Expanding Distance Learning Through Videoconferencing. Joan Hanor, Ph.D. Professor California State University San Marcos
|
|
- Alannah Marshall
- 8 years ago
- Views:
Transcription
1 Expanding Distance Learning Through Videoconferencing Joan Hanor, Ph.D. Professor California State University San Marcos Katherine Hayden, Ed.D. Associate Professor California State University San Marcos Background The California State University (CSU) system has a history of supporting innovative course design and delivery of courses at a distance. As early as 1996, professional development funds were awarded to develop, conduct, and assess coursework through videoconference media. Faculty from CSU San Francisco collaborated with faculty from CSU San Marcos to connect their students through videoconference using the internal CSU system. The system connections were limited to the CSU institutions and did not enable external participation from the greater educational community. This process was very cumbersome involving complex procedures for setting up the connections for each session. Computers and settings had to be programmed at the start of each session and reprogrammed at its completion. However, the experience provided exciting new opportunities for student and faculty interaction with content, materials, and remote participants. There was sufficient learning and progress to motivate faculty to explore alternative platforms. Collaboration continued to play a key role in advancing distance learning and in identifying needs for videoconferencing. In the late nineties 28 faculty members from throughout the CSU system were designated as Chancellor s Teacher Preparation Scholars to develop a teacher preparation program based on the model of the British Open University. This resulted in the development of CalStateTEACH, an alternative, independent learning, online and multi-media supported pre-intern/intern program designed especially for practicing teachers who had not yet earned a credential. During its development, small teams of faculty from all over California would meet in person or remotely, always pushing the technology one step further, trying to accommodate their needs for visual as well as auditory communication. The technology team provided the leadership and vision to investigate efficient systems for applying videoconferencing for purposes of professional collaboration as well as instruction. In 2000, CSU San Marcos partnered with the San Diego County Office of Education, North County Professional Development Center, California Technology Assistance Program (CTAP), and over 22 school districts to develop a professional development program that directly benefited over 1700 educators throughout the region. This partnership, entitled Improving Learning for All Students through Technology (ILAST), provided innovative professional development for teachers and administrators at all grade levels and provided the foundations for using interactive videoconferencing to access subject area experts. Multipoint videoconferences were held regularly to connect teacher participants at four remote sites. The San Diego County Office of Education provided the bridge for multipoint ISDN (telephone line) connections. This platform was thought to be superior at the time, but later created the challenge of constant budgeting for the phone line costs. The implementation of the professional development program led to the development of a graduate class designed to help classroom teachers learn how to apply videoconferencing in their classrooms. First offered as part of the ILAST partnership in the fall of 2003, this class targeted the mission statement for the College to collaboratively transform public education by preparing thoughtful educators and advancing professional practices. 1
2 Campus Expansion of Distance Learning In fall 2005, CSU San Marcos identified a team of educators to explore the development of a "state of the art" distance-learning classroom. The location was to be in the brand new business building, Markstein Hall. The team of faculty, representatives from Instructional Technology and the Dean of the College of Business explored distance-learning models from other institutions and discussed best practices for distance learning. The team reviewed campus needs and recommended critical elements for the conversion of the classroom in Markstein Hall during the following spring. During summer, a series of three seminars were offered as professional development for faculty and for recruitment of faculty who would pilot use of the new distance-learning classroom during fall 2006 or spring The goal was to ensure that faculty were aware of best practices and utilized the capabilities that were embedded in the design of the classroom. These seminars included discussions, information and demonstrations that presented important considerations and pedagogy for implementation of distance learning in higher education. Incentives, including lunch, were offered for those who attended. During the seminars, faculty ideas were collected and the team documented critical support strategies that would be needed. The 15 faculty members who attended the series of three summer seminars were enthusiastic about the possibilities for using videoconferencing in their course delivery, and they expressed their appreciation for the opportunity to think and plan for future integrations and implementation of distance learning. Videoconferencing Models To best describe our experiences with videoconferencing (VC), and to help simplify the process, we have organized our files into sample VC models, each of which reflects a different community of learners. Graduate Classes One of the courses offered during spring 2007 was the graduate course for K-12 teachers offered previously in 2003, entitled Impact of Technology on Teaching and Learning. It was designed to support learners ability to design effective lessons for delivery through distance learning technologies. This project-based course included learning teams of teachers who collaboratively designed and presented lessons for distance delivery through their own engagement in meaningful and authentic distance learning experiences. The videoconferencing collaborations offered unique opportunities to add to the diversity of student experiences and provided authentic experiences on which they to build understandings. Reversing Role/ Cross-age Connections A VC session during spring 2007, partnered students from two pre-service classes called Technology Tools for Teaching and Learning with two classes (one middle school and one high school) at the Juvenile Court and Community School (JCCS) at North County Regional Center. This experience engaged university students, who would become future educators, with community school students. One of the high school students presented the software Garage Band to university students demonstrating the creation of custom music. Teacher candidates were empowered by the experience of learning from a high school student through the use of distance technologies. Our instructional technology staff supported the session by providing laptops for participants. Several instructional technology staff and College of Education staff attended the videoconference and participated in the demonstration by the high school student. The session was captured using Media Site, a tool provided in the distance-learning classroom for later reviewing of sessions by students absent for the session. This model provided insight into how connections with local classrooms could expand understanding and experiences of pre-service teachers. 2
