Sean Hauze

Sean Hauze

Senior Director – Instructional Technology Services

  619-594-1348
✉ [email protected]
  AH-1144B

Sean’s ITS Blog Posts

Summary

Dr. Sean Hauze is Senior Director of Instructional Technology Services at San Diego State University, where he provides operational leadership and direction for applications, initiatives, infrastructure, training, and support services across the broad spectrum of instructional technology functions. Sean provides leadership in planning and policy related to curriculum development, online learning, and other instructional technology infrastructure initiatives that facilitate achievement of SDSU’s strategic goals. With over 15 years of academic technology experience, Sean has led and co-led campus-wide learning management system transitions, enterprise-level software adoption, and SDSU’s transition to virtual instruction during the global pandemic. Sean also serves as Director of the Virtual Immersive Teaching and Learning (VITaL) Research Center.

Education
B.S., Architecture – University of Colorado Boulder (CU)
M.Ed., Educational Technology – San Diego State University (SDSU)
Ph.D., Education – Claremont Graduate University (CGU)/San Diego State University (SDSU) – Joint Doctorate

Fun Fact
Sean’s passion for travel has taken him to over 100 countries since his first international experience traveling for a work trip to Dubai while employed with Google.

Affiliations and Publications

  • American Educational Research Association (AERA)
  • World Organization of Webmasters (WOW)
  • International Society for Technology in Education (ISTE)
  • American Institute of Graphic Arts (AIGA)
  • International Society for Performance Improvement (ISPI)
  • LEAD with GUITARS in STEM (NSF Award #1304405)
  • The High School STEM Teacher Synergistic Institute (NSF Award #1003048)
  • Hauze, S., Marshall, J., & Frazee, J. (In press). Virtual reality-based high fidelity simulations. Routledge Encyclopedia of Education, Routledge.
  • Marshall, J., Hauze, S., & Frazee, J. (In press). Increasing best practice applications of technology in high demand courses. Routledge Encyclopedia of Education, Routledge.
  • Tunur, T., Hauze, S. W., Stuhr, P. T., & Frazee, J. P. (2020). The Impact of XR-Immersive Labs on Student Motivation to Learn Kinesiology. Proceedings of Immersive Learning Research Network (iLRN) 2020 Conference. 
  • Hauze, S. & Marshall, J. (In press). Validation of the instructional materials motivation survey: Measuring student motivation to learn via mixed reality nursing education simulation. International Journal on e-Learning. [Acceptance rate: 10-19%. h5-index: 38.]
  • Hauze, S. & Frazee, J. (2019). Virtual Immersive Teaching and Learning: How Immersive Technology is Shaping the Way Students Learn. Proceedings of EdMedia + Innovate Learning (pp. 1445-1450). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
  • Hauze, S., Hoyt, H., Marshall, J., Frazee, J., & Greiner, P. (2018) An Evaluation of Nursing Student Motivation to Learn through Holographic Mixed Reality Simulation. Institute of Electrical and Electronics Engineers (IEEE) Teaching, Assessment and Learning for Engineering (TALE) Proceedings. IEEE.
  • Hauze, S. & Marshall, J. (2018). Validation of the Instructional Materials Motivation Survey: Measuring Student Motivation to Learn via Mixed Reality Nursing Education Simulation. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 576-586). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 2, 2018 from https://www.learntechlib.org/primary/p/185012/.
  • Hauze, S. & French, D. (2018) Predictors of Success in Applied STEM Education through Guitar Building. Institute of Electrical and Electronics Engineers (IEEE) Integrated STEM Education Conference (ISEC) Proceedings. IEEE.
  • Hauze, S., & French, D. (2017). Technology-supported science instruction through integrated STEM guitar building: The case for STEM and non-STEM instructor success. Contemporary Issues in Technology and Teacher Education, 17(4), 483-503.
  • Marshall, J., Hauze, S., Denman, P., Frazee, J. & Laumakis, M. (2017). An analysis of online course ratings using the community of inquiry theoretical framework, following instructor participation in San Diego State University’s Course Design Institute. Journal of Educational Multimedia and Hypermedia, 26(3), 249–269. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  • Hauze, S., French, D., Castañeda-Emenaker, I., French, M., & Singer, T. (2017). Quantifying K-12 and College Student Learning Outcomes of STEM Guitar Building. Institute of Electrical and Electronics Engineers (IEEE) Integrated STEM Education Conference (ISEC) Proceedings. IEEE.
  • Hauze, S., Lepe, M. D. E., & Olmstead, W. (2016). A Comparison of Mobile Learning Platforms in Teaching: Marriott’s China Hospitalized ity Education Initiative. Intelligent Environments 2016, 21, 227–237. https://doi.org/10.3233/978-1-61499-690-3-227
  • Marshall, J., Hauze, S., Denman, P., Frazee, J., & Laumakis, M. (2016). An Analysis of Online Course Ratings using the Community of Inquiry Theoretical Framework, Following Instructor Participation in San Diego State University’s Course Design Institute. Proceedings of EdMedia: World Conference on Educational Media and Technology 2016, 954–967. Retrieved from http://www.learntechlib.org/p/173063
  • McNeely, J., Wang, M., & Hauze, S. (2016). Addressing cultural motivation in global education and training. International Journal of Education and Learning Systems, 1, 169–175
  • Wang, M., Hauze, S., Ng, J., & Olmstead, W. (2014). An Exploration of Intelligent Learning (iLearning) Systems. 2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 327–332