East Stroudsburg University

Assistant Professor, Digital Media and Instructional Technology

Courses taught:

DMET 140: Communication & Media Theory and Practice
DMET 155: Introduction to Web Design
DMET 160: Introduction to Multimedia
DMET 440: Law & Ethics in Media
DMET 495: Seminar in Digital Media
DMET 485: Individualized Instruction: Law and Ethics in Media (3 credits)
DMET 501: Podcasting in the Classroom
DMET 510: Computers in Education
DMET 520: Selection and Utilization of Instructional Media for the Classroom
DMET 536: Internet for Educators (DE)
DMET 540: Multimedia I
DMET 580: Research Project I: Action Research Design
DMET 581: Research Project II: Action Research Design

• Advising: 45 students

Moravian Academy

Director of Media Services

• Managed Media department: computer lab, library circulation, and annual budget
• Educating faculty in instructional technology and SMARTBoard use
• Creating and maintaining Middle School library website
• Developing the curriculum and training faculty and students in Desktop Publishing to create a 68 page all-color yearbook via Photoshop and InDesign

Moravian Academy

7th Grade Social Studies Teacher

Carol worked at Moravian Academy as a 7th Grade Social Studies Teacher

Northampton Community College

Adjunct Professor in Communications

CMTH 102: Speech Communication
CMTH 105: Public Speaking

Olean General Hospital

Registered Nurse

Carol worked at Olean General Hospital as a Registered Nurse

Farm Family Insurance

Marketing Agent

Carol worked at Farm Family Insurance as a Marketing Agent

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying: gender, culture, and the role of adults.

Proceedings of the Second Annual Laurel Highlands Communications Conference

The review of literature provides an investigation into harassing behaviors for the edification of educators, administrators, and parents. This will provide them the ability to assist secondary education students to navigate through cyberspace and the other technologies of the 21st Century.

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying: gender, culture, and the role of adults.

Proceedings of the Second Annual Laurel Highlands Communications Conference

The review of literature provides an investigation into harassing behaviors for the edification of educators, administrators, and parents. This will provide them the ability to assist secondary education students to navigate through cyberspace and the other technologies of the 21st Century.

Cyberbullying

Encyclopedia of Educational Technology: Sage Publications

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying: gender, culture, and the role of adults.

Proceedings of the Second Annual Laurel Highlands Communications Conference

The review of literature provides an investigation into harassing behaviors for the edification of educators, administrators, and parents. This will provide them the ability to assist secondary education students to navigate through cyberspace and the other technologies of the 21st Century.

Cyberbullying

Encyclopedia of Educational Technology: Sage Publications

An exploratory study of cyberbullying with undergraduate students

TechTrends: Linking Research and Practice to Improve Learnin

Understanding the covert events surrounding the undergraduate students’ experience is essential to educators’ and counselors’ involvement in their success. Research into bullying behaviors has documented victims’ feelings of anger, sadness and poor concentration. Affordable technologies have propagated this concern into cyberspace. This exploratory study evaluated the instances of cyberbullying experienced by undergraduate students. Additionally, the forms of technology utilized in cyberbullying were queried. A 27-item survey was distributed to 120 undergraduate students in social science, technology and education departments. The majority of all respondents (54%) and 100% of male respondents indicated they knew someone who had been cyberbullied. The perpetrators primarily used cell phones, Facebook and instant messaging. The study results provide legitimate concerns regarding the undergraduate students’ exposure to cyberbullying and numerous areas for future research.

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying: gender, culture, and the role of adults.

Proceedings of the Second Annual Laurel Highlands Communications Conference

The review of literature provides an investigation into harassing behaviors for the edification of educators, administrators, and parents. This will provide them the ability to assist secondary education students to navigate through cyberspace and the other technologies of the 21st Century.