3 Connecting Sites for Thesis Defense In fall 2007, another type of collaborative session connected students who were attending a graduate course in Capistrano School District (50 miles north of campus) with College of Education faculty. Faculty who were chairing students for their culminating experience thesis and/or projects were able to meet individually and collectively with their students through videoconference sessions. Some faculty remained on campus and others facilitated the VC connections with students at the far end. At a session held at the end of the fall 2007 semester, students defended their theses or projects over videoconferencing. This session included faculty students and guests on campus, with faculty, guests and students at the far end. During the session, three students presented from campus and six students presented from Capistrano over videoconferencing. College faculty felt the sessions gave them insight into the use of videoconferencing for other classes. This model provided an alternate means of connecting students and faculty from two locations to facilitate the collaboration and thus alleviating travel time. Remotely Connecting Faculty with Students A third model was developed through a collaboration with special education faculty. The instructor for this induction course regularly met with students to review development of a portfolio with reflections demonstrating evidence of meeting standards in their program. The distance learning classroom provided a connection among students on campus and those at a remote site near their teaching locations, using the San Diego County Office distance learning facility, some 30 miles from campus. The students at the county facility typically drove to campus from South County schools during high traffic times. During this session, the instructor used PowerPoint and the Internet to facilitate discussions and prompt a question and answer period. The students and the instructor felt that the use of videoconferencing provided a valuable support for their course goals and learning, as well as saving valuable travel time. Plans were made to further explore this option during the upcoming semester. In this model, students were at a distance and the instructor was on campus with some of the students, thus expanding the reach to meet student needs. Meeting Instructional Needs This model developed unexpectedly and is an expansion of the above model. In this case, the instructor was remote and all students were on campus. When a faculty member was not available to teach a Spanish class on campus, an instructor was brought in through videoconferencing to teach for the entire semester. Because of the positive student response to this opportunity, we anticipate replicating this to increase flexibility for future course offerings. For instance, our campus has a Riverside campus that offers limited courses seventy miles away. Videoconferencing and the distance-learning classroom will be used to support expansion based on the model used for the Spanish class. Peer Collaboration Students from a CSU San Marcos credential class presented strategies for working with English language learners to teacher candidates on the East coast. Working in teams, the students presented using a document camera, posters and other visuals to showcase their ideas and strategies for effective teaching. Peers from the remote classroom asked questions and discussed what they learned from this exchange. PowerPoints were shared through to allow the screen to connect the two audiences visually. This model for collaboration between campus students and instructors and remote peer classes offers an extension of learning for a global collaboration and sharing. 3
4 Instructional Strategies that Worked Best in a Videoconference Environment In our work with teachers, faculty, staff and guests, we continuously collect data from participants to determine what they valued most about their experiences. Through their reflections, participants have identified specific instructional strategies to be most effective within a VC environment. 1. It was helpful to contextualize the videoconference within a broader spectrum of communications such as pre and post conference exchanges, phone calls, postings and documents. 2. Common points of discussion were clarified and critical thinking was encouraged when advance organizers and handouts were provided. 3. Development of a videoconference script alerted participants of camera shots, anticipated timeline, and expectations for individual, group, and teacher interaction during the session. 4. Established protocols among participants, including etiquette, supported equitable participation and successful communication. 5. All VC sessions required advance organization. These varied from simply setting up tests for connectivity to providing practice controlling or using the system. 6. For some occasions, greater individualization occurred when participants assumed specific roles and responsibilities such as group leader, facilitator, recorder, researcher, group spokesperson, cameraperson, demonstration leader, etc. Conclusions & Suggestions Videoconferencing collaborations offer unique opportunities for participants to relate to others who would not ordinarily be part of their campus environment. In our research, we are finding that the same characteristics of an engaged learning activity, as suggested by Dewey a century ago, remain applicable to contemporary learning environments of videoconferencing. Key factors of engaged learning can be identified as being: Relevant to students lives and experiences, Pertinent to the curriculum, Involving critical thinking and problem solving, Stimulating creative thinking, and Supporting collaborative decision making by the group (Tanner, 1997, p. xii) Based on our experiences to date, there are several factors to consider when using videoconference equipment. There are currently two ways to make connections: either IP (Internet Protocol) or ISDN (telephone lines). Videoconferencing requires a two-way connection/conversation so you will need to be compatible with your connecting site. You will find some excellent suggestions for equipment and for program development in the book published by ISTE, Videoconferencing for K-12 Classrooms by Cole, Ray and Zanetis. Research on best practices by Hayden (1999) provides models for VC that support constructivist learning environments. In the long run, videoconferencing can save time and money. Through the use of this technology, professional development and course offerings become affordable to a school or district that may not otherwise be possible. References Cole, C., Ray, K., & Zanetis, J. (2004). Videoconferencing for K-12 classrooms. Eugene, OR: International Society for Technology in Education. Hayden, K. (1999). Characteristics of videoconferencing that support a constructivist learning environment. Retrieved April 29, 2008, from 4
