Walden University offers a high quality online curriculum taught by very qualified teachers. The online structure provides a streamlined learning experience where students know exactly what is expected of them and when. Classmates form supportive learning groups and excellent technical and writing support is available to help students succeed.

1. g c a s o n 1 2 3 @ g m a i l . c o m 7 7 0 . 7 1 2 . 1 7 1 9
h t t p s : / / s i t e s . g o o g l e . c o m / s i t e / g c a s o n 1 2 3 /
2014
Why Walden?
A response to, “Should I get my next degree
from Walden University?”
M. Glenn Cason, Ed.D.
M. GLENN CASON, ED.D.

2. Table of Contents
Curriculum...................................................................................................................................... 1
Quality............................................................................................................................................. 1
Online Structure.............................................................................................................................. 1
Online Interface .............................................................................................................................. 1
Teachers.......................................................................................................................................... 1
Students in your class...................................................................................................................... 1
Time Requirements......................................................................................................................... 2
Support............................................................................................................................................ 2
Software.......................................................................................................................................... 2
Writing Support .............................................................................................................................. 2
Library............................................................................................................................................. 2
Resume............................................................................................................................................ 4

3. © 2014 M. Glenn Cason, Ed.D.
Great questions! I'm actually a Walden Ambassador! I loved it. Now, to expound on that:
Curriculum
I looked for years locally and nationally for the curriculum that I wanted to study. I had wanted
to get my doctorate for as long as I can remember (high school?), but wasn't sure in what
area. I'd been looking at programs &/or applying for information since 1996. As I got more
serious about it, I narrowed it down to online--credited--degrees only. Walden had the
curriculum I wanted.
Quality
Once enrolled, I found out that more than a few of the students attending had switched over from
other online schools b/c those schools were not ____ (fill in the blank) and the students became
very frustrated. They commented how much better Walden was than their other school. That
reassured me that I had made the right decision--and it was.
Online Structure
The curriculum is "pure" and there is no extraneous information. Everything is geared to what
you need to know for the degree or how you will apply your degree or what you need to know
specifically to help you for the class. You know on day 1 exactly what you have to do, when it's
due, and what is expected. It's wonderful. Everything that is done is done for your knowledge
and success; you don't have to listen to some teacher telling stories, take rabbit trails for 30
minutes, and then forget what they were supposed to be talking about. There is no wasted time.
Online Interface
The interface/"classroom"/interaction is streamlined and efficient. Their software/interface helps
you keep track of what you've done and what you haven't. It's excellent.
Teachers
The teachers are VERY qualified; excellent; the best. They have extensive knowledge and
experience in their field and know how to help you. They are very strict; nobody's messing
around; they treat you like an adult. They are there to guide you into the unknown of getting
your degree. Sometimes that's pretty, sometimes it isn't, but it works.
Students in your class
Your classmates are very dedicated, knowledgeable, and helpful. I had a group of 3-5 “friends”
in every class that I worked with, shared ideas, asked questions, etc. Several of us were in the
same class several times; the classmates you are with are one of the best parts of the program.

4. © 2014 M. Glenn Cason, Ed.D.
Time Requirements
There were more people than I expected who started the program but didn't finish it. Some were
because of life issues (parents, deaths, severe illnesses, etc.) and some were computer issues:
computer crashes and they hadn't saved or backed up their work (who would be that stupid?) and
they lost everything. Plan on at least 20 hours/week for work. I worked almost every night after
supper until bed. That gave me about 10-15 hours a week, and then I worked all morning until
lunch on Saturday which gave me about 5 more hours, and then a couple of hours Sunday
night. I loved the work b/c I was learning so much - I couldn't get enough. When the degree was
over in October, I went into withdrawal; I wrote 2 “books” that Christmas break...
Support
The online & phone support is excellent, the best. You make a call or online chat (preferred),
and you don't have to talk to someone who gets your information and forwards it to someone else
who will get back w/you - the first person you talk to takes care of the issue, every time -
period. It's phenomenal, uncanny. When there are teacher/instructor/Chair issues, the person in
charge takes care of it - quickly. Everyone is there to see that you complete your degree, without
minimizing the degree or work. You have a shoulder to cry on if you need it, but they are all
problem solvers to get the job done.
Software
 Microsoft Office
 One Note: a must. If you don't know what it is, look in to it. Everything is in one place
and all material is searchable.
 EndNote (or other bibliography software): a must. I used EndNote and loved it.
 Speech dictation: on Windows - it's already in there. It is really effective and helpful
when you can talk faster than you can type. I used it when I had to take notes on books,
chapters, articles, videos we had to read/see, and it was great.
Writing Support
Need help with getting the words to work correctly? Send it to writing support. They are a
group who not only know how make suggestions to improve your work, but also they do it in the
nicest way! I never felt demeaned or inferior when I got my work back with all those red
comments on it… You can also target areas of the paper and ask specific questions – they
respond with excellent advice.
Library
You’ve never used a library like this! It is the world at your finger tips. If you can’t find it, the
librarians will. These librarians are not like the ones you had in middle school that can’t quite
work the VHS or projector; they are seasoned professionals committed to knowing their job, and
helping you with yours. They can find anything. It’s unbelievable…

