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Updated 3/15/22

RENE F. KIZILCEC

208 Gates Hall

107 Hoy Rd, Ithaca, NY 14853

+1 (607) 255-8327

kizilcec@cornell.edu

http://rene.kizilcec.com/

http://learning.cis.cornell.edu/

EDUCATION

Ph.D., Communication, Stanford University, 2017

M.S., Statistics, Stanford University, 2015

B.A. (1st class honors), Philosophy and Economics, University College London, 2011

ACADEMIC APPOINTMENTS

2018 – present        Assistant Professor, Department of Information Science, Cornell University
                Graduate field member, Communication (2021–)
                Graduate field member, Physics (2021–)

2017 – 2018        Assistant Research Professor, School of Computing, Informatics, and Decision Systems
                Engineering, Arizona State University

SELECTED AWARDS

2021        Jacobs Foundation Research Fellow

2021        Best Paper Nominee (63 submissions, 19 accepted, 3 nominees), ACM Learning at Scale

2021        Best UG Paper Award (24 submissions, 10 accepted, 1 award), ACM Learning at Scale

2021        Outstanding Reviewer 2020, American Education Research Association (AERA)

2019        Best Paper Award (70 submissions, 24 accepted, 2 awards), ACM Learning at Scale

2018        Best Paper Award (58 submissions, 24 accepted, 1 award), ACM Learning at Scale

2017        Best Paper Award (105 submissions, 14 accepted, 1 award), ACM Learning at Scale

2017        Nathan Maccoby Outstanding Dissertation Award, Stanford University

2015        Computational Social Science Fellowship, Stanford University ($10,000 research funding)

2014        Stanford Interdisciplinary Graduate Fellowship (Ph.D. funding for 3 years)

SELECTED GRANT AWARDS

Jacobs Foundation Research Fellowship Program 2022-24 (3 years; CHF 165,000), 2021

Schmidt Futures, “Instrumenting the Realizeit Platform” (2 years; $500,000; PI Rene Kizilcec; Co-PI Ryan Baker), 2021

Google Award for Inclusion Research Program, “Investigating How to Mitigate Bias in Predictive Models of Student Success Across Diverse Institutions” (1 year, $60,000; Co-PIs Chris Brooks, Rene Kizilcec), 2021

Cornell Center for Social Science Small Grant, “How University Status Impacts the Stigma Attached to Online Degrees” (1 year; $10,000; Co-PIs Heeyon Kim, Rene Kizilcec), 2021

Cornell Center for Social Science Conference Grant, “Learning at Scale Conference at Cornell Tech” (1 year; $3,000), 2021

NSF, “Medium: Deterring objectionable behavior and fostering emergent norms in social media conversations” (4 years; $1,197,740; PI Drew Margolin; Co-PIs Rene Kizilcec, Natalie Bazarova, Vanessa Bohns, Dominic DiFranzo), 2021

Northeastern Center for Inclusive Computing Data Grant (2 years; $60,000; PI Hakim Weatherspoon; Co-PI Kizilcec), 2021

Cornell Center for Social Science Small Grant, “Content & Impact of Diversity Statements in Course Syllabi” (1 year; $12,000; PI Rene Kizilcec), 2020

Cornell Engaged Development Grant, “Plant-rich Diet” (2 year; $60,000; PI Marianne Krasny; Co-PI Rene Kizilcec), 2020

Mindset Scholars Network/Gates, “Learning Environments and the Mindsets and Performance of Students Within Them” (1.5 years; $75,000; PI Neil Lewis Jr.; Co-PI Rene Kizilcec), 2019

Cornell Active Learning Initiative, “Promoting Active Learning in Large Information Science Courses” (3 years; $950,000; PI Steven Jackson; Co-PI Rene Kizilcec), 2019

Cornell China Center Innovation Grant, “Environment and Education SDGs: Building capacity for local environmental practice through online learning in China” (2 years; $60,000; PIs Marianne Krasny and Rene Kizilcec), 2019

Cornell Engaged Planning Grant, “Teaching Programming through Semantic Gamification” (1 year; $30,000; PI Francois Guimbretiere; Co-PIs Rene Kizilcec and Andrew Myers), 2019