5 Pepper, C. (2003). Digital handbook: A videoconferencing guide for teachers and students. Retrieved May 25, 2005, from Tanner, L. N. (1997). Dewey s laboratory school: Lessons for today. New York: Teachers College Press. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. About the Presenters Joan H. Hanor, Professor in the College of Education at California State University San Marcos, received her doctorate with an emphasis on Educational Technology from UW-Madison in In addition to teaching educational technology courses, she directed a state funded professional development collaboration called ILAST: Improving Learning for All Students through Technology. This partnership increased and improved opportunities for distance learning within the greater educational learning community. She has been actively involved in videoconferencing for over ten years and has taught workshops, seminars and courses to educators teaching them how to apply videoconferencing to their K- 12 classrooms. Address: California State University San Marcos College of Education 333 S. Twin Oaks Valley Drive San Marcos, CA jhanor@csusm.edu Phone: Fax: Katherine L. Hayden, Associate Professor of Educational Technology at California State University San Marcos, is past President of the Board of Directors for Computer Using Educators, Inc., a non-profit technology organization supporting teachers in K-20 teaching and learning. She has developed online courses and mentoring for teachers and administrators. Her dissertation research was on Characteristics of Videoconferencing that Supports Constructivist Learning Environments. Dr. Hayden is a member of the Distance Learning Team who investigated development of a distance-learning classroom focusing on the use of videoconferencing. She currently teaches five fully online courses including one focusing on the design and pedagogy for distance-learning courses including videoconferencing for the nurse educator. Address: California State University San Marcos College of Education 333 S. Twin Oaks Valley Drive San Marcos, CA khayden@csusm.edu Phone: Fax:
Multipoint Videoconferencing: Using Constructivist Strategies to Engage Adult Learners
Multipoint Videoconferencing: Using Constructivist Strategies to Engage Adult Learners Katherine L. Hayden, Ed. D. Assistant Professor California State University San Marcos Joan H. Hanor, Ph. D. Associate
More informationAdmissions Guide. Administrative Services Credential Programs
Admissions Guide Administrative Services Credential Programs Excellence in Educational Leadership Administrative Services (AS) Credential Programs College of Professional Studies School of Education Harry
More informationProfessional Development for the Virtual School Setting: Aligning and Designing
Professional Development for the Virtual School Setting: Aligning and Designing Katherine Hayden, Ed.D. Associate Professor of Educational Technology California State University San Marcos Stacey Campo
More informationDelivered in an Online Format. Revised November 1, 2014. I. Perspectives
1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree
More informationFlexible, Affordable, Inviting. SUCCESS 97% Master s degree completion rate.
Mission To promote social justice by serving the community and larger society. To prepare and continuously support professional educators to meet the needs of a constantly changing and diverse student
More informationCalifornia State University San Marcos: College of Education. EDUC 422 - Technology Tools for Teaching and Learning
California State University San Marcos: College of Education EDUC 422 - Technology Tools for Teaching and Learning Instructor: Dr. Kathy Hayden Office Phone: 70-84 Office: UH 218 Lab: UH 271 Office Hours:
More informationKIMBERLY FERRARIO kferrari@usc.edu
KIMBERLY FERRARIO kferrari@usc.edu EDUCATION RESEARCH Ph.D. Education, June 2009 Emphasis on Language, Literacy and Culture University California, Davis Advisers: Professor Sandra Murphy, School of Education,
More informationME Ph.D. Program: Revised Rules and Requirements
Graduate Handbook Supplement ME Ph.D. Program: Revised Rules and Requirements I. Introduction This document presents procedures and criteria for the Ph.D. degree in mechanical engineering at Texas Tech
More informationCALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION
CALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION International Baccalaureate Primary Years Program Teacher Studies and Preparation: From Instruction to Action EDUC 631 Fall 2012 Professor: Laurel
More informationGraduate Handbook. for. Master of Arts in Music. Music Education Concentration
Graduate Handbook for Master of Arts in Music Music Education Concentration Introduction The Master of Arts in Music, Music Education Concentration provides a hybrid course of study that will be taught
More informationMaster of Arts in Higher Education (both concentrations)
Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or
More informationKIMBERLY EIKO HIRABAYASHI hirabaya@usc.edu
EDUCATION University of Southern California, Los Angeles, California Ph.D., Educational Psychology, August 2005 Dissertation: The role of parental style on self-handicapping and defensive pessimism in
More informationJennifer A. Knight, PhD April 15, 2014. School of Teacher Education and Leadership
J. Knight, Page 1 of 7 Jennifer A. Knight, PhD April 15, 2014 School of Teacher Education and Leadership Assistant Professor Utah State University Tooele Regional Campus 1021 W. Vine St. Tooele, UT 84074
More informationDOCTOR OF EDUCATION (ED.D.) DEGREE EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW. Program Objectives
DOCTOR OF EDUCATION (ED.D.) DEGREE IN EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW The Ed.D. in Educational Technology Leadership is designed to develop educational technology leaders and innovators
More informationDISSERTATION MANUAL. How many members are on a dissertation committee?
