This curriculum vitae summarizes Shelley Blundell's education and experience. She received her Ph.D. in Communication and Information from Kent State University in 2015. Her dissertation investigated the academic information search process of remedial undergraduate students. She has held positions as an instructional design librarian and visiting assistant professor. Her research and teaching interests include information literacy instruction for at-risk student populations and collaborative information literacy sessions between librarians and faculty.

1. Blundell, S., page 1
SHELLEY BLUNDELL, Ph.D.
Curriculum Vitae
blundell.shelley@gmail.com
http://www.linkedin.com/in/shelleyblundell
EDUCATION
Kent State University, Kent, Ohio
Ph.D. in Communication and Information, 2015
Dissertation: A descriptive phenomenological investigation of the academic information search
process experience of remedial undergraduate students. [Chair: Dr. Yin Zhang.]
Masters of Library and Information Science, 2009
Specialization: Academic librarianship, archiving and special collections.
Bachelor of Science in News, 2007
Concentration: Magazine Journalism
Graduated summa cum laude
Bachelor of Arts, 2006
Concentration: History
Graduated summa cum laude
TEACHING EXPERIENCE
Instructional design librarian/Visiting Assistant Professor of Bibliography for the University of Akron
Bierce Library, Akron, Ohio. December, 2014-November, 2015.
Primary responsibilities include:
 Learning object creation and administration for self-led and faculty-led library instruction at the
undergraduate and graduate level.
 Serving as the education subject librarian and providing information literacy and content-
specific instruction as requested by faculty in the College of Education.
 Serving as the embedded librarian for the “Akron Experience” freshman-level course.
 Continuous participation in “Assessment in Action,” a national information literacy assessment
project, sponsored by the American Library Association.
 Subject librarian partnership and support/co-creation of information literacy instruction
sessions for librarians throughout the University Libraries system.

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 Creating and implementing the Research and Learning Services (RLS) training system for
incoming student workers within Bierce Library.
 Working with Access and Information Services to ensure ADA compliance and
implementation of universal design practices in the redesign of the University Libraries website
and associated learning objects (e.g. user tutorials, LibGuides, etc.).
Graduate instructor for Kent State University School of Library and Information Science (SLIS), Kent
Ohio. August-December, 2014.
 Taught three sections of the master’s online course “Tools for M.L.I.S. Success.”
Graduate instructor for Kent State University’s Graduate Student Orientation program, Kent, Ohio.
July, 2011-December, 2014.
 Created and delivered presentations such as “Exploring and conducting academic research,”
“Transitioning to the American University,” “The virtual learner: Navigating the online
learning environment,” and “The virtual instructor: Strategies for teaching success.”
Graduate Instructor for Kent State University SLIS, Kent, Ohio. August-December, 2010.
 Taught the master’s online course “Introduction to Digital Preservation.”
Destination Kent State-First Year Experience [DKS-FYE] Instructor at Kent State University at Stark,
North Canton, Ohio. August, 2009-December, 2010.
 Created a core first year experience and academic excellence curriculum that establishes a
foundation for students entering the university system.
Swift Kick Study Skills Instructor at Kent State University at Stark, North Canton, Ohio.
January-May, 2010.
 Created an academic refresher course for undergraduate students placed on academic probation,
which included information literacy instruction components germane to student needs.
RESEARCH EXPERIENCE
Graduate Assistant for the Kent State University School of Library and Information Science [SLIS],
Kent, Ohio. September, 2013 to December, 2014.
 Assisting with the creation of the master’s degree course “Information Literacy Instruction and
Initiatives,” offered 100% online as of summer semester in 2014.
 Participating in the creation of two instruments of a three-stage dispositional assessment
research project, which would assess the change in library and information science-related
dispositions of master’s degree students enrolled in one of the Kent State SLIS concentrations.

