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INTRODUCTION a) PHILOSOPHY OF TEACHING AND LEARNING b) CURRICULUM VITAE i) Letters of Reference: (1) Professional Reference Letter from Dr. DeAnna Cooper, Associate Dean Communications Division, Tulsa Community College (2) Professional Reference Letter form Dr. Antonio Alonso, Dean of Diversity and Civic Engagement - Tulsa Community College (3) Professional Reference Letter from Yolanda Williams, Education Access Center Director - Tulsa Community College c) TRANSCRIPTS i) Courses completed before the Fall semester of 2013 ii) Courses in progress as of November 16, 2013 II. AREAS OF STUDY a) RESEARCH AND INQUIRY i) REMS 5013 - Research Design and Methodologies:

(1) Certification (a) Institutional Review Board (IRB) Training: a training that explores the history, ethical principles, risk factors, and assessment methods associated with research projects that involve human beings. Privacy and confidentiality issues are also explored in the training. (2) Research Proposal (a) The Impact of Life Coaching on the Academic Performance and Completion Rate of Community College Students with Disabilities: A quantitative analysis of the impact that life coaching has on the academic performance and completion rate of community college students with disabilities. Particular emphasis is placed on the levels of motivation and selfdetermination exhibited by students that attend Tulsa Community College.

Annotated Table of Contents (b) Rubric with Final Assessment of Skills and Competencies ii) REMS 5953 - Statistical Methods in Education:

(1) Statistical Analysis: (a) Hypothesis Testing: An analysis of the effect of study group sessions on students participating in a Statistic class. The Cohens D is calculated to determine the effect size between the sample and the population mean. (b) T-test: An analysis of paired and independent sample t-tests to evaluate the difference in scores between students that took the numerical and verbal portion of the SAT. For the independent sample t-test, the scores reported by men and women who took the verbal portion of the SAT are compared. (c) Variance (ANOVA): a comparison of behavior modification, client-centered, and control-type counseling sessions among individuals interested in reducing their fear of heights as they were asked to walk around the edge of the Leaning Tower of Pisa. (d) Correlation and Regression: an analysis to examine the possible relationship between the Verbal and Math scores of the ACT completed by 40 randomly selected students. b) DEVELOPMENT How Do Humans Develop? An analysis of the nature of human beings with particular emphasis on the motivational factors that affect development. Non-linear and linear theories, as well as the contributions of John Locke and Maria Montessori, are used to explain human interactions in different contexts. i) EPSY 5103 - Human Development in Psychology: (1) Case Studies: (a) Applying Human Development Theories in Research and Practice: a review of the qualities and limitations of empiricists, rationalists, sociohistorical, and dynamic research methods when attempting to resolve human developmental problems. (b) Theories with Major Emphasis on Sociomoral and Gender Role Development: a description of Eriksons Theory of Psychosocial Development to explain different developmental changes that affect the life span of The Standard Family. (c) Theoretical Perspectives from Ecological, Bioecological, Developmental Psychobiological and Non-linear Dynamical Systems: a study of

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Bronferbrenners Ecological and Bioecological Theory to explain the effect of environmental forces on individuals attitudes, perceptions and decisionmaking skills. (2) Discussion Forums on Major Theories of Human Development: (a) Bandura's Social Learning Theory: a review and critique of Banduras notion of drive and development to explain how children and adults operate cognitively in reference to their social experiences. (b) John Bowlby's Theory of Attachment: a description of how mother-infant relationships are formed throughout the life-span of children. Attachment behaviors in adulthood are also explored in this review. (c) Theories with Major Emphasis on Cognitive and Language Development: an overview of how cognitive, affective, and socioaffective strategies affect language learning throughout human development. In terms of language learning, particular emphasis is placed on the critical lifespan of individuals between the age of 2 and puberty. (d) Piaget's Theory of Cognitive Development: a review of Piagets tenets explaining the role of language in knowledge development as a progressive construction of logical constructions. (e) Vygotsky's Sociohistorical Theory of Development: a review of Vygotskys tenets explaining how the role of learning through play has a positive impact on the development of younger generations. Emphasis is placed on the maturation of individuals neurological systems and how this process is affected by societys cultural context. (f) Ogbu's Cultural Ecological Theoretical Perspective: an application of Ogbus tenets to facilitate human development in educational institutions through the understanding of cultural competence.

c) LEARNING: How Do Humans Learn? A reflection on the different variables that affect learning with particular emphasis on the role of memory, self-regulation, and motivation. This reflection includes an overview of my skills and competencies acquired throughout my participation in the Masters program and how I have been able to transfer these skills to my teaching practices.

