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Our workshops will complement the demos by offering broader discussions of teaching methods that cover such topics as effectively using student response systems in the classroom to implementing problem- and project-based learning in your courses. Workshops will be interactive and will incorporate perspectives that are rooted both in the day-to-day work of the classroom as well as the latest research on teaching and learning.


José Antonio Bowen
President, Goucher College

José Antonio Bowen is President of Goucher College and author of Teaching Naked: How Moving Technology out of your College Classroom will Improve Student Learning (Jossey-Bass, 2012), winner of a Ness Award for the Best Book on Higher Education.
Bowen began his teaching career at Stanford University in 1982, first as the Director of Jazz Ensembles, and then for the Humanities Special Programs and the Afro-American Studies Program. In 1994, he became the Founding Director of the Centre for the History and Analysis of Recorded Music at the University of Southampton, England. He returned to America in 1999 as the first holder of the endowed Caestecker Chair of Music in the new Program in the Performing Arts at Georgetown University. He was Dean of Fine Arts at Miami University and then Dean of the Meadows School of the Arts at Southern Methodist University (2006-2014).

He has written over 100 scholarly articles in many journals including the Journal of Musicology, The Journal of Musicological Research, Performance Practice Review, 19th-century Music, Notes, Music Theory Spectrum, the Journal of the Royal Musical Associations, Studi Musicali, the New Grove Dictionary of Music and Musicians and in books from Oxford and Princeton university presses. He is also the editor of the Cambridge Companion to Conducting (Cambridge University Press, 2003), and he received a National Endowment for the Humanities (NEH) Fellowship for work on his book: The Conductor and the Score: A History of the Relationship between Interpreter and Text from Beethoven to Wagner.

Bowen has also been a pioneer in active learning and the use of technology in the classroom, including podcasts and online games. He was nominated by both students and colleagues for teaching awards at Georgetown, and in 1990 he received a Stanford Centennial Award for Undergraduate Teaching.

Bowen holds four degrees from Stanford University: a Bachelor of Science in chemistry, a Master of Arts in music composition, a Master of Arts in humanities and a joint Ph.D. in musicology and humanities.



Derek Bruff
Director, Center for Teaching
Senior Lecturer of Mathematics, Vanderbilt University

Derek Bruff is director of the Vanderbilt University Center for Teaching and a senior lecturer in the Vanderbilt Department of Mathematics. As director, he oversees the Center’s programming and offerings for faculty and graduate students, helping them develop foundational teaching skills and explore new ideas in teaching and learning. He also consults regularly with campus leaders about pedagogical issues, seeking to foster a university culture that supports effective teaching. Bruff served on the board of directors of the Professional and Organizational Development (POD) Network from 2010 to 2013, and currently serves as co-PI on a three-year, $750,000 National Science Foundation grant supporting the creation of two MOOCs (massive open online courses) on evidence-based teaching practices for future STEM faculty.  Bruff’s research interests include educational technology, visual thinking, and social pedagogies. He blogs on these topics at, and his book, Teaching with Classroom Response Systems: Creating Active Learning Environments, was published by Jossey-Bass in 2009.  Bruff has taught at Harvard University and has a PhD in mathematics from Vanderbilt University.


Josh Eyler
Director, Center for Teaching Excellence, Rice University

After receiving his Ph.D. in Medieval Studies from the University of Connecticut in 2006, Josh moved to a position as Assistant Professor in the English department at Columbus State University in Georgia.  Although he was approved for tenure at CSU, his love for teaching and his desire to work with instructors from many different disciplines led him to the field of faculty development and to George Mason University, where he served as an Associate Director of the Center for Teaching and Faculty Excellence from 2011-2013. In August of 2013, he came to Rice to take the position of Director of the CTE. He has published broadly on medieval literature, and his eclectic research interests include brain-based learning theories, Chaucer, and disability studies.  His current projects include the book /Teaching the Humanities in the 21st Century/, which is under contract with the University of Nebraska Press.


James M. Lang
Director, Center for Teaching Excellence
Professor of English, Assumption College

James M. Lang is a Professor of English and the Director of the Center for Teaching Excellence at Assumption College in Worcester, MA. He is a member of the Fulbright Specialist Program roster in higher education. He has a BA in English and Philosophy from the University of Notre Dame, an MA in English from St. Louis University, and a Ph.D. in English from Northwestern University.

