Leadership and Innovation
MaryLouFulton Teachers College
As a Senior Learning Designer at Mary Lou Fulton Teachers College at ASU, Derek focuses on empowering faculty to improve the quality of their curriculum, teaching, and support of students' learning through individualized educational and organizational development services. Derek has been working across multiple higher education institutions since 2012 as a researcher, teacher, and designer focused on improving the quality of teaching and learning for all students. Derek's original research has been published in peer-reviewed journals and he has presented his research and work on learning design at numerous national conferences including AERA, Distance Teaching & Learning, EDUCAUSE, POD, and OLC Innovate.
EdD in Leadership and Innovation | Arizona State University, Phoenix, AZ (Anticipated)
MS in Higher Education Administration and Policy | Northwestern University, Evanston, IL
BA in History | Whitman College, Walla Walla, WA
Derek's current research interest focuses on improving teaching and learning and curriculum coherence within higher education with a particular focus on supporting and empowering faculty who have been historically marginalized within the existing power structures of higher education institutions because of their race, gender, or role. He is interested in unpacking the various conceptualizations of curricula from the perspectives of different actors within the institution to reduce barriers to identifying what counts as “valid” knowledge within the curriculum, thereby increasing the agency of marginalized individuals to contribute to the legitimization of knowledge and decreasing the power of hidden curricula to replicate existing norms and values that perpetuate inequitable power hierarchies. As such, his research focuses on interdisciplinary concepts within learning theory, curriculum, and leadership within higher education institutions. In the past, he has researched game-based and simulation-based learning, gamification, learning and motivation, and blended learning theory using the Community of Inquiry Framework.
Speer, J., Conley, Q., Thurber, D., Williams, B., Wasden, M., & Jackson, B. (2022). A mixed-methods study of the effectiveness and perceptions of a course design institute for health science educators. BMC Medical Education, 22(873), 1–15. https://doi.org/10.1186/s12909-022-03910-w
Thurber, D. (2022). Rachel Gable, The hidden curriculum: First generation students at legacy universities. Higher Education. https://doi.org/10.1007/s10734-022-00845-5
Thurber, D. (2021). Designing learning experiences for the future of learning in the digital age: A proposed framework. Current Issues in Education, 22(1). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1890
Thurber, D. & Trautvetter, L. (2020). Examining student reported interaction and satisfaction in higher education administration graduate seminar-style blended courses. Online Learning, 24(3), 184-202. https://doi.org/10.24059/olj.v24i3.2102