Faculty Member Name (Click for full biography)
| Edward Alkalay, J.D.
Lecturer Edward D. Alkalay is a co-founding member of Alkalay & Smillie, PLLC. His practice involves all civil litigation (including real estate, business and zoning and planning issues), employment law, personal injury law, and criminal defense. Attorney Alkalay brings substantial experience to the representation of his clients. From 1999 to 2004, he was an Assistant United States Attorney at the Department of Justice in Washington, D.C. and handled a case load of over 70 cases for the federal government. Prior to that, he worked as a federal law clerk to the Honorable William I. Gafinkel in Connecticut and to the Honorable James T. Turner in Washington, DC. From 1993 to 1997, he worked as a prosecutor and Assistant Corporation Counsel in New York City. When Attorney Alkalay is not working as a lawyer, he is an active songwriter and musician, with three CDs to his credit. For further details visit his website at http://www.edalkalay.com.
Classes are discussion based with participation encouraged but not required. In order to maximize the learning experience for all involved, it's important that the classroom be a place where students feel comfortable asking questions, contributing differing opinions and exploring ideas that may be unfamiliar. This can only be possible in an environment where respect for differences and tolerance are the norm, and as such, all students are expected to conduct themselves in a manner which supports this spirit. Assignments typically inolve short writing assignments and either a take-home or in-class mid-term and final.
| Karin Allard, Ph.D.
B.S., Psychology, Fitchburg State College • M.S., Human Services with a concentration in Community Psychology, Springfield College • Ph.D. in Education student, with a concentration in K-12 Leadership, Walden University
My name is Karin Allard, and I've been teaching at Granite State College for about 14 years. I also work full-time as a school guidance counselor in an elementary school, and was a licensed substance abuse counselor (LADC) in the state of New Hampshire for about 17 years. Prior to working as an elementary school counselor, I had a variety of jobs as a therapist, social worker, and parenting educator, both in residential as well as private practice settings. I love working with children and their families, and helping people who are hurting explore ways to lead more fulfilled lives. I'm a mom of two very busy teenagers and have been married for 26 years. Right now I'm in school for my Ph.D. in Education, so I understand the balancing act students may struggle with as they attend college, work, and balance a family. When I'm not with my family, working, or doing research, I enjoy gardening, going to the beach, hanging out with my dogs, jewelry-making, and video-editing.
In the courses I teach, students have many opportunities to apply theoretical concepts to specific situations that relate to their family and/or their work in the field. Each class consists of a variety of learning experiences, including lecture by the instructor (via video introductions in online courses), small/large group discussions, exercises applying the concepts learned (like case studies), video, audio recordings, film, and interactive media. I get bored easily, so I like active, visually appealing, and organized online and in person classrooms. Students often comment on how much they appreciate all of the "added information" provided, and how we really use the assigned texts. All of that said, I am not a big fan of "tests", but I am a fan of students demonstrating how to apply what we learn to characters in film, in books, and through examination of case studies. We do this primarily through written assignments and discussion. Issues involving the understanding of family dynamics touches each of us in one way or another. Some students opt to take a course of this nature to learn more about their own personal histories. Some students want to learn more about this important topic to help with their field of study. And, of course, some students need the courses I teach simply to fulfill requirements for their degree! I guarantee that whatever your reason for taking one of my courses, my highest goal is to have every student leave with important information that will be used each and every day. There is no need to discuss personal issues that are uncomfortable for you. It is possible to demonstrate self-reflection even with issues that have impacted your family on a surface-level, without going into details. The importance of confidentiality about issues discussed online or in person is always emphasized.
|Audrey L. Anastasia, DrPH, RD
An accomplished Senior Lecturer at Granite State College over the past 18 years, and Assistant Program Director at the University of New Hampshire Thompson School of Applied Science in Culinary Arts and Nutrition, Audrey L. Anastasia is a past recipient of teaching awards in 2004 and 2009, inspiring hundreds of students toward scientifically-based sound choices. As a mentor, she is professional, ethical, thoughtful, insightful, humorous, engaging, and thorough. Anastasia serves as a Program Reviewer for the Accreditation Council for Education in Nutrition and Dietetics (ACEND) ensuring the quality of nutrition and dietetics education programs in the U.S.
As a Medical Nutrition Therapist in private practice, she fully engages her education and experience, including her Master's degrees in Counseling and Nutrition Communication, in addition to her Doctorate in Public Health. Anastasia is a very active and sought after speaker, having presented 175 seminars to corporations and law firms throughout New England over the past five years. The energy, intellect, and humor she brings on a wide range of topics in the field engages audiences of all ages, motivating them to new learning and better understanding. She has published as a primary author, as well as secondary author in the peer-reviewed publication, Nutrition Today. She is currently Chairperson of the NH Board of Licensed Dietitians, and has been named a Fellow of the Academy of Nutrition and Dietetics (AND), the world's largest organization of food and nutrition professionals. Designation as a Fellow recognizes outstanding professional accomplishments, valuable service to the profession and the public, and a quest for lifelong learning.
| Chuck Bagley, M.Ed, CAGS
G'day, my name is Chuck. Not Mr. Bagley or professor, it's Chuck. My identity is driven by who I am, not my title. I have a Master of Education in Adult Learning and Development from Plymouth State University (PSU) and have nearly completed a Certificate of Advanced Graduate Study (CAGS) in the Neurodevelopmental Approach to Teaching at PSU. I am an avid skier, cyclist, runner (plodder more like it) and hiker. I used to row crew and ski biathlon (cross country skiing and rifle shooting) years ago. As a result of this experience I developed some pretty good strategies that enhance optimum performance for either competitive or non-competitive applications. These seem to fit in with the whole adult learning "thing" and enhancing motivation to learn.
I have always had a passion for learning though (as Winston Churchill once said) I don't always like being taught. I have experienced some real train wrecks in the education world particularly in public school, as an undergraduate learner and, unfortunately, more than a few vocational workshops. Therefore, I enjoy trying to figure out the best way to get good learning between the ears of a learner. As Barry Sheckley from the Neag School of Education at the University of Connecticut puts it, "Adult learning is about creating or re-creating experience." Remembering and reciting the vocabulary words of a topic is not my idea of learning. Certainly, knowing the vocabulary of the topic is helpful, perhaps even essential to deep learning, but knowing only the terminology is superficial. Real learning goes deep, and is defined by Suzanne Corkin and Matt Wilson of MIT's Brain and Cognitive Science Department (2007) as "an adaptive change in behavior resulting from experience."
Typical assignments involve activities that facilitate moving new learning from the sensory memory, through the working memory and into long term memory for storage and recall. Usually something along the lines of journaling (identifying key points, summarizing, identifying applications, and thinking critically about your own thinking in the context of coursework), robust discussions, and using activities that help transfer the learning for learners to employ after the course is over, resulting in refining and strengthening the learning. This requires effort but it is not pointless, busy work. All activities are grounded in accepted adult learning theory and neurocognition. At the end of our work together, learning colleagues (otherwise known as students) often not only have a reasonable understanding of the course outcomes but have the why, when and how to apply new learning once the class is over.
| Dana Benner, M.Ed.
Dana Benner, M.Ed Teaching Philosophy: I am a firm believer that the student needs to be an active participant in their own education. This is especially true in the fields of History and Political Science. It is not enough to memorize names and dates; it is also important to understand why things happened, both good and bad. I rely upon a combination of lecture, media, and student research to convey the information covered in each class. With few exceptions, students will complete a multiple page research paper. Progress is measured by participation and by quizzes. My goal as an educator is for all of my students leaving the class learning something and I will do everything in my power to make that happen.
| Jay Berman, M.B.A.
After graduating from the Wharton School, University of Pennsylvania in 1995, Mr. Berman worked as a sales consultant in the diamond industry in Philadelphia. In 1999, Mr. Berman and his wife Marie started an Internet marketing firm for small businesses and non-profits. Mr. Berman also taught an evening seminar on how to start a small business on the Internet at the University of Pennsylvania. In July of 2003, Mr. Berman moved his family to Dover, New Hampshire, so he could obtain his MBA in Entrepreneurship from the University of New Hampshire, Durham, NH. He graduated in May of 2005. Since January of 2005, Mr. Berman has been teaching business courses online and in-person in the Seacoast region. He is currently affiliated with the University of New Hampshire, Granite State College, and Southern New Hampshire University. Since January of 2010, Mr. Berman has taught the following Granite State College management courses: Principles of Economics, Principles of Management, Principles of Marketing, Organizational Behavior, Money & Banking, Financial Modeling for Decision-making, Integrative Strategic Management, New Venture Planning, Advertising and Promotion, Internet Marketing Mr. Berman also teaches an MBA course in Marketing Strategies at Southern New Hampshire University and an MBA course in Private Equity/Venture Capital at the University of New Hampshire. Via elance.com, Mr. Berman bids for and advises businesses on how they can be more persuasive, more influential in order to increase sales. For more information on Mr. Berman's company, Influential Intelligence, please click onto: http://jayberman.elance.com. Mr. and Mrs. Berman, a registered nurse, have two children whom they home school in Rochester, NH. Mr. Berman's interest include taekwon-do, film, current events, water sports, history, and French.
I design my business courses with these crucial skills as takeaways in mind: 1. Learn to think with an entrepreneurial orientation, which means being autonomous, competitive, innovative, pro-active, and risk-taking. 2. Learn to communicate professionally (speaking and writing) at all times regardless of medium (live class, discussion forums, emails, papers) 3. Learn to diagnosis and solve problems creatively and pragmatically. 4. Learn to persuade with authority by incorporating research and facts into your analysis, conclusions, and summations to support your opinions, arguments, and ideas. 5. Learn to lead with deliberation, decisiveness, and responsibility. Preferred Assignments For live classes, I prefer class discussion, weekly writing assignments, and term papers. For online classes, I prefer discussion forums, weekly writing assignments, and term papers. For reading assignments (live and online), I often adopt the inexpensive textbooks from http://www.flatworldknowledge.com.
| Christopher Brooks, M.A., M.Ed.
I hold a MA in European history with emphasis on the history of ideas from the University of Maryland. I also earned a MEd from the University of New Hampshire in secondary education and specifically philosophy of education. I also have a BA in European history from Gordon College. During that time, I studied Ancient Greek, Roman and Byzantine history in Athens, Greece in 1992. In addition, I studied history and theology at the Holy Cross Greek Orthodox Seminary fall of 1994. I have taught leadership, philosophy and history courses for over eighteen years. I have taught a variety of courses in these disciplines at both the undergraduate and graduate level in both the professional and academic realms. Besides my appointment at Granite State College, I am currently a senior level social studies teacher at Souhegan High School in Amherst, NH where I teach Ethics, Introduction to Philosophy, European History and Human Geography. I have held that position for fifteen years. My teaching career began at the college level at the University of Maryland in 1995 as a graduate teaching assistant. In 1996, I took a history and philosophy teaching position at Chester College of New England until 2012. Currently, I teach leadership, philosophy and history at Northeastern University in Boston, MA, Merrimack College in North Andover, MA, The New Hampshire Institute of Art in Manchester, NH and Southern New Hampshire University in Manchester, NH. The summers of 2009 and 2011, I joined the faculty of Swinburne University. Melbourne, Victoria, Australia as a representative of Northeastern teaching a series of graduate courses as a part of the emerging NEU's Global Leadership Program. In 2003, I was awarded the Humanities Teacher of the Year award in the state of New Hampshire. I reside in Nashua, NH with my wife and two children.
My educational philosophy is primarily based upon the precepts of the Coalition of Essential Schools reform effort. As an educator for eighteen years, I have taught a wide variety of learners ranging from high school through graduate school. As a member of the Granite State College faculty, I am committed to teaching my subject areas of leadership, philosophy and history with primary focus on creating a situation in each classroom where students are excited about continuing to pursue further learning —emphasizing the CES belief that true learning is best understood as a notion that encourages "life-long learning". To meet this requirement, it is important for students to learn to use their minds well by focusing on depth over breadth and on instruction that tailors to the unique needs of those who take the course. Assignments My courses incorporate a variety of educational experiences. Each course includes a series of interactive lectures with full written text, offering students the support needed to work through difficult academic components. Depending on the discipline of the course, students can expect to participate in ongoing interactive discussions, to complete solid analytical writing pieces and to spend time reflecting on their own experience within the context of the course's content. My courses place great value on student participation as all are encouraged to share their own real life experience applied to the discipline at hand. My role is to guide and coach students as they work their way through the new material presented.
| Amy Brown, M.F.A.
Amy is a professional writer whose novel, Mr. Emerson's Wife was published by St. Martin's Press in 2005. Her latest novel, Flight of the Sparrow, will be published in July, 2014 by NAL, a division of Penguin. She has also published poems and short stories in literary and commercial magazines. In her classes she shares her personal knowledge of the writing process gained from years of writing experience, while encouraging her students to develop their own effective practices. A native Vermonter, Amy received her Bachelor's Degree in Sociology from Bates College and her MFA from Vermont College of Norwich University. She has lived in Massachusetts, Maine, New Jersey and Pennsylvania as well as Vermont. After teaching writing for several years in state colleges in central Massachusetts, she returned to Vermont in August of 2011, just before Tropical Storm Irene. She has four grown children and currently lives with her husband and their mixed-breed dog in Thetford, where she's working on her next novel.
Writing isn't magic - it's a craft - and as with any craft, it requires practice to develop skill. The more you write, the easier and more effective your writing will become. For this reason, your assignments will include a lot of practice writing as well as reading. Typical class sessions will include discussion of assigned readings, small group and paired activities, and workshops that focus on specific writing skills. I like to establish a warm, friendly classroom atmosphere because I believe it's important to feel relaxed and encouraged when you're working on improving your writing. You'll receive regular feedback from other students and from me. You'll also complete self-evaluations of your work several times during the term. Things you don't need to worry about: Vocabulary. Words are the tools of the writer's trade. While a broad vocabulary gives you more tools to work with, it isn't necessary in order to write well. Your writing will be most effective if you use tools you're familiar with. Making mistakes. Making mistakes is how we learn. Taking risks in our writing and thinking stretches us and opens us to new ways of understanding. Writing is a creative process, and creativity requires a playful, adventurous spirit. This class is a safe place to make mistakes and fix them. Memorizing. While knowing the basic rules of grammar and punctuation will make the revision process easier, this course will not focus on memorizing information, but on learning where and how to access resources when you need them. Exams. There are no exams in this class. You will be graded on your active, regular participation, (including in-class activities, discussions, and completed homework assignments), and your finished work, which you will have a chance to revise many times.
| Laurie Carrera, M.S.W.
It's a pleasure to introduce myself as Laurie Carrera. I have my Masters in Social Work from the University of New Hampshire and I am a Licensed Independent Clinical Social Worker. I have significant experience working with children, adolescents and families in a variety of settings. I have spent time in the school systems, residential programs, mental health agencies and adventure-based learning environments. I love traveling, being outdoors and spending time with friends and family. I am often looking for the next adventure. It is my dream to teach abroad someday.
