Professional Organization: National
Scott Simkins
Investigating adaptability of science, technology, engineering, and math (STEM) discipline teaching and learning innovations for economics education (National Science Foundation grant DUE #04-11037.
Scott Simkins is Director of the Academy for Teaching and Learning and Associate Professor of Economics at North Carolina A&T State University.
Gary R Carlson
Faculty Development, Student Success, Instruction methods and materials, Technology in Education, Academic Department Reorganization, Compliance and Regulatory oversite
Dr. Gary Carlson has had over 42 years of experience in the academic field. He started with his first teaching job working with incarcerated youth age 18 and younger. Later he was teaching at the high school level and coaching football, basketball and track in Omaha, Nebraska. In 1970, he became the first special education teacher in a Jr. High School in Omaha. His love for special education and the challenges in the public schools with the educationally challenged youth in the public schools he accepted the position of Supervisor for Special Education. Later he would become a Director of Special Education for 33 school districts in Iowa. After five years he accepted the challenge of running a school at a children’s home and became their main fund raiser which resulted in a new school, gymnasium and housing. In 1990, Dr. Carlson became a Campus Director for a business college in Lincoln, Nebraska. Most recently Dr. Gary Carlson was the very first Vice President for Academic Affairs for ITT Technical Institute in the corporate office in Indianapolis, Indiana. He was responsible for academic administration and academic leadership for 127 colleges. After 14 years with ITT he retired. Within a short period of time he started gCarlson Inc. a consulting company for higher education colleges and universities.
During the past 42 years Dr. Carlson has been President for a school board, President for the State of Nebraska Council for Exceptional Children, served on many APSCU committees, has worked with ACICS for 21 years as an evaluator, committee member, Commissioner and currently Chair for ACICS. He has always stayed close to teaching and instruction by teaching at Crieghton University, online teaching and conducting training for faculty in colleges and Universities.
Education:
University of Nebraska at Omaha-----B.S. Secondary Education
University of Nebraska at Omaha----M.S. Special Education
University of Nebraska Lincoln, NE. Ed.D. Administration, Curriculum and Instruction
Maureen T. Matarese
Institutional linguistic ethnography examining how “reading” and “literacy” are discursively positioned by professors and students in two community college developmental literacy classrooms. (in IRB proposal stage for Spring/Summer 2011 data collection), Co-investigator on sociolinguistic project Ghanaians in New York City: Language use and resources with Dr. Mabel Asante, examining the use of Ghanaian churches in NYC for bilingual language maintenance., Co-investigator on qualitative project exploring possible benefits of taking a Language & Culture course for students also taking college-level developmental skills courses. (2010-2011, to be presented at AAAL 2011), Dissertation Research:, Institutional linguistic ethnography exploring the one-on-one discourse between six shelter caseworkers and sixteen homeless clients in a New York City shelter over nine months, particularly in light of new NYC policies that consequently shaped practice and the talk used in practice.
Sociolinguistics, Discourse Analysis, Institutional talk, Intersection between policy and practice, education, literacy, social work
Maureen Matarese is a tenure-track Assistant Professor at Borough of Manhattan Community College, CUNY. A graduate of Teachers College, Columbia University with a doctorate in International Educational Development (Language, Literacy, and Technology), she has focused her work around issues of sociolinguistics, discourse analysis, and literacy in multicultural, institutional settings.
She has taught on the graduate level at Teachers College and at Long Island University, teaching courses in Sociolinguistics, TESOL, and Bilingual Education, and on the undergraduate level she taught Freshman Composition at North Carolina State University, and she teaches Academic Critical Reading and Language & Culture (LIN100/ANT115) at BMCC.
She also taught ESL, Literacy, and GED Preparation in a transitional homeless shelter in Washington Heights, where she worked for many years.
Professor Matarese's research focuses on sociolinguistics and discourse analysis. She has conducted sociolinguistic research in North Carolina, West Virginia, the Bahamas, and in New York City, and she has conducted qualitative research on teacher response techniques (particularly when students use nonstandard dialect features in their writing).
