Michelene Chi
Regents' Professor,
Mary Lou Fulton College for Teaching and Learning Innovation
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Phone: 480-727-0041
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Mail code: 1811Campus: Tempe
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Long Bio
Michelene T.H. Chi is a cognitive and learning science researcher interested in active learning, defined as ways in which students engage with the learning materials. She has developed a framework for active learning called ICAP that differentiates students' overt engagement activities into four kinds: collaborative/Interactive, generative/Constructive, manipulative/Active, and attentive/Passive, and predicts that I>C>A>P. Professor Chi is also interested in instructional videos for online learning and proposes that videos of tutorial dialogues are more effective for student learning than didactic monologue videos. Her research centers on students' learning of concepts in STEM domains focusing on "emergent" concepts for which students hold robust misconceptions.
Professor Chi is the director of the Learning and Cognition Lab at ASU. One of her research projects involves devising and implementing a professional development module for teachers to create lesson activities that promote greater and deeper learning and facilitate certain modes of engagement behaviors in students. The framework that her team provides is based on previous empirical work that demonstrates the success of designing activities that foster types of engagement that they identify. The goal is to implement these modules remotely so that teachers design activities within their lesson plans tailored to specific disciplines such as courses in science.
Professor Chi is a member of the American Academy of Arts and Sciences and the National Academy of Education.
Education
Ph.D. Carnegie-Mellon University
Research Website URL
Google Scholar URL
Research Interests
Guiding Research Questions:
- How can we promote the highest level of engagement in classrooms to achieve the best learning outcomes?
- Can particular processes in science class be presented from an emergent perspective to facilitate a better understanding?
- Can online videos achieve greater learning if they contain tutorial dialogues instead of lecture-style monologues?
Current Research Projects:
One of Chi's research projects involves the devising and implementing of a professional development module for teachers to create lesson activities that facilitate certain modes of engagement behaviors in students that promote greater and deeper learning. The framework that her team provides is based on previous empirical work that demonstrates the success of designing activities that foster the types of engagement we identify. The end goal is that teachers can use the modules remotely to design activities within their lesson plans and tailor them to specific disciplines, such as courses in science.
A second project is centered on addressing the misconceptions that arise out of teaching certain processes in science by following a sequential order as opposed to an emergent one. The theoretical framework contends that presenting particular processes under the lens of emergence helps students effectively understand causal explanations of emergent phenomena found in the natural world as well as in their science classes. The final goal is to create a stand-alone module that teaches the properties and causal explanations of emergence underlying science processes taught in the classrooms.
A third project in Chi's lab examines the benefit of incorporating tutorial dialogues in online videos, compared to didactic lecture-type monologues. Chi and colleagues prior studies found an advantage in students’ learning when they watched dialogue-videos over monologue-videos, and they are attempting to replicate this result in a biology class at ASU.
Publications
See Google Scholar page for latest publications and citation counts. https://scholar.google.com/citations?hl=en&user=AlW99VQAAAAJ
Research Activity
ASU only research grants with PI listed first, sorted by end date.
- Chi, Michelene T.H., Hong, Yi-Chun. Improving Online Learning from Tutorial Dialog Videos. NSF IUSE (2019-2022)
- Chi,Michelene T.H.. Developing and Revising Instructional Activities to Optimize Cognitive Engagement. ED(8/16/2015 - 8/15/2019).
- Chi,Michelene T.H. Teaching the Crosscutting Concept of Emergent Cause-and-Effect to Overcome Misconceptions. Institute of Educational Sciences (8/16/2015 - 8/15/2019).
- Chi,Michelene T.H., Brownell,Sara. Learning from Dialog versus Monolog Videos. NSF-EHR-DUE (4/1/2016 - 3/31/2018).
- Chi,Michelene T.H.. Learning from Observing Learning with Dynamic Simulations. Spencer Foundation (11/1/2008 - 6/30/2015).
- Chi,Michelene T.H., Levy,Roy. Developing Guidelines for Optimizing Levels of Students' Overt Engagement Activities. ED-IES(8/15/2011 - 12/20/2015).
