Sign In / Sign Out
Navigation for Entire University
- ASU Home
- My ASU
- Colleges and Schools
- Map and Locations
Dr. Erika Tatiana Camacho, Associate
New College of Interdisciplinary Arts & Sciences
Arizona State University
Dr. Erika Camacho, Associate Professor of Arizona State University (ASU), published the first set of mechanistic models addressing photoreceptor degeneration laying the mathematical framework to study degenerative disease of the retina. While experimental physiologists have been working on this area for decades, Dr. Camacho has helped provide a new framework through which experimentalists can examine this degeneration. Her work examines the characteristics and interactions of photoreceptors that are critical to their functionality and viability, traces the path of various subtypes of RP, and tests/discriminates various hypotheses on certain degenerative eye diseases. Establishing this area of research within mathematical physiology has been impactful and has led to new national and international collaborations with experimental biologists and medical researchers who are experts on retinal degeneration such as Retinitis Pigmentosa (RD) and mathematicians in the area of optimal control. Her work uses in silico experiments to computationally test or suggest hypotheses, discover new (unknown) interactions and principles that drive the system dynamics and provide a platform for guiding experiments and data analysis. She will continue to work towards a complete understanding of photoreceptor degeneration with the ultimate goal of preventing blindness.
Dr. Camacho grew up in East Los Angeles and was taught by Jaime Escalante at Garfield High School. She received her B.A. in Mathematics and Economics from Wellesley College and her Ph.D. in applied mathematics at Cornell University. Dr. Camacho spent a year as a postdoctoral research associate at Los Alamos National Laboratory in 2004. She then held a tenure-track faculty position at Loyola Marymount University before joining the faculty at ASU in 2007. She was a 2013-2014 MLK Visiting Assistant Professor of Mathematics at Massachusetts Institute of Technology (MIT). She co-founded and co-directed the Applied Mathematical Sciences Summer Institute (AMSSI), dedicated to the recruitment of undergraduate women, underrepresented minorities, and those that might not otherwise have the opportunity. She served as co-director of the Mathematical & Theoretical Biology Institute in 2011-2013. Dr. Camacho’s passion is to continue the work and legacy of her mentors: to create opportunities for those individuals from marginalized communities and make graduate education attainable to them through intensive research.
Her leadership, scholarship, and mentoring have won her national and local recognition including the SACNAS Distinguished Undergraduate Mentoring Award, the Hispanic Women Corporation National Latina Leadership Award, one of 12 Emerging Scholars by Diverse: Issues in Higher Education, one of the 40 Hispanic Leaders Under 40 Award, a citation for mentoring and guiding undergraduates in research by the U.S. National Security, the Outstanding Mentor Award from UT Arlington Math Department, the ASU Faculty Women’s Association Outstanding Faculty Mentoring Award, and the Dr. Manuel Servin Faculty Award for excellence in research, mentorship of Hispanic students, and leadership at ASU and the community. Her national service ranges from Associated Editor for the journal of Bulletin of Mathematical Biology to Board member for SACNAS.
Dr. Carlos Castillo-Chavez, Associate
Regents' Professor & Executive Director
Simon A. Levin Mathematical, Computational, and Modeling Sciences Center
Arizona State University
Carlos Castillo-Chavez is a Regents' Professor, a Joaquin Bustoz Jr. Professor of Mathematical Biology, and a Distinguished Sustainability Scientist at Arizona State University. His research program is at the interface of the mathematical and natural and social sciences with emphasis on (i) The role of dynamic social landscapes on disease dispersal; (ii) The role of environmental and social structures on the dynamics of addiction and disease evolution, and (iii) Dynamics of complex systems at the interphase of ecology, epidemiology, and the social sciences. Castillo-Chavez has co-authored over two hundred publications (see Google Scholar citations), edited several volumes of research articles, and co-authored a textbook in Mathematical Biology in 2001 (second edition in 2012). His 34 Ph.D. students include 14 women, 19 from US underrepresented groups, and 6 from Latin America. He has mentored 25 postdoctoral researchers and co-mentored over 400 undergraduates in research projects.
