Certificate in Computer-based instruction application
1. Educational objectives
Overall, this certificate
would concentrate on developing students’ skills in computer-based
instruction. Specifically, students will
complete the following objectives:
• Describe
the major components and principles of the instructional design process
• Define major visual design principles that
affect instruction
• Define major interface design principles that affect instruction
• Apply instructional design principles to the development
of computer-based instructional products
• Apply visual design principles to the development of
computer-based instructional products
• Apply interface design principles to the development of
computer-based instructional products
• Apply instructional design principles to the development
of online instructional modules
• Apply visual design principles to the development of
online instructional modules
• Evaluate the visual design of an
instructional product
• Integrate visual design, instructional design and interface design
principles into the design of an instructional product.
• Apply interface design principles to the development of
online instructional modules
• Apply instructional design principles to the development
of virtual reality learning environments
• Apply visual design principles to the development of
virtual reality learning environments
• Apply interface design principles to the development of
virtual reality learning environments
Based upon recent interest in
computer-based instruction from current and prospective students, we wish to
offer this certificate. Specifically, we
would target those individuals, who are interested in developing instructional
software applications within corporate, higher education, military training and
K-12 settings.
2. Admission standards
Applicants
to the certificate program must have a Bachelor’s degree from an accredited
university and have an average 2.5 undergraduate GPA.
3. Proposed course sequence
EDTC 6020. Principles of
Instructional Design (3) Systematic process for
design of instruction. Task analysis and task analysis diagrams,
learner and context analysis, and development of instructional strategies.
EDTC 6030. Authoring Systems for Instructional
Product Development (3) P: EDTC 6020; consent of
instructor. Use of
authoring systems for design, development, and testing of instructional
courseware.
EDTC 6045. Human-Computer Interface Design (3) P:
Basic computer knowledge. Design and evaluate human-computer interfaces for
information and instructional products. Applies
human-computer interface principles and
user-centered design perspective to project development.
EDTC 6135. Instructional Graphics for
Educational Media (3) Design and production of graphic and visual elements for
instructional applications. Covers emerging technologies and desktop publishing.
EDTC 6240. Virtual Reality: Principles and
Applications (3) Basic principles of virtual
reality. Emphasis on applications in education and other
fields. Students select special projects according to their interests
and build virtual environment.
EDTC 7030. Web Teaching: Design and Development
(3) Internet
connectivity required. Principles of Internet (web-based)
instruction. Topics include using Internet tools for instruction,
instructional design components, and designing web pages for delivery of
instruction.
4. Catalog copy
CERTIFICATE IN COMPUTER-BASED
INSTRUCTION
The certificate in
computer-based instruction enables interested persons to learn basic instructional
design, visual design and interface design principles and then, apply these
principles using various software tools, including computer-based, online and
virtual reality tools. Applicants
to the certificate program must meet the same admission requirements as East
Carolina University’s Graduate School.
The certificate program
requires 18 s.h. of graduate-level course in computer-based instruction. Required courses include EDTC 6020, 6030,
6045, 6135, 6240 or 6242, 7030.
5. Proposed course sequence and course objectives
Below, we indicate how each
proposed certificate courses will meet each of the stated objectives.
EDTC 6020 Principles of Instructional Design will meet the
objective:
• Describe
the major components and principles of the instructional design process
EDTC
6030 Authoring Systems for Instructional Product Development will meet the
objective:
• Apply instructional design principles to the development
of computer-based instructional products
EDTC 6045 Human-Computer Interface Design will meet the
objective:
• Define major interface design principles that affect instruction
• Apply interface design principles to the development of
computer-based instructional products
• Apply interface design principles to the development of
online instructional modules
• Apply interface design principles to the development of
virtual reality learning environments
EDTC 6135 Graphics for Instructional Design will meet the
objective:
• Define major visual design principles that
affect instruction
• Apply visual design principles to the development of
computer-based instructional products
• Apply visual design principles to the development of
online instructional modules
• Apply visual design principles to the development of
virtual reality learning environments
EDTC 6240 Virtual Reality: Principles and Applications will
meet the objective:
• Apply instructional design principles to the development
of virtual reality learning environments
EDTC 7320 Web Teaching: Design and Development will meet the
objective:
• Apply instructional design principles to the development
of online instructional modules
Rationale: First,
entry-level certificate students will need to take the Principles of
Instructional Design course (EDTC 6020) and the Authoring Systems for
Instructional Product Development course (EDTC 6030). The content of these two courses will provide
a foundation of knowledge of instructional design and computer-based authoring
systems.
