This academic CV summarizes the education and experience of Georgann Cope Watson. It includes her PhD from Brock University in Educational Studies, as well as her teaching expertise in areas such as adult education and online teaching. Her research interests include critical pedagogy and instructional design. She has extensive teaching experience as an instructor and teaching assistant at several universities. The CV also lists her publications, conference presentations, and principles of teaching practice that emphasize transparency, authenticity, and reflexivity.
Sabine Little, Facilitating inquiry-based learning from afarcilass.slideshare
A presentation - Facilitating inquiry-based learning from afar: Educational research in the Caribbean - given by Dr Sabine Little at the following conference: ALT-C conference, Edinburgh, September 2006
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Colleagues: this is my 17-slide presentation created for my 20-minute Adobe Connect presentation for the Final Doctoral Oral Examination (dissertation defence) in the AU EdD program (July 19, 2019).
Sabine Little, Facilitating inquiry-based learning from afarcilass.slideshare
A presentation - Facilitating inquiry-based learning from afar: Educational research in the Caribbean - given by Dr Sabine Little at the following conference: ALT-C conference, Edinburgh, September 2006
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Colleagues: this is my 17-slide presentation created for my 20-minute Adobe Connect presentation for the Final Doctoral Oral Examination (dissertation defence) in the AU EdD program (July 19, 2019).
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
Food logging: a practice-based exploration of an Information Literacy landscapePamela McKinney
A presentation that was given at the European Conference on Information Literacy (ECIL) 2017 St Malo, France. September 18-212017. The presentation reports on a research study carried out at the University of Sheffield.
Transformation and distance education todayTony Mays
Part 1 of a 2-part presentation and workshop on Curriculum transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.
IV° Convegno CKBG - Pavia 29-31 gennaio 2014
Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
University student voices from technology to innovation
Simposio - Il movimento Student Voice: ascoltare gli studenti per migliorare la scuola. Quale il ruolo delle tecnologie?
Discussant: Filippo Dettori (Università di Sassari)
'Planning for success in blended learning.' (National Education Conference, 2...GTC Scotland
'Planning for success in Blended Learning.'
The Open University, Workshop 9, GTC Scotland National Education Conference, 28 May 2009.
How might online media be used to help students learn more effectively? This workshop will review a range of aims and objectives in tuition, and illustrate how online technologies are used in tutoring activities at the Open University in combination with face to face tuition. Participants will be given an opportunity to reflect on the implications for their own practice.
Review of related literature & research studies by Dr. Neha DeoNeha Deo
In the research, review of related literature & research studies forms the foundation of the research.In this presentation,how to conduct & present the review of related literature & research studies is discussed.
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
VoiceThread as a Way to Create Community Among Online Learners
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
Food logging: a practice-based exploration of an Information Literacy landscapePamela McKinney
A presentation that was given at the European Conference on Information Literacy (ECIL) 2017 St Malo, France. September 18-212017. The presentation reports on a research study carried out at the University of Sheffield.
Transformation and distance education todayTony Mays
Part 1 of a 2-part presentation and workshop on Curriculum transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.
IV° Convegno CKBG - Pavia 29-31 gennaio 2014
Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca
University student voices from technology to innovation
Simposio - Il movimento Student Voice: ascoltare gli studenti per migliorare la scuola. Quale il ruolo delle tecnologie?
Discussant: Filippo Dettori (Università di Sassari)
'Planning for success in blended learning.' (National Education Conference, 2...GTC Scotland
'Planning for success in Blended Learning.'
The Open University, Workshop 9, GTC Scotland National Education Conference, 28 May 2009.
How might online media be used to help students learn more effectively? This workshop will review a range of aims and objectives in tuition, and illustrate how online technologies are used in tutoring activities at the Open University in combination with face to face tuition. Participants will be given an opportunity to reflect on the implications for their own practice.
Review of related literature & research studies by Dr. Neha DeoNeha Deo
In the research, review of related literature & research studies forms the foundation of the research.In this presentation,how to conduct & present the review of related literature & research studies is discussed.
Se não está seguro a respeito de qual o Equipamento adequado para sua necessidade de produção, contacte-nos e faça as suas perguntas e prontamente obterá informação que lhe permitirá encontrar os equipamentos perfeitos para sua linha. Baseados nas informações fornecidas pelo cliente, nós planeamos a melhor estratégia para maximizar a produção.
Building a Connected Stance: Motivation and Engagement in Asynchronous Discus...Susan Wegmann
This presentation was delivered Oct. 29, 2009 at the Sloan C conference in Orlando. It presents a description of the Connected Stance and the moves that occur during the enactment of a connected stance.
In this presentation we interrogate the meaning of the term " Scholarship" in the " Scholarship of Teaching and Learning"(SoTL) . This is part of a process of conceptualising SoTL from its early introduction leading to its adoption within South African Higher education context.
This is a PowerPoint presentation that explores some of my work over the years. Please do connect with me via email if you have any questions. Look forward to connect with you!