Discourse analysis, and specifically institutional linguistic ethnographies, are her area of expertise. In this vein, she has conducted research on caseworker-client interaction in a New York City shelter. That study speaks to the ways in which institutional hierarchies and their policies are enacted in everyday practice by street-level bureaucrats who negotiate between the needs of the client and the needs of the administration/policy. This research additionally speaks to the ways in which language diversity (Spanish language) were addressed in everyday practice by individual caseworkers. This research has implications for both policy and practice, as well as for street-level bureaucrats of other institutional types (e.g. school teachers). She is currently working on a linguistic ethnography in Academic Critical Reading classrooms.
Professor Matarese has published within and outside the field of (socio)linguistics and has presented at many national and international academic conferences where her work has been well received. In all facets of her work, she has worked with linguistic minorities (and/or minoritized languages/dialects), and she continues to be interested in exploring the relationship between institutions, talk, policy, and practice.
Paul T. Henley
Elizabeth Romero
Self-efficacy effects on professional development in higher education faculty, CReaTE: A four dimension framework to integrating technology in the classroom
Dr. Elizabeth Romero is an electronic engineer from Universidad National Autónoma de México. She holds a master in computer science from Tecnológico de Monterrey, a master in education from Western Kentucky University, and a Ph.D in Organizational Development from the University of Louisville, USA. From 1995 to 2003, she was the director of the Virtual University at Tecnológico de Monterrey, Mexico City Campus. For the last eight years, she has been a Senior Instructional Designer in the Office of Distance Learning at Western Kentucky University (WKU) where she provides consultation and training to faculty in developing online courses. Additionally, she teaches technology-related graduate level courses in the School of Teacher Education at WKU.
David Bogen
Sociological Theory, Science and Technology Studies, Human-Computer Interface Design, Media and Cultural Studies, Participatory Design, Philosophy of Language, Critical Theory
David Bogen received his B.A. in philosophy from Macalester College and his M.A. and Ph.D. in sociology from Boston University. He is currently the Vice President Academic + Provost at Emily Carr University of Art and Design in Vancouver, Canada. He is the author of Order Without Rules: Critical Theory and the Logic of Conversation(SUNY Press: 1999) and, with Michael Lynch, The Spectacle of History: Speech, Text, and Memory at the Iran-Contra Hearings (Duke University Press, 1996) as well as numerous articles, book chapters, and reviews that explore the intersection of language, technology, and everyday orders of social practice. His most recent work focuses on social, organizational, and perceptual issues in the design of computer mediated interactive environments.
Winona Wynn
Developing an Indigenous Studies Major (global north and south focus) that is community integrated, Ethnographic Study of young at-risk minority women (gang affiliated), Community Engagement Development (moving beyond the service model), Native American Retention at the high school and college level (strategies for curriculum development and family intervention), Women in prison--local and global human rights issues, literacy and education
American Studies (equity in representation for historically marginalized populations), Anthropology (Ethnographic interviewing and researcher positioning), Indigenous Studies (Mexican immigrant and Native American identity constructs; the concept of historical and contemporary allies in the context of advocacy), Criminal Justice (women in prison--local and global human rights issues and education)
Winona Wynn earned her Ph.D. in American Studies from Washington State University. She currently serves as Chair of English and Humanities. Her research interests include indigenous identity constructs, Native American education and retention, ethnographic work with at-risk girls and women in prison. From her house, she can hear both train whistles and church bells.
Ray Tolley
Ray Tolley is an ardent promoter of e-Portfolios for all ages in the UK.
see: www.maximise-ict.co.uk/eFolio-01.htm
David Reichard
David A. Reichard is a Professor of History & Legal Studies at California State University Monterey Bay where he teaches history, politics and law in society courses in the Division of Humanities and Communication. He is the coordinator of the Division's Pre-Law Program.