DISSERTATION MANUAL How many members are on a dissertation committee? The initial, three-person dissertation committee will work with the doctoral student. After the dissertation research has been completed
More informationLeadership Skills Development Through Service Learning
Leadership Skills Development Through Service Learning James A. Ejiwale Jackson State University Abstract The engagement of students in service learning will help them acquire and improve on necessary
More informationMERCY COLLEGE SCHOOL BUILDING LEADERSHIP PROGRAM 2014 2016
MERCY COLLEGE SCHOOL BUILDING LEADERSHIP PROGRAM 2014 2016 (AUSTRIA) Schedule and Program: The program includes 2 fall semesters, 2 spring semesters, and 1 summer, depending upon students educational background
More informationDoctor of Education Program Handbook
Doctor of Education Program Handbook Student Copy Revised Summer 2013 1 Introduction The Johns Hopkins University (JHU) School of Education (SOE) attracts the most innovative and progressive scholars without
More informationThe University of Mississippi School of Education
The University of Mississippi School of Education Master s Degree in Literacy Education Department of Teacher Education Educators as Reflective Professionals Graduate Handbook Revised Fall 2012 1 Table
More informationMASTER'S DEGREE IN MUSIC EDUCATION (MMEd)
Description of Requirements and Procedures for the MASTER'S DEGREE IN MUSIC EDUCATION (MMEd) With specializations in two tracks: Teaching Emphasis Research Emphasis Table of Contents I. General Information
More informationMichigan State University, College of Nursing Certificate in College Teaching Program
Michigan State University, College of Nursing Certificate in College Teaching Program The College of Nursing Certificate in College Teaching Program (CCTP) transforms the way graduate students are prepared
More informationMaster of Arts in Education/Teacher Credential
Antioch University Los Angeles 1 Master of Arts in Education/Teacher Credential OVERVIEW OF PRELIMINARY TEACHING CREDENTIALS The Teaching Credential program stands alone and its coursework can be completed
More informationNEW PROGRAM PROPOSAL. and Policy Studies ]
NEW PROGRAM PROPOSAL College: [ Eisner College of Education ] New Program Proposal Page 1/13 Department: [ Educational Leadership and Policy Studies ] 1. Title of Proposed Program: (e.g. B.S. in, Option
More informationHiring Guidelines for Teaching Associates & Student Assistants
Hiring Guidelines for Teaching Associates & Student Assistants Department of English Taylor Hall California State University, Chico Chico, California 95929-0830 (revised 5 May 09) 2 Hiring Guidelines for
More informationPhD Program Guide. Department of Curriculum and Instruction College of Education University of Houston. Spring 2016 By the CUIN PhD Committee
PhD Program Guide Department of Curriculum and Instruction College of Education University of Houston Spring 2016 By the CUIN PhD Committee Introduction This document provides guidelines for students who
More informationA Proposal for a Contra Costa Community College District Teaching Academy. Submitted by Nancy Ybarra, faculty, Los Medanos College
A Proposal for a Contra Costa Community College District Teaching Academy Submitted by Nancy Ybarra, faculty, Los Medanos College Background Information In Fall 2009, I completed a sabbatical project to
More informationMaster of Fine Arts in Creative Writing and Poetics University of Washington Bothell
May 2011 Master of Fine Arts in Creative Writing and Poetics University of Washington Bothell Introduction The University of Washington Bothell (UWB) proposes to offer a Master of Fine Arts in Creative
More informationDEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP)
Approved by Academic Affairs May 2010 DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) I. DEPARTMENT OF MARKETING RTP POLICY A. Preamble B.
