C. Victor Bunderson had an innovative career in research management at computeraided instruction/measurement laboratories in universities (Texas and BYU), Educational Testing Service, and companies (including Courseware Inc, WICAT, Alpine Media, and Vality Technology). He founded and is Chairman of EduMetrics Institute, a non-profit research and development organization dedicated to the integration of learning with valid and friendly progress information—new forms of assessment. He continues to work with doctoral students and colleagues as emeritus professor of Instructional Psychology and Technology at Brigham Young University.
Holli Burgon is a graduate student in the Instructional Psychology and Technology program at Brigham Young University. Burgon's academic interests include evaluation theory; program evaluation; cultural foundations of education especially sociology, sociolinguistics, and linguistic anthropology; instructional design; and educational psychology.
Samantha Butterworth is a graduate student in Comparative Literature at Brigham Young University. As an evaluator for the Center for Instructional Design, she has studied the success of online learning for the last three years.
J. Olin Campbell is an Associate Professor of Instructional Psychology and Technology at Brigham Young University. His primary research interests focus on developing interactive learning for college age or older adults that is cost effective, includes collaborative problem solving, and leads to certification or a degree.
Trudy K. Christensen is an adjunct assistant professor in the Instructional Psychology and Technology department at Brigham Young University. She also runs her own consulting business, Learning Connections, Inc., which specializes in creating instructional solutions for educational and corporate clients. Over the past 20 years, she has been involved in designing and developing a wide variety of instructional products, curricula, and computer applications for K-12, voc-ed, adult-ed, and university learners. She has completed projects for organizations such as Educational Testing Service, Allen Communication, and the Smithsonian National Air and Space Museum. Her research interests include instructional theory as it relates to practice and the role of electronic performance support systems in educational settings.
Yonnie Chyung is an Assistant Professor in the Instructional and Performance Technology department in the College of Engineering at Boise State University, where she teaches e-learning, Web design, and other IPT courses, both online and on campus. She has been teaching IPT online courses since 1997. She also delivers online training programs to new IPT online learners and instructors. Chyung's recent research is focused on the use of systematic organizational strategies for reducing attrition in online education.
Michael Corry is an Assistant Professor and Director of the Educational Technology Leadership program at The George Washington University. He is intimately involved with course design and delivery as well as management of this pioneering program delivered via distance education at GWU. Corry's research interests include distance learning theory, distance learning policy, faculty development, asynchronous learning, the integration of technology into K-12 and higher education settings, instructional design, and humancomputer interaction. He has numerous publications and presentations and has designed and delivered faculty development workshops involving technology. Corry holds a Ph.D. from Indiana University in Instructional Systems Technology.
David Cottrell is an Associate Teaching Professor of Accounting at Brigham Young University since 1992. He earned a Ph.D. in accounting from Ohio State University, in 1992, and a MAcc, MHA, and BS in accounting from BYU in 1984 and 1985. He has published numerous articles in TechMall.com, Revenue Recognition in the Internet Economy, The Journal of Accounting Case Research, The Business Credit Magazine, The Tax Executive, and The CPA Journal. He was a Teaching and Learning with Technology Fellow at BYU in 2002, Outstanding Professor at BYU in 2002, received the Max Block Distinguished Article Award, 1998, and has received numerous Teaching Excellence Awards at BYU.
Charles R. Graham is an Assistant Professor of Instructional Psychology and Technology at Brigham Young University with a focus on distance teaching and learning. His research interests include the study of online collaborative learning environments, computer-mediated learning teams, and human interaction in distributed learning environments.
Gary L. Hatch specializes in rhetoric theory and rhetorical criticism. His dissertation is about the role of rhetoric in the eighteenth-century Scottish Enlightenment and focuses on Adam Smith and Hugh Blair. In his three years at BYU, Hatch has taught courses on argumentative writing, rhetorical theory, rhetoric and composition, rhetoric and law, and computers and composition. He has published a textbook on argumentative writing, Arguing in Communities (1996). He is currently working on a book about Hugh Blair, an 18th-century literary critic and teacher of rhetoric.
Gary Kidney is Director of Academic Computing and the Instructional Technology Center at the University of Houston-Clear Lake, as well as a lecturer in Instructional Technology for the School of Education and an adjunct professor in Management Information Systems for the School of Business and Public Administration. Kidney holds an Ed.D. from the University of Houston and Master's and Bachelor's degrees in Education from Arizona State University. His interests are innovative instructional strategies in both the classroom and e-learning.
Heng-Yu Ku is an Assistant Professor in the Department of Educational Technology at the University of Northern Colorado. Prior to joining the faculty at UNC, Ku was a teaching and research associate involved with Preparing Tomorrow's Teachers to Use Technology grant project, and participated in Preparing Future Faculty program at Arizona State University. He teaches Instructional Design, Computers in Education, and Instructional Materials Design courses at UNC. Ku has presented several papers at national and international conferences and served as an Intern in the 2000 AECT conference in Denver. His research interests include technology integration in the classroom, on-line and computer-based instruction, and cross-cultural studies.
Linda Lohr is an Associate Professor at the University of Northern Colorado and is on the Board of Editors for Educational Technology Research and Development. Prior to working in an academic setting Linda worked for a number of businesses as an instructional designer. She continues to work with the business community as the Vice President of Evaluation for the Front Range Chapter of the International Society of Performance Improvement. Lohr's research interests are in the areas of visual design and usability testing. She authored the textbook Creating Graphics for Learning: Lessons in Visual Literacy and is working on a textbook for the design of self-directed learning environments with Heng-Yu Ku, John Cooney, and James Gall.
