ANNUAL REPORT (AR)

Part I
Reporting On Activities For Academic Year
June 1, 2015- May 31, 2016
Name Scot McNary

Rank Associate Professor

Department of Educational Technology and Literacy

Area of Specialization Educational Research
Appointed to TU faculty: at rank Assistant

in year 2007

Promotion History:
To rank Associate Professor
To rank
To rank

in year 2013
in year
in year

,
, and
.

I. Formal Degrees

A. Highest degree earned, with date and name of granting

institution.
Ph.D. Clinical/Community Psychology, University of Maryland, College Park, 2000.

B. If candidate for an advanced degree, indicate work

completed since June 1, 2010 and present status.
Corroborative material and/or transcript must be attached.
II. Teaching (percentage of workload: 60 %)

A. Evaluations and Grade Distributions

1. Teaching Evaluations for all courses Fall 2015-Spring 2016.
Summarizing across means, my average overall course evaluation was 4.47 (SD = 0.25), and ranged from 4.28-4.68.
Course
Fall 2015
EDUC 605
EDUC 761
ISTC 685 (combined with EDUC 761)
ISTC 694
ISTC 695
ISTC 797
TSEM 102
Spring 2016
EDUC 605
EDUC 670
ISTC 685 (combined with EDUC 761)
ISTC 695
ISTC 694
ISTC 797

Mdn

SD

%
resp.

4.33

4.28

0.25

46%

4.40

4.28

0.48

83%

5.00
4.70

5.00
4.68

0
0.13

10
1
1
1
5

4.32
4.32
4.57

4.34
4.28
4.42

0.34
0.36
0.38

8
8
7
1
1
1

100%
25%
80%
100%
100%

TSEM 102

4.47

4.45

0.14

21

71%

Note: ISTC 694/691 Directed Reading; EDUC 605 Research and Information Technology; EDUC
761 Research in Education; EDUC 715 Statistical Principles of Research Design and Analysis; ISTC
685 Research in Instructional Technology. ISTC 694/695 students do not complete student
evaluations. Fall 2014 ISTC 787 response rates were too low for Campus Labs to produce student
evaluation summaries.

2. Insert below your class GPA and grade distribution.

These data are provided to your deans office by the Office of Institutional Research (fall data are sent in February and
spring data are sent in mid-June). Your deans office will distribute these data to departments. You may fill out this table by
indicating the number of students in each grade category, or you may electronically insert the information by cutting and pasting
the entire section from the report.

Course
Summer 2015
ISTC 694
ISTC 695
All Summer classes
Fall 2015
EDUC 605
EDUC 761
ISTC 685
ISTC 694
ISTC 695
ISTC 797
TSEM 102
All Fall classes
Spring 2016
EDUC 605
EDUC 670
ISTC 685
ISTC 694
ISTC 695
ISTC 797
TSEM 102
All Spring classes
All classes

A-

B+

B-

C+

D+

FX

2
1
2
1
1

6
5
1
1
1
1
6

3
1
4
9
1
2

1
1
4

3
2
5

1
1

16
3
9
1
1
1
21
52

1
1
1

Total

10
8
9
1
1
1
21
51
107

Mean

4.00
4.00
4.00

3.67
3.00
3.41
4.00
3.67
4.00
3.08
3.34

3.50
3.83
3.67
4.00
4.00
4.00
3.60
3.65
3.66

Note: A=4.0,A-=3.67,B+=3.33,B=3.0,C=2.0,F=0.0

3. Attach syllabi for all courses listed (must contain all elements
required for syllabi in Policies and Procedures for the Classroom:
Course Syllabus).
See attached.

B. Non-classroom assignments which are part of your regular

on-load teaching assignment (i.e., coaching, directorships,
supervision of student teachers).
1.

Dissertation Committee Member

I am a current member of 14 students committees, and am Program Chair for three.

