Michael Falk is vice dean for undergraduate education at the Whiting School of Engineering and is a professor in the Department of Materials Science and Engineering, with a secondary appointment in Mechanical Engineering. His research focuses on computational materials science, structural materials, and optoelectronic and magnetic materials. He came to the Johns Hopkins University in 2008. He received his doctorate in 1998 from the University of California Santa Barbara in 1998, and both his bachelor’s (physics, 1990) and his master’s (1991, computer science) at the Johns Hopkins University. He served as the PI on STEM Achievement in Baltimore Elementary Schools (SABES), a $7.4 million National Science Foundation-funded project aimed at improving science, technology, engineering, and math education in Baltimore public schools. Falk also serves on the Diversity Leadership Council and played an active role in encouraging the university to establish an office of LGBTQ Life.
Michael Reese, Jr.
Michael Reese is the Associate Dean & Director at the Johns Hopkins Center for Educational Resources. He also has a joint appointment in sociology as a lecturer. Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and Hamilton. He also consulted with the University of Maryland School of Nursing on the launch of their distance education program. He earned an Ph.D. in sociology at Johns Hopkins. His dissertation modeled how educational innovations diffused in higher education. He also earned an M.Ed. in educational technology from the University of Virginia and a B.S. in electrical engineering at Virginia Tech, where he was named the Paul E. Torgersen Leadership Scholar by his peers.
Alejandra J. Magana is an Associate Professor of Computer and Information Technology and by courtesy in Engineering Education at Purdue University. Her research focuses on characterizing modeling and simulation practices in science and engineering. Her main goal is to understand under what conditions modeling, simulation, and visualization practices can support different forms of reasoning and learning. Similarly, she investigates how professors integrate these practices at the undergraduate level and how can they provide effective learning strategies and scaffolds that can result in deeper learning.