James M. Lang, Ph.D.
James M. Lang is a Professor of English and the Director of the Center for Teaching Excellence at Assumption College in Worcester, MA. He is a member of the Fulbright Specialist Program roster in higher education. He has a B.A. in English and Philosophy from the University of Notre Dame, an M.A. in English from St. Louis University, and a Ph.D. in English from Northwestern University.
Jim is the author of five books, the most recent of which are Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016), Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008). He serves on the editorial board for the journal College Teaching, and edits a new series of books on teaching and learning in higher education for West Virginia University Press. He has also developed an online course on Principles of Effective College Teaching, available from Magna Publications.
Jim writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, Time, and America.
Sarah Rose Cavanagh, Ph.D.
Associate Director for Grants and Research
Sarah Rose Cavanagh is an Associate Professor of Psychology and the Associate Director for Grants and Research of the Center for Teaching Excellence at Assumption College in Worcester MA. She has a B.A. in Psychology and Women’s Studies from Boston University and a Ph.D. in Experimental Psychology from Tufts University.
Her research considers whether the strategies people choose to regulate their emotions and the degree to which they successfully accomplish this regulation can predict trajectories of psychological functioning over time. Most recently, she is investigating whether small interventions targeting emotions at the start of class can yield benefits for student learning. This work is funded by a generous grant from the Davis Educational Foundation and is being conducted in collaboration with James M. Lang, as well as a collaborative team centered at Tufts University and University of Massachusetts Medical School.
Her book, The Spark of Learning: Energizing the College Classroom with the Science of Emotion, is being published by West Virginia University Press as part of James Lang’s series on teaching and learning in higher education. You can more read about it here and pre-order it here.
Sarah also blogs on affective neuroscience for Psychology Today and writes essays for online and print magazines on the topic of the psychology of emotions, including Motherboard and Darling magazine.
Mark V. Lonergan is an instructional designer within the Center for Teaching Excellence. He has a B.S. in Management from Bentley University and an M.Ed. in Educational Technology from Framingham State University.
Prior to joining Assumption College, Mark was the director of training for CLEAResult, North America’s largest energy solutions provider. His passion for online distance learning began over a decade ago, when he experienced firsthand how a learning community can be formed out of people who work and live thousands of miles apart.
His current interests are in using low-stakes formative assessments to increase learner−instructor interaction, and whether giving learners more control over their learning path influences their motivation to learn.