2007-2008
Jean Ashby

2008-2009
Jean Ashby

2009-2010
Jean Ashbye

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

Chip
Boling

Chip Boling

Chip Boling

Chip Boling

Chip Boling

LaTonya
Dyer

Tamara
Burton
LaTonya
Dyer

Tamara
Burton
LaTonya
Dyer

Tamara
Burton
LaTonya
Dyer

Mila Fuller

Mila Fuller

Mila Fullere

Kathy
Gould

Kathy
Goulde
Alex
Greenwood
Kathryn Lee

Alex
Greenwood
Kathryn Lee

Amy Martin

Amy Martin

Alex
Greenwood
Kathryn Lee
Chris
Magalisp
Amy Martin

Lynne
Murphy

Lynne
Murphy
Andrea
Parrish

Lynne
Murphye
Andrea
Parrish

Arkhadi
Pustaka
Matt
Rietschelp
Valerie Riggs

Arkhadi
Pustaka
Matt
Rietschelp
Valerie Riggs

Arkhadi
Pustaka
Matt
Rietschelp

Cora Roush
Ben Smith
Jessica
Stansburyp
Zhuo Wang
Dean
Whitfield
Emily
Ziegler

Cora Roushp

Cheryl
Fishere
Laura
Frazier

Patricia
McAteer

Patricia
McAteer

Mila Fuller
Laura
Frazier
Kathy Gould

Patricia
McAteer

Mila Fuller
Laura
Fraziere
Kathy
Gould

Patricia
McAteer

Patricia
McAteer
Lynne
Murphy

Amy Martin
Patricia
McAteere
Lynne
Murphy

Stefani Pautz
Portia
Pusey

Portia Pusey

Portia
Pusey

James
Robertson
David
Robinson

James
Robertsone
David
Robinson

David
Robinson

Ben Smith

Ben Smith

Ben Smith

Portia
Puseye

David
Robinson
Cora Roush
Ben Smith

Dean
Whitfield

David
Robinsone
Cora Roush
Ben Smith

Dean
Whitfield
Emily
Ziegler

Jessica
Stansburyp
Zhuo Wang

Jessica
Stansburyp
Zhuo Wang

Emily
Ziegler

Emily
Ziegler

Note: eSuccessful dissertation defense. pProgram Chair

New instructional procedures which you have introduced

(special projects, new courses and/or materials).
I use Blackboard in all my courses as a repository for assignments, course notes, discussion boards, and class
demonstration materials. Students grades are maintained in the Blackboard gradebook. Students preferred to use Google Docs or
email to share work.
I continued to offer the option for EDUC 605 and ISTC 685/EDUC 761 students to work as a group. Not all students
elected to work with a partner, but those that did tended to produce longer and more thoughtful assignments. Students organized
themselves into groups. I received feedback from a couple of students suggesting this was helpful:

Working with a partner, Make sure everyone works [sic] in a partner

although one felt the groups could be limiting:

I also liked that the professor didn't have us do a ton of group work. Many professors go overboard on group work,
and some students don't like to work with others that much.

I taught both EDUC 605 classes were as blended courses this year, 60% face to face and 40% online. Due to snow
days, one Spring EDUC 605 class meeting was held using WebEx. The blended approach was new to me this year and required
significant course restructuring to create online experiences for students.