Cornell Institute for the Social Sciences Collaborative Project, “Prosocial Behavior in the Digital Age” (3 years; PIs Natalie Bazarova, Drew Margolin; Co-PIs Vanessa Bohns, Rene Kizilcec, Janis Whitlock), 2018

PUBLICATIONS

Citation Overview (Google Scholar profile, 3/15/2022)

Papers published (since 2013): 75
Total citations (since 2013): 4,879

h-index: 24
i10-index: 33

Refereed General Science Articles

Kizilcec, R. F., Makridis, C. A., & Sadowski, K. C. (2021). Pandemic Response Policies' Democratizing Effects on Online Learning. Proceedings of the National Academy of Sciences (PNAS), 118(11).

Kizilcec, R. F. & Kambhampaty, A. (2020). Identifying course characteristics associated with sociodemographic variation in enrollments across 159 online courses from 20 institutions. PloS One 15(10), e0239766.

Kizilcec, R. F., Reich, J., Yeomans, M., Dann, C., Brunskill, E., Lopez, D., Turkay, S., Williams, J., & Tingley, D. (2020). Scaling Up Behavioral Science Interventions in Online Education. Proceedings of the National Academy of Sciences (PNAS), 117(26), 14900-14905.

Chirikov, I., Semenova, T. Maloshonok, N., Bettinger, E., Kizilcec, R. F. (2020). Online Education Platforms Scale College STEM Instruction with Equivalent Learning Outcomes at Lower Cost. Science Advances, 6(15).

Kizilcec, R. F., Saltarelli, A., Reich, J., & Cohen, G. L. (2017). Closing global achievement gaps in MOOCs. Science, 355(6322), 249.

Kizilcec, R. F. & Cohen, G. L. (2017). Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures. Proceedings of the National Academy of Sciences (PNAS), 114(17), 4348–4353.

Eckles, D., Kizilcec, R. F., & Bakshy, E. (2016). Estimating peer effects in networks with peer encouragement designs. Proceedings of the National Academy of Sciences (PNAS), 113(27), 7316-7322.

Refereed Disciplinary Journal Articles

McCarthy, K. S., Crossley, S. A., Meyers, K., Boser, U., Allen, L. K., Chaudhri, V. K., Collins-Thompson, K., D’Mello, S., De Choudhury, M., Garg, K., Goel, A., Gosha, K., Heffernan, N., Hooper, M. A., Hyman, E., Jarratt, D. C., Khalil, D., Kizilcec, R. F., Litman, D., Malatinszky, A., Marks, K., McNamara, D. S., Menko, R., Palermo, C., Porcaro, D., Roscoe, R., Shapiro, S., Khanh-Phoung, T., Trumbore, A. M., White, C., Wong, W., Yang, D., & Zampieri, M. (in press). Toward more effective and equitable learning: Identifying barriers and solutions for the future of online education. Technology, Mind, & Behavior.

Rizvi, S., Rienties, B., Rogaten, J., & Kizilcec, R. F. (2022). Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts. Computers in Human Behavior, 126, 106973.

Williams-Ceci, S., Grose, G. E., Pinch, A. C., Kizilcec, R. F., & Lewis Jr, N. A. (2021). Combating sharenting: Interventions to alter parents’ attitudes toward posting about their children online. Computers in Human Behavior, 125, 106939.

Kizilcec, R. F., Chen, M., Jasinska, K., Madaio, M., & Ogan, A. (2021). Mobile Learning During School Disruptions in Sub-Saharan Africa. AERA Open, 7.

Varanasi, R. A., Vashistha, A., Kizilcec, R. F., & Dell, N. (2021) Investigating Technostress Among Teachers in Low-IncomeIndian Schools. In Proceedings of the ACM on Human Computer Interaction.

Cho, J., Li, Y., Krasny, M. E., Russ, A., & Kizilcec, R. F. (2021). Online Learning and Social Norms: Evidence from a Cross-Cultural Field Experiment in a Course for a Cause. Computer-based Learning in Context, 3(1), 18-36.

