Annie Hale
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Mail code: 9508Campus: Scottsdale
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Dr. Annie Hale is the Executive Director of Action Lab at EdPlus, Arizona State University. Action Lab is a learning laboratory inside EdPlus that provides key findings to improve the ASU learning environment. With an emphasis on online learning, large transformational projects, and learning prototypes, Action Lab's predictive and evaluative analyses support enrollment, student success, and persistence from a robust data and research perspective. Annie is keenly focused on improving equity, inclusivity, and the quality of education for learners everywhere and is highly motivated by ASU's Charter. For more than ten years at ASU, she has created and taught undergraduate courses, executed large-scale research projects, and supported co-developed university-wide solutions with actionable and operational insights. As an intellectual and civically-minded transformational catalyst, Annie aims to re-conceptualize and expand higher education's evolving social contract with society.
Annie's portfolio targets university-wide solutions that foster student success through research, evaluation, leadership, and innovative learning and digital teaching models to reduce barriers to achievement in higher education. Annie provides organizational leadership to ensure projects move seamlessly between phases and teams. Working with a broad array of researchers and analysts who embody various expertise, Annie networks interdisciplinary research teams to create co-informed, data-driven insights that shape the world around us. From a management perspective, Annie is a strong coalition-builder who aims to readily remove barriers to sharing information and ideas. From a development perspective, Annie co-develops and supports meticulously curated high-quality learning content that is aesthetically appealing, engaging, researchable, and deliberately enhances inclusive excellence and accessibility to a broad audience through the principle of "elegantly-designed experiences." Student success, retention, inclusion, and accessibility for all learners are motivating factors that span all areas of her portfolio.
Annie's scholarly research spans various topics, including education for sustainability (EfS), science and technology studies (STS), innovative technologies to improve learning experiences, design from a human-centered approach, and transformations in higher education. Annie's research agenda is intentionally connected to her current projects and morphs as she takes on new endeavors. Annie takes on research questions and protocols that co-inform insights from a qualitative and quantitative mixed-methods methodical perspective, always working collaboratively to execute research.
Annie has more than a decade of experience securing grants and philanthropic funding to advance these projects and research. Before coming to EdPlus in the Fall of 2021, she worked at ASU's Biodesign Insitute for Nobel Laureate Lee Hartwell, Ph.D., for 12 years. Annie still actively collaborates with Lee. Before coming to ASU, Annie worked in the field of architecture as a designer for five years at the influential architecture studio Skidmore, Owings, & Merrill. She is LEED-certified and is a certified Lean Six Sigma Green Belt from Purdue.
- Ph.D. Human and Social Dimensions of Science and Technology, Arizona State University
- MS, Science and Technology Policy, Arizona State University
- Professional Masters Architecture and Interior Design, University of California-Los Angeles
- B.A., School of Sustainability, Arizona State University
Annie’s research interests and daily efforts focus on innovative technologies, strategies, and experiences to improve learning and bolster society’s critical and evaluative consumption of science and technology. Annie investigates complicated problems in novel and emerging ways through mixed-method iterative approaches. As a research operations executive lead, Annie organizes various types of researchers to support co-informing data collection strategies through descriptive and analytical methodological processes. Annie organizes and participates in collaborative research efforts that address strategic research challenges. Still, her work always comes back to her overarching research question—How do people construct and understand the world around them, and, in turn, how do those constructs change the way people engage with their world?
Peer-Reviewed Journal Articles
- Hale, A., Archambault, L., & Wenrick, L. (2020). Lessons from within: redesigning higher education. Development and Learning in Organizations: An International Journal. https://www.emerald.com/insight/content/doi/10.1108/DLO-09-2019-0203/fu…
- Brandt, J. O., Barth, M., Merritt, E., & Hale, A. (2020). A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability. Journal of Cleaner Production, 279 (123749). https://doi.org/10.1016/j.jclepro.2020.123749
- Hale, A., Archambault, L., & Wenrick, L. (in press 2021). Higher Education in Transition: Considerations for change. International Journal on E-Learning.
- Merritt, E., Hale, A., & Archambault, L. (2019). Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability, 11(1), 155.
- Richter, J., Hale, A. E., & Archambault, L. M. (2018). Responsible innovation and education: integrating values and technology in the classroom. Journal of Responsible Innovation, 1-6.
