Brunner-Portfolio-05 Lori Brunner 2005 Annual PhD Portfolio INTRODUCTION About me. I began the PhD program in Curriculum and Instructional Technology in the fall of 2004. My area of interest focuses on the design studio educational environment. I define design as purposeful problem solving, where I am interested in helping the novice designer learn from, and use processes and procedures found in expert designers’ problem solving. How a student defines a problem, represents the problem space, is able to categorize and link various parts of the design problem into meaningful, research-based design solutions is critical in design education. While the design studio environment does provide some positive aspects in terms of educational theory and models, there is much more that can be incorporated into the teaching practices. The connections between educational psychology and design problem solving offer exciting research questions and initiatives. I believe there needs to be more attention in the scholarship and practice of this area. I also believe technology can be integrated into this education environment to assist in this effort. With a background in architecture, urban planning, and design, the role and use of technology in the urban planning and design disciplines has been a central part of these experiences. I am able to incorporate much of my past academic and practical experiences in my current academic program. This is highlighted in many of the artifacts and narratives that follow. Important to me in my PhD program is to build a strong foundation in quantitative methods and research design. I also hope to learn more about educational theories, practices, and curriculum theory and principles. I believe this first year of my PhD program provides a strong start to these initiatives. This online portfolio provides a means of showcasing my design and technical abilities in creating an accessible, interactive and visually stimulating document for assessment, discussion, and learning. What I have done this past year In this first year I have taken two statistics courses (401 and 402) to begin my foundation in quantitative methods. I have also taken CI 536X, Experimental Methods and Educational Interventions, which combined statistical concepts and education philosophy and theory into a rich discussion of current and past educational applications. Also during the fall semester I have taken CI 501, Foundations of Instructional Technology. Here I was able to refine my skills in developing artifacts using a variety of computer software, as well as introduce me to some of the philosophies and theories in education and instructional design. This course shaped provocative discussions with other Curriculum and Instruction students, whose diverse educational specializations and backgrounds made the class even more enlightening. I am currently enrolled in HPC 584, Classics of Education, which is introducing me to the works of Plato’s Republic, Rousseau’s Emile, and Dewey’s Democracy and Education. I find these works -1- Brunner-Portfolio-05 stimulating in terms of both education and human and societal issues. I anticipate I will revisit these books on numerous occasions, as they provide such an important foundation on today’s educational environment. What I anticipate accomplishing in this next year. Before the end of the spring 2005 semester, I will formally establish my POS committee, and complete my POS in early in the summer of 2005. In the upcoming academic year I will continue my statistics courses with Stat 447 in the summer and Stat 404 during the fall of 2005. I also plan on taking HPC 581, Educational Philosophy during the second summer session. During the fall of 2005 I will enroll in CI 594, Curriculum Theory and Principles, RESEV 580, Qualitative Research Methods, and CI615B, Seminar on Instructional Technology. In regards to my directed inquiry and scholarship, I will work on manuscripts for journal article submissions, based on work from my master’s thesis. I will also continue my literature review in the areas of creativity, intelligence, and problem solving. FOUNDATIONS Three courses (CI501, HPC 584, and CI 536X) this year have introduced me to a broad range of issues relating to the philosophies and theories of educational and instructional design. Highlights from these courses are provided below. CI 501 CI 501 was an enriching course to begin my PhD program. It covered such areas as educational philosophies and theories to global villages, equity issues, and morality issues. Solomon and Allen (2003) argue that equity does not solely mean access to a certain technology or tool or computer. It also encompasses the idea of access with these opportunities. These authors believe that under represented groups might have the former, but not the latter. In particular, these under represented groups may have teachers who are not properly trained in teaching higher-level thinking/learning activities with these new technologies. Thus, professional development opportunities for practicing teachers, curriculums of university departments where the prospective teachers are initially trained, and teacher certification or licensure standards need to be aligned with these issues. There is however, still an issue of access to technology in education. Poorer school districts many times are situated in poorer neighborhoods. Children of household incomes over $75,000 are more likely (86.3%) to have computers in their homes and access to the Internet than children of poorer families (Solomon & Allen, 2003). This is troubling. Especially since Progressivism requires a strong connection between school and home. This is a weakness of Progressivism in dealing with the “digital divide.” How to level the playing field so students are not at an extreme disadvantage even