Castillo-Chavez is the founding director of the Simon A. Levin Mathematical, Computational and Modeling Sciences Center, and the graduate field in applied mathematics in the life and social sciences or AMLSS at ASU (07-01-2008). The AMLSS PhD degree has graduated 24 students, including 18 students who are members of underrepresented groups. Castillo-Chavez is also the Executive Director of the Mathematical and Theoretical Biology Institute or MTBI and The Institute for Strengthening the Understanding of Mathematics and Science or SUMS. He has been appointed (2013) Director of STEM Programs for Underrepresented Minorities, ASU, a position that supports STEM synergistic activities that increase access, excellence, and impact at the four ASU campuses.Castillo-Chavez’s recognitions include two White House Awards: Presidential Faculty Fellowship Award in 1992 and a Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring in 1997; the 2002 Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) Distinguished Scientist Award; and the 2003 Richard Tapia Award. C-C is the 12th recipient of the American Mathematical Society Distinguished Public Service Award (01-14-2010).
Dr. Gabriel Escontrías, Associate
Founder and Managing Member
College Readiness Coach, LLC
Dr. Gabriel Escontrías, Jr., is the Founder & Managing Member of College Readiness Coach, LLC. In addition, he is a Faculty Associate in the Mary Lou Fulton Teachers College at Arizona State University and an Adjunct Lecturer in the Mel & Enid Zuckerman College of Public Health at the University of Arizona. He has served in various academic, student affairs, and research professional capacities within higher education over the last fifteen years. Most recently he served at ASU as the Manager of the Center for Gender Equity in Science and Technology. He is committed to ensuring equity, access to higher education, and student success.
Serving our community is key in his life and therefore he is currently the Vice President of A Stepping Stone Foundation, Development Chair for the ASU Chicano/Latino Faculty & Staff Association, member of AARP’s AZ Hispanic Connection, a member of the Association of Fundraising Professionals, a member of the Phoenix Association of REALTORS®, and a Group Exercise Instructor at the Lincoln Family Downtown Phoenix YMCA. Nationally he is a member of the American Educational Research Association and the Association for the Study of Higher Education. His service has been recognized as he was awarded the MLK Diversity Award in Education by the Tempe Human Relations Commission (2014), selected as one of 40 Hispanic Leaders Under 40 in Arizona (2013), and awarded the 2013 Excellence in Diversity Award (classified staff/service professional/administrator category) from the Committee for Campus Inclusion at ASU.
Dr. Escontrías is an alumnus of Arizona State University (ASU) having received his Ed.D. (2012) and M.Ed. (2006) in the Higher and Postsecondary Education Program in the Mary Lou Fulton Teachers College and his B.A. (2003) in the Sociology Program in the College of Liberal Arts and Sciences.
Dr. Barbara J. Guzzetti, Associate
New College of Interdisciplinary Arts & Sciences
Arizona State University
Barbara Guzzetti is a Professor in the English department, School of Humanities, Arts & Cultural Studies in the New College of Interdisciplinary Arts and Sciences at Arizona State University (ASU), West Campus. She is also an Affiliated Faculty member in the Mary Lou Fulton Teachers College and has been an Affiliated Faculty member in Women’s and Gender Studies at ASU. She previously held a faculty appointment as an Associate Professor at California State Polytechnic University, Pomona. Her prior professional experience includes serving as an Evaluation Specialist for the Northwest Regional Educational Laboratory at Denver, Colorado, and as a Research Associate for the Mid-continent Regional Educational Laboratory at Aurora, Colorado. She received her Ph.D. in Curriculum and Instruction with a specialization in Literacy Education from the University of Colorado at Boulder. Prior to earning her doctorate, Dr. Guzzetti served for eleven years as an Elementary Classroom Teacher, a Secondary Reading Teacher, a Secondary Reading Specialist, and a Title I Reading Teacher.Professor Guzzetti’s research in secondary classrooms has focused on equity and gender issues in teaching and learning in STEM. Her research in out-of-school contexts and in online spaces of virtual worlds and online communities has focused on identifying the contextual conditions that influence adolescent girls’ take-up of new digital media and technologies. Her co-edited book, Adolescent Literacies, and the Gendered Self: Reconstructing Identities through Multimodal Literacy Practices, explores the dynamic range of literacy practices that reconstruct gender identities. Her line of inquiry has been funded by the U.S. Department of Education, the Spencer Foundation, and the International Literacy Association. She has been recognized by ASU’s Commission on the Status of Women for her scholarship and teaching devoted to gender equity.
