124 Teachers College Hall
Personal Webpage for
Department web page
Current Assignment in the College of Education and Human Sciences:
EDAD 995 Doctoral Seminar: Strategic Planning
EDAD 893 Seminar: Leadership in Higher Education
EDAD 896 Independent Study
EDAD 995/966 Broadwater Simulation (summer sessions)
Advisor for 24 Doctoral Students in Educational Leadership & Higher Education
Supervisory Committee Member-67 doctoral students
Co-Director of the Center for the Study of Post Secondary Education
Note: All of the courses I teach are taught on-line
Following the Scholar-Pracitioner Model I strive to promote student centered active-learning working in a collaborative model with others. In designing and teaching online courses great emphasis is placed on dialogue between and among students and the instructor utilizing an inquiry model with the student at the center.
My philosophy of teaching is embedded with my beliefs and knowledge of what is good teaching, how learners learn, and my role as instructor/teacher. The three are intertwined and reflected in how I design, implement, and evaluate classes I teach.
First and foremost, I believe that it is my responsibility as a professor/instructor to help each and every student to grow personally and professionally. It is not my role to “screen people out of the program” and throw up “road blocks” impeding them in their pursuit of their goals. A worthy teacher in my opinion, cares about each and every student, takes time to learn about each student, and provides meaningful learning opportunities to help students succeed. I have always been intrigued by the cliché, “people don’t care how much you know, but people know how much you care!” I have taken this cliché to heart and truly try to exhibit a caring attitude and behavior toward each and every student. To do this requires a lot of communication with on-line students so I spend a lot of time using e-mail, phone calls, and the fax machine to individualize my relationship with each student. It begins with a welcome to my class and continues through feedback on-line, e-mail , phone calls, etc. A good teacher in my opinion lays out expectations and requirements at the beginning of the course and works constantly with all students providing continuous feedback to help each student not only meet the course requirements, but to grow personally and professionally.
My teaching has been influenced by the research of Barbara McCombs work in The Learner-Centered Classroom (1997), the work of David & Roger Johnson on Collaborative/Cooperative Learning, and the work of Peter Senge in several of his books, but especially The Fifth Discipline. I believe and try to model collaborative-active learning that is student-centered. I also try to model reflective practice as a Scholar-Practitioner linking theory to practice. It is my role as professor not to be “the sage on the stage” as a lecturer but as a facilitator-provocateur, providing stimulus to the dialogue (not just discussion) of the class. I try to create and provide a climate conducive to collaborative active-learning promoting interaction between and among members of the class to develop a community of learners working together linking theory to the real world of practice.
Note: As Executive Director, Past International President, and Board of Directors Member of Phi Delta Kappa International, I have made over 400 presentations to chapters, national and international conferences and workshops throughout the world. Working with the Nebraska and National Association of Student Councils, I was fortunate to be involved in research, writing, and leadership in student activities developing leadership workshops for not only high school students, but student activities advisers for the National Association of Secondary School Principals. My work with the American Association Colleges of Teacher Education, the National Council for the Accreditation of Teacher Education, PDK, and NASSP has provided me the opportunity to serve as a visiting lecturer in twenty-eight foreign countries.