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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
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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.
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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:
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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.
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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.
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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.
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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.
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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.
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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
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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
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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.
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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.
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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
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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.
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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
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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.
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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
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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
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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
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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.
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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):
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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