- Brem,Sarah Kate, Chi,Michelene T.H.. Empirical Research Emerging Research Strand: A Unified Cross-domain Approach to Studying Learner Understanding of Emergence. NSF-EHR(8/15/2009 - 7/31/2014).
- Chi, Michelene T. H., Krause, S. Using a Cognitive Framework of Differentiated Overt Learning Activities (DOLA) for Designing Effective Classroom Instruction in Materials Science and Nanotechnology. NSF Engineering Education (2009-2012)
- Rodeny D. Nielsen, Chi,Michelene T.H. Comprehension SEEDING: Comprehension through Self-Explanation Enhanced Discussion and Inquiry Generation.Institute of Education Science (R305A110811) (7/1/2011 - 6/30/2012).
- Vanlehn,Kurt A, Chi,Michelene T.H.. Transfer Award: ITR: Tutoring Scientific Explanations via Natural Language Dialogue. NSF-CISE(10/1/2008 - 12/31/2009).
Courses
2025 Spring
| Course Number | Course Title |
|---|---|
| DCI 799 | Dissertation |
| DCI 790 | Reading and Conference |
2024 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| DCI 799 | Dissertation |
2024 Spring
| Course Number | Course Title |
|---|---|
| DCI 799 | Dissertation |
| DCI 790 | Reading and Conference |
2023 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| DCI 799 | Dissertation |
| EDU 592 | Research |
2023 Spring
| Course Number | Course Title |
|---|---|
| DCI 799 | Dissertation |
2022 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| DCI 799 | Dissertation |
2022 Spring
| Course Number | Course Title |
|---|---|
| DCI 799 | Dissertation |
2021 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| DCI 799 | Dissertation |
2021 Spring
| Course Number | Course Title |
|---|---|
| DCI 799 | Dissertation |
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
2020 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| DCI 799 | Dissertation |
2020 Spring
| Course Number | Course Title |
|---|---|
| DCI 799 | Dissertation |
| DCI 792 | Research |
| DCI 790 | Reading and Conference |
| DCI 691 | Seminar |
Presentations
- 1993 Keynote: The 10th International Conference on Machine Learning
- 1995 Keynote: The 17th Annual Conference of the Cognitive Science Society
- 1999 Keynote: Annual meeting of the American Society for Engineering Education, St. Louis, June.
- 2003 Keynote: The 10th European Association for Research on Learning and Instruction, Padova, Italy.
- 2006 & 2007 Lead discussant on Transfer (2006) and Expertise (2007), at the National Science Foundation meetings, Oct. 2006, 2007.
- 2008 Keynote: The VI European Meeting in Conceptual Change, Turku, Finland
- 2010 Lead speaker: Communication Analysis Workshop, Tempe, AZ
- 2011 “Highlighted Session Speaker” at International Conference on Computers in Education, for the sub-conference track Computer-supported Collaborative Learning, Chiang-Mai, Thailand, Nov.
- 2012 Invited talk for practitioners at the Mastering Leadership Conference, sponsored by Pearson, Scottsdale, March.
- 2013 Colloquium speaker: "Self-explanations improve understanding: But do they promote conceptual change?" Presented at the Department of Psychology, Princeton University, Princeton, February.
- 2013 Colloquium speaker: "Can misconceptions in science be removed?" Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan, March.
- 2013 Invited keynote, “Using the ICAP hypothesis to Design Instruction and Student Assignments,” presented at the 2013 Gordon Research Conference on Chemistry Education Research and Practice, Newport, RI, June.
- 2013 Keynote speaker: "The role of self-explanations as a form of knowledge construction." At the Tenth International Conference on Machine Learning, Amherst, June. (The Machine Learning conference invites a keynote speaker each year from an outside discipline. Other cognitive psychologists invited in the past were Doug Medin, Mike Posner, and so forth.)
- 2014 Sylvia Scribner Award Address, “Differentiating 4 Modes of Engagement in Active Learning: From theory to practice.” Sylvia Scribner Award lecture, AERA, April.
