Opened Practices Users with the Title: assistant professor
Assistant Professor in the department of French Fililogy
2325 Chester Blvd.
I do research at the intersections of critical cyber culture and feminist studies. I teach courses in New Media and Society, Cross-Cultural Communication, Organizational Communication, and Research Methods.
HPB 171
Department of Communication Disorders
Texas State University - San Marcos
601 University Drive
I am an Assistant Professor in the Department of Communication Disorders. I teach graduate courses in adult neurogenic speech disorders, introductory research methods, voice disorders, and fluency disorders.
I am an Assistant Professor in the Department of Communication Disorders. I teach graduate courses in adult neurogenic speech disorders, introductory research methods, voice disorders, and fluency disorders. In addition, I am also the coordinator of the fluency cognate and offer a summer intensive stuttering therapy program for adolescents and adults who stutter. The fluency cognate and the summer intensive stuttering therapy program allows me to mentor students in best clinical practices, and the application of evidence-based practice in the real world. My primary research interest is in evaluating treatment outcomes for adolescents and adults who stutter, which is supported by the fluency cognate and the summer clinic.
SizeGenetics conditional on the key of applying constant pressure round the penis and it of a stretched position to become an enlarged length over a couple of weeks' duration.
Department of Geography
Texas State University-San Marcos
601 University Dr.
San Marcos, 78666
TX
Dr. Niem Huynh is of Chinese descent, born in Ho Chi Minh City (formerly known as Saigon), Viet Nam. Due to the political unrest, her family departed and was kindly accepted by Canada. She grew up in Toronto, Ontario, and enjoyed a multicultural atmosphere. In her undergraduate studies, she trained to become a high school geography and biology teacher, but graduate school changed her life course. Her research interests stem from inspirational teaching moments in the classroom. Currently, Dr. Huynh is excited to explore geography learning (e.g., what geospatial concepts should be taught when and how) and the process of problem solving with technology (GIS). A secondary research interest has roots from her Master's thesis, how cognitive processing might be illuminated by sequence of analysis of sketch map creation. For more information on her teaching and research activities, please visit: http://uweb.txstate.edu/~nh19/index.html
I am an Assistant Professor in the Learning Sciences program at Indiana University.
The overarching theme in my program of research is an examination of how people learn through activity. Learning through activity involves interacting with other people, physical objects, and ideas. Physical objects can range from actual flowers and drawings that label their parts to computer simulations. Similarly, ideas include individual beliefs and preferences, the rules that groups such as classrooms follow, and historically developed concepts that span generations. My research examines how individuals coordinate their actions and ideas within these complex settings, and how this can lead to learning.
A major focus of my work has been examining how young students (5-7 years old) create representations while learning about complex science concepts.
To unpack the process through which individual students engage in and learn through activity, my work is driven by empirical studies that examine:
* The process through which students create and use material representational tools such as drawings, graphs, and computer simulations when they are learning new concepts.
* The reciprocal way in which individual students contribute their own ideas to complex activity systems and appropriate knowledge from those systems.
* The design of new activities and computational tools to support learning while also revealing theoretical and practical insights into how learning ocurrs.
I have been an Assistant Professor for 1.5 years. My interests focus on geography and ecological applications of remote sensing and GIS. I teach introductory and advanced remote sensing courses and biogeography.
18 E. Main St
303 Old College
Vicki Cassman, Ph.D., is Director of Undergraduate Studies and an Assistant Professor in the Department of Art Conservation at the University of Delaware (UD). She received her doctorate in anthropology in 1997 from Arizona State University and she is a 1985 graduate of the Winterthur/University of Delaware Master's Program in Art Conservation. Before returning to the University of Delaware in Fall 2006, she was an itinerant textile conservator, an instructor for six years for the UD graduate art conservation program (1986-1991) and an assistant professor in the Department of Anthropology at the University of Nevada, Las Vegas (1997-2006). She is the main editor for the book Human Remains Guide for Museums and Academic Institutions (AltaMira Press 2007). Her current research interests include teaching strategies for conservation including e-portfolios and assessment, undergraduate research, collection management, Andean Archaeology, and textiles.
Dr. Vicki Cassman’s university teaching career began a year after graduating with her Master’s degree from the Winterthur University of Delaware Program in Art Conservation [WUDPAC] in 1985. She came back as a guest instructor for the intensive WUDPAC textile block and added hands-on learning to a course that had been traditionally a lecture and fieldtrip-based course. After six years of teaching she went back to get her Ph.D. in Anthropology to connect conservation and archaeology, something that seemed a large gap in both practices at the time. In Arizona she took traditional lecture-based classes, which were stimulating because of the topic, but not fulfilling. There were exceptions, those few who wove research into the fabric of the course (i.e. Dr. Christopher Carr, ASU), or what is officially known as PBL or Problem-Based Learning, as she learned in 2006 when she returned as a faculty member to the University of Delaware.
