Clinical Associate Professor
Learning Design & Technology
Department of Curriculum and Instruction
Link to Curriculum Vitae
Judith Lewandowski is a Clinical Associate Professor of Learning Design and Technology at Purdue University. Dr. Lewandowski earned all three of her degrees from Purdue University and has worked in the field of education / instructional design for over 20 years. Her professional roles have included: K-12 educator, outreach coordinator, professional development specialist, and instructional design consultant. Dr. Lewandowski's areas of interest relate to the practical application of learning design principles including: the promotion of student engagement, the infusion of motivation theory, cultivating service learning projects, and innovative approaches to professional development.
Ph.D., Curriculum & Instruction: Learning Design and Technology, Purdue University.
West Lafayette, IN, 2002.
M.S. Curriculum & Instruction: Educational Technology, Purdue University.
West Lafayette, IN, 1999.
B.A. Education, Purdue University.
West Lafayette, IN, 1996.
Richardson, J.C. & Kozan, K. (2017). Digging deep into Communities of Inquiry at Purdue. Educational Media and Technology Yearbook, Volume 40. doi: 10.1007/978-3-319-45001-8_6
Richardson, J.C., Maeda, Y., Lv, J. & Caskurlu, S. (2017). A meta-analysis of social presence in relation to students’ satisfaction and learning. Computers and Human Behavior, 71, 402-417. http://dx.doi.org/10.1016/j.chb.2017.02.001
Watson, S., Watson, B., Janakiraman, S., & Richardson, J.C. (2017). A team of instructors’ use of Social Presence, Teaching Presence and Attitudinal Dissonance: An Animal Behaviour and Welfare MOOC. International Review of Research in Open and Distance Learning, 18(2), 69-90. Available online at: http://www.irrodl.org/index.php/irrodl/article/view/2663/4087
Richardson, J.C. & Lowenthal, P. (2017). Instructor social presence: Learners’ needs and a neglected component of the Communities of Inquiry framework. Social Presence in online learning: Multiple perspectives, theories, and practices. Sterling, VA; Stylus Publishing.
Swan, K. & Richardson, J.C. (2017). Learning about the Community of Inquiry (CoI) framework. Social Presence in online learning: Multiple perspectives, theories, and practices. Sterling, VA; Stylus Publishing.
Olesova, L., & Richardson, J. (2017) The effectiveness of feedback in asynchronous online courses for non-native speakers of English. In M. Carrier, R. Damerow, & K. Bailey (Eds), Digital language learning and teaching: Research, theory and practice. New York, NY; Routledge, Taylor & Francis.
Clinical Associate Professor, Learning Design & Technology
Tenured Faculty, Indiana University South Bend
Instructional Design Consultant
K-12 Educator (Licensed Indiana)
External Program Evaluator