- 2014 Plenary speaker on “Conceptual Change Across Domain: Science,” for the Conceptual Change Sig on Generic and Specific Issues in Conceptual Change in Science, Bologna, Italy, August.
- 2015 “Modeling and correcting students’ misunderstanding for conceptual domains (especially in science).” Featured speaker at the Rice Workshop on Personalized Learning, Houston, TX, April.
- 2015 Colloquium speaker “Differentiating four modes of engagement in active learning.” Colloquium speaker at the Learning Sciences Research Institute, University of Illinois at Chicago Circle: April 3.
- 2015 Invited by Sanjay Sarma, Dean of Digital Learning at MIT, along with a panel of 3 (with Prof. Chuang of Physics at MIT; Prof. Ho of Education at Harvard; and Pat Wasley, CEO of the Teaching Channel), at a convening of 20 Deans of Schools of Education, sponsored by the Carnegie Corporation, to address how fundamental principles of cognitive science, technology and data impact K-12 teaching and learning. NY, June.
- 2015 Award address: E.L. Thorndike Career Achievement Award, American Psychological Association, “ICAP: A theoretical framework for ways of engaging students to promote deeper learning.” Colorado, July.
- 2015 “Differentiating four modes of engagement for active learning: The ICAP framework.” A university-wide talk sponsored by the Schreyer Institute for Teaching Excellence, Penn State University, State College, PA: October 20.
- 2016 Public Scholarship Ed-Talk, presented at an AERA Presidential Session on Challenging Common Sense Conceptions of Learning, Feb.
- 2016 Centennial colloquium speaker, “ICAP: A theoretical framework for active learning.” at 100th Anniversary Colloquium Series at Carnegie Mellon University Psychology Department. Pittsburgh, PA: April 19.
- 2016 Keynote speaker: “Counter-intuitive Findings and Implications for Teaching from the Sciences of Learning.” Snell Conference: Practicing the Art and Science of Teaching, Center for the Art and Science of Teaching, Oct.
- 2017 A featured scholar in the Wisconsin Ideas in Education Series (WIES) at the University of Wisconsin-Madison to present a talk titled: “ICAP: A theoretical framework for how to engage students to promote deeper learning,” Feb.
- 2017 Plenary speaker on “Teaching Emergence: An Attempt at Differentiating Science Concepts of Processes” at the National Association for Research in Science Teaching (NARST) conference for Challenges in Learning Science Concepts. April.
- 2017 Special presentation, at AERA Presidential Session on Acquired Wisdom. Lessons Learned by Distinguished Researchers with the session paper:
- 2017 AERA award address, presented at the Distinguished Contributions to Research in Education Award session: “Translating ICAP on Student Engagement into Practice.” April.
- 2017 Chi, M.T.H. Plenary speaker, “Teaching Emergence: An attempt at differentiating science concepts of processes.” National Association for Research in Science Teaching, Baltimore, Apri.
- 2017 Keynote at the TRUSE (Transforming Research in Undergraduate STEM Education) conference on STEM education hosted at St. Thomas University with the talk, “ICAP: How to Promote Deeper Active Learning Engagement.” June.
- 2017 Keynote speaker at the National Conference on Technology-Enhanced Learning hosted by the National University of Singapore. Keynote titled, “Implications of ICAP, a Theory of Student Engagement, for Technology-enhanced Practices”. Singapore, Nov.
- 2017 Chi, M.T.H. Colloquium speaker, “ICAP: How to promote deeper active learning engagement,” National Institute of Education, Singapore, Nov.
- 2018 Keynote speaker, “Conceptual change in understanding collective causality versus cumulative causality,” at the 2nd Interdisciplinary REASON Spring School hosted by the Munich Center of the Learning Sciences in Munich, Germany, March 2018.
- 2018 Workshop speaker, at the 2nd REASON Spring School hosted by the Munich Center of the Learning Sciences, Munich, Germany, March 2018.
