This document contains the resume of Zachary D. Lewis. It summarizes his education, professional experience, and technical skills. He received his MA in English from Eastern Kentucky University and his BA in English from the same institution. His professional experience includes positions as a visiting lecturer at the University of Kentucky, an online instructor at Southern Baptist Theological Seminary, an adjunct faculty member and graduate teaching assistant at Eastern Kentucky University, a writing consultant at the Noel Studio for Academic Creativity at EKU, a copy and comprehensive editor, and a college and youth minister. He has strong technical skills including various software programs and social media platforms.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The instruction librarians at a four-year, private university developed a multi-year information literacy instruction program to meet recently implemented information literacy learning outcomes in the university’s new core curriculum. The sequential information literacy instruction program includes two required library interventions in the first year - a tutorial to introduce students to basic information literacy concepts and a face-to-face library instruction session to build on the concepts learned in the tutorial. This structured program has presented many opportunities for the librarians to experiment with and assess creative and innovative approaches to instruction. In this presentation we will discuss one such approach that hybridized the in-person library instruction sessions attended by 1,273 first-year students.
During the face-to-face intervention, the instruction librarians were expected to introduce students to advanced search strategies to help them find relevant information for their research topics and to evaluate that information for quality. In order to adequately incorporate both of these learning outcomes into one 50-75 minute session, it was decided that a hybrid approach was necessary. Hybrid, or blended learning is a method of instruction in which students learn through a combination of face-to-face instruction and computer-mediated activities. The hybrid instructional method allows multiple opportunities for student learning, can increase student motivation to learn and respects diverse learning styles.
To hybridize this session, we developed a short tutorial that students completed as homework introducing them to six advanced search strategies through videos and guided live searching. Additionally, the paper-based, active learning exercise the students completed in class was “gamified” and transformed into a digital learning object (The RADAR Game http://electra.lmu.edu/TheRadarGame/story.html) to increase student engagement and learning. Gamification is the process of transforming a non-game instructional activity using game design thinking to increase motivation and engagement. We will discuss the game design components used in the redesign of this active learning exercise to meet the goal of increased student engagement. Some of the gamification techniques to be discussed include motivational feedback, collaboration, and competition.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The instruction librarians at a four-year, private university developed a multi-year information literacy instruction program to meet recently implemented information literacy learning outcomes in the university’s new core curriculum. The sequential information literacy instruction program includes two required library interventions in the first year - a tutorial to introduce students to basic information literacy concepts and a face-to-face library instruction session to build on the concepts learned in the tutorial. This structured program has presented many opportunities for the librarians to experiment with and assess creative and innovative approaches to instruction. In this presentation we will discuss one such approach that hybridized the in-person library instruction sessions attended by 1,273 first-year students.
During the face-to-face intervention, the instruction librarians were expected to introduce students to advanced search strategies to help them find relevant information for their research topics and to evaluate that information for quality. In order to adequately incorporate both of these learning outcomes into one 50-75 minute session, it was decided that a hybrid approach was necessary. Hybrid, or blended learning is a method of instruction in which students learn through a combination of face-to-face instruction and computer-mediated activities. The hybrid instructional method allows multiple opportunities for student learning, can increase student motivation to learn and respects diverse learning styles.
To hybridize this session, we developed a short tutorial that students completed as homework introducing them to six advanced search strategies through videos and guided live searching. Additionally, the paper-based, active learning exercise the students completed in class was “gamified” and transformed into a digital learning object (The RADAR Game http://electra.lmu.edu/TheRadarGame/story.html) to increase student engagement and learning. Gamification is the process of transforming a non-game instructional activity using game design thinking to increase motivation and engagement. We will discuss the game design components used in the redesign of this active learning exercise to meet the goal of increased student engagement. Some of the gamification techniques to be discussed include motivational feedback, collaboration, and competition.
This is the presentation by Holland Christian High School and Zeeland Christian School on how the high school is preparing for the arrival of Spanish Immersion students.
1. Zachary D. Lewis
Zachary.Lewis@uky.edu | Office: Lucille Caudill Little Library 310 | Hours: MW 9-10AM, 12-1PM
EDUCATION AND TRAINING
MASTER OF ARTS—ENGLISH Spring 2013-Fall 2014
Eastern Kentucky University Richmond, KY
BACHELOR OF ARTS—ENGLISH (Creative Writing) Spring 2010-Fall 2012
Eastern Kentucky University Richmond, KY
PROFESSIONAL EXPERIENCE
VISITING LECTURER Aug. 2015-Present
The University of Kentucky Lexington, KY
The School of Information Science and the Instructional Communication and Research program sought
candidates to teach sections of Composition and Communication for their 2015 academic year. The position
entails teaching and classroom management responsibilities in addition to research opportunities.
