration of research teams from high school to PhD students • STEM education and research

LORRAINE HIGGINS- WPI

Project-based education in community settings • intercultural communication • teaching project proposal and report writing • student and community collaboration