Each semester I continue to use SmartBoards for lecture, discussion, and software demonstrations. My class notes
consist of slide presentations, originally constructed using PowerPoint. I have found that format unsatisfactory for a variety of
reasons, so I continue to migrate my PowerPoint presentations to PDF format. I use LaTeX with the Beamer package to produce
PDF versions of all my slides. In response to snow days and student request for supporting materials, I have developed several
short videos using Jing to accompany slide presentations in EDUC 761 and ISTC 685, and to demonstrate the use SPSS for
specific kinds of analysis problems for EDUC 715. I continue to create occasional audio supplements to lectures for students
absent from class using Audacity and then make them available for all students on Blackboard. In EDUC 715, I continue to
introduce online statistical calculators for one-off calculation tasks.
I taught a TSEM course for the second and third times this year.. It was an interesting and challenging experience. I
continued to use two strategies from my first experience in Spring 2015 I found useful: 1) including the They Say/I Say exercises
from the Graff & Birkenstein (2014) text. The second was using journal articles and general media sources to present opposing
views of various controversial educational practices like paying students for grades, or removing grades from educational
practice. They seemed to generate interest in reading and end of semester student reflective essays suggested at least some
students were strongly affected by the ideas they encountered. I also continued to have students write in class virtually every class
meeting. This resulted in many short essays, focused on both content, but also specific tasks like formulating thesis statements or
identifying citation formats for non-print media. Students gave feedback about the writing in their
their course evaluations:

I liked the freedom of writing every class,

I liked the "they say.. I say..." format that was taught, which really helped me implement my thoughts and ideas into
my writing.

Graff, G. & Birkenstein, C. (2014). They Say/I Say: The Moves That Matter in Academic Writing. 3rd ed. W.W. Norton & Co.
ISBN-13: 9780393935844.
Several simulation websites I like to use rely heavily on Java, and since it has become vulnerable to security risks, it
has been untenable to continue to use simulation in courses. This suggests building simulations using local software readily
available on Mac or Windows software would be important to develop. I have created a brief simulation in Microsoft Excel to
demonstrate the t-test using permutation methods. I need further testing of the software with students before it will be fully
useful. I have also begun to use non-Java based simulation applications built by other educators to supplement content on
statistical analysis. Here are two I used this year:
This website allows students to observe the effect of changing the numeric value of a correlation coefficient and
observe the effects on the shape of the scatterplot and slope of the regression line.
http://rpsychologist.com/d3/correlation/
A colleague discovered this delightful game that allows participants to guess the numeric value of a correlation based
on a randomly generated scatterplot. The graphics are primitive (intentionally) and the game is cleverly simple. I assumed that
students would find it boring, but I had to ask them to stop after ten minutes of play so we could move on to the next activity (!)
http://guessthecorrelation.com/
This website contains multiple simulation applications for demonstrating randomization procedures for statistical
analysis. This is a different approach than frequentist methods, but I believe students get a feeling for the intuition underlying
frequentist statistics by observing the resampling graphics.
http://www.rossmanchance.com/applets/

Advising (including number of students, whether majors,

undeclared, or interdisciplinary students).
These are doctoral students I have consulted with since 2007, but not as a committee member. I provided research
design and statistical analysis guidance in my role as methodological consultant for the doctoral program. There are 14 students
overall, two in the past year. In addition to informal advising, I also served as a second grader for two different students
comprehensive examinations.
2007-2008

Bill Barnard

2008-2009

Bill
Barnard

2009-2010

Beverly
Byee

2011-2012

2012-2013

Bill Barnard
Barbara
Blummer

Beverly Bye

2010-2011

Barbara
Blummer

Barbara
Blummere

Liz Berquiste
Barbara
Blummer

2013-2014

20142015
Atiya
Afsanio

2015-2016
Atiya
Afsanio

Andy
Cavanaugh

Andy
Cavanaugh
Doug
Elmendorf

Andy
Cavanaugh
Doug
Elmendorfe

Andy
Cavanaughe
HyunKyung
Kim

Linda
Macaulay

Linda
Macaulay

Linda
Macaulaye
Carrie
McFadden

Carrie
McFadden

Debbie
Nolane
Sagar
Rainao
Matthew
Rothbarte
Carol Ann
Stevense
Raymond
Raymond
Wang
Wange
Note: eSuccessful dissertation defense. onon-COE affiliation

Doctoral student dissertation committee membership, described above as non-class mentorship, also falls into the
category of advising. These are detailed in the tables above. All my consulting activities are detailed in an accompanying
spreadsheet.
Correlation Statement. If your productivity did not match your projections for academic period 2015-2016, please explain. N/A

III.

