i3 eMINTS Staff Members
Brooke has supported teachers and trainers at the eMINTS National Center since 2004, with a focus on using technology to support instruction. She enjoys working with colleagues to generate professional development materials for new eMINTS programs and for using different devices and platforms to implement student-centered, constructivist learning experiences. Her cohorts develop a close connection and support each other on their eMINTS journeys. She holds certifications as a Cognitive Coach and trainer, Intel Master Trainer, SMART Notebook trainer, and is working on her Google Apps for Education Trainer certification. Brooke began her own journey as a 3rd grade eMINTS teacher in southwest Missouri and feels a close connection with the teachers and affiliate trainers with whom she has the opportunity to work.
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In the 18 years Carla has been in education, she has incorporated inquiry and technology into the classroom. When teaching 6th grade she built projects and activities into her lessons. She taught 3rd and 4th grades as a certified eMINTS teacher. In the position of Library Media Specialist, she guided other teachers as a district Affiliate Trainer. She earned an eMINTS National Center Instructional Specialist title in 2008 and has written and published a number of education-related articles. Carla works in partnership with the University of Colorado Boulder on a National Science Foundation project developing computational thinking through video game design and a Google grant using simulation creation in the classroom. Her ultimate goal is to show teachers the power of inquiry for engaging and motivating students.
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Debbie was a classroom teacher for 15 years and has been training adults for 14 years at the state and national level. She joined eMINTS in 2008 after earning Affiliate Trainer certification through eMINTS’ “Train-the-Trainer” program. In addition to training adult learners, Debbie’s role at eMINTS includes collaborating to develop and improve training materials. She strives to equip herself and those she trains with strategies and skills that transfer into professional practice and, therefore, impact learners’ success. Debbie has completed Cognitive Coaching and Adaptive Schools Seminars. She is a certified Intel Senior Trainer and SMART Certified Trainer.
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Doug has worked with eMINTS since 2000 to provide professional development as well as in-classroom instructional coaching, online training support, and on-site integration visits. He assists teachers, affiliate trainers, and building administrators with incorporating technology into daily practice and with improving student engagement through the usage of high-quality units and lesson plans. He has presented workshops regionally and nationally and is a certified Intel Senior Trainer. Doug has an Educational Specialist degree in Instructional Technology from the University of Missouri and has experience as a classroom teacher in elementary and secondary settings. He lives in rural Missouri with his wife and two daughters and serves as the president of his local school board. Doug's hobbies include fishing, playing guitar, fixing up old trucks, raising cattle and playing really horrible golf.
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Grant Management
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Cara was a classroom teacher for 11 years in the St. Louis area before becoming an eMINTS Instructional Specialist in 2000. During that time, she has worked with teachers, administrators and technology specialists through professional development and on-site support. Along with her Area Instructional Specialist role, she coordinated the eMINTS National Center annual conference for several years and served as the core program coordinator. She is currently the statewide program coordinator for the I3 Validation Grant awarded to eMINTS in 2015.
Research Team - American Institutes of Research
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Dean Gerdeman
Managing Director |
Dean Gerdeman, Ph.D., is a managing director at AIR, where he leads projects designed to build rigorous and applicable evidence for addressing problems in education. His experience includes leading and supporting high-profile and complex lines of work, experimental and quasi-experimental research, and researcher-practitioner partnerships. As director of the $38 million REL Midwest, Gerdeman leads a portfolio of eight research alliances with educators and stakeholders in the seven-state region, encompassing applied research and evaluation, analytic technical assistance, and dissemination activities focused on using data and evidence to improve practices and outcomes. Gerdeman is principal investigator for AIR’s role in a multi-partner Gates Foundation project piloting the “positive deviance” improvement process with teachers in Long Beach, California and project director for the evaluation component of a $20 million U.S. Department of Education “i3” grant examining the impacts of TNTP’s teacher training partnerships in seven large urban districts.
Previously, Dr. Gerdeman was a project officer for the Institute of Education Sciences, where he managed a $105 million program portfolio. He is a past recipient of the American Association for the Advancement of Science policy fellowship at the National Science Foundation. At the University of California, Los Angeles (UCLA), Dr. Gerdeman served as a researcher in science education and as a field supervisor for first-year science teachers in urban schools. He earned his doctorate in education from UCLA.
Previously, Dr. Gerdeman was a project officer for the Institute of Education Sciences, where he managed a $105 million program portfolio. He is a past recipient of the American Association for the Advancement of Science policy fellowship at the National Science Foundation. At the University of California, Los Angeles (UCLA), Dr. Gerdeman served as a researcher in science education and as a field supervisor for first-year science teachers in urban schools. He earned his doctorate in education from UCLA.
