Opened Practices Users with the Title: Associate Professor

120 Bloomfield Avenue

As a former director of special education services for a public school district in New Jersey, I became interested in assessment issues as related to students with disabilities. When I began teaching at the college level, I struggled with assessment issues, especially with graduate students. One solution that I have found useful is the use of rubrics for assignments. Our institution is now looking at outcomes assessments for all programs.

I'm interested in teaching and learning in higher education, particularly in the areas of theology and religion.

Camino de Vera s/n

Dr. Jose F. Monserrat (jomondel@dcom.upv.es) received his MSc. degree with High Honors and Ph.D. degree in Telecommunications engineering from the Polytechnic University of Valencia (UPV) in 2003 and 2007, respectively. He was the recipient of the First Regional Prize of Engineering Studies in 2003 for his outstanding student record receiving also the Best Thesis Prize from the UPV in 2008. In 2009 he was awarded with the best young researcher prize of Valencia. He is currently an associate professor in the Communications Department of the UPV. His research focuses on the application of complex computation techniques to Radio Resource Management (RRM) strategies and to the optimization of current and future mobile communications networks, as HSPA or LTE. He has been involved in several European Projects, being especially significant his participation in WINNER+ where he leaded the research activities focused on the definition of Advanced RRM techniques for LTE-Advanced. He also participated in 2010 in one external evaluation group within ITU-R on the performance assessment of the candidates for the future family of standards IMT-Advanced. He co-edited the February 2011 special issue on IMT-Advanced systems published in IEEE Communications Magazine and is co-author of the Wiley book “Mobile and wireless communications for IMT-Advanced and beyond”.

I am an Associate Prof in the Mechanical Engineering Department at the University of Cape Town. I teach courses in Mechanics (solid mechanics, structures, dynamics and vibration) to undergraduate students enrolled for BSc(Eng) degrees. I also supervise student projects, from undergraduate level to PhD level, generally in the dynamic response of structures and materials, but occasionally on risk awareness too.

I am an Associate Prof in the Mechanical Engineering Department at the University of Cape Town. I teach courses in Mechanics (solid mechanics, structures, dynamics and vibration) to undergraduate students enrolled for BSc(Eng) degrees. The junior courses can have between 150 and 250 students. The senior courses can be small (10-30 students) or larger (120 students).
I also supervise student projects, from undergraduate level to PhD level, generally in the dynamic response of structures and materials, but occasionally on risk awareness too. I supervise experimental and modelling projects. I also have an interest in curriculum development, the development of "online" teaching resources and in engineering education in general.

I earned my PhD at the University of Missouri-Columbia, and have two areas of specialization: rhetoric/composition and medieval literature. I teach communication courses at Kettering University, as well as electives in literature and humanities, and the senior seminar in leadership and ethics.

601 University Drive, ED 3029

Dr. Kathryn Lee is currently an Associate Professor in the Department of Curriculum & Instruction at Texas State University-San Marcos and teaches online graduate courses in the secondary education program.

Dr. Kathryn Lee is currently an Associate Professor in the Department of Curriculum & Instruction at Texas State University-San Marcos. She has been in education and the mental health field in Texas for over 25 years. Her experience as a secondary school teacher, a clinical therapist, and a school counselor for both elementary and secondary students underpins her basic philosophy that we must be responsive to individual student needs in the classroom. Her current emphasis as a teacher educator is preparing preservice and practicing teachers to be empathic and responsive to all students' needs, including those who have been routinely marginalized because of their ethnicity, language, gender, socioeconomic status, religious belief, disability, and/or sexual orientation. Dr. Lee's primary research interest lies in investigating instructional strategies best suited to meet the educational needs of an increasingly diverse student population, including adult online learners. Her research has the added benefit of informing and improving her own teaching practice while representing what she believes is a valuable contribution to the field.

24255 Pacific Coast Hwy

I'm a biblical scholar teaching in the liberal arts college of a church-affiliated university.

I'm a biblical scholar working primarily on aesthetic/literary study of Hebrew narrative and study of the use, influence, and impact of the Hebrew Bible (Christian Old Testament), especially the book of Genesis. I teach in the liberal arts college of a church-affiliated university. At Pepperdine, all undergraduates are required to take three religion courses. One of those, "The History and Religion of [Ancient] Israel," is my bread-and-butter course.

Associate Professor and Director of Graduate Education Programs in the Teacher Education Department at Marist College.

506 Eigenmann Hall

I study participatory approaches to instruction, assessment, and motivation, mostly in e-learning, videogaming, and new media contexts.

