Education:
2002 University of Iowa: Ph.D.
in Instructional Design & Technology
Ph.D. in Education, Major in Instructional Design & Technology,
Emphases: Cognition & Instruction, Motivation for Learning & Performance
Minor in: Educational Measurement.
Dissertation: The Effects of Instructional
Design Skill Development On the Teaching
Quality, Efficacy, and Effectiveness of University Teaching Assistants
1982-1983 University of Oregon: Ph.D.
Program in Comparative Literatures & Languages
1981-1982 University of the Pacific Graduate School, Stockton, CA.:
Master of Arts in English with emphasis in Critical Theory
1978-1981 University of the Pacific, Stockton, CA.:
Bachelor of Arts in English
Certified in Human Research Participant Protections, by National Institute of Health (NIH), Collaborative IRB Training Initiativw (CITI), and University of Oklahoma Institutional Review Board (OU IRB), 2002-present.
Philosophy of Teaching
Principle #1: Domain-driven Design:
To develop expertise in flexibly-adaptive, applied skills, people need
multiple and varied opportunities to practice those skills, to succeed,
to face challenges, even sometimes to fail. Because the fields of Instructional
Design & Development, Project Management, and Program Evaluation all
require systematic, flexibly adaptive application of skills and principles
to ever-changing job demands, all of my courses are designed on the variable
practice model, and built around authentic, student-generated projects.
Principle #2: Learner-driven Design:
Learners should be autonomous, given as much freedom in, control over,
and responsibility for their own learning, both process and product, as
possible, responsive to the necessary demands of the discipline, the necessary
constraints of the context, and the limits of their self-perceptions.
Because autonomous learners tend to engage, learn, and develop more fully
and effectively, all of my courses are designed as highly student-controlled
and autonomy-supportive.
Given their previous experiences, and self-perceptions, some students
are uncomfortable with this approach at first. These students are offered,
and may take advantage of, additional structure and support in building
a pattern of successful educational experiences.
Principle #3: Project-based Course Design
Relevance promotes learning, and application supports extension and development.
All of the courses I teach are built on a project-based model, which enables
learners to select application opportunities and connect course-based
principles and practice to their worlds. Project designs enable students
to see how design, management and evaluation strategies make sense in
goals, tasks, projects and efforts that matter to them.
Principle #4: Competency-based Course Design
The skills taught in these courses are not subjective and arbitrary, but
are core skills of larger fields of professional practice. To support
students in gaining this big picture perspective, the target outcomes
for each course are anchored in the relevant national and international
professional competencies. Students begin with a global view of the target
competencies of the field, then gradually develop a more refined understanding
of what those targets look like in practice. Throughout the learning process,
they learn to measure their progress not against one subjective model
of "how we do that" but against the dominant standards of professional
practice.
Native Roots
I am Native American on both sides of my family. My mother's people are
Blackfoot, and my father's people are Cherokee. I love the Native culture,
art, literature, music and ritual. You may see me at the Native Students'
graduation ceremonies, the OU Spring Powwow, the Lakota sweat lodge and
meetings of the OU Native Faculty Association.
Selected Instructional Design, Development & Evaluation Projects
Program Evaluation for Lead Technology Educator (LTE) Program, Oklahoma
City Public Schools, Evaluation Team Leader & Consultant, one-year
project evaluating goal progress and satisfaction for the site-based integrated
technology specialists network of learning communities implemented through
OKC Public Schools Educational Technologies Group.
Continuous Assessment in a Teaching/Learning Environment (CASTLE)
Program, Kirkwood Community College, Cedar Rapids, Iowa, Program Consultant
& Online Facilitator, ongoing program to support faculty research
and application of current theories of motivation, cognition and learning
relevant to the development and use of case studies to support instruction
in higher education, Sponsored by Kirkwood Learning Services Department.
Instructional Design for the University Classroom, Lead Designer
& Project Manager, three-year project to Conduct needs assessment,
analyze, design, develop, implement, test, disseminate, and evaluate a
professional development program for University of Oklahoma Graduate Teaching
Assistants from across university colleges and programs. Sponsored by
the OU Instructional Development Program, and the OU Instructional Psychology
& Technology Program. Materials produced included 40-page course manual,
presentation media, performer job aids, and online Electronic Performance
Support System. Access online materials at: http://www.ou.edu/idk.
Motivating Strategies for the High School Classroom, Lead Designer
& Project Manager, five-year project to conduct needs assessment,
analyze, design, develop, implement, test, disseminate, and evaluate an
inservice professional development program for high school teachers in
Oklahoma. Grant funded by the OK State Regents Special Research Grant.
Materials produced included 40-page course manual, presentation media,
performer job aids, and online Electronic Performance Support System.
Access online materials at: http:// www.ou.edu/motivation (password required).
Project MOST: Motivating Opportunities in Science and Technology Education,
Lead Designer & Project Manager, five-year project to conduct needs
assessment, analyze, design, develop, implement, test, disseminate, and
evaluate an inservice professional development program for high school
teachers in six Midwestern states. Materials produced include a paper-based
course manual, presentation media, performer job aids, and online Electronic
Performance Support System, with ongoing tracking and evaluation components.
Access online materials at: http:// www.ou.edu/ProjectMOST (password required).
University of Iowa Health Care HIPAA "Pathfinder" Project,
Lead Designer, two-year project to develop educational and ongoing professional
development resources to support UIHC and the UI College of Medicine's
compliance with Federal Health Information Portability Accountability
Act, 2001-2003, predominantly secure instructional resource. Public site
available at: http://www.uihc.uiowa.edu/hipaa.
T3: TA Technology Training Program, Lead Designer & Program
Coordinator, AT initiative on campus-wide
technology instruction for graduate teaching assistants, to decentralize
administration of programs and partner with academic
departments to design and develop intradepartmental technology professional
development and support, 2001-02.
Iowa Public Television Staff Instructional Design Training, Lead
Designer & Project Director, three-month external constituent project
with IPTV, to assess, train & support IPTV staff in ID process, principles
& practice, sponsored by IPTV, ID&T and the Center for Teaching,
2001-2.
Manual Communication Signed English Resource Site, Co-Designer
& Developer, two-year project to design and develop an online resource
of video demonstrations of manual communication in Signed English, sponsored
by UI Speech Pathology Department, 1999-2001, Available at: http://www.uiowa.edu/~c003140.
New Technologies in the Teaching and Learning Environment (nTITLE),
Design & Development Team, annual, 6-week-long faculty development
training event in instructional technologies, joint project of UI Academic
Technologies and the Center for Teaching, design & development team
member 2000-01, 2001-02. Program site available at: http://www.uiowa.edu/~ntitle.
New Experiences in Teaching with Technology (NExTT), Design &
Development Team, fall and winter annual week-long technology workshop
series in new versions of technology tools for education, sponsored by
UI Academic Technologies, design & development team member 2000-01,
2001-02. Program site available at: http://fmp.its.uiowa.edu/nextt.
Longitudinal Tooth Fractures Continuing Education Site, Co-Designer
& Developer, one-year project to design and develop a self-contained
distance learning course for continuing professional education for practicing
dentists, sponsored by UI College of Dentistry, 1999-2000, secure site.
Southern Oregon University Colloquium Curriculum & Instruction
Project, Design & Development Team, three-year project to conceptualize,
design, develop and launch an integrative, multidisciplinary, year-long
core course for first-year students at SOU, including student curriculum
and faculty professional development components, 1995-98.
