Site hosted by Angelfire.com: Build your free website today!

Tami L. Schultz; B.S., M.A., Ph.D.

Vitae & professional background available on-line at: http://www.angelfire.com/trek/tschultz/portfolio/professional/vitae2005.html


see cover letter for my e-mail address

see cover letter for my phone number
see cover letter for my street address
see cover letter for my city/state

RESEARCH & ON-LINE PROJECTS:


Dissertation: Concept Maps versus Embedded Questions: Assessing Cognitive Change and Learning Styles in Interior Design Students (University of Toledo; Toledo, OH)

On-line Web Design Course: EDP 505: Web Page Environments for Educators (Lourdes College; Sylvania, OH)

Web Enhanced Course: MCT 2220: Marketing/Advertising in a Multimedia World (Utah Valley State College; Orem, UT)

EDUCATION:


University of Toledo
Toledo, OH
Ph.D., August 2001

"Dual" Major: Educational Technology and Research & Measurement

Major #1: Educational Technology Coursework
"Major #2": Research and Measurement Coursework

Minor: Educational Psychology Coursework

Phi Kappa Phi
Dean's List

Michigan State University
East Lansing, MI
M.A., August 1991

Major: Interior Design & Human Ecology: Facilities Design & Management
Minor: Educational Psychology: Instructional Design

Dean's List

Northern Arizona University
Flagstaff, AZ
B.S. Interior Design, May, 1984

Major: Interior Design
Minor: Art History

Phi Kappa Phi
Dean's List

INSTRUCTIONAL PHILOSOPHY:


  • Learning should be FUN!
  • Using technology to keep materials updated and students interested and encourage students to use technology; many students must see technology being used to feel comfortable using it themselves. Technology should be a means to an end, not necessarily be the end in and of itself. Research shows that technology/media may affect motivation to learn, ie. quality of the learning environment, but does not directly affect the quantity of learning taking place.
  • I prefer using a combination of objectivist and constructivist approaches depending on the knowledge base of the students; I feel the course instructor should adopt a guide on the side approach rather than always being a sage on the stage if at all possible. There is validity in using both approaches; students need to have a good foundation of facts before being let loose to explore/discover on their own or they may end up frustrated and become turned off rather than turned on to the content. Instructors should facilitate, not necessarily dominate, the course environment.
  • I enjoy learning along with the students; everyone has something to offer in the classroom and especially in the area of technology where the status quo is continual change and updates. No one can keep up with all the new software, and by relying on peers as well as the instructor, the classroom environment parallels that found in industry/academia. The need for continual learning also instills good research and problem-solving skills. I enjoy learning along with the students; everyone has something to offer in the classroom and especially in the area of technology where the status quo is continual change and updates. No one can keep up with all the new software, and by relying on peers as well as the instructor, the classroom environment parallels that found in industry/academia. The need for continual learning also instills good research and problem-solving skills.

I find this approach tends to cause students to put forth greater effort and produce better work because they have an increased sense of responsiblity for and control over the expected work and course policies.

RESEARCH INTERESTS:


I have a variety of research interests, but currently targeted areas include:

TEACHING
EXPERIENCE:


Central Connecticut State University
New Britain, CT
August 2004 - Present

Department of Educational Leadership

Assistant Professor. A brief description of courses are summarized below.

  • EDT 210: Instructional Technology in Education (1 cr): Undergraduate course addressing NCATE technology accreditation standards for pre-service teacher education course for elementary school teachers. Content includes:
    • learning and applying the principles of effective visual design to all projects/assignments
    • applying web search strategies to conduct focussed web searches
    • creating basic web pages using productivity software and/or wysiwyg editors
    • understanding of the role of learning styles on classroom instructional techniques
    • understanding copyright concerns for educators
    • evaluating educational software
    • creating branching presentations (Powerpoint)
    • creating a lesson in their content area
    • identifying classroom resource sites of use to the public school educator

  • EDT 315: Educational Technology in the Secondary School Classroom (1 cr):
    Undergraduate course addressing NCATE technology accreditation standards for pre-service teacher education course for secondary school teachers. Content includes: same topics as for EDT 210, however student projects reflect the focus appropriate to the secondary school audience.