Annotated Table of Contents i) EPSY 5463 - Psychology of Learning

(1) Case Analysis: (a) Using Learning Theories to Explain How a Student with Functional Needs Processes Information: an evaluation of the learning process of a student with a learning disability using social, behavioristic, and constructivist learning theories. Particular emphasis is placed on self-efficacy, active learning, and positive reinforcement as factors that influence the process of goal attainment. (2) Practical Applications: (a) Developing a Concept Map to Explain the Relationship Between Constructivism and Human Development: an illustrated example of the contributions of Piaget and Vygotsky to the constructivist epistemology as it relates to knowledge acquisition. (b) Constructing a Model of Motivated Learning: an illustrated example of knowledge acquisition that allows students to analyze how motivated and empowered students feel as they perceive the progress they make towards the achievement of goals. (c) Variables Influencing Metacognition and Behavior: a model that explains how higher-order learning is influenced by the learner, task, and variable strategies. In the model, these variables are depicted as key components for individuals to attain self-regulated learning. (d) Lesson Plan for a Spanish Class Using Kolb's Experiential Learning Model: a model that explains how learning can be structured into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The model also portrays different strategies that can be used to scaffold English Language Learners (ELL) as they learn the correct use of English prepositions. (e) Using Behaviorism to Develop Content-based Instructional Applications: an explanation of how role-playing, active discussions and simulations can enhance content-based instructional designs in second-language learning. (f) Analyzing Concept-learning Through the Design of Instructional Applications: an overview of the development of cognitive skills after participation in an online environment that combines exogenous and endogenous constructivism precepts. This overview includes an analysis of how instructional practices should structure learning around primary concepts that pose relevance to students.

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(3) Discussion Forums: (a) Basic Assumptions of the Information Processing System: a description of the different steps involved in information processing including, perceiving, rehearsing, imaging, problem-solving, and forgetting. In this description, the importance of using schemas during teaching is highlighted. (b) Cognitive Learning Processes - Skill Acquisition, Concept Learning, and Problem Solving: a two-part analysis of how individuals, through skill acquisition in an Academic Strategies class at the community college level, can develop competence. The three-stage model for changing student beliefs proposed by Nussbaum and Novick, as well as the precepts of pedagogical content, are used in the analysis. (c) Motivation and Self-Regulation: a reflection on how self-regulation plays a decisive factor in maintaining the focus of individuals as they work towards the achievement of goals. Ideas concerning how individuals can self-evaluate their capabilities are also described. The second part of this forum includes a practical application that exhibits the forethought, performance, and selfreflection phases of the self-regulation cycle. (d) The Cognitive Consistency Theory and Piaget's Theory of Cognitive Development: a discussion of how cognitive development, based on Piagets Theory, depends on the processes of equilibration and accommodation as individuals make sense of the reality of the context in which they interact. (e) Major Changes in Cognitive Information Processing that Occur During Development: a description of the functions of attention, encoding and retrieval, and metacognition in human development. Particular attention is placed on these functions as they relate to school transitions and their impact on students beliefs and motivations. ii) EPSY 5473 - Psychology of Adult Learning (1) Discussion Forums: (a) Projected Changes in Higher Education: an overview of how new instructional systems are shaping the way in which content is delivered. Emphasis is placed on the increase of adult-learners returning to school to further their education. (b) A Comprehensive Approach to Language Learning: an analysis of content-based instruction to teach a foreign language to adult learners. In this analysis the focus of language learning is on mastery of the content rather than on mastery of the language. (c) How Should I Treat My Adult Learners? a self-reflection on how teaching practices can be adapted to meet the needs and demands of a classroom setting

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lead by adult-learners. Examples of different tips that can make educational experiences more meaningful for adults are included. (d) Using Andragogy to Facilitate Learning: a review of Knowles Model of Andragogy to explain the reasons why adults decide to learn a second language in todays global era. (e) Incorporating Pedagogical Content in College Orientation Classes at the Community College Level: a description of how to use the precepts of pedagogical content to teach college orientation classes for traditional and non-traditional students as they navigate the world of post-secondary education. (2) Performance Objectives: (a) An Overview of the Principles of Andragogy: an interactive presentation that explains the assumptions and limitations of the Model of Andragogy. The future of this science is also included in this presentation as many experts in the Educational Psychology field state that pedagogy is fading as more adult students return to school. (b) Goals, Values and Affect - Influences on Students' Motivation: an interactive presentation that describes the cognitive, affective, and behavioral consequences of classroom goal structures. A biography about Carole Ames is included in this presentation. (c) Chickering and Gamson's Principles of Good Practice in Undergraduate Education: an overview of teaching practices and procedures that can make undergraduate education more practical and accessible for students that participate in the innovative academia of the 21st century. (d) The Theory of Cognitive Abilities as Explained by Cattell-Horn-Carroll: a literature review focused on the study of individuals cognitive abilities as predictors of school achievement. (e) Learning Styles and Learning Strategies: a literature review focused on the implications and limitations of using the Learning (Cognitive) Style Theory to develop instructional applications for heterogeneous classrooms. (3) Practical Applications: (a) Creating Advanced Organizers to Facilitate Instruction: a practical application that demonstrates how to use the Cornell System of Note-taking in different college subjects. This application explains what elements to include in the cue column, main note area, and summary sections of the organizer. (b) Using Learning Theories to Enhance Content Learning: a practical application that allows freshmen students to produce fluency and transfer of

