Randy Bass is Vice Provost for Education and Professor of English at Georgetown University. For 13 years he was the Founding Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS), where he continues as a Senior Scholar for Pedagogical Research.
He has been working at the intersections of new media technologies and the scholarship of teaching and learning for twenty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org).
From 2003-2009 he was a Consulting Scholar for the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-99, as a Pew Scholar and Carnegie Fellow. In 1999, he won the EDUCAUSE Medal for Outstanding Achievement in Technology and Undergraduate Education. Bass is the author and editor of numerous books, articles, and electronic projects, including recently, "Disrupting Ourselves: the Problem of Learning in Higher Education" (Educause Review, March/April 2012). He is currently a Senior Scholar with the American Association for Colleges and Universities.
He has been working at the intersections of new media technologies and the scholarship of teaching and learning for twenty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, “The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project,” (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org).
From 2003-2009 he was a Consulting Scholar for the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-99, as a Pew Scholar and Carnegie Fellow. In 1999, he won the EDUCAUSE Medal for Outstanding Achievement in Technology and Undergraduate Education. Bass is the author and editor of numerous books, articles, and electronic projects, including recently, "Disrupting Ourselves: the Problem of Learning in Higher Education" (Educause Review, March/April 2012). He is currently a Senior Scholar with the American Association for Colleges and Universities.