Timeri Tolnay, MA, Instructional Design and Adult Learning
Timeri joined Mines in November of 2015 to support the growth and Development of the Trefny Innovative Instruction (I²) Center. Prior to joining Mines, Timeri worked for a nationally recognized online Learning and Assessment System called ShowEvidence where she supported educational institutions in transferring their teaching, learning, and assessment practices online to create greater coherence institutionally. Before that Timeri co-founded, built, and sold a curriculum and professional development company called Inquiry By Design that promotes best literacy practices nationwide. Her extensive education background includes experiences as both a middle and high school Instructional Coach, as well as a school district administrator in Denver Public Schools. Timeri recently coauthored “Bringing Teacher Learning to Life: Courageous Teaching Using Peer Learning Labs to Elevate Efficacy” published by the Public Education and Business Coalition in December, 2015.
Susannah teamed up with the Trefny Innovative Instruction Center in January 2017 as an online learning experience designer. Susannah is passionate about partnering with faculty to determine, develop, and implement pedagogical solutions that engage student learning. Through a collaborative effort, Susannah also co-created an online community, Pedago.me, to facilitate the continued education, support, and education technology tool conversations around exceptional learning experience design. Susannah’s 10+ years of diverse educational experience includes instructional design, corporate training, program administration, and project management.
National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel's leadership, CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to promote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers entitled Science For Early Adolescence Teachers (Science FEAT).
His extensive background in science education includes experiences as both a middle school and high school science teacher, teaching university-level biology and science education courses, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching professional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997). Dr. Spiegel's current efforts focus on educational reform and in the innovation of teaching and learning resources and practices.
Sam Spiegel, PhD- Director
Dr. Spiegel joined Mines in April 2015 to lead the Trefny Innovative Instruction Center, formerly the Center for Innovative Teaching & Learning (CITL) in proactively supporting faculty to advance the quality of students’ learning experiences, advance campus discussions on pedagogy and innovative teaching, and advocate for and support faculty in their use of empirically proven innovative teaching approaches.
Prior to joining Mines, Dr. Spiegel served as Chair of the Disciplinary Literacy in Science Team at the Institute for Learning (IFL) and the Associate Director for the Swanson School of Engineering's Engineering Education Research Center at the University of Pittsburgh. He previously served as a science educator at Biological Sciences Curriculum Study (BSCS); as Director of Research & Development for a multimedia development company; and as founding Director of the Center for Integrating Research & Learning (CIRL) at the
Susannah Simmons, MA, Instructional Design and Adult Learning
Megan joined the Trefny Center in July 2017 as a Senior Assessment Associate. Before coming to Mines, Megan worked at the Eberly Center for Teaching Excellence and Instructional Innovation at Carnegie Mellon University, where her role focused on supporting instructors in conducting research about student outcomes in their courses. Megan’s disciplinary background is in educational psychology. She earned her doctorate from the Ohio State University, and her research focused on the idea of relevance in higher education—how we define it, how students perceive it, and how to measure it—an interest that continues to inform her work.