My philosophy of teaching hinges supporting student-centered learning through activities that encourage student collaboration, critical thinking, innovation, creativity, educational entrepreneurship and a life-long zeal for the process of learning, and improving human performance. I seek to facilitate, as well as train others to foster strong learning communities within each class by encouraging critical engagement with ideas, beliefs, and pedagogies in the local, national and global contexts. This experience has helped inform my research in the area of the scholarship of teaching and learning.
Concordia University Chicago
EDI 6010: Differentiation and Learning Theory – 3 credits
Introduction to the philosophy, learning theory and theoretical perspective of differentiation. Examination of ways that classrooms can effectively support differentiating instruction and assessment to address the complex challenges of meeting the diverse learning needs and levels of all students.
EDI 6020: Curriculum and Instructional Development for the Differentiated Classroom – 3 credits
Candidates will develop knowledge and skills in planning, implementing, coordinating and evaluating differentiated teaching and learning environments that challenge and assist diverse learners to achieve at their highest level of ability.
EDI 6030: Instructional Methods for the Differentiated Classroom – 3 credits
Candidates will develop the knowledge and skills of how to build a democratic learning community inclusive of a broad set of effective teaching strategies. Through this process the candidates will learn to shape and maintain learning conditions that facilitate effective differentiated instruction, including effective classroom management as an ongoing, maintenance-oriented process which involves motivating students to learn, providing appropriate instruction and feedback, and managing student work.
EDI 6040: Seminar in Differentiated Instruction – 3 credits
As the capstone course for the Master’s Degree in Differentiated Instruction, candidates will design and implement a leadership project. The project will allow candidates to demonstrate their proficiency, knowledge, and skill in designing and evaluating an initiative that promotes effective differentiated instruction practices in a school setting.
CONCORDIA UNIVERSITY CHICAGO
IDT 6250: Evaluation Methodology Applications in Instructional Design and Technology – 3 credits
This course provides an overview of evaluation methodologies and examines implementation models. It will provide an opportunity for students to apply the evaluation methodology in instructional design activities specifically in developing and implementing
valid instructional design evaluation procedures and reporting evaluation results.
EDCI 513: Foundations of Learning Design and Technology: An Introduction to the Field – 3 credits
This course provides a historical overview of the field and delineates the foundational knowledge, skills, and attitudes needed by professionals in the field of educational technology and instructional design. Students explore the field by engaging in collaborative projects along with thinking and writing about various aspects of educational technology and the underlying instructional design theories.
EDI 569: Introduction to E-learning – 3 credits
This course examines how design and development of instruction are impacted by the use of the computer as delivery system. A primary focus is on effective learning design strategies for computer-mediated instruction. Learners will identify and apply effective design with emphasis on project management, planning, and implementation issues. Education or training materials will be developed using appropriate authoring tools as determined by the instructional context. Learners will design an original lesson or unit of instruction for Web-based delivery in her/his discipline (storyboard), and will design, implement, and evaluate an online lesson or unit with team members.
MICHIGAN STATE UNIVERSITY
TE 150: Reflections on Learning – 3 credits
This course allows students to explore experiences as learners in comparison to psychological, sociological, and anthropological theories and assumptions about learning and teaching in and out of school.
TE 250: Human Diversity, Power, and Opportunity in Social Institutions (Study Abroad based in Australia) – 3 credits
This course introduces prospective teachers to the ways in which social inequality affects schooling and schooling affects social inequality.
TE 818: Curriculum Its Social Context – 3 credits
This course covers philosophical, social, and historical foundations of curriculum. Students discuss issues and practices across subjects, grades, and school settings, and explore the moral consequences of curriculum decisions for teachers and students.
TE 831: Teaching School Subject Matter with Technology – 3 credits
This course discusses the uses of technologies in teaching subject matter to diverse learners. It also examines the critical perspectives on technologies in schools.
INED 804: Global Indigenous Education – 3 credits
Education issues that influence Indigenous people in Australia, New Zealand and the United States are examined in this unit. Students will gain a solid understanding of the education similarities and differences that Indigenous communities around the globe face. This unit challenges students to analyze ways that legislation has shaped the education of such communities from a historical and contemporary context.
Educational Psychology/ Educational Technology
MichiGan StATE UNIVersity
CEP 805: Learning Mathematics with Technology – 3 credits -
This course introduces psychological and disciplinary perspectives on teaching and learning mathematics, with a focus on teacher education and professional development. Teaching and learning mathematics for understanding – with a special focus on urban contexts – will be explored, as well as the role of technology in allowing for multiple representations of mathematical ideas, modeling, and authentic learning environments.
CEP 806: Learning Science with Technology – 3 credits
This course introduces contemporary conceptual perspectives from educational psychology and teacher education on important issues of learning science. It explores possibilities, ideas, and issues associated with teaching science within the urban context, as well as how K-12 teachers use Internet resources (e.g. simulations, databases, communities) to facilitate science learning.
CEP 815: Technology and Leadership – 3 credits
This course introduces professional development strategies for teaching STEM in urban contexts. Project management, planning and evaluation are explored, as well as relationship building and developing leadership in urban schools and school districts.
CONCORDIA UNIVERSITY CHICAGO
EDT 6010 Integrating Technology Across the Curriculum – 3 credits
This course is an introduction to the disciplined practice of integrating technology into teaching and learning. It provides an overview of current instructional technologies, and theory-based design strategies for effectively using these technologies.