Chaturapruek, S., Dalberg, T., Thompson, M. E., Giebel, S., Harrison, M., Johari, R., Stevens, M. L., & Kizilcec, R. F. (2021). Studying Undergraduate Course Consideration at Scale. AERA Open, 7.

Rizvi, S., Rienties, B., Rogaten, J., Kizilcec, R. F. (2019). Investigating Variation in Learning Processes in a FutureLearn MOOC. Journal of Computing in Higher Education, 32, 162-181.

Davis, D., Kizilcec, R. F., Hauff, C., & Houben, G.-J. (2018). Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs. Journal of Learning Analytics, 5(3), 21-41.

Maldonado-Mahauad, J., Pérez-Sanagustín, M., Kizilcec, R. F., Morales, N., & Munoz-Gama, J. (2018). Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses. Computers in Human Behavior, 80, 179-196.

Kizilcec, R. F., Perez-Sanagustin, M., & Maldonado, J. J. (2017). Self-Regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33.

Li, J., Kizilcec, R. F., Bailenson, J. N., & Ju, W. (2016). Social Robots and Virtual Agents as Lecturers for Video Instruction. Computers in Human Behavior, 55(B), 1222-1230.

Kizilcec, R. F. & Schneider, E. (2015). Motivation as a Lens to Understand Online Learners. ACM Transactions on Computer-Human Interaction (TOCHI), 22(2).

Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The Instructor’s Face in Video Instruction: Evidence from Two Large-Scale Field Studies. Journal of Educational Psychology, 107(3), 724-739.

Kizilcec, R. F., Schneider, E., Cohen, G. L., & McFarland, D. A. (2014). Encouraging Forum Participation in Online Courses with Collectivist, Individualist, and Neutral Motivational Framings. eLearning Papers, 37, 13-22.

Thille, C., Schneider, D. E., Kizilcec, R. F., Piech, C., Halawa, S. A., & Greene, D. K. (2014). The Future of Data–Enriched Assessment. Research & Practice in Assessment, 9(2), 5-16.

Aymerich-Franch, L., Kizilcec, R. F., & Bailenson, J. N. (2014). The Relationship between Virtual Self Similarity and Social Anxiety. Frontiers in Human Neuroscience, 8(944).

Refereed and Published Conference Papers

Chen, Y., Fu, A., Lee, J., Wilkie Tomaski, I., & Kizilcec, R. F. (accepted). Pathways: Exploring Academic Interests with Historical Course Enrollment Records. In Proceedings of the ACM Conference on Learning at Scale.

Sabnis, S., Yu, R., & Kizilcec, R. F. (accepted). Large-Scale Student Data Reveal Sociodemographic Gaps in Procrastination Behavior. In Proceedings of the ACM Conference on Learning at Scale.

Williamson, K. & Kizilcec, R. F. (accepted). Using Social Network Analysis to Explore Discussion Board Networks in Higher Education Classrooms. In Proceedings of the ACM Conference on Learning at Scale.

Williamson, K. & Kizilcec, R. F. (2022). Review of Learning Analytics Dashboard Research in Higher Education: Implications for Justice, Equity, Diversity, and Inclusion. In Proceedings of the 12th International Conference on Learning Analytics and Knowledge (LAK).

Allen, S. E., Phillips, A. M., & Kizilcec, R. F. (2021). Student perceptions of pre-assessments: “It’s basically just guessing anyways.” Proceedings of the Physics Education Research Conference.

Alon, L., Sung, S. & Kizilcec, R.F. (2021). How Does Active Learning Change Undergraduate Learning Experiences? A Case of a Large Technology Design Course. In T. Bastiaens (Ed.), Proceedings of Innovate Learning Summit 2021 (pp. 201-208).

Yu, R., Lee, H., & Kizilcec, R. F. (2021). Should College Dropout Prediction Models Include Protected Attributes? In Proceedings of the ACM Conference on Learning at Scale (L@S).

Williamson, K. & Kizilcec, R. F. (2021). Effects of Algorithmic Transparency in Bayesian Knowledge Tracing on Trust and Perceived Accuracy.  In Proceedings of the Conference on Educational Data Mining (EDM).