5. © 2014 M. Glenn Cason, Ed.D.
Hope that gives you an idea. If you want to be in touch, please do. I'll answer anything you
need if I haven't here. Also, if you need advice/help during the process, let me know - be happy
to help.
See also my “Surviving a Doctorate: Year One” on my website.
M. Glenn Cason, Ed.D.
https://sites.google.com/site/gcason123/

6. © 2014 M. Glenn Cason, Ed.D.
Resume
M. Glenn Cason, Ed.D.
Douglasville, GA 30134
770-712-1719
gcason123@gmail.com
My doctoral study, Activating Prior Knowledge With Cues and Questions As a Key Instructional Strategy to
Increase Student Achievement in Low Socioeconomic Middle Schools, and other supporting documents can be
found on my online portfolio here: https://sites.google.com/site/gcason123/
PROFESSIONAL INSTRUCTION
 Prepare and deliver six standards-based, teacher-directed, student-focused, interactive instructional lessons to a
diverse student population each school day. Prepare and teach ongoing remedial writing or math needs-based
instructional units.
 Mentor to first year teacher with over 100 hours of observation, evaluation, planning, and interaction which
helped create a positive and successful teaching/learning environment. Selected as Mentor Chair for 2013.
 Developed complete instrumental curriculum and elementary music education program resulting in increase in
participation in the instrumental music program. Created new band curriculum and provided instruction for
instrumental students from 7th through 12th grade
 Prepared, programmed, and managed all details for an exclusive Jazz Band performance for a campaign rally
for President George H. W. Bush in 1992 and an exclusive band performance for Paul Coverdell in the only
Senate run-off election in the United States in 1993.
 Chairman of Southern Association & Accreditation of Schools 10-year study music subcommittee. The study
resulted in new classes, programs, teaching techniques and evaluation procedures for all music classes.
 Created, organized, and developed the first cooperative learning program for Algebra and Pre-Algebra students
which resulted in increase in overall student achievement
 Prepare and guide diverse students in the Robotics Club to work as teams to construct robots, design and run
movement instructions, and document and analyze results based on changing requirements. Prepare and
provide weekly, free, after-school guitar instruction available to the student body at the local school. Student
mentor.
 Herschel Jones Service Excellence Award 2003, five-time Service Award Recipient; Nominated for Herschel
Jones Teacher of the Year 2005; Teacher of the Month May 2008, March 2009, November 2010
 EPCOT Center Walt Disney World Grand Opening Celebrations and Dedication Ceremony Musician 1982
 National Association of Jazz Educators Special Citation for Outstanding Musicianship 1980
 Marching Band: Grew from 100 to 125 members in one year; unprecedented retention of volunteer 8th grade
marching band students; placed 8th in the Upper-State Finals Contest
 Created Honor Band which was straight Superior-rated at the 2004 and 2005 Trills and Thrills Concert Festival
as well as the 2006, 2007, and 2008 Large Group Performance Evaluation; Tiger Band: football games, pep
rallies; elementary school orientation and recruiting; winter, spring concerts; Tribute To Our Troops fund-
raising concert; students have made District Honor, Region, and/or All-State symphonic band, concert band,
jazz band or orchestra every year to 2009; created curriculum and provided instruction for new general music
classes
 Created detailed positive reinforcement merit system which increased participation, morale and interest in
music program
 Instructed intermediate and advanced symphonic bands, marching and jazz bands, advanced theory classes,
guitar, music appreciation classes and orchestra; performed grade II—VI music