Dr. Monica Ward, Associate
School of Computing, Dublin City University, Ireland
Monica Ward is the Assistant Head of Teaching and Learning at the School of Computing at Dublin City University. She has an undergraduate degree in Computing Science, an MSc in Computer-Assisted Language Learning (CALL) resources for Endangered Languages, and a Ph.D. in the Integration of Natural Language Processing (NLP) in CALL for Irish in the Elementary School context. She is interested in Computer Assisted Learning for both languages and Computer Science. Ward was the Irish Universities Association’s (IUA) Domain Expert on the National Council for Curriculum and Assessment (NCCA) Computer Science Development Group and she continues to represent the IUA on the Department of Education’s Implementation group. She has continually advocated for a gender-inclusive national Computer Science curriculum for Ireland. She is her university’s representative on INGENIC (Irish Network for Gender Equality In Computing). She is the co-founder and Chair of the Less Commonly Taught Languages Special Interest Group at EUROCALL and is passionate preserving and maintaining endangered languages. She has developed language learning resources for Irish, Tojolaba’al (an indigenous language in Mexico), and Nawat (an endangered language in El Salvador). Ward has worked and/or been a visiting professor in Japan, the UK, USA, El Salvador, Honduras, and Saudi Arabia. She helped strengthen the Computer Science Department in San Vicente, El Salvador where she worked for two years, teaching in Spanish. She has been a visiting professor in an all-female university in Saudi Arabia where she lectured on an MSc in Data Analytics, a leading-edge program that prepared Saudi women for high-quality jobs in the workforce. Ward is a first-generation university graduate and a firm believer in the value and power of education for all and enjoys working with a diverse student population. She is the recipient of a Computer Science 4 High School (CS4HS) Google award and an International Strategic Cooperation Award Japan. She speaks Spanish, Japanese, French, Irish, Arabic, and Nawat in decreasing levels of fluency.
Dr. Mina C. Johnson, Associate
Chief Executive Officer
Dr. Johnson-Glenberg holds a Ph.D. in Cognitive Psychology from the University of Colorado at Boulder. She creates embodied games that specialize in teaching STEM (Science, Technology Engineering and Math) and Health Sciences. Her current research focuses on designing games for behavioral and cognitive change. She has also designed several NLP algorithms for use in her games. One innovation that sets her lab’s games apart is that motion-capture technologies are used while learners gesture during play.
She serves as the Director of the Embodied Games for Learning lab (EGL) located at the Learning Sciences Institute at Arizona State University. In addition, she is the CEO/co-Founder of a spin-out company called Embodied Games, LLC. This new company will serve as the portal for her commercialized games.She has been the Principle Investigator on multiple federal grants from the Department of Education (IES), the National Institutes of Health (NICHD) and the National Science Foundation (EHR- DRK-12). In addition, she has run several grants from private foundations including the fragile X Foundation - where she created a neural network of memory function individuals with fragile X syndrome. A recent Gates Foundation/NGLC grant was just completed where she helped to create several games to teach middle school children about Simple Machines. She has published widely on cognition, embodied learning in new media, and neural networks. Her most recent game is an award-winnning exer-game using the Kinect sensor to teach children about nutrition and MyPlate called The Alien Health Game. You can read a peer-reviewed article on Alien Health Game by clicking here.
Dr. Jean Larson, Associate
Center for Bio-mediated and Bio-inspired Geotechnics (CBBG)
Arizona State University
Jean Larson has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergraduate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of instructional design, delivery, evaluation, and specializes in eLearning technologies for training and development. Her research interests focus on efficient and effective online learning, and how instructors are prepared to teach in digital environments. She coordinates outreach events for the Center for Bio-mediated and Bio-inspired Geotechnics (CBBG) with local school districts and organizations, various centers on the ASU campus, and summer programs for teachers, high school students and undergraduates. She also develops CBBG curriculum for learners at the K-12, college, and professional development levels.
Dr. Traci L. Morris, Associate
American Indian Policy Institute
Arizona State University
Morris has a diverse professional background, which includes academia; university teaching; book, article, and white paper researcher and author; and is a nationally acclaimed speaker. She has worked with Native American tribes; Tribal businesses; Native American non-profits; Native media makers, artists and galleries; written a college accredited curriculum in Native American new media; and has advocated for digital inclusion at the Federal Communications Commission and on Capitol Hill.
A member of the Chickasaw Nation of Oklahoma, Morris maintains a strong working relationship with her community and her passion for art, media, policy and advocacy emerged from these strong ties and her own tribal roots. Her book, Native American Voices: A Reader, continues to be a primary teaching tool in colleges throughout the country. Morris’s research and publications on Native American media and the digital divide is focused on Internet use, digital inclusion, network neutrality, digital and new media curriculums, digital inclusion and development of broadband networks in Indian Country.
