Dr. Damian Corbin Jenkins holds a BA, Teaching Credential and MA from Pepperdine University and a Ph.D. From the University of California Santa Barbara. Dr. Jenkins taught at Malibu High School from 1994-1999 in the content areas of English Language Arts and Social Studies. In 1998, she began teaching at Pepperdine University as an adjunct professor, then shifted her career to a full-time professorship where she worked until 2012. She taught School and Society at the Graduate School of Education and Psychology, but her full-time appointment was at undergraduate program of teacher education on the Malibu campus. In 2012, Dr. Jenkins left Pepperdine University and joined the faculty at Antioch University at Santa Barbara where she worked to build the graduate research series of courses for the M.Ed. students; she taught at Antioch until 2016 when she shifted the focus of her work to school accreditation and issues of school improvement. To date, Dr. Jenkins holds two roles that are near and dear to her heart. The first is as Cognia’s Director of Client Services for the state of California. She enjoys working with state officials, community leaders and leaders of early learning, elementary and secondary schools as they seek accreditation through a continuous improvement process that is affiliated with three of the six USDE approved accreditation commissions in the U.S. context. Her other role is as founder and CEO of National Online Virtual Academy (NOVA) for secondary students. NOVA is culmination of Dr. Jenkins’ life’s work. NOVA places students at the center of decision making as they navigate interactive curriculum for each course. Each course unfolds like a “choose your own adventure novel” as students actively make choices about the direction they take in the course as well as how they demonstrate their learning. The learning model is grounded in Jenkins 2010 dissertation, and it mimics what people do in their everyday lives in order to learn new information. NOVA is a compassionate, relationship-based learning environment because Dr. Jenkins has shown in her empirical research that effective learning cannot occur outside of meaningful relationships with teachers who lovingly act as champions for their students. Jenkins and the NOVA research team continue to build the research base on which NOVA is built in order to further the development of the school in empirically grounded ways.
Dr. Judith Green is a Distinguished Professor Emeritus in the Department of Education at the University of California Santa Barbara, where she worked from 1990-2016. Her teaching and research focus on teaching-learning relationships, disciplinary knowledge as socially constructed, and ethnographic research and discourse studies of the patterns of everyday life in classroom. Questions that she explores in her research and in her classes include:
How do children gain access to school knowledge?
What counts as literacy and learning in school settings?
How is disciplinary knowledge socially constructed?
What opportunities for learning are constructed in classrooms, and who has access to these opportunities?
How does the theory you select shape your research questions, the methods you use, and the claims that you can make about a phenomenon?
As a founding member of the Santa Barbara Classroom Discourse Group, a collaborative community of teacher ethnographers, student ethnographers and university-based ethnographers, Dr. Green explores questions guided by theories on the social construction of knowledge. The goal is to identify principles of practices that teachers (and others) use to support equity of access for all students. As a co-director of LINC, the Center for Education Research for Literacy and Inquiry in Networking Communities, she works with teachers and researchers to explore how the new advanced technology networks support innovative learning opportunities. Dr. Green and her colleagues have an approach to curriculum and technology in which teachers and students create a virtual and interactive community in which they plan collaborative research across city, state and national borders and share their local inquiry to make global connections.
Dr. Green has been teaching for more than 5 decades across levels of schooling (K-20). She received her M.A. in Educational Psychology from California State University, Northridge (1970), where she learned about child and language development. She received her Ph.D. from the University of California, Berkeley, where she explored the relationships between teaching and learning, literacy and knowledge construction. Her recent research focuses on how classroom practices support access to students across academic disciplines in classrooms and in virtual communities.
Dr. Krisanna Machtmes holds a BS degree from University of Wyoming, a MS degree from Washington State University and a Ph.D. in Education from Purdue University. After completing her doctorate at Purdue University, Dr. Machtmes worked for three years as a program evaluator for the 4-H Youth Development Department at Purdue University. Dr. Machtmes' initial faculty position was at Louisiana State University in 2002. While at LSU, Dr. Machtmes earned promotion to Associate Professor with tenure. She joined Ohio University in the fall of 2013. Dr. Machtmes' research focuses on the methodology used to evaluate technology-based education programs. Current research examines the effects of immersive virtual learning on training adults. Responsibilities at Ohio University include teaching graduate courses in research methods and evaluation, including mixed methods. Dr. Machtmes has been active in myriad campus service and leadership committees at LSU, including the Honor Society of Phi Kappa Phi.
Research, Engagement, and Outreach interests: Program Evaluation/Methodology and Data Collection; Implementation Science; Doctoral Education Resear
Stephanie Pope holds a BA from California State University Northridge, and an MA from University of San Diego. She began her education experience as a public-school American Sign Language (ASL) teacher in 2007. She quickly became a 21st century teacher and leveraged technology in her World Language classroom. This technological foundational began her continued development as an Information Specialist for a private school, which led her to serve as an Operations Manager of an Independent Online High School. In 2015, while growing a passion for online school systems and operations she simultaneously wrote one of the first UC approved online ASL courses, incorporating video-based content and assessments. During this time, Stephanie completed her Master’s Degree in Curriculum and Instruction, in a fully online program at the University of San Diego. Her experience-based knowledge of online school operations with a strong emphasis of online curriculum and instructions has given her the expertise to build a new kind of online school serving as Chief Academic Officer of National Online Virtual Academy (NOVA).
Monaliza Maximo Chian is a Post-doctoral Fellow in the Faculty of Education at The University of Hong Kong. She is also a Lecturer of various qualitative research methods in the Faculty of Education at HKU. Her Ph.D. in Education at the University of California, Santa Barbara, focused on Teaching-Learning relationships, and Qualitative-Interpretive Research. Her current research interests include qualitative research, ethnographic and action research, and interdisciplinary collaborations, and innovative curriculum design in higher education. She is a key member of the NOVA research team and her expertise in interactional ethnography and qualitative research is further our understandings of what counts as high quality online learning that is interactive, inquiry-based and community-focused.
Lauren Gilmore holds a BA and California State Teaching Credential from California State University Northridge. She is the Instructional Designer at NOVA which is a role that is focused on bringing curriculum to life using interactive technologies. Lauren has taken up a diverse range of careers, all of which allowed her to focus on her passion for creativity, innovation and building community. She began her teaching career in the Kindergarten classroom, then shifted her career to that of a Regulatory Affairs Specialist for a medical device company. Later, she worked as a personal stylist for an online personal styling service. She has enjoyed working from home and caring for her three energetic boys for the past 8 years. As a NOVA leader, Lauren works to build community in ways that help her "come alongside" students and teachers in a coaching capacity so that they can reach their fullest potential and realize their goals.
Caroline Nuttall Cross is an art teacher in San Diego, California. After graduating from the University of Nevada, Reno, she has spent most of her educational career in online education as a Principal and later as a Director of Online Learning. As an artist she enjoys being creative with her family, friends, and dogs every day! Her passion for education for all and educational technology brings her to NOVA to work alongside a wonderful group of educators as the Operations Manager and as a member of the NOVA Research Team.