Resume

• 2013

  Doctor of Philosophy (Ph.D.)

  Curriculum and Instruction: Literacy Leadership & Research Cognate

  Old Dominion University

• 2011

  Girl Scouts Colonial Coast Conference

  Coach

  Great Neck Girls Softball Rec League

  Coach

  Great Neck Girls Basketball Rec League

  Student Advocacy

  Higher Education

  Student Development

  Student Affairs

  Staff Development

  Distance Learning

  Public Speaking

  Data Analysis

  Adult Education

  Community Outreach

  Curriculum Development

  Faculty Development

  Program Development

  Curriculum Design

  Leadership Development

  Classroom

  Adult Literacy

  Teaching

  Research

  Instructional Design

  Disciplinary Literacy

  The most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators

  the Third Edition of the Handbook of College Reading and Study Strategy Research reflects and responds to changing demographics as well as politics and policy concerns in the field since the publication of the previous edition. In this thorough and systematic examination of theory

  research

  and practice

  the Handbook offers information to help college reading teachers to make better instructional decisions; justification for programmatic implementations for administrators; and a complete compendium of both theory and practice to better prepare graduate students to understand the parameters and issues of this field. The Handbook is an essential resource for professionals

  researchers

  and students as they continue to study

  research

  learn

  and share more about college reading and study strategies. Addressing current and emerging theories of knowledge

  subjects

  and trends impacting the field

  the Third Edition features new topics such as disciplinary literacy

  social media

  and gaming theory.

  Disciplinary Literacy

  Teaching philosophies provide a space for faculty to explore their practice

  articulate their beliefs about teaching and learning

  and express their identity as an educator. A well-developed teaching philosophy statement paints a picture of who that faculty member is in and out of the classroom. As faculty transition to different roles within higher education

  such as faculty development

  their practice

  beliefs

  and identity may also change. Teaching philosophies can be a powerful venue for faculty to explore this shift in role and identity. This collaborative self-study explores how two educators who recently transitioned from faculty to faculty developer acted as critical friends and revised their teaching philosophies through reflective practice. The participants used personal shared journals

  teaching philosophy revisions

  and recorded discussions as data as they reflected on their shifting philosophy. Through this process

  they revised their teaching philosophies to represent their new practice

  beliefs

  and identity; explored

  developed

  and accepted their new identity as a faculty developer; and recognized the integral role critical friendship played throughout this transition. This study provides insights for faculty who are transitioning into faculty development and recognizes the role teaching philosophies and critical friendship can have through this transition.

  Exploring faculty development identity through self-study: Teaching philosophies

  reflective practice

  and critical friendship.

  Jamie Colwell

  Reading Horizons

  This study considers how pre-service teachers envision disciplinary literacy through an online social bookmarking project. Thirty secondary pre-service teachers participated in the project through an undergraduate literacy course. Online bookmarks and post-project reflections were collected and analyzed using a constant comparative approach to determine emergent themes. Results suggest varying levels of disciplinary knowledge among pre-service teachers

  influences of pre-service teachers' envisionments on posted bookmarks

  and considerations about standardized testing in disciplinary literacy instruction. Implications for teacher education are discussed in light of these results.

  Exploring how secondary pre-service teachers use online social bookmarking to envision literacy in the disciplines.

  Brandon Butler

  Teacher education doctoral seminars can provide a space for students to collaborate

  reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study research and fostered a scholarly identity in a doctoral seminar focused on learning about teacher education practices through self-study research. The participants shared autobiographies

  journals

  and critical summaries of assigned readings

  and they questioned each other’s understanding and development in the context of their shared experiences. Through this process

  they overcame concerns regarding self-study as they developed their understanding of the components of self-study research and accepted their new role as self-study researchers. This study provides insights into the benefits of using doctoral seminars as a space to develop a scholarly identity and for using that space as a source of investigation. Implications for similar communities are also discussed.

