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  • Teaching Philosophy

  • I view learning as a progression, one best facilitated using data to identify and address breakdowns in understanding. By considering what I teach, how I teach, and who I teach, I can bring learning into alignment with visions of academic success. Such alignment creates educational spaces in which adult learners can direct their learning in accordance with their professional aspirations. By structuring courses around program-level student learning outcomes and course-level goals, I can leverage recursive learning opportunities to (1) integrate subsequent learning into a growing framework of the key ideas and key tensions within the field(s) of study, (2) help students position their current and future work within these landscapes, and (3) connect students’ current learning experiences with post-graduate goals/expectations.

    To facilitate learning, I believe in the use of a “flipped classroom” model, one in which students’ initial introduction to content (through texts, articles, and online modules/resources with targeted guidance on key ideas/questions) takes place prior to the class session. After a review of the key ideas and student questions, face-to-face time can be leveraged to explore these concepts through dialogue, to integrate learning through application to new situations, and to translate the “smooth way of theory” to the “rough ground of practice” (Schwandt, 2003, p.355).

    I believe that a college or university is an educational community that includes stakeholders with diverse strengths, one in which more can be achieved through collaboration and mutual respect. Outside of the classroom, I view my teaching role with adult learners as one of coach and critical friend. I seek to locate where students currently are on development spectrums (content, professionalization, personal goals, etc.), so that I can help them identify where they want to be and how to get there.

    I position teaching within two of my research interests. My primary research interest addresses the generation, interpretation, and use of information to make decisions regarding student learning as well as how information users can bring score use (and the consequences of that use) into alignment with those intended by the tool’s design. By teaching myself, I can engage with this user orientation and better understand the factors that might support or prohibit this work. Additionally, I am interested in learning progressions that might best facilitate the teaching and learning of evaluation.

     

    INSTRUCTIONAL PLANNING & DELIVERY ASSESSMENT OF LEARNING
      Courses are aligned with RMS program student learning outcomes
      A flipped classroom model provides anticipatory content exposure
      Expertise is nuanced through intentional modeling & think alouds 
      Active learning techniques facilitate peer cooperation and collaboration 
      Learning is structured through graduated guided practice
     
       Progress is tracked along graduated assignments
       Feedback is provided formatively for learning development 
       The course grade is predicated on competency-based grading
       Assignment deadlines are set to support timely feedback
       Tasks prompt students to translate learning into contexts of personal interest
    LEARNING ENVIRONMENT  PROFESSIONALISM

       Course materials are organized via Canvas
       Materials are released on a weekly basis for self-pacing
       Students work in flexible groups and practice multiple presentation formats

       Learning is framed for students of varying entry points through choice options
       Ethical responsibilities of methodologists are central to all courses 
       APA formatting and writing style techniques are practiced in all courses
       I strive to be increasingly accessible and responsive to student needs/interests

     

  • Courses

  • Fall 2018

    RMS 4960 - Program Evaluation Theory

    This course reviews theories of program evaluation and current trends in evaluation.

    RMS 4952 - Research Ethics

    This course introduces ethical theory and a selection of current issues in research ethics.

     

  • Winter 2018

    RMS 4969 Special Topics in Evaluation - Practice of Evaluation

    This applied course is designed to introduce graduate students to the practical craft of program evaluation. Students will use program evaluation theory (approaches) to plan and conduct an evaluation following the CDC's 6-step framework for evaluation, ultimately producing an interim evaluation report. As an applied course, the class will be divided into small teams of students who will work collaboratively to evaluate a small-scale program. The course will be structured as a seminar with targeted readings, skill-building exercises, and ongoing discussion of evaluation projects. Students interested in taking this course are required to take its spring quarter counterpart/continuation, RMS 4969: Topics in Program Evaluation: Tools for Impactful Evaluation. Pre-requisites: RMS 4960

    • In the winter 2018 quarter, students: (1) developed qualitative protocols for a QED for a gender-responsive curriculum in computer coding; (2) created an evaluation plan for a study abroad program assessing pre/post racial colorblindness; and (3) analyzed longitudinal databases relative to evaluation questions to recommend next steps for program improvement. 

     

  • Spring 2019

     RMS 4951 - Mixed Method Research Design

    This course is designed introduce students to mixed methods research designs and methods for integration of quan/qual inferences/databases.

    Prerequisites: RMS 4910 (intro stat), RMS 4930 (quan research design), RMS 4941 (intro qual), and 1 intermediate qual course (e.g., RMS 4942 (qual data collection/analysis) - OR - RMS 4947 (arts-based) - OR - RMS 4948 (criticism).

     

     RMS 4969 Special Topics in Evaluation - Tools for Impactful Evaluation

    This course will be a continuation of the winter quarter topics course "Practice of Evaluation."  

    Pre-requisites: RMS 4960 (intro eval) and RMS 4969-1 or special permission from the instructor 

     

  • Previous Teaching Experience

  • To Learn More About RMS Courses...

    Please visit the RMS Course Information website.

  • Spring 2018

     RMS 4951 - Mixed Method Research Design

    This course is designed introduce students to mixed methods research designs and methods for integration of quan/qual inferences/databases.

    Prerequisites: RMS 4910 (intro stat), RMS 4930 (quan design), RMS 4941 (intro qual), and 1 intermediate qual course (e.g., RMS 4942 (qual data collection/analysis), RMS 4947 (arts-based), or RMS 4948 (criticism).

     RMS 4930 - Empirical Research Methods

    This course provides in depth study of experimental, quasi-experimental, single-subject, and non-experimental quantitative designs.

     

    Winter 2018

     RMS 4969 Special Topics in Evaluation - Practice of Evaluation

    This applied course is designed to introduce graduate students to the practical craft of program evaluation.

    Pre-requisites: RMS 4960 (intro eval)

     

    Fall 2017

     RMS 4960 - Program Evaluation Theory

    This course reviews theories of program evaluation and current trends in evaluation.

     RMS 4952 - Research Ethics

    This course introduces ethical theory and a selection of current issues in research ethics.

    RMS 4930 - Empirical Research Methods

    This course provides in depth study of experimental, quasi-experimental, single-subject, and non-experimental quantitative designs.

     

     

    Measurement and Assessment in Teaching @UNCG 

    This course presents the fundamentals of measurement and assessment used in teaching middle and secondary grades, including the concepts of assessment types, assessment development, reliability, validity, and interpreting test results for students in the undergraduate programs for middle grades and secondary grades in the UNCG School of Education.

     

     

    Instructional Coaching

    Academic year 2011-2012 for 4 instructors and 3 chairs

    Summers 2009 & 2010 for 10 instructors each

     

     

    High School Science (5 years) 

    Chemistry, Biology, Physical Science, Marine Science, Aquaculture, Aquascience, Scientific Literacy, and Forensic Science

    Coached/Mentored: Otaku Club, Cheer Team, Saturday School

    Directed summer school and credit recovery programs 

    Facilitated site assessment and implementation of interim assessments

     

     

    Clinical Medical Education (2 years)

    Non-instructional administration: Managed and streamlined alignment of teaching/assessment resources for clinical MedEd

This portfolio last updated: 26-May-2021 11:30 AM