VITAE
CAROLE HRUSKOCY
A. GENERAL INFORMATION
1. PERSONAL DATA
Name:
Address:
Carole Hruskocy
9937 Gwendelyn Place
Highlands Ranch, CO 80129
Email:
chruskocy@comcast.net
Date of birth:
Place of birth:
5-2-61
Whiting, Indiana
2. ACADEMIC RECORD
a) Education
B.A.
December 1983
Field of Study
Purdue University, West Lafayette, IN
Elementary Education
M.A.
August 1993
Field of Study
Specialization
Purdue University, Hammond, IN
Curriculum and Instruction
Elementary Education
Instructional Design emphasis
Ph.D.
August 1999
Field of Study
Specialization
Purdue University, West Lafayette, IN
Curriculum and Instruction
Educational Technology and Instructional Design
Dissertation topic
Student Trainers as Resource Technologists (Project
START): A Study on Classroom Interactions and
Use of Student Trainers
Committee: Dr. Peggy A. Ertmer (Chair), Dr. Timothy Newby, Dr. James Lehman, Dr. Donna Enersen
b) Work History
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Associate Professor, May 2008 to present
College for Professional Studies, School of Education and Counseling, Regis University,
Denver, CO
Coordinator/lead for Instructional Technology program. Faculty advisor for Instructional Technology;
Curriculum, Instruction, and Assessment; and Professional Leadership. Liaison to Distance Learning
including managing online faculty and online course development.
Adjunct Faculty, Online Instructor, April 2004 to present
School of Education, Capella University, Minneapolis, MN
Teach online graduate course, Critical Skills for Facilitating Online Learning. Serve on
preliminary/comprehensive exam and dissertation committees.
Instructional Designer, August 2003 to May 2008
College for Professional Studies, Distance Learning, Regis University, Denver, CO
Collaborated with School of Management faculty to design distance learning courses. Managed the
instructional design workflow process for graduate and teacher education course development.
Provided feedback on the development and design of undergraduate and graduate distance learning
courses.
Online instructor, Fall term 2007
College for Professional Studies, School of Education, Regis University, Denver, CO
Taught online undergraduate course, Technology for Educators (EDFD 401).
Online instructor, Summer term 2004
College for Professional Studies, School of Education, Regis University, Denver, CO
Taught online graduate course, Multicultural/Ethical Perspectives in Education (EDFD 603).
Visiting Professor, January 2002 to August 2003
Educational Technology, Department of Secondary Education, Metropolitan State
College, Denver, CO
Taught an undergraduate level course, both online and face-to-face, Applications of Educational
Technology. Assisted students with development of a thematic unit that integrated a variety of
technologies. Provided continual feedback on instructional design processes and curriculum
development. Instructed faculty on integration of appropriate technologies. Collaborated with faculty
on course design and assessment.
Consultant, May 2002 to September 2002
ActiveEducation, Golden, CO
Conducted a needs analysis of current job processes and training practices. Collaborated with
instructional design/training team on training development and document design.
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Online Instructor, January 2002 to May 2002
Instructional Design, Department of Education, Boise State University, Boise, ID
Facilitated online course entitled, “Learning Theory for Instructional Designers.” Collaborated with
faculty on student assessment and course evaluation. Managed daily student submissions and weekly
assignments.
Instructor, June 2001 to July 2001
Educational Technology, Department of Information Technologies, University of
Colorado at Denver, Denver, CO
Taught a master’s level course, Current Trends and Issues in Instructional Technology.
Instructional Designer, January 2001 to May 2001
Rhythms NetConnections, Englewood, CO
Designed and developed training for Rhythms’ employees. Conducted performance analyses and
identified performance gaps. Organized and conducted meetings with subject matter experts and
trainers.