  From skepticism to scholarship: Learning and living self-study research in a doctoral seminar

  Catherina Grabe

  Diane Burke

  The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used

  it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning

  followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal

  elementary (5–11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed

  providing a rich research perspective. As the use of mobile learning continues to grow

  further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

  The Use of Mobile Learning in Science Education: A Systematic Review

  Using an innovative

  real-world approach that makes the research problem and method relevant and valuable to the reader

  this book provides a broad overview of research methods used in library and information studies and associated fields.\n\nResearch remains a core purpose of every library. This book provides a text for LIS students and a practical handbook to librarians and other educators who need to conduct research in their libraries. In Research Methods for Librarians and Educators

  contributors reinforce the essential nature of research and provide readers with the confidence that they can conduct research to find solutions to various problems and improve their libraries and library programs.\n\nThe book details various research methodologies and uses a unique perspective on research that presents authentic scenarios to immediately make the research problem and method relevant and valuable to the reader. It covers topics ranging from various research methods

  including Causal

  Collaborative

  Design-Based Research

  Longitudinal

  and Mixed Methods

  as well as interview methods

  learning assessment

  literature review

  and observation and survey methods.\n\nEach chapter includes questions intended to spark discussion and deeper reflection that make the book more useful in learning settings. The summary charts throughout provide a handy and easy reference for readers who want a quick refresher on the research method without rereading the entire chapter.

  Causal research.

  Diane Burke

  With the increase in mobile device affordances

  there has been a concomitant rise in the level of interest in investigating the breadth

  purpose and extent of mobile learning in education. This systematic review provides a current synthesis of mobile learning research across 2010–2015 in PK-12 education. This includes a aggregated quantitative and qualitative analysis of the specific mobile learning activities as they connect to learning theories

  specifically behaviorist

  constructivist

  situated

  and collaborative learning. Major findings include that the majority of the studies focused on student learning followed by designing systems. Science was the most common subject researched and elementary schools was the most often studies setting. The findings reveal that 40% of the time researchers designed mobile learning activities aligning with the behaviorist approach to learning. This has the students consuming knowledge and not using the full potential of the mobile devices to have students become producers

  collaborators

  and creators of knowledge.

  The use of mobile learning in PK-12 education: A systematic review

  Science learning at the early undergraduate level provides a challenging context with large classes and many complex topics to unpack with the students. The purpose of this qualitative study was to explore: how students use mobile devices for learning in a large

  undergraduate classroom; what types of instructional delivery could be used with the devices in this context; and if students were motivated to learn. Classroom observations and semi-structured interviews with the professor were reported and five patterns emerged from these data: connected

  personal

  multimodal

  engaged

  and class management. From the overall findings of these data

  it would appear that mobile learning can help increase student engagement and motivation in a large

  undergraduate

  science classroom.

  The Relationship between Mobile Learning

  Instructional Delivery and Student Motivation in a Large Undergraduate Science Class

  Declan De Paor

  Stephen Burgin

  Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However

  getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study

  undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations

  coding of texts

  and interviews

  the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study

  it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive

  but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the instructor's phone can be used to guide revision of lecture notes for future semesters.

  Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

  Know the ISTE standards for administrators: Lead with vision.

  Kristen

  Gregory

  Tidewater Community College

  Old Dominion University

  East Carolina University

  Francis Asbury United Methodist Church

• 2003

  J Sargeant Reynolds Community College

  Richmond

  Virginia

  Department of Arts

  Humanities

  and Social Sciences\n\nCourses taught:\nENG 04: Reading Improvement I\nENG 05: Reading Improvement II\nENG 107: Critical Reading\nEDU 295: Teaching Reading to Children

