Infusing computational reasoning into the curriculum

Chrystalla Mouza    
Associate Professor, School of Education

Dr. Chrystalla Mouza is an associate professor of Instructional Technology. She earned an Ed.D., M.Ed., and M.A. in Instructional Technology and Media from Teachers College, Columbia University and completed post-doctoral work at the Educational Testing Service (ETS). She has expertise in the learning sciences including teacher learning, applications of technology in K-12 classrooms, and teaching and learning outcomes in ubiquitous and mobile computing environments. She is a principal investigator on several projects funded by the Delaware Department of Education to improve teacher quality in high-need schools, a co- PI on a National Science Foundation grant that will provide teacher professional development in computational thinking, and the learning scientist on two National Science Foundation projects that seek to improve climate change education by providing effective professional development to teachers. Dr. Mouza is the recipient of the 2010 Distinguished Research in Teacher Education Award from the Association of Teacher Educators and serves on the editorial board of the Journal of Technology and Teacher Education.

Lori Pollock    
Professor, Computer & Information Sciences

Lori Pollock is a Professor in the Department of Computer and Information Sciences at the University of Delaware.  Her research currently focuses on program analysis for building better software maintenance tools, optimizing compilers for modern computer architectures, and software testing. Her research has been continuously supported through the years by numerous grants from the National Science Foundation and the Army Research Laboratory.  Lori Pollock teaches courses primarily in compiler construction, parallel programming, automatic program analysis and transformation, and software testing. She was awarded the University of Delaware’s Excellence in Teaching Award in 2001.

Zoubeida Dagher    
Professor, School of Education

Dr. Zoubeida R. Dagher is professor of science education at the School of Education and a Faculty Fellow at the Center for Science, Ethics, and Public Policy, University of Delaware. She is currently serving as President of the International History and Philosophy of Science Teaching [IHPST] Group. Her research interests include the nature of scientific methods and practices and representations of scientific epistemology in science curriculum and instruction. Dr. Dagher has coauthored a book titled: Reconceptualizing the Nature of Science for Science Education: Scientific Knowledge, Practices and Other Family Categories (2014).

Kevin Guidry    
Senior Research Analyst, Center for Teaching and Assessment of Learning

Kevin R. Guidry is Senior Research Analyst at the UD Center for Teaching and Assessment of Learning. He works with faculty on exploring new pedagogies and improving existing teaching practices to enhance student learning. Guidry specializes in assessment of student learning and survey methodology having worked on teaching, learning, and assessment research and practice at levels ranging from individual courses to projects spanning hundreds of colleges and universities.

Kathy Pusecker    
Acting Director, Center for Teaching and Assessment of Learning

Kathleen Langan Pusecker is the Acting Director of the Center for Teaching and Assessment of Learning at the University of Delaware. She establishes and maintains relationships with faculty members, Chairs, Deans, and other senior internal constituencies and external agencies, to include national accreditation bodies. She also serves on the Faculty Senate General Education Committee that passed new goals in November 2014. Her responsibilities include assisting UD in addressing the Middle States Commission on Higher Education accreditation standards related to the assessment of general education and student learning. She helps to select and develop tools and oversees their implementation and the analysis and reporting of data. Pusecker establishes critical communications and coordination with internal constituencies and University senior decision-makers to address issues that may affect execution/implementation of University strategic plans, policies and programs. In addition, Pusecker publishes the reports of student learning outcomes for the College Portrait.