Researchers

Dr. Maher is a Distinguished Professor, Director, Robert B. Davis Institute for Learning and HEditor, The Journal of Mathematical Behavior.

Her early years of teaching as a secondary and college mathematics teacher provided her with a strong foundation for gaining insights into student learning mathematics and the conditions that are required for students’ to build durable understanding of mathematical ideas and ways of reasoning. From this experience she learned that, under certain conditions, students could build powerful mathematical ideas, enjoy doing mathematics, and engage in productive arguments that lead to constructing “proof like” justifications for their solutions. Her teaching, research and service are intertwined. For both graduate courses in mathematics education and related work with schools as service to the community. Video data from over 25 years of research has produced a unique collection of videos of students doing mathematics that are accessed through the Video Mosaic Collaborative (VMC: www.videomosaic.org). These videos are used for ongoing research on student learning mathematics and for study in teacher education.

Ruqqayya Maudoodi is the Director of Arts Online at the Mason Gross School of the Arts. She is an instructional technologist, educator, and researcher specializing in designing curriculum for online and hybrid delivery. Her current research interests include digital media for teaching and learning, massive open online courses, and the infrastructure and course development of hybrid and online degree programs.

Janice is currently serving as the Science Engineering & Technology Agent for the department of 4-H Youth Development at Rutgers University where she supports county 4-H Agents in promoting STEM in their communities. She hosts a variety of on-campus programs designed to engage young people in Rutgers University science and engineering programs. In addition, Janice helps university faculty to develop innovative and effective broader impact statements in accordance with NSF’s Criterion II. Scientists and Engineers are engaged in a wide variety of education and outreach initiatives designed to educate the public about STEM disciplines. Janice works with scientists to translate their research into educational products that can be used by K-16 students, teachers and the general public. Finally, Janice is interested in program evaluation and works with a range of external collaborators to conduct a range of program assessments.

Dr. Pablo Mejia-Ramos is an Associate Professor of Mathematics Education at Rutgers University, where he is jointly appointed in the Department of Learning and Teaching within the Graduate School of Education and the Department of Mathematics within the School of Arts and Sciences. He is mainly interested in mathematical argumentation and proof, particularly the ways in which university students and research-active mathematicians construct, read, and present arguments and proofs in mathematics.

Dr. Nguyen's research focuses on building efficient, scalable, and dependable computer systems. He is also engaged in research on improving and scaling CS education. See his research lab's Web sitefor more information on his group's research.

Arthur B. Powell is a full Professor at Department of Urban Education at Rutgers Newark. Dr. Powell's research interests focus on writing and mathematics learning; ethnomathematics; development of mathematical ideas, reasoning, and heuristics; teacher professional development in the mathematics for teaching; and collaborative problem solving in mathematics with technology. He also directs the Research Group on Communication, Technology, and Mathematics Learning and its instructional project, eMath.

Ronald Ransome is the Dean of Mathematical and Physical Sciences at the School of Arts & Sciences. He is an experimental nuclear physicist with a research emphasis on studies of the internal structure of the nucleon using neutrinos and electrons as probes. Dean Ransome participates in the strategic planning and decision-making process of the School of Arts and Sciences providing recommendations and assistance to the Executive Dean.

Dr. Rebecca Reynolds is an Associate Professor in the Department of Library and Information Science in the Rutgers School of Communication and Information.Her work investigates social constructivist human learning in formal educational settings of K-12, higher education, and continuing education, along with informal learning environments, and intentional and incidental learning occurring in naturalistic online participatory settings such as social media platforms. She explores design and development of socio-technical systems for e-learning and the systemic, social, and critical implications of their deployment, such as privacy and data ethics.She situates her work in disciplines of information science, learning sciences, socio-technical systems research, critical informatics, and human information behavior.

Reynolds' past design-based research efforts have contributed to commercialization of a K-12 computer science e-learning platform and system, acquired by Carnegie Learning. Her work has been funded by the Institute for Museum and Library Services (IMLS), the National Science Foundation (NSF) and several Rutgers internal grant programs.One recent project addresses teacher practices during emergency remote teaching in the pandemic, as it relates to digital inequality, instructional design, and student engagement and motivation. Sheis the co-founder and co-editor of the journal,Information and Learning Sciences, published by Emerald.

Note: Reynolds and a colleague guest-edited a full collection of 42 open-access articles in a Special Issue on “Emergency Remote Teaching under COVID19” in the Summer of 2020. The full collection can be found at:

https://www.emeraldgrouppublishing.com/journal/ils/special-issue-free-ac...

Hal Salzman is Professor of Planning and Public Policy at the Edward J. Bloustein School and Senior Faculty Fellow at the John J. Heldrich Center for Workforce Development. His research focuses on science and engineering labor markets, workplace restructuring, skill requirements, and globalization of innovation, engineering and technology design. Recently he has been writing on the science and technology policy implications of his research. Current projects, as Principal Investigator, include several studies of science and engineering education and careers and is funded by the Sloan Foundation and the National Science Foundation. These projects build on Salzman’s previous research on science and engineering education and the workforce (see, for example, “Making the Grade” in Nature and “What Shortages?” in Issues in Science and Technology.) He has testified to Senate and House committees on science and engineering workforce and globalization issues. His work has been cited in Nature, Science, New York Times, Los Angeles Times, PBS Newshour, NPR, and other media.

Dr. Shernoff is an educational psychologist who conducts applied research in schools, after-school settings, technology-supported environments, and other learning environments. He is interested in educational and other holding environments supportive of positive development. Specific areas of research relate primarily to the motivation and engagement of youth, engagement and learning in game-based, digital learning environments, and mentoring in early career development. He has served as Principal Investigator (PI) or Co-PI on over 12 research projects on community engagement, student engagement, or teacher professional development. His research has yielded 5 authored or edited books, and over 35 other publications. He serves on several editorial boards and as a reviewer for the National Science Foundation. He served as chair and program chair of the Out-of-School Time Special Interest Group of the American Educational Research Association (AERA).