Scholarship (percentage of workload: 30%)

A spreadsheet in the scholarship section provides detail on type of project conducted and amount of time spent from
Summer 2014 to Spring 2015 on each project.
Correlation Statement. If your productivity did not match your projections for academic year 2015-2016, please explain. N/A

Manuscripts under review:

McQuitty, V., Ballock, E. & McNary, SW. (submitted). An exploration of professional knowledge needed for reading and
responding to student writing.

Manuscripts accepted
Haverback, H. & McNary, SW. (2015). Shedding light on preservice teachers domain specific self-efficacy. Teacher Educator,
50(4), 272-287. DOI: 10.1080/08878730.2015.1070942

Conference Presentations.
McNary SW Research methods: A brief survey of methods and ideas. (2015, July). Invited address for the American
Psychological Association Minority Fellowship Psychology Summer Institute, Washington, DC.
McNary SW. (2015, November). Psychometric considerations in judgements of task criticality. Invited address for the Disaster
Recovery Construction Specialist Development and Research Planning Forum, Washington, DC.
Roush, C., Song, L. & McNary SW. (2016, March). The impact of clickers on students foreign language learning. Paper
presented at the Society for Instructional Technology and Education annual conference, Charleston, SC.

Grants submitted
N/A

Consultation
The following is a brief description of the amount of consulting activity I have conducted since 2007 by stakeholder
group. See the Service section for a more extensive description of time spent and activities completed. Note that the number of
external researchers and agencies I have consulted with has decreased over time whereas the amount of consulting I do with
doctoral students and COE faculty has increased. The strong increase in doctoral student consultation is related to dissertation
supervision for one student and three different independent studies I conducted with doctoral students on dissertation
methodology. The decrease in faculty consultation hours occurred this year because a course release I had previously received for
that work was withdrawn.
Year/Source
COE Faculty Researchers
2015-2016
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
2007-2008

Number of Consultees

Hours

9
11
13
11
16
17
9
8
5

45
88
140
122
87
90
83
62
33

Doctoral Students
2015-2016
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
2007-2008

15
15
15
11
11
8
13
10
8

181
148
54
67
87
45
49
58
52

Masters in Education Students

2015-2016
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
2007-2008

0
0
1
0
0
6
1
7
3

0
0
5
0
0
39
21
33
10

Outside the College Researchers

2015-2016
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009

2
2
6
4
1
3
4
8

7
6
45
14
8
12
57
35

2007-2008

41

Conferences Attended
2015-2016
Test Fairness in Large-Scale Assessment
APA Minority Fellowship Research Day (invited speaker)

College Park MD
Washington DC

Correlation Statement. If your productivity did not match your projections for academic period 2015-2016, please explain. N/A

IV.Service (percentage of workload: 10%)

Profession
Reviewing

Editorial Board Member, Child Abuse and Neglect.

o (reviewed 8 journal manuscripts)
Ad hoc reviewer
o Journal of General Internal Medicine (1 manuscript)
o Journal of Research on Adolescence (1 manuscript)
o AERA Instructional Technology Special Interest Group (1 presentation)
o APA Division 2 conference presentations (2 presentations)

Non-college/non-University consultation
I have consulted with one researcher outside of Towson University for approximately 6 hours (see above Outside the
College Researchers).

University
Committees
Institutional Review Board (Summer 2014-present). I reviewed 30 applications in the 2015-2016 academic year for the
committee.

Faculty Consultation
This year I consulted with one Towson University faculty researcher who was not in the COE, for a total of 1 hour (see
above Outside the College Researchers).

