Facebook pixel Elio Spinello | Faculty | Pepperdine University | Graduate School of Education and Psychology Skip to main content
Pepperdine | Graduate School of Education and Psychology
Elio Spinello Faculty Profile

Elio Spinello

Adjunct Faculty
Education Division, Graduate School of Education and Psychology

Biography

Dr. Elio Spinello is an adjunct professor in the Education Division at the Pepperdine University Graduate School of Education and Psychology, where he teaches courses in the EdD, PhD, and MS programs. He is also a partner with RPM Consulting, LLC, a consulting firm which provides research, training, system development, and technology integration services to a variety of public agencies and private organizations, including a number of Fortune 500 companies.

Spinello is a graduate of the GSEP Educational Technology doctoral program. His dissertation (and subsequent) research focused on the use of computer simulations as problem-based learning platforms in the training of public health professionals. He has also published research examining the willingness and ability of K-12 teachers to perform CPR and emergency procedures in a classroom environment. In addition to teaching at GSEP, he also taught at California State University Northridge College of Health and Human Development for 28 years and consulted in the area of universal design and accessible technology.  has taught at the University of Redlands School of Business MBA program, and has been a consultant to the State of California Employment Development Department, assessing the outcomes of state-funded job training programs, and he has worked with the Los Angeles County Sheriff’s Department in crime analysis and training.

Education

  • EdD, Pepperdine University
  • MPH, California State University, Northridge
  • BS, California State University, Northridge

Courses

  • EDD 755: Virtual Learning and Collaboration
  • EGLC 755: E-Learning Theory and Practice
  • EGLC 763: Program Learning Design and Evaluation

  • MSLD 622: Formal Learning: Rethinking Instruction