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 A poster detailing this project’s creation and current status was delivered at the 2015
Association for Library and Information Science Education (ALISE) Conference in Chicago,
Illinois, in January of 2015. Dr. Frank Lambert presented the co-created poster.
 Quantitative and qualitative research support for various projects; proofreading of articles prior
to submission; sourcing of current articles on trends in youth services librarianship.
Graduate Assistant for the Center for Scholastic Journalism [CSJ], Kent State University, Kent, Ohio.
September, 2011 to May, 2014.
 Conducting academic research (including survey creation and statistical analysis) related to
national scholastic journalism changes and trends.
 Assisting in literature research related to scholastic journalism in the United States.
 Creating content-specific information literacy instruction sessions for delivery to JMC students,
as well as creating supplemental instruction materials, available at
legalresearchresourcesjmc40006atkentstate.pbworks.com, and
easyapaforstudentjournalists.pbworks.com
Individual Research Investigation with Dr. Frank Lambert, SLIS, at Kent State University in Kent,
Ohio. January to May, 2013.
 Conducted a quantitative study investigating information anxiety experienced by college-ready
and remedial undergraduate students in the spring semester of 2013.
 Study findings were presented at the 2013 Graduate Research Symposium at Kent State
University, and published in international academic work Journal of Education in Library and
Information Science (please see Publications section).
Special Investigation at the Cummings Center for the History of Psychology [CCHP], University of
Akron, Akron, Ohio. August to December, 2012.
 Created a preservation and education outreach plan for The Ludy T. Benjamin, Jr. Popular
Psychology Magazine Collection, and wrote about my experience at
http://centerhistorypsychology.wordpress.com/2013/01/07/thursdays-with-ben/
 Created information resource guides for educators and researchers based on the collection.
 Participated in special events and archival literacy outreach programs at the CHP.
Graduate Assistant and Graduate Student Assistant, Office of the University Registrar, Kent State
University, Kent, Ohio. January to August, 2011.
 Researched and assessed Kent State University’s graduation application process and created a
report and presentation for the Office of the University Registrar.
 Based on report findings presented to the Registrar’s employees, almost 80% of technical and
other problems in the process to graduation system were resolved within six months of the
report’s completion.

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TEACHING INTERESTS
 Information literacy instruction and development for incoming and remedial undergraduate
students, and other at-risk student populations (first-generation college students, non-traditional
students, etc.).
 Journalism and mass communication coursework, particularly as it pertains to ‘the global
newsroom’ and 21st century multimedia skills development.
 Integrating archival literacy initiatives into information literacy instruction, and working
collaboratively to create a global archival literacy curriculum.
 Media and digital literacy instruction.
 Collaborative information literacy instruction sessions/liaison sessions between academic
librarians and faculty members for undergraduate and graduate students.
RESEARCH INTERESTS
 Information literacy needs and development in at-risk groups (including remedial
undergraduate students, non-traditional undergraduate students, and high school senior to
college freshmen program students).
 Framing of rape culture and sexual assault by national and international media agencies.
 The impact of media and digital literacy skills development at the undergraduate level.
 Social networking use and misuse by a variety of audiences (including K-12 students,
undergraduate students, professionals in the workplace, and higher education faculty
members/administrators).
 ADA compliance in online coursework, learning management systems, and information
resource guides/websites.
 Archival literacy projects, trends, and collaborations, particularly in the realm of collaborative
projects integrating archival collections into K-12 and higher education academic assignments.
 The effects of information anxiety in U.S. and international undergraduate students.
ADDITIONAL WORK EXPERIENCE
 Faculty advisor, Kent State University at Stark. North Canton, Ohio.
August, 2009-August, 2012.
 Assistant reference librarian, The Akron Beacon Journal. Akron, Ohio.
September, 2009-May, 2010.
 Freelance reporter, Akron Life and Leisure Magazine. Akron, Ohio.
February, 2007-January, 2010.
 A.C.T. Examination Testing Supervisor. A.C.T. Examination. Iowa City, Iowa.
January, 2004-August, 2010.

