Image of Sally standing near a statue outside
  • Educational Development

Sally Wu

Assistant Director, Educational Technology

How Can I Help

I work with all faculty, postdocs, and graduate students on the effective and innovative uses of technology that advance their teaching and learning goals. I am happy to help think through, co-design, and identify solutions that enhance learning opportunities in and out of the classroom. I enjoy mentoring students towards their professional goals and collaborating with instructors to develop seamless, student-centered activities that help learners collaborate, reflect, and deepen their disciplinary knowledge and skills.

Bio

Sally PW Wu, PhD, joined the Center for Teaching and Learning in June 2021. As the Assistant Director for Educational Technology, she provides training, consultations, and pedagogic support on the effective and innovative uses of educational technologies. She develops workshops and resources on how to use university-supported tools to implement evidenced-based teaching strategies. In consultations, Sally works closely with instructors of all levels to integrate technologies and pedagogical scaffolds that enhance student learning and engagement in their classes. She researches emerging technology trends, particularly for tools and practices that foster critical thinking, creativity, collaboration, collective action, and cultural humility. Sally also evaluates the affordances and challenges for educational technology across departments and schools at Washington University. She uses these data to advise institutional units on pedagogical uses of educational technologies in and out of the classroom.

Sally has extensive experience collaborating with instructors and institutional partners to design and implement educational technologies in higher education. She has investigated the effects of various student-centered strategies that enhance learning with technologies in mixed-methods laboratory studies and classroom studies with hundreds of students. Overall, the interventions have shown improved learning outcomes for students and contributed to research on how to leverage educational technologies to increase engagement and equity in undergraduate classrooms. Sally has also worked with faculty, administrators, staff, and other key stakeholders via departmental or university-level programs to advise on various campus initiatives.

Over the past decade, Sally has taught students in small seminars, large lectures, workshops, and other contexts using learning management tools, video conferencing tools, and other learning technologies. She ask students to discuss ideas on collaborative Google docs, complete reflective surveys/polls, share images/videos on Padlet, or respond with fingers/dance moves/emojis to respond to a given question. Although the technologies and pedagogical strategies change based on the context and course goals of each course, integrating interactive, learner-centered activities is a cornerstone of her teaching. In a recent project focused on integrating computational thinking in STEM courses, she developed online authoring tools and multimedia trainings to reach instructors nationwide. She balances community building with flexibility by creating training modules and videos that teachers can engage with asynchronously and developing online communication channels to connect with teachers while they worked from home.

Sally earned her PhD in Educational Psychology-Learning Sciences from the University of Wisconsin-Madison. Her dissertation research focused on enhancing the use of educational technologies in active learning classrooms, particularly to learn complex visual-spatial representations of content in STEM courses. Her intervention helped students develop disciplinary skills used by professionals and integrated seamlessly into the pedagogy and curriculum of existing courses.