  • EDT 490: Instructional Computing (3 cr):
    Graduate/undergraduate course addressing productivity tool applications and technology integration strategies teachers. Textbook: Lamb, A. (2003). Building Treehouses for Learning. Course content includes:
    • learning and applying the principles of effective visual design to all projects/assignments
    • creating instructional lessons/units according to the principles of instructional design using an established model for instructional design
    • creating basic web pages using productivity software, wysiwyg editors, and/or html
    • creating effective performance objectives
    • understanding of the role of personal learning styles on classroom instructional techniques and teaching style
    • using concept mapping software
    • using spreadsheet software
    • creating branching presentations (Powerpoint)
    • creating webquests and/or web inquiry project
    • identifying classroom resource sites of use to the public school educator including sites on their content area, learning styles, assessment, and integration strategies
    • course culminates in the creation of a website which contains links to each small project/task and includes teaching materials which include the integration of technology usage strategies for the learner.


    Utah Valley State College
    Orem, UT
    July 2002 - June 2003

    Department of Multimedia Communication Technology

    Lecturer. A brief description of courses are summarized below.

    • MCT 1210: Audio/Video Production Techniques: undergraduate course addressing how to develop multimedia assets and use an authoring application to create a title; focus is on documentation of the project planning & production process. Content includes:
      • interface design concepts
      • compositing images (Photoshop)
      • web page design fundamentals (html and wysiwyg editors)
      • shooting & editing video (Premiere)
      • editing audio files by the addition of sound effects/music (Premiere)
      • fundamentals of 3d object creation/animation (3D Studio Max/Cinema 4D)
      • rapid prototyping development models
      • content/asset management principles
      • creating a cross-platform CD

    • MCT 2220: Marketing in a Multimedia World: undergraduate course addressing how to use the Internet as a delivery medium for marketing purposes; focus is on documentation understanding marketing principles as applied to the dynamics of the Internet. Content includes:
      • general business models
      • 5 components of the marketing "equation"
      • understanding basic html tags and writing for Internet searches
      • concludes with an applied group research project

    • ISYS 3600: Instructional Design & Adult Learning: ; undergraduate course addressing how to develop instruction for the adult learner using a systems approch; focus is on documentation application of principles to a limited scope project creating all materials and documentation for a module of instruction for the adult learner. Course text: The Systematic Design of Instruction, 5th Ed. (Dick & Carey); supplemented with materials compiled from: Instructional Design, 2nd Ed. (Smith & Ragan), Making Instructional Design Decisions (Seels & Glasgow) and Modern Educational Measurement: Practical Guidelines for Educators, 3rd Ed (Popham). Content includes:
      • needs assessment
      • learner & context analysis
      • goal analysis
      • task analysis
      • assessment techniques/item writing/test specifications
      • instructional strategies
      • formative & summative evaluation
      • learning theory (Gagne's Events & Conditions of Instruction)
      • motivation theory (Keller's ARCS model; Knowles angrogogy)


    University of Toledo
    Toledo, OH
    Sept. 1995 - Dec. 2001

    Department of Curriculum & Instruction

    Senior Graduate Assistant with full teaching & grading responsibilities. A brief description of courses are summarized below; full course descriptions provided.

    • Visiting faculty 2000-2001 + graduate assistantship for CIET 4/5120: Telecommunications for Education; undergraduate/graduate level course addressing how to use telecommunications for educational purposes; focus is on web page development using both html and webpage editors. Content includes:
      • page, text, and link colors
      • inserting images and using images in tables as left borders
      • creating internal and external links
      • using tables for information and to layout pages
      • creating e-mail links
      • creating image maps
      • creating forms and gathering basic data
      • scanning images
      • taking and using digital camera pictures

    • Instructor for CIET 5010/7010: Selection & Use of Instructional Media, a graduate teacher education course. Text used: Heinich, Molenda, Russell, Smaldino. Selection of Instructional Media Content includes:
      • communication models
      • principles of instructional design; focus on writing behavioral objectives
      • contributions of media to instruction and guidelines for media selection
      • advantages/disadvantages of various media
      • computer assisted instruction
      • computer managed instruction
      • distance education issues
      • integrating technology into the classroom
      • media evaluation
      • using the Internet for research
      • using presentation technology to deliver instruction
      • copyright law; Fair Use Guidelines

    • Lecturer for CIET 1010, (formerly EDMD 201): Intro to Media Selection, an undergraduate, Preservice teacher education course required for all education majors; 200+ students per quarter/semester. Content includes:
      • communication models
      • principles of instructional design; focus on writing behavioral objectives
      • contributions of media to instruction and guidelines for media selection
      • advantages/disadvantages of various media
      • computer assisted instruction
      • computer managed instruction
      • copyright law; Fair Use Guidelines

    • Visiting instructor 2000-2001 + graduate assistantship for CIET 1050 Intro to Media Selection; content includes:
      • using e-mail
      • word processing
      • drawing/graphics
      • spreadsheet; especially formula/function usage
      • database and mail merge
      • Internet search strategies
      • Powerpoint
      • Hyperstudio

    • Visiting instructor 2000-2001 + graduate assistantship work for CIET 4/5100 Educational Computing: Productivity Tools. Course content includes:
      • educational applications of word processing
      • educational applications of spreadsheets
      • educational applications of databases
      • edcuational applications of graphic-based documents
      • The intent of the course is to:
        • utilize the power of the software applications for daily tasks in teaching and learning (CAI & CMI applications)
        • make the computer user a "power" user of the applications by showing little known but powerful features of the programs.