Professional Development Coordinator, August 1999 to December 2000
NASA Classroom of the Future/Center for Educational Technologies, Wheeling Jesuit
University, Wheeling, WV
Developed and facilitated technology integration programs for teachers and administrators. Served on
the leadership/writing team for the National Educational Technology Standards (NETS-T) project as a
representative of NASA’s partnership in the national standards movement. Coordinated and designed
training for NASA’s Learning Technologies Project personnel. Designed and developed educational
technology courses in collaboration with Wheeling Jesuit University faculty.
Graduate Teaching Assistant, May 1997 to May 1999
Educational Technology, Department of Curriculum and Instruction, Purdue University,
West Lafayette, IN
Worked closely with 2 professors designing, presenting, and evaluating three graduate courses:
Introduction to Instructional Development and Communication, Delivery Systems for Education and
Training, and Integration and Management of Computers in Education.
Graduate Lab Assistant, August 1995 to May 1997
Educational Technology, Department of Curriculum and Instruction, Purdue University,
West Lafayette, IN
Worked with a professor and a group of graduate students coordinating, presenting, and evaluating
computer lab activities for the undergraduate course, Introduction to Computers in Education. Taught
basic computing skills including email, Internet, word processing, and hypermedia.
Graduate Teaching Assistant, August 1995 to May 1997
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Elementary Education, Department of Curriculum and Instruction, Purdue University,
West Lafayette, IN
Worked closely with a group of professors and graduate students coordinating and presenting course
material for the undergraduate course, Introduction to Elementary Education. Observed and evaluated
students’ first practicum experience in the elementary school.
Elementary Classroom Teacher, August 1985 to June 1995
Nathan Hale Elementary School, Whiting, IN 46394
Taught second grade, third grade, and sixth grade in an urban public school. Involved with a state-wide
computer integration project, The Buddy Project, which provided home computers for all 4-6 students
and teachers. Attended various technology training workshops and presented at various educational
conferences.
3. PROFESSIONAL MEMBERSHIP
ASCD
Association for Supervision and Curriculum Development
ISTE
International Society for Technology in Education
ISPI
International Society for Performance Improvement
POD
Professional and Organizational Development Network in Higher
Education
WCET
Western Cooperative for Educational Telecommunications
B. TEACHING FOCUS AND EXPERIENCE
My teaching activities focus on the effective design and implementation of instructional
strategies/activities that support teachers’ and students’ use of educational technology.
My experience in classroom instruction, technology integration, and instructional design
informs my work with school-based colleagues as well as professional peers.
COURSES TAUGHT
ED7313 (online) Global Issues in Adult Education
EDTC 602 (online) Instructional Design
EDFD 401 (online) Technology for Educators
ED 7690 (online) Critical Skills for Facilitating Online Learning
EDFD 603 (online) Multicultural/Ethic Perspectives in Education
EDT 3610 (online and face to face course) Applications of Educational Technology
IPT 535 (online course) Learning Theory for Instructional Designers
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IT 6750 Current Trends and Issues in Instructional Technology
EDCI 204 Introduction to Elementary Education
EDCI 260 Introduction to Computers in Education
EDCI 560 Microcomputer Applications for Education and Training
EDCI 570 Media for Education and Training
EDCI 572 Introduction to Instructional Development and Communication
EDCI 672 Advanced Instructional Systems Technology
C. RESEARCH FOCUS AND SCHOLARSHIP
Throughout my doctoral studies my scholarship focused on technology implementation,
integration, and use at the inservice and preservice level. This focus was further defined
by two specific interests that were integrated within my program of research. One interest
centered on working with teachers in the field to develop effective approaches/strategies
for overcoming barriers (extrinsic and intrinsic) to technology integration. The second
interest centered on establishing preservice experiences that better prepare teachers for
work in a technology integrated classroom. My research interests have evolved to include
effective teaching strategies and best use of technology for online teaching and learning.