Then, certificate students
will be able to take a sequence of an interface design (EDTC 6045) course, an
instructional graphics course (EDTC 6135), a virtual reality course (EDTC
6240), and an online tools course (EDTC 7320).
Students do not need to take these four courses in a proper sequence,
but can take these courses when they are scheduled.
6. Need for Computer-based instruction certificate
This certificate would appeal
to those individuals, who are interested in developing instructional software
applications within corporate, higher education, military training and K-12
settings. Recently several current and
prospective students have indicated a keen interest in this area of study. Our existing courses already cover computer-based
instruction; thus, it was natural to group these courses accordingly in a
certificate program. We anticipate that
this type of certificate would attract prospective students to our graduate
program from North Carolina metropolitan areas, such as Raleigh-Durham,
Greensboro Triad, Charlotte, and other areas.
7 Faculty who will teach courses in Computer-based
instruction certificate
Dr. Abbie
Brown, Associate Professor
Dr. William
Sugar, Associate Professor and Interim Chair
Dr. Veronica Pantelidis, Professor
8. Vita of William Sugar,
Computer-based instruction certificate coordinator
William
A. Sugar
1209 Kingsbrook Road
Greenville, NC 27858
(252) 695-0172 (home)
(252) 328-1546 (work)
sugarw@coe.ecu.edu
Ph.D., Instructional Systems Technology; May, 1998
Indiana University — Bloomington, IN
M.S., Library and Information Science; August, 1989
Simmons College — Boston, MA
California Multiple Subject Teaching Credential; June, 1985
Sonoma State University — Rohnert Park, CA
B.A., Hutchins School of Liberal Studies; June, 1984
Sonoma State University — Rohnert Park, CA
Professional
Experience
|
2006 - present |
Interim Chair |
East Carolina University — Department of Library Science
and Instructional Technology |
|
2005 - present |
Associate Professor |
East Carolina University — Department of Library Science
and Instructional Technology |
|
1999 - 2005 |
Assistant Professor |
East Carolina University — Department of Librarianship,
Educational Technology and Distance Instruction |
|
1998 - present |
Consultant |
Interactive Design Associates — Specializing in User/Learner needs analysis and interface
design |
|
1996 - 1998 |
Assistant Professor |
Southern Connecticut State University — Department of
Library Science and Instructional Technology |
|
1995 |
Instructor |
Indiana University/Purdue University — Instructional
Systems Technology |
|
1995 |
Instructor |
Indianapolis Public Schools |
|
1994 |
Research Analyst |
Instructional Systems Technology (Prof. Elizabeth Boling)
— Usability research project |
|
1994 |
Task Analyst |
Skill Dynamics |
|
1991-1993 |
Research Assistant |
Center for Excellence in Education |
|
1989-1991 |
Tape Librarian |
National Public Radio |
|
1987-1989 |
Slide Librarian |
Simmons College — Art Department |
|
1985-1987 |
Film Librarian |
American Friends Service Committee |
|
1985-1987 |
Math and English Tutor |
ABC Tutoring |
|
1981-1985 |
Math Tutor and Supervisor |
Sonoma State University — Learning Center |
Sugar, W. & Kester, D. (in press). Lessons learned from IMPACTing technology integration
practices: Four IMPACT model case studies. To be
published in: Computers in the
Schools.
Sugar, W. (2005). Instructional technologist as a
coach: Impact of a situated professional development program on teachers’
technology use. Journal of Technology and
Teacher Education, 13 (4), p. 547-571.
Sugar, W. & Wilson, K. (2005). Seeking
alternatives for in-service technology workshops from the teacher's perspective.
Journal of Computing in Teacher Education, 21 (4), p. 91-98.
