Bio & CV
Education | Professional Experience | Teaching Experience | Publications | Awards And Fellowships | Memberships
Education | Professional Experience | Teaching Experience | Publications | Awards And Fellowships | Memberships
Harvard University, Graduate School of Education, Cambridge, MA
Ed.D. in Learning and Teaching, 2008
Johns Hopkins University, School of Education, Baltimore, MD
M.S. in Technology for Educators, 2001
Virginia Polytechnic and State University, Blacksburg, VA
B.A. in Chemistry, 1995
An executive deeply interested in the learning theories, researcher methods, practices, conditions, and policies that influence education. Motivated, results-oriented, and dynamic executive with proven expertise in building robust strategies, securing funding, and administering profit-and-loss performance in diverse industries. Intuitive leader and skilled communicator able to build collaborative relationships with cross-functional peers, engage industry experts, and attract and retain junior and senior talent. Analytical and organized as well as highly adaptable, proactive, and pragmatic in solving complex problems.
A collaborative funder who proactively worked with Federal funding agencies and many of the country’s largest family and private foundations. Listening carefully to stakeholder, assessing the market, and collaborating with funders and experts led to the establishment of forward-looking, student-centric research portfolios organized around new research methodologies, educational technologies, school models, and policies. Grantees included professors of education, neuroscience, computer science, economics, psychology, and affective engineering; research institutes; and for- and non-profit organizations.
A rigorous, focused, and collaborative researcher with a 15+ year track record obtaining funding from Federal, commercial, and philanthropic organizations to generate new knowledge, validate existing knowledge, and evaluate programs and policies associated with learning and teaching. Recent scholarship focuses on the policy and practice implications of ethics, AI, and education; the sustainability of educational technologies, policies, and practices; and using statistical, computational, and machine learning tools on new types of human-centric and human-generated data. Publishing record includes more than 15 books, book chapters, and peer-reviewed articles; more than 8 public reports and manuscripts; and more than 30 conference papers, invited talks, and presentations on research methodologies, educational technologies, school models, policy, and markets. Research methods include qualitative, quantitative, and mix-methods.
An innovative public high school science teacher who developed project-based learning curricula for the National Park Service and Public Television and served on the National Academy of Science’s Improving Learning with Information Technology committee. An engaging university instructor who taught graduate courses to educators on research methods, curriculum design, and emerging market and policy trends.
Management and leadership responsibilities for Educational Testing Service’s (ETS’s) Center for Strategic Research and Development Alliances. Oversaw ETS's externally funded research portfolio, R&D Consulting Services, and R&D’s merger and acquisition activities to expand R&D's ability to conduct innovative and impactful educational research and contribute to new product development. Collaborate and coordinate with colleagues to develop, deepen, and sustain strategic alliances and productive partnerships with like-minded foundations, companies in the educational technology sector, member organizations, universities, and U.S. and international NGOs and education agencies to help advance quality and equity in education.
Engineered R&D proposal management system and development process to build a net revenue backlog of over $30M and a diversified, gross revenue pipeline of more than $80M with a 20% conversion rate and an average net margin of 30%. On average, the Center submitted about 20 proposals to the U.S. Department of Education, 20 proposals to the National Science Foundation, five proposals to private and family foundations, and five proposals to other funders annually. To increase win probabilities and lower the costs of each proposal, the Center created and managed a cohort-based, community of practice associated with proposal development to mentor and coach 10+ researchers annually.
Representative Consulting Projects
EF+Math. The EF+Math initiative aims to improve math outcomes for students in grades 3–8 by focusing on foundational skills necessary for learning: executive functions. EF+Math, the Advanced Education Research and Development Fund’s inaugural program, focuses on students who have been traditionally underserved. The program supports projects that focus on mathematics and executive functions that provide students agency over their attention, emotions, and behavior to achieve their goals. ETS's role is to provide support on measurement and methods to the EF+Math Program team and their grantees.
Shanghai Municipal Educational Examinations Authority (SMEEA). The Chinese public and government have a long history of faith in testing as a mechanism for ensuring fairness in university admission and government hiring. Chinese government testing agencies, however, generally have limited expertise in modern psychometrics or in other innovations now appearing in U.S. testing programs. Through ongoing engagement with SMEEA since 2017, ETS has provided training and consultation for two distinct project streams. One stream focuses on psychometric training and analysis services. This stream encompasses four sequentially awarded contracts, beginning with workshops and continuing with building SMEEA staff capacity by collaborating on psychometric analysis and validation studies to address operational testing problems. The other project stream focuses on innovative assessment design in K-12 science education. Here, staff capacity building centered on gaining experience with such assessment design innovations as competency models and learning progressions, as well as the use of those innovations for guiding test development and analysis.