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skills by conducting an oral presentation in a college orientation class that teaches strategies for academic success. iii) EPSY 5213 - Advanced Educational Psychology (1) Case Analysis: (a) Theoretical Ideas in Educational Psychology - Beginning of the Scientific Study of Educational Psychology: a review of different scientific theories explored throughout the history of the Educational Psychology field. This review highlights the importance of refraining from subjectivity when conducting research as a means of avoiding inconsistencies when analyzing human development. (b) The Role of Motivation and Memory in Human Learning: a comparative analysis among Social Cognitive, Behaviorism, and Constructivism Learning Theories and their applicability in understanding classroom structures and teachers expectations. (2) Performance Objectives: (a) Annotated Bibliography - Adult Educational Opportunities in the 21st Century: this annotated bibliography describes different educational programs that have been implemented in higher education to facilitate adult learning as demographics and other sociocultural factors continue to affect the role of (older) adults in society. (b) Facilitating Educational Opportunities Through Online Instructional Design: a compilation of online resources that can assist classroom facilitators in the development of lesson plans, provision of accommodations for students with disabilities, and technology usage in different instructional practices. d) TEACHING Reflecting on My Teaching Career: a review and critique of the usage of Learning Styles Theories in the promotion of students academic achievement. This selfassessment highlights the importance of showing teachers and students how to identify perceptual learning styles as a means of facilitating effective instruction. i) EPSY 5963 - Developing Resources to Support Education (1) How to Write Effective Proposals for Educational Programs: a description of key aspects that need to be included in every grant proposal that is submitted to third-party agencies for funding.

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(2) Developmental Stages for a Life Coaching Program at Tulsa Community College (TCC): a summary of the different steps that need to be taken when developing programs to support education. This particular summary includes the target population, critical needs assessment, and weaknesses and limitations of a life coaching program for community college students. (3) As a Grant-writer, What Should I Keep in Mind as I Develop My Proposal? A two-part description about the importance of developing a compelling statement of needs when writing a grant proposal for a community college. Particular emphasis is placed on the role that key stakeholders play when the goals and objectives of any educational program are outlined. (4) Using the Tenets of the Theory of Change to Support Educational Programs: a graphic representation of a scenario that describes the assumptions and beliefs about how a life coaching program can assist community college students with disabilities in attaining higher academic performance. (5) Developing Partnerships as Part of the Grant-writing Process: an overview of the importance of collaborative partnerships when developing grant proposals. Emphasis is placed on the collaborators, consultants, and co-applicants that will take an active role in the deployment of a life coaching program at Tulsa Community College. (6) Creating a Funding Sources List for Educational Programs: a summary of possible sources that could fund a life coaching program for students with disabilities at the community college level. Samples of grant applications are also included. (7) Developing a Project Planner for Educational Programs: a graphical representation of the different activities, timeframes, and assessment methods that will be used throughout the execution of a life coaching program at Tulsa Community College. (8) The Final Step in Grant-writing - Developing an Executive Summary: a written summary of a grant proposal to fund a life coaching program at Tulsa Community College. The summary includes the specific aims, activities, and objectives of the program, the personnel that will be involved, a biosketch of the programs coordinator, the estimated budget, and the success criteria that will be used to evaluate the program at the end of the 2014-academic year.