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 Administrative Assistant. Kent State University SLIS. Kent, Ohio.
June, 2007-August, 2009; May-August, 2013; June, 2014.
 Map Library Graduate Student Assistant, Kent State University. Kent, Ohio.
August, 2008-May, 2009.
 Master’s degree practicum experience. Kent State University at Stark. North Canton, Ohio.
June, 2008-December, 2008.
 News reporter. 1590 WAKR. The Rubber City Radio Group. Akron, Ohio.
March 2007-May 2008.
 General assignment reporter. The Burr Magazine. Kent State University. Kent, Ohio.
May 2007.
 General assignment reporter/photographer/editor. The Jackson Observer. North Canton, Ohio.
May 2006-May 2007.
 Reporter & columnist. The Daily Kent Stater. Kent State University. Kent, Ohio.
September 2004-May 2007.
 Journalism intern. Timeline Magazine. The Ohio Historical Society. Columbus, Ohio.
August-December 2006.
 General assignment reporter. Fusion Magazine. Kent State University. Kent, Ohio.
December 2005.
HONORS, GRANTS, & AWARDS
 Recipient of a Kent State University Faculty Recognition Award on October 23, 2015. This
award is student-nominated, and allows students the opportunity to provide their perspective on an
individual faculty member through this nomination, providing support for a faculty member who
truly made a difference in their life at Kent State University.
 Recipient of the Kent State University Fellowship for the 2014/2015 academic year. This award
features a full-time service appointment for the fall 2014 semester, and a non-service appointment
for the spring 2015 semester, allowing for full-time focus on completing one’s dissertation.
 Recipient of the Kent State University Graduate Student Senate Domestic Travel Grant,
awarded to fund attendance and presentation at the Union for Democratic Communications/Project
Censored conference in San Francisco, California, November 1-3, 2013.
 Recipient of the 2013 Society of Ohio Archivists Student Scholarship, awarded to fund
attendance and presentation at the Society of Ohio Archivists spring conference in Dublin, Ohio,
April 5, 2013.

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 Recipient of the August Alpers award, given by the Kent State University School of Library and
Information Science to a student who has contributed the most to the school while maintaining a
good grade point average, awarded in fall 2010.
 Recipient of the Marge McNabBlock award, given by the Toledo Blade to the graduating female
with the highest grade point average in the news sequence in the school of Journalism and Mass
Communication at Kent State University, awarded in spring 2007.
 Recipient of a Columbus Program in Intergovernmental Issues scholarship from the Kent State
University Department of Political Science, awarded in fall 2006 to fund participation and
residence in the semester-long Columbus Program in Intergovernmental Issues in Columbus, Ohio.
 Recipient of the Ohio Newspaper Women’s Scholarship, awarded by the Ohio Newspaper
Association in spring 2006.
 Recipient of the Frances B. Murphy Scholarship for Women in Journalism, awarded by the
School of Journalism and Mass Communication at Kent State University in fall 2005.
 Recipient of the Ron Clark Award for Outstanding Opinion Writing, awarded by the Daily
Kent Stater in spring 2006.
 Recipient of the Inga F. Mullen Scholarship for Excellence in French language study, awarded by
Kent State University at Stark in fall 2004.
IN-PROGRESS RESEARCH
 I am currently working with University of Akron Engineering Liaison Librarian Tammy Stitz on an
IRB-approved project, wherein we will assess a random sample of secondary data sources (units of
analysis: UA librarian-created information resource guides, with identity of librarians removed to
protect anonymity) to gauge the compliance of said sources with ADA compliance and universal
design best practices. Results of the project will be used to create a best design practices rubric for
information resource guide creation in the future, and shared with all UA librarians. Project is on-
going and will be completed by summer, 2016.
 Over the next year, it is my intention to prepare and submit numerous scholarly articles based on
my dissertation research to academic journals in both library and information science and higher
education. Additionally, I will be preparing a ‘theory to practice’ manuscript based on my research
findings, and my recommendations for creating and implementing targeted, collaborative
information literacy instruction for undergraduate students enrolled in remedial coursework.

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PUBLICATIONS
Dissertation
Blundell, S. (2015). A Descriptive Phenomenological Investigation of the Academic Information
Search Process of Remedial Undergraduate Students (Doctoral dissertation). Retrieved from
OhioLINK ETD. (Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=kent1429452955)
Proceedings
Blundell, S. (2014). Documenting the information-seeking experience of remedial undergraduate
students. Proceedings from the 11th Annual Meeting of the Document Academy, Kent, Ohio.
Refereed journal articles
Goodman, M., Blundell, S., & Cogar, M. (2014). Quantifying control: Scholastic media, prior review
and censorship. Paper presented at the Association for Education in Journalism and Mass
Communication 97th Annual Conference, Montreal, CA.
Blundell, S., & Lambert, F. (2014). Information anxiety from the undergraduate student perspective: A
pilot study of second semester freshmen. Journal of Education in Library and Information
Science. 55(4).
In-progress publications
Blundell, S. (October, 2015). The database of accredited postsecondary institutions and programs: A
simple resource for accessing U.S. higher education accreditation information. Reference
Reviews.
Blundell, S. (October, 2015). The handbook for storytellers: A worthwhile investment for novices and
professionals alike. Reference Reviews, 30.
Blundell, S. (March, 2016). The student’s survival guide to research: A review. Reference Reviews.
Blundell, S. (March, 2016). The encyclopedia of war journalism: 1807-2015. Reference Reviews.
Other publications
Blundell, S. (July, 2015). Alternative medicine’s allure: Benjamin L. Hill. Timeline Magazine: The
official publication of the Ohio History Connection (formerly the Ohio Historical Society).
Blundell, S. (April 20, 2015). ‘Storifying’ the remedial undergraduate student experience: How one
class inspired an information literacy research agenda. Rhetoric Today: The official publication
of the Department of Rhetoric & Composition at the American University in Cairo, Egypt.
Available at
http://www.aucegypt.edu/academics/rhet/Newsletter/Pages/articleDetails.aspx?aid=115