- 2018 Keynote speaker, “Teachers Translating a Theory of Cognitive Engagement into Practice,” at the 11th Annnual Subway Summmit hosted by Columbia University, Teachers’ College, New York, NY, June.
- 2018 Keynote speaker, “How to Promote Deeper Learning by Engaging Students Cognitively” at the College of Developmental and Educational psychology, Key Laboratory of Modern Teaching Technology, Ministry of Education Shaanxi Normal University in China. Oct.
- 2018 Keynote speaker, “ICAP: How to Promote Deeper Learning by Engaging Students Cognitively,” at the 6th Computational Behavior Science Summit—Behavioral Data Analysis and Application in Wuhan, China, Oct.
- 2018 Colloquium: “Why is it Important for Students to be Constructive While Learning?” presented to the Graduate College, Central China Normal University in Wuhan, China, Oct.
- 2018 Colloquium: “ICAP: How to Promote Deeper Learning by Engaging Students Constructively.” Talk presented to the Tsinghua Institute of Education at Tsinghua University
- 2019 Plenary speaker, “ICAP: How to Promote Deeper Learning by Engaging Students Cognitively” at the Chicago Symposium Series on Excellence in Teaching Mathematics and Science at Northern Illinois University, Naperville, IL, Feb.
- 2019 Rumelhart Prize Address, “Translating the ICAP Theory of Cognitive Engagement into Practice” at the 41st Annual Conference of the Cognitive Science Society at Montreal, Canada July.
- 2019 Keynote speaker, “ICAP: How to promote deeper learning by engaging students constructively and co-constructively” at the Annual Conference of the International Association for Medical Education in Vienna, Austria, August.
- 2019 Keynote speaker, “ICAP: A framework for active learning,” presented at the curriculum retreat of Penn State Medical School, Hershey, PA, October.
- 2019 Plenary speaker, invited by the Provost’s office for the Simon Initiative Distinguished Lecture: “ICAP: How to Promote Deeper Learning by Engaging Students Cognitively,” Carnegie-Mellon University, Pittsburgh, November.
- 2020 Plenary speaker, “ICAP: How to promote deeper learning by engaging students cognitively” at the 42nd Annual National Institute on the Teaching of Psychology (NITOP) in St. Pete Beach, Florida, January, 2020.
- 2021 Invited Zoom special lecture about ICAP for teachers, administrators, people in business, researchers and students, at the workshop Agents for Bridging Learning Research and Educational Practice, supported by Uchida Yoko, invited by Mutsumim Imai, Japan, Nov.
- 2021 Special Zoom panel member for the online symposium “Interaction and Collaboration Learning” at How Innovations Flourish: Sn International Symposium by Catalyst @ Penn GSE and the Harold W. McGraw, Jr. Prize in Education on June 8-10th.
- 2022 One of the invited luminaries for a Fireside Chats on Theory-Theory turns 30-something: Reflections and new directions at the pre-conference Cognitive Development Society workshop. Madison, April.
- 2022 Invited by David Oxtoby, President of the American Academy of Arts and Sciences to speak on student engagement and learning at the Higher Education Forum at the American Academy of Sciences, Aspen Meadows Resort, Aspen, June 13-16. Title of talk: “How to foster active learning.”
- 2022 “Co-constructive Collaborative Learning.” Invited keynote presented at the lecture series for the Transregional Collaborative Research Center on Constructing Explainability, at Universitat Paderborn, Germany, July.
- 2022 Keynote Speaker, “Using ICAP to Guide Teacher-Student Dialogs,” presented at the international conference on Advancing (digital) learning
- discourse in teaching, teacher education and teachers’ professional development.” organized by the University of Zurich, at the Centro Stefano Franscini at Monte Verita, Switzerland, Sept. 4-9.
- 2023 Invited speaker by the Teaching Community of Practice: a group of about 100 faculty who meet regularly to discuss ideas related to engineering education. “ICAP: A framework for defining active learning and prescribing ways to apply it to design and evaluate instruction.”