Williamson, K. & Kizilcec, R. F. (2021). Learning Analytics Dashboard Research Has Neglected Diversity, Equity, and Inclusion. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Cho, J. & Kizilcec, R. F. (2021). Applying the Behavior Change Taxonomy from Public Health Interventions to Education Research.  In Proceedings of the ACM Conference on Learning at Scale (L@S).

Cho, J., Li, Y., Krasny, M. E., Armstrong, A., Russ, A., & Kizilcec, R. F. (2021). Using Social Norms to Promote Actions Beyond the Course. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Cho, J., Tomasik, I., Yang, H., & Kizilcec, R. F. (2021). Student Perceptions of Social Support in the Transition to Emergency Remote Instruction. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Cho, J. & Kizilcec, R. F. (2021). Delivery Ghost: Effects of Language Immersion and Interactivity in a Language Learning Game. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI).

Kizilcec, R. F. & Chen, M. (2020). Student Engagement in Mobile Learning via Text Message. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Chen, Y. & Kizilcec, R. F. (2020). Examining Sources of Variation in Student Confusion in College Classes. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Kizilcec, R. F., Saltarelli, A. J., Bonfert-Taylor, P., Goudzwaard, M., Hamonic, E., & Sharrock, R. (2020). Welcome to the Course: Early Social Cues Influence Women’s Persistence in Computer Science. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI).

Varanasi, R. A., Kizilcec, R. F., & Dell, N. (2019). How Teachers in India Reconfigure their Work Practices around a Teacher-Oriented Technology Intervention. In Proceedings of the ACM Conference on Computer-Supported Cooperative Work (CSCW).

Kizilcec, R. F. & Saltarelli, A. (2019). Can a diversity statement increase diversity in MOOCs? In Proceedings of the ACM Conference on Learning at Scale (L@S).

Kizilcec, R. F. & Goldfarb, D. (2019). Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Kizilcec, R. F. & Saltarelli, A. (2019). Psychologically Inclusive Design. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI).

Kizilcec, R. F., Bakshy, E., Eckles, D., & Burke, M. (2018). Social Influence and Reciprocity in Online Gift Giving. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI).

Chaturapruek, S., Dee, T. S., Johari, R., Kizilcec, R. F., & Stevens, M. L. (2018). How a data-driven course planning tool affects college students' GPA: Evidence from two field experiments. In Proceedings of the Fifth ACM Conference on Learning at Scale (L@S).

Davis, D., Kizilcec, R. F., Hauff, C., & Houben, G.-J. (2018). The Half-Life of MOOC Knowledge: A Randomized Trial Evaluating the Testing Effect in MOOCs. In Proceedings of the International Conference on Learning Analytics and Knowledge (LAK).

Kizilcec, R. F., Davis, G. M., & Cohen, G. L. (2017). Towards equal opportunities in MOOCs: Affirmation reduces gender & social-class achievement gaps in China. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Davis, D., Jivet, I., Kizilcec, R. F., Chen, G., Hauff, C., & Houben, G.-J. (2017). Follow the Successful Crowd: Facilitating Social Comparison Raises MOOC Completion Rates. In Proceedings of the International Conference on Learning Analytics and Knowledge (LAK).

Kizilcec, R. F. (2016). How Much Information? Effects of Transparency on Trust in an Algorithmic Interface. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI).

Kizilcec, R. F., Perez-Sanagustin, M., & Maldonado, J. J. (2016). Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Kizilcec, R. F., & Halawa, S. A. (2015). Attrition and Achievement Gaps in Online Learning. In Proceedings of the ACM Conference on Learning at Scale (L@S).

Krause, M., & Kizilcec, R. F. (2015). To Play or not to Play: Response Quality and Task Complexity in Games and Paid Crowdsourcing. In Proceedings of the AAAI Conference on Human Computation & Crowdsourcing (HCOMP).

Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing Face in Video Instruction: Effects on Information Retention, Visual Attention, and Affect. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI).

Williams, J. J., Kizilcec, R. F., Klemmer, S., & Russell, D. (2014). Innovations for Learning at Scale Workshop. In Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI).

