Curriculum Development
As part of the middle grades education team, I have been involved in a number of re-visioning efforts. I served on a committee that developed a course for the new Professional Core, contributing my expertise in diversity to those conversations and ultimate course design. For our undergraduate program, I worked closely with Dr. Tracy Smith to design the first diversity course for middle grades students, CI 4300 - Literacy, Language, and Culture in the Middle Grades. Even though I have taught the course regularly over the past five years, it is clear it is still a work in progress. Utilizing student feedback and advice from my colleagues, I make changes each and every time I teach it. As part of that course, I also co-developed the signature assessment and rubric that is part of our reporting for the Department of Public Instruction.
I have also helped the middle grades team re-vision and refine our Graduate Program. Prior to the downfall in graduate enrollment, we had begun to teach a new set of course and a new schedule for their delivery Each of us has taken one course to design and implement; my course is the new CI 5750 - Teaching Diverse Young Adolescents. As part of that design process, I have been piloting a signature assessment called the Multicultural Research Experience. An explanation of that course is on the Teaching page, under the subheading Course Descriptions and Syllabi.
In 2012, I participated in an effort to design a hybrid program for middle grades graduate students to try to reach a broader audience and provide a more accessible program for students around the area and state. With the help of the other middle grades professors, particularly Dr. Tracy Smith, our program worked with Learning Technology Systems staff to design an effective and responsive hybrid Masters program. This process proved to be a challenge as well as a critical learning experience. While we saw the need for more accessible delivery systems to reach a broader range of student populations, we also noted the possibility of creating a "lesser" program of study. Thus, our efforts began with our own learning about effective online teaching and moved toward the design of our own courses. That experience, while difficult, taught me a great deal about course design, effective online teaching, and maintenance of program quality.
I have also helped the middle grades team re-vision and refine our Graduate Program. Prior to the downfall in graduate enrollment, we had begun to teach a new set of course and a new schedule for their delivery Each of us has taken one course to design and implement; my course is the new CI 5750 - Teaching Diverse Young Adolescents. As part of that design process, I have been piloting a signature assessment called the Multicultural Research Experience. An explanation of that course is on the Teaching page, under the subheading Course Descriptions and Syllabi.
In 2012, I participated in an effort to design a hybrid program for middle grades graduate students to try to reach a broader audience and provide a more accessible program for students around the area and state. With the help of the other middle grades professors, particularly Dr. Tracy Smith, our program worked with Learning Technology Systems staff to design an effective and responsive hybrid Masters program. This process proved to be a challenge as well as a critical learning experience. While we saw the need for more accessible delivery systems to reach a broader range of student populations, we also noted the possibility of creating a "lesser" program of study. Thus, our efforts began with our own learning about effective online teaching and moved toward the design of our own courses. That experience, while difficult, taught me a great deal about course design, effective online teaching, and maintenance of program quality.
Research Groups
In my years at Appalachian, I have made efforts to become involved in research groups within and outside the College of Education. My first year at Appalachian, I was involved with a research group of junior faculty. We met frequently (monthly, at least) to review each others' manuscripts, help each other analyze data, and mentor each other through the trials and tribulations of being new professors. That experience reaffirmed my desire to work collaboratively on research and teaching. The core group of women really made a difference in my first year of education and we have continued that work in a variety of ways. We have met more informally over the subsequent two years, yet I believe that our efforts have been mutually beneficial. Our meetings eventually transformed to something we called "Mind Cafe," where we met at someone's home, had dinner, and all worked on projects that we would then bring to the meeting. Those ranged from artistic and musical projects to technological tutorials to traditional research reviews. In fact, it was at Mind Cafe that I learned to use Weebly as a portfolio tool! After time, that particular group moved on, completed successful tenure and third year reviews, and dissipated. In 2012-2013, a new research group began with faculty from Reading Education & Special Education as well as doctoral students working on their dissertations or qualifying exams. These meetings continue today and though we are all at different stages, we are highly accountable to each other since we all have serious deadlines. These meetings are all about writing--bring whatever you have to write and do it!
