JADE BURRIS Curriculum Vitae

Transcription

1 JADE BURRIS Curriculum Vitae Adjunct Instructor Dept. of Human Development & Family Studies University of Delaware Newark, DE Office: 217 ALW Phone: Education Doctor of Education, Educational Leadership, 2014, University of Delaware Master of Arts, Curriculum and Instruction, 2008, University of Florida Master of Education, Early Childhood Education, 2006, University of Florida Bachelor of Science, Special Education, 2005, University of Florida Teaching Certifications Preschool Education (Birth Age 4) Pre-Kindergarten/Primary Education (Age 3 Grade 3) Pre-Kindergarten Disabilities Endorsement Professional Experience HIGHER EDUCATION Faculty & Instructional Designer (01/2013-present) Delaware Technical Community College Lead the college wide syllabus and course development process for face-to-face, hybrid, webenhanced, and online formats across all disciplines to ensure alignment. Lead the instructional design process for two multi-year Department of Labor grants focusing on the development and redesign of developmental and college level courses. Design and teach faculty professional development courses. Evaluate courses and mentor faculty to improve course quality and student success. Train faculty on best teaching and educational technology practices. Lead the distance education outcomes assessment for the college. Lead the Center for Creative Instruction and Technology s educational support outcomes assessment. 1

2 Instructor (02/2010-present) University of Delaware Prepare and teach courses in the department of Human Development and Family Studies for the Early Childhood undergraduate program. Mentor undergraduate students and provide assistance as needed. Support the co-teaching approach and assist students in practicum setting. Evaluate student work and provide clear feedback for development of skills. Instructor (08/ /2008) School of Education, University of Florida Designed and taught courses for the Educational Technology program while working on a graduate degree. Mentored pre-service teachers in their use of technology in the classroom and in lesson planning. Led the instructional design process for the redesign of the Introduction to Educational Technology course. *Lead instructor for final year. EARLY CARE AND EDUCATION Master Instructor (11/2009-present) Delaware Institute for Excellence in Early Childhood, University of Delaware Design curriculum for the statewide professional development system. Teach professional development workshops targeting the diverse early childhood work force in Delaware. Professional Development Specialist (01/ /2013) Delaware Stars for Early Success, University of Delaware Developed and delivered professional development workshops for Delaware Stars staff. Coordinated and managed professional development for subcontractors and partners. Led the redesign of the Delaware Stars website. Led recruitment of new programs across the state. Delivered new program training emphasizing leadership. Conducted program wide assessments to identify areas appropriate for targeted technical assistance. Mentored program administrators and staff on best practices and quality improvement planning to achieve next Star Level. Interim Director (07/ /2012) Delaware Stars for Early Success, University of Delaware Led the Quality Rating and Improvement System in Delaware targeting quality improvement in Early Care and Education programs. Supervised and mentored approximately 50 staff including subcontractors. Collaborated with funders and early childhood stakeholders to assess the scope of the grant. Evaluation Coordinator (11/ /2010) Delaware Stars for Early Success, University of Delaware Supervised the assessment team conducting quality assessments for childcare programs in Delaware. Trained assessors to the reliability standard on best practices and assessment techniques. 2

3 Led the development of policies and procedures for conducting Environment Rating Scale (ERS) assessments and maintaining reliability. Conducted quality assessments for childcare programs (birth to 12 years) in Delaware. Mentored classroom teachers in the implementation of improvement plans. Project Manager (09/ /2009) Child Development Lab, St. Joseph s University Coordinated the schedule of quality assessments for a grant-funded project (Success By Six). Conducted quality assessments for childcare programs in the SE regional key of Pennsylvania. Provided technical assistance and feedback to programs and teachers through mentoring and one-onone professional development. Supervised and trained the assessment team to the reliability standard. Reported the grant outcomes to funders and early childhood stakeholders. Teacher (08/ /2007) Jump Start Kindergarten and aftercare program, Martha Manson Lower School, Gainesville, FL Developed lesson plans for children preparing to enter Kindergarten. Planned and implemented academic activities to emphasize proficiency in numbers, letters, and matching. Conducted assessments for skills-based learning and met with families regarding progress. Teacher (8/2002-6/2004) Infants and Toddlers, Westside Baptist Church, Gainesville, FL Provided care for small groups of infants and toddlers. Designed and implemented developmentally appropriate activities. Collaborated with co-teachers to complete observations and assessments. Organized and prepared classroom materials and resources as needed. Teacher (06/ /2000) Preschool aftercare program, Methodist Church Preschool, Englewood, FL Planned and implemented outdoor play activities related to academic themes. Planned and implemented academic activities related to the curriculum. Supported free play activities and shared skills progress with families. COURSES TAUGHT University of Delaware Courses 01. HDFS 435: Programs for Children with Exceptionalities, 3 credits, Spring 2015 Course description: Philosophy, organization, and operation of programs for children with exceptionalities. Focus on teaching in inclusive settings, and implementing developmentally appropriate practices. Addresses parent-professional partnerships, characteristics of specific disabilities and related interventions, IEP process, adaptation strategies, and positioning and handling techniques. 3

