C. Areas of Teaching & Scholarly Expertise
Because of my diverse educational background I am a multifaceted educator. I completed my Ph.D. in Technology Management with a Concentration in Digital Communication, my Master’s degree in Technical and Professional Communication, and my Bachelor’s degree in English. Both of my higher education degrees, as well as my undergraduate degree, prepared me to meet learning and competency goals for each student in my courses including:
Both my Ph.D and Master’s degrees emphasized high technology, which enables me to teach “across the curriculum” within these disciplines. In addition, because of the unique delivery method in my Ph.D. program, and experience gained since graduating, I have become a very qualified online/hybrid instructor, as well. Since I have been teaching online/hybrid courses for many years I am able to bring a great deal of technology into the classroom.
My research agenda for my dissertation consisted of Knowledge Management (KM) processes and procedures. Due in part to my dissertation research, in 2004, I was part of a six-panelist committee presenting a pilot study report to the WIT community specifically formed to determine WIT's need for a course management system. I suggested to this panel that we adopt a Concept Mapping research approach for determining our needs for a course management system. Concept Mapping is a mixed statistical analysis method for decision making within an organization. I used this method in my Ph.D. program and for my dissertation. I used free course management systems until WIT adopted a system. Having a course management system, such as Blackboard, enables me to match one area of my teaching style to the course management system. Thus, I consider my classes to be extremely organized, which in turn helps my students with their organizational skills in my courses, as well.
As my interest in KM evolved, I became intrigued by KM as it specifically related to student portfolios and the management of content for these portfolios. I first began requiring notebook-based portfolios in 2004 for all my Technical Communication classes. Now, I require electronic based portfolios in most all of my classes. In addition, I wrote the Electronic Career Portfolio (ECP) guidelines report requiring all Management students to complete a full ECP by their Senior year. The ECP is now part of our Management curriculum and is required for yearly accreditation. Having eportfolios as a part of our management curriculum helps our students on many levels. First, within the management program we use the eportfolio as an assessment tool for student learning outcomes. In addition, students are able to measure their own learning outcomes from freshman year to senior year. Finally, an eportfolio helps students become more organized, helps them to basically understand themselves better related to their education and experiences, and helps them to obtain Co-op positions and career positions upon graduation.
Also related to my Ph.D. expertise, I am highly interested in the social aspects of acquiring technology and the technology transfer challenges within an organization. The act of acquiring technology for any organization is an easy task. However, what is not so easy is what all has to go into the acquisition process beforehand and the processes and assessment activities once the technology has been implemented. Many individuals are resistant to new technology and the psychological aspect of resistance is fascinating to me. Since writing the new Technology Management Concentration curriculum (discussed in the next section) I have been fortunate enough in the last two years to bring this Ph.D. area of expertise into the classroom. Also, not only have I begun to teach in this area, my students and I have been able to collaborate with WIT’s Center for Community Learning and Partnerships office on campus and actually work with Mission Hill profit and non-for-profit businesses in meeting our course objectives. Students have been able to work with these area businesses in researching and writing full-scale technology acquisition reports. Not only does this allow students to learn the theory and processes behind these methodologies, but also service learning allows students to gain real life scenario-based education, training, partnership, networking, and communication skills.
- Demonstrating a competent level of information literacy
- Communicating effectively in multiple formats
- Demonstrating problem solving skills
- Understanding the traits of good leadership
- Working effectively in team/group situations
- Understanding ethical behavior
- Understanding the sustainable use of human, physical, and economic resources, and,
- Understanding and appreciating societal and global issues.
Both my Ph.D and Master’s degrees emphasized high technology, which enables me to teach “across the curriculum” within these disciplines. In addition, because of the unique delivery method in my Ph.D. program, and experience gained since graduating, I have become a very qualified online/hybrid instructor, as well. Since I have been teaching online/hybrid courses for many years I am able to bring a great deal of technology into the classroom.
My research agenda for my dissertation consisted of Knowledge Management (KM) processes and procedures. Due in part to my dissertation research, in 2004, I was part of a six-panelist committee presenting a pilot study report to the WIT community specifically formed to determine WIT's need for a course management system. I suggested to this panel that we adopt a Concept Mapping research approach for determining our needs for a course management system. Concept Mapping is a mixed statistical analysis method for decision making within an organization. I used this method in my Ph.D. program and for my dissertation. I used free course management systems until WIT adopted a system. Having a course management system, such as Blackboard, enables me to match one area of my teaching style to the course management system. Thus, I consider my classes to be extremely organized, which in turn helps my students with their organizational skills in my courses, as well.
As my interest in KM evolved, I became intrigued by KM as it specifically related to student portfolios and the management of content for these portfolios. I first began requiring notebook-based portfolios in 2004 for all my Technical Communication classes. Now, I require electronic based portfolios in most all of my classes. In addition, I wrote the Electronic Career Portfolio (ECP) guidelines report requiring all Management students to complete a full ECP by their Senior year. The ECP is now part of our Management curriculum and is required for yearly accreditation. Having eportfolios as a part of our management curriculum helps our students on many levels. First, within the management program we use the eportfolio as an assessment tool for student learning outcomes. In addition, students are able to measure their own learning outcomes from freshman year to senior year. Finally, an eportfolio helps students become more organized, helps them to basically understand themselves better related to their education and experiences, and helps them to obtain Co-op positions and career positions upon graduation.
Also related to my Ph.D. expertise, I am highly interested in the social aspects of acquiring technology and the technology transfer challenges within an organization. The act of acquiring technology for any organization is an easy task. However, what is not so easy is what all has to go into the acquisition process beforehand and the processes and assessment activities once the technology has been implemented. Many individuals are resistant to new technology and the psychological aspect of resistance is fascinating to me. Since writing the new Technology Management Concentration curriculum (discussed in the next section) I have been fortunate enough in the last two years to bring this Ph.D. area of expertise into the classroom. Also, not only have I begun to teach in this area, my students and I have been able to collaborate with WIT’s Center for Community Learning and Partnerships office on campus and actually work with Mission Hill profit and non-for-profit businesses in meeting our course objectives. Students have been able to work with these area businesses in researching and writing full-scale technology acquisition reports. Not only does this allow students to learn the theory and processes behind these methodologies, but also service learning allows students to gain real life scenario-based education, training, partnership, networking, and communication skills.