before entering the classroom? One educational theory will not be an absolute in solving all educational problems. This is one area where Reconstructivism might assist. -2- Brunner-Portfolio-05 Reconstructivism, an outgrowth of Progressivism, emphasizes social change. It believes humanity is in a cultural crisis, and education can help to prevent global catastrophes. In particular, this theory sees education as helping to reduce gaps in technological advancements and values (i.e. privacy versus safety issues). Reconstructivism 1) develops internationalism, 2) critically examines heritage, 3) examines current social issues, 4) creates social change, 5) questions the status quo, and 6) views teachers and learners as equal players in the curriculum (Brameld, 1971). Critical theory seeks to make context (culture, etc) a more central part of an analysis (Yeaman, Koetting & Nichols, 1994). It values ideas and forms over appearances (or surface appearances and meanings). It many times makes the statement, “things are not always what they might appear to be.” Critical theory questions or critiques the “neutrality” or empiricism within a given context, situation, event, theory or model. It spans many disciplines. By breaking apart or dissolving the initial threads of an entity, one is able to find a new perspective, an alternative view, and then try to put these pieces back together in a different manner. Progressivism, with its idea of letting the student develop naturally through direct experiences, allows a student to explore these issues. Progressivism allows a student to question or critique. The teacher, as a resource, might offer initial questions, reinforce or praise these interests of the students, or provide some scaffolding in areas where needed. Perennialism and Essentialism, which only transmit information and certain views to students, do not offer these opportunities to students to question and reflect. These educational philosophies instill the values of the certain educational institution and instructor upon the student, rather than letting the student assess and draw their own conclusions about certain topics or issues. Yeaman, Koetting and Nichols (1994) provide a summary list of how critical theory can be helpful in a critique of instructional technology. Because instructional technology does not operate in a vacuum, politics, economics, psychology, and sociology are just some of the areas that critical theory discusses. Critical theory: • • • • • • Examines unequal social relations and structures—the school institution specifically. Gives voice to people who are marginalized in terms of curriculum, class, age, student status, and ability. Questions mass media’s role as an agent for democracy. Questions how various technologies can either encourage or discourage certain groups in the school, curriculum, and classroom. Believes that objective truths that science and technology embrace can be extremely relative and political. Believes that certain theories about cognition, language, communication and instructional design can be biased against/for certain groups in the educational setting. -3- Brunner-Portfolio-05 The Progressivism educational theory encourages all of these actions in the classroom through direct experiences (versus passive learning) that are not found exclusively in a textbook. These actions are facilitated by positive feedback, rewards and enthusiasm, rather than the use of fear or physical punishment in the classroom. HPC 584 Many suggest that Plato’s Republic is the most profound treatise ever written on the subject of education. In the Republic, Plato defines a utopia in which the common people are ruled over by an enlightened minority, carefully chosen and trained to serve the state. Plato holds that the material objects revealed to us by the senses are always changing, and that true knowledge consists in understanding divine Ideas. The highest Idea is the moving principle of the world—Goodness. All education then has an ethical purpose— understanding moral ideas of courage, beauty, and love. These moral ideas are what lead men to virtue. It is in Rousseau’s Emile that provides a basis for many standard practices in contemporary schools. Rousseau takes his fictional character through five periods of development, devoting each one to a book or chapter in which he outlines appropriate methods and precepts. It is suggested that Emile represents the human condition, not a particular person. The two basic principles which have most influenced educational practice are: 1) we should study and follow nature, and 2) the continuum of education extends from early childhood to maturity. While Plato was more concerned about developing the person for the good of community, Rousseau was interested in the development of the child through nature and the importance of domestic education. CI 536X In the first part of CI 536X we discussed the importance of Dewey’s pragmatism for educational psychology. Here he provides a different account of knowledge and a different understanding of the way in which humans can acquire knowledge. This account works within a framework of a philosophy of action or a philosophy of experimental learning. Dewey’s pragmatism is contrasted with Plato’s and Rousseau’s, for example, because Dewey is not concerned with the central relationship between the immaterial (mind) and material world. In other words, Dewey does not build his understanding of knowledge on this dualism of mind and matter. Instead, he is concerned with the “interactions taking place in nature, where nature is a moving whole of interacting parts.” Human action is always the interaction between elements of human nature and the environment, natural and social. Dewey calls this transaction. Biesta and Burbules (2003) argue that one of the key ideas of