ROBIN D. JAMES PhD. 28 Radnor Avenue Croton-on-Hudson, NY (914) or

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1 ROBIN D. JAMES PhD. 28 Radnor Avenue Croton-on-Hudson, NY (914) or New York State ESL, English and Social Studies Teaching Certifications [ ] Connecticut State TESOL Teaching Certification K-12 [pending, June 2012] Connecticut State Teaching English, Secondary.7-12 Teaching Certification [pending, August 2012] EDUCATION PhD. in Psychological Foundations of Education, Applied Linguistics, University of New Mexico. May MA in English, TESOL, Arizona State University May BA in Political Science/International Studies, American University, January COLLEGE TEACHING EXPERIENCE Online, Hybrid & Face-to-Face Full Time Faculty, Special Appointment, Western Connecticut State University, Department of Education and Educational Psychology, School of Professional Studies. Currently teaching both undergraduate and graduate level education courses in the face-to-face and hybrid setting (e.g., Assessment and Diagnosis of Reading Difficulties, Reading Foundation II: Comprehension ; Reading Foundations III: Assessment, Literacy Across the Content Areas). University-wide service to WCSU: WCSU Educational Review Committee Fall 2011-present; representative for the School of Professional Studies, Western International Center, ; Provost s Adhoc Committee on Transition Year Initiatives; subcommittee on NEASC accreditation; WCSU Online Learning Committee, Education Department- specific service: Catalog Revisions, MS.Ed Program Revisions, TK20, Professional Development Semester [Sept 2011-present] Full Time Faculty, Visiting, College of New Rochelle, Graduate Studies, Literacy and ESL Education. Taught on-ground and hybrid graduate-level education courses (e.g., Differentiated Instruction, Action Research in the Classroom, Teaching Reading/Writing Across Content Areas, Multilingual-Multicultural Education: ESL Across Content Areas, Literacy Practicum in Assessment) to teachers in New York who are seeking a masters degree and state certification in Literacy, ESL or Early Childhood. Student Advisement: guiding students in their academic program and career decisions. Service: College Environment Committee, NCATE-TEAC accreditation subcommittee. [Sept 2010-May 2011] Instructor, Argosy, School of Graduate Teacher Education. Teaching fully online doctoral level and masters level Education courses (e.g., Doctoral Writing for Research, Cultural Diversity) to teachers seeking their masters or doctoral degrees. [Sept 2010-present]

2 COLLEGE TEACHING EXPERIENCE (con t) Online, Hybrid & Face-to-Face Instructor, Kaplan University, School of Graduate Education. Programs in: Master of Arts in Teaching, Master of Science in Education, Master of Arts in Educational Leadership, Master of Science in Instructional Technology. Taught and developed curriculum for fully online graduatelevel Education courses such as Reading Across Content Areas, K-6 Teaching Methods, Secondary Teaching Methods, Student Assessment [ ] Instructor, Mercy College, The New Teacher Residency Program. Taught and facilitated hybrid graduate Educational Leadership courses such as Philosophies of Education, Educational Policies, and Student and Community to the NYC Teaching Fellows who were working towards completion of their NYS DOE Teacher s Certification. [ ] Skidmore College, English Dept. Taught face-to-face expository writing courses to focus on essay writing and research papers on topics across the curriculum. [1995] LaGuardia Community College, ESL Writing-Academic Skills Department.-Assistant Professor, tenure-track. Taught developmental writing (narrative and expository), library research and reading skills to a new immigrant student population; developed a model curriculum for a paired course between Desk Top Publishing and Advanced ESL; nominated as the departmental representative for the 1994 Faculty Enrichment Seminar; co-developed the assessment instrument for the college-wide Language Application Center initiative; and participated in a wide variety of departmental committees including: the Assessment & Placement subcommittee (Chair) of the Curriculum committee and the Professional Development committee. Also served on the college-wide Committee on Program Effectiveness. [ ] University of New Mexico ESL Writing Program, Dept. of Education. Taught international undergraduate and graduate students academic writing and reading skills (expository writing and research paper skills) at the developmental and Freshman Composition levels; American culture and literature complemented the grammatical component of the course. Responsibilities included: diagnostic testing and performance analysis, curriculum and materials development, computerassisted language learning, video and other multi-media strategies for teaching writing. [Fall 1990-Fall 1993] Arizona State University Office of Freshman Composition, Dept. of English. Taught two consecutive semesters of Freshman Composition (expository writing and research paper skills) to both native and normative speakers of English. [Fall 1989 and Spring 1990] K-12 TEACHING EXPERIENCE Elementary School Reading Resource Room Teacher. (5 th grade). Carrie E. Tompkins Elementary School, Gerstein St., Croton on Hudson, NY [ ]. Hebrew Language & Jewish History Teacher. (3 rd grade). Pleasantville Community Synagogue Religious School, Bedford Rd., Pleasantville, NY [ ]