Cyberbullying

Encyclopedia of Educational Technology: Sage Publications

An exploratory study of cyberbullying with undergraduate students

TechTrends: Linking Research and Practice to Improve Learnin

Understanding the covert events surrounding the undergraduate students’ experience is essential to educators’ and counselors’ involvement in their success. Research into bullying behaviors has documented victims’ feelings of anger, sadness and poor concentration. Affordable technologies have propagated this concern into cyberspace. This exploratory study evaluated the instances of cyberbullying experienced by undergraduate students. Additionally, the forms of technology utilized in cyberbullying were queried. A 27-item survey was distributed to 120 undergraduate students in social science, technology and education departments. The majority of all respondents (54%) and 100% of male respondents indicated they knew someone who had been cyberbullied. The perpetrators primarily used cell phones, Facebook and instant messaging. The study results provide legitimate concerns regarding the undergraduate students’ exposure to cyberbullying and numerous areas for future research.

Developing an Understanding of Cyberbullying: The Emotional Impact and Struggle to Define

Teacher Education for Ethical Professional Practices in the 21st Century

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the readers understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying: gender, culture, and the role of adults.

Proceedings of the Second Annual Laurel Highlands Communications Conference

The review of literature provides an investigation into harassing behaviors for the edification of educators, administrators, and parents. This will provide them the ability to assist secondary education students to navigate through cyberspace and the other technologies of the 21st Century.

Cyberbullying

Encyclopedia of Educational Technology: Sage Publications

An exploratory study of cyberbullying with undergraduate students

TechTrends: Linking Research and Practice to Improve Learnin

Understanding the covert events surrounding the undergraduate students’ experience is essential to educators’ and counselors’ involvement in their success. Research into bullying behaviors has documented victims’ feelings of anger, sadness and poor concentration. Affordable technologies have propagated this concern into cyberspace. This exploratory study evaluated the instances of cyberbullying experienced by undergraduate students. Additionally, the forms of technology utilized in cyberbullying were queried. A 27-item survey was distributed to 120 undergraduate students in social science, technology and education departments. The majority of all respondents (54%) and 100% of male respondents indicated they knew someone who had been cyberbullied. The perpetrators primarily used cell phones, Facebook and instant messaging. The study results provide legitimate concerns regarding the undergraduate students’ exposure to cyberbullying and numerous areas for future research.

Developing an Understanding of Cyberbullying: The Emotional Impact and Struggle to Define

Teacher Education for Ethical Professional Practices in the 21st Century

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the readers understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

George Herbert Mead: An overview and understanding of symbolic interactionism.

Proceedings of the Second Annual Laurel Highlands Communications Conference

George Herbert Mead was an eclectic philosopher and educator who had a major impact on the Chicago School of Pragmatism and ultimately the field of social science at large. Considered the “chief force” behind the changing concepts of psychology, Mead’s life works are reviewed in this document to present his contributions to the understanding of social behavior and self, symbolic interactionism, and language and communication. Included is a bibliography of Mead’s major writings and articles published during and after Mead’s life.

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying: gender, culture, and the role of adults.

Proceedings of the Second Annual Laurel Highlands Communications Conference

The review of literature provides an investigation into harassing behaviors for the edification of educators, administrators, and parents. This will provide them the ability to assist secondary education students to navigate through cyberspace and the other technologies of the 21st Century.

Cyberbullying

Encyclopedia of Educational Technology: Sage Publications

An exploratory study of cyberbullying with undergraduate students

TechTrends: Linking Research and Practice to Improve Learnin

Understanding the covert events surrounding the undergraduate students’ experience is essential to educators’ and counselors’ involvement in their success. Research into bullying behaviors has documented victims’ feelings of anger, sadness and poor concentration. Affordable technologies have propagated this concern into cyberspace. This exploratory study evaluated the instances of cyberbullying experienced by undergraduate students. Additionally, the forms of technology utilized in cyberbullying were queried. A 27-item survey was distributed to 120 undergraduate students in social science, technology and education departments. The majority of all respondents (54%) and 100% of male respondents indicated they knew someone who had been cyberbullied. The perpetrators primarily used cell phones, Facebook and instant messaging. The study results provide legitimate concerns regarding the undergraduate students’ exposure to cyberbullying and numerous areas for future research.