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Blundell, S. (2014, Spring issue). The past is prologue: Archival literacy as bridge between archivists
and educators. Ohio Archivist: The professional newsletter of the Society of Ohio Archivists.
Available at http://issuu.com/societyofohioarchivists/docs/ohio_archivist_2014_spring
PRESENTATIONS AND POSTER SESSIONS
 Will present the poster “A descriptive phenomenological investigation of the academic
information search process of remedial undergraduate students” as a part of the Jean Tague-
Sutcliffe Doctoral Student Poster Competition at the Association for Library and Information
Science Education (ALISE) conference in Boston, Massachusetts, on January 7, 2016.
 Moderated the juried paper session “Research Design & Cataloging Education” at the
Association for Library and Information Science Education (ALISE) conference in Boston,
Massachusetts, on January 6, 2016.
 Co-presented the poster “As good as it gets … for now: Assessing information literacy in the
general education curriculum,” at the 2015 American Library Association Annual Conference
in San Francisco, California, on June 26, 2015. The poster presented a summary of key
implementation procedures and outcomes related to assessing information literacy in general
education courses at the University of Akron, as a part of the national Assessment in Action
information literacy assessment project, overseen by the American Library Association.
 Aided in the preparation of the poster “Conceptualizing and implementing dispositional
assessments for students at the Kent State University School of Library and Information
Science,” presented by Dr. Frank Lambert at the ALISE 2015 Annual Conference in Chicago,
Illinois, in January, 2015.
 Presented the round-table session “Empowering Communities through Collaborative
Innovation: Doctoral Student Perspectives on Knowledge Navigation in the Academic Library”
at the Academic Library Association of Ohio [ALAO] conference in Sandusky, Ohio, on
November 14, 2014.
 Presented “Documenting the information-seeking experience of remedial undergraduate
students” at the 11th Annual Meeting of the Document Academy at Kent State University in
Kent, Ohio, on August 8, 2014.
 Presented the poster “Archival literacy in action – Exploring information literacy abilities in the
Ludy T. Benjamin, Jr. Popular Psychology Magazine special collection” at the 11th Annual
Meeting of the Document Academy at Kent State University in Kent, Ohio, on August 8, 2014.
 Presented the poster “Under pressure: Exploring information anxiety in traditional and remedial
undergraduate students” at the 11th Annual Meeting of the Document Academy at Kent State
University in Kent, Ohio, on August 8, 2014.

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 Presented “Framing rape culture: Media coverage of sexual assault in the United States and
South Africa” at Kent State University in Kent, Ohio, on November 21, 2013.
 Presented research paper “Framing rape culture: A critique of global mainstream media
coverage of sexual assault” at the Project Censored/Union for Democratic Communications
Conference in San Francisco, California, on November 2, 2013.
 Co-presented the round-table session “Using Collaborative Strategies to meet Common Core
Primary Resource Requirements” at the Academic Library Association of Ohio [ALAO]
conference in North Canton, Ohio, on October 25, 2013.
 Presented the poster “Under pressure: Exploring information anxiety in traditional and remedial
undergraduate students” at Kent State University's Graduate Research Symposium in Kent,
Ohio, on April 19, 2013.
 Presented “Social networking: The good, the bad, and the very ugly” at the University of
Akron’s Center for the History of Psychology in Akron, Ohio, on April 9, 2013. This
presentation was given as a part of the CHP’s Spring Colloquium series:
http://www.uakron.edu/psychology/about-us/news-detail.dot?newsId=40a47a83-6255-44a2-
85d6-91b83d16c8d9&
 Presented the poster “Archival literacy in action: Exploring information literacy abilities in the
Ludy T. Benjamin, Jr. Popular Psychology Magazine special collection” at the Society for Ohio
Archivists Annual Conference in Dublin, Ohio, on April 5, 2013. The poster can be viewed
here: http://ohsweb.ohiohistory.org/soa/images/d/d9/Blundell_soa_2013-04_poster_archlit.pdf
COURSEWORK
Ph.D. in Communication and Information
 Foundations of Communication and
Information
 Database Design
 Information Needs, Seeking, and Use
 Introduction to Research in Communication
and Information
 Quantitative Research Methods in
Communication
 Information Literacy Instruction and
Initiatives
 Statistics for Educational Services
 Comparative Higher Education
 Designing Successful Grant Projects
 International and Comparative
Librarianship
 Communication in an Information Society
 Qualitative Research in Journalism and
Mass Communication: Data Collection
 Information Sources and Reference
Services
 College Teaching in Communication and
Information
 Qualitative Research in Educational
Services
 Individual Investigation: Archival Literacy
 Communication in Global Society

