Teaching

My Teaching Philosophy

My teaching interests focus on networked and social learning, specifically with regards to design, implementation, usability, and evaluation of emerging technologies for teaching, learning, scholarship, and professional development. From this domain, I have delivered training modules, instruction, and research seminars on how technologies are influencing and challenging education from K-12 and higher education.  I believe that social learning and open education course design engages my learners to participate in research, writing, and projects to support effective instructional methods.

In the courses I have taught, I have prepared both undergraduate and graduate students with strategies and knowledge on how to use social media to enhance their scholarship, supported instructional designers in implementing technology-enhanced learning, and enabled practitioners to examine the use and implementation of online learning in varied contexts. My first year seminar students (UGST 1000) have been encouraged to use problem-based learning to real-world applications and opportunities to help learn more about major/career options and reflect about their learning experiences from their first semester. My first year doctoral students, in ATTD 6100, have been encouraged to engage in conceptual/theoretical writing and scholarly peer review using emerging technologies to support blended learning instruction (e.g. Google Plus Hangout peer review).

My teaching philosophy centers on technology-enhanced pedagogies that foster student–centered learning environments. These learning experiences are designed to be meaningful, engaging, and authentic. Ultimately, my teaching philosophy advises and is informed by my research interests and agenda. Online, blended, and face-to-face learning initiatives should be supported by pedagogies that foster real-world experiences, enable us to provide opportunities for fulfillment, and allow learners personally develop. In these learning environments, I see myself as the facilitator to provide challenge and support as students explore their passions, enhance their skills and knowledge, and become self-directed learners. I introduce and encourage my students to join online learning networks not only to find the value of these groups, but to be active participants and encourage life-long learning opportunities. As learners engage in these networks they become contributing members of these communities of practice. I have supported connected learning through online conversation on Twitter with hashtagscommenting on student blogs, hosting peer review on Google Docs, offering constructive feedback, offering manuscript writing workshops, and supporting student learning by holding in-person and online (Skype or Google + Hangouts) office hours.

As an educator, I attempt to model the value of networked learning experiences inside and outside the classroom. I demonstrate how online participation, as an open scholar, is critical and valuable in social learning networks. I strongly believe my examples of connected learning has not only enhanced my professional development, it has engaged my students to join the community of practice. For example, learners have participated in using the #EdTech hashtag on Twitter, joining the weekly #sachat for Student Affairs for my graduate students, or collaborated with doctoral students in the #PhDChat community.

To be an open and connected educator you have to be willing to share, reflect, and participate in a way that is accessible to your learners. I am a self-declared geek and a self-taught techie who has an enthusiasm for engaging others in online collaborative learning, and I reflect about my own scholarship by tweetingblogging, and presenting in social spaces. I personally hold the view that being an open educator provides my learners and myself with common interests and valuable learning experiences, which is reflected in my own teaching philosophy and practice.

Teaching Scholarship

Instructional Experience

  • HEAL 570: Leveraging Technology in Higher Education Environments (Summer 2016)
  • LTEC 4470 – Human Relations in Business, Education, and Industry (Fall 2015 & 2016)
  • LTEC 4000: Introduction to Training and Development (Summer 2015 & Fall 2015)
  • ATTD 5440: Facilitation Strategies in Technology Training (Spring 2015 & 2016)
  • LTEC 4070: Leadership, Empowerment, and Team Building (Spring 2015)
  • LTEC 4440: Advanced Instructional Strategies (Spring 2015 & 2016)
  • LTEC 3010: Personal Development (Fall 2014 & 2016, Summer 2015 & 2016, Spring 2016)
  • LTEC 4121: Technical Presentation Skills (Fall 2014 & Spring 2015)
  • UGST 1000 – First Year Seminar – Major/Career Exploration (Fall 2011-2013)
  • ATTD 6100 – Technological Innovations in Training & Development – Teaching Assistant (Fall, 2011 & 2012)
  • ATTD 5440: Facilitation Strategies in Applied Technology and Training (Spring 2015)
  • BUS 373: Business in Europe – Teaching Assistant, Miami University (2006)
  • EDL 100: Leadership in Residence, Miami University (2006)
  • EDL 200: Career Development & the College Student, Miami University (2006)
  • EDL 500 College Student Personal Practice, Miami University (2005)
  • NUS 100: First Year Symposium, Niagara University (2003 & 2004)
  • Research Assistant: The Latin Americas, Dr. Murray, University of Guelph (2001)
  • Research Assistant: French Revolution, Dr. Cormack University of Guelph (2000)

Course and Training Development

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