All interests revolve around issues of teaching and technology use - visioning,
pedagogy/andragogy, classroom management, curriculum needs, resources (students,
community), and reflective practice. Activities that support this focus include research on
the effectiveness of a student-centered approach to technology integration and barriers
that may limit teachers’ use of technology resources; instructional design of online
courses; curriculum and online course development processes; and facilitation of online
courses.
1. PUBLICATIONS
a) Refereed Publications
1. Hruskocy, C.*, Cennamo, K. S.*, Ertmer, P. A.*, & Johnson, T. (2000). Creating a
community of technology users: Students become technology experts for teachers and
peers. Journal of Technology in Teacher Education.
2. Ertmer, P. A.*, & Hruskocy, C. (1999). Impacts of a university/elementary school
partnership designed to support technology integration. Educational Technology
Research and Development, 47(1), 81-96.
b) ERIC Documents and Conference Proceedings
1. Hruskocy, C.*, Cennamo, K. S.*, Ertmer, P. A.*, & Johnson, T. (1998). Students as
technology experts: A “Bottom-Up” approach to teacher technology development.
(ERIC Reproduction Service No: 411237)
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2. Ertmer, P. A.*, Hruskocy, C.*, Johnson, T., & Lai, F-Q. (1998). START (Student
trainers as resource technologists): An alternative approach to technology integration.
1998 Conference Proceedings of Selected Research and Development Paper
Presentations. St. Louis, MO: Research and Theory Division, AECT.
3. Hruskocy, C. & Rosser, P. (2008). Exploring Assessment in the Online Environment.
2008 Conference Proceedings of the Annual Conference on Distance Learning and
Teaching. Madison, WI.
c) Non-Refereed Publications
1. Russell, J. D., Reiser, R., Hruskocy, C., & Ruckdeschel, C. (1999). Strategies for
Teaching Project-Based Courses. Educational Technology, 39(2), 56-59.
2. Hruskocy, C. (2007). Who Should Develop an Online Course? Selecting or Accepting
an Invitation to be the Subject Matter Expert. Distance Education Report, (March 1,
2007).
2. OTHER PUBLICATIONS
a) Books
1. Ertmer, P. A.*, Hruskocy, C.*, & Woods, Denise.* (1999). Education on the Internet
The World Wide Classroom: Access to People, Resources, and Curriculum Connections.
Upper Saddle River, NJ: Prentice-Hall.
2. Ertmer, P. A.*, Hruskocy, C.*, & Woods, Denise.* (2003). Education on the Internet
The World Wide Classroom: Access to People, Resources, and Curriculum Connections
(2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
b) Interviews
1. Lorenzo, G. (November 15, 2006). Training online faculty and developing online
courses at Regis University’s School for Professional Studies. Education Pathways
(5)10, pp. 1-3, 6. (published interview with Carole Hruskocy and Tina Parscal).
3. CONFERENCE PRESENTATIONS
a) International Meetings
1. Billard, J., Hruskocy, C., & Laurincik, J. (1995, June). Reaching and Teaching
Teachers about Hypermedia. Presentation at the World Conference on Educational
Multimedia and Hypermedia, Graz, Austria.
b) National Meetings
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1. Williams, J., Hruskocy, C., Last, D., & Laurincik, J. (1993, March). Hypermedia in
the Classroom. Presentation at the annual meeting of the National School Board,
Anaheim.
2. Hruskocy, C.*, & Last, D.* (1993, October). Hyper about Hypercard. Presentation at
the Hypermedia National Conference, Indpls.
3. Hruskocy, C.*, Cennamo, K. S.*, Ertmer, P. A.*, & Johnson, T. (1997, February).
Students as technology experts: A “Bottom-Up” approach to teacher technology
development. Paper presented at annual meeting of the American Educational Research
Association, Chicago.
4. Cennamo, K. S.*, Hruskocy, C., Johnson, T., & Ertmer, P. A. (1997, February).
Creating a learning community for integrating technology in elementary schools. Paper
presented at the annual meeting of the Eastern Educational Research Association, Hilton
Head.
