麻豆传媒

Dr. Vanessa Dennen is a Professor of Instructional Systems & Learning Technologies in the Department of Educational Psychology & Learning Systems. She joined the faculty at FSU in 2003.

Vanessa鈥檚 research investigates the cognitive, motivational, and social elements of computer-mediated communication. Specifically, she concentrates on three major issues: (1) learner engagement in online discussion activities; (2) identity development, knowledge management, and knowledge brokering within online networks and communities of practice; and (3) ethical issues related to computer-mediated learning.  Her research is situated in both formal and informal learning environments and focuses on communication technologies ranging from discussion forums to social media to mobile technologies. She has authored more than 50 journal articles and book chapters, which have appeared in publications such as Instructional Science; Distance Education; Computers in Human Behavior; Educational Research Technology & Development, The Handbook of Distance Education; and The Handbook of Research on Educational Communications and Technology among others. Additionally, in 2013 she co-edited (with Jennifer B. Myers) a book, Virtual Professional Development and Informal Learning in Online Environments.

Vanessa currently serves as co-Editor in Chief of The Internet and Higher Education. Additionally, she is a member of the editorial board for Educational Researcher and has edited special issues for Distance Education and Technology, Instruction, Cognition & Learning. She is serving a 3-year term (2016-2019) on the board for the American Educational Research Association鈥檚 Instructional Technology special interest group.

She teaches courses on learning theory and instructional design and research methods for new and emerging technologies. She has received six teaching and mentoring awards at FSU since 2013. In 2014, with the assistance of a group of graduate students at Florida State University, she designed and taught the Social Media for Active Learning MOOC, a professional development offering for educators and instructional designers.

As a practitioner, Vanessa has worked as an instructional designer and evaluator in corporate, government and higher education settings. Consulting projects have ranged from evaluating online learning programs to designing SCORM-compliant Web-based training programs to developing online community supports. She has delivered professional development workshops and webinars internationally for instructors and instructional designers on topics such as developing online presence, social media integration in the classroom, and instructional design for active learning.

Vanessa has a PhD and MS from Indiana University (Instructional Systems Technology, 2001; Educational Psychology, 1999) and an MS from Syracuse University (Instructional Design, Development & Evaluation, 1995). She received her BS in Radio-TV-Film from Northwestern University.

Natalie B. Milman, Ph.D. is Professor of Educational Technology and Director of the Educational Technology Leadership Program at The George Washington University and a member of the interdisciplinary Human-Technology Collaborations Ph.D. program and research lab (go.gwu.edu/htc). She is on the steering committee and a member of GW鈥檚 Academy of Distinguished Teachers and winner of the 2017 Bender Teaching Award. Her research focuses on the design of instruction and models for the effective leadership and integration of technology at all academic levels; online student support needs, engagement, and learning; issues of diversity, inclusion, and digital equity; and the use of digital portfolios for professional development.

She serves as the co-editor of the Current Practice Section of "Contemporary Issues in Technology and Teacher Education" and has published numerous journal articles, including in "Computers in the Schools," "Journal of Research on Technology and Education," "Journal of Technology and Teacher Education," "Online Learning," and the "Quarterly Review of Distance Education." She presents frequently at conferences and has co-authored several book chapters and books. Her most recent book is entitled, "Teaching Models: Designing Instruction for 21st Century Learners."

Dr. Milman earned a doctorate in Instructional Technology from the University of Virginia鈥檚 Curry School of Education with a graduate specialization designed to prepare technology leaders. She began her career in education as a second grade, science specialist, mentor, and technology teacher in Los Angeles County, California. She has taught at the graduate school level since 1997 and online since 2001.

Brent Maddin's work focuses on reimagining the roles, and preparation, for a new educator workforce.

As the executive director of Next Education Workforce initiatives at Mary Lou Fulton Teachers College, Maddin works to empower individual educators and improve education systems. NEW combines innovative models of schooling to expand who is in the classroom and to rethink the structure of their roles.

Prior to ASU, Maddin was co-founder and provost at the Relay Graduate School of Education where he established the vision for the institution鈥檚 curriculum and managed teams focused on curriculum design, institutional research and program innovation. 

While at Relay, Maddin also founded TeacherSquared, a national center dedicated to increasing collaboration among teacher preparation institutions. He was a founding staff member of IDEA College Prep, and a nationally board-certified teacher in secondary science. 

Latasha "Tasha" Holden is an assistant professor in the  at the University of Illinois Urbana-Champaign and a researcher at the Beckman Institute for Advanced Science and Technology.
Holden's research seeks to better understand how (process), when (context), and why (internal vs. external factors) different individuals achieve academic and career success in spite of threats to their identity, well-being, and belonging.
Her research interests include learning and memory with a focus on applying cognitive science to support students with diverse learning needs. She is particularly interested in supporting student resilience in the face of cognitive demands, biases, and identity threats experienced in various testing and learning situations. 
Research areas

Working memory, long-term memory, and learning
Control of cognition
Inter- and intra-individual differences
Culturally informed and responsive science and pedagogy
Diversity, equity, and inclusion
Test performance and achievement
Intervention
Open science and secondary data approaches

Education

B.A., psychology, University of North Carolina at Greensboro, 2010
B.A., art history/museum studies, University of North Carolina at Greensboro, 2010
M.A., experimental psychology, Towson University, 2012
M.A., psychology, Princeton University, 2014
Ph.D., psychology, Princeton University, 2018

Lab page: 
CV: 

Nien-Pei Tsai is an  at the  and a researcher at the . 
An imbalance in neuronal and synaptic excitability is a common abnormality observed in patients with various psychiatric and neurological disorders, including autism spectrum disorders, epilepsy and Alzheimer's disease. The dysregulation of excitability is thought to exacerbate disease symptoms. Identifying and understanding the mechanisms underlying the dysregulation of excitability could reveal novel therapeutic targets for these diseases. To achieve this goal, we utilize various approaches including molecular and cell biology, biochemistry, electrophysiology, and mouse genetics to understand the regulation of excitability homeostasis at synaptic, neuronal, network and system levels, and how the deficits of those affect behavior in diseases. 
Research Interests:


Neurobiology


Synaptic transmission


Learning and memory


Neurological and behavioral disorders


 
Current focuses of Tsai's lab include:
1. Studying activity-dependent translational control in fragile X syndrome
2. Exploring novel transcriptional and post-transcriptional regulators in neurodevelopment 
3. Determining the role of cellular stress response in neuronal plasticity
4. Characterizing the molecular mechanisms contributing to comorbid seizures in Alzheimer's disease
 
Education


B.S., National Taiwan University, Taipei, Taiwan, 2002


M.Sc., National Yang-Ming University, Taipei, Taiwan, 2004


Ph.D., University of Minnesota, Minneapolis, MN, 2009