    • Creating faculty web pages for education faculty

    • Assist with graduate courses in Telecommunications (Internet web page construction and tools for Distance Education)

    • Assist with graduate courses in Educational Productivity Tools (Microsoft Works and ClarisWorks for CMI and CAI purposes)

    • Creation of instructional materials for each course taught/assisted

    Department of Educational Psychology & Research Foundations

    Part-time instructor: Summer 2000, 2001

    Visiting Instructor: Fall 2000/Spring 2001

    • RESM 5110/7110: Quantitative Methods I
      Introduction to major concepts of statistical description; central tendency, dispersion, and relative position and relationship. Inferential methods such as t-tests, one-way analysis of variance, and multiple comparisons are also presented. Use of SPSS for both descriptive and inferential analysis will be presented. Text: Gravetter & Wallnau, Essentials of Statistics, 4th Ed., 2000; Instructor designed course pack

    • RESM 5210/7210: Educational Testing & Grading
      Development, administration, and interpretation of teacher-made tests and other pupil assessments; basic principles underlying norm- and criterion-referenced tests; problems and issues in grading systems and assigning grades. Text: Popham, W. James. (2000). Modern Educational Measurement: Practical Guidelines for Educational Leaders. (3rd Ed.) Boston, MA: Allyn & Bacon.

    Graduate Assistant

    • Statistics Lab GA:
      Provided student tutoring in statistics and research aid to faculty on research methodology and statistical analysis of research results
    • Teaching Assignments:
      Substitute taught for graduate/undergraduate courses in statistics/measurement and research methodology as necessary


    MacMania Technology Workshop
    Put-In-Bay, MI
    June 23-25, 1999

    Assisted Workshop Presenter Dr. Kevin Maney (University of Miami, OH) with presentation and workshop participant development of materials for creating web pages employing technology integration into K-12 lesson plans. Participants created a series of linked pages addressing a unit they expected to teach during Fall 1999. A partial listing of specific topics included text creation and formatting (alignment, color, size, typeface, etc.), finding and inserting existing graphics from the www, links, tables, and search strategies.


    WGTE Public Television
    Toledo, OH
    Summer 1998

    Presentation of SchoolNet/WGTE summer workshops for Ohio teacher certification. Each workshop comprised 15 hours of instruction. The theme of all workshops was to have teachers begin incorporating technology into their classroom instruction via a constructiviest/problem-based learning approach. Experience involved extensive instructional material development of approximately 40 pages of material per workshop. Workshop content included:

    • Information Resources
      • Use of CD Rom for instructional materials
      • Search strategies for the Internet
      • Evaluating the instructional quality of web pages
      • Incorporating web sites and software into lesson planning activities
    • Multimedia Resources
      • Using Powerpoint
      • Introduction to Hyperstudio
      • Using a digital camera for graphic images
      • Using a scanner for graphic images
      • Capturing graphic images from the Internet
      • Incorporating Powerpoint, Hyperstudio and the Internet into lesson planning activities
    • Productivity Tools Resources
      • Introduction to Microsoft Word 95/97
      • Introduction to Microsoft Excel 95/97
      • Introduction to Access 95/97
      • Computer Managed Instruction applications
      • Computer Assisted Instruction applications


    Southeast Missouri State University
    Cape Girardeau, MO
    Aug. 1991 - May 1994

    Full faculty vitae available on request.

    Assistant Professor of Interior Design.

    Major responsibilities:

    • teaching 4 courses per semester; courses taught include:
      • Introduction to Interior Design (Basic Elements & Principles; limited scope projects/assignments) (lecture/lab)
      • Intermediate Interior Design (Residential Interior Design I; students 1st exposure to full projects)(lecture/lab)
      • Perspective Drawing (lab)
      • Watercolor Rendering (lab)
      • Mixed-media Rendering (lab)
      • Lighting Design (lecture)
      • Professional Business Practices & Procedures (lecture)
      • Commercial Interior Design I (lecture/lab)
      • Commercial Interior Design II (lecture/lab)
      • Open-office Planning (lecture/lab)
      • Housing Perspectives (general university studies course) (lecture)

      I am fully capable of teaching CAD and various art courses but have not had the opportunity to do so. I have also taught various portions of history of interiors as part of the courses listed above.