- 2023 Colloquium speaker, “ICAP: A framework for active learning and ways to apply it,” to be presented at UC San Diego Psychology Colloquium series. April 6, 2023.
- EXTERNAL FUNDING (Total $6,470,
Honors / Awards
- 2023 American Psychological Association Distinguished Scientific Award for the Applications of Psychology, for theoretical or empirical advances in psychology leading to the understanding or amelioration of important practical problems.
- 2021 The William James Fellow Award from the Association for Psychological Science, in recognition of a lifetime of significant intellectual contributions to the fields of learning science, cognitive science, and education
- 2020 The Harold W. McGraw Jr. Prize in Education, for pioneering research in the learning sciences to promote active and engaged student learning
- 2018 The David E. Rumelhart Prize, from the Cognitive Science Society, for significant contributions to the theoretical foundations of human cognition,2016 Fellow,The American Academy of Arts & Sciences
- 2016 Distinguished Contributions to Research in Education Award: Presented by the American Educational Research Association (AERA) for outstanding achievement and success in education research
- 2016 Cited as the third of 10 most influential scholars in education research in a report by John T. Bruer, called Mapping education research and judging influence, Vol 1 (17), May 2016, Brookings Institution study.
- 2015 Thorndike Career Achievement Award: Presented by the American Psychological Association (APA) for lifetime contribution in research
- 2015 The Inaugural Dorothy Bray Endowed Professor of Science and Teaching for Mary Lou Fulton Teachers College, Arizona State University
- 2014 Wickenden Award: Presented by the American Society for Engineering Education (ASEE), for "the highest standards of scholarly research in engineering education published in the Journal of Engineering Education in 2013"
- 2013 Fellow, American Educational Research Association (AERA)
- 2013 Faculty Achievement Award for Best Professional Application: Arizona State University
- 2013 Faculty Achievement Award for Defining Edge Research and Creative Work: Professional Application, Arizona State University
- 2013 Sylvia Scribner Award: Presented by the American Educational Research Association (AERA), Learning and Instruction Division, for research that represents significant advancement in our understanding of learning and instruction
- 2010 Fellow, National Academy of Education
- 2006 Chancellor's Distinguished Research Award, Senior Category For "innovative research of landmark impact in several research areas", University of Pittsburgh
- 2003 One of the 7 inaugural Fellows, Cognitive Science Society
- 2001 Cited in Carnegie-Mellon University's Centennial Magazine as one of its 87 most successful undergraduates
- 1992 Fellow, Association for Psychological Science
- 1986 Fellow, Division 7, American Psychological Association
- 1982 Boyd R. McCandless Young Scientist Award, presented by Division 7 of the American Psychological Association (APA), for distinguished theoretical contribution and programmatic research efforts in the field of developmental psychology
- 1977-1982 Spencer Fellowship. Awarded by the National Academy of Education, for promising research and professional development contributing to the theory and practice of education
Editorships
Editorial Boards
- 1985-1990 Cognitive Development
- 1987-1992 Human Development
- 1990-1998 Journal of the Learning Sciences
- 1993-1995 Cognition and Instruction
- 1993-1995 Co-Editor of Lawrence Erlbaum Series: Human and Machine Expertise
- 1993-1996 Behavioral Research in Accounting
- 1993-1995 Cognitive Science (Senior Editor)
- 1996-1997 Cognitive Science
- 2000-2003 Journal of the Learning Sciences
- Current: Routinely review for many journals but not accepting any editorial positions.
Graduate Faculties / Mentoring History
Postdocs Mentored and their current position
- Paul Feltovich (1978-80), Senior Research Scientist, Florida Institute for Human and Machine Cognition
- Mitch Rabinowitz (1980-82), Professor, Dept. of Psychology, Fordham University
- Camilla Gobbo (1983-84), Professor emeritus, Dept. of Psychology, Padova University, Italy
- Matthew Lewis (1984-85), Executive Vice President, Interactive Video Technologies
- Miriam Bassok (1985-87), Prof., Dept. of Psychology, Univ. of Washington
- Peter Reimann (1984-88), Professor, University of Sydney, Australia
- Jean Hutchinson (1986-88) Professor, Department of Geological Sciences and Geological Engineering, Queen’s University
- Miriam Reiner (1988-89) Head of the Virtual Reality and NeuroCognition lab at the Technion-Israel Institute of Technology.
