Teaching Experience
A. CI 706 Multicultural and Diversity Issues
During the summer of 2013 I had the opportunity to work with Dr. Nega Debela on this course. My primary role was to grade the discussion postings and assignments that the students submitted. This collaboration provided me with knowledge regarding diversity issues, as well as the knowledge of how to use Blackboard from the faculty perspective. This experience has affected my classroom practice because I now use more online delivery systems with my students and endeavor to create a more multiculturally aware classroom environment through diversifying my content and by working to raise cultural awareness with my students. This is done through diverse pieces of literature from authors of varying cultures, current events from multiple countries, presentations regarding customs and traditions researched, and class discussions about what was learned through these activities.
B. CI 690 Master’s Online Capstone Experience in Elementary and Secondary Education
During the same time that I was collaborating with Dr. Debela, I was also working with Dr. Yvonne Skoretz. My role in the Capstone course was to advise the students on their progress through their electronic portfolios, as well as submit scores and feedback regarding their portfolio artifacts. This course, along with Dr. Debela's course, gave me the opportunity to learn the inner workings of blackboard from the perspective of the professor. I was also able to work with several incredible teachers and aspiring teachers and develop a community of sharing with them. This broadened my understanding of teacher preparation, as well as the value of having a community to work with. Having this community helps teachers share their ideas and receive feedback from similar professionals, before practicing their craft in their classroom. This can be incredibly valuable for the teachers, as well as for their students.
C. CIEC 561 Wired for Learning
In the Wired for Learning class I had the opportunity to teach a course that I developed with several of my cohort classmates. The course was populated entirely by teachers who wanted to learn more about incorporating technology into their classrooms. The students worked on designing their own Weebly site where they posted a Symbaloo, Topic Hotlist, Scavenger Hunt, Subject Sampler, Multimedia Scrapbook, Webquest, and then wrote a reflection on all of their work in the course. The main thing that I learned from these teachers is that anyone, no matter their age or background, can learn how to use a new technology tool if given proper directions. My classmates and I worked to create units that were very detailed and guided the user step-by-step through the creation process, so that they may easily learn each new piece of technology. Instructing this course changed the way I view assignment details and rubrics. Before, I always wanted to give more open-ended directions and shied away from rubrics because I felt they were restrictive. After teaching this course I can see how both explicit instructions and rubrics can really help students navigate unfamiliar territory and I will be using them more in other classes where I find that my students need more guidance.
During the summer of 2013 I had the opportunity to work with Dr. Nega Debela on this course. My primary role was to grade the discussion postings and assignments that the students submitted. This collaboration provided me with knowledge regarding diversity issues, as well as the knowledge of how to use Blackboard from the faculty perspective. This experience has affected my classroom practice because I now use more online delivery systems with my students and endeavor to create a more multiculturally aware classroom environment through diversifying my content and by working to raise cultural awareness with my students. This is done through diverse pieces of literature from authors of varying cultures, current events from multiple countries, presentations regarding customs and traditions researched, and class discussions about what was learned through these activities.
B. CI 690 Master’s Online Capstone Experience in Elementary and Secondary Education
During the same time that I was collaborating with Dr. Debela, I was also working with Dr. Yvonne Skoretz. My role in the Capstone course was to advise the students on their progress through their electronic portfolios, as well as submit scores and feedback regarding their portfolio artifacts. This course, along with Dr. Debela's course, gave me the opportunity to learn the inner workings of blackboard from the perspective of the professor. I was also able to work with several incredible teachers and aspiring teachers and develop a community of sharing with them. This broadened my understanding of teacher preparation, as well as the value of having a community to work with. Having this community helps teachers share their ideas and receive feedback from similar professionals, before practicing their craft in their classroom. This can be incredibly valuable for the teachers, as well as for their students.
C. CIEC 561 Wired for Learning
In the Wired for Learning class I had the opportunity to teach a course that I developed with several of my cohort classmates. The course was populated entirely by teachers who wanted to learn more about incorporating technology into their classrooms. The students worked on designing their own Weebly site where they posted a Symbaloo, Topic Hotlist, Scavenger Hunt, Subject Sampler, Multimedia Scrapbook, Webquest, and then wrote a reflection on all of their work in the course. The main thing that I learned from these teachers is that anyone, no matter their age or background, can learn how to use a new technology tool if given proper directions. My classmates and I worked to create units that were very detailed and guided the user step-by-step through the creation process, so that they may easily learn each new piece of technology. Instructing this course changed the way I view assignment details and rubrics. Before, I always wanted to give more open-ended directions and shied away from rubrics because I felt they were restrictive. After teaching this course I can see how both explicit instructions and rubrics can really help students navigate unfamiliar territory and I will be using them more in other classes where I find that my students need more guidance.
