WOROKYA DUNCAN, Ed.D.
109-84 195TH STREET
SAINT ALBANS, NY 11412
WOROKYADUNCAN@GMAIL.COM
(347) 907-5025
CAREER SUMMARY
A productive and recognized educator with professional experience in social sciences education and instruction.
Maintains an active research agenda that examines race, gender, and disabilities in American higher education; access to
education and achievement; the effects of education policies and campus environments on racial/ethnic minority
student outcomes; and minority access to programs. Also participates in various organizations to promote a wellrounded education for students regardless of cultural background.
EDUCATION
Ed.D.
Curriculum and Instruction
2011
University of Phoenix, Phoenix, AZ
Dissertation: The Effects of Africentric US History Curriculum on Black Student Achievement
M.Ed.
Curriculum and Instruction
University of Phoenix, Phoenix, AZ
Thesis: Niños Hispanos: Increasing the Preschool Enrollment of Hispanic Children
M.A.
Theological Studies with Concentration in Feminist/Liberation Theology
2000
Duke University, Durham, NC
Thesis: “Woman with the Issue of Blood: The Intersection of Incest and Black Theology”
B.S.
Public Policy Studies and Political Science, African-American Studies Minor
Duke University, Durham, NC
Internship: Durham High School Summer Program (young male life skills instruction)
2006
1998
PAPERS AND PRESENTATIONS
Duncan, W. Compare and Contract Paper of Educational Curriculum Guides. Doctoral Paper. The University of Phoenix,
Phoenix, AZ.
Duncan, W. Visual Schema for Instructional Process. Doctoral Paper. The University of Phoenix, Phoenix, AZ.
Duncan, W. Effective Classroom Assessment. Doctoral Paper. The University of Phoenix, Phoenix, AZ.
Duncan, W. Critiques of Program Evaluation Plans. Doctoral Paper. The University of Phoenix, Phoenix, AZ
Duncan, W. Assessment of Student Learning. Doctoral Paper. The University of Phoenix, Phoenix, AZ
Duncan, W. Assessment Development: World War I Assessment. Doctoral Paper. The University of Phoenix, Phoenix, AZ
Duncan, W. Standard Alignment in United States History Curriculum. Doctoral Paper. The University of Phoenix,
Phoenix, AZ.
INTERESTS AND CORE COMPETENCIES
Academic Affairs
Leadership
Student Development
Organizational Leadership
Education and Curriculum Development
Research and Design
Program Assessment
PROFESSIONAL AFFILIATIONS
Phi Delta Kappa (2011)
American Federation of Teachers (2001-2007)
United Federation of Teachers (2001-2006)
Alpha Kappa Alpha Sorority, Inc. (1996-Present)
PROFESSIONAL APPOINTMENTS
Owner/Consultant
2010-Present
Duncan Educational Consultants, Queens, NY
 Allocates more than $60,000 in debt funds to develop academic tutoring services for students of varying ages.
 Provides children grades 1st through 8th grades with extensive tutoring services in all subjects including reading
(vocabulary building, pre-reading skills, grammar and punctuation, reading comprehension), mathematics and
science (counting, algebra and linear equations, four operations, decimals, multiplication and division, factoring
and fractions, quadratic equations, advanced mathematics, physics, chemistry, and biology).
U.S. History Teacher (8th Grade)
2008-Present
KIPP STAR College Preparatory Charter School, Manhattan, NY
 Constructed an Afro-centric curriculum repositioning African-American 5th-8th grade students including
geography, World History, and US history from colonial origins to present day.
 Assisted students in exploring the American experience by investigating different topics including economical,
political, and social evolution, diplomatic developments, the rise of sectionalism, cultural and intellectual
growth, the role of minority groups, and the relationship between war and society.
 Introduced methods of historical research and analysis to develop student’s literacy and communications skills.
 Ensured that students communicate using standard English and incorporate Bloom’s taxonomy into lesson.
Saturday School Instructor/5th Grade Science Substitute Teacher
2007-2008
KIPP STAR College Preparatory Charter School, Manhattan, NY
 Cooperated in service learning opportunities that united community service with academic learning objectives.
 Provided opportunities for community service, to discover and reflect, acquire content knowledge, and skills and
values necessary to become productive citizens.
 Engaged 10-15 students in activities such as food bank volunteering, park beautification projects, creating
greeting cards for senior citizens, and quilt-making.
 Taught 5th grade Science and Health for 9 weeks incorporating technology into the curriculum for remediation.
Social Studies Teacher – 7th and 8th Grade
2006-2007
KIPP STAR College Preparatory Charter School, Manhattan, NY
 Created US History courses spanning from colonial times to present day for 7th and 8th grades.
 Investigated different topics such as economic, political, and social evolution, diplomatic developments, the rise
of sectionalism, cultural and intellectual growth, the role of minority groups, and the relationship between war
and society.
 Introduced methods of historical research and analysis .
 Sought to develop a student’s ability to read and write critically and participated effectively in oral decourse.
Social Studies Teacher – 5th and 6th Grades
2005-2006
KIPP STAR College Preparatory Charter School, Manhattan, NY
 Developed 3-week plans to track standards and skills and presented a weekly lesson plan to the Assistant
Principal using benchmarks and appropriate activities for the students.
 Created original multi-intelligence lesson plans that bring confidence and achievement to average ability and
learning disabled students.
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Incorporated technology to ensure that students are equipped to compete at top high schools and colleges.
Planned excursions for the 5th grade ranging from museums, to movies, to zoos.
Coordinated the Beta Club and mentored 11 students 4 times per week.
Created innovative 6th grade lesson plans on Egypt, China, India, and contrasting world religions and cultures.
Created innovative 5th grade lesson plans on slavery, relationship between the Bill of Rights and the Civil Rights
movement, and the daily application of the US Constitution.
Common Branches Classroom Teacher – 4th Grade
2001-2005
New York City Board of Education, New York, NY
 Prepared daily schedule of comprised mini-lessons, rubrics, worksheets, and homework for reinforcement.
 Presented tools, participants, procedures, and assessment tools.
 Created examinations to ensure retention of lesson material.
 Achieved 90% in student performance above grade level standards.
 Performed in and out of classroom tutoring activities.
 Delegated and served as the Cheerleading Coach.
Analyst
2000-2001
Caine, Mitter, & Associates, New York, NY
 Drafted and perfected a sales prospectus for a bond issue.
 Analyzed the effect on the market on the sale of a bond issue.
 Made presentations to state housing agencies.
 Sold and closed bond issues.
Assistant/Researcher
1997-2000
Dr. Leonard Beckum, Durham, NC
 Assisted Dr. Leonard Beckum, the Professor of Public Policy Studies at Duke University.
 Worked as a Research Assistant on one of his publications.
 Served as a camp facilitator for young minority males in a Durham high school.
 Provides research in the area at libraries and other historical foundations.
 Compiled information in an organized manner for writing and other secretarial duties.
RESEARCH EXPERIENCES
Duncan, W. (2011). The Effects of Africentric United States History Curriculum on Black Student Achievement
A Dissertation. Synopsis: Relationships between United States History curriculum design, self-efficacy, and test
Achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were
examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United
States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed
using SPSS (v19) software. Descriptive statistics and frequencies regarding curricular design, test achievement,
And self-efficacy was examined. Results revealed a need for an Africentric United States History curriculum.
The mixed-method study indicated that relationships exist between curricular design and test achievement and
between curricular design and self-efficacy.
COMPUTER PROFICIENCY
Adobe Acrobat, Microsoft Office Professional, OneNote