  Developmental Reading Instructor and Program Head

  J Sargeant Reynolds Community College

  Greenville

  North Carolina

  Department of Elementary and Middle Grades Education\n\nCourses Taught: \nELEM 3000: Curriculum and Standards in the Elementary School\nELEM 3200: Language Arts in Elementary School\nELEM 3300: K-2 Practicum\nELEM 4300: Classroom Organization and Management (practicum)\nELEM 6000: Action Research Planning in Elementary Education\nELEM 6001: Action Research Implementation in Elementary Education\nELEM 6010: Teaching Integrated Language Arts in Elementary School\nELEM 6400: Advanced Assessment and Teaching in Elementary Grades\n\nKappa Delta Pi Faculty Advisor

  Assistant Professor of Elementary Education

  East Carolina University

  Norfolk

  Virginia

  Department of Teaching and Learning\n\nCourses Taught:\nTLED 408: Reading and Writing in the Content Area\nTLED 468: Language Acquisition and Reading for Students with Diverse Learning Needs\nTLED 478: Integrating Instruction Across the Curriculum

  PK-6 (practicum course)

  Teacher Education Adjunct Professor

  Old Dominion University

  Virginia Beach and Chesapeake

  Virginia

  Courses taught:\nEDU 200: Introduction to Education as a Profession\nENG 04: Preparing for College Reading I\nENG 05: Preparing for College Reading II\nENF 1: Preparing for College English I\nENF 2: Preparing for College English II

  Developmental Reading and English Assistant Professor

  Tidewater Community College

  Norfolk

  Virginia

  Graduate Assistant

  Literacy Coaching Certificate

  Old Dominion University

• 2001

  Richmond

  Virginia

  *Facilitated Success For All

  a school-wide reading program\n*Assessed students’ reading ability

  utilizing a variety of informal and formal evaluations

  including word recognition

  running records

  comprehension passages

  informal reading inventories

  quantitative reading inventories

  standardized assessments and observations\n*Provided leadership

  both in-house and at conferences

  through scheduling

  implementing and delivering workshops and training sessions to share reading strategies reflective of current research and trends\n*Designed and conducted parent workshops on effective reading strategies to increase parental involvement

  Reading Specialist

  Blackwell Elementary School

  Richmond City Public Schools

  Virginia Beach

  Virginia

  Director of Children's and Family Ministry

  Francis Asbury United Methodist Church

• 1999

  Master's of Education

  Reading

  Virginia Commonwealth University

• 1997

  Blackwell Elementary School

  Richmond City Public Schools

  Richmond

  Virginia

  *Named ‘Teacher of the Year’ first runner up

  Richmond City Public Schools\n*Developed integrated

  technology-advanced core curriculum lesson plans to address the educational needs of a multicultural and educationally diverse student population\n*Routinely implemented differentiation activities for students with diverse learning needs to increase student opportunity for success\n*Grade level chairperson

  1999-2001

  Classroom Teacher

  2nd and 3rd Grade

  Blackwell Elementary School

  Richmond City Public Schools

  Chesapeake

  Virginia

  *Managed all operations of the Batten Center for Teaching Excellence\n*Designed and presented faculty professional development workshops in campus centers and college-wide events\n*Provided consultations for full-time and adjunct faculty in a variety of areas

  including pedagogy

  integrating literacy into the curriculum

  instructional technology

  classroom instruction

  instructional design

  instructional delivery

  and faculty evaluation\n*Worked with faculty in large groups

  small groups

  and one-on-one settings to identify needs

  develop action plans

  and provide support

  Faculty Professional Development Manager

  Tidewater Community College

  American Educational Research Association

  International Literacy Association

  Literacy Research Association

  College Reading and Learning Association

  English

  Teacher of the Year

  First Runner Up

  Richmond City Public Schools

  Award of Recognition for Exemplary Achievement

  Tidewater Community College

  Teacher of the Year

  Blackwell Elementary School

  Outstanding Ph.D. Student in Curriculum and Instruction

  Old Dominion University

  Betty Yarborough Graduate Student in Reading Excellence

  Old Dominion University

• 1993

  Bachelor of Arts - BA

  Sociology

  Early Education

  University of Richmond