CBAM @ C-PEER
Key Personnel
Gene Hall (genecbamhall@gmail.com)
Dr. Hall is a nationally recognized expert in educational change and implementation. He was a lead developer and early researcher of the Concerns-Based Adoption Model (CBAM), a widely used framework for understanding how educators experience and respond to change. Over his academic career—spanning faculty and leadership roles at the University of Texas at Austin, University of Florida, University of Northern Colorado, and University of Nevada, Las Vegas—his research and consulting have focused on applying concerns-based strategies to support successful innovation in schools and teacher education programs.
Kent Anderson Seidel (kent.seidel@ucdenver.edu)
Dr. Anderson Seidel brings extensive experience leading large-scale, collaborative research projects focused on improving educator support and school quality. His work integrates mixed methods, comparative designs, and advanced statistical modeling, with a consistent emphasis on partnering with educators to co-develop practical tools and actionable insights. His primary research explores performance-based approaches to system improvement, grounded in long-term partnerships with schools and districts—ranging from rural communities to large urban systems—as well as charter and Alternative Education Campuses. He also collaborates with the Colorado Department of Education on statewide initiatives.
Julie Oxenford O’Brian (Julie.obrian@ucdenver.edu)
Dr. Oxenford O’Brian is Co-Director of the Center for Practice Engaged Educational Research at the University of Colorado Denver. She partners with educators to define pressing problems of practice and conducts applied research that leads to practical, evidence-informed solutions. Her work bridges research and implementation, supporting educational organizations through technical assistance and capacity building.Her areas of focus include innovation implementation, student-centered and alternative accountability systems, continuous improvement, data-informed decision-making, competency-based education, standards-aligned curriculum and assessment, classroom and formative assessment, and program improvement.