Sugar,
W., Crawley, F., & Fine, B. (2005). Critiquing theory of planned behavior as a method to assess
teachers' technology integration attitudes. British Journal of
Educational Technology, 36,
(2), 331-334.
Sugar,
W., Crawley, F., & Fine, B. (2004). Examining teachers’
decisions to adopt new technology. Educational
Technology and Society, 7 (4), 201-213.
Sugar,
W., Martindale, T., Kester, D., & Sheerer, M. (2004). Perspectives on the role of an instructional design
and technology program within a college of education: Professor, department
chair, and dean. Educational Technology, 44 (4), p. 50-54.
Sugar, W. A. & Warren, L. L. (2003). Promoting a teacher/leader designer
perspective for public school teachers.
Action in Teacher Education, 25 (3), p. 30-37.
Sugar, B. & Warren, L.
(2003). Promoting "Teacher/Leader-Designer" perspective for
English educators: A conversation. North
Carolina English Teacher, 59 1,
p. 23-25.
Sugar,
W. (2002). Three alternative technology
perspectives: Applying human-centered design to technology integration. Journal
of Computing in Teacher Education.
v. 19 n. 1.
Sugar,
W. & Betrus, A. (2002). The many hats of an instructional designer:
The development of an instructional card game.
Educational Technology.
v. 42 n. 1. p. 45-51.
Sugar, W. (2001). What is so good about user-centered design?: Documenting the impact of
usability sessions on novice software designers. Journal of Research on Computing in
Education. v. 33 n. 3 p.
235-250.
Sugar,
W. (1999). Novice designers’ myths about
usability sessions: Guidelines to implement user-centered design principles. Educational Technology.
v. 39 n. 6 p. 40-44.
Bonk, C. J. & Sugar, W. A. (1998). Student role play in the World Forum:
Analyses of an Arctic adventure. Interactive Learning
Environments. v. 6 n. 1-2 p. 114-142.
Warren, L. L. & Sugar, W. A.
(2005). Introducing the Teacher-Leader/Designer: A
guide for success. Dubuque,
IA: Kendall Hunt Publishing.
Brush, T., Sugar, W., & Brush, J. (2006). Evaluation of
online training: Dilemmas, dilemmas, and more dilemmas. In: Ertmer, P. & Quinn, J. (Eds.). The ID casebook: Case studies in
instructional design. Third edition.
Sugar, W. and Kester, D. (2001). Adding networking skills to one's "tool box": Proposed
instructional interventions for the school librarian and technologist. In 2001 Educational Media and
Technology Yearbook. Branch, R. and Fitzgerald, M. (Eds.), p. 66-75.
Sugar, W. & Bonk, C. (1998). Student role play in the World Forum. Analyses of an Arctic
adventure apprenticeship. In Bonk, C. & King, K., Electronic Collaborators: Learner-Centered Technologies for Literacy,
Apprenticeship, and Discourse. L. Erlbaum Press.
Sugar,
W. (1995). User-centered perspective of
information retrieval research and analysis methods. In
Williams, M. Annual Review of Information
Science and Technology. v. 30, pg. 77-113.
Sugar, W. and Schwen, T. (1994). Glossary of technical terms. In L. Kelly
(Ed.), The ASTD technical and skill
training handbook. New York: McGraw Hill.
Articles
in proceedings
Brown, A. & Sugar, W. (2004). Integrating HCI into IDT: Charting the human computer
interaction competencies necessary for instructional media production
coursework. In Simonson, M. and
Crawford, M. Eds. (2004). 27th Annual Proceedings of Selected Papers
Presented at the Annual Convention of the Association for Educational
Communications and Technology, Chicago, IL. North Miami Beach, FL: Nova
Southeastern University p. 80-86.
Sugar, W. & Wilson, K. (2004). Seeking alternatives for in-service
technology workshops: Identifying effective technology integration strategies
for teachers. In D. Willis, R. Carlsen, N. Davis, J. Price, & R. Weber (Eds.), Fifteenth Annual Proceedings of Society for Information Technology
& Teacher Education, 2004. p.
2680-2687.