I enjoy teaching because it is an opportunity for me to share my knowledge and experience with others. What is equally important to me is being able to learn from the people in my class! I feel fortunate to have found a field of work that I am passionate about. It is my belief that learning can be both fun and challenging. I strive to use a variety of approaches in order to most effectively teach new skills and present information. I often rely on interactive classroom techniques so that students can be engaged in the learning process. Students can expect frequent in-class discussions, group activities, mixed-media presentations, and interactive projects. Assignments I believe that how much you get out of a course is dependent on what how much effort you put in. Therefore, I expect consistent participation in my classes. My assignments typically include reflection essays, short papers, oral presentations and experiential learning projects. It is my goal to bring the text readings to life as much as possible. In order to do so, I encourage expression of unique learning styles and I embrace creativity!
| Nancee Caughey, M.S.W., CAGS
Teaching Philosophy There are two quotes I rely on when describing my teaching philosophy: "Knowledge will not acquire you, you must acquire it." Sudie Buck "I am not a teacher, I am an awakener." Robert Frost Both of these quotes speak to the fact that one gets out, what one puts in. I do not 'give' grades, they are earned. I value presence and participation from students and realize that the learning environment is truly collaborative. As a lifelong learner, I am open to ongoing dialogue and I am always gaining insight and exploring possibilities with students. We can and do learn so much from one another. I value meta cognition and the transformational potential of education. Ignorance needs education, arrogance needs humility. Respect, begets respect. Assignments A variety of teaching methodologies will be utilized to convey course content, including; readings, lecture, activities, experiential, journaling, videos, presentations, quizzes, demonstrations, papers, interactive small group work, research, debate, reflection, discussion, hypothetical, and sharing. There will be weekly assignments to gain knowledge and reinforce concepts. A syllabus will provide specific weekly assignments and requirements for the course.
| Barbara Christina, Ed.D
I have been have been teaching at GSC for over 7 years and all aspects of human development and psychological well being are my favorite topics. I live in Gorham with my husband and our one dog. Jack is a two year old golden retriever who is learning via the techniques of behavioristic psychology. I also work for Nova Southeastern University. I have 20 doctoral students and maybe someday one of you will choose to pursue an advanced degree. I am an ordained a minister so there is a new and exciting role in my life. I am researching pastoral counseling. I enjoy the coast and summer finds me in the ocean. I look forward to this term with all of you.
I facilitate very interactive classes. We have weekly discussion and presentations. The reading of the text is vital to student success and we usually work in groups to clarify and understand material. The text is my point of departure to cutting edge material in the subject matter we may be studying. I am not the 'sage on the stage' but the coach on the sidelines. I prefer students self assess and develop self efficacy as they move along in their college careers. I am a proponent of Vygotsky's view of learning. In my classes, respect for all points of view is expected and well as learning the art of listening to your fellow students.
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| Lindsey Cole, M.A.
Hello, my name is Lindsey Cole. I am currently a PhD student at the University of New Hampshire and teach both at UNH and at Granite State College. I have two masters' degrees in psychology from UNH and Southern Connecticut State University. My research interests center around issues in psychology and law, specifically dealing with delinquency, attitudes about the police, and juror decision making. I have even studied lie detection in the past. I originally went to a vocational school for culinary arts when I was in high school until I realized that I wanted to go to college. Once there, it was in the psychology department and in Asian studies that I found my passion. I spent about a year living in Japan studying abroad while in school where I learned to speak Japanese as well as trained with the University of Tokyo Sumo team. Yes, Sumo wrestling. In my spare time, I like to ride motorcycles, play video games, cook, and travel. My experiences from having come from a vocational setting through to higher education into graduate school have taught me that learning should not only be just about gaining knowledge, but how the knowledge we gain can be used and applied in everyday life.
My philosophy on teaching is to make the material relatable and useful to all students in the class. My focus is to make connections between theories and topics covered in class with how they function in the real world and affect our lives. I believe that learning should be a fun and interactive experience in the classroom. I like students to get their hands dirty by participating in their own learning experience, not just being passive recipients of knowledge. I am also a firm believer that we have a responsibility as educators to instill good critical thinking and writing skills in all of our students, regardless of what discipline we teach. Typical Assignments Typical assignments include critical thinking exercises, hands on learning experience activities, class discussions, and culminating projects where students have to use the knowledge and skills they have gained throughout the entire term. I often give critical thinking writing assignments or class projects where students have to analyze problems/research, react using their critical thinking skills, and develop solutions based on what they have learned in class. This enables students to hone their critical thinking skills and it provides them with an opportunity to learn to express their own thoughts in a clear and logical fashion. Furthermore, students are then able to relate what they have learned in the classroom and from the textbooks to situation in the real world that they have experienced and will likely experience again in the future, giving them a new perspective..
| Steve Covello, M.S.
Rich Media Specialist, Online and Classroom Instructor, Education - AS - Bowling Lanes Management and Pinspotter Mechanics, Vincennes University Jr. College, Vincennes, IN, 1982-1984 BA - Communications - Radio/TV, William Paterson University, Wayne, NJ, 1989-2009. MS - Instructional Design, Development, & Evaluation, Syracuse University, Syracuse, NY 2009-2011 CIWv4 Certified Web Design & Development.
I was raised in the NYC area in a musical family, with both parents as career music educators and published authors. I pursued writing and producing my own electronic dance music, which led to a 20 year career in video post-production for television advertising and broadcast programming in the NYC area. My MS in Instructional Design, Development, & Evaluation from Syracuse University was constructed upon Communication theory and practice, leading to my current position as Granite State College's Rich Media Specialist within the Educational Technology department. I have been designing and developing WordPress based websites for a wide variety of clients since 2008, which has informed my approach to designing online course presentation. For nearly 30 years, I bowled 10-pins on a competitive level until I moved to New Hampshire in 2011. I have forsaken 10-pins for candlepins - and I will never look back.
My teaching methods center around communication media and the online platforms that empower people to be present in the Age of Connectivity. Typical assignments involve gathering ideas and presenting them to others in a way that expresses the learner's individual values and interests. Emphasis is placed on achieving quality standards in one's coursework that reflect the expectations of professional peers rather than just my own judgment. Assignments often involve the use of digital technologies and Web-based tools so that learners can practice critical composing and communication skills in a mentored, supportive environment. I use Skype video/audio chat as a way to connect more personally with individual students and to offer a readily available channel for students to ask for assistance at their convenience. I am fan of Marshall McLuhan's impenetrable theories on how media extend human senses and faculties, and impart nuances to the meaning of messages, and of Anthony Wilden's obscure essays on analog and digital communication from a linguistic perspective. Both authors flourished in the 1960s and early 1970s, which is adds a layer of intrigue to their sometimes prophetic ability to have anticipated the character of our present day digital landscape.
| Trish Cox, M.S.W., M.S.
Trish Haneman Cox works as a consultant in New Hampshire for a variety of different organizations and institutions. She is an adjunct child life faculty member at the University of New Hampshire, Durham, and works as an Out-of-District and Transition Special Education Coordinator for Portsmouth School District in New Hampshire. She was an academic supervisor to child life students at Wheelock College in Boston from 2006-2007. Prior to her time at Wheelock, Trish worked as a child life specialist, and later as a child life coordinator, for Memorial Sloan-Kettering Cancer Center in New York. Trish has a Bachelor of Science degree in Psychology from Trinity College in Connecticut, a Masters in Special Education (Early Childhood with a specialization in child life) from Bank Street College in New York, and a Masters in Social Work from the University of New Hampshire, Durham.
I like to have my students be active learners. All of my writing assignments integrate theory and research into your own personal experiences. I like to have guest speakers in the field come in and talk to you about how the course content is truly integrated into their car
| Beth Crockford, Ph.D, M.B.A.
Hi, my name is Beth. I would prefer you call me Beth, but if that makes you uncomfortable you can call me Professor Crockford or Dr. Crockford. Please don't call me Mrs. Crockford...that was my mom and being called that make me uncomfortable. I have been teaching business/management courses part-time at Granite State College and full-time at Colby-Sawyer College for the past 15 years. I discovered teaching as my passion when I picked up an evening course to fill my 'spare time' about 17 years ago - when I realized I was putting more hours into teaching than into my full-time job, I experienced the 'aha moment' that changed the direction of my life. I was a retail banker in many capacities for 13 years and spent another year as the human resource director for a home healthcare agency prior to finding my calling in higher education. When I started teaching full time at Colby-Sawyer, picked up some additional classes at GSC, and started working on an online Ph.D. I wondered if I had lost my mind. I had not. I have great respect for my students who juggle multiple workloads and higher education to move forward in their lives. These days when I am not teaching or designing new on-ground and online course, I enjoy gardening, knitting, the NY Times Sunday Crossword Puzzle, and golf (I enjoy it - I am terrible - but I have fun). My teaching interests are in all areas of management, human resources, and organizational behavior.
| Susan R. Dame, M.Ed.
GSC Senior Lecturer NH Teacher Certification: Early Childhood Education, General Special Education Learning Disabilities, Special Education Administration Education, Bachelor of Science, Elementary Education, Rhode Island College Masters of Education, Special Education, Rhode Island College. Greetings! I have been teaching for Granite State College since 1986 in the areas of early childhood and special education. My professional work has been in early intervention, elementary education and administration. I have worked in both private agency and public school settings. In addition to my current position at Lebanon High School as 504 Coordinator and teaching courses for GSC, I serve as faculty mentor for GSC students completing independent learning contracts and integrative learning experiences as well as consulting to local school districts to ensure best practice in both ECE and special education.
My teaching philosophy reflects my passion for children, families and learning. I design courses that are rooted in developmental theory and current research with emphasis on practical ways to promote best practice in all educational settings. I believe that learners are enriched by professional dialogue with each other, reflection on best practice and by using their own observations and experiences with children as a context for applying new knowledge. Assignments Forums are designed to promote learning and support among professional colleagues. Writing assignments are carefully linked with syllabi learning outcomes and require field- based experience, use of research and reflection on best practice. Projects are designed to align with NAEYC Standards and to be used as artifacts for ECE Portfolios. Portfolio reflections allow students to "jump start" their ECE Portfolio, a graduation requirement for ECE majors..
| Kimberly Dougherty, Ph.D.
Hi! I prefer to be called Kim, and my last name is pronounced Dock-er-tee. For the last seven years, I've taught literature, writing, communications, and management courses in hybrid and face-to-face classrooms at several colleges. For much of this time I was also a student, pursuing my Doctorate in English. Before that, I served 22 years as an Air Force Officer and KC-135 navigator, conducting in-flight refueling with other aircraft. As a flight instructor, I taught in the classroom, in simulators, and in the air. My scholarship blends both my old and new careers, as I specialize in American Literature and twentieth-century war writing. I love winter sports, especially skiing and snowshoeing, and celebrated a recent birthday with a thrilling bobsled ride at Lake Placid! In the summer, I also like to be outdoors: tent camping, hiking, and fly-fishing.
I am a firm advocate of life-long learning, from my own experiences of earning roughly a "degree per decade." I see students and teachers as fellow travelers on a journey toward knowledge. Initially, I'm the one with the tools for navigation; I hold the metaphorical GPS. My goal is not to hold onto these tools, but to pass the GPS on to you, teaching you how to use the tools of learning to successfully complete your own educational journey after leaving my classroom. I carefully choose my reading and writing assignments to achieve this goal.
Recognizing the career-oriented focus of many students, I tap into my supervisory background to illustrate the importance of reading and writing in the real world. In all classes, I de-mystify the writing process by sharing my own failures and successes, as well as those of professional writers. We examine the multiple purposes and audiences for writing, and I encourage students to approach each writing task with these in mind. We build analytical reading practices through annotation, questioning, and talking back to the text. Additionally, students develop collaboration skills and academic confidence through group activities and peer response exercises. In the literature classroom, I create a rich technological environment to enhance student engagement with texts. Recent students, for example, recognized the humor of Troy Maxson in August Wilson’s play Fences after watching the role performed by Denzel Washington in a scene from You-Tube. Integrating music, poetry readings, and performance also provides students a sense that literature is a living entity which inspires multi-modal interpretation.
| Patricia Erwin-Ploog, M.L.I.S., M.S.
I have served as a faculty member at GSC since the early 1990s. A recipient of the College's 2001 Faculty Teaching Award, I has developed curriculum, served on a number of College committees, and was GSC's first librarian. In 2010 I made the move to teaching more for GSC and again directing library services. In my work as the College Librarian my goal is to personally assist very student, serving as conduit between student and faculty research information needs and the College's library information resources. I have held faculty librarian positions at the University of Virginia, the University of Massachusetts/Amherst, and Brandeis University. More recently I was at Dartmouth College, leading a number of federally-funded projects including an NEH project to catalog and preserve all the newspapers ever published in New Hampshire, and developing a digital library of cyber-security research for the Department of Homeland Security. As part of my work at Dartmouth she did a stint in Dartmouth's Office of Sponsored Projects, writing the College's first sponsored research manual, working with the IRB Office, and giving faculty workshops on writing successful proposals. I also worked for several years as Hypertherm's first Director of Organizational Learning & Knowledge Management where I was able to develop several innovative projects that linked organizational learning and information management directly to process improvement. These positions taught me that I prefer projects and teaching to administrative work. Directing projects has allowed me to remain in academia and gainfully employed, while addressing my desire for challenge, change, and innovation.
Teaching for me is a service profession. As a teacher I am always aware of the responsibility and role I play in helping students attain their educational goals. My teaching philosophy is extremely fluid, based on the class I am teaching and the unique characteristics or learning styles of the students. What this means is that while the basic structure and learning objectives for a class remain consistent, the activities, resources, and discussion will be tailored to the students' needs. My goal is always to have students leave my classes with a fresh or expanded perspective, and the ability to better research, evaluate, and use information. Typical Assignments My background is in the humanities and I am always looking for ways we can use literature, art, and music to facilitate learning. In several of my assignments I employ such diverse resources as a poem by T.S. Eliot, a reading by Plato, and a video of Scott Nearing to open a discussion on personal goals setting. Students come away from these experiences with a greater understanding of the universality of the human struggle to define our goals, as well as an appreciation of how poetry and sometimes very simple metaphors can be used express complex thought. I also employ visual tools as much as possible. Assignments might include practice in developing logic models, flow charts, or fish-bone diagrams. These tools can be enormously valuable in providing a framework for problem solving, or concisely presenting interconnected events. The process of using a visual tool to uncover hidden assumptions or shaky reasoning can be an enlightening experience for a student.
In my dual roles as a senior faculty member and GSC's College I am first and foremost a teacher, having served as a faculty member since the early 1990s. A recipient of the College's 2001 Faculty Teaching Award, I has developed curriculum, served on a number of College committees, and developed GSC's first 'virtual library.' I have held faculty librarian positions at the University of Virginia, the University of Massachusetts/Amherst, and Brandeis University. In 1988 I moved to Dartmouth College, to lead a number of federally-funded projects including an NEH project to catalog and preserve all the newspapers ever published in New Hampshire and developing a digital library of cyber-security research for the Department of Homeland Security. As part of my work at Dartmouth I did a stint in Dartmouth's Office of Sponsored Projects, writing the College's first sponsored research manual, working with the IRB Office, and giving faculty workshops on writing successful proposals. As Hypertherm's first Director of Organizational Learning & Knowledge Management I was able to develop several innovative projects that linked organizational learning and information management directly to process improvement. These positions taught me that I prefer projects to administrative work. Directing projects has allowed me to remain in academia and gainfully employed, while addressing my desire for challenge, change, and innovation.
|Sue Farris, M.Ed.