I use design-based research methods and situative theories of cognition to improve instruction. I focus on assessment and motivation, and work in a range of digital environments. Now I am mostly focusing on a comprehensive model called Designing for Participation (DFP). DFP is a design-based model for directly fostering participation that also leads to enduring understanding and increased achievement. I also teach graduate courses in the Learning Sciences program.

Associate professor of Nursing - Teach in the Graduate and Undergraduate Programs - face -to face , E learning, hybrid

1500 W. Bradley Avenue
Burgess Hall 407

Teach Math methods for elementary, middle school, and secondary. Also do diversity in study abroad program and Instructional Models in graduate work.

I have taught for 37 years, in schools around the world, at levels from third grade the doctorate work. My subject area has been mathematics, and my passion has been reaching the very bright students. After more than a decade teaching in public school in rural Illinois, I went overseas to teach in high schools in Greece, West Germany (before the wall came down), and in Malaysia. Upon returning to the USA, I completed a masters and a PhD in curriculum and instruction. Since then I have taught at Bradley University in the department of Teacher Education.

My work has involved technology almost since it became available - I started with a Commodore PET in a rural high school, and moved on from there. At the university level, I have always had students using some of the technology - so that it was a learning experience for both them and myself.

The Sakai management has been used extensively since we moved from BlackBoard to Sakai. For me, Sakai also represents part of the message that I want my students to understand - there is material out there that everyone can use. My students are going into the teaching field and they must access good quality material that has little/no cost - because in the USA, we just do not see the need for all students to have access to the best.

History Department, Indiana University
1020 East Kirkwood Avenue

I am a mid-career, associate professor of History at Indiana University, where I have taught for twenty years, after a three-year stint at Southwest Texas State University. I have been involved in the scholarship of teaching and learning for the past eight years and I also teach in our graduate pedagogy program.

I am an associate professor of history at Indiana University, Bloomington, specializing in the history of medieval Europe. My disciplinary research considers medieval historical writing. I have published a monograph on historical writing in Normandy in the central Middle Ages and a translation of the History of the Counts of Guines and Lords of Ardres, an early thirteenth-century dynastic history from the Artois. I am currently working on an edition, translation, and study of the Chronicon Andrense, from the same region of France. My involvement with SoTL began with a course portfolio for the Peer Review of Teaching project. I have been a fellow of the Freshman Learning Project, which produced the material for a joint article in Decoding the Disciplines: helping Students Learn Disciplinary Ways of Thinking (New Directions in Teaching and Learning, Summer 2004), written with David Pace and Valerie Grim. With Vicky Gunn, I wrote “Doing SotL: A Cross Atlantic Dialogue Reflecting upon the Nature of Teaching and Learning in Medieval Studies,” which has appeared in Arts and Humanities in Higher Education. I am currently a principal investigator (with Arlene Diaz, Joan Middendorf, and David Pace) in the Indiana University History Department Study of Student Learning in History. We have recently published an article in the Journal of American History, "The History Learning Project: A Department "Decodes" its Students."

3455 SW U.S. Veterans Hospital Rd, SN-5S

Linda Felver, Ph.D., R.N

University of Delaware
524 Ewing Hall

My favorite topics to teach involve flavors of numerical analysis, differential equations, calculus and modeling. I believe students learn best when they have strong basic skills, make use of all the available resources, and engage in large scale problem solving drawn from either contemporary issues or current research. I measure my success by how well my students retain what they have learned in the long term.

P.O. Box 7264 Reynolda Station

My specialties are scenic design and lighting for theatre and dance. I have taught and worked on productions at Wake Forest University for more than 25 years. I am also extremely interested in the uses of technology in higher education and have chaired the Wake ForestTechnology. Committee on Information I also design professionally and have worked on productions in Los Angeles, New York, Chicago, London, and Belfast, among others. My primary teaching assignments are in design and production for theatre and dance, so the course I am describing here represents a new direction in my work.

I received my B.A. from Franklin and Marshall College in Pennsylvania and my M.F.A. from the University of Massachusetts in Amherst, MA. After receiving my graduate degree I moved to Wake Forest University where I have worked on numerous productions, including King Lear, Angels in America, The Cherry Orchard, Wings, The Threepenny Opera, and Sonnets for an Old Century. I am a founding member of The Virtual Theatre Project.I won a Los Angeles Drama Critics Circle award for best digital imagery design for the world premiere of the play Belfast Blues at The Black Dahlia and was nominated for LA Ovation Awards for Scenic and Lighting Design for the Rubicon Theatre production of this play. I specialize in developing new works that integrate technology into performance. For example, as lighting designer for the Alban Elved Dance Company, I collaborated on projects using infrared cameras, multiple projections, laser triggered MiDi, computed fractals, and aerial dance. I also actively trade stocks and options and have taken many advanced courses in this subject. This interest directly inspired me to create the course described in this application.

