Mary Wright is Director of the Sheridan Center for Teaching and Learning and an Adjunct Assistant Professor in the Department of Sociology. She is also Past President of the Professional and Organizational Development (POD) Network in Higher Education, the U.S. professional association for educational development.
Prior to arriving at Brown, she was Director of Assessment and an Associate Research Scientist at the University of Michigan's Center for Research on Learning and Teaching (CRLT). Mary earned an A.B. in sociology from Princeton University, an M.A. and Ph.D. in sociology from the University of Michigan, and an M.A. in higher education administration from the Center for the Study of Higher and Postsecondary Education at U-M.
Her research interests include evaluation of teaching and learning innovations, measuring the impact of educational development services, graduate student professional development, and curricular assessment of student learning. Her book, Always at Odds?: Creating Alignment Between Faculty and Administrative Values, was published in 2008 by SUNY Press.
(invited contribution) Chen, A., Bundy, C., Kim, J., Bass, R., Burgstahler, S., Lippincott, J., & Wright, M. (2017). 7 things you should know about the evolution of teaching and learning professions. Educause Learning Initiative. Available: https://library.educause.edu/~/media/files/library/2017/3/eli7142.pdf
Meizlish, D.S., Wright, M.C., Howard, J., & Kaplan, M.L. (2017). Measuring the impact of a new faculty program using institutional data. International Journal of Academic Development. Available: http://dx.doi.org/10.1080/1360144X.2017.1364644
Wright, M.C., Bergom, I, & Bartholomew, T. (2017). Decreased class size, increased active learning?: Intended and enacted teaching strategies in smaller classes. Active Learning in Higher Education. Available: http://journals.sagepub.com/doi/pdf/10.1177/1469787417735607
Gross, M.M., Wright, M.C., & Anderson, O.S. (2017). Effects of image-based and text-based active learning exercises on students examination performance in a muculoskeletal anatomy course. Anatomical Sciences Education. DOI: 10.1002/ase.1684
Wright, M.C., Goldwasser, M., Jacobson, & Dakes, C. (2017). Assessment from an educational development perspective. To Improve the Academy, 36(1): 38-49. Abstract: http://onlinelibrary.wiley.com/doi/10.1002/tia2.20051/abstract
Wright, M., Little, D., Cook, C., Sorcinelli, M.D., McDaniels, M., Lee, V., Kalish, A., Kaplan, M., Zakrajsek, T., Chaudhury, S.J., Zhadko, O. (2016). Evidence-based principles for online faculty development. Educause Review. Available: http://er.educause.edu/articles/2016/11/evidence-based-principles-for-online-faculty-development
Hardin, R., Bhargava, A., Bothner, C., Browne, K., Kusano, S., Golrokhian, A.R., Wright, M., Zeng, P.Z., & Agrawall, A. (2016). Towards a revolution in sustainability education: Vision, architecture, and assessment in a case-based approach. World Development Perspectives. Available: http://dx.doi.org/10.1016/j.wdp.2016.05.006
Blazek, M.C., Dantz, B., Wright, M. C. & Fiedorowicz, J.G. (2016). Spaced learning using emails to integrate psychiatry into general medical curriculum: Keep Psychiatry in Mind. Medical Teacher. Available: http://www.tandfonline.com/eprint/UGKGspQB4IrJgHUYQjRA/full
Gonzalez-Cabezas, C., Anderson, O.S., Wright, M. C., & Fontana, M. (2015). Exam questions developed by students lead to higher cognitive level of learning. Journal of Dental Education, (11): 1295-1304.
Wright, M. C., & Howard, J. (2015). Assessment for improvement: Two models for assessing a large quantitative reasoning requirement. Numeracy, 8(1). Available: http://scholarcommons.usf.edu/numeracy/.