Dewey’s pragmatism is that reality only “reveals” itself as a result of the activities or actions of the organism. Reality for Dewey is only “experienced.” This is in contrast to idealism, which denies or doubts the existence of a world “outside.” While Dewey believes that trial and error is one way that humans gain knowledge, it is not the only way. The activity of “thinking” allows a human organism to use symbols and these symbolic operations are called thinking. However, the only way to confirm that a suggested response is actually the most appropriate is through action. -4- Brunner-Portfolio-05 Dewey also discusses his notion of practical intersubjectivity. Here he asserts that we all live in our own world that is uniquely meaningful to the individual. However, when individuals act together to achieve a common goal, we need to adjust our individual perspectives and actions to produce a coordinated response. These individual worlds are not identical, but instead share a common intersubjective world. This process is what Dewey describes as communication. Communication is not the transfer of information from one mind to another, but is instead a practical coordination and reconstruction of individual patterns of action. This results in a shared, intersubjective world. Another central idea of Dewey is his discussion of habits. He believes habits are the basis of organic learning. They are an acquired predisposition to ways or modes of response—not to particular acts. Three important points of habits include: 1) they are not formed by sheer reputation, 2) since action is always transaction, the same environmental conditions will not necessarily evoke the same response in different organisms. Here, the prior knowledge of the organism (the unique set of habits each individual acquires over time) is a factor. 3) habits can be seen as the organic basis of meaning. Meaning, defined by Dewey, is the way in which the organism responds to the environment. Biesta and Burbules (2003) summarize that Dewey’s theory of action is a theory of experimental learning. Organisms are capable of establishing and maintaining a dynamic, coordinated transaction with its environment. Through this process the predispositions of the organism become more focused and specific. This is another way of saying that through the tentative, experimental way of establishing coordinated transaction, the organism has learned. Thus, learning is not the acquisition of information about how the world “out there” really is. Instead, it is the acquisition of a complex set of predispositions to act. Dewey’s theory of action is incorporated into much of my directed research and scholarly inquiry. His theory is embedded in my master’s thesis work, and continues to shape my future work as I make progress in my PhD program. References Biesta, G.J., Burbules, N.C. (2003). Pragmatism and Educational Research. Lanham: Rowman & Littlefield Publishers, Inc. Brameld, T. (1971). Patterns of educational philosophy; divergence and convergence in culturological perspective. New York: Holt, Rinehart and Winston. Dewey, J. (1966). Democracy and Education. New York: Free Press. Plato. (1991). The Republic of Plato. Second Ed., trans. Allan Bloom. New York: Basic Books. -5- Brunner-Portfolio-05 Rousseau, J.J. (1979). Emile or On Education. Trans. Allan Bloom. New York: Basic Books. Solomon, G., Allen, N.J. (2003). “Introduction: Educational technology and equity”. In Toward Digital Equity: Bridging the Divide in Education. Yeaman, A.R.J., Koetting, J.R., and Nichols, R.G. (1994). Critical theory, cultural analysis and the ethics of educational technology as social responsibility. Educational Technology, vol. 34:2, pp. 5-13. APPLICATION—MASTERY OF SKILLS During the 2003-2004 academic year, I have mastered and applied a number of skills: Database development and programming and reporting Microsoft Access (tables, queries, forms, & reports) SQL programming language One of the skills that I learned as an urban planner was database development and management. I taught myself Microsoft Access during my first urban planning job, and since then, have used this with various problems and projects when the occasion arises. In PERL I have been able to learn more about the Access capabilities, as the problems require a different set of functions. Here I have created extensive queries and customized reports, in addition to learning some SQL. Because the lab is involved with large datasets, I routinely transform data between Access, Excel, and SPSS, using the strengths of each for the particular task at hand. Web Design and Development Macromedia Fireworks (my personal website, PERL) Macromedia Dreamweaver (my personal website, PERL) Prior to working at PERL, I had used FrontPage to create web pages. During my first months at PERL I taught myself Macromedia Dreamweaver, and the accompanying software, Fireworks. This combination allowed me to explore more dynamic web page functions such as rollovers, navigation menus, and popup menus. In the Spring of 2004, I completed the new website for PERL. Since then, I have used Dreamweaver and Fireworks to create my own personal website, as well as my first annual PhD portfolio online. In the upcoming month (April 2005) I will be attending a series of Flash workshops, so I will add this software to my collection of skills. This software will enable me to incorporate Flash movies, animated graphics, more navigation controls, and action scripts into my existing pages. -6- Brunner-Portfolio-05 Online Survey Development and Database connectivity I am currently working on an online survey for PERL that connects the survey answers directly to an Access database. The coding and security issues for online surveys are a new skill that I am learning, since the need was introduced in the lab. This may