225 McKinly Laboratory

B.A University of Minnesota, 1959; Ph.D Cornell University, 1966 in Plant Physiology; Postdoctoral Fellow at Brandeis University 1966-1969; Faculty member in Department of Biological Sciences 1969 to present. Teach Introductory Biology two-semester course to first year biology majors (and other majors) at both conventional and honors levels. Author commercially-published laboratory manual for second-semester course.

3399 North Road

Mark A. Van Dyke, Ph.D. (B.S., U.S. Naval Academy; M.S., Syracuse University; Ph.D., University of Maryland) is an associate professor of communication at Marist College in Poughkeepsie, NY, USA. His teaching and research interests include public relations, conflict management, and organizational and intercultural communication. His research focuses primarily on strategic management of public relations as a means to manage interorganizational and international conflicts. Prior to embarking on his academic career, he served for 29 years in the U.S. Navy.

Mark A. Van Dyke, Ph.D. (B.S., U.S. Naval Academy; M.S., Syracuse University; Ph.D., University of Maryland) is an associate professor of communication at Marist College in Poughkeepsie, NY, USA. His teaching and research interests include public relations, conflict management, and organizational and intercultural communication. His research focuses primarily on strategic management of public relations as a means to manage interorganizational and international conflicts. Prior to embarking on his academic career, he served for 29 years in the U.S. Navy. He retired in 2000 as Deputy Chief of Information, the second-highest ranking public relations executive in the U.S. Navy. He also served as the Chief of Information for the 60,000-member NATO-led peace implementation force that deployed to Bosnia-Herzegovina in 1995. He earned NATO’s highest award and the United States military’s second-highest peacetime award for his management of crisis public relations programs during his one-year assignment there. Dr. Van Dyke was named Marist College’s Faculty Member of the Year in 2007 for his commitment to excellence in education and service to the student body. He has lectured throughout the United States and Europe; and he has coauthored a book chapter and several scholarly articles in peer-reviewed academic journals.

415 Lansing St
Indianapolis IN

E. Angeles Martínez Mier, DDS, MSD, PhD is an Associate Professor in the Department of Preventive and Community Dentistry at Indiana University School of Dentistry. She serves as director of the Fluoride research program and the Binational/Cross-Cultural Health Enhancement Center. Dr. Martínez Mier previously held the positions of Preventive Dentistry Department Chair and Coordinator of undergraduate periodontics at the Universidad Intercontinental in Mexico City, Mexico. After receiving her dental degree from the Universidad Nacional Autonoma de Mexico, in Mexico City, Mexico, in 1989, Dr. Martínez Mier completed a Master’s of Science in Dentistry, majoring in Preventive Dentistry at Indiana University School of Dentistry, in 1994; and a three-year clinical fellowship in Periodontics, also at the Indiana University School of Dentistry in 1995. She then obtained a PhD in Dental Sciences in 2000 from Indiana University. Dr. Martínez Mier's research has been funded by grants from the National institute of Dental and Craniofacial Research, Clarian Health, Delta Dental Insurance, and the West Foundation. Her research projects have received National and International awards. Dr. Martínez Mier has lectured as an invited speaker throughout the country and abroad and currently teaches in the DDS and graduate programs at IUSD. She also participates in PBL and a tutor and tutor trainer. Dr. Martínez is the past president of the Indiana Chapter of the Hispanic Dental Association and is a member of the International Association of Dental Research and the European Organization for Caries Research. Her research interests include: Analytical methodologies to accurately determine fluoride presence; the role of fluoride in the onset and progression of demineralization and remineralization; methodologies to diagnose dental fluorosis through clinical; photographic and digital imaging evaluations, including dental fluorosis and incipient caries differential diagnosis; mechanisms by which fluoride affects the development of dental and skeletal fluorosis, including genetic and environmental factors; patients' concerns that may affect their quality of life regarding the presence of dental fluorosis; community-based research designed to address and identify disparities in dental caries and dental fluorosis in Latino/Hispanic patients; community-based research in the area of migrant/binational health and international service-learning.