Jill Jameson
Trust and Leadership (2009-10), JISC Users and Innovations Critical Friends (2008-09), Director of the JISC eLIDA CAMEL Project (2006-08), Director of the JISC eLISA Project (2005-07), Greenwich Lead for the JISC infoNet CAMEL project (2006-07), Principal Investigator for the Trust and Leadership Centre for Excellence in Leadership in the Learning Skills Sector project (2007-08).
Educational research, Education, Leadership, e-Learning, leadership in education, post-compulsory education, lifelong learning, trust and leadership, collaborative leadership, social networking, qualitative analysis, English Literature.
Dr Jill Jameson is the Director of Research and Enterprise at the School of Education and Training, University of Greenwich.
Dr Jennifer Mitchell
Exploring possibilities for constructvist learning and cultural responsiveness, for international students in the Western Higher Education classroom., Researching faculty members' responses to changing pedagogy and technology.
Dr Jennifer Mitchell lectures in Literature at Trinity College, University of Melbourne, in the Foundation Studies Program for international students.
Adelina Soco Velayo
Is interested in Music, English, Science and Math and professional related subjects., But not in CLE so far.
Adele S. Velayo is faculty member of Woodridge School-Cebu,
Teaching is indeed a very challenging job. It is because the welfare of your students are in your hands and it is your responsibility to instill knowledge in them. Yet, no matter how demanding the responsibilities of a teacher are, this is one of the most rewarding jobs found in the world today. The efforts of teachers do not only lie in educating children but these also contribute in huge circumstances such as training future leaders.
WHAT IS A PROFESSION?
When most people talk about the professions, they are unknowingly using the ideas of two early sociological theories: trait models and structural-functionalism. Since the public continues to use these ideas long after sociologists have abandoned them, it is important that we take a moment to examine what these two theories say, and why they are wrong.
While expecting on something on the next few years. My days shall be made worthy and I have to assure that I will be under the strong management school so I can fully develop my skills and teaching ability.
Thank you, Teachers!
Michael J. Ebeling
STEAM (Science, Technology, Engineering, Arts and Math) for JrK through 9th grade, Virtuoso Teaching & Learning (ViTL): Cultivating Adaptive Expertise in a 21st Century School (An innovative model for professional development, curriculum and pedagogy)
technology, English, mathematics, humanities, engineering, science, history, economics, pedagogy, arts (studio and performing)
Head of School at Summit School in Winston-Salem, North Carolina
Diane K. Lofstrom Miniel
Service Learning, African American and Asian Literature, Literary Journalism, Digitized Audio Commentary (on student essays), media composition, postsecondary reading.
Diane K. Lofstrom Miniel recently obtained her MFA in Creative Writing, Creative Nonfiction, and Certificate of Advanced Study in Composition from CSU Fresno. As of fall 2010, she will be teaching English Composition at the University of Nevada, Reno as a term lecturer. While a graduate student, she was the past president of Students of English Studies Association and the San Joaquin Literary Association. She was the creative nonfiction editor for the 2005 issue of the San Joaquin Review. She also served on the Campus Advisory Fees Committee and Task Force for Graduate Culture. Her essay "Mystery Spot" aired on local Fresno radio station KVPR's Valley Writers Read, 89.3 FM, on Jan. 7, 2009 and is available online.
Kathy Takayama
Scholarship of Teaching and Learning, Visualization in Science Education, Collaborative online inquiry, Integrative learning, Arts-Science collaboration, cross-cultural learning, global learning, RNA processing, Molecular Microbiology
Kathy Takayama is the Director of the Sheridan Center for Teaching and Learning, and Adjunct Associate Professor of Molecular Biology, Cell Biology and Biochemistry at Brown University.
Zivah Perel
Jeffrey S. Bullington
Darius J. Conger
Classroom Human Capital and Employer Skill Remuneration, Religious Networks and First Job Success, Properly Valuing Coaching at BCS Institutions
Darius J. Conger is an Assistant Professor of Economics at Ithaca College
Youness Elbousty
School Reform, Teacher Education, Educational Leadership, Transformative Change, Professional Learning Communities, Second Language Acquisition
Faculty of Critical Languages