be a useful skill in my own future research and scholarly activities. Video Creation and Editing Adobe Premiere One of the assignments in CI 501 was to produce a public service announcement video using raw video footage, still digital images, text, and audio. Again, I have created and edited videos in my previous urban planning and design work, but this assignment allowed me to explore and manipulate Adobe Premiere much more extensively, as well as to pay extra attention to the planning and script. Other video editing software that I have used is Avid Cinema. I found this medium to be very powerful, giving me another avenue to express my creative ideas for a given problem. Photo Editing Adobe Photoshop Adobe Photoshop is a versatile photo editing software that I have used quite extensively in my coursework, poster design for presentations, and projects at PERL. I began using this software as an urban planning student, and later taught this as a Visiting Lecturer at the University of Illinois at Urbana-Champaign. Computer Animation and Drafting (mastered but not used in this academic school year) VIZ AutoCAD Mapping/Geographic Information Systems (GIS) ArcView GIS 3.3 (PERL) Geographic Information Systems (GIS) is a means of representing and analyzing tabular data/summaries spatially. In my work at PERL I saw the need for incorporating some of the Enhancing Education for Technology Transfer (E2T2) data onto a map of the State of Iowa. Here I am able to view statistics by school district, congressional district, consortium, or what ever area one wishes to report summary data. All schools within the State of Iowa are listed in tabular form as well as located on the map (points). In addition, school districts by enrollment level, number of teachers within a district, and average ITBS scores by district are just some of the ways in which I am able to generate reports for the lab. I have used these GIS maps or themes as image maps for the website, for PowerPoint presentations, and reports. GIS also allows one to customize the colors, ranges, lines, etc., not having to rely on secondary sources for the lab’s needed graphics. -7- Brunner-Portfolio-05 Statistical Applications SPSS 12.0 (thesis, PERL) JMP 5.1 (Stat 401) SAS 9.1 (learning in Stat 402) I first learned and utilized SPSS during my thesis work in the Spring and Summer of 2004. In Stat 401 I was introduced to JMP and have used many of its functions—an application of this software is shown in one of my PhD artifacts. During the Spring of 2005 I began learning SAS to accompany my coursework in Stat 402. Project Management MS Project (PERL) MS Visio (PERL flow charts, diagrams, etc.) MS Project is another program that I used as an urban planner that I have recently begun to use again in the research lab. It allows me to input tasks, keep track of timelines, resources, critical dates, milestones, etc. In conjunction with Project, MS Visio is a new software that I am learning for such needs as concept maps, charts, block diagramming, or processes. I envision using these two software packages for my own PhD program management, goal setting, and tracking. MS Office I am fully versed in PowerPoint, Word, and Excel. RESEARCH, EVALUATION, & DEVELOPMENT—Disciplined Inquiry and Scholarly Work The research, evaluation & development highlights of my 2003-2004 academic year include finishing my master’s thesis (the development and effect of instructional technology in design studio education) in August 2004, course work in research and evaluation (CI 536X, Stat 401, and Stat 402), poster presentation at the 2004 IEREA Annual Conference, paper presentation at the 2005 IDEC Annual International Conference, and research work in the Psychology in Education Research Lab (PERL). All of these activities involved a disciplined inquiry and scholarly work, whether it’s learning concepts to assist in the focused inquiry or participating in events that showcase my scholarly work. A highlight of this past year was completing my master’s thesis, The Effect of a Schemabased Learning System in the Interior Design Studio. Gallini (1989) argues that, “the ability to combine a collection of problems into a meaningful representation, or schema facilitates learning” (p. 244). More specifically, Chan (1990) reports, “that the ability of organizing and applying schemata determines a designer’s ability” (p. 78). The purpose of this study was to measure the impact and effectiveness of a conceptual advanced organizer, a database/analysis card model, in the interior design studio. The effectiveness characteristics were examined from four main areas of a design project: 1) organization -8- Brunner-Portfolio-05 of information, 2) categorization of information, 3) application of theory, and 4) overall design. This study utilized and analyzed the strength and capabilities of the database structure, coupled with the spontaneity and idea generation of William Pena’s analysis card technique (1977) in providing an expert-like structure for novice designers in their problem solving in the design studio. In the fall of 2004, I presented a portion of my thesis work in a poster presentation at the IEREA (Iowa Educational Research & Evaluation Association) Conference in Waterloo, IA. This experience allowed me to highlight some of the research design and evaluation components of the project. This study was a split-plot/repeated measures design involving two separate design projects in a freshmen interior design studio course. Three groups were established: 1) students using the analysis card organizer, 2) students using the database/analysis card organizer, and 3) a no-treatment control group, where students received the traditional studio instruction. Three separate measurement techniques were used to obtain student performance and preferences—the Design