Sue Farris, M.Ed. Adjunct Faculty Education M.Ed., Adult Learning and Development, Plymouth State University Bachelor of Science, Behavioral Science, Granite State College Hi everyone! My name is Sue (not "Professor Farris," or "Ms. Farris" - just "Sue." While I worked hard for my credentials, I don't define myself by them). Besides teaching here at Granite State College, I also work at Center for Life Management as a Supported Employment Specialist - a position in which I help adults with mental illnesses find and keep competitive jobs. I also teach Spinning ® (indoor cycling) classes year-round, and when I'm not working, can usually be found atop my bicycle. I also enjoy camping, hiking, and canoeing, as well as reading, writing, and socializing with friends and family.
I have always loved to learn, which led me to major in Adult Learning and Development when I decided to pursue my Master's degree. That, and the fact that my mentor and good friend Chuck is an amazing instructor of Adult Learning programs at Granite State College...he inspired me, for sure. I believe students (aka "learning colleagues") are ultimately responsible for their own learning, and bring a wealth of personal and relevant experiences to the classroom. As an instructor, therefore, I consider myself more "trail guide" than lecturer. I believe reflecting on one's personal experiences and relating them to the studied material is a far greater teacher than the traditional college method of "lecture-memorize-regurgitate." I like to engage students by creating experiential learning opportunities, because I believe we all learn best from that which elicits emotion - and the stronger the emotion, the deeper the learning. When students are given the opportunity to live the information they're reading and hearing, and reflect upon it through guided discussion and journaling, the learning becomes more personal, more relevant, and therefore more effective. Assignments I'll admit right up front I don't like and don't use quizzes and tests, because I don't feel they accurately reflect the depth of a student's understanding. Instead, assignments that I feel contribute to an engaging and effective learning environment include discussions, metacognition ("thinking about thinking"), reflective journaling, and other activities that aid in the transfer of learning. I've been told these assignments are "harder" than the standard test or research paper, but there's a method to my madness. These strategies have their basis in Adult Learning Theory, and students typically come away with not only a deeper understanding of the material and themselves, but also of the "why" and "how to apply" their learning to their lives.
| Jeff Feingold, M.A.P.W.
A working journalist for more than 35 years, I've also taught journalism and several other writing courses over the years. Right now, I'm editor of New Hampshire Business Review, a biweekly statewide newspaper, and NHBR.com, its affiliated website. In that role, I've covered New Hampshire politics for a looooong time, and have appeared on various TV and radio shows playing the role of a political pundit. I've lived in New London with my wife Liz (she's a high school teacher and special education coordinator) for more than 30 years. Our children, Ben and Meg, both live in Brooklyn, N.Y. - my hometown. (If you meet me, you'll figure that out pretty quick once I open my mouth!) I actually do other things besides writing, editing and talking. I love going to the movies (at least when they're good movies), running, cooking, reading and spending time at the ocean.
As a newspaper and magazine editor, I've had the chance to work with writers of vastly different experiences and skill levels. My goal is for students to learn to appreciate the importance of good, accurate writing, and why it's so important, particularly in an era that requires so much of it. I also believe that we can learn best together, even when we're learning about writing. That's why I place a lot of importance on working in workshop-style groups - I can't begin to tell you how much I've learned over the years from my fellow students about making my writing more clear and effective. But in the end, my aim is to teach each student as an individual, because each has a different writing style, needs and goals. As for assignments, essentially, I think we all learn best by actually doing, which means there will be weekly writing assignments, some short (a couple of hundred words) and some longer (a few hundred more than that). Because it's a writing class - and because it's important to learn how to communicate effectively and clearly and understand our obligation to the audience -- students also will be asked to spend time critiquing and giving feedback on their classmates' writing assignments as well.
| Joleen Fernald, M.S., CCC-SLP, BRS-CL
Joleen R. Fernald, MS, CCC-SLP, PhD(c), BRS-CL is an Expert DIRFloortime Provider and Training Leader. While I have a lot of letters after my name, please don't be intimidated by them. They just signify my accomplishments, which I'm very proud to share. I'm currently a PhD candidate studying infant mental health and developmental disabilities. I have a special interest in the social emotional development of young children and its impact on their speech and language skills. As a speech-language pathologist, I have the pleasure of working with children who have a variety of communication disorders. I partnered with Easter Seals NH in 2006 to begin an assessment and treatment clinic specifically for children with selective mutism. What I'm most proud of is my 17 year marriage to the love of my life and our two daughters. In our free time, we love taking vacations to Disney World!
I have worked with children and their families for nearly 20 years. Over the past five years or so, I have found a love of teaching adults first through conferences and then through being an adjunct professor at Granite State College. As a teacher, I think adults should be introduced to new material, have an opportunity to reflect and discuss it. They should then receive feedback and finally be able to apply it to their own lives. Assignments I have never been a great test-taker, so I do not like to assess my student's learning through rote memorization on standard tests and quizzes. Instead, I prefer project-based assessments such as a PowerPoint poster, which could be used at a conference to explain the main ideas of a topic or a movie assignment, where you view a film and intertwine the concepts learned in the class with the characters from the film. As adult-learners, I think it's best to be assessed based on your ability to apply and integrate the material into your own world.
| Mark Friedman, M.I.A.
I teach, consult, and publish in the area of business and culture, and grew up in France and Italy. I've been very fortunate to travel in most of the continents. Travel is fun as well as a great educational experience and I highly recommend it! I've studied in Taiwan and Southeast Asia. In Southeast Asia I fell in love with the jungles and beaches of Indonesia. Over six consecutive summers I taught business classes at Israel College in Tel Aviv. Not unusually, I speak French, Italian, Czech, Chinese, and Malay/Indonesian. I say "not unusually" because my Czech cousin speaks as many languages. I'm a graduate of Dartmouth College with a B.A. in Asian Studies and a Master of International Affairs from Columbia University. My clients include Fidelity, MA/COM, the Cambodian American League of Lowell, Hewlett Packard, Fuji, and Metal Works. Fun is immoral but I still like reading, movies, theater, running, working out in the gym, and taking long walks with my wife Katya and our daughter Mia.
My teaching philosophy is one size does not fit all. Our course is designed so all may thrive - those of you who like to read, to discuss, research, view images and brief movies, think, write, and yes, even take a few exams! If you may enjoy learning about learning, as I do, I encourage you to read "I Am Learner" which starts "Just as no one can see the colours I see..." http://www.johnconnell.co.uk/blog/?p=2697 The secret of great public speaking is brevity and the same is true for faculty profiles. See you soon in our course!
| George Fryburg, M.S.E., M.B.A.
I am presently the Director of ConnectNH (formerly the Granite State Distance Learning Network) at UNH involved in growing its membership and infrastructure capabilities for videoconferencing and distance learning. Previously, I had been in executive management, operations and engineering for over 25 years most recently at StockerYale, Inc. in the role of Executive Vice President and Chief Operating Officer. I was responsible for operations in Salem, NH, Montreal, Canada and Cork, Ireland where we manufactured Laser, LED and Fiber Optic products and served as Director and President of our iSOFC Subsidiary. Prior to joining StockerYale, I spent 11 years at Norton Company and 9 years with GTE Sylvania in a variety of operational and engineering roles making advanced ceramic components for products such as high pressure sodium lamps, silicon carbide tubes and wafer boats for the manufacturing of Silicon wafers for the computer chip industry, silicon nitride engine components and chemical vapor deposited diamond. I hold seven patents and am a Fellow of the American Ceramic Society. Since 1986, I have been an adjunct professor of Operations Management at Southern New Hampshire University teaching in the MBA program and undergraduate programs. I am or have also been on the adjunct faculty of Granite State College, Norwich University and WPI. I have several papers published in the areas of SPC, Design of Experiments for new product development and Productivity in Operations.
I believe that my philosophy towards teaching could best be summarized as one of challenging students to learn through inquiry of new information and utilizing strong coaching techniques to lead them through the learning process. Whether it be an online or a face to face class, I try to utilize as much of an interactive approach as possible to engage the students to discuss the issues being presented in the classroom as opposed to the instructor being the singular point of presenting new material. I find this technique to be exceptionally effective in teaching business and management courses with adult learners who are already in the workplace. It has been my experience that by being able to bring in practical examples from either working students or my personal business background, complex management concepts can be made easier and it enhances the students’ ability to grasp and comprehend them.
As there are also a variety of quantitative concepts that are involved in some of the management courses I have been teaching, I also believe that is important to make the students feel that I am accessible to assist and coach them through the quantitative concepts that are being presented. Due to the wide variety in the backgrounds of students in business and management courses, many do not have strong quantitative backgrounds and it is important to make them not fear the complexity of the techniques to a point where they lose sight of the importance of there utilization in organizations. It is with this in mind that as I am developing the course syllabus that I try to use a variety of methods such as case studies, discussions as well as problems to teach concepts and engage students.
| Faby M. Gagne, Ph.D.
EDUCATION PhD (Social Psychology), McGill University MA (Social Psychology), McGill University, BA (Honors in Psychology), Université de Moncton RECENT PUBLICATIONS Gagné , F.M., Khan, A., Lydon, J.E., To, M. (2008). When flattery gets you nowhere: Discounting positive feedback as a relationship maintenance strategy. Canadian Journal of Behavioral Sciences, 40, 59-68. Gagné , F.M., & Lydon, J.E. (2004). Bias and accuracy in close relationships: An integrative review. Personality and Social Psychology Review, 8, 322-338. Sawada, N., Gagné , F.M., Sé guin, L., Kramer, M.S., McNamara, H., Platt, R.W., Goulet, L., Meaney, M. J., & Lydon, J. E. (Under Review). Stressful Birth and Maternal Prenatal Felt Security Interact to Predict Infant Fussing and Crying at 12 Months Postpartum. Paper submitted for revue at Health Psychology.
I grew up in a small French-speaking town in New Brunswick, Canada. I completed my Bachelors degree at l'Université de Moncton in New Brunswick before moving on to McGill University in Montreal where I obtained my Masters and Doctoral degrees in Experimental Social Psychology. I then completed a post-doc at Wellesley College in Massachusetts. Graduate school was an amazingly enriching experience. One of the things that I learned was that psychology research is pretty cool and it can be a lot of fun. Consulting work: I currently am working with a multidisciplinary team of researchers at McGill University and l'Université de Montré al examining prenatal maternal felt-security as a determinant of maternal self regulation, infant fussiness, and infant negative affectivity at 6 to 18 months postpartum following a stressful birth. In addition, I offer statistical consulting services to researchers and health care practitioners in the Department of Psychiatry at the Mount Sinai Hospital in New York City and the Department of Radiation-Oncology at Elliot Hospital, here in Manchester.
I have been teaching online and in the classroom for several years now. As I reflect on this experience, I surmise that my role as a professor is to guide students in their learning. Both you as students, and myself as professor, have important responsibilities. Students need to assume responsibility for their own learning. Motivation, participation, and conscientious work are key characteristics of a successful student. My two major responsibilities are to be accessible/available and to provide students with lots of information and critical feedback on their assignments. Major Assignments Assignments in my courses are generally cumulative. For example, in my research methods course, the major assignment is to write a research proposal. The first assignment is thus designed as the first step in this research proposal: a problem statement with a reference list. My goal is to give feedback at every step so that students final paper reflects their BEST WORK.
| Liz Gauffreau, M.A.
Liz Gauffreau is a full-time faculty Lecturer and the Director of Individualized Learning at GSC. Liz received a B.A. in English/Writing from Old Dominion University in Virginia and an M.A. in English/Writing from the University of New Hampshire. She taught English and Latin at a small private high school in rural Virginia before moving into a career in adult higher education. After nine years with Saint Leo College (now Saint Leo University), first as an academic advisor, then as the administrator of student support services for Saint Leo’s sixteen extension centers, she moved back to New England to work as an academic advisor at the Portsmouth Center of the College for Lifelong Learning, now Granite State College. She currently works in Academic Affairs administering the individualized learning program, including the Individualized Studies major, integrative and unique learning contracts, and prior learning programs.
Liz’s previous college teaching experience includes English Composition, Expository Writing, and Writing the Short Story. In addition to teaching SDLR 550, Individualized Studies Seminar, she also teaches Granite State College’s SDLR 551 Assessment of Prior Learning.
Liz writes of her experience with Granite State College, “When I first came to the College as an academic advisor in 2001, I did not know what to make of the self-design degree option. As I’ve grown to understand it, I have found that it has opened a whole new world of academic experience that I never knew possible. I particularly enjoy helping students identify the unifying elements in experiences that on the surface seem completely unrelated. I also continue to be impressed by how well Granite State College encourages individual creativity, while maintaining high academic standards.”
In her spare time, Liz writes fiction and poetry and enjoys spending time with her family. For more information about this course, contact Liz at firstname.lastname@example.org.
| Matthew Geoffroy, M.A.
Greetings! My name is Matthew Geoffroy, adjunct professor of Criminal Justice. I have a Master of Arts in Criminal Justice and a Bachelor of Science in Criminal Justice, both from the University of Massachusetts, Lowell. It is my goal to go on for a terminal degree in a related field of study. In addition to my adjunct teaching, I am currently working for the NH State Police in the Terrorism-Intelligence Unit. Socially, I enjoy spending time with my family in the outdoors, playing music and reading.
There is a very open approach to teaching that I take: I am an educator. I do not admit to know every facet of a topic. Learning is not a process that ends; I do my best to help draw information out of each of you, and while you are learning from me I am learning from you. One of my passions is learning, and I get to continue that process every day as a professor in higher education. My hope is that each class session helps all participants to learn something from each other. From an instructional stand point, I find that reading assignments with supplemental presentation material and though-provoking, opinionated writing pieces are a balanced approach to learning. I am not a fan of tests: too often I have had professors "mail it in" and dump an exam on students with the expectation of all students having processed and memorized the requisite material. It is more important to me that an individual is able to articulate an idea and defend it; this is a far better indicator of success than getting 3 out of 4 multiple choice questions correct. My expectation is that you will approach a class prepared to learn, not just to "get a grade." Approaching education without a desire to learn or better yourself is a recipe for failure. I bring a high level of dedication to teaching, and it is my hope that participants will bring that same level of dedication to learning.
| John S. Gianforte, M.Sc.
