Katherine S. Cennamo
Katherine S. Cennamo is a professor in the Instructional Design and Technology program.
- Application of learning theories to instructional products
- Video-based learning
- PhD, University of Texas at Austin
- MEd, University of Arizona
- BA, Virginia Tech
- Chair, Faculty of Learning Sciences and Technologies. Manage day-‐to-‐day operation including budget; faculty and staff; promotion and tenure procedures, and faculty evaluations. July 2013-January 2015; July 2015- present.
- Member, School of Education Leadership Committee. Advise Director on all matters related to SOE goals, expectations, and operations. July 2013-January 2015; July 2015- present.
- Chair, Learning Sciences and Technology Promotion and Tenure Committee, 2009--‐2012.
- Coordinator of Educational Research and Development, Creative Technologies in the Arts Initiative, 2007--‐ 2010.
- Scholarship of Teaching and Learning Award, one of two awarded annually by the Virginia Tech Center for Instructional Development and Educational Research. 2014.
- Finalist, 2014 Global Giveback Competition, LINGOs/Last Mile Learning, for 7 courses created by students under my supervision. http://lingos.wordpress.com/2014/03/20/lscon_gg_volunteers/
- IAP-DDL Distance Education Best Practices Award, 2nd place, Association of Educational Communications and Technology, November 1, 2013.
- Teacher of the Week, selected by the Virginia Tech Center for Instructional Development and Educational Research, based on student nominations, 2013.
- Honored as “Distance Learning Pioneer”, Institute of Distant and Distributed Learning, 2007
Cennamo, K. (2016). Orchestrating Learning. In Boling, E., Schwier, R. A., Gray, C.M., Smith, K. M. & Campbell, K. (Eds.), Studio teaching in higher education: Selected design cases. New York, NY: Routledge.
Cennamo, K. (2016). What is Studio. In Boling, E., Schwier, R. A., Gray, C.M., Smith, K. M. & Campbell, K. (Eds.), Studio teaching in higher education: Selected design cases. New York, NY: Routledge.
Cennamo, K. S. (2013). In Education we all want to be nice: Lessons learned from a multidisciplinary design studio. In Hokanson, B. & Gibbons, A. (Eds.) Design in educational technology: Design thinking, design process, and the design studio. New York: Springer-‐‑Verlag.
Fowlin, J. M. & Cennamo, K. S. (2016) Approaching knowledge management through the lens of the knowledge life cycle: A case study investigation. Tech Trends, DOI: 10.1007/s11528-016-0126-4 (10 pages).
Holbrook, H. A. & Cennamo, K. (2014). Effects of high-fidelity virtual training simulators on learners’ self-efficacy. International Journal of Gaming and Computer-Mediated Simulations, 6(2), 38-52,
Cennamo, K. & Brandt, C. (2012). The right kind of telling: Knowledge--‐building in the academic design studio. Educational Technology Research and Development, 60 (5), 839--‐858.
Brandt, C. B., Cennamo, K., Douglas, S., Vernon, M., & McGrath, M. (2013). A theoretical framework for the studio as a learning environment. International Journal of Technology and Design Education, 23 (2), 329-348
Cennamo, K., Brandt, C. Scott, B, Douglas, S., McGrath, M., Reimer, Y., & Vernon, M. (2011). Managing the complexity of design problems through studio--‐based learning. Interdisciplinary Journal of Problem--‐based Learning, 5 (2), Article 5. Available at: http://docs.lib.purdue.edu/ijpbl/vol5/iss2/5
Kafura, D., Cennamo, K., Ernst, J. Shaffer, C. & Tilevich, E. (2016) A Scaffolded Data-Centric Approach to Improved Learning of Introductory Computing Concepts. National Science Foundation, $594,314 9/1/2016-8/31/2019.
Lepczyk, B & Cennamo, K. (2016) Extending Creativity through a Multidisciplinary Choreographic Digital Project. SEAD (Science, Engineering, Art, and Design) Mini Grant. Awarded through Institute for Creativity, Arts, and Technology (ICAT), $3000. 04/14/2016- 06/30/2016.
Vernon, M. R. (PI), Ermann, M., Simonetti, J., & Cennamo, K. (2009). Phoebe's Field: Exploring physics through narrative and metaphor. Institute for Society, Culture, and Environment (ISCE) 2009 Summer Faculty Scholars Program, $16,000, June--‐December 2009. (10%)
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