7. © 2014 M. Glenn Cason, Ed.D.
ADJUDICATION AND PROFESSIONAL ACTIVITIES
 ADJUDICATOR
6 Years Georgia Governor’s Honor Program Final Interviews
7 Years All-State Band Final Auditions
7 Years District Band Honor Band Auditions
3 Years Cobb County Fall Solo & Ensemble
2 Years Lassiter High School
Georgia Music Educators Association District Six Jazz Ensemble Festival
 EVALUATOR AND PRESENTER
o Judge:
 2014 Phi Delta Kappa International Pi Lambda Theta Future Educators Association National
Conference Job Application Interview Finals
 2013 Kappa Delta Pi International Honor Society/Association of Teacher Educators’ National Student
Teacher/Intern of the Year Award
 2013 Kappa Delta Pi International Honor Society Harold D. Drummond graduate scholarship
foundation scholarships
 2012 Phi Delta Kappa International Future Educators Association National Essay Competition
 2011 Celebrating 100 years of Kappa Delta Pi Convocation Presentation Proposal
o Poster presentation of “Activating Students’ Prior Knowledge: A Key Instructional Strategy for Increasing
Student Achievement in Low-Socioeconomic Middle Schools” at the 2014 Georgia Music Educator’s
Association State Conference and 2012 Walden University Winter Research Symposium
o “Saxophone Teacher’s Handbook” presented to Georgia Music Educators Association District 7 Honor
Band directors 2012
o Presentation to local faculty: “Fair is not equal”; Discipline with Dignity, Chapter 5: Consequences vs.
Punishment; “Differentiating instruction: Why bother?”; Activating Prior Knowledge with Cues and
Questions: A Key Instructional Strategy to Increase Student Achievement for Low-Socioeconomic Middle
School Students.
 MASTER CLASSES, SAXOPHONE CLINICIAN, AND BAND CLINICIAN
4 Years East Paulding High School Symphonic and Concert Saxophone Master Class
3 Years North Paulding High School Symphonic and Concert Saxophone Master Class
South Paulding Middle School Saxophone Master Class
McClure Middle School Saxophone Master Class
3 Years Cartersville Middle School Saxophone Master Class
Moses Middle School Saxophone Master Class
Kennesaw High School; Harrison High School; Lost Mountain Middle School; Woodstock Middle School;
Clinician Moses Middle School, Paulding County High School, South Paulding High School, East Paulding
High School; Guest Conductor East Paulding High School
 INSTRUCTOR
Academy of Performing Arts: Flute, Clarinet, Saxophone
8 Years Paulding County High School Marching Band
5 Years East Paulding High School Marching Band
2 Years Hiram High School Marching Band
1 Year South Paulding High School Marching Band

8. © 2014 M. Glenn Cason, Ed.D.
FORMAL EDUCATION
 WALDEN UNIVERSITY
Doctor of Education in Teacher Leadership—2011; 4.0
Project study Activating Prior Knowledge With Cues and Questions As a Key Instructional Strategy to Increase
Student Achievement in Low-Socioeconomic Middle Schools found here:
http://gradworks.umi.com/34/69/3469058.html
 NORTHWESTERN UNIVERSITY
Master of Music in Saxophone Performance—1985
Finalists for Doctorate of Musical Arts in Instrumental Conducting—1996
 UNIVERSITY OF SOUTH CAROLINA
Bachelor of Music Education and Performance Certificate—1984 Cum laude
President’s Honor List, Dean’s List, Honor’s College
 CLINTON HIGH SCHOOL
College Prep Diploma—1980, High Honor Graduate
National Honor Society, International Thespian Society, Honor Thespian
CONTINUING EDUCATION
 BIBLE TRAINING CENTRE FOR PASTORS
Certificate of Completion; Bible Training for Church Leaders, 300 hour curriculum
 FURMAN UNIVERSITY
South Carolina Governor’s School for the Arts—Gifted and Talented Education—1986, 1987
Nature and Needs and Curriculum and Strategies for Gifted and Talented
Created second-year teacher G&T training Internship Program
Developed process for evaluating G&T students in school systems
 UNIVERSITY OF NORTH CAROLINA
Orff: Level 1 Certification
 AUGUSTA COLLEGE (now Augusta State University)—Post Graduate Classes
Exceptional Children; Research/Statistical Analysis; Foundations/Philosophy of Education
LAW FIRM RESPONSIBILITIES
ADMINISTRATION: Administrator Office
Manager
ACCOUNTING: Controller, Collections Director
HUMAN RESOURCES: Personnel Manager,
Benefits Administrator, Payroll Administrator
OFFICE SERVICES: Telecommunications
Manager, Librarian
INFORMATION SYSTEMS: Manager of
Information Systems, Network Administrator
OTHER DUTIES: Billing & Collections, Payroll &
Benefits Administration, Office Systems &
Facilities
AFFILIATIONS, ACTIVITIES, AND PUBLIC SERVICE
 Memberships have included: Phi Delta Kappa International Professional Association in Education, Executive
Board Member/Secretary for the Alpha Epsilon Xi chapter of Kappa Delta Pi International Honor Society in
Education, Pi Kappa Lambda National Music Honor Society, Phi Mu Alpha Music Fraternity, Professional
Association of Georgia Educators, Georgia Music Educators Association, Music Educators National
Conference
 Founding member of the Cobb Wind Symphony (1999 to present); featured performances at: Midwest
International Band and Orchestra Clinic 2011 and the Grand Finale Concert in 2003, Georgia Music Educators