I use a combination of lecture, presentation, small group activities, and field excursions to observe the sky in teaching astronomy and space-related courses to my students. I will make frequent use of short videos and occasionally will use slides, images, and data I take from my own astronomical research and observing to keep my courses interesting and up to date. Weather permitting, we will be doing astronomical observing during the semester. I make use of the University of New Hampshire Observatory (in Durham) and the McAuliffe-Shepard Discovery Center (in Concord) for the majority of our field experiences. These sessions are essential in order for students to grasp the importance of the relationship that exists in science between theory and observation. In many cases family members can accompany my students on the field trips so they too can experience the beauty and wonders of our universe. Typically, my class assessments and assignments include an exam, a research paper, an independent research investigation/class presentation, keeping an Astronomical Journal, quizzes, and in-class participation. You play an important role in our weekly classes. How much you prepare and actively participate in class drastically affects your understanding of the material we will cover. Each of you has the ability to enhance the learning of your fellow classmates. The better prepared you are for each class the more we will all learn together AND the more enjoyable the course will be. In addition to the topics listed in the syllabus, I bring breaking stories and current celestial events that take place in the sky into our weekly classes. You are invited to do the same. While we cannot spend the entire class period on these items, I encourage you to keep your eyes open for interesting, science-based current events relating to space and astron
| Herb Hansen, M.B.A.
I received my AB from Dartmouth College and my MBA from the University of New Haven, with a concentration in finance. I also received extensive graduate-level education and training in nuclear reactor engineering while serving as an officer in the US Navy. My naval career was concentrated in the inaugural period of the missile submarine program, where I served in the commissioning crews of two new Polaris submarines. My subsequent business activities encompassed senior general management positions with several large international manufacturing and distribution companies, and as the founding president of a consulting firm specializing in assistance to large non-profit organizations and closely-held firms in the areas of manufacturing and service delivery. My non-profit involvement included the presidency of a large, urban chamber of commerce, chairmanship of a non-denominational seminary with particular interests in Muslim, Jewish and Christian interaction, and as the founding director of the Hartford Development Corporation in Hartford, Vermont. Herb began his teaching at Granite State College in 2006. "I am excited about the opportunity to work with students who recognize that they have a purpose in life; who are willing to work to accomplish a goal, and they can be more and have more."
Most of my courses are designed to include lectures, class discussions and PowerPoint and video presentations. Student performance will be assessed through a combination of homework assignments, examinations, class participation and attendance. Examinations in the areas of finance and economics generally will be multiple choice or, depending on the material, short essay questions. There usually will be conceptual questions and numerical problems on each examination. Class Participation: Class sessions are typically a major element of the grade and will include discussion of current business examples related to the reading assignment, review of specific homework problems which appear to be challenging to most of the class, and quizzes and comprehensive case studies to assess student performance. Most courses involve the student presentation of a team assignment, such as presentation of a business case example from real life. Most of the courses I teach are rigorous and demand time and attention. I expect each student to take a self-directed approach to their learning. I will attempt to schedule tutoring for those who are having difficulty. Engaging in the class discussions and exercises and with the readings and reviews of the homework is the most effective way to learn. Coming to every session, as well as engaging actively and reflectively with the materials and your classmates is what we will be looking for in class participation, rather than a mere attendance count or score of comments made in the classroom. I want students to be able to articulate their thinking on applicable complex theory and quantitative subjects, to assimilate diverse views, and thereby be more forceful and open in the role as a key member of a leadership team.
| Chris Hatala, M.A.
I am a Program Director at the New Hampshire State Prison. Prior to this I worked for the psychology department at New Hampshire Hospital for 23 years. I have years of experience in group and individual therapies as well as in giving and interpreting psychological tests. I have an advanced degree in psychology and have taught at GSC for years.
As an instructor of a psychology, I try to fulfill the following responsibilities: 1) to facilitate the appreciation for the science and development of psychology, 2) to provide fundamental knowledge and tools applicable to students' understanding of the development of personality theories, and 3) to enhance self-awareness and understanding of how they view the world around them and the people in it. I believe that students have different learning styles and I try to modify the course materials to achieve this goal. I try to teach in a multi modal manner by using lecture and discussion as well as videos to teach this subject. Typically, I assign research and practical application papers to my students so that they can understand how the subject being taught can be applied to their everyday life. I also tend to try to engage the students in discussions that show how the materials being thought can be applied to everyday life.
| Erin Hathaway, M.S.
Hello everyone, it has been a pleasure working with students at Granite State College and I look forward to being part of your educational journey as well. I have a Master of Science in Professional Communications and have worked in the field of Corporate Communications and Marketing for a nonprofit organization for the past ten years or so. I have a special interest in social media and its impact on communications and usefulness in building communities and connections and do a good amount of lecturing on the topic throughout NH and the U.S. I spend my down time with my favorite little man, my son; my partner in crime, a former Marine and current information security professional and our Cocker Spaniel. I love to be outdoors and am an avid runner, when I am not out exploring with my son, we enjoy our time playing board games and puzzles. I also love to read and watch movies. I look forward to getting to know you more!
I am one that has always enjoyed learning through others. I truly believe that your classmates and the interactions you have, thoughts you share and evaluations you provide to one another are one of the strongest resources you will ever have. The world around us is full of great people with insurmountable knowledge they have gained through experiences they have had throughout life, experiences we may never have and the vast information you can learn from others, coupled with the guide of what to look for, I see as the most valuable learning tool you can have. I am not one to require lots of memorization and think that applying what you read in texts to see it in action for you is the best method of truly learning. The courses I teach are usually a mix of reading, weekly activities to apply new knowledge and short papers. Open book quizzes are something I sometimes use as a tool to point out important pieces of knowledge but the main focus is always on application of what you are reading through activities you can implement into everyday life. Most weeks for online classes I assign a chapter or two of reading, ask for discussion in a forum as well as an activity and/or quiz. Usually there are two major assignments; for online classes two papers and for in-person classes, a paper and presentation with lots of classroom discussion and interaction.
| Megan Henly, M.S.
I am a Ph.D. candidate in sociology at the University of New Hampshire. I also hold a master’s degree in survey methodology from the University of Maryland. I have lived near the UNH Durham campus since 2007. Prior to that, I lived in Maryland and commuted to Washington, DC where I worked as a statistician and survey researcher both in the federal government and a non-profit agency. I love public opinion surveys, numbers, and discovering clever charts to display information. That said, my favorite classes to teach are those that cover the core issues of my discipline and that teach students how to identify social patterns and their relationship to their own biographies.
I have three goals as an instructor: to demonstrate my own enthusiasm for the class topic; to create an environment that encourages active participation from students (whether the course is online or a traditional setting); and to address current academic research and news stories in a manner that utilizes recent pedagogical research. I also have two goals for my students. The first is for each student to have exposure to the basic principles of the course topic and to identify some relevance to their own career path. The second is to show students how to be successful students. I believe strongly in the value of a pep talk throughout the semester, offering tips for effective reading strategies, mnemonics and personal anecdotes of how I first learned the information, and resources on how to navigate the academic system. As a first generation college student, I can relate to the sense of confusion many undergraduates experience. My plan as an instructor is to offer practical information throughout my classes and to be available to students of all levels as a mentor. When I teach an online class, I want students to feel that they are very much a part of a class, even though we are working asynchronously. As such, I provide weekly questions to guide students as they delve into the readings and videos, ask them to post their responses for all to see, and then engage in a discussion with their classmates on the topic. These weekly "discussions", along with self-paced weekly (multiple choice) quizzes, and at least one separate writing assignment constitute a typical set of assessments. In advanced courses (those with prerequisites), the writing assignment will typically be a term paper with several mini-goals throughout the semester to keep student progress on track.
| Stephen Hickoff, M.A.
Want to get my attention? I answer to Steve, Daddy, a variation of dog vocalizations (we share the home office) and "Honey can you fix this?" I'm a full-time writer, editor and longtime adjunct faculty member. My experiences include all manner of editorial projects on a daily basis, plus teaching, largely online. It's a good fit. My Granite State College work is fueled by a love of the craft and desire to share it.
I teach what I do. It's that simple. I'm busy, but I love it, and can't imagine any other lifestyle. Teaching is an effort to share insights into this aforementioned editorial world, with the hope students will view media and its messages, plus creative writing and my other classes, in fresh and unique ways. In addition to Media and Its Messages and Creative Writing, I've taught American Popular Culture, Survey of American Literature, Short Fiction and numerous other GSC courses. Am I your stereotypical idea of a professor? I sure hope not. I'd rather think of myself as a writing and editorial coach, always looking for the positive in a student's work, while gently offering critical commentary as to how their vision might be tweaked, revised or overhauled. As my late-great UNH grad-school mentor Donald Murray used to say: "Student writing problems are like a stomachaches. Some had chili for lunch; some have cancer. I try to act accordingly." Thanks, Don. I do too. Each class is different. While I load my online classes with potential enrichment (website links, discussion forum threads, multi-media content and so forth), I also try to adjust to the temperament, experience and overall tone of the group. We write. We edit. We comment on this work. We share our own insights and questions. We read models for our writing and thinking. Teamwork is the goal. Again, I may be the head coach, but I'm always willing to listen and grow myself. We’re all adult learners.
| Emily M. Hinnov, Ph.D.
Hello! My name is Emily M. Hinnov and I am the Assistant Dean of Curriculum for Undergraduate Studies and a Senior Lecturer of English at Granite State College. I earned my PhD in English at UNH, my M.A. in English at Simmons College, and my B.A. in English and Theatre with a minor in women's studies at Allegheny College. At GSC, my work involves new program research and development of curriculum in the ongoing implementation, revision, and review of undergraduate programs that advance the College's mission. Before coming to GSC, I held faculty appointments in English and Humanities at Boston University, Southern New Hampshire University, and Bowling Green State University-Firelands College. In these positions, I taught writing, interdisciplinary humanities, literary modernism, gender studies, film studies, world literature, and British literature from Beowulf to Virginia Woolf. I Alongside my primary role as an academic administrator, I have continued to pursue my own scholarship. My most recent publication is a volume of essays I co-edited entitled Communal Modernisms: Teaching 20th-Century Literature and Culture in the 21st-Century Classroom (Palgrave Macmillan, June 2013). In addition, my chapter, "Bertha is My Doppelgänger, or, My So-Called Academic Life," was published in Generation X Professors Speak: Voices from Academia (Rowman & Littlefield, Inc., May 2013). My previous book is a monograph, Encountering Choran Community: Literary Modernism, Visual Culture and Political Aesthetics in the Interwar Years (Susquehanna University Press, 2009). I have published various other journal articles and book chapters on Virginia Woolf, Zora Neale Hurston and James Van Der Zee, Sylvia Townsend Warner, a Nella Larsen, Tina Modotti, Elise Johnson McDougald and Marita O. Bonner, and the role of class in teaching composition. All of my efforts in academia coalesce in my intention to be an academic professional who strives to support the growth of each member of the community.
As a Lecturer of literature and writing courses at GSC, I am grateful for the opportunity to learn more about our curriculum from an insider’s point of view; I especially welcome the chance to get to know our students. It is always the process of forging connections, between and among texts, students, and me, which I find most exhilarating in my teaching. I have always enjoyed mentoring my students and helping them to realize their best potentials; this is the aspect of teaching that I value most. Consequently, all of my courses have been writing intensive because I want students to acquire competence in communicating with an academic audience. The sequence of assignments, from short close reading papers to more complex research-supported textual and cultural analyses, reflects this pedagogical goal. Ultimately, I would like for my students to feel that they are an important part of the local and global scholarly communities. My classes are designed to hone students' ability to read, write, speak, and think critically with confidence-crucial life skills which will serve students both academically and out there in "the real world." Additionally, I strive to make students aware that they share a great responsibility in creating an enjoyable, thought-provoking, and relevant intellectual community. For the most part, this philosophy leads to a class of spirited, respectful, and mutually productive discussion which helps us to find, in spite of different points of view, a common ground for valuable conversations about the correlational aspects of the life we all share through the study of literature and culture.
| Michelle Kamerman
I graduated from Rhode Island School of Photography and have been working in photography for almost twenty years. From film to digital, from the commercial studio to the natural environment, my journey has allowed me to experience many aspects of the field. I currently own my own studio specializing in weddings and lifestyle portraits, and I shoot for various business clients as well. When not working, I love spending time with my family. I am a Cub Scout Leader and a soccer-mom.
Photography can be a powerful means of communication; a mode of visual expression that can impact our life in many ways. My goal is to help you learn the mechanical side so you can grow in the artistic side of photography. Whether you enjoy hiking through the woods and capturing shots of nature or you just want to take better photos of your children, I want to teach you how to take control of your camera so you can properly capture light in order to achieve your desired end result. This class is hands-on. We will be photographing during class and when possible, getting outside of the classroom to do so. Weekly assignments are given to reinforce what is learned in class. Major assignments include a presentation on a famous photographer and a final portfolio.
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| Jeanne Kennedy, M.A.L.S., B.A.
I graduated from Bennington College, Dartmouth College, and the Upper Valley Teacher Training Program. I have been in education for over 30 years and have taught all ages, from preschool to adult. Pencil is my favorite medium, but I enjoy experimenting with oil and watercolor. My current projects include several nature studies, portraits, and calligraphy.
Remember when you were 5 and you could draw everything? All of your masterpieces were proudly displayed, and they brought you happiness and a sense of accomplishment. This is the feeling is that I strive to reawaken in my students. Drawing is a skill, with rules, and everyone can learn to draw. Introduction to Drawing is not a difficult class, but it is time consuming. Once you know how to proceed, the key to drawing is simple: the more you draw, the more you improve. My homework assignments vary between those I have found to give effective "practice" on a specific technique, to those that correspond closely with the text. Each class touches on a different skill or procedure, and in that way, I offer a wide variety of ideas to explore. Subject matter varies according to class interests, and I try to adapt lessons to match individual interests. There is always a field trip to the Hood Museum at Dartmouth to widen our artistic horizons, and to see what is happening in the outside world of Art. Most importantly, students are never in competition with each other. Each person enters the class possessing a different skill level and perspective, and their individual progress is charted throughout their portfolios. The goal at the end of the semester is for students to discuss and share their masterpieces with a newfound appreciation of their own artistic talents, and to enjoy their rekindled status as artist.. Ba
| Cynthia Larson, Ph.D.
Since 1997, Cindy has been a part of the Granite State College community, but she's been teaching at the college and university level for over twenty-five years in Iowa, New York, Vermont, Massachusetts, and most recently, New Hampshire. These days, Cindy is semi-retired, and so focuses her teaching for GSC on just Short Fiction, Multicultural Perspectives through Literature, and Readings in World Literature. She has also taught Autobiography as Literature, American Literature, Expository Writing, Film as Image and Idea, and Women’s Literature for GSC. For relaxation, she enjoys cooking, digging in her garden, anything involving lakes, rivers, and being outdoors with her husband, as well as helping him with two lively hives of honey bees.
Before 1300, the word "teach"-derived from the Old English word "taecan"-meant "to show or point out." This meaning, of course, assumes that the one doing the showing and pointing has something of value to share, and that's the teacher's work. A teacher cannot be a teacher without one who learns, however. If we look up the etymology of the word "learn," we find its root comes from the Old English word "leornian," which means "to get knowledge, study, read, think about." You'll find my courses stick to these rather classic root definitions of teaching and learning since they are set up to encourage students to read with care, study about literature and its cultural contexts, and to think much, both in private thoughts and in those written down for sharing with others. The goal and end result should be "getting knowledge," and that’s the students' work. As a class, we share the reading and writing load. This means that for most weeks, students sign up for one question on a story they'd like to study deeply and then write about for the benefit of their peers who are at work on different stories. In this way, everyone gets to read a thoughtful examination of each story assigned for the week. There are five of these graded in-depth writings which together count for 25% of the final grade. Students then respond on the discussion board to at least two other students' deep thinking/writing. Timely and full participation on the Discussion Board forms a large part of the class and so counts for 25% of the final grade. Students also complete a Casebook, a term-long research project focusing in depth on one story and that story's author (35% of the final grade.) Rounding out the assignments is a Final Portfolio (15%), a gathering together of the term's work, along with the students' thoughtful evaluation of their work over the breadth of the course.
| Lisa M. Lee, M.Ed.