5. Ertmer, P. A.*, Hruskocy, C., Johnson, T., & Lai, F-Q. (1998, February). START-Student trainers as resource technologists: An alternative approach to technology
integration. Paper presented at the annual meeting of the Association for Educational
Communications and Technology, St. Louis.
6. Russell, J. D.*, Reiser, R.*, Hruskocy, C., & Ruckdeschel, C. (1998, February).
Practicing What We Preach in Teaching Introductory ID Courses. Paper presented at the
annual meeting of the Association for Educational Communications and Technology, St.
Louis.
7. Ertmer, P. A.*, Hruskocy, C., Johnson, T., & Lai, F-Q. (1998, April). START-Student trainers as resource technologists. Paper presented at the annual meeting of the
American Educational Research Association, San Diego.
8. Hruskocy, C.*, Ertmer, P. A., & Banta, B. (1999, April). Project START: Reflections
on a three-year university/elementary school partnership using a student-centered
approach to technology integration. Presentation at the annual meeting of the American
Educational Research Association, Montreal.
9. Thomas, L., Kelly, M. G., Knezek, D., & Hruskocy, C. (2000, June). NETS (National
Educational Technology Standards) for Teachers: Foundation Standards and Essential
Conditions. Presentation at the annual National Educational Computing Conference,
Atlanta, GA.
10. Hruskocy, C., Pensa, J., Solomon, K., & Linne, G. (2006, November). Selecting and
Training Adjunct Faculty for Online Instruction and Course Development. Presentation
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at the annual Western Cooperative for Educational Telecommunications (WCET)
Conference, Portland, OR.
11. Hruskocy, C., Parscal, T. J., & Whitesell, B. J. (2007, June). Research-based Faculty
Development Program for Online Facilitation and Course Development. Presentation at
the Distance Learning Administration (DLA) Annual Conference, St. Simons Island, GA.
12. Parscal, T. J., Hruskocy, C., & Whitesell, B.J. (2007, October). Research-based
Faculty Development for Emerging Priorities: Online Facilitation and Course
Development. Paper presented at the Professional and Organizational Development
Network in Higher Education (POD) Annual Conference, October 25-28, 2007,
Pittsburgh, PA.
13. Hruskocy, C. & Rosser, P. (2008, August). Exploring Best Practices for Student
Feedback in the Online Environment. Presentation at the Annual Conference on Distance
Learning and Teaching, Madison, WI.
c) Regional Meetings
1. Hruskocy, C.*, Miller, A., & Mandell, S. (1997, February). Training Students: A Key
to Success. Presentation at the annual meeting of the Indiana Computer Educators,
Indpls. February, 1997.
2. Greiner, J.*, & Hruskocy, C.* (1995, January). Buddy Summer Technology
Leadership Camp: A Summer of Fun! Presentation at the annual meeting of the Indiana
Computer Educators, Indpls.
d) Local Conferences and Seminars
1. Literacy on the World-Wide Web. Presentation for the Alpha Upsilon Alpha Honor
Society, “Celebrating Literacy Conference”. October 1995.
2. What is Instructional Design? Presentation to students in 204A, Introduction to
Elementary Education, September 1996.
3. Murdock Technology Integration Workshop. 1st Workshop developed and presented
to Lafayette School Corporation Superintendent, Murdock Principal, and 28 staff
members. October 1996.
4. Murdock Technology Integration Workshop. 2nd Workshop developed and presented
to Murdock principal and 13 teachers. February 1997.
5. Technology in Education. Presentation to Purdue Student Education Association
(PSEA), Purdue University, October 1997.
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6. START: An Alternative Approach to Technology Integration. Presentation at the
Vocational Education Seminar Series, Purdue University, January 1998.
7. Project START: Reflections on a three-year university/elementary school partnership
using a student-centered approach to technology integration. Presentation at the
Vocational Education Seminar Series, Purdue University, February 1999.
