Gregory A. Boris is an educational consultant in the area of leadership with emphases on distance technologies, special education, and school improvement. Prior to this, he was on the faculty of the University of South Dakota (USD), where he directed USD's portion of the Borderless Access to Training and Education (BATE) grant, collaboration between USD, the University of Nevada-Las Vegas, and Montana State University at Bozeman, which provided student access to courses necessary for licensure in educational administration and library media services. Boris earned his doctorate in educational policy and administration from the University of Minnesota and has served as a teacher in both general and special education, and as a school administrator.
Mary Herring is Assistant Professor of Curriculum and Instruction and Coordinator of the University of Northern Iowa's Instructional Technology Division. She is a former co-chair of the Education Department, Morningside College, Sioux City, IA, and director of Student Teaching, North Dakota State University, Fargo, ND. She has conducted many workshops for K-12 teachers and university faculty dealing with the standards-based alignment and integration of technology into curriculum. She is the co-author of Planning for Interactive Distance Education: A Handbook and has published articles dealing with developing interactive distance learning environments and data collection and assessment. She is presently the Association for Educational Communications and Technology's Standards and Accreditation Committee Chair and is a past president of AECT's CHANGE and Teacher Education Divisions.
Scott L. Howell is the assistant to the dean for the Division of Continuing Education at Brigham Young University. He has also been the director of the Center for Instructional Design, director of the Bachelor of General Studies, and assistant director of the Department of Independent Study. Howell received his PhD in instructional science, his MS in community education, and his BS in business management.
Jason Huett is currently a teaching fellow for the Department of Technology and Cognition in the College of Education at the University of North Texas. He is a first-year doctoral student in educational computing. He is interested in developing distance education programs at the university level. He lives in Denton, TX with his wife and two children.
Dwight Laws is director of Brigham Young University's Department of Independent Study and adjunct faculty in the graduate Department of Instructional Psychology and Technology. In addition to 20 years in distance education, Laws’ background includes 5 years with a major radio and television station and 7 years in marketing and sales with two international airlines.
Nathan Lindsay received his master's degree in instructional systems technology from Indiana University, where he taught three courses and worked at the Center of Instructional Consulting. He is currently a doctoral student studying higher education at the University of Michigan, and is interested in faculty development and best practices in university teaching.
Sue Mahoney is an assistant professor at the University of Houston-Downtown in the Department of Urban Education. She teaches educational technology to both undergraduate and graduate students. She received her doctorate from Texas A&M University, College Station, Texas. Her research interests are the design, development, and evaluation of online instruction, online learning communities, and effective technology integration in K-12 and higher education.
Leslie Moller is a graduate of Purdue University's Instructional Research and Development program. He also holds a master of science in industrial relations from Loyola University of Chicago and a bachelor's degree from Mundelein College in Chicago. He is an associate professor of technology and cognition at University of North Texas. Previously, he was an assistant professor of instructional systems at Penn State University. Moller is the chair of the AERA Special Interest Group and serves on the editorial boards of the Quarterly Review of Distance Education, International Journal of Educational Technology and Performance Improvement Quarterly. He has authored nearly three dozen articles and book chapters related to distance education and instructional systems design. He is a frequent presenter at ISPI, AECT, and other national conferences, and has over 20 years corporate and consulting instructional technology experience. He and his wife live in Denton, Texas.
Marcia F. Reisetter is an assistant professor of Educational Psychology and Research at the University of South Dakota, specializing in cognitive psychology, motivation, and qualitative research methods. She received her PhD from the University of Nebraska, Lincoln, in educational psychology. Her emphasis in creating and teaching distance courses has been on using sound theoretical learning and motivation principles to create courses that support student learning.
LeAnn McKinzie Thomason has been engaged in distance education for the last 14 years. Most recently, she served as the associate vice chancellor for Distance Learning and Information Technology for the Texas A&M University System. There she facilitated distance learning opportunities for the component members of the A&M System, including nine universities and eight agencies. She has also served on the faculty and in the administration at West Texas A&M University in Canyon, Texas. Her research interests include online learning environments and the development of learning repositories. Currently, she is providing consultation services in support of instructional technology projects.
Martha Jeanne Yanes is an assistant professor in the College of Education at The University of Texas Pan American in Edinburg, Texas. Her research is focused on the integration of Web-based technology into teacher preparation to promote reflective practice and critical thinking. She is co-PI and co-director of the UTPA PT3 Grant for technology integration in the teacher preparation program. She holds a doctorate in instructional technology and distance education from Nova Southeastern University, an MA in romance languages literature-Spanish from the University of Missouri-Kansas City, and a BA in Spanish and education from Avila College. Her teaching experience is in language instruction, instructional technology, and distance education. She is actively engaged in structuring the UTPA secondary teacher preparation curriculum to correspond to State Technology Standards for All Teachers and the ISTE Standards. She supervises student teachers, conducts technology integration workshops for area teachers, and makes frequent presentations at national and international education technology conferences.
Jon I. Young is a professor and chair of the Department of Technology and Cognition in the College of Education at the University of North Texas. He has made presentations in countries around the world on technology innovations in education. He is very interested in outcome related educational philosophy as it enables students to understand educational expectations and helps them develop procedures for accomplishing their goals.