When I first began teaching, I wanted to be the Emeril of teaching. I wanted to take it up a notch by adding spice, creativity and wonderful combinations of different ingredients. My courses contain many ingredients to provide each student an opportunity to make connections between their learning and their life. Aha moments await... You'll often hear me speak of Educational Excellence. What is Educational Excellence? The bar is set high for you to thrive with strong writing skills, comprehensive group discussions and immersion in to the language and skills needed for reflection and personal learning. Expectations are openly communicated; resources and guidance are provided supporting independent pursuits of your personal best. Did I mention humor? Laughing and learning flourish with Educational Excellence. My philosophy of THINK IT, FEEL IT, BE IT, which connects our cognitive understanding to our emotional experience to create an action oriented application to one's life, thereby, creating a cycle of learning, knowing and being is often integrated. Typical assignments include discussions via question oriented discussion forums and in-class group discussions using theory from the text often supporting connections between the reading and personal experiences. Written reflections facilitate actionable knowledge and provide independence in developing a plan for individual learning. Group work is often a major component of the assignments which provides a social element as well as a support team to assist in synthesizing, documenting and presenting new knowledge and information Writing at the collegiate level is expected in all assignments. It takes practice to achieve higher levels of language use in grammar and vocabulary. Since this is a passion of mine, multiple resources and Instructor feedback are provided. Each assignment is meaningful, purposeful and tied to the learning outcomes of the course.
| Linda Lanteigne Magoon, M.B.A.
I bring over 30 years of experience in the field of Finance and look forward to sharing what I have learned along the way in regards to Accounting Information Systems with all of you.
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| Nicholas Marks, M.B.A., M.S.
Hello! My name is Nick Marks, and I've been a faculty member in higher education since 2005. My background is in business, and I've worked in higher education as an administrator for approximately fifteen years. In my spare time, I am also a doctoral student at Plymouth State University where I am pursuing a degree in Leadership, Learning and Community. I live in the Lakes Region in New Hampshire with my wonderful wife and two young boys. Though I'm not the 'avid' athlete I wish I could be, I enjoy spending time biking and running during the summer and trying to avoid the snow as much as possible in the winter!
In my courses I place heavy emphasis on a practical application of the course content. Memorizing terms and concepts is tedium - real learning occurs with action, and with application of course concepts to real life scenarios. Weekly discussion boards focus on these practical applications and I encourage students to interact with one another as a means of sharing ideas and perspectives. Case analyses provide students with an opportunity to apply the concepts they learn in the course and offer perspective on potential action plan scenarios. Group projects allow a collaborative learning opportunity to occur as students work together to plan, implement, and present projects during courses. We all learn from each other, and no matter how many times I teach a course it is important to me that we all come away from the course with more knowledge than when we started!
| Merrie Marks, M.S.
My name is Merrie Marks, and my work background is based in finance and management. I have a MS in Organizational Behavior and I enjoy my adjunct faculty role at GSC immensely. I find teaching to be a very rewarding experience. I live in New Hampshire with my husband, two wonderful little boys, a small herd of cats and a horse-sized Golden Retriever. In my spare time I enjoy swimming, biking and running (yes, I'm one of those crazy 'triathlon’ people) and I am an active fundraiser for the Make a Wish foundation.
My teaching philosophy centers on practical application. Though I teach a variety of different courses, the consistency between all of them is engagement and open-mindedness. I thoroughly enjoy sharing ideas with students, and seeing what students are able to bring to the table in relating the coursework to their own personal and professional experiences. Class assignments are meaningful in that they offer perspective on course materials based on real-world applications. I employ group projects when available to further encourage interaction among students, and weekly discussion boards allow for an ongoing course dialogue and the addressing of any questions that come up during the term.
| Marilyn McGair, J.D.
Welcome! My name is Marilyn McGair and I am a full-time Senior Lecturer and Assistant Dean of Faculty at Granite State College. I received a B.A. in Political Science from Providence College and a J.D. from Suffolk University. I also hold post-graduate certificates in Networking, Client/Server/Visual Basic and E-Commerce/Web technologies from Worcester Polytechnic Institute. After almost 20 years of practicing law, I shifted my career focus toward education and information technology. My focus as a faculty member is primarily on critical thinking, business law, and information technology courses. Over the past decade, I have taught both on campus and online classes such as computer programming, software tools, law and society, and legal and ethical issues in business management and critical thinking. Prior to teaching at Granite State College, she taught various seminars and classes throughout southern New England as well as at Norwich University and Johnson and Wales College.
For many Granite State students, the path to college is not always a direct one. Returning to college may require courage, determination and tenacity. As a Senior Lecturer, my goal is to support you on your learning journey at GSC. I encourage students to ask questions and seek answers through analysis of the issues presented.
My teaching assignments focus on learning the subject in a meaningful manner throughout the term. I tend to avoid “high stakes” assignments but encourage students to submit smaller assignments more frequently. I encourage the free expression of ideas in an open forum with mutual respect and courtesy. I believe that effective communication is one of the key elements to a successful learning experience and will assist you in any way I can in order to achieve that goal.
| M. Patrick McGowan, M.S.
MS Organizational Management w/ Focus in Public Health. Springfield College, NH. BA Theatre and English Composition, Truman State University, MO.
Here's a secret. My name is not Michael. It's Patrick. The story behind my name involves a long standing family argument. I can tell you the story later in our course. Why do I tell you this? Consider it the core lesson of management. If you want to be a successful manager you have to know your people and their stories. I grew up in St. Louis, MO, which makes me a mid-westerner at heart. You can tell this when I say hello to everyone I pass in the grocery store. Marriage brought me to New Hampshire and I have settled down with a family of four. I work at the New Hampshire Department of Health and Human Services in the Medicaid Public Insurance Office. I enjoy world culture, hiking, kayaking, long distance running, the Boston Bruins and alternative/punk music. Enough about me, let's get you ready for the work world!!!!
I take a customer service approach to education. My students are my customers and my top priority is that you are receiving a return on your investment. That return can be enhanced knowledge, skills, and abilities that help you move forward in your organization. It can also be introductory knowledge of areas in the Health Care field to help you determine where you want to work. While the content of my courses is the same, I bring my students to the content. What I mean is that I do not just hand you a vast body of articles, textbooks, and research. I join you as we learn concepts together. Concepts that are accessible and meaningful to you. Everyone has different areas of interest and learning styles. These are the two core concepts that drive my philosophy. Finally, I am always open to hearing from students on how to improve my courses. The US Health Care System is a vast area of study that is constantly changing. My goal is to simulate the real world of this industry, to give you a sense of how fast it changes. To achieve this I try a many different approaches. My position at the Department of Health and Human Services gives me access to a broad variety of subject matter experts. I have used their talents as guest speakers and consultants on assignment designs. I believe a course is a great way for you to network in the field. My classes give you the opportunity to interview a professional in the field we are studying. Communicating in writing is important in management. My classes do include writing assignments that offer you the ability to connect key concepts in your own words. Through critical thinking and analysis students gain confidence in their ability to understand concepts. The assignments are a mix of participation in discussion boards, papers, and newsletters.
| Beth McKenna, Ed.D.
My name is Beth McKenna. I have been at Granite State College for over 8 years teaching Early Childhood Courses. I am also a second grade teacher in York, Maine. Before that I owned a day care center in Massachusetts. I have been teaching for over 30 years and love working with young children. I hold an undergraduate degree in education and speech therapy, a Master’s Degree in Early Childhood and a Doctorate in Educational Leadership. I have 2 grown children, one who is working on her Doctorate in Biochemistry, and one who will be a freshman in college in the fall. Education has always been a part of my life as both my parents were Professors of Education. When I have free time I enjoy being with my family and our yellow lab who still thinks he is a puppy at 5 years old.
I enjoy teaching individuals who are already teachers, or hope to become teachers or want to be involved in early childhood or family work in the future. I teach many online courses and find it crucial that students be self-motivated, and self directed. I assign written reflections on the readings I require, especially in online classes, because it allows the student to internalize the information contained in texts books or on the web. In addition I ask teachers to spend time observing young learners, and to apply new knowledge to what they are witnessing in the classroom. My goal in teaching a class is to help everyone succeed in learning more about the development of young children so that they are better prepared to be a part of the world of young children in the future.
| Robert F. McPherson, M.B.A., M.Ed, CAGS
I have over thirty years managerial, operational, business development, and consultative experience in the corporate environment. My corporate experience has included assignments in mergers and acquisitions, business development, corporate change initiatives, and business planning and research. In addition, i have conducted and facilitated seminars in team building and leadership training. After retiring from the corporate world in 1996 i pursued a second career in adult education. This new career would provide me with an opportunity to exercise my energies, to grow and expand my knowledge of adult education and business theory, and add fulfillment, enjoyment and a feeling of achievement to my personal life through education. I started teaching at granite state college in 1998. I have taught courses in marketing, management, organizational behavior, conflict management, and contemporary issues in management. I have also served as a mentor to many students pursuing independent learning experiences. I received the college’s distinguished faculty award in 2003. My classroom experience as a teacher (facilitator) has been both rewarding and challenging. Rewarding because of the personal and professional success students have had in my classes and challenging because of my desire to do the best i can to make courses exciting, demanding, rewarding, informative, and fun. This challenge continues in teaching online courses, but i look forward to sharing that learning experience with each new class. I have earned a master’s in business administration from Southern New Hampshire University with a certificate in advanced study in management information systems, in addition, I have a master’s degree in education from Plymouth State University. I have also attended executive training programs in marketing, conflict management, and mergers and acquisitions from Wharton school of business and Northwestern University.
Learning is to be conducted in an open, supportive and positive environment that increases self esteem, while building on the knowledge and skills of adult learners gained over their lifetime, with the objective of personal and professional growth, or enjoyment.
| Derek Merceir, M.Ed.
I was born and raised in Concord, New Hampshire. I went to Concord High School where I now teach. After high school, I went to Ithaca College in upstate New York. In college, I played football and majored in mathematics. Upon completing school, I was a cook for a year in New York and also for a year in Keaulakakua, Hawaii. I began my teaching career in Hawaii at Konawaena High School. After living in Kona on the big island of Hawaii for two years, I moved back home to New Hampshire. I taught at Goffstown High School for a year, and I am currently in my ninth year at CHS. I also am the head freshmen football at CHS. After college, I did not think that I wanted to be a teacher. I had ambitions to be a big time chef. After trying cooking for about two years, I decided I had enough. I enjoyed cooking for three to five people, but cooking for one hundred people every night was not for me. Once I started teaching, I loved it. I believe I am a good teacher and I pride myself on these areas of strength: Classroom management: classroom rules and expectations are clear and set a climate for learning. Personable: establish and maintain positive working relationship with students and staff. Organization: make efficient use of time and classes are well planned out to run in a systematic direction. Fair: try to treat all students in a compassionate and fair method. Reliable: hardworking member of the math staff. I consistently live up to commitments to students and colleagues.
| Charles "Todd" Miller, M.S.
You might have heard that some people take a bit of a winding career path in their lives. Well, I am without question an honorary member of that club. Life changes for me have not always been intentionally sought out; however I am thankful for the experiences that each change has ultimately provided in my life. I began my career in the aviation industry, first as a flight instructor in the early 1980s followed by a short stint as a corporate pilot. Despite the amazing fun and excitement this career offered, it was not long before I realized that I might need stability and some home life one day, so I took a job flying a desk between 1984 and 1996 when I was employed as the Aviation Operations Manager for Digital Equipment Corporation outside of Boston, Massachusetts. This position also provided a unique opportunity for me to pursue my educational goals, and I took full advantage of this at the time. During my time at Digital I developed a keen interest in computers and software, so in 1997 I combined that interest with my business school training and ventured south to Houston, Texas where I accepted a position managing a retail software business. In this role, I traveled extensively and managed a team of people scattered throughout the U.S. and abroad for approximately six years. Last but not least, more change... Today I manage the Finance and Administration functions for a company based in the White Mountains of New Hampshire. Looking back, my most challenging and certainly most rewarding assignment has been serving as a father to four wonderful daughters now ages 7, 18, 20 and 23 and a fuzzy golden retriever named Duke!
I have never ventured too far from the classroom. I began teaching in online university programs in 2002 and in 2009 I was lucky enough to be accepted into the GSC adjunct faculty family. I had an old flight instructor tell me once "You will begin learning to fly when you begin teaching someone else how to fly." I believe this adage holds true for most things in life, and I continue to realize that I do my best learning while teaching others. I like students to view their class experience as a learning adventure, and I serve as their guide. What a student decides to learn will ultimately be up to the individual. My job is to guide them down various learning paths, introduce new concepts and ideas and help maximize the value of their classroom experience. As adult learners, each student brings to this adventure many valuable skills and rich life and work experiences, and I strongly encourage students to share these experiences with others in class during our time together. I do my best to keep the class "real time" and employ a great deal of experiential material drawn from class member experiences. Typical class assignments in my classes include a mix of: In-Class discussion and participation; Case studies (both group and individual); Text reading assignments; Interactive (rich media) materials supporting weekly learning modules (case studies, video interviews, etc.); Written research papers and typically a single final exam. I look forward to seeing you in class one day soon!
| Shirley Montagne, M.B.A.
I hold a Bachelors in Political Science from the University of Michigan and a Masters in Business Administration in Finance from Eastern Michigan University. I work full time at Dartmouth Hitchcock Medical Center (DHMC) as an accountant. In the evenings I teach Financial Accounting and Finance for Granite State. Because most of my day is crunching numbers at the computer in my cubby. I don't have a lot of people contact. I enjoy teaching immensely because of the love of learning and, the people side of interactions with students and other faculty. I really like the face-to-face classroom. Granite State is great place to teach at, because the students are so motivated and want to really get a lot out of their courses. On the personal side, I enjoy family life, walking the dog, cooking, kayaking, travel, reading, socializing with friends and many other areas of life. I have a great challenging job at DHMC, and superb coworkers who are able to approach life with humor and hard work.
90% of class time is in hands-on problem solving and discussion interwoven with lecture, and many of my students like this style, because it is an active learning environment. In all my classes homework is over 50% of the grade, since life is homework and future employers will not be giving their employee a test to take and send you home with pay if you pass the test. Since I am not a great test taker, quizzes are the only in-class testing. All exams are take-home because I would rather spend the time delivering content in class instead of watching everyone take a test. It is really important for students to be able to write well, so at least one homework assignment a week is a writing assignment. This is often tough for students to master interpreting numbers or spreadsheet results into a written analysis, but with much of the work computerized, employers really need employees who can think, verbalize and write. I use Moodle heavily, posting all the course documents and the grade book on the course site as well as related websites for students to enjoy.
| Amanda Morrow Jensen, M.S.