3 CURRICULUM DEVELOPMENT EXPERIENCE Test Developer. Developed ESL options for students and training materials for teachers on standard assessments for California and New York state ELA tests [ ]. Curriculum Writer, Kaplan K-12 Learning Services. Interpreted and explained state curricular guidelines to create teacher-training materials for the Philadelphia School District Curriculum Development Project, Grades [ ]. Subject Matter Expert, Kaplan University, School of Graduate Education [ ] Developed online courses for graduate teacher education programs including but not limited to: ED 501: Introduction to the Master of Arts in Teaching Program This course introduces candidates to the Kaplan Graduate School of Education Mission, the Reflective Decision Maker Model, and the Program Competencies and their associated knowledge, disposition, and performance indicators. The course also gives candidates an orientation to the Electronic Portfolio (E- Portfolio), an archive of work accomplished throughout the program, which is required for successful completion of the degree. ED 503: Educational Psychology This course examines preeminent theories of learning and their related instructional strategies in light of their impact on students, on learning and motivation, on teaching, and on assessment. ED 521: Reading in the Content Areas The course is grounded in the theoretical bases of balanced literacy and constructivist learning. It focuses on building prospective teachers' competencies in the processes of planning, implementing, and evaluating content-area literacy learning for secondary students. ED 523: Research on Effective Teaching This course acquaints degree candidates with the broad body of research on effective teaching, with an emphasis on the practical applications of the research findings to candidates' own classroom instruction. ED 533: Perspectives on Diversity This course explores the various issues of student diversity, and challenges degree candidates to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice. ED 553: History and Philosophy of Education This course examines the two essential questions relevant to the history and philosophy of education: What is education? What is the purpose of schooling? The course considers these two questions in light of historically influential philosophies, including idealism, realism, pragmatism, existentialism, postmodernism, progressivism, and critical theory. The course will also explore the influence of these ideas on the enterprise of public education in the U.S. through the last two centuries. Revised (completely overhauled) online courses for graduate teacher education programs including but not limited to: ED500 Introduction to the MSE Program This course introduces candidates to the Kaplan University education program mission statement, the Reflective Decision-Maker Model, and the program competencies, knowledge, and performance indicators required of successful teachers. ED 502: Transforming Teaching Practice This course explores the knowledge, skills, and dispositions associated with the highest standards of teaching practice, and guides candidates in the transformation of their classroom performance through research and reflection on best practices, assessment strategies, and teacher skills that lead to improved student achievement. ED 522: Classroom Management This course examines classroom management philosophies and strategies as these apply to students with difficult and challenging behaviors. Topics include foundations of classroom management, creating positive interpersonal relationships in the classroom, motivation and learning methods, managing disruptive behaviors, and problem solving to resolve behavioral issues. ED512 Action Research I This course provides an introduction to action research. Action research in the K-12 classroom context is a process by

4 which teachers learn and improve their own teaching activities. Action research is a valid research approach that is systematic, problem based, and data driven. In this course candidates will identify an issue; find, review, and compare prior research on their approved topic; and study types of research methodologies in preparation for designing and using action research to conduct professional inquiry in their classrooms or other settings. ED 532: Principles of Curriculum Design This course examines current theories of curriculum design in K 12 education, with an emphasis on both the application and evaluation of best practices in the context of local and national standards-based education. ED572 Action Research II (Capstone) The capstone course in the degree candidate s program. Key elements to be completed within this course include implementing the methodology, conducting data collection and analysis, reflecting on findings, and writing the conclusion. Specifically, students will conduct their own action research, using their approved topic. Focusing on improving student learning, students will prepare the final two chapters of their action research project, Data/Results and the Conclusion, as well as integrate the first three chapters of the ED 512 project. ADMINISTRATIVE EXPERIENCE Secondary Education Liaison, Western Connecticut State University [Jan 2012-present] Presently serving as the Education faculty member representative to assist the Arts and Sciences secondary content area faculty in Math, Biology, Earth Science, Chemistry, English, History, Spanish and Social Science to advise teacher education dual majors. Coordinator Offsite Programs, College of New Rochelle [October 2010-January 2011]. Served as the administrator for all offsite graduate education programs in Early Childhood, Special Education, Educational Leadership and Literacy degree/certification programs at various offsite locations. Academic Chair, Kaplan University, School of Graduate Education [June 2006-March 2010] Served as Kaplan University s Academic Chair of the School of Teacher Education (Graduate) which includes but is not limited to: supervising and evaluating 80+ part-time and 1 full-time instructors for two graduate level degree programs: Masters of Arts in Teaching & Learning and Masters of Science in Education. teaching introductory courses to new student training faculty on best practices for teaching in higher education working closely with the Associate Dean of Curriculum to develop new courses and revise/enhance existing ones working with the Office of Institutional Effectiveness to collect and interpret data that drive programmatic decisions developing effective student retention strategies hiring new faculty offering service to institution: Kaplan University Assessment, Graduate Curriculum, and Center for Teaching & Learning Advisory Committees; Doctoral Degree Taskforce Program Director, Kaplan University, Graduate School of Teacher Education, Masters of Education and Intern Certificate Programs. Administered a program for career changers who held bachelor s degrees but wanted to become certified teachers at the secondary 7-12 level; worked with state officials in Iowa, Florida and Washington, D.C. to assure the appropriate alternative certification options for these candidates. [ ] Maricopa Community Colleges, Office of Distance Education. Worked alongside the director to bring college courses to Native American students on reservations throughout Arizona; Office of International Education. Supported the director to develop programs for students from other counties interested in studying at MCC. [ ]