More informationMaster of Science in Agricultural Education Graduate Handbook
Master of Science in Agricultural Graduate Handbook The Master of Science in Agricultural Course requirements for the Master s Degree: 0 units This master s degree is offered entirely online and partners
More informationENGLISH DEPARTMENT GRADUATE HANDBOOK UNIVERSITY OF TEXAS AT ARLINGTON JANUARY 2015
ENGLISH DEPARTMENT GRADUATE HANDBOOK UNIVERSITY OF TEXAS AT ARLINGTON JANUARY 2015 2 TABLE OF CONTENTS General Information...3 Academic Calendar...4 Forms...4 Registering for Courses...4 General Courses...4
More information2.12 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS
Criterion 2.12 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS If the school offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a
More information2015 2016 one year courses digital image creation for luxury brands
2015 2016 one year courses digital image creation for luxury brands undergraduate programmes one year course digital image creation for luxury brands 02 Brief descriptive summary Over the past 78 years
More informationAPSU Teacher Unit Annual Program Review (APR) Report 2013 2014. Curriculum and Instructor: Instructional Technology
1 APSU Teacher Unit Annual Program Review (APR) Report 2013 2014 Curriculum and Instructor: Instructional Technology I. Name of Program: Curriculum and Instruction: Instructional Technology II. Reviewers:
More informationJOON KIM EDUCATION. University of California Los Angeles (UCLA) June 1999 Bachelor of Arts: Psychology CERTIFICATES
JOON KIM EDUCATION University Southern California (USC) May 2012 Doctor of Education: Leadership and Educational Psychology Dissertation Title: The use of Cognitive Task Analysis to determine surgical
More informationMaster of Science. Doctor of Education
Master of Science in Administration and Preliminary Administrative Services Credential Doctor of Education in Educational Leadership, Administration, and Policy for change Dr. Robert R. Barner Academic
More informationDepartment of Mathematics and Computer Sciences
Department of Mathematics and Computer Sciences DEGREES Learning Technologies (MS) Instructional Design and Technology (MS) CERTIFICATES Learning Technologies Virtual Worlds in Education Instructional
More informationTambra O. Jackson. M.Ed.- Curriculum and Instruction. Indiana Wesleyan University, Fort Wayne, Indiana. December 1998.
Tambra O. Jackson University of South Carolina Department of Instruction & Teacher Education 104 Wardlaw Building, Columbia, SC 29208 Phone: 803.777.2018 Email: tambra.jackson@sc.edu ACADEMIC DEGREES Ph.D.-
More informationInternship Manual Educational Specialist (EdS) Florida Gulf Coast University
Internship Manual Educational Specialist (EdS) Florida Gulf Coast University 2 Table of Contents The College of Education Vision... 3 The College of Education Mission... 3 Purpose of the Internship...
More informationVITAE Linda Crawford DNP, APRN, PNP
VITAE Linda Crawford DNP, APRN, PNP EDUCATION AND CREDENTIALS University of San Diego May 2010 Doctor of Nursing Practice Topic: Improved Hearing Screening for Young and Difficult to Screen Children California
More informationStandard 4. Narrative 4.1
Standard 4 Narrative 4.1 In its curriculum and experiences, the Unit addresses these elements of diversity: ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, and geographic
More informationDepartment of Strategic Communication and Journalism
Department of Strategic Communication and Journalism COM 504 Introduction to Graduate Communication Studies (1) This on-line selfpaced prerequisite course is required of all M.A. students that do not have
More informationGRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT
GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT Dean M.J. Feuer Senior Associate Dean C.A. Kochhar-Bryant Associate Dean for Research and External Relations M.B. Freund Administrative Dean and Chief
More informationEducational Technology Department Updated Course Descriptions. July 1, 2015
Educational Technology Department Updated Course Descriptions July 1, 2015 EDTC 612 Technology in the Math/ Science Curriculum (3) This course focuses on the use of math/ science technology to find new
More informationSchool Leadership Concentration
School Leadership Concentration The School Leadership Concentration (SLC) is designed for aspiring school leaders. Candidates will learn the necessary skills, ranging from financial management to instructional
More informationGraduate Handbook EDUCATIONAL PSYCHOLOGY
Graduate Handbook EDUCATIONAL PSYCHOLOGY IFCE /Simpson Hall Phone 505-277-4535 MSC05 3040 Fax 505-277-8361 1 University of New Mexico E-Mail edpsy@unm.edu Albuquerque, NM 87131-1246 Program Website: http://coe.unm.edu/departments/ifce/educational-psychology.html
More informationCSU Chico Educational Leadership and Administration Program Summary
CSU Chico Educational Leadership and Administration Program Summary Program Design The Educational Leadership and Administration Program is located in the School of Education under the leadership of the
More informationWASC Approved Substantive Change Update Report Master of Social Work Three-Year Redding Program
WASC Approved Substantive Change Update Report Master of Social Work Three-Year Redding Program An Off-Campus Program Using Distance Learning Technology Prepared by California State University, Chico School
More informationEducational Technology Professional Development Program