Conference Presentations
D. Shakuri-Rad, Whitney. “I am the Cohort: An Individual Becomes the Collective.” The International Congress of Qualitative Inquiry [Conference]. Champaign, IL. 23 May 2014.
I presented at this conference as part of a panel with Dr. Elizabeth Campbell, Donna Hage, Lee Ann Porter, Darrell Brewer, and Allison Pyle. We discussed the intricacies and individualities of being a part of a doctoral cohort. My part of the discussion focused on how over time the cohort became a collective where instead of saying "I" we all began to say "we" when referring to the group. It is an interesting occurrence because other doctoral students have expressed that they did not find that sense of community with their program. This experience allowed me to gain an understanding of how the cohort is different from other programs, as well as experience an international conference. I have now gained an appreciation for these conferences and the unique community experiences they provide. It was very educational to have the opportunity to listen to, meet, and speak with academics from all over the world and because of this experience I will work towards more international conferences where I may have even more collaboration opportunities.
E. Heaton, Lisa, Skoretz, Yvonne, & Shakuri-Rad, Whitney. “ePortfolios: Using Online Learning Tools”
West Virginia Statewide Technology [Conference]. Morgantown. 30 Jul. 2013.
I had the opportunity to present at this conference after I helped teach the Master's Online Capstone course. The course implemented a new format the semester that I co-taught it and Dr. Heaton, Dr. Skoretz, and I shared our experiences with the new course format at the conference. The audience was interested in how we used ePortfolios for the final portfolio, instead of traditional paper based portfolios. The class was very successful and we were able to share with the conference attendees how well we liked using the online portfolios. This experience was an incredible opportunity for several reasons. Teaching this course gave me more experience using technological tools from the instructor's perspective. I was also able to learn how ePortfolios can be implemented in various educational settings. I plan to use this information in my current teaching assignments by having my students submit ePortfolios instead of traditional paper based portfolios. This will allow the students to view and critique each others work, whereas with traditional portfolios peer editing would have been much more difficult.
F. Shakuri-Rad, Whitney. “Why Aren’t We Learning About Women in West Virginia?” Eastern Education Research Association [Conference]. Sarasota. 21 Feb. 2013.
This conference was my first experience with conference presentations. The topic was of great interest to me because I have a background in women's studies and am greatly interested in that area of research. I chose this topic because I wanted to address the issue of the lack of diversity in the West Virginia state content standards. None of the standards address the need for diversity in the curriculum, especially regarding providing an education about the contributions of women throughout history. Because of this research and conference presentation I am now more aware of my areas of interest and am continually looking for more opportunities to conduct research and attend conferences that support these passions. This conference was also very special to me because I was able to learn how enjoyable conferences can be. I am constantly seeking new information and it was wonderful getting to see the work of other doctoral students, professors, and researchers.
I presented at this conference as part of a panel with Dr. Elizabeth Campbell, Donna Hage, Lee Ann Porter, Darrell Brewer, and Allison Pyle. We discussed the intricacies and individualities of being a part of a doctoral cohort. My part of the discussion focused on how over time the cohort became a collective where instead of saying "I" we all began to say "we" when referring to the group. It is an interesting occurrence because other doctoral students have expressed that they did not find that sense of community with their program. This experience allowed me to gain an understanding of how the cohort is different from other programs, as well as experience an international conference. I have now gained an appreciation for these conferences and the unique community experiences they provide. It was very educational to have the opportunity to listen to, meet, and speak with academics from all over the world and because of this experience I will work towards more international conferences where I may have even more collaboration opportunities.
E. Heaton, Lisa, Skoretz, Yvonne, & Shakuri-Rad, Whitney. “ePortfolios: Using Online Learning Tools”
West Virginia Statewide Technology [Conference]. Morgantown. 30 Jul. 2013.
I had the opportunity to present at this conference after I helped teach the Master's Online Capstone course. The course implemented a new format the semester that I co-taught it and Dr. Heaton, Dr. Skoretz, and I shared our experiences with the new course format at the conference. The audience was interested in how we used ePortfolios for the final portfolio, instead of traditional paper based portfolios. The class was very successful and we were able to share with the conference attendees how well we liked using the online portfolios. This experience was an incredible opportunity for several reasons. Teaching this course gave me more experience using technological tools from the instructor's perspective. I was also able to learn how ePortfolios can be implemented in various educational settings. I plan to use this information in my current teaching assignments by having my students submit ePortfolios instead of traditional paper based portfolios. This will allow the students to view and critique each others work, whereas with traditional portfolios peer editing would have been much more difficult.