• Instructed CIS 110: Composition & Communication
• Worked closely with other faculty in trainings and orientations
• Corresponded with course coordinators over syllabus content and design
• Created and maintained Canvas learning software
• Facilitated classroom learning through the use of MindTap, which served as the text for the course
ONLINE INSTRUCTOR Aug. 2015-Present
The Southern Baptist Theological Seminary Online (Louisville, KY)
Boyce College of SBTS offers a wide array of undergraduate programs in addition to the featured seminary.
Of these courses, Boyce emphasizes the humanities as an area of study, which they make readily available
for distance learners.
• Instructed HU412: Great Books I as an Online Instructor of Literature and Culture
• Hosted seminars on classic literature ranging from The Odyssey to The Bondage of the Will by Luther
• Created and maintained a virtual classroom using Moodle software
• Facilitated distance learning through email while mitigating time zones and cultures
ADJUNCT FACULTY Jan. 2015-May 2015
& GRADUATE TEACHING ASSISTANT Aug. 2013-Dec. 2014
Eastern Kentucky University Richmond, KY
Employment as a graduate teaching assistant for Eastern Kentucky University involves the management and
instruction of two course assignments within the first-year writing program and serving as a graduate
consultant at the Noel Studio. The role of an adjunct instructor functions in much of the same way with the
potential to maintain a larger course load.
• Instructed English 095: Developmental Composition
• Instructed English 102: Research, Writing, and Rhetoric
• Exceeded departmental averages for student satisfaction and learning outcomes
• Scored 4.9 out of 5 in IDEA student surveys for “Excellent Teacher”
• Managed total organization and control over course syllabus, assignments, and projects
• Hosted frequent student conferences to evaluate and guide progress
• Managed Blackboard student portal and online coursework
2. WRITING & COMMUNICATION CONSULTANT Aug. 2011-Dec. 2014
The Noel Studio for Academic Creativity – EKU Richmond, KY
The Noel Studio for Academic Creativity inspires 21st-century critical and creative thinking in the design of
highly effective communication and research through multiple modes and media by employing an innovative
integrated pedagogy within the EKU community and nationwide.
• Hosted one hour consultations with traditional, non-traditional, and ESL students concerning their
communicative projects (essays, speeches, presentations, multimedia, etc.)
• Accumulated four years of document and media consultation experience
• Achieved high skill in editing, composition, and personal communication
• Acquired the CRLA Level II rank for tutoring
• Formally trained in creativity, consultations, and workshop practices
• Instructed in grammar as well as academic, technical, and creative writing
• Produced, evaluated, and revised graphic communication pieces
• Studied and employed digital rhetorical strategies in both student consultations and in-house projects
• Led group orientations and workshops on brainstorming, organization, peer review, public
presentations, and multimedia integration
• Assisted students in multi-discipline database research
Copy & Comprehensive Editor Aug. 2013-Present
Ashland Avenue Baptist Church Richmond, KY
I provide writing and editing support to the pastors and projects of Ashland Avenue Baptist Church in
Lexington and Richmond, KY. This has involved participation with in-house publications, external publications,
and the composition of a Bible commentary through Holman Publishing.
• Provide copy editing of scholarly and popular articles for Dr. David Prince
• Oversee comprehensive editing of church publications
• Transcribe full-length sermons
• Adhere to editing deadlines and a quick turn-around
• Manage construction of a book-length project
• Maintain electronic correspondence and feedback for a variety of articles
College & Youth Minister Mar. 2012-Present
Ashland Avenue Baptist Church Richmond, KY
I fulfill a variety of roles at Ashland;; Not only do I function as an editor and writing consultant for Dr. David Prince,
but I also coordinate the youth ministry in Madison County, lead a portion of the Frontline Team, and I have also
served as a NAMB campus missionary between Eastern Kentucky University and the church.
• Shepherd and coordinate ministry to college-aged adults
• Serve as chief facilitator of a start-up youth program in Madison County
• Lead small-group Bible studies to cultivate theological, philosophical, and cultural insight
• Participate in regular strategic planning of ministry initiatives
• Support church leaders and programs by accommodating various needs as they arise
• Worked with church staff as a NAMB campus missionary (August 2013-July 2014)
• Created and maintained Vanguard, an on-campus bi-weekly Christian apologetics seminar
TECHNICAL SKILLS
PLATFORMS & TOOLS
• Proficiency with social-networking platforms: Facebook, Twitter, YouTube, WordPress, Blogspot, etc.
• Software: Microsoft Word, Excel, PowerPoint, Access, Publisher, Outlook, Adobe Acrobat, Blackboard,
Canvas, MindTap, Moodle, Windows Movie Maker, iMovie, Skype.
• Operating Systems: Windows OS (Me, 2000, XP, Vista, 7, 8), Macintosh OSX, iOS
(References available upon request)
