Resume

• 2000

  Ph.D.

  Educational Leadership

  Policy and Administration

  Phi Kappa Phi\nKappa Dela Pi\nBeta Alpha Psi

• Organizational Development

  Social Media

  Higher Education

  Microsoft Office

  Event Planning

  Social Networking

  Microsoft Excel

  E-Learning

  Grant Writing

  Training

  Teaching

  Editing

  Program Development

  Research

  PowerPoint

  Leadership Development

  Non-profits

  Public Speaking

  Staff Development

  Curriculum Development

  The Lexicon of Online and Distance Learning

  Lexicon of Online and Distance Learning

  a desktop resource

  focuses specifically on distance education for researchers and practitioners. It provides key information about all levels of education (that is

  K–12

  higher education

  proprietary education

  and corporate training)

  allowing for comprehensive coverage of the discipline of distance education. \n\nThe book offers a comprehensive index of distance learning terms; cross-references to synonyms and

  when appropriate

  online web links to encourage further exploration. Each lexicon entry is categorized by its root terminology—general

  education

  technology

  instructional technology

  or distance education—and provides the actual definition and complete exploration of the term along with specific references that include related books

  volumes

  and available manuscripts.\n

  The Lexicon of Online and Distance Learning

  The purpose of this book is to reach out to teachers

  parents

  coaches

  and students who may be hoping to

  or just investigating the possibility of

  how to get started with robotics. At the same time

  we hope to leverage the efforts of those who have been hard at work and \"play\" in this massive movement for many years

  applaud their efforts

  and provide them with documentation

  support

  and additional resources to reach further into the possibilities they can help create for all of us in bringing the power and potential of learning through robotics to more students

  to the classroom and beyond. Not only does this book provide resources and firsthand insight into this exciting field

  but it also provides one-of-a-kind perspectives of curricular applications of robotics for student learning.

  Robotics professional development: best practices

  Adaptation

  Resistance

  and Access to Instructional Technologies: Assessing Future Trends in Education captures the current trends in technology integration from PreK-12 to higher education. This relevant research publication focuses on the various constituent groups

  namely students

  teachers

  and communities

  in education and the effects of educational technology on learning and empowerment. It is a must-read book for all K-12 school district administrators

  principals

  technology coordinators

  and K-12 teachers

  as well as undergraduate and graduate school of education

  teacher preparation programs

  and clinical field supervisors of teachers.\r\n

  Adaptation

  Resistance and Access to Instructional Technologies: Assessing Future Trends In Education and Immersive Environments

  This book is a study of the contributions of Catholic K-12 schools in the United States to the public interest from the 1800’s to the present. It presents seven strategies that have the possibility of leading Catholic schools in positive

  new directions. Outsiders often misunderstand the mission

  purpose

  and inclusivity of Catholic schools. This book brings a new focus on Catholic schools from the perspective of their service to this country through the education of Catholics and non-Catholics. In 16 chapters

  a variety of scholars examine these schools across three periods: echoes of the past

  realities of the present

  and future directions.

  Catholic school survival and the common good in Bauch

  P. (Ed.) The future of Catholic schools.

  Afterschool and summer learning programs supported by 21st Century Community Learning Centers funding are especially well-suited for online

  asynchronous credit-recovery efforts. These programs typically employ a variety of innovative instructional techniques

  offering a nontraditional approach to student learning that differs from regular school-day instruction and that incorporates a specific emphasis on youth development. In the particular case of credit recovery programs offered by 21st Century Community Learning Centers and other similar afterschool and summer programs funded by other sources

  the youth development focus includes helping students set and achieve academic goals

  developing students’ confidence in their ability to acquire credits and progress to graduation (self-efficacy beliefs)

  and also developing and refining students’ self-regulation skills required for independent study.


  Providing innovative opportunities and options through credit recovery and afterschool programs in Peterson

  T. (ed.) The Compendium of Expanded Learning.

  Technology has had direct impact on education in increasing the way that society continues to learn. Applications of immersive environments

  virtual worlds

  and augmented reality have significant implications for how teaching and learning are achieved in contemporary education.\n\nImmersive Environments

  Augmented Realities and Virtual Worlds: Assessing Future Trends in Education brings together current research and performance in trends in education. While examining cyber behavior and the use of virtual worlds

  immersive technologies and augmented realities aim to improve teaching and enhancing learning.\n

  Immersive Environments

  Augmented Realities

  and Virtual Worlds: Assessing Future Trends in Education

  Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community

  which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy

  but is an integral part of constructivist learning theories. Because of this

  the most important role of an educator in an online class is one that ensures student interactivity and engagement.

  Creating teacher immediacy in online learning environments.