Educational Technology Professional Development Program Karen S. Ivers, Ph.D. California State University, Fullerton 800 N. State College Blvd., EC-376 Fullerton, CA 92831 kivers@fullerton.edu Key Words:
More informationCivil & Environmental Engineering
College of Engineering, Architecture & Technology Civil & Environmental Engineering Strategic Plan 2014-2018 Strategic Plan 2014-2018 Civil and Environmental Engineering at Oklahoma State University started
More informationREVISED &APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 868 TABLED OCTOBER 15, 2001
REVISED &APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 868 TABLED OCTOBER 15, 2001 RECOMMENDATION OF THE GRADUATE CURRICULUM COMMITTEE AND THE FACULTY OF THE SCHOOL OF EDUCATION AND THE
More informationRevisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect
More informationTeaching institution: Institute of Education, University of London
PROGRAMME SPECIFICATION MA Geography in Education Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award:
More informationElectronic Portfolios in Evolution
Electronic Portfolios in Evolution Roger Olsen rlo@email.byu.edu Nancy Wentworth Nancy_Wentworth@byu.edu David Dimond dimo112@alpine.k12.ut.us Abstract: Electronic Portfolios in Evolution describes a dynamic
More informationDoctor of Education Higher Education with Concentration in Community College Administration Program Handbook
Doctor of Education Higher Education with Concentration in Community College Administration Program Handbook College of Education Graduate Education and Research Texas Tech University Box 41071 Lubbock,
More informationTHE CALIFORNIA STATE UNIVERSITY
THE CALIFORNIA STATE UNIVERSITY OFFICE OF THE CHANCELLOR BAKERSFIELD December 2, 2011 CHANNEL ISLANDS CHICO M E M O R A N D U M DOMINGUEZ HILLS EAST BAY FRESNO TO: FROM: CSU Presidents Charles B. Reed
More informationEnvironmental Science/ Environmental Geology M. S.
Environmental Science/ Environmental Geology M. S. Program Learning Goals Obtain advanced knowledge in geoscience and environmental science Upon graduation: have acquired advanced knowledge in earth sciences,
More informationBARBARA S. ILLOWSKY EDUCATION
BARBARA S. ILLOWSKY EDUCATION Doctor of Philosophy in Education Capella University Specialization: Instructional Design for Online Learning Master of Arts in Statistics The Wharton School, University of
More informationILLINOIS STATE UNIVERSITY
Ph.D. in Mathematics Education Illinois State University proposes to extend its coursework leading to the Ph.D. in Mathematics Education to. The program will be delivered off campus, in part, at various
More informationCourse Design and Syllabus Construction
Course Design and Syllabus Construction In pairs, compare your fall class syllabi What features do they have in common? What features are different? What is the purpose of each feature? Syllabus Requirements
More informationISTE National Educational Technology Standards for Teachers http://cnets.iste.org/teachers/t_profiles.html
NETS for Teachers Profiles for Technology-Literate Teachers Today's teacher preparation programs provide a variety of alternative paths to initial licensure. They address economic conditions, needs of
More informationSpecial Resources. Faculty. Programs Offered. Single Subject (Secondary Schools) Teaching Credential
Education: Curriculum Studies & Secondary Education (CSSE) Department Office Stevenson Hall 1078 (707) 664-4203 fax (707) 664-2483 www.sonoma.edu/education Department Chair Perry M. Marker Administrative
More informationSt. Thomas Aquinas College MSEd. Educational Leadership (30 credits) Goal of the Program
St. Thomas Aquinas College MSEd. Educational Leadership (30 credits) This Master of Science Degree program is designed to prepare school personnel to become school building leaders. The program focuses
More informationThe current (2015-2016) Marketing Ph.D. Committee consists of Greg M. Allenby (Committee Chair), Xiaoyan Deng, Nino Hardt, and Rebecca Walker Reczek.
Marketing Ph.D. Program Handbook 1. Marketing Ph.D. Program Structure and Committees Graduate Faculty and the Marketing Ph.D. As a doctoral student, you are enrolled in the Graduate School of the Ohio
More informationTeaching in Higher Education
CTLE 6000, as taught by Dr. Rai Farrelly, is a unique learning experience. This course is coconstructed by Rai and the students. All decisions about the exploration of course content, assignments, class
More informationGRADUATE PROGRAM CURRICULUM
GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION MASTER OF ARTS IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE
More informationRob Darrow, Ed. D. Email: Robdarrow@mail.fresnostate.edu Wiki: robdarrow.wikispaces.com Blog: robdarrow.wordpress.com
EDUCATION Resume Rob Darrow, Ed. D. Email: Robdarrow@mail.fresnostate.edu Wiki: robdarrow.wikispaces.com Blog: robdarrow.wordpress.com 2010 Ed.D. Educational Leadership, California State University, Fresno
More informationEDUCATION. University of Wisconsin, Milwaukee Department of English, 1995 Clear Credential, Secondary English, 1998 PROFESSIONAL TEACHING EXPERIENCE
Elizabeth Truesdell, Ph.D. Associate Professor of Education Chair, Single Subject and Master of Science in Education Program Dominican University of California, San Rafael CA Phone: 415-257-0186 Email:
More informationSelf-Reflection Teaching. Susan M. Blunck, Ph.D. Assistant Clinical Professor Department of Education UMBC
Self-Reflection Teaching Susan M. Blunck, Ph.D. Assistant Clinical Professor Department of Education UMBC 2 Self Reflection Teaching Effective teaching is not about what we give or do to our students.