College
Committees
I served on the COE Scholarships committee this year. The committee received in excess of 130 applications and
awarded over $20000 in scholarships.
I served on the Merit Task Force committee. The committee evaluated current COE merit criteria and sought alternate
merit criteria from other institutions and after careful deliberation, produced a white paper summarizing findings and making
recommendations to the Dean for revising merit evaluation procedures.

Faculty Consultation
I consulted with 9 different COE faculty members for a total of 45 hours. In addition, I co-chaired the Faculty Research
professional development group along with Rebecca Shargel Ed.D., which was approved by the College Council for 2015-2016.
We met twice, once in February and once in March, 2016. It is important to note that in prior years I have received a course
release for faculty consultation, but that course release was withdrawn in 2015.

Department
Student Advising
I am currently a dissertation committee member for 14 Ed.D. students and am program chair for two of those students,
and initial advisor for a third student. I further consulted with one doctoral student from Computer Science for whom I am not a
committee member.

Committees
Admissions committee (2008-2016), Doctoral Program committee (2008-2016), Merit Committee (2011-2016, chair
2014-2016), Terminal Fellowship Application committee (2016).

Correlation Statement. If your productivity did not match your projections for academic period 2015-2016 please explain.
N/AANNUAL REVIEW (AR)

Part II
Agreement On Faculty Workload Expectations For Academic Year
June 1, 2016 - May 31, 2017
I.

Teaching (percentage of workload: 70 %)

A. List all of the regular classroom teaching assignments planned for the 2015-2016 academic year.

Course Title/Number

Credit Hours

Fall 2016
EDUC 605

EDUC 761/ISTC 685

EDUC 790

ISTC 694

Spring 2017
EDUC 605

EDUC 670

EDUC 761/ISTC 685

TSEM 102

ISTC 694

B. Non-classroom assignments which will be part of your regular on-load teaching assignment (i.e.,
coaching, directorships, supervision of student teachers) for the 2016-2017 academic year.
a. Dissertation committee member for the following thirteen students: Chip Boling, Tamara
Burton, La Tonya Dyer, Alex Greenwood, Kathryn Lee, Chris Magalis, Amy Martin,
Andrea Parrish, Arkhadi Pustaka, Matt Rietschel, Jessica Stansbury, Zhuo Wang, and
Emily Ziegler.
b. I no longer have a course release for student and faculty research support and
consultation in the College of Education but retain one course release for my own
research.
C. New instructional procedures which you plan to introduce this year (special projects, new courses
and/or materials). Also include interdisciplinary, diversity, international and new technology
projects, if appropriate.

I will continue to reformat my EDUC 761/ISTC 685 PowerPoint presentations create PDF versions of my notes which
are more secure and portable across operating systems and environments. I will be attempting to reform EDUC 790 to a flipped
classroom version to implement in Fall 2016, using both SPSS and R software in class. I will be refining online modules and
assignments for the Spring 2017 EDUC 670 course.

D.

Advising (including number of students, whether majors, undeclared, or interdisciplinary students)

I will be providing consultation for M.Ed. and Ed.D. students (other than thesis committee work). This includes
doctoral students (3 estimated) with research design/statistical analysis questions.

II.

Scholarship (percentage of workload: 20 %)

I expect to produce one conference presentation and one manuscript publication in the following year. Data analyses for
the Facebook Mattering with Dr. Lohnes-Watulak project are ongoing, measure development for observation of UDL
implementation with Dr. Sadera is ongoing, and I plan to apply for sabbatical in 2017.

III.

Service (percentage of workload: 10%)

[For any of these activities which are part of your workload, please indicate.]
Community: Consultation with non-profit and non-for-profit agencies in research design, data analysis, and
psychometrics
Profession: Reviewing, external researcher consultation
University (all levels): University Institutional Review Board, College Scholarships Committee, Department
Admissions committee, Department Doctoral Program committee, Department Merit Committee (chair),
student and faculty research consultation

SIGNATURES:
Faculty Member

Date

Chairperson of Department

Date

Dean of College

Date