Dr Shaun Kellogg

About Shaun

Dr. Shaun Kellogg is the Director of the Friday Institute Research and Evaluation (FIRE) Team and Teaching Assistant Professor in the College of Education. His research and evaluation work centers on the use of technology to make learning more equitable, engaging, and effective for students and educators. Dr. Kellogg has developed and taught graduate level courses and workshops in Learning Analytics, Text Mining, and Network Analysis and is developing an Online Graduate Certificate in Learning Analytics in partnership with the College of Education.

Prior to his work in research and evaluation, he 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.

He 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 (Whitepaper)

  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.