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About
Stephen C. Ehrmann, Ph.D.
Steve Ehrmann has devoted over fifty years of his life to helping colleges and universities improve learning, equitable access, and affordability:
MIT doctoral dissertation analyzing how a civil engineering department’s undergraduate program adapted to changes in its environment over thirty years (1974-78)
Evaluator for the Evergreen State College (1975-77)
Program Officer for the Fund for the Improvement of Postsecondary Education (1978-85), shepherding most of the grants dealing with educational uses of computing.
Senior Program Officer for Interactive Technologies at the Annenberg/CPB Project. Projects included some of the first online degree programs, the development of multimedia for education, and faculty development strategies. (1985-96)
Specialist in Educational Uses of Technology at the American Association for Higher Education (AAHE) (1996-98)
Founding Vice President of the non-profit TLT Group (Teaching, Learning, and Technology). Continued directing the Flashlight Program for Evaluating Educational Uses of Technology, created in 1994. Consultant in the evaluation of innovations, faculty development, and institutional change (1998-2010)
Special Projects Coordinator in the Office of the Provost and Adjunct Professor in Learning Technologies, Drexel University (2010)
Vice Provost for Teaching and Learning; Associate Professor of Educational Technology Leadership, George Washington University (2011 - 2014).
Assoc. Director, Kirwan Center for Academic Innovation, University System of Maryland. Evaluated the System’s experiments with course redesign in the prior eight years (2015)
Independent Scholar studying how colleges and universities have improved their quality of learning, equitable access, and affordability - simultaneously. Speaker, consultant. (2016- )
Doctor Ehrmann’s research into quality, access/equity, and affordability did not begin from a blank slate. This excerpt from Pursuing Quality, Access, and Affordability highlights how his fifty years of support for academic innovation shaped his assumptions including the assumption that history provides some surprising insights into what works, and what doesn’t work, today.