As an entrepreneur the prior to her ASU appointment, Morris founded Homahota Consulting LLC a national Native American woman-owned professional services firm working in policy analysis, telecommunications, education, and research assisting tribes in their nation-building efforts and working with Native Nations, tribal businesses, and those businesses working with tribes.
Dr. Wilhelmina C. Savenye, Associate
Professor & Education Director
Center for Bio-mediated & Bio-inspired Geotechnics
Arizona State University
Wilhelmina C. Savenye is a Professor Emeritus in the area of Learning Design and Technologies and Educational Technology in the Mary Lou Fulton Teachers College. She served as dissertation chair for 27 graduated PhDs, most here at Arizona State University She also serves as Senior Education advisor for a National Science Foundation-funded Engineering Research Center, the Center for Bio-mediated and Bio-inspired Geotechnics, CBBG for which she formerly served as the Executive Director for Education. In addition, she continues to serve universities as a faculty development specialist and for students as an adjunct graduate advisor.
Professor Savenye's research and teaching interests include instructional design, evaluation, online and digital learning, engineering education, the use of technology for learning, mentoring emerging graduate student and faculty scholars, and informal learning. She employs both quantitative and qualitative research methodologies in her work. Professor Savenye previously taught at The University of Texas at Austin and San Diego State University.
She has published more than 70 articles and book chapters; generated over 140 conference presentations and workshops in the U.S., Europe, and Asia; received numerous grant awards, and produced many digital learning programs. She serves as editor of the Journal of Applied Instructional Design. She has served on the editorial boards of journals including Educational Technology: Research and Development, Quarterly Review of Distance Education, and reviews for additional journals. She served on the editorial board for the Encyclopedia of Educational Technology and has held elected leadership positions.
Professor Savenye's instructional design and evaluation work has been conducted in such diverse settings as engineering research centers, school districts, museums, botanical gardens, zoos, universities, corporations, and Army tank maintenance training. In her earlier work with CBBG, she directed all aspects of the center's educational and outreach programming during the academic year and summer for students from K-12, undergraduate students, graduate students, postdoctoral scholars, and working engineers. She worked with a research team, the school district, and community college partners to develop and collect evaluation data (with evaluation partners in CREST) on materials to support instructors teaching: K-12 STEM, engineering, and geotechnics; undergraduate and graduate civil engineering courses. The team continues to collaborate with diverse team members to ensure that programming is inclusive and with a technical curriculum committee to ensure content accuracy. Professor Savenye and her graduate students investigated effectiveness and methods for helping teachers incorporate design thinking, particularly in STEM; beginning studies on most effective aspects of engineering education best practices; the effects of various modes of play-based practice and avatars in computer-based language learning; and aspects of how people learn in a social media-based community of practice.
Dr. Michael Simeone, Associate
Director, Nexus Lab
Institute for Humanities Research
Arizona State University
Michael Simeone is the Director of the Nexus Lab for Digital Humanities at Arizona State University. He is also affiliated with the Innovative Software andl Data Analysis Division at the National Center for Supercomputing Applications. His research includes digital/computational humanities, post-cybernetic control systems, analysis of human-technology networks, and data-driven collaborations that bridge environmental sciences and humanities.
Currently, he serves as a Domain Champion for Humanities for the Extreme Science and Engineering Discovery Environment. He received his PhD in English from the University of Illinois at Urbana-Champaign.
Dr. Rod Roscoe, Associate
Rod Roscoe is an associate professor of human systems engineering in the Polytechnic School of the Ira A. Fulton Schools of Engineering, and a Diane and Gary Tooker Professor of Effective Education in STEM. He is the affiliate faculty of the Mary Lou Fulton Teachers College and a member of the Center for Human, Artificial Intelligence, and Robot Teaming (CHART). His research investigates how the intersection of learning science, computer science, and user science can inform effective and innovative uses of educational technologies. He is also interested in how cognitive, metacognitive, and motivational learning processes can be scaffolded by educational technology. Recent work has explored engineering education with a focus on human systems engineering and applied psychology. He is passionate about issues of inclusion and equity, and recently co-edited a volume on Advancing Diversity, Inclusion, and Social Justice through Human Systems Engineering (CRC Press). He serves on ASU Committee for Campus Inclusion (Polytechnic Campus co-chair), Chair of the HFES Societal Impact Committee, a member of the HFES Diversity and Inclusion Committee, and a member of the Ira A. Fulton Schools of Engineering Diversity and Inclusion Initiative.