4 02. HDFS 445: Family, School, and Community Partnerships, 3 credits, Fall 2014 Course description: Explores the importance of families in the development, care and education of young children. Building partnerships among families, agencies, schools, and communities is examined, including theory, research, case studies, program models, diversity in families, and community resources. 03. HDFS 220: Child Development, 3 credits, Summer 2014 Course description: The study of prenatal development and physical, perceptual, socialemotional, and cognitive-language developmental domains of children birth to three. Emphasis on nurturing relationships and understanding child development within the cultural contexts of children s families. Directed observation in infant/toddler settings. 04. HDFS 350: Technology and Assistive Technology, 3 credits, Fall 2013 & Spring 2014 Course description: The course focuses on the impact of technology and assistive technology on teaching and learning in the early childhood setting and the effective use of technology to develop curriculum, gather assessment data, and interact with children and families. Directed observation/practicum in preschool/pre-k/kindergarten setting. 05. HDFS 411: Inclusive Curriculum: Birth to Preschool, 3 credits, Spring 2010 & Fall 2012 Course description: Curriculum/programming and assessment for optimal development of children birth-36 months in inclusive settings. Focus on primary caregiving and continuity of care, routines as a basis for curriculum, environment designs, building relationships with children and families, and the IFSP process. Directed observation in infant/toddler setting. 06. HDFS 440/446: Early Childhood Administration, Leadership, and Advocacy, 3 credits face-to-face and online, Summer 2011, Fall 2011, Spring 2012, Summer 2012, & Spring 2013 Course description: Organization, management and evaluation of early childhood programs including quality programming and continuous improvement, personnel, family partnerships, facilities, business management and program policies University of Florida Courses 07. EME 2040: Introduction to Educational Technology, 3 credits blended, Summer Fall 2008 Course description: An introduction to computer productivity, multi-media, educational software, interactive media, reference materials, and applications related to integrating technology into early childhood teaching. 08. EDG 6931: Literacy and Technology, 3 credits online, Summer 2007 Course description: This course explores the intersection of technology and literacy domains including reading, writing, literature, and professional development. 4

5 Delaware Technical Community College Courses 09. IDT G31: Teaching with Technology, faculty professional development, 2 credits, Summer 2014 Course description: This course is designed to enable processional educators, at all levels, to design, develop, and deliver technology-based courses. This course provides an in-depth study of the theoretical foundations of teaching and learning as they apply to the face-to-face, hybrid, and distance learning environments. 10. IDT G21: Instructional Design, faculty professional development, 2 credits online, Fall 2013, Spring 2014, Fall 2014 Course description: This course focuses on the fundamental elements of instructional design including the principles of learning theory and instructional strategies. Learners will study instructional systems theory, systematic approaches to design, and the contemporary practice of instructional design with an emphasis on classroom and online learning environments. 11. IDT G22: Foundational Technologies, faculty professional development, 2 credits, Spring 2013 Course description: This course will enable learners to understand, explore, and experiment with foundational technology tools and techniques. Focus will be on how these applications function and how they can be leveraged within the learning environment. 12. NFD101: New Faculty Development, faculty professional development, 2 credits, Spring 2013 & Spring 2014 Course description: This course provides new faculty with an overview of Delaware Tech s history, mission, values, academic philosophy and standards, and topics important for new instructors. *Co-taught 13. IDT G001: Online Teaching Strategies, adjunct faculty professional development, variable hours Course description: This course provides adjunct faculty with strategies to scaffold the delivery of hybrid or online learning opportunities. Community-Based Workshops 14. Blackboard Grade Center, 2013, 1 hour 13. Blackboard Retention Center, 2013, 1 hour 12. Adjunct Faculty Orientation and In Service, 2013, 4 hours 11. Building Blackboard Content, 2013, 1 hour 10. ipad Tips and Tricks, 2013, 1 hour 09. School-Age Credential, Level 3, 2012, 60 hours 08. Building on Quality/Getting Started with Delaware Stars, Level 2, 2012, 6 hours 5

6 07. Observation and Assessment in Early Childhood, 2012, winter 2011, 3 hours 06. Professionalism in Early Care and Education, Level 2, 2012, 4 hours 05. Implementing the School Age Care Environment Rating Scale (SACERS), Level 2, 2012, 4 hours 04. School Age Social Emotional Development, Level 2, 2011, 4 hours 03. Implementing the School Age Care Environment Rating Scale (SACERS), Level 2, 2011, 4 hours 02. Early Childhood Administration, Leadership, and Advocacy, Level 4, 2011, 48 hours 01. Implementing the Early Childhood Environment Rating Scale Revised (ECERS-R), Level 2, 2010, 4 hours Research PUBLICATIONS 05. The use of games as a peer mentoring tool for student success strategies, L. Sulpizi, N. Price, D. Yetto, and J. Burris, Teaching and Learning in Nursing, 9 (2014) The intersection of online social networking with medical professionalism, L.A. Thompson, K, Dawson, R.E. Ferdig, E.W. Black, J, Coutts, and N.P. Black. Journal of General Internal Medicine, 23 (2008) Innovative technologies for multicultural education needs, R.E. Ferdig, J. Coutts, J. Diepietro, B. Lok, and N.E. Davis. Multicultural Education and Technology Journal, 1 (2007) Applying virtual reality in medical communication education: Current findings and potential teaching and learning benefits of immersive virtual patients, B. Lok, R.E. Ferdig, A. Raij, K. Johnsen, R. Dickerson, J. Coutts, A. Stevens, and D.S. Lind. Virtual Reality, 10 (2006) Use of online social networking tools in medical education: Implications for teaching professionalism, R.E. Ferdig, K. Dawson, E.W. Black, J. Boyer, J. Coutts, N.M. Paradise Black, and L. Thompson. Proceedings of the American Educational Research Association (AERA) 2008 Annual Meeting, New York. PRESENTATIONS Presented by the first author Conference Presentations 05. Quality Matters in online instruction and learning environments, J. Burris, K. McVeigh- Stanley, R. Kralevich, Teaching and Technology Conference, Blue Bell, PA,