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(9) Creating a Comprehensive Marketing Plan for an Educational Program: samples of different marketing tools that will be used in the promotion of the life coaching program to be implemented at Tulsa Community College. Copies of a press release, brochure, and business cards are included. ii) EDUC 5993 - Instructional Effectiveness in Higher Education: (1) Discussion Forums: (a) Preparing for the First Day of Class: an analysis of different activities that can be used with students during the first day of class. The analysis includes a practical application that will allow classroom facilitators to assess the goals and expectations of their students. (b) Constructing a Class Syllabus: a discussion of the key components that should be included in a class syllabus. Questions such as: How much information should be included in the syllabus? and How informed should students be? are addressed in this forum. (c) Developing an Effective Lesson Plan: an overview of how to develop effective lesson plans taking into consideration students functioning levels. Emphasis is placed on the importance of presenting material in small steps and how this material should be tied to professional standards (master curriculum). (d) Developing Classroom Climate: a description of how instructional practices can be enhanced as instructors value and respect cultural differences in the classroom setting. The importance of including service learning projects in classroom activities is addressed in this forum. (e) Addressing the Characteristics of Adult (Non-traditional) Learners: an analysis of adult learning in higher education. Variables such as goals, needs, affect and expectations, self-efficacy, and social support are examined as the possible enablers of academic success. (f) Conducting a Problem-based Learning Class: an explanation of the importance of using problem-based strategies to engage students in the process of active learning. Emphasis is placed on this topic throughout the discussion as it refers to peoples efforts to achieve a task for which they may not have a response. (g) Using Media Technology in the Classroom: an exemplified description of media misuse in the delivery of instructional content. The discussion forum offers suggestions as to how to use technology to support knowledge construction.

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(h) Improving Classroom Motivation: an overview of how instructors play an important role in empowering different types of learners to improve their motivation to learn and engage in challenging educational experiences. (i) Writing Items for Assessments: a discussion on the validity and reliability of classroom assessments. For this particular forum, assessment tools are used by facilitators to determine areas of weaknesses to be addressed during hours of classroom instruction. (2) Performance Objectives: (a) Sample of Teaching Performance in a Spanish II Class at Tulsa Community College: a two-hour video that showcases my skills and abilities in teaching the use of reflexive verbs to community college students enrolled in the second level of Spanish. (b) Class Syllabus and Agenda: a sample of a course syllabus, contract, and class agenda utilized in an Academic Strategies class at Tulsa Community College. Particular emphasis is placed on the learning outcomes and teaching methods utilized in teaching a college orientation class. (c) Lesson Plan for an Introductory Level Spanish Class: a practical application that has been developed for the first class of a beginning level adult Spanish class. This 50-minute lesson targets those individuals that work in a clerical position (e.g. a doctors office) who would need to ask nonEnglish speaking clients for basic personal information. (d) Analysis of the Main Characteristics of Effective and Ineffective Instruction: a description of different strategies that can lead a classroom facilitator to develop a psychologically secure and effective learning environment. (e) Lesson Plan for an Academic Strategies Class Using a Problem-based Learning Approach: a problem-based practical application that allows students in a college orientation class to learn how to establish goals, prioritize tasks, and manage their time. This exercise is to be completed in groups of three individuals as a means of facilitating collaboration among peers. (f) Using Media Technology to Teach a Lesson for an Academic Strategies Class: an interactive PowerPoint presentation that can be used to teach the goal setting process in an academic strategies class. This PowerPoint focuses on key standards that can be used to effectively communicate the content of a presentation. (g) Motivational Plan for Academic Strategies Students: a motivational plan that includes different activities (i.e. tutoring sessions and workshops) to intentionally encourage students to acquire new learning as well as an assessment method to evaluate the success of such strategies.

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(h) Developing Assessment Items for an Academic Strategies Class Using the Measurement Theory: a table of specifications for an examination in an academic strategies course. This model has been designed based on 75 hours of instruction in a regular 16-week semester, and it depicts the different levels of Blooms Taxonomy that are required when designing practical applications and performance objectives. (i) Creating the Grading Portion of a Syllabus: an outline of a grading scheme to be used in an Academic Strategies class based on the content to be covered and the students needs. e) EDUCATIONAL TECHNOLOGY Effects of Technology on Online Adult Learning: A review and critique of how the advances in technology have forced many educational institutions to develop distance-learning programs. This review places emphasis on online and weekend programs (fast-track programs) that have been designed to teach individuals leadership and decision-making theories, rather than the philosophical, pedagogical, and foundational aspects of adult learning. i) EDTC 5153 - Computer-based Instructional Development (1) Developmental Stages for Website Design: an analysis of the audience that will benefit from a website that contains strategies for academic success. This document addresses the following questions: What are the audiences needs associated with the topic of the website? What specific interests, on the part of the audience, need to be addressed by the website designer? What does the audience expect to learn from the website? (2) Creating a Website Map as a Planning Tool - What Interactive Features Should I Use?: a graphical representation of the content layout of an educational website to be used as a supplemental tool in teaching an orientation class at the community college level. (3) Enhancing the Content of an Educational Website: How Can I Make My Website Pop? A description of the page layout, navigation, color schemes, fonts, and page length of an educational website using the Principles of Universal Design for Learning (UDL).