5 SCHOLARSHIP ACTIVITIES Accepted position as a Connecticut TESOL Board Member, November 2011-present. Awarded a 2012 WCSU Center for Excellence in Learning and Teaching $2,000Technology Grant for the application of WebQuests in ED301, Foundations of Reading II Reviewer, Journal on Excellence in College Teaching [February 2008-present]. Will present a technology-focused professional development workshop on using WebQuests in the Undergraduate Classroom for WCSU Center for Excellence in Learning and Teaching, Fall 2012 Will present a paper,"the Online Learning Community: A Valuable Component of an Effective Teacher Preparation Practicum Course?" at the 10 th Annual Lilly Conferences on College and University Teaching and Learning, Applied Linguistics Conference, Bethesda, MD, June Will present a paper, Readers Theater & ELLs: Where Fluency Meets Comprehension at the Association for the Advancement of Computing in Education (AACE) Global Time Online Conference, February Will conduct a poster session on a study focusing on applying reader s theater strategies to help English Language Learners improve both fluency and comprehension skills for the NYS TESOL Applied Linguistics Conference, February Presented a paper for the Association for the Advancement of Computing in Education (AACE) Global Time Conference, February Online Tutor Learning Communities: A Valuable Component of Effective Literacy Teacher Education Curriculum?* Technology, Colleges and Community Online Conference. Paper published in the Education & Information Technology Digital Library. Presented a paper, Using Web 2.0 Tools in Virtual K-12 Classrooms: teachers perceptions Technology, Colleges and Community Online Conference. [April 2010] Presented a paper, "Online Faculty Learning Communities," at the 9th Annual Lilly Conference on College and University Teaching Traverse City, MI [September 24-27, 2009] Presented a paper, Faculty Learning Communities: How Connected Do Adjunct Instructors Feel? at the Technology, Colleges and Community Online Conference [April 2009] Presented a workshop for the KU Center for Teaching and Learning, How to Manual: Faculty Learning Communities [January 2009]. Presented a paper, Faculty Learning Community: The Connectedness Factor at the Kaplan University Virtual Conference [September 2008]. Presented a paper, Applying Curricular Enhancements to an Alternative Certification Program: the why s and how s at the Joint Conference of the National Association for Alternative Certification (NAAC) and the National Center for Alternative Certification (NCAC), Washington, DC. [March 2007] Published a paper, Sociolinguistic Competence in Context: The Formality Factor," Working Papers in Linguistics, 1. University of New Mexico, Linguistic Graduate Student Organization [March 1993]. Published a paper, Assessing L2 Sociocultural Competence: Support from Pragmatic Theories," Pragmatics & Language Learning Monographs Series, IV [1993]. (see ERIC database)

6 Professional References Dr. Bonnie Rabe Professor, Department of Education, Western Connecticut State University Dr. Marsha Daria Professor, Department of Education, Western Connecticut State University Peter DiBernardi Principal, W. Haverstraw Elementary School West Haverstraw, NY Suzanne Chaves ESL teacher, Albany School District Dr. Liz Locatelli Curriculum Development Specialist, Rockland Teachers Center 65 Chapel St. Garnerville, NY Dr. Mary Brown Chair, School of Graduate Education Kaplan University 6301 Kaplan University Ave. Ft. Lauderdale, FL Dr. Carole Rhodes Senior Researcher, Equity Studies Research Center Graduate Literacy Education Program Director Queens College, City University of New York (718)

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