8. Online Learning and Assessment of Student Work. Presentation at the Fall Faculty
Conference, Regis University, October 2007.
4. RESEARCH GRANTS
a) Hruskocy, C. (March, 1997). Teacher Technology Training and Integration: Can
Students Provide the Missing Piece? Purdue Research Foundation Grant for doctoral
research. Funded for $11,666.
b) Ertmer, P. A., Hruskocy, C., & Johnson, T. (July 1997). Project START: Student
Trainers as Resource Technologists: A technology infusion project. Funded by the
Herrick Foundation for $100,000.
c) Steber, K., & Hruskocy, C. (September 1999). Teacher Induction Program:
Professional Development for First through Third Year Teachers. Funded by the
Eisenhower Foundation for $20,000.
5. RESEARCH STUDIES
a) Project START: Student Trainers as Resource Technologists, August 1995 - June
1998
As part of Purdue’s PDS partnership with Murdock Elementary, I worked closely with a
team of professors, teachers, graduate, undergraduate students, and elementary students to
facilitate technology integration at Murdock and to evaluate the effectiveness of our
integration efforts. For two years I trained a group of elementary students, Murdock
Computer Masters (MCMs), on various technologies. These students then served as
technology resources for their teachers and peers. Data on our integration efforts were
collected from teacher and student interviews, questionnaires, and observations. During
the 1996-97 and 1997-98 academic years, this research was supported by a PDS MiniGrant. It is currently being supported by a $100,000 gift from the Herrick Foundation.
Results from the first-year were inconclusive; teachers perceived greater use of
technology than the students or the researchers. Data from the second year are currently
being analyzed.
b) Dissertation: Student Trainers as Resource Technologists (Project START): A Study
on Classroom Interactions and Use of Student Trainers, September 1997 - August 1999.
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I used qualitative methodology to examine classroom use of students trained as
“computer masters” through Project START. Interviews and observations were used to
gather data on ten students who received specialized technology training (MCMs) during
the previous school year. Five classroom teachers also participated in the study. Using
the constant comparative method of analysis, I identified three themes that described
teacher and student responses to student technology trainers. These themes revolved
around 1) the frequency and type of interactions between student trainers and their
teachers and peers, 2) factors which may limit technology use by the teacher and students,
and 3) factors which may limit use of student trainers by their teacher and peers.
6. INVOLVEMENT IN GRADUATE RESEARCH
a) Dissertations, Chair
Teaching Styles of Technical College Core and Occupational Faculty: Their Relationship
to Student Achievement
Sindi R. McGowan, Dean of Instruction, West Central Technical College, Waco, GA
The Effect of Instructor Interventions on Online Graduate Learners’ Critical Thinking
Skills, Nancy VanErp
b) Dissertations in Progress, Chair
Course Conversion to an E-learning Format: An Exploration of Issues Related to
Learner Completion Rate, Kathryn S. Newton
Preservice Teacher Preparedness: Deficiencies and Strengths, Amy S. Hogan
The Impact of Online Course Participation on Constructivist Practices in Preservice
Teacher Performance, Diane M. Monico
D. SERVICE AND OUTREACH ACTIVITIES
1. SERVICE TO COMMUNITY
a) Member of a team of professors, graduate/undergraduate students, and teachers
assisting Murdock Elementary, a Professional Development School, with technology
initiatives. August 1995 - June 1998.
b) Designed and implemented Murdock Computer Masters (MCM) student technology
training program for a group of elementary students. August 1995 - December 1997.
c) Participant in Big Brother Big Sisters program. January 1998 - July 1999.
