A. Joseph Tamer
STRATEGIC PRIORITIES
Stewardship of the Academic Program
My perspective on academic programs began with 14 years in independent-school classrooms and expanded through curriculum design, learning science, and educational leadership. At ASU, I have worked with faculty to design, test, evaluate, and improve curricula while leading the people, resources, and systems that support that work. I believe strong stewardship preserves what works while using evidence and collaboration to determine what should evolve.
Forward-looking Faculty Strategy
As ETX grew from five to 21 staff, I helped recruit most of the team and build structures supporting their continued growth. I partnered with Human Resources to create career pathways connecting responsibility, advancement, and compensation while mentoring colleagues into new roles. Earlier, at Marianapolis, I recruited and supervised faculty whose work crossed teaching, advising, athletics, and residential life.
Raising the Academic Profile
I have helped educational programs build distinction by connecting strong ideas with broader communities of educators, researchers, and institutional partners. Through NASA Infiniscope, NSF STEM Futures, and REAL CHEM, our teams developed innovative approaches to teaching, studied their effectiveness, and shared what we learned nationally through research, professional learning, publications, and conference presentations.
Elevating Signature Programs
Much of my career has involved helping promising educational ideas become distinctive, sustainable programs. I helped grow NASA Infiniscope into a national STEM learning community, scale REAL CHEM to more than 30,000 students, and develop NSF STEM Futures around new models of interdisciplinary education. I approach signature programs by identifying what makes them distinctive, strengthening the learning behind them, and building the partnerships needed to extend their impact.
Support of Department Chairs
Drawing on the department-chair model I experienced in independent schools, I created and chaired an ETX Teams Council bringing together the leads of Learning Design, Technology, Marketing & Scaling, and Business Operations. I supported these leaders in managing distinct teams while building shared accountability across the Center. Quarterly performance reviews provided regular feedback on role-specific skills, professional growth, and expectations.
Partnership on Equity and Social Justice
My work has focused on expanding who can access and succeed in high-quality learning. At Loyola Academy, I taught students in a scholarship program serving underserved communities, while HHMI Inclusive Excellence and REAL CHEM allowed me to study and address differences in student outcomes. Through Infiniscope, I also partnered with diverse school communities and Native Hawaiian educators to ensure local perspectives and voices shaped the learning experiences we created.
Curriculum Review
I believe review should combine clear goals, faculty expertise, student evidence, and thoughtful decisions about what to sustain, revise, or retire. I have approached curriculum review from several perspectives: as a teacher implementing Physics First, as a curriculum designer, and as a leader working with faculty and learning scientists. NSF STEM Futures asked educators to reconsider what students should know and do, while Infiniscope and REAL CHEM use classroom evidence and student data to guide iterative improvement.
Academic Technology and AI
My work with personalized learning predates today’s AI revolution. We first built adaptive lessons using rules-based logic to provide students with individualized feedback, then extended that approach as generative AI emerged. In REAL CHEM, our team has thoughtfully tested multiple AI implementations, including DOT (the Digital Online Tutor), studying student use and learning outcomes before each iteration. I believe new technology should earn its place through evidence that it improves learning.