Lang is the author of four books, the most recent of which are Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008). A starred review in Library Journal describes Cheating Lessons as a “lively book” that “explains relevant cognitive theory, outlines factors that foster cheating, and presents fascinating examples of course structures and classroom activities that stimulate students to work toward mastering their subjects.”

Lang writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, Time, and America.


Brian Lukoff
Pearson Education

Brian Lukoff is an educator, technology designer, and engineer with a passion for assessment and innovation. He is Program Director for Learning Catalytics at Pearson Education. In 2013, Pearson acquired Learning Catalytics, a company that he founded with Eric Mazur and Gary King that produced a cloud-based educational assessment and engagement platform. Learning Catalytics grew out of research work he pursued as a Postdoctoral Fellow in Technology and Education at the School of Engineering and Applied Sciences at Harvard University. He has also taught mathematics at Harvard University and Boston University. He received his Ph.D. from the Stanford University School of Education, with a focus on the intersection of education measurement and technology; his dissertation received the Brenda H. Loyd Outstanding Dissertation Award from the National Council on Measurement in Education. He also holds an M.S. in statistics from Stanford University and a B.A. in mathematics from Cornell University.



David E. Pritchard
Cecil and Ida Green Professor of Physics, MIT

David E. Pritchard attended Caltech (B.S. 1962) and Harvard (PhD 1968), and has been with Massachusetts Institute of Technology since, where he is now Cecil and Ida Green Professor of Physics.  His research accomplishments span modern atomic physics, including laser spectroscopy, atom-atom and atom-molecule collisions, atomic line broadening, van der Waals molecules, atom optics, atom trapping, precision mass measurement, atom interferometry both without and with Bose Einstein Condensates, and condensed matter physics using ultracold bosons and fermions.  His group invented the MOT, a laser trap for cold atoms, as well as the Ioffe-Pritchard trap, both workhorses in the study ultracold atoms and molecules.  He is a member of the National Academy of Sciences, and a fellow of the American Academy for Arts and Sciences, the American Association for the Advancement of Science, the American Physical Society and the Optical Society of America.  He has won the Broida Prize and the Schawlow prize from APS, the Max Born Award from OSA, and the IUPAP Senior Scientist Medal in Fundamental Metrology.  Arguably, he is a better mentor than a researcher, since he has mentored four winners of national thesis awards and three Nobel prizewinners (one of whom gave Dave his gold medal).

Dave has a lifelong interest in teaching and wrote A Mechanics Workbook using the paper-based “programmed instruction” method to teach problem solving.  With his son, he developed, then founded Effective Educational Technologies which developed – now sold by Pearson Education as,, etc..  He was the first Major Coordinator in the MIT Physics Department, and won a Dean’s Teaching and Advising Award and the Earll M. Murman Award for Excellence in Undergraduate Advising at MIT (2010).  His education research group has developed a new pedagogy for teaching problem solving and an integrated online environment for learning introductory physics - see  These developments form the basis for the group’s current free online physics course, see it at .



Henry (Roddy) L. Roediger, III
James S. McDonnell Distinguished University Professor,
Washington University in St. Louis

Henry L. Roediger, III is the James S. McDonnell Distinguished University Professor at Washington University in St. Louis. He was born in Roanoke, Virginia, immediately nicknamed Roddy, and spent most of his youth in Danville, Virginia. He graduated as commander of the corps of cadets from Riverside Military
Academy in Gainesville, Georgia in 1965 and then attended Washington & Lee University in Lexington, Virginia, graduating magna cum laudae with a B.A in Psychology in 1969. He worked with David G. Elmes as an undergraduate and they published several papers (and, later, two books) together. Roediger went on to
graduate school at Yale University, working primarily with Robert Crowder and Endel Tulving, and received his Ph.D. in 1973.

