The Big Thaw
A Reflection on My Doctoral Program
Melissa Farrish
Portfolio Paper submitted to the faculty of the
Marshall University Graduate College in
partial fulfillment of the requirements
for the degree of
Doctor of Education
in
Curriculum and Instruction
Committee Chair, Lisa A. Heaton Ph.D.
Ronald B. Childress Ed.D.
Edna Meisel Ed.D.
Brenda Tuckwiller Ed.D.
College of Education and Professional Development
South Charleston, West Virginia, 2014
Keywords: curriculum, instruction, portfolio reflection
© 2014 by Melissa Farrish
Table of Contents
Introduction ..................................................................................................................................... 1
Experiences ..................................................................................................................................... 2
Scholarship .................................................................................................................................. 4
Professional/Academic Pursuits .................................................................................................. 6
Depth of Understanding .............................................................................................................. 7
Collaboration. .......................................................................................................................... 7
Research................................................................................................................................. 10
Leadership. ............................................................................................................................ 12
Curriculum and Instruction. ................................................................................................... 13
Conclusion .................................................................................................................................... 16
References ..................................................................................................................................... 19
Appendix ....................................................................................................................................... 21
Scholarship-Presentation ........................................................................................................... 21
Scholarship-Publication ............................................................................................................ 21
Professional/Academic Pursuits ................................................................................................ 21
Depth of Understanding ............................................................................................................ 21
Research................................................................................................................................. 21
Personal Theories .................................................................................................................. 22
Collaboration ......................................................................................................................... 22
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Introduction
During the fall 2013 doctoral seminar (PAP4), I attended the Mock Portfolio Defense
session conducted by Janet Rorrer. This session was an inspiration to me as I had struggled with
the concept of a theme for my portfolio. As a Biology instructor, Ms. Rorrer related her
progression through the program to the systems within the human body. During this session, I
began to think of how I could relate my doctoral journey to my field of study. As a business
instructor, I could see the stages of my evolution as being similar to Lewin’s Change
Management Model.
Lewin’s (1951) model identified three stages of change management. Unfreezing, the
first stage, involves recognizing the need for change and breaking down the current way of
thinking. In stage 2, the thoughts, actions, and behaviors of an individual change as they begin to
look for new ways of doing things. During stage 3, refreezing, the individual takes new form as
the new behaviors are frozen and put into practice. Much like an ice cube at the beginning of my
doctoral journey, my progression through the cohort shows the big thaw. After my experiences, I
have frozen into a new form with different thoughts, actions, and behaviors.
Working in higher education, I needed to continue my education. Lewin (1951) believed
“To break open the shell of complacency and self-righteousness, it is sometimes necessary to
bring about deliberately an emotional stir-up” (p. 400). My stir-up occurred as I moved from an
administrative role in student services to a faculty position. In stage one of Lewin’s change
management model, one must get to a point where there is a realization that change is necessary.
With the shift in job duties combined with my personal desire to attain a terminal degree, the
acquisition of an advanced credential became a top priority.
1
In the spring of 2011, I clipped the advertisement for an informational meeting to be held
at the Erma Byrd Higher Education Center in Beckley for the doctoral cohort from the local
newspaper. After years of searching the web for a program which met my academic and financial
needs, I found peace with the decision to pursue Marshall University's program. Having taught in
a cohort program, I valued the cohort concept and was anxious to begin this new endeavor.
Lewin’s stage one of the change management model is about preparing oneself for change.
Gersick (1991) cited strong emotions as a source of energy for revolutionary change. I prepared
myself and my family for the commitment I was about to undertake. I felt change was necessary
and became motivated to take the next step.
The following pages show my progression through Lewin’s change management model.
The purpose of this paper is to provide a description of my journey through coursework,
collaborative experiences, presentations, and research. This evolution has shaped my philosophy,
ability, and confidence. An online portfolio at http://melissafarrish.weebly.com documents the
artifacts referenced throughout this reflection. A list of the artifacts is also included in the
Appendix following this reflection paper. The paper and online portfolio are organized around
the areas of scholarship through presenting and publication, professional and academic pursuits,
and depth of understanding showing connections between these experiences and the resulting
professional growth and development.