Ireland Department of Education. In the fall of 2020, the Department asked ETS’s psychometric research team to help troubleshoot issues with computer code associated with its COVID-19 school-leaving contingency plans. With the closing of Irish schools in the spring of 2020, the republic did not administer its usual school-leaving examinations, which are used for higher education admissions decisions. The Department instead opted to standardize teacher-assigned grades using a complex statistical procedure and historical data. Code errors, which came from a different contractor, caused the computer application to produce inaccurate results. Ireland’s Department of Education sought out ETS based on its reputation. ETS was able to discover additional coding errors and helped the Department with its response to test takers and the public. The work helps R&D understand an alternative scoring system and have the strong possibility of leading to additional work with Ireland and other countries that decided to rely on similar systems due to the pandemic or other reasons. Accredited grades continue to supplement in-person exams for Irish university admissions. ETS R&D continues to contract with Ireland's Department of Education and State Examinations Commission in 2021 and 2022 to develop and support Accredited Grades.
Uber Safety Insights Screening Validation. The project is a validation study of an assessment tool the client, Uber, developed for its driver onboarding process to improve safety outcomes, particularly in the areas of interpersonal conflict and dangerous driving. ETS researchers in their analysis are determining the role of the assessment tool in mitigating safety-related incidents, whether the use of the assessment and its scoring algorithm may adversely affect protected groups, and whether the assessment complies with standards and norms typical of psychometric assessments. ETS has generally done validation work for its own tests and for tests of client organizations for which ETS also contributes psychometric and/or development services. This project is providing knowledge of what would be involved with undertaking validation work alone and potentially represents a new line of business for ETS.
Management and leadership responsibilities for Summit’s Litigation Analytics and Federal Analytics practices include profit-and-loss (P&L) responsibility, performance management, operational and contractual management, creating and executing on multi-year business strategy, business development, and internal and external communications. I grew the practice from 5 to 30 FTEs, with annual net revenue exceeding $7M. Once the Litigation Analytics practice grew to $5M annually, Summit installed a new director to assume the Federal Analytics portfolio.
Cases on which the team and I worked include residential mortgage-backed security litigation, fair lending, and class action litigation in healthcare, insurance, and education. Since joining the team, we have helped the U.S. Government and private clients recoup more than $20B by supporting expert witnesses and counsel. The Federal Analytics practice investigated workers’ safety and employers’ compliance with labor standards by assessing settings, standards, and programs for the Department of Labor. Our evidence-based reports informed decision-makers on how to improve policies and programs, and which to scale, and which to cancel. Our statistical models helped inspectors better enforce laws, impacting employers and workplace safety and health.
Representative Litigation Analytics Projects
Study Director, Residential Mortgage-Backed Securities Litigation. In the run-up to the commercial bank crisis of the late 2000s, investment banks pooled mortgages into residential mortgage-backed securities (RMBS). The downturn in the housing market bankrupted the investment banks that held >$500B in RMBS. The federal government bailed out the banks by purchasing significant amounts of RMBS. When the securities did not perform as expected, the federal government took 19 commercial banks to court. Oversight of more than 30 legal engagements concerning RMBS for both public and private entities. Managerial responsibilities include complex communication and contract management among experts, multiple consulting organizations, counsel, and counsel’s clients. Organization of personnel into functional teams to rapidly develop skills and create efficiencies. Once staff masters the knowledge and skills of one functional team, they are rotated to gain new knowledge and develop new skills. This practice ensures all team members understand cases holistically, avoids single-person dependences, and creates opportunities to deepen and transfer knowledge and skills.
Technical responsibilities include oversight of (a) data management, the preparation, blending, and storage of massive amounts of sensitive quantitative data (~1 TB per case); (b) study design, the creation of complex quantitative study designs that align and inform legal strategies; (c) evidence generation, the proper application of statistical methods using transparent and reproducible code (R, Stata, SAS, and Python) to quantify outcomes, differences, and damages; and (d) evidence presentation for fact-finders (i.e., juries and judges), the presentation of evidence in graphs, tables, visualizations, and compelling stories.
Representative Federal Analytics Projects
Study Director, Department of Labor (DOL), Chief Evaluation Office (CEO), Mine Safety and Health Administration (MSHA) Early Detection Project. Managed a team of five to develop predictive analytic models and user-friendly tools for MSHA administrators and inspectors. The model uses administrative and commercial data to determine which mine operators and contractors will likely fail to pay their fines from inspection violations.