Roediger became an assistant professor at Purdue University in 1973 and spent fifteen very good years on the faculty there, aside from three years as visiting professor at the University of Toronto. In 1988 he was appointed Lynette S. Autrey Professor of Psychology at Rice University, and he spent eight great years in Houston. In 1996 he left for Washington University in St. Louis, where he became Chair of the Department of Psychology with a mission to double the size of the department. He stepped down from this post in 2004. That same year he was appointed Dean of Academic Planning in Arts and Sciences, a position he still holds. He has also served as a Faculty Fellow in the Provost’s office.

Roediger’s research has centered on human learning and memory and he has published on many different topics within this area. He has published over 250 articles and chapters on various aspects of memory and has edited 7 books. His current research interests are focused in several areas: Techniques that enhance learning and memory, with particular emphasis on educational applications; the study of memory illusions (false memories) and how they arise; the relation of confidence in reports from memory and the implications for eyewitness testimony; the study of “memory athletes” and other people who show remarkably superior memory abilities; and the study of collective memory, or how people remember history and how such recollections affect personal identity. His research has been supported by the National Science Foundation, the National Institute for Aging, the James S. McDonnell Foundation, Dart NeuroScience and the Institute of Education Sciences within the U.S. Department of Education.



Ann Saterbak
Professor in the Practice and Associate Chair for Undergraduate Affairs, Bioengineering
Rice University

Ann Saterbak is Professor in the Practice and Associate Chair for Undergraduate Affairs in the Bioengineering Department at Rice University. Saterbak joined the Bioengineering Department in 1999 following a four-year position as an Associate Research Engineer at Shell.  Initially, she was responsible for developing its laboratory program. Saterbak introduced problem-based learning in the School of Engineering and more recently launched a successful first-year engineering design course taught in the Oshman Engineering Design Kitchen.  Saterbak is the lead author of the textbook, Bioengineering Fundamentals.

Saterbak’s outstanding teaching was recognized through university-wide and departmental teaching awards.  In 2011, she was the recipient of the university’s most distinguished teaching award, the George R. Brown Prize for Excellence in Teaching.  Because of her innovative teaching practices and her sustained mentoring of other engineering faculty, she was selected as one of 16 founding fellows in the Center for Teaching Excellence at Rice.  In 2013, Saterbak received the ASEE Biomedical Engineering Division Theo C. Pilkington Outstanding Educator Award.  For her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Education.



Tracy Volz
Professor in the Practice, Director
Program in Writing and Communication
Rice University

Tracy Volz became the director of the Program in Writing and Communication in July 2013.  She oversees the First-Year Writing-Intensive Seminar Program, the Center for Written, Oral and Visual Communication, and communication courses for non-native speakers of English. Volz has been teaching communication at Rice for two decades, most recently as a senior lecturer in professional communication for the Rice Center for Engineering Leadership at the George R. Brown School of Engineering. In 2010 Rice University’s Board of Trustees presented Volz with the Distinguished Service Award in recognition of her efforts to integrate communication into engineering curricula. Before joining the Brown School of Engineering, Volz worked in the Center for Collaborative and Interactive Technology at Baylor College of Medicine. Her scholarly interests focus on intercultural genre learning, technical posters, and engineering education. She holds a Ph.D. in English from Rice University and a Bachelor’s degree in English from the University of Iowa.



Joe D. Warren
Professor of Computer Science
Rice University

Dr. Joe Warren is a professor of Computer Science. His research interests focus on the application of computers to geometric problems and are centered around the general problem of representing geometric shapes. His specific areas of interest include geometric modeling, or the construction and manipulation of data structures for representing geometric objects, and computational geometry, or using algorithms to solve geometric problems.



Jennifer Wilson
Director, Center for Written, Oral, & Visual Communication
Rice University

Jennifer Wilson is the Director of the Center for Written, Oral, and Visual Communication. She graduated from Rice in 1993 with a Bachelors degree in English. Wilson taught high school English and worked in university administration before earning her master’s degree in applied English linguistics at the University of Houston in 2004.  She served as assistant director of the University of Houston Writing Center, where she supervised the English as a Second Language (ESL) writing program and several Writing in the Disciplines projects. In 2012, Wilson completed her doctorate in second language acquisition at the University of Toronto, where she taught writing and speaking courses to international graduate students.






DeLange Conference Home Rice University August 11, 2014