A seasoned educator and policy development professional, Ms. Morrow-Jensen is Provost at Henley-Putnam University, and a lecturer at Granite State College. She has designed and taught a variety of courses on Media, Terrorism, Information Operations, and Religious Extremism. She was made Henley-Putnam's Dean of the Terrorism and Counterterrorism Program in December 2010 and became Provost in April 2012. Prior to her work in education, Ms. Morrow-Jensen spent almost a decade developing foreign policy as a diplomat and Foreign Service Officer for the US Department of State in Indonesia, Vietnam, and Washington DC. Ms. Morrow-Jensen earned her M.S. in Strategic Intelligence from the National Defense Intelligence College in Washington, D.C. in 2005 and her B.A. in International Relations and Spanish Literature and Language from the University of Virginia in 1999. Her most recent publications and speeches include "Grey Market Terrorism - How Trade-Based Laundering Finances Terrorist Activities", "Neuroeducation Myths and Challenges", and "Careers in Counterterrorism and Intelligence". She speaks Spanish and Vietnamese.
I am a big believer in three things: 1) reading and writing assignments that push you way beyond your intellectual frontiers; 2) "can you do it" dates, vice formal "due dates"; 3) integrated reading/video/imagery that teaches you the material and concepts from a variety of viewpoints and through a variety of learning techniques. Thus, you’ll see my standards are high for writing assignments, my attitude towards due dates relaxed, and the materials I give you for learning quite varied. It's not that I don't believe in academic texts: on the contrary, I do. I just think that there is learning to be had in a variety of ways, and in a variety of sources, and I design my courses to layer that learning. I hope you enjoy this approach!
| Julie Moser, M.A., CAGS
Hello there! My passion is helping adults on their personal learning journey, wherever that might lead. Alongside my own long and winding learning adventure (and I'm not done yet!), I began my career as a journalist covering education reporting for local towns in Maine. Over the years I morphed into a marketing director for nonprofit adult education programs within university settings and then again as an education manager. I currently serve as the director of online education at the University of New Hampshire's Center for START Services at the Institute on Disability. I'm nearly done with my Certificate in Advanced Graduate Studies in Adult Education and Online Learning Environments, and hope to pursue a doctorate in education, with a focus on adult online learning environments. I love to hike, recently began jogging (more like walking with some jogging thrown in the mix), and dabble as someone who likes to paint, make jewelry from broken vintage pieces, and play surf-inspired guitar riffs. My motto at the moment is that "I can always learn more!".
"The future is unwritten." ~ Joe Strummer I believe that all students can have transformative, significant learning experiences when they are prepared, have time, and have caring facilitators who help shepherd collaborative learning communities. Just as my own personal philosophy about adult education is an evolving process, so, too, is a learner's relationship to educational experiences. The way you relate to and understand your learning experience will unfold over time, and the strategies teachers use today will affect that understanding in some way. Whether those strategies create negative, positive or neutral impressions is unwritten. But I believe the preparation, guidance, facilitation, and care shown to you as a student is written in our actions as educators today. My goal is to help students connect with learning objectives as much as possible today, while creating lasting resources for continued reflection and growth as a learner. In my focus and experience as an educator in online learning environments, I typically ask students to be part of a learning community through online forums where we all share and learn together. My courses usually include a reflective journal and resource tool that you'll develop to help you cultivate a more intimate relationship with the concepts you learn (and it can be a handy reference tool for the future, too). I always encourage students to develop final projects that are relevant and useful to either a real-world activity (e.g., something that can help you at work, home, the community, etc.) or an idea that sparks passion. I want assignments to be meaningful to students. And although I want see what you've learned and how you've applied that learning, I want you to be able to see and value what you've learned, too!
| Heather Norcross-Geoffroy, M.A.
My name is Heather Norcross-Geoffroy (you can call me Heather) and I have been teaching various psychology courses in class and online for a number of years. Upon completion of my masters degree in community and social psychology I decided that my path was higher education. I truly enjoy every aspect of learning including my "day" job of counseling and advising students at another local institution who may encounter academic difficulty while learning- and likewise working with faculty who may encounter difficulty teaching. When I am not teaching, I enjoy spending time with my family( I have two very small children), reading, watching movies, crocheting and quilting as well as gardening, horseback riding and hiking.
Learning is my first love-and teaching fulfills my need and desire to continually partake in the learning process while advancing the knowledge of adults. I tell my students every semester that I am not doing my job fully as their educator if I am not learning and advancing as well. I promote a reciprocal classroom where I propel my students to "own" their learning experiences and likewise embrace our learning environment as "theirs"—not just "mine". Mostly anyone is capable of reciting concepts, but application of concepts in my professional opinion is far more impactful and important as student's progress through their education and beyond. For this reason, I embrace reflective writing and reflective forum discussions mostly for assignments in my courses.
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| Christopher O'Connell, M.S.
Hello, As a full time business and management professional that has had years of experience (more than I care to admit) in several different industries I have seen a lot of changes in the business world. Who am I? What do I believe? What activities do I identify with? The answer to these questions depends on where I am at each moment in my life. In this ever changing world we live in I define myself as a person that practices the ability to look at each day as an opportunity to experience, learn, and share with others my journey through life. I work hard to choose my attitude, maintain a work/life balance, live in the moment, and treat others as I wish to be treated. Whether in the classroom or in my everyday life I look to both teach others and through these experiences continue to learn myself.
My teaching philosophy is based predominately from a combination of David Kolb's Experiential Learning theory and The Johari Window model devised by psychologists Joseph Luft and Harry Ingham. Kolb's learning theory involves four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which could also be interpreted as a training cycle). Kolb's model offers both a way to understand individual people's different learning styles, and also provides an explanation of a cycle of experiential learning that applies to us all. The Johari Window model provides a useful format for representing personal and/or group information such as feelings, experiences, views, attitudes, skills, intentions, motivation, etc. from four perspectives. The process of giving and receiving feedback is one of the most important concepts in training, management, and just being a whole human being. Through the feedback process, we see ourselves as others see us. Through feedback, other people also learn how we see them. The combination of these two concepts set the foundation for my philosophy toward both the learning process in the classroom and provides students a solid foundation for their ability to interact both in their professional and personal lives. This direct application of the classroom experience to the "real world" is the most valuable objective I can offer as an instructor. Assignments in my classes are clearly listed and explained within each class syllabus. This does not mean they are “carved in stone” and are discussed in a collaborative format during the first class. I make it a point to be thoroughly flexible with lots of classroom discussion.
| Judith Orfao, M.B.A.
My name is Judy Orfao I was brought up in Massachusetts and now reside in New Hampshire. I am an educator, mentor, entrepreneur, and business advisor. I am active in the Greater Nashua business community, spending 5 years with the New Hampshire Small Business Development Center as the Nashua Regional Manager where I counseled numerous existing businesses and potential businesses. I have held many interesting positions in a variety of industries including as a founding member of several successful technology based startups. Presently, I am a part-time College/University Instructor of Business traditional classes and online. I am currently co-founder of an online multimedia entertainment business, hattales.com. Recently I was one of 18 alumni from the Sawyer Business School, asked to write and present several ethical case studies from my personal business experiences at the Suffolk University Case Days 2010 and 2011 and Leadership program 2011. I am a contributor to the Ask The Expert Panel members for Forbes Magazine/CNN online. I am a past (Spring 2011) Key Note speaker for the Clark University Entrepreneur Program annual dinner. I served 4 years as a Board Member of the Software Association of New Hampshire, and co-chaired The Greater Nashua Software Entrepreneurs Group for over 8 years where I presently serve as an advisor. I am a past recipient of a NH Educational Advocate All Star Award and was a member of the selection committee for E-Cares; NH Philanthropist of the year. Recently I have been asked to participate in an advisory board for the Sawyer School of Business, Suffolk University, Entrepreneurial Studies Center and The Suffolk University Women in Business Organization. I have experience in small business and technology startups and an interest in leadership. I hold a BSBA in Management Science from Suffolk University, Boston, MA and an MBA from Southern NH University, Manchester, NH and a paralegal certification.
To me, teaching is the process in which learning and growth are encouraged while meeting the many learning styles of students. I am a fan of the learning/teaching philosophies of Roger Shank and Malcolm Knowles who both focused on the best way to motivate and teach adult learners through learning by doing and relating academic material to real life stories As an Instructor, I must encourage and facilitate learning and growth. Inspiring my students to reach their potential and accomplish their goals is something that I take pride in. I became an instructor because I have a strong desire to help students realize their educational goals and gain the confidence that they will need to be competitive in the global work world. My approach is to present academic theory enhanced with current real life examples. This approach gives the course materials a real application and makes it easy to comprehend thus creating a relaxed, stimulating learning environment within the class. The assignments for my classes are focused on student experiences as related to the current topics of the course. The written assignments are structured for student to tell their story while applying course theory while presenting the topics with supporting academic research. A typical assignment is a 1200 word paper with specific required outcomes. The students are given pointed guidelines outlining assignment requirements and grading rubrics. Because business issues are moving faster than most textbooks can keep up with I encourage students to bring in current business news for class discussions. There are also group projects as keeping with the real-world experiences as business is very much a group activity. At the close of the courses students typically realize what they knew at the start of the course now has a formal name and is based on various business theories. They also have a better appreciation of learning from others.
|Ivy Page, M.F.A.
Since I received my M.F.A. in July of 2009, I have taken every opportunity to teach courses at colleges throughout New Hampshire as an adjunct, while applying all over the country for full-time tenure track professorships. While teaching is one of the most demanding jobs I have ever had (and trust me I have had a wide variety of jobs in the past), I love the discovery and creativity that happens in the classroom for both the students and myself. I am thankful to have found a career that allows me to help others and encourages me to continue to grow. Now that my first book has been published by Salmon Poetry, my daughters are entering high school and middle school respectively, and my husband is graduating with his first bachelor’s degree, I look forward to the next chapter of my career as a teacher and a writer.
I have been fortunate to teach college courses for New Hampshire Technical Institute, Keene State College, Colby-Sawyer College, Plymouth State University, and a community Creative Writing class at a little educational farm called D Acres down the road from where I live. Writing poetry is my passion. Living in such a beautiful state with my husband and two daughters, along with a menagerie of animals, has provided me with a lot of great writing material. I have, and continue to publish my work in journals, anthologies, and my first book, Any Other Branch, was published by Salmon Poetry of Ireland in 2012. My second book, Elemental, will be out with Salmon Poetry in 2015. I started OVS Magazine, an art and literary magazine, shortly after my graduation from New England College. My hope is to give others the opportunity to get their words out there. I love the written word in all forms, and I hope that in working together, you will find a love and respect for it as well. I am so happy to have the chance to work with all of you. I am here to help!
Your first presentation will be a xtranormal video which you present and discuss the way in which multicultural literature breaks the barriers we are used to seeing in the cannon of literature. You may approach this in a variety of ways.
| Bette Papa, M.Ed.
Bette Papa, M.Ed. Senior Lecturer Senior Academic Coach, Portsmouth/Rochester Region Education Bachelor of Science, Biology, University of New Hampshire Master of Education, Tufts University; Thesis: Math Anxiety.
Hello and welcome to Granite State College. I have been teaching math at GSC since 1998 when it was called College for Lifelong Learning. In 2009, I also took on the role of Academic Coach. I grew up in New Hampshire and studied biology and math at the University of New Hampshire. I then earned a Master of Education at Tufts University. The focus of my master's thesis was math anxiety in girls. Being a girl myself, who happened to love doing math, I was fascinated by the notion of anxiety around the subject. Currently, I live in Dover, NH with my husband and however many of my three adult children are at home at any given time. When not working, I enjoy long walks with the dogs, riding my Saddlebred horse, reading, and attempting to grow a flower garden.
I enjoy working with adult students helping them build confidence in the study and understanding of mathematics. I don't consider myself a mathematician; I just love doing math and that is why I teach it. If students leave class at the end of the term with a bit more understanding, appreciation, and confidence around math, the class has been successful. Math does not come easy to some and the tension often overwhelms and inhibits learning. Using examples to model the concept, applying the concept to an everyday experience, and practice, practice, practice - this is how math can be learned. I also stress that there is no one way to do a math problem and encourage creativity in problem solving. If it gets you the correct answer every time, it is a valid method. Assignments: Math, like a second language, is learned with repeated practice. The text provides exercises to practice the concepts learned in class. Application to everyday life helps to build understanding of how the math relates to things we can understand more readily. Usually, there are 3-4 take-home exams each term. The take-home exams help to alleviate the anxiety of testing in general, math in particular. It allows for a more in-depth, applied problem solving. The final exam is in class and tests on the basic concepts learned in class. A project is also a required assignment. The project may vary but is generally a short research paper on a math topic that the student finds interesting. The purpose is to show that math is not just a subject in a text book and there are real people responsible for the creation and development of these concepts. Who knew that Leonardo DaVinci was first schooled in mathematics before becoming an artist or that Sophie Germain would hide from her parents so she could work math problems without getting into trouble. A brief presentation to the class enhances the learning for all students and provides a broad range of interesting math facts to be learned.
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| Paul Paquette, J.D., M.B.A.
Paul's professional experience includes being a Technical Project Manager, Licensed Attorney, member of the New Hampshire Association, and being an engineer. He earned his JD from Franklin Pierce Law Center, his MBA from Boston College and his BS from Southern New Hampshire University. He is a member of the Beta Gamma Sigma International Honor Society in the Boston College Chapter and received his Graduate Project Management Certificate from Bentley College.
"Since I earned my B.S. and M.B.A while attending school during the evenings and while raising a family, I know what it is like to juggle work, school and personal matters. I therefore have a close connection with my non-traditional students. I also feel that it is important to blend a mix of theory with practical learning in my classes. So, I believe that real life examples are an essential component of the learning process. Overall, I strive to provide my students with the value they rightfully expect from my classes." -PP
Paul teaches PM 800: Project Management Seminar at Granite State College, MGMT 625 Legal and Ethical Issues in Business Management, MGMT 626 Project Management Strategies, and PM 805 Negotiation, Contracting, and Procurement for Granite State College.
| Barbara Peterson, Ph.D.
Barbara Peterson, B.A., M.A.T., Ph.D. Adjunct Faculty Education: Bachelor of Arts Degree from the University of New Hampshire (UNH), major in Psychology. Masters of Arts in Teaching from UNH, major in Secondary School English Teaching. Doctorate of Philosophy in Education from UNH, focus areas in Curriculum Theory and Philosophy of Education
Hello, my name is Barbara Peterson. I have been teaching for 20+ years: 10 or so years as a certified high school English teacher, 3 years as the Founder, Principal, and lead teacher (teaching math, social studies, and language arts) of a private school for grades 5-12, and 7+ years at the college level (UNH-Durham, UNH-Manchester, NECC, GSC). I'm a huge Harry Potter Fan! I love to read novels, short stories, poetry, history, and philosophy. I also love to write, watch British Murder Mysteries (Sherlock is my favorite!), and mostly, spend time with my family.
