Teaching Philosophy

My philosophy of teaching hinges supporting student-centered learning through activities that encourage student collaboration, critical thinking, innovation, creativity, educational entrepreneurship and a life-long zeal for the process of learning, and improving human performance. I seek to facilitate, as well as train others to foster strong inclusive learning communities within each class by encouraging critical engagement with ideas, beliefs, and pedagogies in the local, national and global contexts. This experience has helped inform my research in the area of the scholarship of teaching and learning, data driven educational practices, curriculum development, technology integration, and cultural studies.

Courses Taught

* Star denotes courses I designed or co-design

Undergraduate Research

Adjunct Lecturer (2018-Present)
Undergraduate Course (5 credits)
Indiana University

Emerging Scholars Research Experience for Undergraduate Women
(Hybrid)
This year long course is integrated into a program that pairs first- and second-year women at IU Bloomington with faculty mentors who conduct research that actively engages students with computing and/or technology. The course supports students in their research efforts by providing them with training in R/descriptive statistics, introductory research methods, and organizational leadership skills.

Adjunct Lecturer (2019-Present)
Undergraduate Course (2 credits)
Indiana University

Study Skills*
(Face-to-Face)
This course is designed to prepare students in the Luddy School of Informatics, Computing and Engineering with general and discipline specific study skills. Topics include, time management, critical reading and thinking skills, information literacy strategies, academic integrity in technology courses, team work in programming settings, metacognitive skills, and visual bullet journaling.

International Relations

Adjunct Lecturer (2017-2018)
Graduate Professional Military Education
Air University

Gaming Statecraft (3 credits)
(Face-to-Face)
Gaming Statecraft is intended to be serious fun. The class will play a multilevel online game requiring strategies of cooperation and conflict. Through the simulation, the dynamics of world politics come to life. Seminars meet for 3 hours per week for discussion about the connections between the constructs of International Relations, the simulation, and the real world. In the simulation the players are organized in country groups that include leaders and prominent cabinet members. These players coordinate and calculate moves and countermoves in relation to the other countries and global challenges including terrorism, arms races, and climate change. Meanwhile, players contend with issues of domestic politics and economic development. Statecraft moves include trades, deployment of military forces, establishment of international organizations, and espionage missions. Statecraft memos, a paper and seminar discussion are required.

Orientation

Facilitator (2017-2018)
Graduate Professional Military Education
Air University

Orientation *
(Online)

The Professional Military Education (PME) eOrientation Course prepares students for success as joint military professionals enrolled in the distance-learning program. The course highlights program policies, procedures and expectations and orients students to the program structure, learning management system, and curriculum delivery methods. By participating in this course, students will develop the requisite knowledge to successfully navigate and complete the online program.

Differentiated Instruction

Associate Professor (2014 - 2016)
Graduate Courses

Concordia University Chicago

EDI 6010: Differentiation and Learning Theory – 3 credits
(Online and Face-to-Face)
Introduction to the philosophy, learning theory and theoretical perspective of differentiation. Examination of ways that classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs and levels of all students.

EDI 6020: Curriculum and Instructional Development for the Differentiated Classroom – 3 credits
(Online)
Candidates will develop knowledge and skills in planning, implementing, coordinating and evaluating differentiated teaching and learning environments that challenge and assist diverse learners to achieve at their highest level of ability.

EDI 6030: Instructional Methods for the Differentiated Classroom – 3 credits
(Online)
Candidates will develop the knowledge and skills of how to build a democratic learning community inclusive of a broad set of effective teaching strategies. Through this process the candidates will learn to shape and maintain learning conditions that facilitate effective differentiated instruction, including effective classroom management as an ongoing, maintenance-oriented process which involves motivating students to learn, providing appropriate instruction and feedback, and managing student work.

EDI 6040: Seminar in Differentiated Instruction – 3 credits
(Online)
As the capstone course for the Master’s Degree in Differentiated Instruction, candidates will design and implement a leadership project. The project will allow candidates to demonstrate their proficiency, knowledge, and skill in designing and evaluating an initiative that promotes effective differentiated instruction practices in a school setting.

Educational Psychology/ Educational Technology

Adjunct Lecturer (2014- 2017)
Graduate Course

MichiGan StATE UNIVersity

CEP 805: Learning Mathematics with Technology* – 3 credits
(Hybrid)
This course introduces psychological and disciplinary perspectives on teaching and learning mathematics, with a focus on teacher education and professional development. Teaching and learning mathematics for understanding – with a special focus on urban contexts – will be explored, as well as the role of technology in allowing for multiple representations of mathematical ideas, modeling, and authentic learning environments.

CEP 806: Learning Science with Technology* – 3 credits
(Hybrid)
This course introduces contemporary conceptual perspectives from educational psychology and teacher education on important issues of learning science. It explores possibilities, ideas, and issues associated with teaching science within the urban context, as well as how K-12 teachers use Internet resources (e.g. simulations, databases, communities) to facilitate science learning.