Study Director, DOL, CEO, Wage and Hour Division (WHD), Enterprise-Wide Enforcement Pilot Project. Managed a team of five in the conducting of industry analysis of the hotel and motel industry, calculating baseline estimates of wage compliance in the hotel and motel industry, and analyzing predictors, correlates, and impacts of wage compliance. Afterward, the team developed and piloted a predictive model that determines the likelihood that hotels and motels are likely to violate wage laws.
Study Director, DOL, CEO, Site-Specific Targeting Impact Evaluation. An impact evaluation on the Occupational Safety and Health Administration’s (OSHA) Site-Specific Targeting (SST) program, which aims to maximize safety and health by focusing OSHA’s enforcement actions on worksites with the highest rates of injury and illness. The study includes the simultaneous application of a randomized control trial and regression discontinuity design to estimate the impact of receiving a “high-rate letter” which indicates that the worksite had a higher-than-average rate of injuries. Each site in the treatment group received a high-rate letter, while the control group sites did not. All the sites received follow-up inspections to check for compliance with OSHA standards.
Study Director, DOL, CEO, Federal Agency Targeting (FEDTARG) Program Study. A descriptive, quantitative study of OSHA's FEDTARG program, which targets federal worksites for inspections based on the number of lost-time cases (LTCs) the worksite experienced in the previous fiscal year. The results will provide details on the characteristics of the inspected sites, inspection information including the violations cited during inspections, and the injury/illness counts following inspections.
With an annual budget averaging $4M, collaborated internally with Gates Foundation officers and other funding organizations (e.g., Sloan, MacArthur, Hewlett, Nellie Mae Education Foundations), education member organizations, education technology companies, and research organizations to engineer and implement complex and innovative research and evaluation investments in support of the Gates Foundation’s personalized learning strategy.
Representative Projects Associated with Research Methodologies
Log File and Valence Studies of Engagement, Columbia University. Machine learning and data mining investigations of the ways that (a) affective states (e.g., boredom, frustration, engaged concentration, and delight), (b) behaviors indicating engagement and disengagement, and (c) conscientiousness (i.e., the motivation to work hard despite challenging conditions) interact and ultimately influence learning.
Stealth Assessments of Cognitive and Non-Cognitive Factors, Florida State University. Application and advancement of evidence-centered design methods to design, implement, and evaluate “stealth assessments,” which are assessments embedded deeply within games to measure unobtrusively, accurately, and dynamically how learners progress relative to targeted competencies.
Studies of Grit and Academic Tenacity, University of Pennsylvania. Multi-year investigation to provide new insight into both cognitive and non-cognitive student factors that predict college persistence and to develop school-based interventions to cultivate them.
Representative Projects Associated with Educational Technologies
Research and Evaluation on Khan Academy, SRI International. A multi-year implementation study to generate information for school systems, school leaders, and teachers on how Khan Academy, and by implication, other similar digital learning tools and resources, could be used to support personalized math learning. Participants included 20 public, charter, and independent schools; more than 70 teachers; and approximately 2,000 students in each study year.
Encouraging Student Success in Online Learning, SRI International. A multi-year investigation to determine to what extent, when, and how six large-scale online Algebra 1 courses work or do not work for different student populations, especially those that are historically disadvantaged or underserved.
Game-Based Formative Assessment Designs and Practices, University of Michigan. Investigation to understand how teachers’ formative assessment knowledge and practices interact with the formative assessment features of a range of educational games intended to support student learning of core content in mathematics, science, English language arts, and social studies and history.
GlassLab Research, SRI International. Multi-year, mixed methods research on the qualities, features, inferential validity, reliability, and effectiveness of the assessments that were embedded within the GlassLab game products. GlassLab, >$10M investment by the Gates Foundation and the MacArthur Foundation, supported the creation of assessments built into commercial video games, such as the Sims.
Representative Projects Associated with School Models
Research and Evaluation on Personalized Learning School Models, RAND Corporation. Multi-year investigation of more than 100 personalized learning school models in the United States over time to determine which models and the instructional strategies they apply consistently overperform traditional school models.
Research and Evaluation on Personalized Learning Pathways, RAND Corporation. Process and outcome evaluation of three pilot personalized learning pathways interventions in Philadelphia Public Schools, Adams 50, and China Society. The effort included the creation of a vision document and draft metrics for the field regarding personalized learning models in K-12 settings.
Representative Projects Associated with Policies
Common Rule Study, National Academy of Sciences. Support of a consensus study and resulting report to communicate the position of the behavioral, social, and educational research community on revising the Common Rule, which governs human subject research conducted or supported by federal departments and agencies.