After finishing her Ph.D. in 1997, she was hired as a visiting professor at the University of Nevada, Las Vegas. She taught cultural anthropology, museum studies and cultural resource management courses initially in the lecture style that was expected. With the opening of the new teaching and learning center (TLC) she repeatedly heard the analogy of lectures, as verbally spreading seed to the wind and hoping something will germinate. For learning to be effective, it should be active, much as she had intuitively done for WUDPAC. In both her undergraduate and graduate courses she started to promote learning communities even within her large anthropology lecture hall classes (100+ students). To explain concepts of reciprocity students exchanged pennies and then analyzed their strategies applying concepts of reciprocal relationships and wealth accumulation. For concepts of exogamy/endogamy, students were married off and using poker chips (Las Vegas after all!) for children they arranged marriages for their offspring. These concepts for most students seemed inconceivable and trivial in lecture format. But with active learning, students began talking to each other, and were able to use and understand these concepts in deeper ways. As soon as WebCT became available, discussion groups, assignments, quizzes and a free online anthropology textbook were added. In terms of teaching development, UNLV was nurturing and experimental.
Upon her arrival in 2006 to the University of Delaware, she found a culture of teaching already existed, including a very logical and useful university-wide assessment plan. The acronym PBL was heard everywhere on campus and new faculty hires realized this was a formal name for something already part of her teaching toolbox. Art conservation teaching is hands-on and activity-based and colleagues in the Department, the College and the University support, encourage and practice this strategy too. The department’s work on assessment has been integral to the success of the art conservation programs. Because there is faculty buy-in for assessment, it has been a rewarding experience. Past curriculum development has focused primarily on WUDPAC or the master’s level, but both undergraduate and master’s level training present challenges and the two programs are linked in many ways.
In the undergraduate program we have asked the students to create portfolios for graduate school interviews. These are large binders with the evidence of their academic, artistic and internship work. The enormous portfolio sizes make them physically and intellectually awkward, therefore Dr. Cassman has been an advocate for conversion to e-portfolios. With the UD call for creating learning and presentation portfolios, she jumped at the opportunity in June 2010 and our capstone students have created their first learning and presentation portfolios in fall 2010. She is actively increasing the repertoire of resources to encourage more student self-reflection, to aid assessment and to help students prepare for their next steps after graduation all through the use of Sakai.
Proffesor
Institut d'Astrophysique de Paris
98bis boulevard Arago
I am doing research in astrophysics, cosmology. I teach physics and math for first year classes in university.
Most students in my university have a scientific bachelor. I am in charge of a section with students from a technical bachelor who have difficulties in mathematics and theoretical subjects. We try to propose different activities and help them choose their studies adequately.
Indiana University East
Middlefork Hall 362
2325 Chester Boulevard
Victoria Simpson Beck is an Assistant Professor of Criminal Justice at Indiana University East. Her published works have appeared in the Journal of Criminal Justice, Juvenile and Family Court Journal, the Journal of Psychiatry and Law, the Journal of Violence and Victims, Youth Violence: Delinquency Monsters and Myths, and the International Handbook of Penology and Criminal Justice. She engages in community service work with prisoners in the federal system. Her research interests include juvenile diversion programs, sex-offender notification policies, corrections and online learning.
601 University Dr.
Department of Criminal Justice
I am an Assistant Professor in the Criminal Justice Department at Texas State University -- San Marcos
1501 West Bradley Avenue
I graduated from Princeton University in 1979 with a doctorate in chemistry and went to work for Monsanto Company as a chemist for more than 20 years. I rose through the ranks to be come a Fellow in Corporate Research. My position was eliminated in a corporate downsizing in 1999. I then spent the following three years at Washington University in St. Louis as a Research Scientist in the Dept. of Chemistry and returned to the industrial world for another 6 years before assuming my present position as an Assistant Professor in the Department of Chemistry and Biochemistry at Bradley University.
During my time as an industrial scientist I was continuously teaching and training junior scientists in order to increase their on-the-job effectiveness. I enjoyed this responsibility and made it a personal goal to one day make a career change and take a full-time teaching position at a college or university. My first formal college teaching experience came in 2007 at the Illinois Institute of Technology where I taught an advanced analytical chemistry course to graduate students. This experience was actually a part-time assignment I did while still employed full-time in industry. The experience solidified my career goal to do full-time college teach and the opportunity to do so came in 2009 in the Dept. of Chemistry and Biochemistry at Bradley University. My primary teaching responsibility at Bradley is the Analytical Chemistry sequence which is required of all chemistry and biochemistry majors. My main teaching interest in this position is provide students the knowledge they will need to do "real-world" science in the private companies where many of them will find employment. A critical element of doing science in industry is developing a high level of skill with electronic acquisition, reduction and archiving systems for managing research information. My students need exposure to modern research data management techniques and the Wiki tool is Sakai has provided me with the means to develop an electronic laboratory notebook for students to use in performing laboratory experiments which are part of the courses I teach. It is my desire to institutionalize this approach across in the university's science departments, starting with other upper-division chemistry courses. I believe the experiences gained using electronic laboratory notebooks will give Bradley students a competitive edge early in their professional careers and launch them towards long-term career success.
601 University Dr.
214 Centennial Hall
TX State University
I am an assistant professor of Spanish at Texas State University, having received my PhD from Emory University in 2006. In addition to Spanish classes ranging from second year language to grad courses, I have taught in the Honor's Program and with University Seminar.
6832 Convent Blvd.
*3 years as Assistant Professor of Language and Literature at Lourdes College
*Ph.D. in British and American Literature from the University of Utah
*10 years experience with distance learning/eLearning teaching
*6 years experience as an instructional designer/technology specialist
401 Sunset Ave
