Jeff Nugent is Co-Director of the Center for Learning, Teaching and Research at Colgate. In his current role, Jeff provides leadership to advance teaching and learning with technology through enhanced support for faculty, program development and ongoing assessment of services. He has broad experience leading educational development initiatives, including the design and facilitation of faculty learning community programs, support for online course design and teaching, exploration of learning space design, and promoting learning innovation through the use of digital technologies. His current interests focus on the use of web-based platforms to support connected learning, and understanding factors that shape faculty adoption of technology to support their teaching practices in a range of learning environments.
Ed.S., University of Virginia, Curry School of Education: Charlottesville, VA.
Instructional Technology (Concentration in Technology and Teacher Education)
M.Ed., East Carolina University, Greenville, NC.
Middle Grades Education, (Concentration & Certification in Science Education)
B.A., Binghamton University, Binghamton, NY.
Philosophy and Anthropology (Double major)
McLeod, D. & Nugent, J.S. (2013). Making the case for a technology enhanced course to promote student engagement. In T. Cox (Ed.), Case Studies for the New Professor: Surviving the Jungle of the Academy. Charlotte, NC: Information Age Publishing.
Ellington, A.J., Hardin, J.R., & Nugent, J.S. (2011). Use of tablet PCs to enhance instruction and promote group collaboration in a course to prepare future mathematics specialists. Mathematics and Computer Education.
Carter, T. J. & Nugent, J. S. (2011). Personal learning networks: Implications for self-directed learning in the digital age. In V.C. X. Wang (Ed.), Encyclopedia of Information Communication Technologies and Adult Education Integration. Hershey, PA: IGI Global.
Carter, T.J., Nugent, J.S., Reardon, R.M., Rhodes, J.A., & Smith, F.G. (2010). Self-Directed Learning in a Faculty Learning Community: The FLC as “Organizing Circumstance.” Learning Communities Journal, 2 (1), 27-48.
Nugent, J., Reardon, R.M., Smith, F.G., Rhodes, J.A., Zander, M.J., & Carter, T. (2008). Exploring faculty learning communities: Building connections among teaching, learning, and technology. International Journal of Teaching and Learning in Higher Education, 20 (1), 51-58.
Nugent, J., & Bell, R.L. (2005). Understanding and applying the law of conservation of matter. In R.L. Bell & J. Garofalo (Eds.), National Educational Technology Standards for Students Curriculum Series: Science units for grades 9-12 (pp. 113-122). Eugene, OR: International Society for Technology in Education.
Bell, R.L., & Nugent, J. (2005). Exploring the Doppler Effect. In R.L. Bell & J. Garofalo (Eds.), National Educational Technology Standards for Students Curriculum Series: Science units for ¬grades 9-12 (pp. 237-250). Eugene, OR: International Society for Technology in Education.
Yerrick, R. K., Doster, E., Nugent, J. S., Parke, H. M., & Crawley, F. E. (2003).
Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons. Journal of Research in Science Teaching, 40, 443–463.
Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: The filtering effect of teachers' beliefs on understanding transformational views of teaching science. Science Education, 81, 137–159.
Yerrick, R., & Nugent, J. (1996). Does a multicultural treatment of science guide or disguise science classroom dilemmas? Science Education International, 67(1), 11–15.