How People Learn II: Learners, Contexts, and Cultures, National Academy of Sciences. Support of a consensus study and resulting report that expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. It provides a much-needed update incorporating insights gained from the investigation of neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, authors document the important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments.
Learning Analytic Workgroup, Stanford University. Support of a group of approximately 30 experts from diverse disciplines and sectors charged to prepare and deliver a public-facing report in summer 2014 that (a) provides a conceptual framework for building the field of education data scientists, (b) defines critical questions for understanding how to build the field of education data scientists, (c) articulates and prioritizes new tools, approaches, policies, markets, and programs of study associated with the field of education data scientists, (d) determines resources needed to address priorities, and (e) maps how to implement the field-building strategy and how to evaluate progress.
Served as a learning and teaching researcher in SRI International’s Center for Technology in Learning who used a wide range of quantitative and qualitative methodologies to complete investigations that result in new knowledge that enables educators, policymakers, and other clients to make decisions about learning innovations that have the potential for large-scale positive impact.
Representative Projects Associated with Research Methodologies
Co-Principal Investigator, Virtual Environment Real User Study (Verus). An international study identifying behavioral indicators in Virtual Worlds (VWs) and Massive Multiplayer Online Games (MMOGs) from logfiles that are predictive of real-world characteristics of the users. Sponsored by Air Force Research Labs at >$5M over three years.
Principal Investigator, Harnessing Virtual Worlds for Arts and Humanities Scholarship. Investigation of the potential of virtual worlds to support new forms of humanities scholarship and research. Funded by the Andrew Mellon Foundation at >$500K over one year.
Representative Projects Associated with Educational Technologies
Principal Investigator, U.S. Army Persistent Learning Capability Training Effectiveness Analysis. This evaluation included the verification and validation—and formative and summative evaluation—of a Multi-user Online Virtual Exercise (MOVE) that soldiers used to train using field tools collaboratively before applying them in theater. Funded by the Department of Defense at >$1M over two years.
Co-Principal Investigator, Evaluation of NASA’s “Astronaut: Moon, Mars, and Beyond.” This effort extended current models for evaluating educational games by describing the roles, responsibilities, and communication networks of the public-private partnership formed to build NASA’s MMOG, “Astronaut: Moon, Mars, and Beyond.” In addition, the evaluation investigated the impact of gameplay on students’ understanding of STEM content and their STEM career aspirations in close collaboration with other researchers affiliated with the game. Funded by NASA at >$500K over two years.
Researcher, Contingent Pedagogies for Conceptual Teaching and Learning (CoPed). An NSF-sponsored research project, which included the development of a formative assessment intervention that integrates existing classroom network technologies (GroupScribbles and Classroom Performance Systems), interactive formative assessments, and contingent curriculum activities to help teachers adjust instruction to improve middle school student learning of selected Earth science concepts such as the rock cycle, forces that shape Earth’s surface, and plate tectonics.
Representative Projects Associated with School Models
Researcher, Evaluation of Evidence-Based Practices in Online Learning. A study sponsored by the U.S. Department of Education to provide educators, policymakers, and researchers with evidence-based strategies for implementing online learning in secondary education.
Evaluator, CISE Pathways to Revitalized Undergraduate Computing Education (CPATH). Evaluation of CPATH, an NSF-sponsored initiative with the goal of transforming undergraduate computing education on a national scale.
Researcher, Pre-Engineering Partnership Design. Pre-Engineering Partnerships (PEP) is a new program that extends the National Defense Education Program’s (NDEP) impact on middle schools. Through PEP, Department of Defense scientists and engineers visit middle school classrooms and conduct instructional activities with the students and their teachers. SRI-designed activities that connect teachers’ needs, scientific and engineering resources, student motivation, and learning materials and technologies to be used in PEP.
Representative Projects Associated with Policies
Researcher, National Education Technology Plan. Supported fellow SRI International researchers and a Technical Working Group in the development of the U.S. Department of Education’s fourth National Educational Technology Plan. The plan, “Transforming American Education: Learning Powered by Technology,” calls for applying the advanced technologies used personally and professionally to our entire education system to improve student learning, accelerate, and scale up the adoption of effective practices, and use data and information for continuous improvement.
Doctoral research assistant to Dr. Chris Dede for, “River City,” an NFS-sponsored project exploring a multi-user virtual environment that helps middle school science students understand scientific inquiry. Doctoral research assistant to Dr. Chris Dede for, “Handheld Devices for Ubiquitous Learning” project.
Doctoral research assistant to Dr. Paul Horwitz and Dr. Janice Gobert for, “Modeling Across the Curriculum,” an NSF-sponsored project investigating computer-based modeling simulators of biology, chemistry, and physics concepts.