Teaching Philosophy: I absolutely LOVE teaching; the energy of a group of people thinking, creating, and discussing, and the amazing feeling of those Aha! moments in class when new ideas are raised, new perspectives are found, and the light bulb shines:-) There's nothing like it! I believe students learn best when class is dynamic and stimulating, where the teacher guides students to exchange ideas, challenge their beliefs, push themselves to new levels of thinking, and formulate understandings and knowledge. When work feels like play, far more and better quality work gets done. I also believe in supporting students 100 percent; it is so important to me that students learn to step out of their comfort zones and expand their minds to see things in ways they never knew existed – and I am fully aware of how scary that can be. So, by being that safety net, students can have the support they need to build their confidence and, sooner than they would have thought, feel empowered to really fly. The point of school is to learn; I believe the best learning happens in an exciting, interactive, creative, challenging, and enthusiastic environment. The tasks I ask students to do in class are typically small group discussions, and problem-solving in pairs or small groups. I also have whole-class discussions where the groups have an opportunity to share what they have learned. Review quizzes are sometimes given to ensure that students are achieving at least a basic level of understanding of the concepts covered in class. And there is a final exam, paper, or project (depending on the course). I believe what Alfie Kohn argued in his book, The Homework Myth - that a lot of homework is not a good thing. In my courses, homework consists of approximately 20-30 pages of reading weekly, and working on papers or projects that require students to create an original work that analyzes and evaluates concepts learned in class.
| Gail Poitrast, M.Ed.
Senior Lecturer and Fellow, GSC, Lead Mathematics Faculty, SOE, GSC, Mathematics Faculty, Plymouth Regional High School Education, B.S.E., Westfield State College, M.Ed. in Mathematics, Plymouth State University.
All of my life I have been fortunate to be able to learn and to teach, especially when that teaching and learning relates to mathematics. Convincing students of any age that they can learn math, assisting them in that journey, and sharing with other teachers effective methods of teaching and assessing mathematics have kept me very busy over the last 30+ years. Presently, I teach mathematics and mathematics education methods courses here at GSC, as well as teaching pre-calculus and AP Calculus at Plymouth Regional High School. I also have been fortunate to be involved in many aspects of curriculum development and planning, both at the secondary and post-secondary levels. I have been teaching for GSC since 1999 and in SAU #48 since 1986. I do believe that the secret to maintaining an active mind is lifelong learning, which is exactly why teaching at GSC is such a good fit for both teachers and students. I cannot imagine not teaching, and I do not plan to stop until it is no longer rewarding and just plain fun to do so. That has not happened yet! I reside in Henniker, NH, (the only Henniker on Earth!) and am lucky to live very close to my daughter, my son-in-law (both teachers) and my 5 grandchildren. My son (engineer, not a teacher, as he so often tells me!) lives not too far away in Vermont, so I am able to visit him often as well. When not teaching, I enjoy walking the dog, gardening, reading, kayaking, and, of course, spending as much quality time as possible with my grandchildren. I am beginning my doctoral studies this summer, which I am very excited about! It has been a dream of mine for many years to continue my formal education and following the spirit of GSC, never too late to start!
"I cannot do math." Eradicating that belief from the mindset of students of all ages and assisting teachers explore techniques to accomplish this goal has been the driving force of my professional goals and philosophy of education over the past 30 years. It has pushed me to continue to explore and assess new approaches to learning mathematics and to incorporate them into what I do. I believe that if all students are to be successful learning mathematics, it is the role of the teacher to facilitate learning for all students, which means developing a wide range of both activities and assessments that will appeal to all learning styles. This is a challenging task in online education. As a result, the math courses that I facilitate include a variety of activities, and as importantly, a variety of venues for support. Bb Collaborate sessions have become a major asset in math classes. These sessions give online students an opportunity to "meet" with me and other students, ask questions, and watch mathematical concepts be developed and explained. It is often difficult for students to learn about mathematics simply from reading a textbook. Because of this, I continue to create and incorporate math videos into lessons and learning activities and am always researching new ways to deliver content online. Also a cornerstone of my philosophy is the belief that students must connect new knowledge to prior learning and what they are learning must have value to them. For learning to occur, that connection must be established early, and the student must see a purpose and use for new concepts. Our new MATH502 curriculum, developed for the 21st century consumer/user of information, is exciting because the topics studied do make these connections and are relevant to the adult learner. Nothing is as rewarding to me as hearing at the end of class that students were surprised and pleased about how much math they learned and how applicable it was to their lives!
| Woody Pringle, M.B.A.
Hi, my name is Woody Pringle. Early on in my career I found that I had the ability to engage people in learning. Many years ago I recognized an incredible skill gap in the area of computer and technology skills and began providing on-site training in MS Office applications. My customers range from world-class organizations to small local businesses. Another aspect of my life which is fun and rewarding is performing with my old-time band, the "Bradford Bog People." We play music from the Appalachian mountains at many community and fund raising events. As of this fall, I am now in the New Hampshire Humanities Council - Humanities To Go, presenting Rally Round the Flag: The American Civil War Through Folksong. Additionally, I am listed under the band "Big Paws" with the NH State Council on the Arts. Specialties: Training, teaching, and learning, and fun things - such as old-time banjo and fiddle, hiking, and bicycle touring.
Teaching Philosophy: I enjoy learning and helping others learn too. Recognizing different styles of learning, I try to provide a variety of assignments to engage learners through dynamic class participation. My approach is to look at the learning outcomes of a class and design learning activities creating opportunities for actively learning both concepts and specific skill sets. Computer concepts are developed through readings followed with discussions and short quizzes. MS Office skills include Word, Excel, PowerPoint, and Access. Textbook assignments provide step-by-step instructions where learning create files and increase their knowledge of the software applications. The exercise-oriented approach is thorough and easy to follow.
| Lauran Star Raduazo, MAOI
Lauran Star Raduazo, MAOI Adjunct Faculty Education: Bachelors of Arts, Psychology, University of Massachusetts Master of Arts, Industrial / Organizational Psychology, Argosy University Certified Executive Coach, CTA
Cheers! I am Lauran Star Raduazo - or just Lauran (like Duran- Duran only with an L). A bit more about me: I am an author, coach and international speaker around organizational development. In my spare time I am the CEO and Founder of LS Consulting Group (www.LSC-Group.com) focused on healthcare/ dental and financial practitioners providing OD Practice Management, Conflict Resolution and Market/ Niche Analysis. I have over fifteen years of leadership accomplishments in the following areas: Healthcare, Biotech, Medical Sales, and Pharmaceutical with several fortune 500 companies. As an Author - here is what is published thus far: LEIP Forward - Leadership Emotional Intelligence Proficiency for Today Woman Leader Dig DEIP in Dentistry - Dental Emotional Intelligence Proficiency No Winner Ever Got There Without a COACH The EI Journal Empowering Women from B to B - due out Jan 2014.
Interesting facts: I served our country for ten year, as a proud member of the United States Armed Forces. One of my truest passions is inspiriting young girls to take educational and competitive risks - In my spare time you can find me on the girl's soccer and lacrosse fields- coaching my heart out.
My educational philosophy has been formed on the firm belief that education provides individuals with the key skills necessary to move forward into society and realize success. Education allows one to become empowered to make a difference within one's life and within the community, and to keep growing academically and professionally. I believe that teachers hold a responsibility to ensure that students are given the best possible education, while also fostering each student's individuality and strengths in order that they may find their own personal success. Fundamental theories in Organizational Psychology enable adult learners to grow and understand the organizational structure and power forces at work. My teaching style is kinesthetic, as I don't want my students to only know theory and abstract concepts; I also want them to be able to apply those skills as this is when true learning takes place and is also how students can become skilled in this discipline. To this end, I empower students to find solutions, engaging them to place themselves in the real world in order to devise sound theory-based solutions and encouraging them to see the issues and theories in a new light.
To conclude, it is my hope that as a teacher, I can bring about a passion for learning within my students, inspiring them to become lifelong learners while providing them with creative and engaging material that will both challenge and inspire them. I am committed to training and mentoring future professionals and organizational management leaders across the country. I hope to create an empowering environment where students think outside the traditional applications of Psychology and help shape the field of Organizational Leadership.
| Michelle Reagan, M.Ed.
I am Mrs. Reagan, your instructor. I am a mother of four children, ages 9 to 18. I like to spend time with my children and friends. I live in North Haverhill, NH, which is in the White Mountains of New Hampshire.
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| JoAnne Shayne, Ph.D.
Adjunct Professor of Psychology Bachelor of Arts in Political Science, Whittier College Master of Arts in Linguistics, UCLA Candidate in Philosophy in Linguistics, UCLA Master of Arts in Psychology, Fielding Graduate University Doctor of Philosophy in Psychology, Fielding Graduate University
As you can see, I am person of varied interests, from politics to language to psychology, but my passion is social psychology-especially media psychology, which was my area of concentration for my doctoral dissertation. I am one of only a handful of media psychologists in the country. Not surprisingly, I'm particularly interested in the relationship among politics and language and psychology as they are manifested in the media. Among my non-media interests in psychology are autism, anxiety, and sociopathy/psychopathy. Because I'm a social psychologist, I'm often asked to teach sociology courses, so don't be surprised to find me facilitating a sociology class here and there, and with as much enthusiasm as I have for social psychology. The two subjects are closely related, hugely relevant to all our lives, and fascinating!
I've found that my most successful classes are those which are highly interactive and discussion-based. I tend to incorporate into each class meeting a number of videos and group response activities to form the basis of conversation. One thing my classes are not is quiet! I also encourage the taking of course concepts beyond the classroom, and assignments usually include a paper and/or class presentation in which students apply to the real world what they've learned in class.
| Bevin Sheehan, M.Ed.
HUMN 560: Elementary Spanish Instructor Education B.A., Spanish, Clark University Tandem University, Madrid, Spain M.Ed. in Teacher Leadership, University of New Hampshire New Hampshire Experienced Educator Certificate in English for Speakers of Other Languages ¡
Hola! Me llamo Bevin. I am a Spanish teacher at Windham High School by day, and by night I work for Granite State as an adjunct Spanish instructor. I have been teaching for about nine years, and I am fortunate enough to have been with Granite State for about six of those years. I am passionate about culture, people, and teaching Spanish. In addition, I enjoy baking, reading, running, and kick-boxing.
I was born to teach, and I know I have the best job on the planet. I am a life-long learner who is dedicated to teaching and education, and I believe that learning is a recursive process where we are constantly learning from one another. My teaching style involves the use of listening, reading, writing, and speaking on a daily basis. I also believe it is imperative to know learners individually to better meet their needs as language learners. The same type of instruction is not always beneficial for all; therefore my experience with differentiated instruction plays an integral role in language learning. I firmly stand behind the idea that "The student is infinitely more important than the subject matter" as stated by Nel Noddings in Caring. Typical assignments include: a personalized video where you teach us in Spanish about yourself (likes, dislikes, family life, hobbies, etc.), researching current events in Spanish-speaking countries, voice recordings, "skits" with one or more classmates, providing classmates with feedback in the target language, and lab activities that focus on using Spanish in a variety of different ways (listening, reading, writing, speaking, conjugating, etc.). This is a very student-centered learning environment; meaning that the majority of the time learners will be working in groups, pairs, or individually to learn and use Spanish with some lecture-driven instruction. We start from the very beginning in this course, and, by the end, learners have an understanding of how the Spanish language works and basic conversational skills.
| James Sitomer, M.S.
My name is Jim Sitomer, and prefer to be called Jim by my students. I have a Masters Degree in Statstics from RIT and have been teaching mathematics for 15 years. I also enjoy cross country skiing, riding my bike, and playing piano. I teach at both the high school and college level, and my experience has helped me help students make the transition between. I love math because I enjoy problems that are like challenging puzzles!
I believe that every student can learn, and that mindset plays a great deal into how much a student will learn in any subject. I like to get to know my students and find out what their strengths are and what they need help with, in addition to getting to know them as human beings. Typical assignments for me involve reading or watching videos for learning new material, answering problems and journal entries. I usually assess student understanding with tests and quizzes.
| William Smith, Ph.D., B.S.
Professor Emeritus of Forest Biology Yale University (35 yrs., retired 2001) Adjunct Graduate Faculty, Plymouth State University 2006 - 2008 Senior Lecturer Granite State College 2007 - present Current Professional Affiliations: Ecological Society of America - Certified Senior Ecologist (active) Society of American Foresters - Certified Forester (retired) International Society of Arboriculture - Certified Arborist (active) Committee member - Lakes Region Conservation Trust Committee member - New Hampshire Lakes Association Board of Trustees - Society for the Protection of New Hampshire Forests President - Bees and Trees Environmental Consulting Courses: Introduction to Environmental Science Introduction to Forest Science and Policy General Ecology Ecological Risk Assessment.
TEACHING: in class with lectures, and student presentations; including text review, web-site reviews, current events and debates.
| Burgess Smith, Ed.D.
I hold a B.A. in history from Wesleyan University, an M.A. in history from the Johns Hopkins University with a focus on American public thought, and an Ed.D. in higher education with a specialization in online learning communities from Nova Southeastern University. My career has taken me to a wide variety of northeastern colleges and universities, where my time as a teaching historian was separated by a roughly equal period as a college executive. Those administrative duties involved developing baccalaureate programs for working adults, and managing evening divisions designed for these non-traditional students. I discovered adult, non-traditional learners in my early teaching years, and this experience set the rest of my academic career. I believe the growth of continuing education arguably is the most significant trend in higher education since the end of World War II, and I've always found working adults the most stimulating learners with whom to work. Courses I've taught as a Senior Lecturer and Faculty Fellow at GSC include U.S. History to 1865; U.S. History 1865 to Present; The Vietnam War; American Government & Politics; Living in a Digital Democracy; History of New England; History of World War Two; Humanities in an Age of Technology; and European History, Nineteenth and Twentieth Century. My other amusements include the executive directorship of the Upland Headwaters Alliance (a group of conservation agencies in western Maine and the Mount Washington Valley) and as a Board of Directors member for two of these agencies. This means if I'm not parked in front of my computer I'm probably somewhere in the Maine woods and waters.
History fundamentally is experience, filtered through recall, reflection, and critical analysis. At the aggregate level of organized societies it constitutes the collective memory of a people, forming the cornerstone of national culture and citizenship, including the wide variety of social and ethnic identities, customs, attitudes, and ideas. At the personal level it is at the core of a person's identity, as we are shaped by nurture as well as nature. Consequently, history is an important discipline for a liberal arts education suitable for all students, as it can provide learners with an essential context for understanding and relating to their human environment and navigating their own passage through life. As with any subject that incorporates the social sciences, history is a means of understanding patterns of collective, human behavior, and enabling learners to understand their own times and anticipate their futures. A premise that shape the courses I design is that as adults you are self-directed learners. Ideally, you don't absorb a static body of knowledge passively and just spit it back on exam days. History is most useful not when you memorize it, but as you struggle to understand it, reflect on it, compare it to your own experience, and find meanings that matter to you, in your own times and places. Teaching and learning history, therefore, is much less about transmitting factual information for rote recall than it is about facilitating your development as independent analysts. The activities and assignments in my courses commonly include modularized designs with discrete course units, discussion forums, repeatable online quizzes, journals, team assignments, and home-composed final exams.
| Joe Stehno, Ph.D.
