Dr. Janice D. Gobert
Dr. Janice Gobert is an Associate Professor of Learning Sciences and Psychology in the Department of Social Sciences and Policy Studies and the Department of Computer Science at Worcester Polytechnic Institute. Her Ph.D. from the University of Toronto (1994) is in Cognitive Science, and her Masters is from the Dept. of Educational Psychology, McGill University. Her specialty is in technology-based learning. Janice previously worked as a Senior Research Scientist at the Concord Consortium (http://www.concord.org), an educational research and development organization in Concord, MA. Janice’s earlier work at CC can be seen at http://mtv.concord.org and http://mac.concord.org. Until December 2007, Janice served as North American Editor for the International Journal of Science Education. Curriculum Vitae
Dr. Sarah Haavind
Dr. Sarah Haavind is a former teacher whose expertise is in the design and implementation of teacher resources and professional development programs to support the use of technology in classrooms. Sarah is co-author of the book, Facilitating Online Learning (Atwood, 2000). Currently, she is adjunct faculty at both Lesley University's Graduate School of Education STEM division and Pepperdine University's Doctor of Education in Learning Technologies program. On the Inq-ITS project, Sarah applies her knowledge and skills to support teachers in the use of Inq-ITS into middle school classrooms in targeted states across the US. She is also supporting the Inq-ITS team in order to scale their materials more broadly.
Dr. Michael Sao Pedro
Dr. Michael Sao Pedro is a Research Scientist on the Inq-ITS project. Mike specializes in the development of rigorous methods for measuring and tracking students' skills based on performance assessment log/interaction data, particularly for science inquiry. He also specializes in performance assessment design, educational data mining (EDM), and Intelligent Tutoring System (ITS) software architecture and design. Mike is the first doctoral graduate of Worcester Polytechnic Institute's Learning Science and Technologies. His dissertation focused on the development and deployment of the first successful data mining-based detectors of inquiry process skills related to data collection. The detectors were, in turn, used to drive automated, real-time scaffolding for students as they experimented. This scaffolding helped students both acquire data collection skills in the context in which they were practiced, and enabled students to transfer skills to a second context. Mike received in two best student paper awards for his doctoral research. Prior to becoming a learning scientist, he was a Senior Software Engineer at BAE Systems (formerly ALPHATECH, Inc.) where he specialized in the design, integration, and development of intelligent automated, and human-in-the-loop planning/scheduling systems used for military purposes. Mike's publication list and CV can be found here: http://www.wpi.edu/~mikesp/pubs.html Science Education.
Mike Brigham Michael Brigham  is currently a  Software Engineer working for the Science Inquiry project. He holds a B.S. in Computer Science from Worcester Polytechnic Institute.
Raha Moussavi
Raha Moussavi is currently a Ph.D. student in Learning Science and Technology at Worcester Polytechnic Institute. She holds a M.A. in Chemistry from Brown University and B.S. degrees in Chemistry and Professional Writing from Worcester Polytechnic Institute. Prior to joining the Learning Sciences program, she worked in education as a teaching assistant and adjunct instructor. Raha had previously worked with the Learning Science group during her IQP at WPI and rejoined the program to further pursue her interest in science education.
Victor Brusca
Victor G. Brusca is a graduate of Mathematics from Rutgers University at Newark. He completed his degree while running a software development consulting company he started with another Rutgers alumni. After eight years successfully running his business he decided to leave in pursuit of new experiences and began working with the Center for Advanced Infrastructure and Transportation on Rutger’s Busch campus. As an application developer for CAIT he worked on the Plan4Safety crash reporting system. Mr. Brusca is an experienced programmer with over twelve years of software development experience developing software on multiple platforms including all major mobile platforms.
Charity Staudenraus Charity Staudenraus  received both her Bachelors and her Masters from Willamette University, in Salem, Oregon. Charity has experience teaching math, science, social studies, business, and language courses at the middle and high school level. She is currently serving on the 2014-2017 Oregon Science Content and Assessment Panel as well as the Oregon Instruct ional materials Criteria Development Committee. In addition Charity teaches courses through Antioch University in Seattle, Washington.
Haiying Li Dr. Haiying Li  is a Post-doctoral Associate in the Graduate School of Education at Rutgers, The State University of New Jersey. She holds a Ph.D. in Experiment Psychology (2015) and a Cognitive Certificate (2015) from the University of Memphis and a M.A. in English Linguistics (2003) from Hebei Normal University in China. Her research centers on learning sciences, discourse processes, computational linguistics, machine learning, and automated assessment. With a focus on adaptive learning technologies, her research spans intelligent tutoring systems, game-based learning environments, measure of formality, and impact of the computer agents’ formality on students’ learning and academic writing. Currently, she is working on the automated assessment for scientific argumentation and the design of Earth Science in the projects “Microworld” in the intelligent tutoring systems. Personal Website: https://sites.google.com/site/haiyinglium/
Cameron Bettes Cameron Bettes  is lead designer on the Inq-ITS project. Cameron holds a M.Sc., Learning Sciences & Technologies from WPI. As an Information Architect and HCI expert he has worked extensively in the pharmaceutical and financial industries including Fidelity Investments, BNY Mellon, and Pfizer. He thinks a lot about spatial and social dynamics, how information drives behavior, and complex systems. He lives in a self-developed EcoVillage near Boston and enjoys interactive literature.
Former lab members
Ozge Yasar
Ozge Yasar is currently a Ph.D. student in Learning Sciences and Technology at Worcester Polytechnic Institute. She received her B.S. degree in Computer Education and Instructional Technologies from Gazi University, Ankara/Turkey and her M.S. degree in Information Technologies from Bahcesehir University, Istanbul/Turkey. Her research interests include self-directed learning, interactive learning environments and informal learning.
Maura Ferrarini
Maura Ferrarini is currently a Masters student in Learning Science and Technology at Worcester Polytechnic Institute. She holds a B.S. in Neuroscience from Stonehill College. Prior to joining the group, she worked at Saint Martin de Porres High School in Cleveland, Ohio teaching a standardized test prep course.
Kyle Cheney


Kyle R. Cheney is currently a Ph.D. student in Learning Science and Technology at Worcester Polytechnic Institute. His current research interests include the interaction of Cognitive Science and Instructional Design theories in multimedia pedagogical environments. Specifically, focusing on human-computer interactions, user interface design, and pedagogical agent design (e.g. race, gender, realism, voice) to increase the viability of educational media.
Ermal Toto
Ermal Toto is currently a Sr. Software Engineer working for the Science Inquiry project. He holds a M.S. in Computer Science from Worcester Polytechnic Institute and a B.S. in Computer Science and Mathematics, from Worcester State University. Prior to joining the project he worked for the Worcester Public Schools in a variety of technology positions (2002 – 2009).

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