New Models for Credit-Bearing Information Literacy Courses
Academic CV Georgann Cope Watson
1. 1
Academic CV
Georgann Cope Watson, PhD
5039 Serena Drive Beamsville ON L0R 1B2
georgann.watson@gmail.com
Education
PhD. Educational Studies, Brock University, Social and Cultural Contexts of Education
Thesis: Part-Time University Teaching in Ontario: A Self-Study
MEd. Studies in Teaching and Learning, Brock University, 2005
MEd. Project: Foucault and Pedagogical Practice
B.Ed. Adult Education, Brock University, 2007
BSc. (Honours) in Recreation Administration, University of Ottawa, 1979
Teaching Expertise
Adult Education, Theory and Application of Teaching and Training Adults, Teaching
Online, Educational Theory and Practice, Reflective Practice in Teaching Contexts,
Teaching in Higher Education, Women and Gender Studies, Critical Pedagogy, Feminist
Pedagogy, Intercultural Competence, Recreation and Leisure Studies, Outdoor
Recreation, Community Recreation, Non Profit Recreation, Child and Youth Studies,
Qualitative Research Methodology
Research Interests
S-STEP, The Pedagogy of University Teaching, Adult Learning, Instructional Design and
Methodology, Critical Pedagogy, Intercultural Competence
Teaching Experience
Instructor EDCA200 “Foundations of Adult Education”
University of Victoria (ONLINE) Fall 2015
Instructor TEAC 3980 “Instructional Techniques in Adult Education”
Durham College (ONLINE) 2010- Present
Instructor EDUC 77015 “Teaching Online”. Sheridan College (ONLINE) 2015- present
Instructor EDUC 77001 “Creating a Positive Learning Environment: An Introduction to
Adult Education”. Sheridan College 2011, 2012
Instructor EDUC 1F95 “Introduction to the Foundations of Education”
Brock University, 2008, 2009, 2010, 2011, 2012
2. 2
Facilitator ADED 4F32 “Facilitating Adult Learning”
(Online) Brock University, 2008
Course Coordinator RECL 3Q17 “Qualitative Research Methods”
Brock University, 2009
Course Coordinator EDUC 1F95 “Foundations of Education”
Brock University, 2012
Course Coordinator PSYC 1F90 “Introduction to Psychology”
Brock University, 2012
Course Coordinator PSYC 1F25 “Introduction to Psychology”
Brock University, 2012
Course Coordinator DART 1F93 “Introduction to Drama”
Brock University 2014
Teaching Assistant INTC 1F90 “Introduction to Intercultural Studies”
Brock University 2012-2014
Teaching Assistant RECL 1P91 “Introduction to Recreation and Leisure”
Brock University 2010
Teaching Assistant CHYS 3P10 “Qualitative Research Methods”
Brock University, 2010
Teaching Assistant EDUC 5P60 “Constructions of Organization”
Brock University 2008, 2009
Teaching Assistant EDUC 3P40 “Families, Schools and Literacy”,
Brock University 2007
Teaching Assistant EDUC 1F95 “Introduction to Education”
Brock University, 2004-2009
Teaching Assistant WISE 1F90 “Introduction to Women’s Studies”,
Brock University, 2004-2007
Marker Grader DART 1F01 ‘Acting for Non Majors’,
Brock University, 2012, 2014, 2015
Lecturer WISE 1F90 “Introduction to Women’s Studies”, 2006 – 2008
Guest Lecture on Naïve, Interpretive and Critical Levels of Analysis
WISE 2P00: “Contemporary Discourse in Women’s Studies”, 2006
3. 3
Guest Lecture: Foucault in the Classroom Workshop on Power and Disciplinary Practice
EDUC 5P28: “Critical Theory”, 2005
Publications
Peer Reviewed Journals
Cope Watson, G. and Smith Betts, A. (2010). Confronting otherness: An e conversation
between new doctoral students. Paper submitted to the Canadian Journal of New
Scholars in Education.
Cope Watson, G. (2008). “Against from within: Finding feminist pedagogical spaces
between traditional academic institutional margins”. The Feminist Teacher, 19(1), 71-73.
Cope Watson, G. (2005). Preps and Punks: An Inquiry into Externally Imposed Factors
that Contribute to the Social Categorization of Students. Brock Education: A Journal of
General Inquiry. 15(1)
Taber, N.,Howard, L. & Cope Watson, G. (2010). Researcher subjectivities as a
conceptual frame in collaborative research: How exploring the experiences of Adult
Educators led to examining researcher lenses. Canadian Journal of Adult Education
Studies.
Conference Presentations
Peer Reviewed Conferences
Norris, J. & Cope Watson, G. (2011). "Duoethnographies of
status, privilege, and power: A political turn for the public good."
Paper accepted for presentation at the American Educational Research Association
Conference, April 8 – 12, 2011, New Orleans, LA.
Cope Watson, G. (2010). Well said or well done? A duoethnography of feminist
pedagogy. Paper presented at the Canadian Society for the Study of Education
Conference, Montreal, QC, May.
Cope Watson, G. (2009). Where’s the feminist pedagogy in that? A self inquiry into
praxis. Paper presented at the Feminist Pedagogy Conference at the Graduate Center of
the City University of New York, NY, November.