Zhang, K. & Kizilcec, R. F. (2014). Anonymity in Social Media: Effects of Content Controversiality and Social Endorsement on Sharing Behavior. In Proceedings of the AAAI International Conference on Weblogs and Social Media (ICWSM).

Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. In Proceedings of the International Conference on Learning Analytics and Knowledge (LAK).

Kizilcec, R. F. (2013). Collaborative Learning in Geographically Distributed and In-person Groups. In Proceedings of the Conference on Artificial Intelligence in Education (AIED).

Book Chapters

Kizilcec, R. F. & Lee, H. (2022). Algorithmic Fairness in Education. In W. Holmes & K. Porayska-Pomsta (Eds.), The Ethics of Artificial Intelligence in Education, Routledge.

Rizvi, S., Rienties, B., Rogaten, J., & Kizilcec, R. F. (2022). Culturally-Adaptive Learning Design: A Mixed-method Study of Cross-Cultural Learning Design Preferences in MOOCs. In B. Rienties, R. Hampel, E. Scanlon, D. Whitelock (Eds.), Open World Learning: What Works?, Routledge.

Kizilcec, R. F. & Brooks, C. (2017). Diverse Big Data and Randomized Field Experiments in MOOCs. In C. Lang, G. Siemens, A. Wise, D. Gašević (Eds.), Handbook of Learning Analytics (pp. 211-222). Society for Learning Analytics Research.

INVITED TALKS/PANELS

2022        Educational Data Mining Conference, Durham University, keynote

2022        Culturally Aware Learning Analytics workshop, LAK, keynote

2022        Motivation, self-regulation, and personality symposium, Tübingen University, guest speaker

2022        Learning and Collective Intelligence workshop, Learning Planet Institute, Paris, guest speaker

2021        Summer Institute in Computational Social Science, HSE University, guest lecture

2021        Culturally Aware Human-Centered Learning Analytics Workshop, EC-TEL, keynote

2021        Positive Education Conference, Tsinghua University, keynote

2021        eMadrid Research Days, Online, invited talk on Self-regulated Learning

2021        AAAI Panel on Advancing Learning in the Digital Era, panelist

2020        Aspen Forum for the Future of Higher Education, co-organizing session

2020        AERA Educational Data Science Mini-conference, Stanford University, invited talk

2020        Society for Personality and Social Psychology (SPSP) conference, talk (2% acceptance rate)

2019        Singapore Management University, “Communication, Data, and Design” colloquium talk

2019        National University of Singapore, ALSET seminar, invited talk

2019        China Positive Education Conference, Tsinghua University, keynote

2018        Northeast Big Data in Education Conference, CMU, invited keynote

2018        University of Michigan, Academic Innovation speaker series, talk on inclusive learning

2017        Higher School of Economics, Russia, invited keynote at higher education conference

2017        Udemy, Inc., talk on supporting continued engagement with online learning at scale

2017        Kahn Academy, talk on supporting continued engagement with online learning at scale

2016        Pontifical Catholic U. of Chile, talk on social psychological barriers in higher education

2016        Rosetta Stone, talk on psychological factors in online courses

2016        EdTech Meetup RheinMain, Germany, talk on online education research

2016        Pratham Symposium, Stanford, panel on worldwide challenges in education

2016        MediaX Conference, Stanford, panel on digital augmentation in education

2016        Learning Summit, Stanford, panel discussion on inclusive learning environments

2016        TU Delft, the Netherlands, talk on psychological interventions in online learning

2016        Coursera Partners Conference, Holland, talk on strategies to support active learning in MOOCs

2015        UC Berkeley, Institute of Design, talk on psychological interventions in online learning

2015        MIT, xTalk series, talk on psychological interventions in online learning

2015        University of Michigan, MOOC research summit, talk on psychological causes of achievement gaps in online learning

2015        Coursera, Inc., talk on learner motivation, social cues, and achievement gaps in online learning

2015        Digital October Center, Moscow, Russia, talk on instructional design in MOOCs

2014        MediaX Conference, Stanford, talk on market segmentation of online interactions based on motivation

SELECTED CONFERENCE PRESENTATIONS (NON-ARCHIVAL)

2022        Unizin Summit, “Cross-Institutional Transfer Learning for Educational Models: Implications for
         Model Performance, Fairness, and Equity”