Developing an Understanding of Cyberbullying: The Emotional Impact and Struggle to Define

Teacher Education for Ethical Professional Practices in the 21st Century

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the readers understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

George Herbert Mead: An overview and understanding of symbolic interactionism.

Proceedings of the Second Annual Laurel Highlands Communications Conference

George Herbert Mead was an eclectic philosopher and educator who had a major impact on the Chicago School of Pragmatism and ultimately the field of social science at large. Considered the “chief force” behind the changing concepts of psychology, Mead’s life works are reviewed in this document to present his contributions to the understanding of social behavior and self, symbolic interactionism, and language and communication. Included is a bibliography of Mead’s major writings and articles published during and after Mead’s life.

An analysis of cyberbullying among sexual minority university students

Journal of Higher Education Theory and Practice

Cyberbullying is of increasing concern at the university level. The dearth of research regarding the extent of cyberbullying for the sexual minority university students prompts this article. A priori power analysis guided this research. The 60-item survey (Cronbach’s = .761) was distributed to 4,000 university students and data from a random, cross-sectional sample of 438 students, aged 18 to 24, were analyzed. Findings highlight the challenges the LGBT student faces as they utilize information and communication technologies (ICT) on the university campus. Keywords: cyberbullying, bullying, social media, web-based aggression, college students

Cyberbullying redefined: An analysis of intent and repetition

International Journal of Education and Social Science

The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.

Cyberbullying: gender, culture, and the role of adults.

Proceedings of the Second Annual Laurel Highlands Communications Conference

The review of literature provides an investigation into harassing behaviors for the edification of educators, administrators, and parents. This will provide them the ability to assist secondary education students to navigate through cyberspace and the other technologies of the 21st Century.

Cyberbullying

Encyclopedia of Educational Technology: Sage Publications

An exploratory study of cyberbullying with undergraduate students

TechTrends: Linking Research and Practice to Improve Learnin

Understanding the covert events surrounding the undergraduate students’ experience is essential to educators’ and counselors’ involvement in their success. Research into bullying behaviors has documented victims’ feelings of anger, sadness and poor concentration. Affordable technologies have propagated this concern into cyberspace. This exploratory study evaluated the instances of cyberbullying experienced by undergraduate students. Additionally, the forms of technology utilized in cyberbullying were queried. A 27-item survey was distributed to 120 undergraduate students in social science, technology and education departments. The majority of all respondents (54%) and 100% of male respondents indicated they knew someone who had been cyberbullied. The perpetrators primarily used cell phones, Facebook and instant messaging. The study results provide legitimate concerns regarding the undergraduate students’ exposure to cyberbullying and numerous areas for future research.

Developing an Understanding of Cyberbullying: The Emotional Impact and Struggle to Define

Teacher Education for Ethical Professional Practices in the 21st Century

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the readers understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

George Herbert Mead: An overview and understanding of symbolic interactionism.

Proceedings of the Second Annual Laurel Highlands Communications Conference

George Herbert Mead was an eclectic philosopher and educator who had a major impact on the Chicago School of Pragmatism and ultimately the field of social science at large. Considered the “chief force” behind the changing concepts of psychology, Mead’s life works are reviewed in this document to present his contributions to the understanding of social behavior and self, symbolic interactionism, and language and communication. Included is a bibliography of Mead’s major writings and articles published during and after Mead’s life.

An analysis of cyberbullying among sexual minority university students

Journal of Higher Education Theory and Practice

Cyberbullying is of increasing concern at the university level. The dearth of research regarding the extent of cyberbullying for the sexual minority university students prompts this article. A priori power analysis guided this research. The 60-item survey (Cronbach’s = .761) was distributed to 4,000 university students and data from a random, cross-sectional sample of 438 students, aged 18 to 24, were analyzed. Findings highlight the challenges the LGBT student faces as they utilize information and communication technologies (ICT) on the university campus. Keywords: cyberbullying, bullying, social media, web-based aggression, college students

Twenty first century cyberbullying defined: An analysis of intent, repetition, and emotional response

36th Annual Proceedings AECT