Biography:

Susie L. Gronseth, Ph.D., is clinical professor in the Learning, Design, and Technology program area in the College of Education at the University of Houston (UH). Through interdisciplinary research and community engagement initiatives, she provides expertise in applications of learning technologies, instructional design and evaluation, health sciences education, and inclusive educational frameworks that strategically address diverse learner needs in online, face-to-face, and blended contexts. She is a Co-Editor for the International Journal for Universal Design and Universal Design for Learning and Co-Chair of the Scientific Committee for the International Conference on Education Quality. She has received recognition for her course design, scholarship, teaching, and university leadership, including the International Society for Technology in Education (ISTE) Online Learning Network Award, UH President's Leadership Award, ETRD (Educational Technology, Research & Development journal) Editors Reviewer Excellence Awards, UH Teaching Excellence Award, Indiana University School of Education Distinguished Alumni Award, UH Faculty Senate President, and induction as a Faculty Initiate in the University of Houston Chapter of the Phi Kappa Phi National Honors Society.

Recent Publications:

Gronseth, S. L., Ugwu, L. O., Beech, B. M., Bruce, M. A., Siddiqui, A., Itani, A., & Kakadiaris, I. A. (2025). Applying front-end analysis insights in the development of a data management course for biomedical researchers. Journal of Applied Instructional Design, 14(1).

Liao, T., Burris, J., Gronseth, S. L., Tawakkol, S., Davis, K., & Coward, L. (In press). How backward design and the SAMR model were used to create and implement VR in higher education. Journal of Applied Instructional Design, 13(4).

Sammer, M., Seong, K., Olvera, N., Gronseth, S. L., Anderson-Fletcher, E., Jiao, J., Reese, A., & Kakadiaris, I. A. (2024). AI-FEED: Prototyping an AI-powered platform for the food charity ecosystem. International Journal of Computational Intelligence Systems, 17(259), 1-16. https://doi.org/10.1007/s44196-024-00656-9

Gronseth, S. L., Itani, A., Beech, B.M., Heitman, E., Bruce, M.A., & Kakadiaris, I. A. (2024). Bridging silos: Collaborating to create authentic learning experiences for future instructional designers. Journal of Applied Instructional Design, 13(1), 1-22. https://doi.org/10.59668/723.13040.

McNeil, S., Gronseth, S. L., Woodard, L., Rollins, A., Obanua, F., & Dobbins, J. (2024). Applying a participatory design approach through an industry-university partnership to develop massive open online courses on value-based care. Journal of Applied Instructional Design, 13(1), 25-40. https://doi.org/10.59668/723.13042

Gronseth, S. L., & Kakadiaris, I. A. (2023). Formative learning design within project evaluation: Case of a food bank disaster planning and recovery tool. In B. Hokanson, M. Schmidt, M. E. Exter, A. A. Tawfik, & Y. Earnshaw (Eds.), Formative design in learning: Design thinking, growth mindset and community (pp. 115-125). Springer. https://doi.org/10.1007/978-3-031-41950-8_9

Ewe, L. P., Dalton, E. M., Bhan, S., Gronseth, S. L., & Dahlberg, G. (2023). Inclusive education and UDL professional development for teachers in Sweden and India. In K. Koreeda, M. Tsuge, S. Ikuta, E. M. Dalton, & L. P. Ewe (Eds.), Developing inclusive environments in education: Global practices and curricula (pp. 14-33). IGI Global. https://doi.org/10.4018/979-8-3693-0664-2.ch002

Gronseth, S. L. (2023). Strategically inclusive e-learning design. Journal of Technology-Integrated Lessons and Teaching, 2(1), 68-77. https://doi.org/10.13001/jtilt.v2i1.7673

Gronseth, S. L., Zhang, H., & Hebert, W. (2023). Legacy building through a “Teaching with Technology” open textbook project. In J. Olivier & A. Rambow (Eds.), Aspects of open educational resources in higher education: A global perspective (pp. 155-173). Springer.

Gronseth, S. L., Stefaniak, J. E., & Dalton, E. M. (2022). Maturation of universal design for learning: From design framework to theory. In H. Leary, S. P. Greenhalgh, K. B. Staudt Willet, & M. H. Cho (Eds.), Theories to influence the future of learning, design, and technology. EdTech Books. https://edtechbooks.org/theory_comp_2021/maturation_UDL_gronseth_stefaniak_dalton

Gronseth, S. L., & Bauder, D. K. (2022). A synergistic framework for curricular flexibility in online collaborative learning. Distance Education, 43(2), 221-238.

