About Profiles
Hide
John Morelock
University of Georgia
Dr. John Morelock is an educational developer and STEM education change researcher in University of Georgia's Engineering Education Transformations Institute. His research interests include institutional change in complex systems and approaches to building capacity. As an educational developer, he manages all of EETI's teaching and learning programs, including several large and small community events, a travel fellowship program, a graduate TA pedagogy course, and a graduate teaching fellowship.
John received his Ph.D. in Engineering Education from Virginia Tech, where his research focused on student motivation, identity development, and game-based learning. He is also an avid gamer, with hobbies including both tabletop gaming and videogames.
Website Content Contributions
Other Contributions (3)
Creating spaces that strengthen faculty social networks around teaching and learning part of Accelerating Systemic Change Network:Conferences and Events:Conferences and Meetings:Transforming Institutions Conference 2025:Program:Posters:Session 1B
Faculty interactions are common and inevitable in academic institutions. Workplace interactions and relationships play a key role in helping faculty members perform their roles effectively. The social circle acts ...
The ProQual Approach: An innovative, accessible, and community-oriented approach to qualitative educational research training for STEM faculty part of Transforming Institutions Conference 2023:Program:Presentations:Session C
This presentation presents the ProQual Approach to supporting STEM instructional and tenure-track faculty in conducting qualitative educational research. Historically, integrating these two groups into STEM ...
Walking the walk of complex systems: Moving beyond "doing change" to build systemic capacity part of Accelerating Systemic Change Network:Conferences and Events:Conferences and Meetings:Transforming Institutions Conference 2021:Program:Presentations:Session V
In their landmark publication ten years ago, Henderson, Beach, and Finkelstein (2011) advocated that STEM institutions must be viewed as complex systems for long-term change initiatives to be successful. That ...