- Archambault, L., Hale, A., Merritt, E. (2018). Breaking Through Barriers: Using the Sustainability Education Framework for Teachers to Build Sustainability Literacy in K-12 Classrooms. Green Schools Catalyst Quarterly, VI, 63-71. (Invited)
- Merritt, E. G., Archambault, L., & Hale, A. E. (2018). Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course. Discourse and Communication for Sustainable Education, 9 (1),18-35
- Foley, R. W., Archambault, L. M., Hale, A. E., & Dong, H. K. (2017). Learning Outcomes in Sustainability Education Among Future Elementary School Teachers. Journal of Education for Sustainable Development, 11(1), 33-51.
- Archambault, L., Bergstorm, K., Bollmann-Zuberbuhler, B., Burns, H., Cirillo, J., Cloud, J., … Warren, A., & Withycombe, L. (2017). Education for a sustainable future: Benchmarks for individual and social learning. Journal of Sustainability Education. Retrieved from http://www.susted.com/wordpress/special-project-education-for-a-sustain…; benchmarks/
- Hale, A. E., Shelton, C. C., Richter, J., & Archambault, L. M. (2017). Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers. Journal of Geoscience Education, 65(2), 101-112. (Invited)
- Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68.
- Shelton, C. C., Warren, A. E. *, Archambault, L. M. (2016). Exploring the use of interactive digital storytelling video: Promoting student engagement and learning in a university hybrid course. Tech Trends, 60(5), 465-474.
- Warren, A. E.*, Archambault, L., & Foley, R., (2014). Sustainability Education Framework for Teachers: Developing sustainability literacy through futures, values, systems, and strategic thinking. Journal of Sustainability Education, 6, 1-14.
Refereed Book Chapters
- Christodoulou, E., et. al, (2017). Textbooks for Sustainable Development A Guide to Embedding (1st ed., pp. 1-188) (India, UNESCO MGIEP, New Delhi). Paris: (UNESCO MGIEP). https://d27gr4uvgxfbqz.cloudfront.net/files%2F6d6a3320-cea1-487b-910d 1eb62f5f86ad_Embedding%20Guidebook.pdf
- Archambault, L. & Warren, A. (2015) Leveraging elearning to prepare future educators to teach sustainability topics. In U. Azeiteiro (Ed.), E-Learning and Education for Sustainability: Peter Lang Publishing.
- Foley, R., Archambault, L., & Warren, A. (2015). Intervening in preservice education: An initial evaluation of sustainability literacy among future K-8 educators. In S. Stratton, Hagevik, R. Feldman, A. & Bloom, M. (Eds.). Educating Science Teachers for Sustainability: Springer.
*former last name is Warren
Funded
- 2019, one-year project, U.S Embassy in Kosovo: Creating a Kosovo educator course; Integrating Education for Sustainability into the Classroom, PI, recognition 50%
- 2019, two-year project, Bezos Family Foundation: Studio Co-PI, recognition 50%
- 2015, three-year project, Bezos Family Foundation: Teaching Time Capsule, Co-PI, recognition 50%
- 2015, 8-month project, Palestine Project: Empower Kids project proposal, Senior Personal
Courses
2023 Spring
| Course Number | Course Title |
|---|---|
| SOS 294 | Special Topics |
| SOS 294 | Special Topics |
2022 Fall
| Course Number | Course Title |
|---|---|
| SOS 294 | Special Topics |
| SOS 294 | Special Topics |
2022 Spring
| Course Number | Course Title |
|---|---|
| SOS 294 | Special Topics |
| SOS 294 | Special Topics |
2021 Fall
| Course Number | Course Title |
|---|---|
| SOS 294 | Special Topics |
| SOS 294 | Special Topics |
2021 Spring
| Course Number | Course Title |
|---|---|
| SOS 294 | Special Topics |
| SOS 294 | Special Topics |
| HUL 494 | Special Topics |
| HUL 598 | Special Topics |
| BIO 494 | Special Topics |
| HDA 494 | Special Topics |
| FIS 494 | Special Topics |
2020 Fall
| Course Number | Course Title |
|---|---|
| SOS 294 | Special Topics |
| SOS 294 | Special Topics |
2020 Spring
| Course Number | Course Title |
|---|---|
| SOS 294 | Special Topics |
| SOS 294 | Special Topics |