Sugar, W. & Schmidt, M. (2004). Identifying key aspects of online
graduate teacher education courses: Implications for effective online faculty
and students. In D. Willis, R. Carlsen, N. Davis, J. Price, & R. Weber (Eds.), Fifteenth Annual Proceedings of Society for Information Technology
& Teacher Education, 2004. p. 712-716.
Cortright, R. N., Tanner,
C.J., and Sugar, W.A. (2002). Web-based interactive game in skeletal muscle
bioenergetics. Annual Meeting of the American College
of Sports Medicine, 2002. Medicine
and Science in Sports and Exercise, 34(5):S256.
Frick, T., Boling,
E., Kim, K.-J., Oswald, D., Sugar, W., Zazelenchuk, T. (2001). Software developers’ attitudes towards user-centered design. In Crawford, M.
& Simonson, M. Eds. (2001). 24th Annual Proceedings of Selected Research
and Development Papers Presented at the Annual Convention of the Association
for Educational Communications and Technology, Atlanta, GA. North Miami
Beach, FL: Nova Southeastern University pp.
140-146.
Sugar,
W. (2001). Human-centered design bill of
rights for educators. In M. Arias-Ferrero & M. Simonson (Eds.), Selected Papers on the Practice of
Educational Communications and Technology" presented at the 2000 national
conference of the Association for Educational Communications and Technology
- Denver, CO, pp 88-99.
Sugar,
W., Parke, H., & Pedersen, J. (2001).
Collaborative university-public school partnerships: Development of an online
network for school of education faculty and public schools. In
J. Price, D. Willis, N. Davis,
& J. Willis, (Eds.), Twelfth Annual
Proceedings of Society for Information Technology & Teacher Education, 2001. p. 2806-2809.
Sugar,
W. (1995). Impact of user-centered design methodology on the design of information
systems. ASIS '95: Proceedings of the American Society of Information Science (ASIS) 59th Annual
Meeting: Volume 32. Chicago, IL, October 9-12, 1995.
Sugar,
W. (1995). Book review of Giardiana, M.
(ed.) Interactive Multimedia
Learning Environments. Library
and Information Science Research.. v. 17 n.
2. pp. 186-188.
Sugar, W. and Boling E. (1995). User-centered innovation: A
model for early usability. In M. Simonson & M. Anderson (Eds.), Seventeenth Annual Proceedings of Selected
Research and Development presentations at the 1995 annual convention of the
Association for Educational Communications and Technology (pp. 563-570).
Madison, WI: OmniPress.
Sugar, W. and Bonk, C. (1995). World
forum communications: Analyses of student and mentor interactions. In M.
Simonson & M. Anderson (Eds.), Seventeenth Annual Proceedings of Selected
Research and Development presentations
at the 1995 annual convention of the Association for Educational Communications and Technology (pp.
571-583). Madison, WI: OmniPress.
Brown, A. & Sugar, W. (2004). Integrating HCI into
IDT: Charting the human computer
interaction competencies necessary for instructional media production
coursework. Presented at the annual meeting of the
Association for Educational Communications and Technology, Chicago, IL,
October, 2004.
Sugar, W. & Wilson, K. (2004). Seeking
alternatives for in-service technology workshops: Identifying effective
technology integration strategies for teachers. Presented
at the annual meeting of the Society for Information Technology and Teacher
Education, Atlanta, GA, March, 2004.
Sugar, W. & Schmidt, M. (2004). Identifying
key aspects of online graduate teacher education courses: Implications for
effective online faculty and students. Presented at the annual
meeting of the Society for Information Technology and Teacher Education,
Atlanta, GA, March, 2004.
Rodriguez, S., Sugar, W., & Daniels, L. (2004). Updating instructional
technology masters’ degree curricula: A panel discussion. Presented at the annual meeting of the Society for Information
Technology and Teacher Education, Atlanta, GA, March, 2004.
Sugar, W. & Martindale, T. (2003). Incorporation of IDT
village: Establishing an online community for an Instructional Technology
graduate program. Presented
at the annual meeting of the Association for Educational Communications and
Technology, Anaheim, CA, October, 2003.
Sugar, W., Martindale, T., Kester, D., Sheerer,
M. (2003). Three perspectives of the role
of an Instructional Technology program within a College of Education and beyond. Presented at the annual meeting of the
Association for Educational Communications and Technology, Anaheim, CA,
October, 2003.