7 04. Questioning change in an always changing field, J. Coutts, Student Alliance for Graduate Students in Education Symposium, Gainesville, FL, Will you be my friend?, J. Coutts, J. Boyer, K. Dawson, R.E. Ferdig, Society for Information Technology and Teacher Education Conference, San Antonio, TX, The challenges and benefits of moving large scale classes online, D, Beck, J.Coutts, R.E. Ferdig, Faculty Technology Showcase, Gainesville, FL, Poster Presentations: 01. Leveraging technology to improve professional development opportunities for child care administrators leading quality improvement, J. Burris and R. Hallam, 2013 NAEYC Professional Development Conference, San Francisco, CA, GRANT EXPERIENCE 04. Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant Program. United States Department of Labor. Round 3 (FY 2013). $2.5 million. Description: As the instructional designer, I facilitate the design process adhering to the grant requirements to develop a manufacturing program (Associate of Applied Science (A.A.S.) and redesign both the food safety A.A.S. program and the summer developmental studies bridge program. I collaborate with the subject matter experts and project manager of the grant to complete the scope of work. I co-lead the development of open education resources to document innovative techniques and resources developed as a result of the grant. 03. Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant Program. United States Department of Labor. Round 2 (FY 2012). $2.5 million. Description: As the instructional designer, I facilitate the design process adhering to the grant requirements to design a concept-based nursing program. I collaborate with the subject matter experts and project manager of the grant to complete the scope of work. I co-lead the development of open education resources to document innovative techniques and resources developed as a result of the grant. 02. Delaware Stars for Early Success. Delaware Department of Education. ( ). $5 million+. Description: As the evaluation coordinator, interim director, and professional development specialist for Delaware Stars, I collaborated with stakeholders to develop policy and procedural changes to meet identified targets for the grant. 01. Hu-Maan Ensemble. mtvu Digital Incubator (an initiative of mtvu and Cisco Systems). Coutts, J., Black, E.W., Chen, T., Khoury, G., Wei, S., Yu, C., Erikson, A., & Oliverio, J. (2007). $30,000 (Not funded). Description: I collaborated with a team of other graduate students to develop an innovative virtual classroom. 7

8 ASSESSMENT EXPERIENCE 06. Student Learning Outcomes Assessment (SLOA), College Wide Distance Education, Delaware Technical Community College. FY14 & FY15. Description: As the principle investigator, I identify three outcomes to review for the fiscal year. The review is an investigation of whether or not there is a significant difference between on onground classes and distance education classes. Working with faculty who teach the courses selected, student artifacts are gathered and analyzed. The results are reported to the accreditation body. 05. Educational Support Outcomes (ESOA) Assessments, Center for Creative Instruction, Delaware Technical Community College. FY14 & FY15. Description: As the principle investigator, I identify four service outcomes to review for the fiscal year. The review is an investigation of the quality of services provided to college faculty and staff by the Center for Creative Instruction and Technology. Data are gathered and analyzed. The results are reported to the accreditation body. 04. Environment Rating Scale (ERS) Assessments, Delaware Stars for Early Success, Description: I conducted more than hour observational assessments in Delaware classrooms to collect data on critical components of quality childcare. Following the analysis of the data, I developed a report that was shared with the program s technical assistant to influence the program s quality improvement plan. 03. Delaware Stars Focus Group (project investigator), Child Development Lab, Department of Psychology, St. Joseph s University, Description: As a project investigator, I led multiple focus groups aimed to collect data from Delaware Stars staff and program teachers. The data were used in a report providing areas of strength and needed improvement submitted to Delaware Stars by Mathematica. 02. Investigating Preschools in the United States Virgin Islands using the ECERS-R, Child Development Lab, Department of Psychology, St. Joseph s University, Description: I conducted ~20 classroom assessments in preschools located on St. John, St, Thomas, and St. Croix. 01. Teacher Education Goes into Virtual Schooling (TEGAVS), Educational Technology Department, University of Florida, Description: As a graduate student, I participated in research focusing on the effectiveness of virtual schooling and the impact of teacher education. 8