Experiences
Lewin (1947) described change as a process or transition that includes multiple
identifiable stages. Preparation for the change occurs during stage 1; however, in stage 2 there is
a moment of fear or uncertainty. It was during these times of uncertainty, feeling overwhelmed,
confused or those moments of discouragement, where the cohort model allowed us to support
2
one another while keeping our eyes on the ultimate goal. According to Joyce, Weil, and Calhoun
(2008), “social interaction can enhance academic learning” (p. 263). The social interaction and
support provided encouragement, and learning was enhanced through the cohort model as we
shared experiences and learned from one another.
I found myself embracing the change. Concepts from our coursework were quickly
integrated into my workplace. I could readily see how the changes in my thought process could
benefit my students. As Lewin (1951) described in stage 2, an individual’s thoughts, actions, and
behaviors change as they begin to look for new ways to accomplish tasks. This program changed
the way I think and teach by shifting me from a teacher-centered pedagogy to a focus on a
learner-centered style. I am aware of various learning styles and seek to provide material in
various formats to accommodate these learning styles. Particularly in the online environment, I
anticipate student anxiety and attempt to minimize anxiety from technological concerns. Through
my research, effective strategies for teaching an online course include care, communication, and
interaction. Student anxiety can be reduced by the “careful organization and presentation of
course material” (Deacon, 2012, p. 7). Faculty can create a context of care by minimizing student
anxiety and maximizing opportunities for learning by addressing the affective and social
components in online courses (Deacon, 2012). I seek to create and build consistent and
predictable courses in the learning management system by incorporating Start Here modules to
guide students through the beginning of the course, providing continuous communication that is
proactive, diligent, and fulfills commitments made to students (Fisher & Wickersham, 2009) and
utilizing rubrics to define quality and provide clear expectations about what will be assessed.
3
Scholarship
The program presented me with three opportunities to present at international and state
conferences and to become a published author. These experiences provided opportunities to
collaborate with cohort members and graduate faculty and network with peers at state and
international conferences. Through scholarship opportunities with Dr. Heaton, I have
experienced the process of preparing and submitting a paper for publication and collaborating
and presenting with a group at state and international conferences. As a result of the experience
and confidence gained, I have presented two brown bag seminars for University of Charleston’s
(UC) School of Business and Leadership and presented with a panel during an annual faculty
assembly meeting to discuss online learning, incorporating gaming concepts into online courses,
and utilizing badges to motivate online students.
In April 2013, I co-presented "From Brick and Mortar to Online Learning" (SPR1) with
Dr. Heaton during the 24th International College Teaching and Learning Conference in Ponte
Vedra Beach, FL. The presentation originated from the technology report assignment completed
during CIEC 700 Technology & Curriculum in fall 2012. At the same conference, I co-presented
"Gaming and Learning? Taking a Look Beyond the Book” (SPR2) with Dr. Heaton, Ingrida
Barker, and Lee Ann Porter. The experience involved reading a book, conducting qualitative
research, and working collaboratively to create a presentation. The presentation described our
gaming experiences through interviews and game play in relation to James Paul Gee's 36
learning principles inherent in quality video games. In preparation for the presentation, we
synthesized the information gathered from our three different experiences and merged our
findings together. This presentation also stemmed from our work in CIEC 700. During the
summer of 2013, we revised the presentation to "Using Gaming Principles to Personalize
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Learning," for the 2013 WV Statewide Technology Conference in Morgantown, WV. Both
presentations were well attended with participants asking many questions. One attendee worked
for a company involved with making games to be used in education. His company worked with
the author of the book, James Paul Gee, which served as the foundation of our research
experience.
Conference presentations provided an opportunity to share our knowledge, thoughts, and
experiences with colleagues. Gaining the confidence to share knowledge with others requires
extensive preparation. Through collaboration, in preparation for conference presentations, I
learned from others in my profession including classmates and graduate college faculty. I was
flattered to realize people attended our sessions to hear what we had to say.
The paper, "From Brick and Mortar to Online Learning", presented during the 24th
International College Teaching and Learning Conference was accepted (SPU1 and SPU2) for
publication in the Selected Papers from the annual conference. Dr. Heaton and I worked
collaboratively to organize the paper around best practices gleaned from the literature along with
our ideas and examples of how to integrate these ideas into online courses. The paper provided
information on effective strategies for teaching and designing online courses.