2020        IC2S2, “The Limits of Scalable Interventions: Evidence from 248 Online Courses”

2019        CODE@MIT, “Broadening Participation with Diversity Statements”

2019        CODE@MIT, “The Limits of Scalable Interventions”

2019        AI100 Prediction in Practice, “On the Psychology of AI in Practice”

2018        IC2S2, “Heterogenous Effects of Incentives in Mobile Learning in Africa”

2018        CODE@MIT, “Criteria-based Randomization”

2016        BayLearn Conference, “Psychologically Welcoming Learning Environments”

2016        SPSP, “Closing the Global Achievement Gap in Online Learning”

2015        CODE@MIT, “Peer encouragement designs: Estimating peer effects of social feedback”

2014        eMOOCs, “Encouraging Forum Participation […] with Motivational Framings“

2014        Learning with MOOCs, “The Promise of Social Learning & Annotation”

TEACHING

Courses

Fall 2022        INFO 4100/5101: Learning Analytics, Cornell University

        INFO 1998: Freshman Team Projects Course, Cornell University

Spring 2022        INFO 4800: Behavioral Science Interventions, Cornell University

        INFO 1998: Freshman Team Projects Course, Cornell University

Fall 2020, ‘21        INFO 4100: Learning Analytics, Cornell University

Spring 2020        INFO 4800: Behavioral Science Interventions, Cornell University (with Neil Lewis Jr.)

Sp, Fa 2019        INFO 5200: Introduction to Learning Analytics, Cornell University

Fall 2018        INFO 6750: Causal Inference and Design of Experiments, Cornell University

Invited and ad-hoc teaching

2022        Guest Lecture, 6.882 Ethical Machine Learning in Human Deployments, MIT

2021        Guest Lecture, CS 4660: Foundations in Educational Technology, Georgia Tech

2021        Guest Lecture, EDUC 131: Educational Technology, UC Irvine

2016        Guest Lecture, Learning Analytics Seminar, Stanford University

2014, 2015        Teaching Assistant, “Online Learning Research Methods”, Stanford University

2014        Guest Lecture, Learning Analytics Seminar, George Mason University

2014        Co-Instructor, Workshop on questionnaire design, Stanford University

2010, 2011        Technology Camp Director, TIC Summer Camp, McLean, VA.
Held teacher-training workshops, designed and supervised programming classes.

2009        Technology Camp Counselor, TIC Summer Camp, McLean, VA.
Taught programming and web design to kids (ages 7 to 16).

ADVISING

Post-doctoral fellows

Lilach Alon (2021-2022, Cornell Information Science)

SeoYoon Sung (2021-2022, Cornell Information Science)

Hui Yang (2019-2020, Cornell Information Science)

Doctoral students

Jinsook Lee (primary; Cornell Information Science)

Youjie Mina Chen (primary; Cornell Information Science)

Kimberly Williamson (primary; Cornell Information Science)

Ji Yong Cho (primary; Cornell Information Science)

Scott Allen (primary; Cornell Physics)

Rama Varanasi (co-advised; Cornell Information Science)

Amanda Purington (co-advised; Cornell Communication)

Zikai Alex Wen (co-advised; Cornell Information Science)

Katharine Sadowski (co-advised; Cornell Policy Analysis & Management)

Chang Cheng (co-advised; Cornell Industrial Labor Relations)

Julia Proft (co-advised and graduated; Cornell Computer Science)

Saman Rizvi (co-advised with Bart Rienties; graduated from Open University; now at UCL)

Alice Kathmandu (co-advised with Geoffrey Cohen, Hazel Markus; graduated from Stanford GSE)

Masters’ students

Martha Brandt (Cornell IS)

Hansol Lee (Cornell CS)

Thomas Chen (Cornell CS)

Jancey Taveras (Cornell IS)

Camille Lee (Cornell IS)

Kathryn Papadopoulos (Stanford in Symbolic Systems; now at Google)

Undergraduate students

Wentao Guo (Cornell IS)

Sunil Sabnis (Cornell IS)

Max Chen (Cornell IS)

Daniel Goldfarb (Cornell CS)