Alarcón, J.D., Cutler, C.S., Chauvot, J.B., & Gronseth, S.L. (2021). Applying critical pedagogy and UDL to synchronous online course design to equip pre-service teachers in mathematical discourse. In K. Hollebrands, R. Anderson, & K. Oliver (Eds.), Online learning in mathematics teacher education. Springer.

Rogers, S.A., & Gronseth, S.L. (2021). Applying UDL to online active and interactive learning: Instructional designer perspectives. Journal of Applied Instructional Design, 10(1), 1-22. https://edtechbooks.org/jaid_10_1/applying_udl_to_onli

Gronseth, S., & Dalton, E. (Eds.). (2020). Universal access through inclusive instructional design: International perspectives on UDL. Routledge.

Dickinson, K.J., & Gronseth, S.L. (2020). Application of Universal Design for Learning (UDL) principles to surgical education during the COVID-19 pandemic. Journal of Surgical Education, 77(5), 1008-1012.

Gronseth, S.L., & Hutchins, H.M. (2020). Flexibility in formal workplace learning: Technology applications for engagement through the lens of Universal Design for Learning. TechTrends, 64(2), 211-218.

Breitenbach, E.K., & Gronseth, S.L. (2020). Strategic instructional design of interprofessional education in health professions curricula. Journal of Applied Instructional Design, 9(1), 40-52.

Gronseth, S.L., Fu, J., Hebert, W., Zhang, H., Ugwu, L., & Nguyen, P. (2020). Connecting learners through technology in COVID-19: Facilitating pre-service teacher collaboration during the pandemic. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds), Teaching, technology, and teacher education During the COVID-19 pandemic: Stories from the field (pp. 179-185). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/

Zhang, H., Yan, Y., & Gronseth, S.L. (2020). Adding flexibility to curriculum: A practical guide for student-directed assessment. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds), Teaching, technology, and teacher education During the COVID-19 pandemic: Stories from the field (pp. 113-117). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/

Cooper, J. M., & Gronseth, S.L. (2020). Pedagogical tapestries: Paired-course collaboration and course design for authentic student learning. In C. Edge, A. Standerford, & B. Bergh (Eds.), Textiles and tapestries: Self-study for envisioning new ways of knowing. EdTechBooks. https://edtechbooks.org/textiles_tapestries_self_study/chapter_21

Gronseth, S.L., Michela, E., & Ugwu, L. O. (2020). Designing for diverse learners. In J. K. McDonald & R. E. West (Eds.), Instructional design: An introduction and student guide. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners

Handoko, E., Gronseth, S., McNeil, S.G., Bonk, C.J., & Robin, B.R. (2019). Goal setting and MOOC completion: A study on the role of self-regulated learning in student performance in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 20(3), 39-58.

Gronseth, S., & Hebert, W. (2019). GroupMe: Investigating use of mobile instant messaging in higher education courses. TechTrends, 63(1), 15-22.

Bauder, D.K., Simmons, T.J., & Gronseth, S. (2019). Technology ideas for monitoring student progress: Through a UDL lens. Closing the Gap, December 2018/January 2019, 3-10.

Dogan, B., & Gronseth, S. (2019). Bringing out the “T” in STEM education. In A. Sahin & M.J. Mohr-Schroeder (Eds.), STEM education 2.0 (pp. 153-174). Brill.

Gronseth, S. (2018). Inclusive design for online and blended courses: Connecting web content accessibility guidelines and Universal Design for Learning. Educational Renaissance, 7, 1-9.

Mahmoudi, L., & Gronseth, S. (2018). Video-based discussion: Promoting presence through interactions in online higher education courses. In E. Ossiannilsson (Ed.), Ubiquitous inclusive learning in a digital era (pp. 128-153). Hershey, PA: IGI Global.

Gronseth, S., & Zhang, H. (2018). Advancing social presence, community, and cognition through online discussions. In M. Marmon (Ed.), Enhancing social presence in online learning environments. Hershey, PA: IGI Global.

Ottenbreit-Leftwich, A.T., Brush, T.A., Strycker, J., Gronseth, S., Roman, T., Abaci, S.,…Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning? Computers & Education, 59, 399-411.

Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Stryker, J., Abaci, S., Easterling, W.,…van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 20-26.

Gronseth, S., LiPira, M., & Hinson, J. (2008). Recapturing the past with digital imaging. The Technology Teacher.

Education:

B.S. in Elementary Education; Specific Learning Disabilities, Palm Beach Atlantic University, 2001
M.A. in Educational Technology, Louisiana State University, 2002
Ph.D. in Instructional Systems Technology, Indiana University, 2011