F. Shakuri-Rad, Whitney. “Why Aren’t We Learning About Women in West Virginia?” Eastern Education Research Association [Conference]. Sarasota. 21 Feb. 2013.
This conference was my first experience with conference presentations. The topic was of great interest to me because I have a background in women's studies and am greatly interested in that area of research. I chose this topic because I wanted to address the issue of the lack of diversity in the West Virginia state content standards. None of the standards address the need for diversity in the curriculum, especially regarding providing an education about the contributions of women throughout history. Because of this research and conference presentation I am now more aware of my areas of interest and am continually looking for more opportunities to conduct research and attend conferences that support these passions. This conference was also very special to me because I was able to learn how enjoyable conferences can be. I am constantly seeking new information and it was wonderful getting to see the work of other doctoral students, professors, and researchers.
Research
G. CI 676 Evaluation Plan
This evaluation was conducted for the Program Evaluation course with Dr. Childress and Dr. Tuckwiller. This piece proposed how I might evaluate a middle school behavior model and faculty perceptions regarding this model. At first I was unsure how this information would be useful, but once Dr. Childress explained how he has to conduct evaluations all the time, it made more sense. I have not been able to use this model yet, and I have not been able to conduct an evaluation, but I am looking forward to the opportunity, should it arise in the future. I especially enjoyed the fact that the information was presented in general terms, so that the cohort students may mold what they have learned to fit any future evaluations, instead of learning a strict model that may not be applicable.
H. CI 676 Research Paper
This paper was written for Dr. Childress and Dr. Tuckwiller for Survey Research. The topic of this piece is evaluating evaluation and it was my first extensive piece of research. The requirements were more extensive than previous assignments and necessitated more time, focus, and revision. The most important thing I learned from this assignment was the research process. I had never written a paper where I had to have over 30 sources, a lengthy table of contents, and while I had written a paper with an abstract and subsections before, I had not done it to this degree. I feel that the most beneficial aspect to this assignment was learning the research process. I had previously wanted to finish all of my papers in one day, and in many cases that was possible. With this piece I had to plan out and conduct my literature review, eliminate unsuitable sources, construct the various sections, and then conduct several rounds of revisions. It was a lengthy process, but I feel that I became a better writer by learning this process.
I. CI 676 Survey Results
Much like the Survey Research paper, this piece taught me more about the process of conducting a survey, more so than any specific research topic. This survey required that I go through the IRB process, which I had done before, but I felt more prepared this time. I had also never asked a group of people to respond to a survey I had written before. I was working with the people who I had asked to answer the questions, so that probably helped me get a better response rate. I also learned how to use Survey Monkey with this project and was able to see how the program can analyze the data. I was very happy after this project because I could pinpoint several topics I had learned. Some projects can be disappointing because I do not always feel as if I am learning anything, but with this paper I felt like I had learned an entire process, along with several useful tools.
This evaluation was conducted for the Program Evaluation course with Dr. Childress and Dr. Tuckwiller. This piece proposed how I might evaluate a middle school behavior model and faculty perceptions regarding this model. At first I was unsure how this information would be useful, but once Dr. Childress explained how he has to conduct evaluations all the time, it made more sense. I have not been able to use this model yet, and I have not been able to conduct an evaluation, but I am looking forward to the opportunity, should it arise in the future. I especially enjoyed the fact that the information was presented in general terms, so that the cohort students may mold what they have learned to fit any future evaluations, instead of learning a strict model that may not be applicable.
H. CI 676 Research Paper
This paper was written for Dr. Childress and Dr. Tuckwiller for Survey Research. The topic of this piece is evaluating evaluation and it was my first extensive piece of research. The requirements were more extensive than previous assignments and necessitated more time, focus, and revision. The most important thing I learned from this assignment was the research process. I had never written a paper where I had to have over 30 sources, a lengthy table of contents, and while I had written a paper with an abstract and subsections before, I had not done it to this degree. I feel that the most beneficial aspect to this assignment was learning the research process. I had previously wanted to finish all of my papers in one day, and in many cases that was possible. With this piece I had to plan out and conduct my literature review, eliminate unsuitable sources, construct the various sections, and then conduct several rounds of revisions. It was a lengthy process, but I feel that I became a better writer by learning this process.