CEP 815: Technology and Leadership *– 3 credits
(Hybrid)
This course introduces professional development strategies for teaching STEM in urban contexts. Project management, planning and evaluation are explored, as well as relationship building and developing leadership in urban schools and school districts.

CONCORDIA UNIVERSITY CHICAGO

Graduate Courses (2014- 2016)

EDT 6010 Integrating Technology Across the Curriculum – 3 credits
(Online)
This course is an introduction to the disciplined practice of integrating technology into teaching and learning. It provides an overview of current instructional technologies, and theory-based design strategies for effectively using these technologies.

Instructional Design

Associate Professor (2014 - 2016)
Graduate Courses

CONCORDIA UNIVERSITY CHICAGO

IDT 6250: Evaluation Methodology Applications in Instructional Design and Technology – 3 credits
(Online)
This course provides an overview of evaluation methodologies and examines implementation models. It will provide an opportunity for students to apply the evaluation methodology in instructional design activities specifically in developing and implementing
valid instructional design evaluation procedures and reporting evaluation results.

PURDUE UNIVERSITY
ADjunct Faculty (2012 - 2014)
Graduate Courses

EDCI 513: Foundations of Learning Design and Technology: An Introduction to the Field – 3 credits
(Online)
This course provides a historical overview of the field and delineates the foundational knowledge, skills, and attitudes needed by professionals in the field of educational technology and instructional design. Students explore the field by engaging in collaborative projects along with thinking and writing about various aspects of educational technology and the underlying instructional design theories.

EDI 569: Introduction to E-learning – 3 credits
(Online)
This course examines how design and development of instruction are impacted by the use of the computer as delivery system. A primary focus is on effective learning design strategies for computer-mediated instruction. Learners will identify and apply effective design with emphasis on project management, planning, and implementation issues. Education or training materials will be developed using appropriate authoring tools as determined by the instructional context. Learners will design an original lesson or unit of instruction for Web-based delivery in her/his discipline (storyboard), and will design, implement, and evaluate an online lesson or unit with team members.

Indigenous Education

MACquarie UNIVERSITY

Adjunct Lecturer (2011- 2014)
Graduate Course

INED 804: Global Indigenous Education* – 3 credits
(Online)
Education issues that influence Indigenous people in Australia, New Zealand and the United States are examined in this unit. Students will gain a solid understanding of the education similarities and differences that Indigenous communities around the globe face. This unit challenges students to analyze ways that legislation has shaped the education of such communities from a historical and contemporary context.

Teacher Education

MICHIGAN STATE UNIVERSITY

Assistant Instructor (2006-2011)
Undergraduate Courses

TE 150: Reflections on Learning – 3 credits
(Face-to-Face) lab instructor

This course allows students to explore experiences as learners in comparison to psychological, sociological, and anthropological theories and assumptions about learning and teaching in and out of school.

TE 250: Human Diversity, Power, and Opportunity in Social Institutions (Study Abroad based in Australia) – 3 credits
(Hybrid)
This course introduces prospective teachers to the ways in which social inequality affects schooling and schooling affects social inequality.

Graduate Course

TE 818: Curriculum Its Social Context – 3 credits
(Online)
This course covers philosophical, social, and historical foundations of curriculum. Students discuss issues and practices across subjects, grades, and school settings, and explore the moral consequences of curriculum decisions for teachers and students.

TE 831: Teaching School Subject Matter with Technology – 3 credits
(Online)
This course discusses the uses of technologies in teaching subject matter to diverse learners. It also examines the critical perspectives on technologies in schools.

Faculty Development

Adjunct Lecturer (2002- 2006)
Howard UNIVersity
Graduate Courses

900: Teaching with Technology* – 3 credits
(Hybrid)
This course introduces was part of the Preparing Future Faculty Program aimed at supporting doctoral students transitioning to faculty positions. In this course, I provided training in learning theories and practical training in how to design and develop an online course.

Computer Science

Lab Instructor (1999 -2002)
Undergraduate Courses

INDIANA UNIVERSITY BLOOMINGTON

A110 Introduction to Computers and Computing Laboratory – 3 credits
(Face-to-Face) lab instructor

Basic principles of computers and software. Social and lifestyle effects of information technology. Emphasis on problem-solving techniques. Productivity software skills are taught using real-world projects. Lecture and laboratory.

A216 Digital Multimedia Concepts and Technologies Laboratory – 3 credits
(Face-to-Face) lab instructor

In-depth introduction to the technologies of digital hardware and software relevant to efficient multimedia communication methods. Lectures focus on computational foundations, underlying concepts, and digital methods. Laboratory provides direct experience with concepts presented in lecture, using latest available digital tools to create direct and Web-based multimedia content. Lecture and laboratory.

Formerly Telecommunications (now located in the Media School)