• strategic partnerships
• research coordination and support
• collaborative grants

Patrice is a double Duke, earning a B.S. and M.S. from the biology department before completing her doctorate in biology at the University of Virginia where she was awarded the Seven Society Fellowship for Superb Teaching. She joined the faculty in JMU’s Department of Biology in 2009 after a year as a visiting professor at Hampden-Sydney College. At JMU, Dr. Ludwig worked in areas of faculty professional development, student and program level assessment, entrepreneurship, and was one of the founding core instructors in JMU X-Labs. Before joining the Division of Research, Economic Development and Innovation (REDI), she was the Interim Executive Director for X-Labs and an Associate Professor in Biology.  

Patrice’s drive to ensure that all students have access to an excellent higher education experience has steered her involvement in activities across JMU, including:

• The Innovation, Collaboration, Creativity, and Entrepreneurship task force
• A consistent member of the ChangeMaker Taskforce
• A long-serving Entrepreneurship Faculty Fellow
• A co-assistant director of the Howard Hughes Medical Institute Inclusive Excellence award to the Biology department
• Facilitator for the Environmental Data Science cohort
• And a contact for JMU’s participation in the nationally recognized Paradigm Project’s Emerging Models. 

She maintains an active grant-funded research program with collaborators in Architectural Design, genetics and Innovation Educators. In her roles, Patrice promotes activities related to student research, innovation education and innovation partnerships, serving as the 4-VA campus coordinator.

• PhD in Biology/Population Ecology, 2008, University of Virginia
• MS in Biology/Ecology, 2001, James Madison University
• BS in Biology, 1996, James Madison University

• Rainville, K. N., Ludwig, P. M., McCarthy, S., Swayne, N., Titareva, T., Louson, E., Heinrich, W. F., Title, D. G., & Desrochers, C. G. (2024). Coaching in Transdisciplinary, Experiential, Problem-Focused Learning Contexts. In Faculty peer coaching in Higher Education: Opportunities, explorations, and research from the field (Ser. Faculty Peer Coaching in Higher Education Opportunities, Explorations, and Research from the Field). Essay, Information Age Publishing, Inc. 
• William F. Heinrich (Orbis, Canada), Patrice M. Ludwig (James Madison University, USA), Seán R. McCarthy (James Madison University, USA), Erica J. Lewis (James Madison University, USA), Nick Swayne (James Madison University, USA) and Eleanor Louson (Michigan State University, USA). (2021). “Chapter 18: Testing Assessments of Integrated Experiential Learning.” Applying Design Thinking to the Measurement of Experiential Learning. DOI: 10.4018/978-1-7998-7768-4.ch018.
• Lewis, E. J., Ludwig, P. M., Nagel, J., & Ames, A. (2019). Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning. Nurse Education Today, 75, 75-79.
• Ludwig, P. M., & Prins, S. C. B. (2019). A Validated Novel Tool for Capturing Faculty-Student Joint Behaviors with the COPUS Instrument. Journal of Microbiology & Biology Education, 20(3).
• McCarthy, Seán; Barnes, Audrey, Holland, S. Keith; Lewis, Erica; Ludwig, Patrice; Swayne, Nick. (2018) Making It: Institutionalizing Collaborative Innovation in Public Higher Education (p. 1,549-1,557). 4th International Conference on Higher Education Advances (HEAd’18).
• Ludwig, P. M., Nagel, J. K., & Lewis, E. J. (2017). Student learning outcomes from a pilot medical innovations course with nursing, engineering, and biology undergraduate students. International journal of STEM education, 4(1), 33.