More informationKU School of Education Graduate Student Handbook
KU School of Education Graduate Student Handbook 2011-2012 Graduate Student Responsibility All graduate students are responsible for informing themselves of requirements of the Graduate School as stated
More informationb. A handout for your MATESOL Conference presentation
M.A. TESOL Capstone Project Overview: The M.A. TESOL Capstone Project (CP) provides students with an opportunity to demonstrate their in-depth knowledge and practical expertise in a specific area of the
More informationValerie Hannah Part-time Lecturer College of Education California State University, Fullerton Fullerton, CA 92834 714-278-2114 vahannah@fullerton.
Valerie Hannah Part-time Lecturer College of Education Fullerton, CA 92834 714-278-2114 vahannah@fullerton.edu Please check the one that applies and complete the requested information. Tenure Track faculty
More informationThe Educational Psychology and Educational Technology Program Michigan State University
Abstract The Educational Psychology and Educational Technology Program Michigan State University Proposal Submission for the AACTE 2013 Best Practice Award for the Innovative Use of Technology Dr. Punya
More informationSouthwest Baptist University
Doctoral Program in Educational Leadership Application Packet Southwest Baptist University College of Education and Social Sciences Department of Graduate Studies in Education Page 1 Overview of Program
More informationStatutes of the Doctoral School of Computer Science
Statutes of the Doctoral School of Computer Science Latest version: 13 August 2012 1 Content of the Doctoral Programme Offered at the Doctoral School of Computer Science and Related Subject Areas The Doctoral
More information1 of 5 17TH Annual Conference on Distance Teaching and Learning
1 of 5 17TH Annual Conference on Distance Teaching and Learning On-Line Teaching and Learning: The Value of Assessment Tools María Bonilla-Romeu, Ed.D. Department of Business Administration Inter American
More informationProgram Personnel Standards Approval Form. Disciplrne: Nursing. ','J1* )lplll. RTP Committeehair Date i
Program Personnel Standards Approval Form Disciplrne: Nursing ','J1* )lplll RTP Committeehair Date i Introduction Relationship of Discipline Standards to CSU Channel Islands Program Standards To understand
More informationCurriculum Vitae. Dana Lynn Wagner. Minnesota State University, Mankato 313 Armstrong Hall Mankato, MN 56001 507.389.5653 dana.wagner@mnsu.
Wagner, D. L. 1 Curriculum Vitae Dana Lynn Wagner Minnesota State University, Mankato 313 Armstrong Hall Mankato, MN 56001 507.389.5653 dana.wagner@mnsu.edu EDUCATION Ph.D., University of Minnesota Twin
More informationPROPOSAL TO OFFER A NEW ACADEMIC PROGRAM/ MAJOR IN FALL 2004 (LONG FORM)
PROPOSAL TO OFFER A NEW ACADEMIC PROGRAM/ MAJOR IN FALL 2004 (LONG FORM) Proposed Name of Degree: Options/ Emphases in the Degree: Specialization: Principals Leadership Faculty Proposing New Program: Joan
More informationGRADUATE PROGRAM CURRICULUM
GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION CERTIFICATE IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE
More informationThe University of Southern Mississippi. Detailed Assessment Report As of: 10/07/2013 01:17 PM EST 2012-2013 Instructional Technology MS
The University of Southern Mississippi Detailed Assessment Report As of: 10/07/2013 01:17 PM EST 2012-2013 Instructional Technology MS Mission / Purpose The Master of Science of Instructional Technology
More informationCTL 2009 ADVANCED PROGRAM REPORT
CTL 2009 ADVANCED PROGRAM REPORT 1 Because the Office of Undergraduate Studies is now requiring program assessment reports that are similar to CTL program assessment reports; The Office of Research, Evaluation,
More informationProspectus of the Ed. D. in Curriculum and Instruction Delivered in an Executive Format February 28, 2011
Prospectus of the Ed. D. in Curriculum and Instruction Delivered in an Executive Format February 28, 2011 Table of Contents Pages I. Perspectives 1-2 A. Program Goal B. Recruitment Goal II. Program Admission
More informationDOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM
DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM IN CURRICULUM AND INSTRUCTION WITH EMPASIS IN CURRICULUM STUDIES Department of Instruction and Teacher Education College of Education University of South Carolina
More informationEducational Leadership and Policy Studies Ritchie Program for School Leaders & Executive Leadership for Successful Schools (ELSS)
Contact: Susan Korach susan.korach@du.edu Morgridge Office of Admissions edinfo@du.edu Lead in Denver www.leadindenver.com Educational Leadership and Policy Studies Ritchie Program for School Leaders &
More informationMaster of Science. Doctor of Education
Master of Science in Administration and Preliminary Administrative Services Credential Doctor of Education in Educational Leadership, Administration, and Policy for change DR. ROBERT R. BARNER Program
More informationPROPOSAL TO CHANGE THE ACADEMIC MASTER PLAN
PROPOSAL TO CHANGE THE ACADEMIC MASTER PLAN Proposed Name of Degree: B.A. Degree in Early Childhood Studies Faculty Proposing New Program: Maria K. Denney, Ph.D. & Joan Karp, Ph.D. Review and Approval:
More informationDivision of Communication Disorders AP4 Strategic Plan (2015-2020)
AP4 CommDis Strategic Plan 1 Division of Communication Disorders AP4 Strategic Plan (2015-2020) 1. What is the current status of your Academic Unit? a. Constituencies served and constituent needs addressed.