I. CI 676 Survey Results
Much like the Survey Research paper, this piece taught me more about the process of conducting a survey, more so than any specific research topic. This survey required that I go through the IRB process, which I had done before, but I felt more prepared this time. I had also never asked a group of people to respond to a survey I had written before. I was working with the people who I had asked to answer the questions, so that probably helped me get a better response rate. I also learned how to use Survey Monkey with this project and was able to see how the program can analyze the data. I was very happy after this project because I could pinpoint several topics I had learned. Some projects can be disappointing because I do not always feel as if I am learning anything, but with this paper I felt like I had learned an entire process, along with several useful tools.
Development
J. CIEC 715 Online Course Delivery
Of all my doctoral courses, I feel that this course had the most real world applications. I learned how to completely construct an online course from start to finish. The class first had to practice developing modules, adjusting settings, and uploading materials. After this, my cohort members and I worked together to develop CIEC 561 Wired for Learning. The Wired for Learning course was developed for teachers wishing to learn about technology tools they can incorporate into their classrooms. The course showed them the technology tools and how to use them, and then the students had to develop their own Weebly site with these tools listed on separate pages so that they may use them in their classrooms. It was very beneficial to be able to learn how an online course is created and then teach that course. I hope to have the opportunity to become a professor after I complete my doctorate and I believe that this course provided me with invaluable knowledge that I will be able to use in my future career aspirations.
K. CI 677 Assignment 3 Draft 1, CI 677 Assignment 3 Draft 2, CI 677 Assignment 3 Final Draft
This course was an eye opening experience for me. I could almost say that it was life changing. Before taking Dr. Simone's class I thought I was a great writer. I had always received perfect scores on my papers will little effort on my part and little feedback on my instructor's part. I thought this was because my papers were perfect, but in reality it was because they were just better than other students who did not put forth their best effort. In all honesty I had not been putting my full effort in either. This course changed all that. I was told that I would be doing several drafts of my papers. I assumed that this would not be needed, seeing as how I had always done so well. I was wrong. I learned that all good writers have multiple drafts, sometimes entirely rewriting a piece. I also learned that this was ok. It was very difficult at first, because I felt like a failure. Once my classmates and I began sharing our work with each other, we saw that we were all in the same boat. This course made me feel as if my past instructors had failed me. Why didn't they tell me to revise my work? Why was I always passed on with an A and no feedback? This course completely changed how I view my classroom and my students. I now give greater consideration to their work and I always provide feedback where I can so that they may grow. No one should be getting 100% on the first draft of their writing. Writing is a journey, not a destination.
Of all my doctoral courses, I feel that this course had the most real world applications. I learned how to completely construct an online course from start to finish. The class first had to practice developing modules, adjusting settings, and uploading materials. After this, my cohort members and I worked together to develop CIEC 561 Wired for Learning. The Wired for Learning course was developed for teachers wishing to learn about technology tools they can incorporate into their classrooms. The course showed them the technology tools and how to use them, and then the students had to develop their own Weebly site with these tools listed on separate pages so that they may use them in their classrooms. It was very beneficial to be able to learn how an online course is created and then teach that course. I hope to have the opportunity to become a professor after I complete my doctorate and I believe that this course provided me with invaluable knowledge that I will be able to use in my future career aspirations.
K. CI 677 Assignment 3 Draft 1, CI 677 Assignment 3 Draft 2, CI 677 Assignment 3 Final Draft
This course was an eye opening experience for me. I could almost say that it was life changing. Before taking Dr. Simone's class I thought I was a great writer. I had always received perfect scores on my papers will little effort on my part and little feedback on my instructor's part. I thought this was because my papers were perfect, but in reality it was because they were just better than other students who did not put forth their best effort. In all honesty I had not been putting my full effort in either. This course changed all that. I was told that I would be doing several drafts of my papers. I assumed that this would not be needed, seeing as how I had always done so well. I was wrong. I learned that all good writers have multiple drafts, sometimes entirely rewriting a piece. I also learned that this was ok. It was very difficult at first, because I felt like a failure. Once my classmates and I began sharing our work with each other, we saw that we were all in the same boat. This course made me feel as if my past instructors had failed me. Why didn't they tell me to revise my work? Why was I always passed on with an A and no feedback? This course completely changed how I view my classroom and my students. I now give greater consideration to their work and I always provide feedback where I can so that they may grow. No one should be getting 100% on the first draft of their writing. Writing is a journey, not a destination.