Participated in “Bridging the Watershed,” in which National Park Rangers and teachers from Prince George’s County, Maryland, and the District of Columbia collaborated to develop hands-on science lessons and activities for secondary students. A collaborating author and editor of the “Watershed Watchdogs” module. Brought groups of science students each academic semester to Washington area national parks to complete modules and analyze findings with students.
Authored and presented learning modules for, “the Maryland Public Television 2000 Maryland Tech Consortium Institute for English, Social Studies, and Technology Mentor Teacher Program,” “the Maryland Public Television and Johns Hopkins University BioHealth Link Questions of Cancer Mentor Teacher Program,” “the Maryland Public Television 1999 Maryland Tech Consortium Institute for Math, Science, and Technology Mentor Teacher Program,” and “the Maryland Public Television National Teacher Training Institute for Math, Science, and Technology.”
Developed and taught graduate-level courses to educators, including “Collaborative and Project-Based Learning Using Technology,” “Emerging Issues for Instructional Technology,” “Evaluation and Research of Technology-Supported Interventions and Programs,” “Gaming and Media Design for Learning,” and “Multimedia Design for Instruction.”
Teaching fellow to Professor Katerine Bielaczyc for “Technology and Assessment;” to Professor Christopher Dede for “Leadership in Educational Technology Policy” and “Learning Media that Bridge Distance and Time;” and to Professor David Perkins for “Cognition and the Art of Instruction.”
Developed and taught graduate-level courses to educators, including “Chemistry for Elementary Teachers K-6,” “Introduction to Microcomputer Applications for Teachers,” and “Introduction to Webpage Design.”
Courses taught include Advanced Placement Chemistry, Talented and Gifted Chemistry, Comprehensive Chemistry, Chemistry in the Community, Physical Science, and Environmental Science.
Publication
Dieterle, E., Dede, C., & Walker, M. (2022). The cyclical ethical effects of using artificial intelligence in education. AI & Society. https://doi.org/10.1007/s00146-022-01497-w
Dieterle, E., & McWilliams, K. (2022). Taking the long view: Monitoring the sustainability of educational technologies. In T. Amankwatia & R. Cobb (Eds.), Large-scale technology implementation stories to inspire change (pp. 122-139). Brill. https://doi.org/10.1163/9789004533417_010
Dieterle, E., Holland, B., & Dede, C. (2021). The cyclical effects of ethical decisions involving big data and digital learning platforms. In E. Mandinach & E. Gummer (Eds.), The ethical use of data in education: Promoting responsible policies and practices (pp. 198-215). Teachers College Press.
D'Mello, S., Dieterle, E., & Duckworth, A. (2017). Advanced, analytic, automated (AAA) measurement of engagement during learning. Journal of Educational Psychology, 52(2), 104-123. https://doi.org/10.1080/00461520.2017.1281747
Dieterle, E., & Murray, J. (2011). Virtual environment real user study: Design and methodological considerations and implications. Journal of Applied Learning Technology, 1(1), 19-25.
Dieterle, E. (2010). Video games for teaching and learning science. In A. Hirumi (Ed.), Playing games in school: Video games and simulations for primary and secondary education (pp. 89-119). Eugene, OR: International Society for Technology in Education.
Dieterle, E. (2009). Neomillennial learning styles and River City. Children Youth and Environments, 19(1), 245-278. http://www.jstor.org/stable/10.7721/chilyoutenvi.19.1.0245
Dieterle, E., & Murray, J. (2009). Realizing adaptive instruction (Ad-In): The convergence of learning, instruction, and assessment. In D. Schmorrow, I. Estabrooke, & M. Grootjen (Eds.), Foundations of augmented cognition: Neuroergonomics and operational neuroscience (pp. 601–610). New York, NY: Springer. https://www.springer.com/gp/book/9783642028113
Clarke, J., Dede, C., & Dieterle, E. (2008). Emerging technologies for collaborative, mediated, immersive learning. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 901-909). New York, NY: Springer-Verlag. https://www.springer.com/gp/book/9780387733142
Dieterle, E. (2008). The convergence of neomillennial learning styles and a multi-user virtual environment. Cambridge, MA: Harvard University, Graduate School of Education. https://www.learntechlib.org/p/121628/
Dieterle, E., & Clarke, J. (2008). Mulit-user virtual environments for teaching and learning. In M. Pagani (Ed.), Encyclopedia of multimedia technology and networking (Second ed., pp. 1033-1041). Hershey, PA: Idea Group, Inc. https://doi.org/10.4018/978-1-60566-014-1.ch139
Dede, C., Dieterle, E., Clarke, J., Ketelhut, D., & Nelson, B. (2007). Media-based learning styles. In M. G. Moore (Ed.), Handbook of distance education (pp. 339-352). Mahwah, NJ: Lawrence Erlbaum Associates.