Another research group I was involved in during the 2012 year was the Scholarship of Teaching and Learning (SoTL) Faculty Learning Community. This was a group brought together by the Hubbard Center; it required application and selection from a large group of interested parties all across campus . The group of 15 was chosen and worked together monthly on becoming familiar with and eventually contributing to the literature on SoTL. SoTL is a growing area of interest in higher education and is defined as scholarly inquiry into student learning which advances the practice of teaching by making research findings public. As part of this group, I was able to solidify my own understanding of the interconnection between research and pedagogy and see how that differs in different colleges on campus and different subject areas. We worked jointly on conference presentations, manuscript preparation, course design and implementation, and a variety of other related tasks. Not only did being involved in the SoTL group improve my understanding of my own research (as self-study research and SoTL have a lot in common), it allowed me to make meaningful connections about research and teaching with people I might never have met! The opportunity to work side by side with professors from other disciplines and backgrounds gave me a greater appreciation for all the hard work and expertise there is across Appalachian's campus.
Finally, a research group that I joined just for the 2011-2012 school year was a group concerned with the increased hate between and among cultural and social groups. This group was only 6-8 members, and we did an extensive amount of reading about politics, violence, and hatred and how those are connected to culture, gender, race, class, and sexuality. The group met monthly with the ultimate goal of making a presentation to the community of Boone with the help of the Southern Poverty Law Center and the local police departments. Being a part of this research group enlightened me to some of the "behind-the-scenes" racism and hatred that we don't often see at the university level. The readings and conversations greatly impacted my learning and contributed to the way I address diversity in my classes.
I look forward to continuing with different scholarly interests such as these. Appalachian has so much to offer in terms of scholarship and I hope to be involved in more groups like this in the coming years, or perhaps even starting one!
Another research group I was involved in during the 2012 year was the Scholarship of Teaching and Learning (SoTL) Faculty Learning Community. This was a group brought together by the Hubbard Center; it required application and selection from a large group of interested parties all across campus . The group of 15 was chosen and worked together monthly on becoming familiar with and eventually contributing to the literature on SoTL. SoTL is a growing area of interest in higher education and is defined as scholarly inquiry into student learning which advances the practice of teaching by making research findings public. As part of this group, I was able to solidify my own understanding of the interconnection between research and pedagogy and see how that differs in different colleges on campus and different subject areas. We worked jointly on conference presentations, manuscript preparation, course design and implementation, and a variety of other related tasks. Not only did being involved in the SoTL group improve my understanding of my own research (as self-study research and SoTL have a lot in common), it allowed me to make meaningful connections about research and teaching with people I might never have met! The opportunity to work side by side with professors from other disciplines and backgrounds gave me a greater appreciation for all the hard work and expertise there is across Appalachian's campus.
Finally, a research group that I joined just for the 2011-2012 school year was a group concerned with the increased hate between and among cultural and social groups. This group was only 6-8 members, and we did an extensive amount of reading about politics, violence, and hatred and how those are connected to culture, gender, race, class, and sexuality. The group met monthly with the ultimate goal of making a presentation to the community of Boone with the help of the Southern Poverty Law Center and the local police departments. Being a part of this research group enlightened me to some of the "behind-the-scenes" racism and hatred that we don't often see at the university level. The readings and conversations greatly impacted my learning and contributed to the way I address diversity in my classes.
I look forward to continuing with different scholarly interests such as these. Appalachian has so much to offer in terms of scholarship and I hope to be involved in more groups like this in the coming years, or perhaps even starting one!
Professional Book Groups
As part of the work that I do on the COE Diversity Committee, we encouraged faculty and staff to be involved in professional book clubs that centered on issues of diversity. I participated in these book groups every time and learned so much from them. We read some texts that are more scholarly, but even those that were less so focused on race relations, socio-historical issues, and equitable education for all. With the retirement of Dean Duke in 2013, this group disbanded and the Diversity Committee morphed into multiple smaller committees with more focused agendas. Thus, the professional book groups is no longer. It was a meaningful experience and another activity that broadened my perspective and connected me with faculty outside of the department, both of which have had lasting effects on my teaching, learning, and scholarship.