  The purpose of this book is to reach out to teachers

  parents

  coaches

  and students who may be hoping to

  or just investigating the possibility of

  how to get started with robotics. At the same time

  we hope to leverage the efforts of those who have been hard at work and \"play\" in this massive movement for many years

  applaud their efforts

  and provide them with documentation

  support

  and additional resources to reach further into the possibilities they can help create for all of us in bringing the power and potential of learning through robotics to more students

  to the classroom and beyond. Not only does this book provide resources and firsthand insight into this exciting field

  but it also provides one-of-a-kind perspectives of curricular applications of robotics for student learning.

  Learning and literacy in robots: making connections for the classroom

  Purpose – The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of this paper is to survey the existing research of effective design models for online learning in an attempt to identify best practices and present a new model. \n\nDesign/methodology/approach – Through a comprehensive review of the literature

  the paper identifies obstacles to developing an effective course design model for asynchronous distance education. Based upon this review

  best practices are identified and a design model is recommended. \n\nFindings – The research identifies the key components of successful course design methods and ultimately recommends a process that has eight steps which occur in three phases. The first phase

  the identification phase

  encourages the instructor and/or course design team to identify strategies

  objectives

  assessments and resources. In the second phase

  design

  instructors select

  organize

  adapt and reflect. The final phase is implementation

  during which the course is taught. \n\nPractical implications – The recommended design model has implications for practice by providing a clear structure for design activities which are aligned with the best practices identified in the research. Instructors and/or instructional designers creating online learning opportunities now have a coherent model supported by a review of the literature. \n\nOriginality/value – While a number of online course design models exist

  no one model has emerged as pre-eminent or most effective and efficient. The model recommended by this paper offers a unified model of courses design that synthesizes the most effective aspects of the extant models.\n

  Toward a course conversion model for distance learning: a review of best practices

  Steven

  D'Agustino

  Fordham University

  •\tReporting to the Provost as a member of the academic leadership team

  collaborate on the development

  implementation

  communication and refinement of the University’s online learning strategy. \n•\tRemaining informed of the current and emerging trends and best practices in online learning and contributing to that conversation through research and the sharing of best practices.\n•\tDevelop and disseminate standards for course design based on best practices for learning in technologically mediated environments.\n•\tServe as a member of the Continuous University Strategic Planning Committee (CUSP)

  composed of faculty

  administrators

  Deans

  reporting to the Board of Trustees and charged with developing the University’s strategic vision.\n•\tCo-Chair the Online Learning Group

  a standing working group at the operational level which shares resources and best practices for online learning and makes policy recommendations to the Provost.\n•\tBased upon recommendations from the Online Learning Group and the Blended Learning Task Force Report as well as a request from the Dean of the Graduate School of Social Service

  collaborated with Fordham IT and the Office of Legal Counsel to solicit

  draft

  review and execute a Master Agreement to pilot a new learning management system for online/ hybrid offerings at Fordham University.\n•\tCreated and Chair the Virtual Campus Working Group

  with representatives from the University Libraries

  IT

  School-based online programs and Student Services to study best practices and draft implementation guidelines to offer virtual services to online students.\n•\tIn collaboration with Assistant Vice President of Academic Program Planning

  Development

  and Approval and the Graduate School of Education support the submission of program applications to New York State Education Department (NYSED).\n•\tServe as an ex-officio member of the Faculty Senate Technology Committee

  participating in conversations about distance learning at Fordham University.\n\n

  Fordham University

  Fordham University

  Fordham University School of Professional and Continuing Studies

  •\tSupervise course design and development team.\n•\tOversee the design and implementation of 40 online undergraduate courses for non-traditional learners.\n•\tMeet regularly with the Dean to report progress and refine implementation strategy.\n•\tCollaborate with online faculty to clarify and implement effective online instructional methodology. \n•\tMeet PCS goals for number and quality of courses converted to online delivery.\n•\tOversee the troubleshooting of student technical concerns.\n

  Director of Online Intiatives

  Fordham University

  •\tDirectly oversaw the implementation of a Title IID professional development grant serving nearly 500 teachers in over 100 schools in New York City. Developed curriculum and instructional practices applying best practices in adult learning. Monitor budget staff and financial transactions; oversee maintenance of database of participant information.\n•\tLiaised with local community groups

  local

  state and federal officials to ensure compliance with budgetary and programmatic guidelines of various grant-funded training programs.\n•\tSupervised the writing of annual reports in collaboration with outside evaluation staff and NYC Department of Education personnel. Edit and revise report of program evaluation analyzing significant amounts of quantitative and qualitative data.\n•\tCollaborated with colleagues to target and write proposals for grants and vendor contracts. Participated in all aspects of the grant writing process including identifying promising proposal requests

  establishing and maintaining productive writing partnerships with faculty members and outside agency partners and contributing to the writing

  revising and submitting of grant proposals.\n

  Assistant Director RETC

  The mission of the Fordham University RETC – Center for Professional Development is to empower the community to close the digital divide by making professional development

  technology training

  learning opportunities

  capacity–building resources

  and employment skills accessible to educators

  parents

  students

  professionals

  and community–based organizations through hands-on instruction

  innovative technology

  evaluation services

  and collaborative partnerships.

  Fordham University