Photo of Leanna Archambault (center), Medha Dalal (left), and Catharyn Shelton (right) at the SITE 2016 conference.

Ph.D. Doctoral Students (Chaired or Co-Chaired)

Hale, Annie (2020). Ph.D. in Human and Social Dimensions of Science and Technology.

Dissertation: Sustained Relevance Through Elegance: Redesigning Higher Education from Within

Current position: Director of Research and Development, Arizona State University, Biodesign Institute Pathfinder Center.

Delal, Medha (2019). Ph.D. in Learning, Literacies, and Technology.

Dissertation: Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach

Current position: Postdoctoral Scholar, Arizona State University,

Fulton Schools of Engineering

Shelton, Catharyn (2018). Ph.D. in Learning, Literacies, and Technology.

Dissertation: Online Teacherpreneurship: Shedding Light on the Practice, the Individuals who Pursue it, and the Impacts They Experience.

Current position: Assistant Professor, Northern Arizona University

Larson, Jean (2014). Ph.D. in Educational Technology, Demographics and Preparation Levels of K-12 Online Teachers.

Dissertation: Demographics and Preparation Levels of K-12 Online Teachers.

Current Position: Assistant Research Professor and Education Director, Arizona State University, Center for Bio-mediated and Bio-inspired Geotechnics

Vargas Wright, Jenny (2018). Ph.D. in Educational Technology.

Dissertation: Parents Caring, Sharing, and Learning Together Online: An Exploratory Look at Informal Learning via a Health- Related Support Group in Facebook.

Current Position: Human Performance/Learning and Development Project Manager, Intel Corporation.

Lewis, Carrie (2013). Ph.D. in Educational Technology.

Dissertation: Preservice Teachers’ Ability to Identify Technology Standards: Does Curriculum Matter?

Current Position: Instructional Designer, Minnesota State University

Ph.D. Doctoral Students (Committee Member)

Sabo, Kent (2013). Ph.D. in Educational Technology.

Dissertation: A Mixed-Methods Examination of Influences on the Shape and Malleability of Technological Pedagogical Content Knowledge (TPACK) in Graduate Teacher Education Students.

Shea, Jennifer (2013). Ph.D. in Educational Policy. Dissertation: Is It Really Up To Me? Academic and Life Tensions for “Double First-Generation” College Students

Ed.D. Doctoral Students (Committee Member)

Dawes, Scott (2019). Dissertation: Transfer of Training Aircraft Maintenance: Perceptions of Blended Learning Impact.

Edwards, Clea (2018). Dissertation: Supporting K-12 Online Learners: Developing a Mentorship Program.

Romirowsky, Kelly. (2018). Dissertation: Mindfulness in Online Courses: A Mixed-Methods Research Study.

Leake, Stephanie (2014). Dissertation: A Blended and Face-to-Face Comparison of Teacher Professional Development: What’s the Impact?

Hargens, Taryl (2010). Dissertation: Individual Professional Development Plans: Cultivating Professional Growth.

Hernandez, Lori (2022). Dissertation: A Blended Approach to Teacher Professional Development

McMillie, Kyann (2010). Dissertation: Dancing in a Minefield: An Analysis of Turnaround Specialists in Arizona Schools.

Johnson, Lynda. (2010). Dissertation: Improving Rigor and Engagement Through Communities of Practice

Sanders, Karen (2010). Dissertation: Effective Online Teachers: Excellence in a Virtual Environment.

Shough, Lori (2010). Dissertation: Standards-based Teacher Evaluation: A Professional Development Tool for Improving Instruction.

Williams, Nan. (2010). Dissertation: Professional Development for the Masses.

Ongoing Mentorship of Doctoral Students

Woo, Lauren (2021-present). Ph.D. in Learning, Literacies, and Technology

Green, Emily (2021-present). Ed.D. in Leadership and Innovation