Statement
An individual’s success, wealth, and happiness are direct results of giving back to the community that helped him or her achieve. My research endeavors and professional organization participation has helped me grow as a scholar and give back to several communities that have led to my success. As my philosophy illustrates, research, teaching, and service are all interconnected. In this dossier you will find my impact on the IST department, the HPT research group, Indiana University, and the Daytona Beach, Florida community through the development of the following competencies:
Competency 1. Leadership (Acquired)
Competency 2. Technical Expertise (Acquired)
Competency 3. Civic Participation (Acquired)
Competency 4. Programming (Acquired)
Competency 5. Mentoring (Acquired)
Competency 6. Instructional Systems Technology (IST) student representative for the IST department chair review
It is a pleasure to play a leadership role in the Human Performance Technology (HPT) research group. Working with students from around the world has helped me to gain a greater appreciation for diversity and what can be accomplished through collaboration and perseverance. My service roles and responsibilities in the HPT group include:
Initiating a charter for the group
Developing a newsletter highlighting the group’s activities
Designing the HPT Guild of Scholars.
Hosting HPT faculty candidates during their site visit and interview process.
ISPI Student Service
(See Service Competency 1a-e for evidence of these service roles)
The former president of the Graduates in Instructional Systems Technology (GIST), Mr. Andrew Barrett, requested that members create a committee to redesign the GIST web site. I took a leadership and technical role in this endeavor by managing the team and providing my web development skills in the analysis, design, development, implementation and evaluation of the site. (See Service Competency 2a for evidence of this service competency, you may also go to http://www.indiana.edu/~gist/joomla/ to view the GIST website)
My leadership and technical expertise has allowed me to have a great impact on my hometown community. In 2005, a colleague and I developed a strategic plan for the Mary McLeod Bethune Foundation, a national historical landmark in Daytona Beach, Florida. This comprehensive strategic plan was designed to be used by the Director of the historical home as a guide to achieving long-term goals. These goals included maintaining the historical integrity of the home and developing more visibility on the local, regional and national level. In an effort to better manage the home’s inventory I purchased, installed, and assist the Director in inputting inventory items into the database. (See Service Competency 3a for evidence of the National Historic Landmark Comprehensive Strategic Plan)
In the spring of 2007 the organizers of the 2007 IST Conference, Ms. Nichole Harlin and Mrs. Marisa Exter, requested the assistance of GIST members to aide in the programming of the conference in several capacities. Volunteering my services as a member of the submission-review committee and as a reviewer has allowed me to service the IST department. (See Service Competency 4a forIST Conference Program)
In the summer of 2007 and 2008, I served as a mentor in the Kelley School of Business Junior Executive Institute (JEI). This Institute is designed for the business school to recruit Black, Hispanic and low socio-economic White high school students, give them an opportunity to prepare for college, and help them thrive in a higher education environment. JEI holds special meaning for me because throughout my education I have been a part of similar programs and I believe they have had a significant influence on my success as a scholar. In an effort to offer my HPT skills to the institute, I developed a JEI Human Performance Improvement Plan. (See Service Competency 5a&b for JEI Student and Supervisor emails; See Service Competency 5c for JEI Human Performance Improvement Plan)
In the spring of 2010 I was asked by the Indiana University School of Education Dean to serve as the Instructional Systems Technology (IST) student representative for the IST department chair review. One of my responsibilities on this committee was to the gather the opinion of the IST student body. In an effort to ensure that students were free to be open and honest in their responses, no specific students are identified. I worked towards facilitating as many student opinions and perspectives as possible.
The Student Report was divided into three sections:
Section 1: Residential Students Survey Ratings consists of a questionnaire with closed and open-ended items developed by the review committee. The questionnaire was sent to the entire residential IST student body. Of these students, there were 34 residential student replies. The results and analyses of the closed-ended items are provided in the report. After that, the open ended items are divided into three areas as presented in the questionnaire: (1) strengths; (2) areas of improvement; (3) basis of evaluation; and (4) additional comments (see Appendix A). See below for an analysis of the results.
Section 2: Distance Students Survey Results consists of a questionnaire with closed and open-ended items developed by the review committee. The questionnaire was sent to the entire distance IST student body. Of these students, there were 14 distance student replies. The results and analyses of the closed-ended items are provided in the report.
Section 3: IST Students: Comments on Chairperson’s Position Duties and Responsibilities is based on a questionnaire sent to 15 IST students who represent various groups within the IST student population in Bloomington. Instead of SurveyMonkey used with fulltime and part-time instructors in IST, a tool called “Google Survey” was used for this data collection. A questionnaire was chosen in lieu of a traditional face-to-face interview in order to gather more in-depth information from a larger number of students in the time allotted. An effort was made to gather in-depth feedback from a variety of students. These 15 students: (1) are at different stages in the IST program; (2) represent various national origins; (3) come from various IST focus areas; and (4) are part of the different educational delivery formats (i.e. distance and residential).
Of the 15 students asked to complete the questionnaire 11 responded. Respondents were asked to answer questions that were based on the chair’s duties and responsibilities as outlined in the Department Chairperson’s Position Duties and Responsibilities document (i.e., job description) under the Student Affairs section. The results of the survey are structured based on the accountability areas outlined in the job description. An analysis of those results is provided.
Appendices provide raw open ended responses. The information in this document is confidential; therefore it is not subject to public viewing and can not be viewed in this dossier.