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Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
Quals Presentation
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Quals Presentation

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Transcript

  • 1. Qualifying Exam & Proposal Defense Melissa L. Johnson December 2011
  • 2. Agenda• Past, Present, Future• Qualifying Exam Projects• Dissertation Timeline
  • 3. Past - Accomplishments• Education: – BA, Classical Studies & History, UNCG – MEd, Higher Education Admin, UNCG• Experience: – Assistant Director, UF Honors Program, 2005 – present• Teaching: – 25 sections of honors courses, 2005 – 2011 – Teaching assistant, Project Management (w/ Dr. Ritzhaupt), Spring 2011
  • 4. Past - Accomplishments• Research Topics: – High Impact Practices in Honors, FYE, Undergrad Research – Technology Integration in Honors• Publications / Presentations: – 6 peer-reviewed articles; 7 editor-reviewed articles – 2 book chapters (1 is in press) – 45+ presentations at regional / national conferences• Service: – American College Personnel Association – Florida / National Collegiate Honors Council – National Resource Center on The First-Year Experience
  • 5. Present – Fall 2011• Teaching: – IDH 4905: Introduction to Honors Professional Development – STEM – IDH 4905: Honors Pro Development 3 – Community Outreach – Outstanding Faculty Honoree, CLAS Anderson Scholars• Research: – 2 peer-reviewed articles under review; 1 in progress – 1 book chapter under review; 1 in progress – 1 pre-conference workshop, 1 invited session for Feb 2012• Service: – Editorial Board, Honors in Practice – AECT Mentoring Program – Florida / National Collegiate Honors Council – National Academic Advising Association
  • 6. Future Plans – Job Applications• Doctoral-level Academic Administration – Honors – FYE – Undergraduate Research• Faculty – Higher Education / Student Affairs – Educational Technology
  • 7. Qualifying Exam Projects• Developing a student leadership retreat using instructional design techniques• Experiences of honors instructors using technology in the classroom• Proposal: Diffusing online learning into the national conversation about teaching and learning in undergraduate honors education
  • 8. Project #1: Instructional Design• Purpose: Describe how the Morrison, Ross, and Kemp (2007) instructional design model was used to design a student leadership retreat• Background of organization• Needs Assessment• Description of Learners / Performance Context• Task Analysis / Instructional Objectives• Formative Evaluation
  • 9. Project #1: Instructional Design• Retreat Implementation – Agenda – Workbook• Summative Evaluation• Implications
  • 10. Project #2: Tech & Honors Courses• RQ: How do honors instructors describe their use of technology in the classroom?• Setting: Large institution in SE United States• Sample: 5 honors instructors, various disciplines• Data Collection: Individual, semi-structured interviews• Data Analysis: Inductive analysis (Hatch, 2002)
  • 11. Project #2: Tech & Honors Courses• Findings: – Perceptions of teaching honors students – Place of technology within honors education – Use of technology in honors courses – General experiences using / teaching with technology – Professional development for teaching with technology• Implications
  • 12. Project #3: Background• National Collegiate Honors Council – Innovative pedagogies – Experiential learning – Views toward technology – Online learning
  • 13. Study Purpose• Describe phenomenon of online honors courses• Perspective of instructor• Perceptions of design, implementation, and evaluation processes
  • 14. Research QuestionHow do instructors describe their experienceteaching online honors courses, from the designthrough the implementation and then evaluation ofthe course?
  • 15. Significance• Dearth of empirical research on use of technology in honors• Add to the scholarship of teaching and learning in honors – specifically related to online education
  • 16. Literature Review• Diffusion of Innovations (Rogers, 2003)• Undergraduate Honors Education• Teaching Online
  • 17. Hermeneutic Phenomenology• Interpretation and Description• Historical Context• Pre-understanding  Enlightened understanding• Writing and Re-writing
  • 18. Participants• NCHC Listserv• Criterion Sampling (Patton, 2002) – Experience designing & teaching online honors course – More than one semester• Sample Size = 5
  • 19. Data Collection• Three individual, semi-structured interviews (Seidman, 2006) – Interview 1: course context, design, development – Interview 2: course implementation and evaluation – Interview 3: course reflection, implications for honors
  • 20. Data Analysis• van Manen (1990) – Analytic – individual narratives across 3 interviews – Thematic – themes across all participants• Creswell (2003) – Organize data – Read through data – Code and organize – Develop themes – Transform into narrative – Interpret
  • 21. Subjectivity• Administrator and instructor for Honors Program• Teach with technology• Teach blended courses• Social media• Presentations and publications related to honors and technology
  • 22. Methods of Rigor• Credibility – Member checking• Transferability – Thick description• Confirmability – Audit trail
  • 23. Limitations• Participants and Setting• Data Collection• Data Analysis
  • 24. Dissertation Timeline• Early January Recruit participants• January – February Data collection• February – March Data analysis• March – June Write chapters 4-6; edit all chapters• June Defend• August Commencement
  • 25. QUESTIONS?

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