9. © 2014 M. Glenn Cason, Ed.D.
Association In-Service Conference 2005, 2007, and 2010, CBDNA/NBA Southeast Convention 2006 and 2008,
Cobb County (GMEA District XII) District Honor Band 2006, University of Georgia’s JanFest 2010, recipient
of the Sudler Silver Scroll
 Bramlett Towneship Architectural Control Committee Chairman (2003-2005); Spinnaker Cove Condominium
Association Director (2001), Vice-President (2002)
 American Taekwondo Association: Brown Belt Recommended; published amateur photographer
 Recording artist for six commercial albums, featured saxophone soloist performer, volunteer director and
performer for community quartets and jazz ensembles. Featured with East Paulding High School Symphonic
Band at Troy State Band Clinic, 2003. Recipient of NAJE Special Citation for Outstanding Musicianship and
John Philip Sousa Band Award. Co-originator of Instrumental Ministry Resources, Inc. music publishing
company; saxophonist at Brevard Music Center; producer for South Carolina Governor’s School for the Arts
Teacher Internship informational video.
 Involvement in major musicals as Music Director/Conductor: Stop the World I Want to Get Off; Orchestra
Member: Oklahoma!, Once Upon a Mattress, Brigadoon, The Music Man, 1940s Radio Hour, Atlanta Passion
Play, Man of La Mancha, The Sound of Music, They’re Playing Our Song; and Cast Member: Camelot, Annie
Get Your Gun, Hello Dolly!, Lil’ Abner, and Dark of the Moon
COMPUTER SKILLS APPLICATIONS
 Created spreadsheets for 3-year tracking and scheduling of all middle school students in Connections classes at
Herschel Jones Middle School 2006-2009 and Ritch Middle School 2012-2013
 Created spreadsheets for projecting budget allocations, profits, managing $1M+ cash flow, monitoring 401(k)
contributions, calculating bonuses, tracking account balances, expenditures, staff work days, office purchases,
and financial analysis and projections
SPECIAL EVENTS ACTIVITIES
 Conducted the Alto Saxophone III/IV sectional of the Northwestern University Alumni Saxophone Orchestra
celebrating the 50-year teaching legacy of Dr. Frederick L. Hemke.
 Organized sales, processing and distribution of 45,000+ tickets
 Supervised production and distribution of 62k+ brochures; maintained, updated and supervised customer
database of 62k+ names
 Evaluated previous office systems, then collaborated with staff to create new office procedures and systems
resulting in significantly increased accuracy rate (~100%) for all tickets sold
 Created spreadsheets and databases for weekly analysis of profits ($400k+) and mailing lists (6k+ names)
WORK EXPERIENCE
8/02-Present Instrumental Band Director, Paulding County School District
Ritch Middle School: Cassandra Dobbs, Principal (2012 to present);
Herschel Jones Middle School: Craig Wilcox (2008-2012); Scott Viness, Principal (2006-2008);
Kimberly Fraker, Principal (2004-2005); Eddie A. Mosley, Principal (2002-2004)
8/01-8/02 Law Firm Administrator: Dupree, Poole & King
2/00-8/01 Law Firm Office Manager: Lord, Bissell & Brook
9/97-2/00 Law Firm Administrator: Gorby, Reeves, Peters & Burns, PC
9/94-8/97 Law Firm Administrator: Isaf, Vaughan & Kerr;
8/95-6/96 Substitute Band Director: Clinton High School
9/93-7/94 Office Manager: Atlanta Passion Play Box Office
8/88-7/93 Instrumental Band Director: Thomson High and Norris Middle School; Shamrock High School
8/85-7/88 Instrumental Director: East Middle School; Thomas Sumter Academy