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(4) Using Media Technology to Demonstrate How to Access an Educational Website: an interactive presentation explaining in detail how to navigate an educational website designed to facilitate content-teaching in an Academic Strategies class. (5) Educational Website Designed by Miguel Llovera Da Corte Using the Principles of Universal Design for Learning (UDL) (a) Rubric with Final Assessment of Skills and Competencies ii) EDTC 5503 - Facilitating Online Learning (1) Using Learning Management Systems to Facilitate Online Learning: a description of the teaching methods and learning objectives for a blended college orientation class. Emphasis is placed on the use of different Learning Management Systems (LMS) as well as the Principles for Online Teaching established by the International Association for K-12 Online Learning. (2) Structuring the Content of an Online Class Using the Principles of Universal Design for Learning (UDL): an application of the Seven Principles of Universal Design in the slection of the ideal elements of a Content Management System (Blackboard) used at Tulsa Community College. The ideal elements include, but are not limited to, announcements, faculty profiles, course documents, discussion boards, a link to facilitate communication via email, and access to the students grade center. (3) Final Proposal to Teach a Blended Class at the Community College Level: an executive summary that validates the benefits of teaching a blended college orientation class at Tulsa Community College. The advantages of developing accessible distance-learning programs for working adults compose the main theme in this summary. (4) Discussion Forums: (a) Content Management Systems: a description of different learning management strategies that can be employed in an online learning environment to satisfy the needs and demands of different types of learners. (b) Asynchronous Communication in Online Learning: a description of how asynchronous communication facilitates learning for working adults by allowing them to complete coursework at their own pace. (c) Applying Learning Theories in Online Debates and Wikis: a practical application that allows students, participating in an orientation class, to

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develop, edit, and modify the content presented in an online learning community in collaboration with others. iii) EDTC 5773 - Instructional Systems Management: (1) Using Instructional Management Systems to Develop Educational Programs: a proposal for an online training program on disability laws, academic accommodations, and Universal Design for Learning (UDL) for Tulsa Community Colleges administrators, faculty, and staff. (2) Required Documents in Project Management: a compilation of required documents for the development and deployment of an online training program for Tulsa Community College personnel. Particular emphasis is placed on the schedule, budget, vendor selection, project organization chart, responsibility matrix, and risk response plans. (3) Developing a Quality Management Plan to Support Educational Programs: a step-by-step explanation of how to evaluate the quality of online educational programs. Particular emphasis is placed on the validity and reliability of measuring instruments such as a Likert scale. (4) Presenting an Online Training Program for Tulsa Community College Personnel: an interactive presentation showcasing a cost-benefits analysis of the online training program for Tulsa Community College (TCC) personnel on issues related to disability. This presentation has been designed for TCC administrators who are responsible for approving the implementation and institutionalization of educational programs. (5) Discussion Forums: (a) The Use of Instructional Systems in Higher Education: a summary of different instructional systems used in K-12 and higher education and their usage in the delivery of educational content to a large community of learners. (b) What is the Most Important Document in Project Management? A description of how a detailed required document allows project managers to focus on the main products or services that are developed to meet the needs of end-users. This summary explains how a detailed required document showcases all the phases of a projects life cycle.

Annotated Table of Contents f) ETHICS AND LEADERSHIP:

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My Greatest Lesson in 9 Days: a self-reflection on my journey to Western Europe. This summary explains how a study abroad trip allows individuals to gain a deeper understanding of cultural diversity and its impact on human development. i) EDUC 5910 - International Perspectives on Ethics and Leadership: (1) Presentation on Margaret Thatcher's Leadership Style: an interactive presentation on Margaret Thatchers legacies as she became the first woman to lead a Western democracy. This presentation explains in detail Thatchers conservative platform and how it allowed her to be known as a woman focused on results rather than fame. (2) Analysis on the Life and Legacy of Margaret Thatcher: a review of Margaret Thatchers leadership style and an explanation of how she became one of Great Britains prominent figures despite the patriarchal ideology that dominated the political arena of this country. (3) Travel Journal: an extensive summary of the most prominent places that were toured throughout the 2013-Study Abroad Trip with Oklahoma State Universitys Ethics and Leadership Team. Pictures of iconic places in Ireland and London are included in the journal. III. CREATIVE COMPONENT a) PALs Partners in Learning, Partners for Life: i) What Is the PALs Program? Who Will Benefit From It? ii) PALs Policies, Practices and Procedures Handbook iii) Rubric with Final Assessment of Skills and Competencies