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d) Presentation to pre-service teachers, “Myths and Realities of Technology and
Education”, Wheeling Jesuit University. April 2000.
e) Work with computer lab teachers and K-12 students assisting with lessons and lab
maintenance at The Colorado Academy. September 2002 – May 2003.
f) Developed team leaders’ training website for Denver’s Race for the Cure as a Regis
University service project. Spring 2004.
g) Presentation to Educational Technology Seminar class, “Instructional Design and the
Online Environment: An ID and Instructor’s Perspective,” Purdue University. Fall 2005.
h) Reviewer for Interdisciplinary Journal of Problem-based Learning. October 2005 to
present.
i) Professors of Instructional Design and Technology (PIDT) Conference planning team.
October 2006 to May 2007.
j) Western Cooperative for Educational Telecommunications (WCET) Conference
planning committee. November 2006 to present.
k) Voluntary mission work for Royal Family Kids Camp for Foster Children, June 2007.
l) Member Dean of School of Management Search Committee, Regis University. August
2007 – May 2008.
m) Member Ignatian Faculty Scholars, Regis University. August 2007 – ongoing.
n) Moderator for WCET conference presentation, “Astonish Me! Compelling Online
Pedagogy.” October 2007.
o) Member College for Professional Studies Academic Council. November 2007 – June
2008.
p) Moderator for WCET conference presentation, “Pursuing Improved Course
Development and Student Learning Outcomes the IDA Way.” October 2008.
r) Reviewer for Professional and Organizational Development Network in Higher
Education (POD) conference proposals, April 2009.
2. INSTRUCTIONAL DESIGN/CONSULTING POSITIONS
a) Instructional Designer, May - August 1994
Buddy Leadership Technology Camp, Indianapolis, IN
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Worked closely with a team of educators to design and implement a summer technology camp experience
for the statewide Buddy Project. Created research activities, thematic projects, and community links.
Teams comprised of students (grades 4-5), parents, and teachers attended the four day camp. Participants
explored new technologies, collaborated on thematic projects, and developed multimedia presentations.
Emphasis was on creating a group of leaders in school and home use of educational technology.
b) Educational Consultant, January - April 1996
Klondike Elementary, Tippecanoe School Corporation, Lafayette, IN
Served as technology consultant for teachers and staff. Designed and presented workshops on various
pieces hardware and software.
c) Instructional Designer, May - December 1996
Dr. Sydney Zentall, Department of Special Education, Purdue University, West Lafayette,
IN
Worked with a group of educators to develop a multimedia, CD-Rom package that presents an overview of
Attention Deficit/Hyperactivity Disorder (ADHD).
d) Educational Consultant and Instructional Designer, September 1996 - January 1997
The Dekko Learning Institute, Naples, FL
Worked with a group of educators planning and designing Projects Link, Lead, and Learn. Projects were
initiated as the foundation for The Dekko Academy. Emphasis was placed on a project-based, studentcentered curriculum, leadership development, and community involvement.
e) Instructional Designer, February - May 1997
Dr. Timothy Newby, Department of Educational Technology, West Lafayette, IN &
Dawn Colavita, Distance Education Coordinator, Crawfordsville School Corporation,
Crawfordsville, IN
Designed, facilitated, and evaluated distance learning activities for Introduction to Computers in Education.
Worked closely with a professor and six computer lab groups. Assisted undergraduate students in design
and presentation of lesson material through distance learning technology. Audiences ranged from preschool to high school students.
f) Instructional Designer, January 2001 - May 2001
Rhythms NetConnections, Englewood, CO
Designed and developed training for Rhythms’ employees. Organized and conducted meetings with subject
matter experts and trainers. Conducted performance analyses and identified performance gaps.
g) Consultant, May 2002 - September 2002
ActiveEducation, Golden, CO
Conducted a needs analysis of current job processes and training practices. Collaborated with instructional
design/training team on training development and document design.
h) Course designer, October – December 2008
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Colorado State University Global Campus, Englewood, CO
Designed online graduate course titled, “Facilitating Learning and Transfer.” Course focused on an
evaluation of contemporary learning theories, with emphasis on major issues, research findings, and
application of learning principles to online teaching and learning.
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