Review Panel evaluation instrument (DRP), content analysis of students’ presentation boards, and the Student Cognitive Profile, which was administered after the end of Project 2. Descriptive statistical analyses, and ANOVA, Gamma, Linear and Multinomial Logistic Regression, and Paired Samples T Test analyses were conducted. In the spring of 2005, I presented another portion of my thesis in a paper presentation at IDEC (Interior Design Educators Council) 2005 International Conference in Savannah, GA. The title of this paper was Schema theory in the Design Studio, which focused on the importance of the connection between design studio problem solving and schema theory. In other words, what can design educators and students learn from educational psychology theories? This connection continues to be a strong focus in my scholarly endeavors. One of my main goals that I established in the beginning of my PhD program was to obtain a strong understanding of quantitative methods and research design. To further this initiative I have taken Stat 401, CI 536X, and I am currently enrolled in Stat 402. Stat 401, Statistics for Research Workers, introduced me to the areas of: 1) probability and estimation, 2) inference for a single sample and for two groups, 3) nonparametric association, 4) simple and multiple linear regression and correlation, and 5) analysis of variance and analysis of covariance. While I had utilized statistics and statistical software prior to this class, this class gave me a deeper understanding of the many issues that a researcher must address, account for, and test, in order to obtain valid and reliable results. Currently I am enrolled in Stat 402—Statistical Design and the Analysis of Experiments—to continue my statistics learning. In this course I am learning about randomized block, complete block, split-plot/repeated measure, and one-way and twoway basic factorial designs. We also revisit the concepts such as mean square, sum of squares, degrees of freedom, mean square error, standard deviation, F-ratio, confidence intervals, power tests, a priori tests, and factor diagrams. From this course I realize the importance of planning the design of the experiment prior to initiating the data collection -9- Brunner-Portfolio-05 process—a mistake made by many novice researchers. For example, by conducting power tests, one can find the minimum sample size needed in order to obtain a specified confidence interval. We also discuss the factor structure of a design, looking at benchmark, different levels of a factor, factors nested within other factors, interaction of factors, and residual error. This diagrammatic illustration of a design has helped me visualize research designs in a way that I had not thought of before. During my first semester of my PhD program, I enrolled in CI 536X— Experimental Methods and Educational Interventions. After an initial discussion on pragmatism and the educational philosopher John Dewey, we moved to the area of scientific research. What constitutes scientific research? Is scientific research on education different from scientific research in the social, life, and physical sciences? In a book by the National Research Council, Scientific Research in Education, the authors outline six guiding principles that help to define scientific inquiry: 1) pose significant questions that can be investigated empirically, 2) link research to relevant theory, 3) use methods that permit direct investigation of the question, 4) provide a coherent and explicit chain of reasoning, 5) replicate and generalize across studies, and 6) disclose research to encourage professional scrutiny and critique. My experiences as a research assistant in the Psychology in Education Research Lab (PERL) offer many opportunities to use concepts, theories and practices that I have studied in my coursework involving research, evaluation and development. For example, the Enhancing Education Through Technology Transfer (E2T2) project 1) poses significant questions that can be investigated empirically, 2) links research to relevant theory, 3) uses methods that permit direct investigation of the question, 4) provides a coherent and explicit chain of reasoning, 5) and will allow for replication and generalization across studies, and 6) includes disclosure of research to encourage professional scrutiny and critique. This close connection between my research assistantship experiences and my coursework has provided an invaluable synergy in my PhD program. References Biesta, G.J., Burbules, N.C. (2003). Pragmatism and Educational Research. Lanham: Rowman & Littlefield Publishers, Inc. Chan, C.S. (1990). Cognitive processes in architectural design problem solving. Design Studies, 11,2, 60-80. Gallini, J.K. (1989). Schema-based strategies and implications for instructional design in strategy training. In C.B. McCormick, G. Miller, and M. Pressley (Eds.), Cognitive strategy research: From basic research to educational applications (pp. 239-268). New York: Springer-Verlag. - 10 - Brunner-Portfolio-05 National Research Council (2002). Scientific Research in Education. Washington, D.C.: National Academy Press. Pena, W.M. (1977). Problem seeking: An architectural programming primer. Boston: Cahners Books International Ltd. LEADERSHIP To complement my course work in my PhD program and my two conference presentations this year, I have the opportunity to be a research assistant in the Psychology in Education Research Lab (PERL). Here, I have learned more about the educational system within the State of Iowa, the role of technology in teacher professional development, the linkage between educational theory and practice, the logistics of implementing a large-scale study, database development and management, online survey development, as well as the process and details of analyzing