Cope Watson, G. and Betts, A. (2009). Confronting otherness: An e conversation
between new doctoral students. Paper presented at Canadian Society for the Study of
Education Conference, May.
Cope Watson, G., S. Abbey, L. Howard, and N. Taber. (2008). Border-Crossings:
Creating a feminist workspace in the academy.
4. 4
Conference presentation to the Canadian Women’s Studies Association Conference,
Vancouver, BC.
Abbey, S., L. Howard, N. Taber and G. Cope Watson. (2008). Border-Crossings:
Interactive conversations in a feminist work space.
Conference presentation to the Canadian Association for the Study of Women and
Education (CASWE). Vancouver, BC.
Taber, N., S. Abbey, L. Howard, and G. Cope Watson. (2008). Lived experiences of adult
educators
Conference presentation to Canadian Association for the Study of Adult Education
(CASAE), Vancouver, BC.
Connolly, M and G. Cope Watson. (2008). Where’s the feminist pedagogy in that?
Conference presentation to the Canadian Women’s Studies Association Conference
(CWSA), Vancouver, BC.
Connolly, M. and G. Cope Watson. (2007). Bikini bytes 2: Barbie always wins.
Presentation at the Canadian Women’s Studies Association Conference. Saskatoon, SK.
Cope Watson, G. (2004) Exploring lived experiences of conference going and conference
organizing behaviours – Some preliminary lifeworld thematics. Presentation to the
International Human Science Research Conference, Brock University.
Other Conferences and Presentations
Cope Watson, G. (2007). Power in the classroom. Presentation to the Centre for
Teaching and Learning and Educational Technologies (CTLET), Teaching Assistant
Workshop Series. Brock University.
Cope Watson, G. (2007). Tales from the trenches. Presentation to the CTLET Teaching
AssistantTraining Day. Brock University.
Connolly, M and G. Cope Watson. (2007). Pedagogy and practice. Presentation at the
Ontario Association of Register Massage Therapist Conference, Brock University.
Cope Watson, G. (2006). Foucault in the classroom. Presentation to the CTLET
Teaching Assistant Workshop Series. Brock University.
Cope Watson, G. (2006). A graduate journey with Michel Foucault. Presentation to the
Faculty of Education Graduate Students Conference. Brock University.
Internships
The International Human Science Research Conference, August 5 – 8th
, 2004, Brock
University: Administrative Coordinator
5. 5
Grants and Awards
Brock University: Recipient of the Faculty of Education scholarship for an internship.
Nominated for the Senior Teaching Assistant Award, CTLET, 2008
Graduate Student Scholarship Award 2011
References
Dr. Renee Kuchapski Dr. Maureen Connolly
Associate Professor Professor
Chair, Graduate and Undergraduate Programs PEKN
Faculty of Education Brock University
Brock University mconnolly@brocku.ca
rkuchapski@brocku.ca
Dr. David Fancy
Associate Professor
DART
Brock University
dfancy@brocku.ca
Alison Brophey
Program Coordinator
Continuing Studies in Education
University of Victoria
abrophey@uvic.ca
6. 6
Principles of Practice
These Principles of Practice have been developed and articulated to support a transparent
and authentic relationship with learners. I share these principles with learners so they will
be able to make the connections between my values and beliefs about teaching and my
teaching practices.
Principle of Practice # 1: Transparency
I make the tacit explicit. Teaching about teaching requires a meta awareness of the ‘how’
of teaching. I am explicit about what I am doing and why I am doing it. I do not expect
students to know why I am using specific instructional designs, instructional techniques,
instructional strategies, and instructional media. Students need to work on two levels of
cognizance of teaching practice, and I need to support them as they make the connections
between the ‘what’ of teaching and the ‘how’ of teaching. I teach students teaching and
learning theory, and I enact what I teach about teaching and learning. I make this
connection explicit for students. I practice “full disclosure, regularly making public the
criteria, expectations, agendas, and assumptions that guide my practice”. (Brookfield,
2006b, p. 8) I model the pedagogy of teacher education.
Principle of Practice # 2: Authenticity and Credibility
I am authentically invested in the teacher/student relationship. For me, pedagogy is a
relationship with others to support them in their learning and development (Kelchtermans
& Hamilton, 2004). I am responsive to how students experience the learning
environment. I provide students with clearly articulated learning outcomes. I gather
formative feedback from learners after every lesson and I act upon it. I am more
interested in learning than in grades, but I recognize that we exist in an institutional
system where grades are necessary. I share autobiographical examples and personal
narratives of my own teaching and learning experiences to illustrate the theories and the
concepts I am teaching. I share my own fears and struggles (Brookfield, 2006b).
Principle of Practice # 3: Reflexivity
I recognize that that teaching is a political act and that the practice of teacher education is
connected to particular social, cultural, and political conditions. I recognize that I must
examine the social, cultural, and political implications of my teaching contexts and
teaching settings, and adjust my pedagogical practice to consider these implications.
I recognize that I must continue to acknowledge my own assumptions, values, and beliefs
about teaching. I know that I am not always cognizant of how my biases impact my
teaching, and that I must continue to engage in the Self-Study of Teacher Education
Practices (S-STEP) to engage in the research/reflection/action process.