Joe holds a Ph.D. in Education (Higher Education) from Southern Illinois University Carbondale and an M.Ed. in Human Services & Counseling from DePaul University. After nearly 30 years working at several Illinois and New Hampshire high schools, he retired as a guidance director/college counselor yet continues to provide private college counseling services to high school students and their parents. Over the years, Joe has taught communication courses at Keene State College and Franklin Pierce University and has been teaching at Granite State College since 2000.
With a background in experiential education, my courses involve "active" learning and frequent interactions among class members. Students learn to communicate and develop skills by doing a variety of human, face-to-face and cooperative communication activities and projects. I employ many different learning methods that include: - small and large group discussions - journaling - short lectures, Q & A sessions - self-assessment instruments/questionnaires - experiential group activities & simulations - informational interviews - individual and small group presentations - videos & occasional guest speakers - student-led "icebreakers" - research papers & presentations
| James St. Pierre, M.A.
I go by many names: Jim, Professor, Mr. St. Pierre, and I am comfortable with whatever you prefer, but most people call me Jim. I have attended at least five colleges in my career: Vanderbilty University, Texas A&M University, University of Massachusetts, University of Southern Maine, and Middlebury College-where I had the privilege of studying for a time at Oxford, England. (Whew...it's exhausting just listing them.) I think perhaps my life was slightly adrift until I found a home in Mt. Washington Valley where I have taught full-time at Fryeburg Academy for more than twenty years and at Granite State College for more than ten, where I currently hold the title of Lecturer. I spend most of my time (when not teaching) with my wife and two boys. We love camping, skiing, golf and wrestling. But I also continue to learn new things. Currently, for instance, I'm learning the guitar as well as expanding my knowledge of comics, a passion that I share with my boys. My wife, however, could care less.
With so many levels and years of teaching experience, I have adopted only a few principles that I apply to all of my efforts. The first is quality. I believe every student is capable, given the right support and instruction, of achieving high quality work. I want my students to create something they are proud of. And since I teach mostly writing classes, I often conference individually with students and always encourage revisions. The second is immersion. All of my assignments are directly related to the content. So, in The Writing Process, if we aren't composing or discussing writing, then we're reading relevant essays. Lastly, I try to live what I teach so I can speak and instruct with the voice of authority and experience. I am a published writer and take the same risks as my students when I share what I've written in class.
| Christine Thompson, M.Ed.
Christine Thompson, M.Ed. Education BA in English from the University of Vermont Secondary Teacher's Certification from Upper Valley Teacher's Institute Master's Of Education from New England College
Christine Thompson started her career in education in 1995 as a High School English teacher. In addition to teaching Critical Thinking at Granite State College, Christine is the SAU #9 Grants Facilitator as well as the Program Director for Project SUCCEED, Conway's before and after school program. She enjoys living and recreating in the Mount Washington Valley with her husband and their two sons.
Attendance at Critical Thinking classes is very important. We do a lot of class discussions that cannot be duplicated or "made up". My teaching style is that of facilitator. I rarely lecture. We also will do work in small groups as well as some peer review. Students in my classes learn a lot from each other and I always learn a lot from my students. That is one of the true joys of teaching. Major Assignments In addition to weekly reading and writing assignments students will be asked to come to each class prepared to discuss relevant current events as they relate to Critical Thinking. We do a lot of work on recognizing bias in ourselves and others and learning how to filter through information to find the truth. Other major assignments include: Position Paper on a topic of choice Major oral presentation on topic of choice
| James (Jim) Trotzer, Ph.D.
Dr. Trotzer (Jim) is founder of ETC3 Professional Services offering Education, Training, Consultation, Counseling and Coaching to schools, organizations, groups, families, couples and individuals. A group and systems specialist, he has over 40 years experience as an educator, clinician, executive, supervisor and consultant. He has conducted more than 18,000 hours of group, individual, couple and family counseling and consultation sessions. He is a nationally and internationally recognized trainer in group work, systems theory and problem solving treatment paradigms. He has presented training programs in Germany, Taiwan, Canada and Japan and in numerous locations throughout the United States. Dr. Trotzer has authored six books, four book chapters and more than twenty articles in professional journals. He is a Fellow in the Association for Specialists in Group Work (ASGW) and has twice received ASGW's prestigious President's Award and its Professional Practice Award. He was elected to the ASGW Executive Board in 2003 and served as President in 2004-05. His career has encompassed teaching in higher education as a professor, private practice as a licensed psychologist, certified marriage and family therapist, clinical supervisor and consultant. He currently teaches courses in family dynamics and group dynamics at Granite State College. He also serves as a historical tour guide in Boston, Lexington and Concord and is a Professional Ski Instructor. He enjoys hiking, biking and working in his garden. Dr. Trotzer’s presentations and teaching style are noted for their practical relevance, humor, experiential involvement and professional merit.
I personally learn most and best by doing. I have always been an experiential learner and thus have become an experiential teacher. I believe experience prompts knowledge and knowledge drives experience. Knowledge acquired by experience facilitates transfer of learning, stimulates application and promotes understanding. The content of all the courses I teach emanates from life experience and applies to life experience. The opening statements from several of my course descriptions emphasize this reality: Families and family dynamics impact every person at every stage of life in some form and in some manner (SOSC 604). Groups are an integral part of each person's life spanning involvement in family, work, social, and community group relationships (COMM 551) Stress is an inevitable and inherent dimension of family life emanating from internal and external sources (SOSC 605). Classroom procedures are subsequently a reflection of my experiential orientation as noted in the expectations described below: Students will have the opportunity to explore course content via reading, field research, experiential activities in and out of class, class presentations and projects. Students will be involved in structured group activities and micro-labs and will participate in activities outside class that will contribute to their learning. The format of the course will combine lecture, reading, field research, experiential activities, small group micro-labs and experiments, all designed to emphasize the applied nature of the course content. Typical assignments include weekly journals, personal learning papers, projects, and presentations. Participation in class including personal sharing and reflective processing is a significant portion of the final course evaluation.
| Amy Tuller, M.S., B.A.
I am a Registered Dietitian and Certified Diabetes Educator. I have a private practice in nutrition in the Upper Valley area of New Hampshire and Vermont. I work with individuals, teaching nutrition for preventive health and disease management. I also teach group classes in areas such as diabetes management, Mediterranean lifestyle and cooking, healthy cooking techniques, etc. I enjoy helping people learn how to live their best lives by implementing the optimal nutrition and fitness plan for their own bodies. I have been teaching nutrition and wellness classes for GSC both on-line and face to face for about 4 years now.
I enjoy teaching nutrition and wellness classes because I feel this is very useful information that each person needs in order to optimize his or her own health. I work hard to structure courses to include useful information that students can carry with them for years to come. Many past students have told me that the information that they learned in my classes has changed their lives and helped them to improve their personal health significantly. I structure classes and assignments with the constant goal of providing personally relevant learning experiences. I do not require memorization and do not typically have exams in my classes. I require much reading and research and students are asked to take the information they have learned through their research and apply it. Learning is demonstrated mostly through writing and discussion. Major assignments include: Reading and discussion (either in class or on-line); On-going completion of learning journals, to help solidify learning of new material; Short writing assignments to summarize learning from research assignments; Final best practices implementation plan- written assignment to reflect on learning and personal implementation of learning. I believe that good writing, communication, and research skills are crucial for success in any line of work today, and these are the foundation for my classes. Students work hard and invest a significant amount of time in my classes and they reap many individual health benefits because of it. I have found that the students who are willing to invest this time end up with the greatest academic success. I look at my role in the classroom as that of a coach, to help facilitate each person’s learning. I expect students to take personal responsibility for their learning and I work to guide them in a positive and mutually respectful manner.
| Jessica Ulrich-Schad, Ph.D.
Jessica Ulrich-Schad, MA Instructor Education Bachelor of Arts, Social Science, University of Montana-Western Master of Arts, Sociology, University of Montana-Missoula PhD Candidate, Sociology, University of New Hampshire
Please feel free to call me Jessica. As you may be able to tell from my educational experience listed above I grew up and spend most of my college years in Montana. Although I miss the mountains and my family, I am currently attending graduate school in New Hampshire where I hope to complete my PhD in sociology in May 2014. While teaching I am finishing up my dissertation which is titled "Migration, Community Capital, and Views on Community Development in Rural Recreation Places." In my spare time (of which there is currently little) I love to hike, cross-country ski, travel, and cook Asian food.
My favorite part about teaching is that you are constantly learning along with your students. I think it is important to stay on top of current literature and be able to show students how sociological concepts are relevant to everyday events. I believe that good teachers at the college level are able to teach students how to learn and think critically on their own. I also understand that each student learns differently so I try to incorporate a variety of learning tools in my classes. Typical assignments involve activities that require students to think critically. These include short writing assignments that have students complete an activity and then write up their findings and discuss them from a sociological point of view. Rather than simply learn key terms or summarize readings I prefer that students learn how to apply sociological concepts to real world situations. In this way, I believe that students gain a better grasp of important sociological ideas and are better able continue using them after the class is over.
| George Wattendorf, J.D.
After serving an enlistment in the US Army Intelligence in the mid 70's, I attended Keene State College. After graduating from college, I began working as a police officer in Peterborough, NH in 1982. I left the police department in 1985 to attend law school full time. After graduating law school in 1988, I returned to my police career and retired from the Dover NH Police in 2005 after a total of 20 years as an officer and prosecutor. Following that I was in private law practice for 3 years, and currently work in the security field. During my law enforcement career I was a instructor at the NH Police Academy, and a trainer at numerous state and national law enforcement seminars on the topics of stalking and targeted violence in the workplace. I have published articles in the NH Bar Journal and national law enforcement journals on those topics. I have been teaching law and criminal justice courses as an adjunct professor for GSC since 1994. I have been teaching online courses since 2008.
I view myself as more of a facilitator than a lecturer. My challenge as an instructor is to find ways to spark your interest in a topic. My teaching style is to design interesting and real world course assignments and to motivate you to learn even beyond what is required in the syllabus. Selected topics are based on contemporary events impacting society, often controversial. You are welcome to agree or disagree with these topics as long as you support your position. I specifically ask you to engage in problem solving, independent critical thinking, essay writing, and Internet research, all to focus on skills that you will need to advance in your career. If you are working or planning to work in the criminal justice or legal field, my goal is for you to feel like you are better prepared to enter or advance in that profession. Even if your not planning to work in the legal field, the law is a subject which impacts all professions and having an awareness of how law evolves in our society is valuable asset.
| Keri Wolfe, M.A.L.S.
Before attending Dartmouth College, I spent a few years working in the field of early childhood education as an infant and toddler teacher, though my undergraduate degree did not relate to the field in any way. I had completed a Bachelor of Arts in History, with a minor in English, at the University of New Hampshire. However, teaching always appealed to me, so during my summers as an undergraduate, I worked as a substitute teacher for high school and middle school classrooms. Throughout the years, I have discovered favorite aspects of teaching in each setting. Outside of work, I greatly enjoy being active: yoga, running, and hiking in the beautiful New Hampshire falls are among my favorite activities. Yet surprisingly for a New Hampshire native, I detest the cold and wish winter lasted about 2.3 days! But when I'm not complaining about the snow, I am also an avid reader, enjoy dabbling in music—on the clarinet mainly—and participate in political and non-profit work around the state.
Often, our most successful learning comes from deconstructing what we currently know. Then we build our foundation back up again. This is especially true with writing and history, the two areas in which I specialize. An instructor and classroom should facilitate this process. Yet learning cannot be controlled completely by the teacher, as each of us comes to a course with valid, differing experiences and knowledge sets. Ultimately, I strive to create a situation in which I can share information and useful skills, while students can also contribute to the classroom as well. Because of this, I implement various group activities. Class discussion will be used frequently, so I encourage my students to participate often. However, I understand that there are multiple forms of active engagement in class, such as through note-taking, small group involvement, or one-on-one discussions with me. In my courses, I assign weekly readings and expect that the online discussion board will be used to reflect upon each reading. These short reflections should be completed before coming to class. Major assignments generally involve 1-2 exams, a 5-7 page research paper, and an in-class presentation, which may be done individually or in small groups, depending upon class size. The course will allow in-class time to cover some of the more difficult aspects of a research paper, especially regarding the sources we will use. I also will provide feedback along the way, as parts of the prewriting process will be due throughout the semester. For example, I may ask for a potential bibliography, thesis statement, outline, or introduction before the final due date. Students always may ask me for input on an exam, paper, or presentation outside of what the syllabus mandates, as well.
| Julie Zink, Ph.D.
I graduated from the University of Mississippi with a Bachelor of Arts in Education and received my Master's degree at the University of South Carolina. In 1999, I completed my Doctorate Degree in Instructional Design and Development at the University of South Alabama. In 2001, I left the University of Mobile where I was teaching as an Associate Professor and moved to Maine with my family (still have a southern accent even after all this time in the Northeast!). On a personal note, my husband and I have two children. We are all huge MLB fans and are trying our best to visit every stadium in the US. So far, we are only halfway there. During baseball season, you will find us at Fenway Park in Boston every month. We enjoy all that Maine has to offer and couldn't imagine living anywhere else!
I firmly believe in a student centered approach. With the right tools, every student can learn and succeed. Course materials should be developed with the understanding that students have differing learning styles and that although students should be able to adapt, we should also provide them information that can be readily utilized by them. Students should also have access to the services that they need to succeed. Students should also have the opportunity to share their ideas with each other by collaborating and working together in weekly discussion forums. Not only does this reinforce their learning, allow them to question each other, and think critically about the content, but it also provides them with the communication and team skills needed to excel in a global economy. As their instructor, I support them and provide them the encouragement, feedback and clarification on content that they need to succeed. I consistently provide timely, useful, specific, and constructive feedback to ensure continued success.
As a lifelong learner myself - I have empathy for my students who work, go to school, have families and the desire for some outside life as well. I said I have empathy - but not sympathy. I believe regardless of the circumstances, classes must be challenging and standards remain high. That said, I think college level classes can and should be fun. As an adult learner and an educator of adults, I believe in giving choice when I can. I give 3 or 4 assignments from which you can choose, all due on different dates. I know as a full time employee, family member, friend, and Ph.D. student, I appreciated feeling like I had some control over my studies; what I chose to study and how and when I could submit evidence of my learning. That sense of ownership over my education helped me complete my degree in just 3 ½ years! I want to help my students feel that same kind of empowerment in my classes. Typical assignments include extensive use of discussion forums. I see these forums as akin to classroom discussions. In these forums, I require students to talk to one another - not just to me. Each student is a resource and we pool our knowledge and skills to support and educate one another. Writing is a skill that needs tending, and gets that in my courses. I utilize quizzes and exams to test learning of concepts. I also use some group work in a few of my classes, as we study the concepts of human interaction. Learning is not static, nor does it exist in a vacuum. I ask all my students to learn concepts and terminology - but also to apply it in the real world of their current or past workplace, or even in family or other situations. Learning is greatly enhanced when application occurs outside of a textbook; that is when the light bulb really turns on!