project data. The Enhancing Education Through Technology Transfer (E2T2) project, led by Dr. Gary Phye, has offered me experience in many leadership roles—project management, database development and management (Microsoft Access, SQL programming), problem solving, and communication with Area Education Agencies (AEA), Iowa Department of Education, and the 13 consortia within the State of Iowa. In addition to the E2T2 project, I have developed a new website for PERL and have been maintaining this since the Spring of 2004. For this particular project I taught myself Dreamweaver and Fireworks, and have since then developed other web pages using these software programs. My personal website and my annual PhD portfolio are two examples. As a member of this research group, I am always looking for ways to improve a process, to learn how to develop a particular technology for a given application, and to assist other members of the lab in projects they lead when the occasion arises. One particular task was developing and programming an Access database application for the Iowa Reading First Program. The database provided two main functions: 1) transforming imported SPSS data, and 2) producing customized reports for the Iowa Department of Education. While I have utilized the relational database program, Microsoft Access, in my previous urban planning experiences, both the Iowa Reading First and E2T2 projects allowed me to further my knowledge of SQL programming, Access queries, and more advanced Access report logistics. ARTIFACTS The artifacts included in the 2005 annual portfolio have been chosen to highlight my leadership experiences and roles, my understanding of the integration of technology in education, my research and evaluation experiences, and my skill of designing technological artifacts that assist in the communication of educational practices, theory and teacher professional development. - 11 - Brunner-Portfolio-05 1. IEREA Poster (leadership and integration of technology in education, design of technological artifacts; this was a portion of my thesis completed in August 2004) This artifact was created for the 2004 Iowa Educational Research & Evaluation Association (IEREA) Annual Conference on December 10, 2004 in Waterloo, Iowa. It emphasizes my leadership skills, my use of integrating technology in education (paper and poster content), and my skill of designing technological artifacts (the poster design). 2. Stat 401 Project (synthesis, research and evaluation) Stat 401, Statistical Methods for Research Workers, introduced me to many statistical concepts that I intend to use in my future research and activities at PERL. This artifact was created for Stat 401 during the fall of 2004 and highlights my use and knowledge of multiple regression model building, as well as my skills of synthesizing information. The assignment involved a data set from the 1995 U.S. News & Report’s Guide’s to America’s Best Colleges. Fifty-nine private colleges were randomly selected from the approximately 1300 colleges in the guide. The assignment was to find the set of variables that “best” predicts the cost of college (total tuition, room & board, and fees), where the definition of “best” is outlined in the project document. The statistical software package, JMP 5.1, was used to analyze the data set, where simple and multiple linear regression models were constructed. The models employed forward, backward, and mixed selection procedures. 3. PERL website (web design, leadership) One of my leadership roles at PERL involved the development of a new website for the lab. This artifact emphasizes my knowledge of web design software and my design skills (in this example, 2-D graphic design area). I utilized the software packages of Dreamweaver and Fireworks in creating a dynamic, interactive environment that highlights the mission and objectives, personnel, projects, and services of the lab. I developed this artifact during the Spring of 2004 and is maintained on an ongoing basis. 4. IDEC paper (leadership, research and evaluation, integration of technology in education; this was another portion from my thesis, completed in August 2004) This conference paper was presented at the 2005 Interior Design Education Council (IDEC) International Conference in Savannah, Georgia. All submissions were blind reviewed by a panel of IDEC committee members organized by the Conference Abstract Review Coordinators. The content of this artifact incorporates a portion of my thesis manuscript (completed August 2004). It showcases my leadership, and research and evaluation skills and knowledge, as well as provides an example of the integration of technology in design education. In addition to the paper presentation, presenters were asked to provide a poster to promote the particular presentation at the conference. [file of IDEC poster] 5. LIFTS educational video This artifact was created for CI 501 during the fall 2004 semester. The assignment was to design a public service announcement for a topic of our choice. My topic concerns the idea that autonomous living is an important aspect in our lives. Driving is now a central part of this. Many elderly persons find they need to relinquish their driving privileges at - 12 - Brunner-Portfolio-05 a certain point in their lives. This necessity should not penalize their desire for independence and freedom. The LIFTS organization of Cedar Rapids, a para-transit service, offers this function to the elderly and disabled. It is important for citizens (potential users, and family and friends of potential users) to be made aware of this service. This is the purpose of the LIFTS educational video. During this process, I learned the importance of planning, scripts, video editing, and use of audio and video in conveying an intended message to a targeted audience. - 