- Joanne Striley (1988-89) Professor, Department of Teacher Education, Michigan State University
- Mei-Hung Chiu (1990-91), Professor and chair, Graduate Institute of Science Education, National Taiwan Normal University.
- Takeshi Okada (1994-95), Professor, Graduate School of Education and Interfaculty Initative in Information Studies, The University of Tokyo, Japan
- Michel Ferrari (1996-1998), Associate Professor, Ontario Institute for Studies in Education, Toronto
- Cindy E. Hmelo (1996-1998), Professor & Director of Institute, School of Education, Indiana University
- Judith McQuaide (1998-1999), Senior Researcher Manager, National Education Association
- Takeshi Yamauchi (1998-2000), Associate Professor, Dept. of Psychology, Texas A&M
- Heisawn Jeong (1998-2000) Professor in Cognitive Science and Learning Sciences, Hallym University, Korea
- Randy Engle (2001-2003), Assistant Professor, Berkeley School of Education (deceased)
- Marguerite Roy (2001-2003), Research Analyst, Medical Council of Canada
- Agnieszka Kosminska Kristensen (2003-2005).
- Scotty Craig (2005-2007). Associate Professor, Arizona State University
- Kirsten Butcher (2005-2007). Associate Professor, University of Utah
- Jing-Wen Lin (2007). Faculty, Department of Science Education, National Taipei University of Education, Taiwan
- Paul E. Hand (2009-2010)
- Kasia Muldner (July 1, 2010-2012), Associate Professor, Carleton University
- Glenda Stump (June 1, 2010-2012; 2014-15). Education Research Scientist, Open Learning, MIT
- Ruth Wylie (Dec. 1, 2011), Associate Director, Science of the Imagination Institute, ASU.
- Seokmin Kang (July 16, 2012-2015), Teaching faculty, Hallym University, Korea
- Kathleen McEldoon (2013-2015), Deputy Director of Research, Tennessee State Board of Education
- Matt Lancaster (2012-2014), Assistant Professor, Department of Psychology, Lourdes University
- Susan Trickett (2013-2014), Knowledge Management Specialist, Denver Public Schools
- Na Li (2013-2016), Assistant Professor, Shenzhen Institute of Advanced Technology (SIAT), Chinese Academy of Sciences (CAS), visiting scholar at University of Southern California
- Emily Bogusch (2014-2015), Mathematics Teacher (11th /12th grade), Phoenix Coding Academy, Phoenix, Arizona.
- Nicole Zillmer (2016), Director of Research, Authentic Connections, Arizona State University
- Elon Langbeheim (2016), Assistant Professor, Ben Gurion University
- Polly Lai (2017-2020), Lecturer, Learning and Teacher Development, Queensland Institute of Technology, Australia
- Joshua Morris (2017-2019), Assistant Professor, College of Education and Human Services, University of Illinois
- Lu Ding (2017-2019) Instructional Designer, Assistant Professor, University of Alabama
- Soojeong Jeong (2019-2020), Instructor, Utah State University
- John Cho (2019-2021)
- Yingxiao Qian (2019-current)
Graduate Students (including students from 1992 onwards only)
- Rebecca Leas (Ph.D., 1992; Department of Physical Education). Professor at Clarion University of Pennsylvania.
- Jeffrey Sampler (Ph.D., 1992; Katz Graduate School of Business)
- James Slotta (Ph.D., 1997), Endowed Chair, Professor, Ontario Institute of Education.
- Heisawn Jeong (Ph.D., 1998), Professor, Department of Education, Hallym University, Korea.