More informationPROGRAM HANDBOOK Doctor of Education Higher Education Community College Administration
PROGRAM HANDBOOK Doctor of Education Higher Education Community College Administration College of Education Graduate Education and Research Texas Tech University Box 41071 Lubbock, TX 79409-1071 (806)
More informationLeadership and Learning: The Journey to National Accreditation and Recognition
VOLUME 31, NUMBER 4, 2013 Leadership and Learning: The Journey to National Accreditation and Recognition Lisa Bertrand, EdD Professor and Program Coordinator Department of Educational Leadership and Counseling
More informationExit Evaluation M.Ed. Educational Leadership. Please circle the answer that best matches your impression as you near the end of your program of study:
Exit Evaluation M.Ed. Educational Leadership NO NAME PLEASE! DEMOGRAPHIC INFORMATION: Year of Program Completion: On Campus Program: Cohort Program (Off-Campus) (check which applies) Number Years in Present
More informationI. Preamble... 2. II. Weighting of Promotion and Tenure Criteria... 2. III. Appointment Criteria for Tripartite Faculty... 3. Assistant Professor...
1 Promotion, Tenure and Faculty Standards: Instructional Design Department Table of Contents I. Preamble... 2 II. Weighting of Promotion and Tenure Criteria... 2 III. Appointment Criteria for Tripartite
More informationM.S. in Curriculum and Instruction 31-36 credit hours
M.S. in Curriculum and Instruction 31-36 credit hours College of Education Kansas State University Preparing Educators to Be Knowledgeable, Ethical, Caring Decision Makers in a Diverse World The Mission
More informationOVERVIEW AND ADMISSION REQUIREMENTS
PH.D. PROGRAM IN SPECIAL EDUCATION EMPHASIS IN APPLIED BEHAVIOR ANALYSIS AND POSITIVE BEHAVIORAL SUPPORT (ABA/PBS; INCLUDING BCBA) (THIS IS A SPECIAL FEDERALLY FUNDED PROJECT) OVERVIEW AND ADMISSION REQUIREMENTS
More informationAssessment of Student Learning Plan (ASLP): ART Program
ART Department: Assessment Plans for All ART Programs Assessment of Student Learning Plan (ASLP): ART Program A. College, Department/Program, Date College CAHS Department/Program ART Date May 15, 2015
More informationEdwin K. Lindsay, Ed.D. 2812 Carriage Meadows Drive Wake Forest, NC 27587 (919) 515-8597
1 Edwin K. Lindsay, Ed.D. 2812 Carriage Meadows Drive Wake Forest, NC 27587 (919) 515-8597 Parks, Recreation and Tourism Management Box 8004, Biltmore Hall Raleigh, North Carolina 27695-8004 Office Phone:
More informationEngaged Learning in the 21st Century
1 of 5 17TH Annual Conference on Distance Teaching and Learning Activities to Engage the Online Learner Rita-Marie Conrad, Ph.D. Assistant Professor Florida State University Ana Donaldson, Ed.D. Assistant
More informationRequest for Proposal ecampus 2015-16 Technology Equipment Program
Request for Proposal ecampus 2015-16 Technology Equipment Program ecampus, Academic Technology San José State University Instructional Resource Center (IRC) 206 One Washington Square, San José, CA 95192-0026
More informationSTUDENT HANDBOOK. Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs
Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs STUDENT HANDBOOK Lincoln University Graduate Education Program 3020 Market Street Philadelphia,
More informationSTUDENT HANDBOOK 2011-2012
Department of Educational Leadership Educational Administration Principal Preparation Program STUDENT HANDBOOK 2011-2012 Note: This handbook is subject to change without prior notification and updates
More information