13 - Lori A. Brunner—Curriculum Vita 518 Meadow Street Iowa City, IA 52245 work: (515) 294-9191 lbrun@iastate.edu Education Doctor of Philosophy in Curriculum & Instructional Technology (in progress) Iowa State University, Ames, IA Master of Fine Arts, Aug 2004 Iowa State University, Ames, IA Master of Urban Planning, 1998 University of Illinois at Urbana-Champaign, Urbana, IL Bachelor of Science in Architecture, 1993 University of Illinois at Urbana-Champaign, Urbana, IL Courses Taken Spring 2004 (prior to entering PhD program) CI 534X Applied Measurement in Educational Psychology Thesis research for MFA Fall 2004 CI 501 Stat 401 CI 536X Foundations of Instructional Technology Statistical Methods for Research Workers Experimental Methods and Educational Interventions Spring 2005 Stat 402 HPC 584 CI 690 Statistical Design and Analysis of Experiments Classics of Educational Philosophy Independent Study—Educational Psychology Courses Scheduled/Anticipated Summer 2005 Stat 447 Statistical Theory for Research Workers HPC 581 Philosophy of Education Fall 2005 Stat 404 CI 594 CI 615B RESEV 580 Brunner 1 Regression for Social and Behavioral Research Curriculum Theory and Principles Seminar Instructional Technology Qualitative Research Methods Professional & Educational Experience Graduate Research Assistant Psychology in Education Research Lab (PERL) Dr. Gary Phye, Director Iowa State University Ames, IA January 2004-present • Project management, website design, database programming and management. Graduate Teaching Assistant ArtID160S Interior Design Foundations Studio Iowa State University Ames, IA Spring 2004; Spring 2003; Spring 2002 • Section instructor; Guided students in studio learning environment. Provided one-on-one instruction and facilitated class discussions. Provided feedback, and advice to students on five design projects (training-for-transfer; problem solving from representation to solution) throughout the semester. Evaluated student projects. • Course involves “creative problem solving methods, rapid visualization techniques and computerbased methods of managing design text information. Small scale projects.” Graduate Teaching Assistant DsnS183x Design Culture Iowa State University Ames, IA Spring 2004; Fall 2003 • Lecture note taking and exam grading. • Miscellaneous assistance for professor (Michael Martin—Spring 2004; Gregory Palermo—Fall 2003) in lecture preparation and class activities. Graduate Teaching Assistant Art 108 Visual Foundations I Iowa State University Ames, IA Fall 2003 • Section instructor; Guided students in studio learning environment. Prepared and presented slide lectures (at the beginning of each project unit) to complement reading materials. Conducted inclass demonstrations. Provided one-on-one instruction to students (feedback & advice). Facilitated small group discussions and class critiques on project ideations. Evaluated student projects/assignments. • Course involves “exploring visual order, creative process, and interaction of two- and threedimensional design. Introduction to color.” Graduate Teaching Assistant Art109 Visual Foundations II Iowa State University Ames, IA Fall 2002; Spring 2002 Brunner 2 • • Section instructor; Guided students in studio learning environment. Prepared and presented slide lectures to complement reading materials. Conducted in-class demonstrations. Provided one-onone instruction to students (feedback & advice). Facilitated small group discussions and class critiques on project ideations. Evaluated student projects/assignments. Course involves “continued exploration of visual order, creative process, and interaction of twoand three-dimensional design and color.” Graduate Administrative Assistant Assistant to the Interior Design Program Director Iowa State University Ames, IA Spring 2002 • Assisted Director in Program’s accreditation report/visit preparation. • Collected background information for report content. Graduate Teaching Assistant ArtID265 Interior Design Studio I Iowa State University Ames, IA Fall 2001 • Section instructor; Guided students in the studio learning environment. Provided one-on-one instruction to students (feedback & advice). Prepared and presented two lectures (lecture class separate from studio class time) during the semester. Evaluated student projects. • Course involves “enhanced creative interior design problem solving, compositional theories and graphic communication as applied to the interior design of small scale environments. Manual visualization techniques.” Graduate Teaching Assistant ArtID356 Interior Design History/Theory/Criticism II Iowa State University Ames, IA Fall 2001 • Assisted professor (Shirlee Singer) in slide collection and various lecture preparation activities. Planning Consultant Iowa City, IA 10/00-8/02 • Project: City of Champaign Comprehensive Plan Update, 2002. • Compiled and edited existing drafts and data of Plan sections into cohesive document. • Developed new text based on information from meeting results, citizen input, demographic data, projections, and analyses. • Developed plan graphics (diagrams, maps, charts, photos, sketches, etc.) to accompany text explanations. Planner II, Implementation Planner City of Champaign, Planning Department Champaign, IL 5/99-7/00 • Managed a $13 million infrastructure and streetscape project in the University’s Campustown Area. Presented information to the City Council, developed cost estimates, created and Brunner 3 • • • • • • maintained a project schedule, provided project updates, developed a request for proposal (RFP) for consultant services, managed consultant services. Created and maintained a database to track implementation activities of a neighborhood redevelopment plan. Multiple departments and organizations were able to quickly view progress reports of completed tasks, when tasks