The book groups that I have been involved in are listed here:
The book groups that I have been involved in are listed here:
- "The Book Thief" by Markus Zusak - A fascinating story of a 9-year-old girl in Molching, Germany in the 1930s and 1940s. Liesel is ripped from her family and placed in a foster home where her new parents ultimately hide a Jewish refugee. Narrated by the voice of death, it gives a unique and particularly chilling view of Hitler's regime and the effects of it on individuals.
- "The Help" by Kathryn Stockett - A story set in the South in the 1960s that addresses the inequalities and hypocrisy of the relationships between upper class white women and their African-American "help."
- "Not my Turn to Die: Memoirs of a Broken Childhood in Bosnia" by Savo Heleta - A memoir of a young Muslim boy growing up in war-torn Bosnia in the early 1990s. The story addresses the horrific treatment of him, his family, and his people, and follows to his adult years when he finally finds peace through retribution.
- "Interrupting Hate: Homophobia in Schools and what Literacy can do about it" by Mollie V. Blackburn - This interesting text focuses on the problems of heterosexism and homophobia in schools and explores how these forms of oppression impact all young people. It also addresses how teachers can use in-school and out-of-school literacies to combat the effects of homophobia and hate.
Professional Development Workshops
Whenever possible, I register for and attend workshops provided by various faculty and staff on campus. Some have caught my interest because they might inform the content of my diversity courses or they might be relevant to my research (i.e., those focused on LGBTQ or racism). Others have provided an opportunity for learning a new technological tool in my classes. Since taking these courses, my classroom instruction and assessment looks very different. I utilize more of the tools AsuLearn has available and have held classes using the web-conferencing tool, Wimba, either during inclement weather or when traveling to conferences. Learning Google docs has helped me create and distribute surveys that have been used for my research or for my course evaluations. The three LGBTQ workshops have contributed to my service to the university - I am now an Appalachian Ally and a member of the Open Door Project, thanks to the training I received through workshops. More recently, I have begun to focus on utilizing the technological tools and program available to us on campus. Those have greatly impacted my teaching and I more regularly use smartboards, iPads, and the AirPort for project sharing in courses. I was also asked to pilot the AsuLearn V2 when we switch to a newer version of the course management tool. That was particularly helpful because I was able to provide feedback, get one-on-one help, and design my classes to be more streamlined and less "clunky" for students. I have listed my workshops and professional development sessions here, organized by date as much as possible.
- AsuLearn Quickstart, August, 2009
- iClickers in the Classroom - November, 2009
- AsuLearn WebConferencing Tool - August, 2010
- Creating Inclusive Classrooms for LGBTQ Students - February, 2011
- TracDat Training - February, 2011
- TK20 Reporting - April, 2011
- Smartboard and Notebook - August, 2011
- Tips/Tricks: YouTube and Other Media in AsuLearn - August, 2011
- Scholarship of Teaching and Learning Showcase - November, 2011
- Trevor Project Training: GLBT Center - November, 2011
- Preventing Suicide in our LGBTQ Community - November, 2011
- Appalachian Allies Training: GLBT Center - November, 2011
- DegreeWorks Tutorial - December, 2011
- RCOE Faculty iPad Distribution and Provisioning - December, 2011
- Pecha Kucha for Presentations - May, 2012
- DegreeWorks Faculty Mentor Consultation - May, 2012
- AsuLearn Course Reboot: Book Tool and Pages - May 2013
- Summer Reading Leaders: Farm City - June, 2012
- Suicide Prevention: AppCares - April, 2013
- RCOE iPad Distribution and Provisioning - June, 2013
- AsuLearn V2 - Moving to the New Version - June, 2013
- Explain Everything: A ScreenCasting iPad App - July, 2013
- Getting Library Resources into AsuLearn - July, 2013
- Quick OfficePro for the iPad - September, 2013
- Banner Fundamentals Training - May, 2014
- Banner Records and Registration Training - May, 2014