    • advise 35-40 students at any given time;
    • revision of individual courses and
    • revision/restructuring of Interior Design Program per FIDER accreditation guidelines.
    • serve on department, college & university level committees
    • advisor for student chapter of the American Society of Interior Design

PROFESSIONAL ORGANIZATIONS:


Association for the Advancement of Computing in Education (AACE)

Association of Educational Communications and Technology (AECT)

Professors of Instructional Design & Technology (PIDT)

Interior Design Educators Council (IDEC)

National Council for Interior Design Qualification (NCIDQ) certified since Oct. 1986; certificate #6252

COMPUTER PROFICIENCY:


General Programming:

  • HTML/XHTML
  • DHTML
  • CSS for visual control of web pages
  • Javascript (Client-side) & PHP (Server-side) for interactivity
  • XML/XSL and SQL for database access and layout

PC Platform:

  • Photoshop (moderate knowledge)(graphic editing)
  • LiveMotion (graphic editing & animation)
  • Flash (moderate knowledge including action-scripting)(graphic editing and animation)
  • Premiere (moderate knowledge) (audio/video editing)
  • iShell (object oriented authoring)
  • Imagestyler (web graphics/editing)
  • ExamView Pro (on-line test generation & distribution)
  • Flash (currently learning)
  • Word Perfect, v. 5.1-8.0
  • Microsoft Works 4.5
  • Office (Word, Excel, Powerpoint)
  • Netscape Navigator/Communicator v. 3.x,4.x (telecommunications)
  • WebCT (full on-line course teaching environment)
  • Fireworks (web graphics program)
  • Dreamweaver (web page editor)
  • Claris HomePage 3.0 (web page editor)
  • HTML 4.x (programming language)
  • JavaScript 1.3 (limited knowledge) (programming language)
  • Authorware Academic (Courseware authoring)
  • Eudora v. 3.1 (e-mail)
  • Hyperstudio (including limited Logo scripting; multimedia program)
  • Astound (multimedia program)
  • Typetwister (graphics program)
  • Illuminatus (authoring program)
  • AutoCAD (computer-aided drafting)
  • VersaCad (computer-aided drafting)

Macintosh Platform:

  • Photoshop (moderate knowledge)(graphic editing)
  • Premiere (moderate knowledge) (audio/video editing)
  • iShell (object oriented authoring)
  • Imagestyler (web graphics/editing)
  • Flash (currently learning)
  • Microsoft Works 4.0
  • Office (Word, Excel, Powerpoint)
  • Netscape Navigator/Communicator v. 3.x, 4.x (telecommunications)
  • WebCT (full on-line course teaching environment)
  • Fireworks (web graphics program)
  • Dreamweaver (web page editor)
  • Claris HomePage 3.0 (web page editor)
  • HTML 4.x (programming language)
  • JavaScript 1.3 (limited knowledge) (programming language)
  • Authorware Academic (Courseware authoring)
  • Eudora v. 3.1 (e-mail)
  • Hyperstudio (including limited Logo scripting; multimedia program)
  • Astound (multimedia program)
  • Typetwister (graphics program)

PRESENTATIONS & PUBLICATIONS:


Presentations:

  • "Category: Motivational Strategies For $500: Answer: What is Gaming's Role in Assessment?"; paper presented at Society for Information Technology & Teacher Education (SITE) National Conference; Phoenix, AZ, 2005
  • "E-learning Creation & Integration: Promises or Pitfalls? Strategies for Breaking Through the Adoption Barrier"; paper presented at Society for Information Technology & Teacher Education (SITE) National Conference; Phoenix, AZ, 2005
  • "Educational Testing: For $1,000,000--Is this your FINAL ANSWER?: Game Show Formats for Alternate Assessment Techniques"; paper presented at Utah Coalition of Educational Technologists; Salt Lake City, UT, 2004
  • "Teaching Asthma in a FLASH: Creating Interactive Asthma Modules in Flash MX"; paper presented at Utah Coalition of Educational Technologists; Salt Lake City, UT, 2004
  • "10 Commandments for Effective Web-based Instruction/Training: Avoiding Cognitive Dissonance"; paper presented at Association of Educational Communications and Technology National Conference; Long Beach, CA, 2000
  • "Exploring Motivational Aspects of Evaluation: Multimedia Gaming as a testing strategy"; paper presented at Association of Educational Communications and Technology National Conference; Long Beach, CA, 2000