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 Information Policy  Individual Investigation: Information
Anxiety in Undergraduate Students
Master’s degree in Library and Information Science
 Foundations of Library and Information
Science
 Organization of Information
 Access to Information
 Management of Libraries and Information
Centers
 Marketing the Library
 Music Librarianship
 Digital Preservation
 Research Methods in Library and
Information Science
 Foundation and Administration of Archives
 The Academic Library
 Access to Government Documents
PROFESSIONAL AFFILIATIONS
 Member of the Academic Library Association of Ohio.
 Member of the American Library Association.
 Member of the Association for Library and Information Science Education.
 Member of the Society of Ohio Archivists.
 Trainee in and advocate for the Quality Matters™ Higher Education Rubric in online course
design (for more information, please visit https://www.qualitymatters.org/rubric).
 Volunteer with the Domestic Violence Project of Stark County, Ohio.
 Volunteer with the Victim Advocacy program, serving Canton and Massillon, Ohio.
 Volunteer/frequent guest speaker with the Copley, Ohio chapter of the Girl Scouts of America.
COMMITTEE MEMBERSHIP
 July 24, 2015-present: Elected Chair of the Educational Programming Committee of the Society
of Ohio Archivists.
 April-September, 2015: Completed Levels 1 and 2 of the Mendeley Certification program.
 April-November, 2015: Member, UAL User Interface Committee, University of Akron.
 February-April, 2015: Member, 2015 University Libraries Outstanding Student Employee Award
committee, University of Akron.
 July-December, 2014: Member, Teaching Assistant Blackboard Module resource creation
committee through Kent State University’s Graduate Student Orientation program.

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 September, 2013-August, 2014: Member, 2014 Document Academy Conference organization and
planning committee.
 August, 2011-December, 2014: Member, Ohio Scholastic Media Association Fall/Spring State
Convention planning committee.
UNIVERSITY SERVICE
University of Akron
 October, 2015: Created the Information Resources for Veterans LibGuide to promote materials
and services available for veterans in the University of Akron community. This included
resources available through University Libraries, within the University of Akron community, in
the state of Ohio, and nationally.
 April 9-April 25, 2015: Coordinated the display of winning posters from the 2015 University of
Akron Student Innovation Symposium (UASIS) in the Emerging Technologies Space in Bierce
Library, which was open to the public.
 April 9, 2015: Oral presentation session evaluator for the 2015 University of Akron Student
Innovation Symposium (UASIS).
 March, 2015: Presenter of the workshop “Research skills for graduate success: Part I,” hosted by
the Office of Graduate Student Development as part of their graduate workshop series.
 February-April, 2015: Served as member of the 2015 University Libraries Outstanding Student
Employee Award Committee.
Kent State University
 October, 2014: Presenter of the workshop “The virtual instructor: Strategies for teaching success”
for the Graduate Professional and Academic Development series, hosted by the Department of
Graduate Studies.
 August, 2013-May, 2014: Academic Hearing Officer for the Office of Student Conduct.
 October, 2012-December, 2014: Presenter of the workshop “Exploring and Conducting Academic
Research” for the Graduate Professional and Academic Development series, hosted by the
Department of Graduate Studies.
 August, 2012-May, 2014: Research and administrative assistant for the American Society of News
Editors Reynolds Summer Institute.
 October 1, 2012: International student representative on a panel discussing Ray Bradbury’s
Fahrenheit 451 and censorship as a part of the “One Book, One Community” event held at Kent
State University Tuscarawas Campus.
 September, 2011-May, 2014: Assistant and presenter at the Ohio Scholastic Media Association
[OSMA] fall and spring conventions, held at Kent State University.