Sugar, W. (2002). “The network is down at Franklin High and Edison
Elementary”: Network simulations for the instructional technology and school
media specialist. Presented at the annual meeting of the
Association for Educational Communications and Technology, Dallas, TX,
November, 2002.
Colaric, S., Brown, C., Sugar,
W., Briggs, E., & Fine, B. (2002).
Preparing for standards or preparing for the classroom? Presented
at the annual meeting of the Association for Educational Communications and
Technology, Dallas, TX, November, 2002.
Sugar, W. (2002). Seeking
alternatives to develop an effective instructional technologist and teacher
relationship. Presented at the annual meeting of
the American Educational Research Association, New Orleans, LA. April,
2002.
Frick, T., Boling,
E., Kim, K. J., Oswald, D., Sugar, W., Zazelenchuk, T. (2001). Software developers’ attitudes towards
user-centered design. Presented at the annual meeting
of the Association for Educational Communications and Technology, Atlanta, GA,
November, 2001.
Rice, F. & Sugar, W.
(2001). Preparing for online public schools:
Discussion of effective strategies for online teachers and students. Presented at the annual
meeting of the Association for Educational Communications and Technology,
Atlanta, GA, November, 2001.
Sugar, W., Parke, H., &
Pedersen, J. (2001). Collaborative University-Public School Partnerships: Development of an
Online Network for School of Education Faculty and Public Schools. Presented at the annual meeting of the Society for Information
Technology and Teacher Education, Orlando, FL, March, 2001.
Sugar,
W. (2000). Human-centered technology bill of rights for
educators. Paper presented at
the annual meeting of the Association for Educational Communications and
Technology, Denver, CO, 2000.
Wilson, B., Sugar, W., Carr-Chellman,
A., Jamison, P., & Ertmer, P. (2000).
Users and designers working hand
in hand: The success story. Panel discussion presented at the annual
meeting of the Association for Educational Communications and Technology,
Denver, CO, 2000.
Sugar, W. and Kester, D. (2000). Adding networking skills to one's "tool
box": Proposed instructional interventions for the school librarian and
technologist. Presented at the
annual meeting of the Association for Educational Communications and Technology,
Long Beach, CA, 2000.
Sugar, W., Daniels, L., Hunter, M., and
Rodriguez, S. (2000). Disclosing the
details of the VITD experiment: Constructing the Virtual Instructional
Technology Department: Presented at the annual meeting of the Association
for Educational Communications and Technology, Long Beach, CA, 2000.
Betrus, A, Sugar, W., and Rixman, M.
(2000). Teaching instructional design
archetypes with a deck of cards: No magic required. Presented at the annual
meeting of the Association for Educational Communications and Technology, Long
Beach, CA, 2000.
Finley, T. B. & Sugar, W.
(2000). The virtual writing conference:
A collaborative project and study. Presented at the annual meeting of the
American Educational Research, New Orleans, LA. April, 2000.
Sugar, W. (1999). Instructional
technologist as 'designer': Identifying core competencies of our discipline.
Presented at the annual meeting of the Association for Educational
Communications and Technology, Houston, TX, 1999.
Sugar, W. (1998). “What’s so good about user-centered design?”: Effectiveness of usability
sessions. Paper presented at the
annual meeting of the Association for
Educational Communications and Technology, St. Louis, MO, 1998.
Sugar, W. (1996). Adding ‘action” to needs analysis: Development of an ARNA model. Paper presented at the annual meeting of the
Association for Educational Communications and Technology, Indianapolis, IN,
1996.
Sugar, W. (1996). User-centered needs analysis: Development of narrative-conceptual
analysis methods. Paper presented at the annual meeting of the Association
for Educational Communications and Technology, Indianapolis, IN, 1996.
Sugar, W. and Boling E. (1995). User-centered innovation: A model for early usability. Paper presented at the annual meeting of the
Association for Educational Communications and Technology, Anaheim, CA , 1995.
Sugar, W. and Bonk, C. (1995). World forum communications: Analyses of student and mentor interactions. Paper presented
at the annual meeting of the Association for Educational Communications and
Technology, Anaheim, CA , 1995.