- Christine Carlock (M.S. 1999; Ph.D. Katz Graduate School of Business), Assoc. Professor, Univ. of Connecticut
- Ahmad Hashem (Ph.D., Psychology and Informatics, 2000), Global Healthcare Industry Manager, Microsoft
- Nick de Leeuw (M.S. 2000), Adjunct Professor of Psychology, Vassar College
- Stephanie Siler (M.S., 1998). Research Associate, Dept. of Psychology, at Carnegie-Mellon University.
- Roger Taylor (M.S., 2002). Assistant Professor, CUNY.
- Bob Hausmann (M.S., 2001; Ph.D. 2005, Psychology). Research Associate, Carnegie-Learning.
- Rod Roscoe (M.S. 2004, Ph.D. 2007, Dept. of Psychology), Associate Professor, Human Systems Engineering, Polytechnic School, Arizona State University.
- Soniya Gadgil (Masters, 2009, Dept. of Psychology, University of Pittsburgh)
- Stephanie Touchman (Science Education, College of Education, ASU), 2009-11
- Cheryl Berg (Science Education, College of Education, ASU) – graduated 2011
- Brenda Fonseca (Psychology in Education, College of Education, ASU)
- Muhsin Menekse (Science Education, College of Education, ASU), Ph.D. 2012, Assistant Professor at the School of Engineering, Purdue University.
- Floris Blankenstein—A visiting student from Maastricht University, Holland
- Rachel Lam (Education), Ph.D. 2012
- Dongchen Xu (Psychology), M.S. 2015
- Christi Bruchok (Education), 2015-2016
- Joshua Adams (Education), 2014-2019
- Catherine Cullicott (Education), current
- Man Su (Education), current
- Jesse Ha (Education), current
- Ratrapee Techawitthayachinda, (Education), current
- Jongchan Park (Education), current
Work History
- 1977-2008 Research Associate to Senior Scientist, LRDC, University of Pittsburgh
- 1982-1990 Assistant to Associate to Full Professor, Department of Psychology, University of Pittsburgh
- 1990-2008 Professor of Psychology, Department of Psychology, University of Pittsburgh
- 1994-1998 Cognitive Program Chair, Department of Psychology, University of Pittsburgh
- 1996-2001 Adjunct Faculty Member, Section of Medical Informatics, University of Pittsburgh Medical Center
- 2008-2010 Professor, Psychology in Education, Graduate School of Education, Arizona State University (ASU)
- 2010-2012 Professor, Dept. of Psychology, College of Liberal Arts and Sciences, ASU
- 2012-present Foundation Professor, MLF Teachers College, ASU
- 2013-2015 Director, Learning Sciences Institute, ASU
- 2013 – present Director, Learning and Cognition Lab, MLF Teachers’ College, ASU
- 2015 - present Dorothy Bray Endowed Professor of Science and Teaching, ASU
- 2016 - present Cognitive Science Affiliate at the Department of Psychology, ASU
- 2018 - present Regents’ Professor, ASU
- 2021 – present Endorsed faculty, Engineering Education Systems and Design Program, Ira A. Fulton Schools of Engineering, The Polytechnic School.
Service
- 2015-2020 Selection committee, Sylvia Scribner Award
- American Educational Research Association, Chair, Research Advisory Committee (RAC) (2014 - 2017)
- MIT Online Education Policy Initiative, Advisory Board Member (2014 - 2016)
- Learning@Scale Inaugural Conference in Atlanta, Co-Chair (2013 - 2014)
- 2013-2015 Fellows Selection Committee, Cognitive Science Society
- 2011-2013 Member of the Standing Review Committee of the National Academy of Education
- Gates Foundation, A member of the Advisory Board (2010 - 2013)
- The Spencer Foundation, A member of the review panel for Small Grants. (2010 - 2012)
- 2007-2009 Fellows Selection Committee, Cognitive Science Society
- 2005-2007 IES Math and Science Review Panel
- 2005-2006 Dissertation Selection Committee, the Spencer Foundation
- 1993-1999 Board of Governors, Cognitive Science Society