Dieterle, E., Dede, C., & Schrier, K. (2007). Neomillennial learning styles propagated by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential. Hershey, PA: Idea Group, Inc. https://doi.org/10.4018/978-1-59904-483-5.ch002
Nelson, B., Ketelhut, D., Clarke, J., & Dieterle, E. (2007). Robust design strategies for scaling educational innovations: The River City case study. In B. Shelton & D. Wiley (Eds.), The design and use of simulation computer games in education (pp. 224-246). Rotterdam, the Netherlands: Sense Press. https://doi.org/10.1163/9789087903121_013
Dieterle, E., & Dede, C. (2006). Building university faculty and student capacity to use wireless handheld devices for learning. In M. van't Hooft & K. Swan (Eds.), Ubiquitous computing in education: Invisible technology, visible impact (pp. 303-328). Mahwah, NJ: Lawrence Erlbaum Associates.
Dieterle, E. (2005). Mentoring Alex Bick. Learning & Leading with Technology, 32(8), 4. https://files.eric.ed.gov/fulltext/EJ697376.pdf
Dieterle, E. (2004). Wearable computers and evaluation. The Evaluation Exchange, 10(3), 4-5. https://archive.globalfrp.org/evaluation/the-evaluation-exchange/issue-archive/harnessing-technology-for-evaluation/wearable-computers-and-evaluation
Dieterle, E. (2003). Improving learning with information technology. In R. Pea, W. A. Wulf, S. W. Elliott, & M. A. Darling (Eds.), Planning for two transformations in education and learning technology: Report of a workshop (pp. 100-103). Washington, DC: National Academies Press. https://doi.org/10.17226/10789
Lasseter, A., Satterfield, T., & Dieterle, E. (2017). Validity study of the Broad Academy Transformative Leadership Skills (TLS) framework. Washington, DC.
Dieterle, E., & Vasudeva, A. (2012). The engagement pedometer. Seattle, WA.
Bakia, M., Caspary, K., Wang, H., Dieterle, E., & Lee, A. (2011). Estimating the effects of online learning for secondary school students: State and district case studies. Menlo Park, CA.
Dieterle, E., Anderson, K., & Bakia, M. (2011). Persistent learning capability training effectiveness analysis: Verification and validation study and formative evaluation of the multiuser online virtual exercise. Arlington, VA.
Dieterle, E., Murray, J., Byrnes, J., & Arns, D. (2011). Virtual environment real user study (VERUS) phase one final report for Project Reynard, Intelligence Advanced Research Projects Activity. Menlo Park, CA.
Bienkowski, M., Dieterle, E., Jones, K., & Lara-Meloy, T. (2009). Recommended resources for the National Defense Education Program pre-engineering partnerships. Menlo Park, CA.
Dieterle, E. (2006). Conversations on educational technology policy: 2005 Edward Meade Fellowship Report. Washington, DC.
Schleicher, A., Dieterle, E., Sclafani, S., Sumonta, K., Chen, L.-K., & Low, E. L. (2022, October). Skill gaps around the world: Lessons from international data from the OECD. Panel discussion at the Forum for World Education, Nakhon Ratchasima, Thailand.
Dieterle, E. (2022, June). The cyclical ethical effects of using artificial intelligence in education. Panel presentation at the Annual Conference of International Society for Technology in Education, New Orleans, LA.
Dieterle, E. (2022, April). The cyclical effects of ethical decisions involving big data and digital learning platforms. Panel session presented at the Annual Conference of American Educational Research Association, San Diego, CA.
Dieterle, E., Laird, E., Mote, E., Larimore, J., & Doolittle, C. (2021, April). Artificial intelligence and equity for marginalized populations in K12. Panel discussion at the Annual ASU+GSV Summit, San Diego, CA.
Dieterle, E. (2017, December). Scale and sustainability of educational innovations and programs. Beyond Accountability: Learning Forward Professional Development Redesign Network, Orlando, FL.
Cave, G., Dieterle, E., Peto, B., Hoesly, L., & Kretch, D. (2017, November). Evaluation of OSHA’s SST Program using a randomized controlled trial design and a regression discontinuity design. Panel presentation at the Annual Conference of the Association for Public Policy Analysis and Management, Chicago, IL. URL: https://appam.confex.com/appam/2017/webprogram/Paper22119.html
Dieterle, E. (2016, November). Evaluations of worksite safety policies and practices using administrative data collected by the Occupational Safety and Health Administration. Panel presentation at the Annual Conference of the National Association for Welfare Research and Statistics, Atlanta, GA.