Sugar, W. and Yin, R. (1994). Bridging the information gap: Identifying
on-line needs of undergraduates.
Paper presented at the annual meeting of the Association for Educational Communications and
Technology, Nashville, TN, February,
1994.
Yin, R. and Sugar, W. (1994) Instructing the information-age learner:
Development of an on-line search heuristic. Paper presented at the annual
meeting of the Association for Educational Communications and Technology,
Nashville, TN, February, 1994.
Carr, A., Liang, C., McMahon, T. and
Sugar, W. (1993). Electronic
performance support systems: Point-counter-point. Paper presented at
the annual meeting of the Association
for Educational Communications and Technology, New Orleans, LA. February, 1993.
Lancaster, P., Lopez, C., Archer, T., Fields, B., &
Sugar, W. (2004). Make learning fun for everyone!!! Presented at annual meeting of
the Southeastern Regional Technology Teaching conference, Greenville, NC,
April, 2004.
Sugar, W., Davis, L., McFadden, C., Mott, V., &
Steinweg, S. (2003). Evaluating the efficacy of online instruction within higher
education environments. Symposium at
the annual meeting of the North Carolina Association
for Research in Education, Holly Springs, NC, March, 2003.
Sugar, W. (2003). Instructional technologist as “coach”:
Serving technology integration needs of teachers. Presented at the
annual meeting of the Eastern Educational Research Association, Hilton Head,
SC, February, 2003.
Wilder, L., Dutch, M., Rogers, R.,
Clark, P., & Sugar, W. (2003). Medieval Quest. Presented at annual meeting of the
Southeastern Regional Technology Teaching conference, Greenville, NC, April,
2003.
Diniz, S., Glenzer, H., Kazak, M., Nicolajsen, B., Sugar, W., & Williams, R.
(2003). Redefining
fun: Players with cognitive impairments learn social skills while exploring a
digital world. Presented at annual
meeting of the Southeastern Regional Technology Teaching conference,
Greenville, NC, April, 2003.
Sugar, W., Diniz, S., Warren, L.,
Schmidt, M. & Diniz, S. (2002). Benefits and drawbacks of face-to-face and
online teacher education courses. Presented at annual meeting of Teacher
Education Forum, Raleigh, NC, September, 2002.
Sugar, W. & Crawley, F. (2002). Teachers’ current beliefs about technology
adoption in their classrooms. Presented at the annual meeting of the North Carolina Association for Research in Education,
Chapel Hill, NC, April, 2002.
Fraboni, A. & Sugar, W. (2002). Distance learning and the young learner.
Presented at the annual meeting of the Southeastern Regional Technology
Teaching conference, Greenville, NC, April, 2002.
Rice, F. & Sugar, W. (2001). Preparing for online public schools:
Discussion of effective strategies for online teachers and students. Presented at the annual meeting of the
Southeastern Regional Technology Teaching conference, Greenville, NC, April,
2001.
Sugar, W. (2000). Human-centered technology bill of rights. Presented at the annual meeting of the
Southeastern Regional Technology Teaching conference, Greenville, NC, April,
2000.
Sugar, W., Dawson, P., Grant, J., and
Mullis, V. (2000). Interface design:
Guidelines for educators. Presented at the annual meeting of the Southeastern
Regional Technology Teaching conference, Greenville, NC, April, 2000.
Brown, M., Kusack, J. & Sugar, W.
(1998). “Digital libraries in the 1990’s:
Panel discussion.” Presented at the annual meeting of the Connecticut
Library Association, Cromwell, CT, 1998.
Sugar, W. and Bonk, C. (1994). Forms of assistance and degree of
collaboration in World Forum electronic interactions. Paper presented at
the annual meeting of Mid-western Educational Research Association, Chicago, IL
October, 1994.
Sousa, G. and Sugar, W. (1992). Information kiosks: Design and development.
Paper presented at the annual meeting of
Hypermedia '92, Bloomington, IN October, 1992.
Measuring
teachers’ stress levels associated with technology adoption. East Carolina University Research and Creative Activity
grant, 2004. [Pending – $15,419]
IMPACT
evaluation. Evaluator. Sub-contract with
North Carolina State University. [Awarded -$35,266].