Russell T. Osguthorpe is a Professor of Instructional Psychology and Technology at Brigham Young University. His research interests include the moral dimensions of instructional design, instructional design practice, and reflection in the teaching, learning, and design processes.
Cheng-Chang (Sam) Pan earned his Ph.D. degree in education with a specialization in instructional technology from the University of Central Florida (UCF) in August 2003. Prior to graduation, he worked as an assistant instructional designer and researcher in Course Development & Web Services at UCF, where he conducts campus-wide studies on distributed learning, usability testing, and professional development. His research interests include: learners' motivation and its antecedents in fully Web-based or Web-enhanced environments; instructional design team building and its team performance appraisal; the effectiveness of online learning systems.
Ed Puckett is a Lead Instructional Designer for University of Houston-Clear Lake in the Instructional Technology Center (ITC). He currently supports faculty in both Web-based and Web-supported environments. He is also responsible for reviewing the work other instructional designers in the ITC. Puckett completed his B.S. Degree at Rensselaer Polytechnic Institute in Troy, New York and earned a M.Ed. in Curriculum and Instruction–Instructional Technology from University of Houston. Ed published several articles related to instructional design, and collaborative course development and is always trying to push the boundaries of e-learning.
Rus Rasmussen earned his Ph.D. in Instructional Psychology and Technology at Brigham Young University. For the past several years he has been involved in research and development for an academic program that uses Internet technology to integrate on-campus and distance students together in synchronous class experiences.
Reid Robison has been director of alumni activities for Brigham Young University since 1998. He has been Vice President and General Manager of O.C. Tanner Recognition Company, Ombudsman for the State of Utah, and worked on the White House staff. He earned a Ph.D. in philosophy from the University of Nebraska-Lincoln, an MBA from Northwestern, and a BA from BYU. He has been an International Society Board member of the Kennedy Center, President of the Freedom Festival at Provo, and an Instructor in the BYU Religion Department.
P. Clint Rogers is pursuing his Ph.D. at Brigham Young University in Instructional Psychology and Technology. His research interests include learning philosophies, technology in education, and cultural differences in evaluation approaches. He is working as an intern with OTSU, Ltd. in Newcastle, England, and looking at instructional design and evaluation in an international business context.
J. Michael Spector has taught courses in computer science, educational psychology, instructional science, and philosophy at both the undergraduate and graduate level for more than 25 years. He was an Associate Professor of Computer Science at Jacksonville State University from 1984 until 1991 and served as Senior Scientist for Instructional Systems at the Air Force Research Laboratory from 1991 through 1996. Spector was Program Director for Educational Information Science & Technology at the University of Bergen from 1996 through 1999 and became Chair of Instructional Design, Development and Evaluation at Syracuse University in January 2000. He is President of the Design & Development Division of the Association for Educational and Communications Technology, Executive Vice President of the International Board of Standards for Training, Performance and Instruction, and editor of the Development Section of Educational Technology Research & Development.
Don Stepich has been working and teaching in the instructional design field for 13 years and teaching online courses for the past 5 years. He is presently an Associate Professor in the Instructional and Performance Technology Department in the College of Engineering at Boise State University, where he teaches a variety of online and live classes, including instructional design, learning theory, and needs assessment. His research interests include techniques for facilitating case discussions in both live and online environments, and the development of community among learners in online classes.
Chih-Hsiung Tu is an assistant professor in ELT at George Washington University. He is a consultant in educational/instructional technology and has extensive experience in distance education, online learning community, learning organization, and knowledge management. His research interests are distance education, socio-cognitive learning, socio-cultural learning, online learning community, learning organization, and knowledge management. He has authored many articles, book chapters, presented book proposals, conference proceedings, and others.
Donna Ure is a graduate student in the Instructional Psychology and Technology Department at Brigham Young University. Donna is interested in blended learning environments in corporate and academic settings.
Gregory L. Waddoups has an interest in online and distance education and program evaluation. For the past six years, he has conducted evaluations in Web-based learning environments with a particular interest in using formative evaluation to help faculty and instructional designers construct effective Web-based learning environments. Prior to joining Brigham Young University, Waddoups conducted extensive evaluations of two online Master degree programs at the University of Illinois. He has presented numerous papers at professional conferences and published his research in several scholarly journals. Waddoups is currently responsible for evaluating the effectiveness of Web-based courses at BYU as well as courses at the University's satellite campuses in Idaho and Hawaii.
Ryan Watkins is an assistant professor at the George Washington University in Washington DC. He received his doctoral degree in 1997 from Florida State University in Instructional Systems Design. He has additional formal training in both change management and program evaluation. Watkins has designed and taught courses (both online and in the classroom) in instructional design, distance education, needs assessment, system analysis and design, as well as technology management. Previously, he was an assistant professor of instructional technology and distance education at Nova Southeastern University. He has also been a member of the research faculty in the Office for Needs Assessment and Planning at the Learning Systems Institute at Florida State University.
Watkins has co-authored E-learning Companion: A Student's Guide to Online Success (Houghton Mifflin, 2003); Strategic Planning for Success: Aligning People, Performance, and Payoffs (Jossey-Bass, 2003); and Useful Educational Results: Defining, Prioritizing, and Achieving (Proactive, 2001). He has also published more than 35 articles on the topics of strategic planning, distance education, needs assessment, return-on-investment analysis, and evaluation. He is an active member of the International Society for Performance Improvement (ISPI) and has served as vice president of the Inter-American Distance Education Consortium (CREAD).
David D. Williams is an Associate Professor of Instructional Psychology and Technology at Brigham Young University. His primary research interests are in the areas of moral and service learning, integrated curricula, partnershipping, qualitative methods of research and evaluation, use of computers in education, and the role of the learner in the education process.