were scheduled, funding sources, and employee work hours. Organized and facilitated a multi-departmental neighborhood action team that delivered city services tailored to neighborhood needs using citizen input and problem-solving techniques. Assisted individuals in developing business plans as part of a redevelopment initiative in the City. Produced and edited informational video using digital images, voice recordings, raw video footage, music, and text. Created graphics/layout designs for study area plans. Created marketing literature highlighting city services. Economic Development Specialist City of Urbana, Community Development Services Department Urbana, IL 11/96-4/99 • Initiated and implemented six business neighborhood organizations in Urbana to provide better communication between city staff and the business community. Facilitated group discussions and streamlined problem-solving efforts between the businesses and the city. • Administered a low-interest loan program for improvements to buildings in the Downtown area. • Prepared development site packages for prospective businesses and developers. • Developed web pages for the Community Development Services Department • Maintained a commercial database including information such as business type, building size, lot size, address, landowner, and business. • Produced a quarterly newsletter highlighting Downtown Area issues/events. • Managed the City’s weekly farmers’ market. Responsibilities included: preparing the budget, organizing vendors, creating and implementing the advertising plan, coordinating and soliciting volunteers, coordinating entertainment activities, and facilitating a stronger relationship between the Market and the downtown business community. Visiting Lecturer UP212 Graphic & Written Communication for Planners University of Illinois at Urbana-Champaign Urbana, IL Fall 1998 • Lectured and demonstrated how to use graphic techniques effectively in the planning profession. • Utilized a web-based groupware communication software, Web Board, as an asynchronous learning tool in addition to traditional classroom learning environment. Managed student-student, student-instructor, and instructor-instructor communications. • Assisted/instructed students with graphics assignments and presentations using Excel (tables, graphs), PowerPoint (effective presentations), PageMaker (desktop publishing for plan reports/documents), Claris Draw, MacDraw Pro and Photoshop (diagrams, illustrations, urban design analyses), SmartDraw (flowcharts, project management and problem solving), and freehand graphic techniques (maps, urban design analyses). Graduate Teaching Assistant UP247 Planning Workshop—undergraduate course UP212 Graphic & Written Communication for Planners—undergraduate course Brunner 4 UP401 Land Use and Site Development—graduate course University of Illinois at Urbana-Champaign Urbana, IL Spring 1996; Fall 1995 • Provided guidance to students on planning assignments. • Evaluated land use and site design assignments. • Created a Geographic Information System (GIS) land use database for student projects. • Assisted students with graphics exercises and presentations using Excel (tables, graphs), PowerPoint (effective presentations), PageMaker (desktop publishing for plan reports/documents), MacDraw Pro and Photoshop (diagrams, illustrations, urban design analyses), SmartDraw (flowcharts, project management and problem-solving), and freehand graphics techniques (maps, urban design analyses). • Managed a web-based groupware communication software, First Class, which assisted student/student, student/instructor, and instructor/instructor discussions. Planning Intern City of Moline, Planning Department Moline, IL 6/94-8/94 • Prepared a Downtown Public Parking Study and presented a preliminary report to a City Council subcommittee, and planning staff. • Assisted Economic Development Manager in the preparation of the Economic Development Annual Report. • Assisted Economic Development Manager in developing marketing materials for industrial park and various city attractions. Intern Architect Pearson & Associates, Architects Moline, IL 5/90-8/90; 5/91-8/91 • Drafted plans, sections, elevations, and structural details. • Performed field evaluations, and surveyed commercial and residential project sites. Refereed Paper Presentations Brunner, L.A. (March 2005). Schema theory in the interior design studio. Interior Design Education Council (IDEC) 2005 International Conference. Savannah, GA. Brunner, L.A. (March 2003). Synthesizing critical thinking, theory, creativity, and process in a design studio: A need for a new computer-learning tool for interior design. Interior Design Education Council (IDEC) 2003 International Conference. San Diego, CA. Poster Presentations Brunner, L.A. (December 2004). The Effect of a schema-based learning system in the interior design studio. Iowa Education & Evaluation Research Association (IEREA) 2004 Annual Conference. Brunner 5 Presentations Brunner, L.A. (1998). Creating business neighborhood organizations as a tool for business retention and expansion in local government economic development programs. Illinois American Planning Association (ILAPA). Champaign, IL. Computer Experience Word Processing: Spreadsheets: Presentations: Desktop Publishing: Web Design: Databases: Statistical Software Project Management / Scheduling: Photo Editing / Layout Design: Drafting: Computer Simulation / Animation: Video Editing: GIS (Geographic Information Systems): Brunner 6 Microsoft Word Microsoft Excel Microsoft PowerPoint Microsoft Publisher, Adobe PageMaker Dreamweaver, Fireworks, Microsoft FrontPage Microsoft Access, FileMaker Pro JMP 5.1, SPSS 12.0, SAS 9.1 Microsoft Project, Microsoft Visio Adobe Photoshop AutoCAD 2002 (2D, 3D) Autodesk Viz Adobe Premier, Avid Cinema ArcView GIS