Anna Kambhampaty (Cornell IS)

Souleiman Benhida (Cornell IS)

Johnny Winston (Stanford Symbolic Systems)

Lalida Sritanyaratana (Stanford HCI course community teaching assistant; now at Google)

PROFESSIONAL SERVICE

2022                General Conference Chair, ACM Learning at Scale

2022                Ad-hoc Foundation Grant Reviewer, National Science Foundation (NSF), Israel
                Science Foundation (ISF), Schmidt Futures Foundation

2022                Subcommittee Awards Representative, ACM CHI

2022                Program Committeee Member, ACM Learning at Scale; Learning Analyics &
                Knowledge; Educational Data Mining; Higher Education Advances

2022                Workshop Co-organizer, “Third Annual Workshop on A/B Testing and
                Platform-Enabled Learning Research”
, ACM Learning at Scale

2021                Journal Reviewer, Computers & Education, Computers in Human Behavior, Journal of
                Computer-Assisted Learning

Since 2020        Steering Committee Member, ACM Learning at Scale

Since 2020        Faculty Advisor Board Member, Cornell McCormick Teaching Excellence Institute

Since 2019        Associate Editor, Computer-Based Learning in Context

2021                Co-Chair, Cornell Committee on Course Feedback

2021                Journal Reviewer, Educational Psychology, International Journal of Artificial
                Intelligence in Education, Transactions on Computer-Human Interaction (TOCHI),
                Education Research Review,  IEEE Transactions on Learning Technologies, Computers
                & Education, Educational Researcher, Journal of Computer-Assisted Learning

2021                Grant Reviewer, IES Higher Education Panel

2021                Program Committee Member, ACM SIG CHI, ACM Learning at Scale, ACM FAccT

2020                Program Co-Chair, ACM Learning at Scale

2020                Journal Reviewer: Science, AERA Open, Journal of Business Ethics, Computers &
                Education

2020                Grant Reviewer, Spencer Foundation Large Grants

2019                Program Committee Member, ACM CSCW, ACM SIG CHI, ACM Learning at Scale

2018                Program Committee Member, ACM Learning at Scale

2017                Program Committee Member, ACM Learning at Scale, eMOOCs, Coursera Partners
                Conference

2016                Program Committee Member, Learning with MOOCs Conference

2015                Program Committee Member, ACM Learning at Scale

2014-2019        Reviewer, Psychological Science, Oxford University Press, Computers in Human
                Behavior, Journal of Learning Analytics, International Journal of Artificial Intelligence in
                Education, International Conference on Learning Analytics & Knowledge, ACM CSCW
                Conference, IEEE Transactions on Signal Processing, Journal of Computer Assisted
                Learning, ACM TOCHI Transactions on Computer-Human Interaction, Computers &
                Education, IEEE Transactions on Learning Technologies, ACM CHI Human Factors in
                Computing Systems Conference

2014        Workshop Co-Organizer, ACM CHI Human Factors in Computing Systems Conference

SELECTED MEDIA COVERAGE

Forbes, The “Depressing” And “Disheartening” News About MOOCs, June 2020

EdSurge, Massive Study of Online Teaching Ends With Surprising - and ‘Deflating’ – result, June 2020

WIRED, People Want to Know About Algorithms—but Not Too Much, March 2019

Harvard Business Review, We Need Transparency in Algorithms, But Too Much Can Backfire, July 2018

Xinhua News, Exercise devised to boost completion rates of some online learning courses, April 2017

The Australian, Online Primer Fails in Collectivist Cultures, April 2017

EdSurge, Study Finds Tactics to Help Close Global MOOC Achievement Gap, February 2017

The Australian, Welcome effort boosts MOOCs, February 2017

PBS Rewire, ‘Taking an Online Course? Writing Out Your Reasons Why Might Help You Finish’, January 2017

Inside Higher Ed, A Sense of Belonging on Inside Higher Ed, January 2017

Education Week, Practical Guidance from MOOC Research: Student Diversity, July 2015

BBC, Moocs data offers promise of perfect teaching, October 2013

ACM Tech News, Learning analytics at Stanford takes huge leap forward with MOOCs, April 2013