Dieterle, E. (2016, October). Evaluations of worksite safety policies and practices using administrative data collected by the Occupational Safety and Health Administration. Panel presentation at the Annual Conference of the Association for Public Policy Analysis and Management, Miami, FL.
Dieterle, E. (2016, July). Asking the right questions for scale and sustainability and acting on the answers. Invited presentation to the Learning Forward Professional Development Redesign Network, Denver, CO.
Brekhus, T., Cator, K., Dieterle, E., & Schoettler, S. (2014, October). Who knows best? Judging the effectiveness of learning resources. Panel discussion at the Content in Context Conference, Washington, DC.
Dieterle, E., Martin, T., Behrens, J., Baker, R., Bienkowski, M., & Wise, B. (2014, April). Learning analytics: Capturing, analyzing, and visualizing experiences of lifelong learning. Presidential session of the American Educational Research Association Conference, Philadelphia, PA. URL: https://www.youtube.com/watch?v=bK5j6daCxyQ
Dieterle, E. (2013, December). Broadening access and participation in STEM education through personalized learning. Invited talk to the American Association for the Advancement of Science, Science & Technology Policy Fellows, Washington, DC.
Dieterle, E., Niehaus, C., Bernatek, B., Pambello, R., Liang-Vergara, C., Slavitt, E., Murphy, R., & Horn, M. (2013, April). Evaluating the promise of blended learning in K-12 education. Symposium session at the American Educational Research Association, San Francisco, CA.
Dieterle, E., T., B. J., Linn, M., Dicerbo, K. E., Gummer, E., Byrnes, J., Liu, O. L., Tindal, G. A., Buckley, J., Page, L. C., Marinell, W. H., & Bueschel, A. C. (2013, April). Big data: New opportunities for measurement and data analysis. Invited session at the National Council on Measurement in Education, San Francisco, CA.
Dieterle, E., Benson, S., Horn, M., Rose, J., & Tavenner, D. (2013, March). Does supply meet demand for education technology research? Development and Evaluation of Educational Technology Invited Panel at the Fall Society for Research on Educational Effectiveness Conference, Washington, DC.
Dieterle, E., Bienkowski, M., & Lasseter, A. (2011, June). How evaluation of MMOGs supports game-based learning, design, and development. Paper presented at the International Society for Technology in Education Conference, Philadelphia, PA.
Dieterle, E. (2011, May). Developing infrastructure: The Shared Learning Infrastructure. Panel presentation presented at the National Academy of Education Summit on Adaptive Educational Technologies, Washington, DC.
Bienkowski, M., & Dieterle, E. (2011, April). Involving the community of scientists and engineers in middle school. Paper presented at the American Educational Research Association Conference, New Orleans, LA.
Dieterle, E., & Murray, J. (2010, November). Virtual Environment Real User Study (Verus): Goals and directions. Paper presented at the Interactive Technologies, SALT Conference, Arlington, VA.
Dieterle, E. (2010, June). Virtual Environment Real User Study (Verus). Poster presented at the International Conference of the Learning Sciences, Early Career Workshop., Chicago, IL.
Dieterle, E., & Murray, J. (2010, June). Virtual Environment Real User Study (Verus): Design and methodological considerations and implications. Paper presented at the Games+Learning+Society Conference, Madison, WI.
Dieterle, E., & Murray, J. (2009, July). Realizing adaptive instruction (Ad-In): The convergence of learning, instruction, and assessment. Paper presented at HCI International, Augmented Cognition, San Diego, CA.
Dieterle, E. (2009, April). Media-based learning styles that benefit or undercut learning in a multi-user virtual environment. Paper presented at the American Educational Research Association Conference, San Diego, CA.
Dieterle, E. (2008, April). Formative assessments integrated into a MUVE that provides real-time feedback for teachers on student learning. Paper presented at the American Educational Research Association Conference, New York, NY.
Clarke, J., Dede, C., Dieterle, E., Ketelhut, D., & Nelson, B. (2008, March). How attaining special 'powers' affects student engagement and learning in an immersive, collaborative simulation. Paper presented at the American Educational Research Association Conference, New York, NY.
Dieterle, E. (2007, November). River City: A multi-user virtual environment for learning scientific inquiry and 21st century skills. Presentation at the SunGard Higher Education Executive Summit, Las Vegas, NV.
Dieterle, E. (2007, September). Learning science as a 21st century scientist through the River City multi-user virtual environment. Presentation at the Southern Workforce Summit, St. Louis, MO.
