Shaun B. Kellogg

About Shaun

Dr. Shaun Kellogg is Senior Director of the Program Evaluation and Education Research (PEER) Group and Teaching Assistant Professor in the College of Education. Dr. Shaun Kellogg has over 20 years of experience in education as both a public school teacher and educational researcher. Since 2011, Dr. Kellogg has led comprehensive research, evaluation, and capacity-building projects centered on the use of technology to make learning more equitable, engaging, and effective for students and educators. He recently developed the Online Graduate Certificate in Learning Analytics in partnership with the College of Education and serves as the Principal Investigator on the NSF-funded Learning Analytics in STEM Education Research (LASER) Institute.

Prior to his work in research and evaluation, Dr. Kellogg spent 10 years in K-12 public education, beginning his teaching career as a Peace Corps Volunteer in Romania and later teaching in the public school systems of Michigan and North Carolina. Dr. Kellogg is an NCCTM Outstanding Elementary Math Teacher, Hoke County Schools Math Teacher of the Year, and North Carolina 8th District Congressional Scholar. He has taught grades K-12 in various capacities including roles in special education and AIG.

Dr. Kellogg holds a B.A. from the University of Michigan, teaching certification from Michigan State University, and a Master’s Degree in Educational Technology from Western Michigan University. He earned his PhD in Curriculum & Instruction at North Carolina State University and is a recipient of the first William C. Friday Graduate Student Fellowship for his research examining peer networks in online communities of practice and Massively Open Online Courses for Educators.

Resources

• Value Creation in Online Communities for Educators (Journal Article)

  Co-Author
  Leveraging the potential of online communities to enhance and extend traditional professional development opportunities for educators requires an in-depth understanding of the value that members find through their participation.
• Exploratory Research on Designing Online Communities of Practice for Educators to Create Value (White Paper)

  Contributor
  Building on at least two decades of existing scholarship, this report summarizes three years of exploratory research conducted by the Connected Educators project and identifies how best to capitalize on online communities of practice, which the 2010 National Educational Technology Plan argued should be an integral component of the future of professional learning for educators (U.S. Department of Education, 2010).
• Arlington Public Schools Digital Learning Device Project: Phase II Study Findings (Report)

  Co-Author
  Arlington Public Schools (APS) partnered with the Friday Institute Research and Evaluation (FIRE) team at North Carolina State University to evaluate the progress of their 1:1 project, which aims to ensure that every student from grade 2 through 12 has a personal digital learning device (1:1) to support instruction.
• Remote Learning in Times of Crisis: School and District Triage (White Paper)

  Co-Author
  On March 14, 2020, all North Carolina K-12 schools closed due to the COVID-19 global pandemic. Educators across the state were tasked with developing inclusive remote learning plans while receiving minimal guidance around best practices. As school closures went from temporary to permanent for the remainder of the 2019-2020 academic year, students, families, teachers and administrators adapted to long-term remote learning. This unprecedented situation provided the opportunity to gather critical information regarding the implementation and administration of remote learning that will help inform how school districts will return to school this fall.
• Arlington Public Schools Digital Learning Device Project: Digital Devices Enhance Learning But Require Adequate Technical Support and Planning Time for Teachers (FI Education Brief)

  Co-Author
  In order to better understand the current state of the Arlington Public Schools' 1:1 program transition, the district partnered with the Friday Institute Research and Evaluation (FIRE) team at North Carolina State University to conduct a small-scale study. The purpose of the study was to identify implementation successes and challenges and to signal opportunities for program growth moving forward.

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