North
Carolina Principal Leadership Center. Online
consultant. North Carolina Council on Developmental Disabilities. Dr. Sandra
Warren & Dr. Cheryl McFadden (co-investigators).
Developing
an effective and efficient “technology coach” model for public schools. Spencer Research grant. [Rejected –$34,520]
Changing
teaching and learning in rural Eastern North Carolina middle and senior high
schools using incubation teams of graduate fellows in Science, Mathematics, and
Technology. National Science Foundation.
(with Drs. Ronald Newton, James Reho, Frank Crawley, Elizabeth Jones, Roger
Robbins, Barry DuVall, Diane Kester, and Mark L’Esperance) [Rejected– 1.6
million]
Learning
village pre-proposal. IBM. (with Drs. Sheerer,
McFadden, Covinton, and Ms. Nancy Houston) [Rejected - 1.2 million]
Documenting the Effectiveness of School of Education's MAEd
Traditional and Online Core Courses. School of Education grant, 2002. [Funded – $7701]
Examining teachers'
current beliefs about technology integration in a technology-rich environment. School of Education Partnership grant. [$3541 – funded]
Multimedia
simulation of a computer network in a school.
East Carolina University Teaching grant. [$6840 – funded]
Instructional
technologist as counselor in public schools.
Center for Interdisciplinary Instructional Technology Research fellow, Spring,
2001 [$7641 – funded]
Recommendations for next-generation computer networks for
public schools: Research on the effectiveness of a "global classroom"
network. Dupont's Young Professor grants --
[Rejected - $75,000]
Creation of a Multimedia Program to Educate the Population
in Nonpoint Source Pollution Issues in Diverse Land Uses in North Carolina -
From the Mountains to the Ocean. Environmental Protection Agency, National Estuary Program –
(with Dr. Harold Stone) [Rejected -
$165,324]
Developing an online infrastructure for collaborative
relationships between School of Education faculty and partnership schools. East Carolina University School of Education grant, 1999.
[Funded - $6000]
English education computer simulated learning software (with Dr. Todd Finley).
ENCARE grant, 1999. [Funded - $7000]
Creating corporate training simulations. Connecticut State University curriculum grant, 1998.
[Funded - $2500]
Redesigning “Designing Instructional Software” curriculum
with Authorware 3.5. Connecticut State University
curriculum grant., 1997. [Funded - $4000].
Documenting novice design teams’ narratives and conceptual
representations: Measuring the relative
effectiveness of usability sessions.
Indiana University dissertation-in-aid
grant, 1997. [Funded - $500].
• AECT
Board of Directors, 2005 – present
• NCATE
Board of Examiner, 2003 – 2006
• AECT
History and Archives committee (member), 2002 – present
• AECT
Standards and Accreditation committee (member), 2002 – 2005
•
AECT/NCATE graduate program reviewer, 2001 – 2004
• AECT Communications officer, Change
council, 2000-2001
• Faculty Welfare (chair),
2005 - 2006
• Faculty Senate (alternate),
2004 - present
• Faculty Senate (member),
2001 - 2004
• Faculty Welfare
(vice-chair), 2003 - 2005
• Agenda committee
(secretary), 2002 - 2003
• Hierarchical Task Force
(member), 2002 - 2003
• Continuing and Career
Education Committee (member), 2001
• Planning committee, 2005
• Advisory council, 2004
• Research committee (chair), 2002 -
2003
• Research Ad-Hoc committee (member),
2000-2001
• Curriculum committee (member),
1999 - 2000
• Council of Teacher Education,
(member), 1999
Masters of Science in Instructional Technology program
coordinator, 2002 - present
Professional
affiliations
Association for Educational Communications and Technology
(AECT)
Association for the Advancement of
Computing in Education (AACE)
American Library Association (ALA)
North Carolina Association for Research in Education (NCARE)
9. This proposed graduate
certificate program does not contain additional courses, does not involve new
faculty members, maintains the admissions and academic standing requirements of
the university, and does not incur additional costs.
10. This proposed graduate
certificate program does not qualify for a professional license.