Paul Baepler Editor & Author

Paul Baepler serves as a Research Fellow in the Center for Educational Innovation (CEI) at the University of Minnesota, USA. His work has appeared in a variety of journals including Computers and Education, the Journal of College Science Teaching, EDUCAUSE Quarterly, the Journal of Faculty Development, and The New England Quarterly. Along with Brooks and Walker of this volume, he co-edited the Active Learning Spaces volume (#137) of New Directions for Teaching and Learning.

J.D. Walker is a Research Associate in the Center for Educational Innovation (CEI) at the University of Minnesota, USA where his work focuses on investigating the impact of digital technologies and other educational innovations on student learning outcomes in higher education, as well as on student engagement and the faculty teaching experience.

D. Christopher Brooks serves as a Senior Research Fellow for the EDUCAUSE Center for Analysis and Research (ECAR). His research appears in a range of scholarly journals including the British Journal of Educational Technology, EDUCAUSE Quarterly, the International Journal for the Scholarship of Teaching and Learning, The Journal of College Science Teaching, Evolution, the Journal of Political Science Education, and Social Science Quarterly, and in the edited volume Blended Learning: Research Perspectives, Vol. 2.

Kem Saichaie is an Educational Specialist in the Center for Educational Effectiveness at the University of California, Davis, USA. Saichaie has published in a number of venues including The Journal of Higher Education, International Journal for the Scholarship of Teaching and Learning, Medical Teacher, New Directions in Teaching and Learning (Learning Spaces volume), New Directions in Institutional Research, and EDUCAUSE’s Seeking Evidence of Impact series.

Christina Petersen is an Education Program Specialist in the Center for Educational Innovation at the University of Minnesota, USA. Petersen has published in Nature Neuroscience, the Proceedings of the National Academies of Science, and New Directions in Teaching and Learning.