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 July, 2011-December, 2014: Graduate Student Orientation teaching fellow/team leader at Kent
State University. For more, visit http://www.kent.edu/graduatestudies/gso/index.cfm
 Fall, 2010: Text editor for Kent State Student Accessibility Services [SAS], working with SAS to
electronically edit and prepare text materials for students with visual impairments.
 Fall, 2010: Alumni presenter at Kent State at Stark’s “The Experience” Project.
 Fall, 2007: Student/Faculty Liaison for the American Library Association/Kent State University
Chapter [ALA/ALSSO].
 Summer, 2006: Peer Leader and Advisor for Incoming Kent State freshmen, taking part in a
fledgling program entitled “Spend a Day the KSU Way.”
 January-December, 2006: Student leader and volunteer with Kent State University at Stark’s
Aspire, Build and Challenge Program.
 September, 2002-May, 2007: Campus ambassador for Kent State University at Stark.

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TEACHING PHILOSOPHY
The promotion of deep critical thinking, emphasizing the power and utility of collaboration, the
strengthening of ability through both basic and complex skill development, and encouraging students’
autonomous investment in their own academic pursuits constitute the core principles of my teaching
philosophy. Research in information and mass communication has shown that information searching and
understanding is a process requiring a developable continuum of skills, but is one that is prone to high
anxiety when the necessary skills to do so are lacking. Additionally, education research posits that
students who feel more autonomous in their learning experience are also more motivated to succeed than
those who do not. Therefore, students in my courses are actively encouraged to learn the skills necessary
for developing a critical thinking paradigm, to learn the benefits afforded and the challenges faced by
collaborating with peers outside of their discipline, and to recognize and overcome their limitations by
asking for help when necessary and by taking control of their academic progress. My core principles are
reflected in my learning outcomes and throughout my course materials, curriculum design, assessments,
and in-class discussions and activities.
Students with whom I interact and engage via all means of instruction are encouraged continually
to engage in deep critical thought—from student to student, between student and material, and between
students and myself. I believe that educators cannot expect deep critical thinking from students without
creating a learning environment within which critical thinking in all spheres is promoted. For example: In
multiple-choice exams, if students provide an answer that is marked incorrectly, they are given the
opportunity to support their answer after the fact by finding an alternate reference or a real-world example
that supports their original answer for a return of lost points. Adapting this concept from colleagues who
have seen the proof of its effectiveness in promoting deep critical thinking in students; this exercise
encourages students to challenge assumptions in a thoughtful and concrete way, building upon their own
critical thinking skills in the process.

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In a 2012 national study by Project Information Literacy, 84% of undergraduate students
identified getting started with research as being the most difficult aspect. Additionally, they discovered
that students first seek information from search engines and their peers before turning to professionals for
educational assistance. In a bid to encourage collaboration between students and their peers and between
students and professionals, I model the benefits of collaboration by inviting professionals to my classes to
team-teach different modules to students, representing that on many occasions, two minds truly can be
better than one. Additionally, in-class peer-review assignments wherein students help each other assess
research they have found to meet an information need gives students the opportunity to work with one
another on making informed research choices. This exercise allows them to solicit the feedback they
value from one another, and affords me the opportunity to be on-hand to facilitate, modeling educators as
facilitators of effective learning. Rather than rail against student attitudes in this area, I create practical
ways to reach students “where they are” while emphasizing the value of professional facilitation.
Finally, as many students gain a greater understanding of their own educational competencies by
‘learning through doing,’ most discussions in class are concluded with hands-on group activities
regarding content discussed. These activities reinforce course learning objectives and allow me to
perform real-time assessment on ‘muddiest point’ issues from class. My continual adaptive reflection on
actual student learning is critical in assessing skill development in students, demonstrates clearly to
students my commitment to and involvement in their incremental academic successes, and actively
emboldens them to take control of their own academic progress throughout their programs of study.
Former South African President Nelson Mandela said: “Education is the most powerful weapon
which you can use to change the world.” By modeling and promoting my core principles through
research and teaching (both independently and collaboratively) and in-class behavior, I show students I
expect nothing less of myself than I do of them. In this way, it is my hope that they find value in my core
principles, and use them to uncover their own ability to liberate themselves from information illiteracy
and change their worlds for the better.