Dieterle, E., Dede, C., & Ketelhut, D. (2007, June). Technology that provides real-time feedback for teachers on student learning. Panel presentation at the National Educational Computing Conference, Atlanta, GA.
Dede, C., Dieterle, E., & Ketelhut, D. (2007, June). How virtual worlds help real students: The River City MUVE. Spotlight panel presentation at the National Educational Computing Conference, Atlanta, GA.
Dieterle, E. (2007, June). River City: Becoming 21st century scientists through a game-like interface. Presentation at the 2007 ABEL Summer Institute, Toronto, Canada.
Dieterle, E., & Dede, C. (2007, April). Infusing learning anytime, anyplace: Key affordances of wireless handheld devices in education. Paper presented at the American Educational Research Association Conference, Chicago, IL.
Dieterle, E., & Dede, C. (2006, April). Straightforward and deep effects of wireless handheld devices for teaching and learning in university settings. Paper presented at the American Educational Research Association Conference, San Francisco, CA.
Dieterle, E. (2005, June). Handheld devices for ubiquitous learning and analyzing. Paper presented at the National Educational Computing Conference, Philadelphia, PA.
Dieterle, E., Drew, E., Bohn, E., & Kingsbury, H. (2004, April). Learning with wireless handheld devices: A vision of the future. Poster presented at the Harvard Graduate School of Education Student Research Conference and International Forum, Cambridge, MA.
Dieterle, E., & Dede, C. (2004, March). Ubiquitous handhelds: Sifting knowledge through our fingertips. Harvard Graduate School of Education Technology in Education Open Seminar, Cambridge, MA.
Dieterle, E., & Bois, J. (2000, July). Radon Raiders, Inc.: Radon’s connection to cancer WebQuest. Paper presented at the Maryland Public Television and Johns Hopkins University BioHealth Link Questions of Cancer Summer Institute, Baltimore, MD.
Dieterle, E., & Gavin, J. (1999, July). Hurricanes are low pressure and high stress! Paper presented at the Maryland Public Television, Maryland Tech Consortium Institute for Math, Science, and Technology, Owings Mills, MD.
The Action for Children’s Television Fellowship is awarded to an advanced HGSE doctoral student conducting research on issues related to children and the media.
Carnegie Fellow in Secondary Education within the Education Policy Fellowship Program (EPFP), a 10-month in-service leadership development program sponsored by the Institute for Educational Leadership.
Harvard University awards the Meade Fellowship annually to a doctoral student to facilitate meetings with elected representatives, federal and state officials, and scholars in non-profit and advocacy organizations in the Washington, DC metropolitan area that produce, distribute, and advocate educational policies.
A two-time winner for “Hurricanes are Low Pressure and High Stress!” and “Radon Raiders, Inc.: Radon’s Connection to Cancer,” a national contest sponsored by Classroom Connect that recognizes teachers for classroom lessons that successfully integrate technology into instruction.
Early Career Workshop Awardee to the 9th International Conference of the Learning Sciences, an opportunity for researchers in the early stages of their careers in research positions and within five years of receiving their terminal degrees to discuss their research and career plans in collaboration with peers and senior mentors.
With this initiative, the Jacobs Foundation attempts to examine ways and means by which computer literacy can become part of the everyday life of youth, and thereby increase their potential for future development. The purpose of this program of research is to examine the psychological, social, educational, and community conditions under which computer literacy can be acquired by children and disadvantaged adolescents.
Awarded by Dr. Kevin Maxwell, then principal of Northwestern, to one faculty and staff member each year for extraordinary contributions to students and the community.
American Educational Research Association, 2005-Present
Harvard Graduate School of Education, Technology in Education Admissions Committee Member, Harvard Graduate School of Education, Cambridge, MA, 2004
Editorial Board Member, International Journal of Technology Enhanced Learning. 2007-2012
International Society for Technology in Education, 2005-Present
International Society of the Learning Sciences, 2010-2014
Jackson-Reed High School Local School Advisory Team, Washington, DC, 2022-Present
John Eaton Elementary School Local School Advisory Team, Washington, DC, 2011-2017
Maryland High Technology Council of Educators, 1998-1999
New York City Public School’s iZone Research Advisory Council, 2012-2014
Microsoft Corporation’s Partners in Learning National Projects Advisory Board Member, Redmond, WA, 2005-2008
Improving Learning with Information Technology Committee Member, National Academy of Sciences, Washington, DC, 2001-2003
School Planning and Management Team Member, Northwestern High School, Hyattsville, MD, 2000-2002