Earning the distinction of a published author is an achievement of which I am particularly
proud. As I reflect back upon Dr. Campbell’s Writing for Publication class, I remember my
doubts as I thought I did not have anything to contribute to the field. The process of writing,
editing, and submitting a paper for publication provided preparation for writing a dissertation.
Burnes (2004) notes in stage 2 of Lewin’s change management model, it is the approach
of “research, action and more research which enables groups and individuals to move from a less
acceptable to a more acceptable set of behaviors” (p. 986). Through these experiences I no
5
longer have a fear of speaking or submitting work for publication. I have moved to a more
acceptable set of behaviors by gaining confidence in knowing I can add to the field. Seeing the
interest of conference participants and the questions asked makes me feel proud knowing we
were able to share information which can be used by fellow educators to impact the learning
experiences of their students. Through the scholarship experiences, I learned the value of
exchanging ideas, networking, and the importance of preparation.
Professional/Academic Pursuits
During the summer of 2013, I completed a co-teaching experience with Dr. Heaton in
CIEC 534 Applications Software in the Classroom Curriculum (PAP1). I facilitated the
multimedia presentations module within the course. The co-teaching experience emphasized
communication and collaboration with Dr. Heaton. With a clearly defined role, I evaluated
assignments, responded to student questions, and reviewed resubmitted coursework. Co-teaching
provided experience teaching with the Blackboard course management system. With my prior
experience teaching online courses, I was comfortable with the course management system and
the facilitation of the multimedia presentations module. I was surprised with the quality and level
of participation of students enrolled in the course. Many were late submitting assignments, some
failed to even submit assignments, and many required opportunities to resubmit work. I had
greater expectations of public school educators and found this behavior disappointing.
In CIEC 715 Online Course Development and Delivery, I co-developed a course (PAP2)
for Marshall University’s Regional Center for Distance Education and Professional
Development. The course was offered as part of the summer 2014 Professional Development
Series of internet based graduate courses for public school teachers (PAP3). The course, Wired
for Learning, explored the many ways to present web-based activities to students within a rich
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learning environment that includes activities, resources, and assessments. This course
development experience was especially useful to me in my current role as an online instructor at
University of Charleston. I was able to apply the concepts learned to my UC courses and the
course development process provided experience building courses in the Blackboard course
management system. I was also introduced to the Quality Matters rubric and now consider the
eight general rubric standards as I build online business courses for UC.
The professional and academic pursuits provided information and resources which were
applicable and readily transferable to my online teaching position. Experiences co-teaching and
co-developing online courses have provided examples of best methods which could be
incorporated into my online courses. Working with an experienced online course developer
while incorporating guidelines from Quality Matters, has fueled my desire for continuous
improvement in my online courses. Through the professional and academic pursuits, I have
gained experience in course design and growing partnerships with professors.
Depth of Understanding
The following section describes my evolution as a result of collaborative experiences,
research, and the study of curriculum and instruction and leadership.
Collaboration. Collaborative experiences were woven throughout the doctoral cohort
program. The cohort included elementary and secondary teachers, higher education faculty,
administrators, and state department of education personnel. An essential twenty first century
skill, Morel (2014) explains collaboration brings together diverse perspectives and skills and
promotes creativity and productivity. According to Joyce, Weil, and Calhoun (2008),
“cooperative behavior is stimulating not only socially but also intellectually” (p. 263). Through
7
social interaction and the sharing of experiences, our diverse group was able to discuss the real
world application of many concepts from multiple educational perspectives.
During the first semester of the doctoral experience, I was placed in a group in Dr.
Cottle’s Curriculum Development course. Organizing a presentation on the progressive
philosophy (C1_CI701) presented challenges as we were new to coordinating a group project
with geographical distances between members. A strength of the project was that it allowed each
of us to describe an example of problem-based learning in our subject area.
In a group presentation on information processing theory of teaching (C2_CI703),
members of the group used their skills to promote creativity. Within the theory, we each selected
a model to present and demonstrate in the class based upon our strengths. As a group, we were
responsible for visually, auditorily, and kinesthetically involving the class in the presentation.
This experience allowed me to learn a new theory and apply the knowledge in the classroom
environment. WebEx was utilized to facilitate group meetings allowing us to review and edit our
presentation slide by slide.
As Morel (2014) notes, collaboration allows group members to “express and advocate for
one’s point of view” (p. 38). In Dr. Nicholson’s Ethical Theories course, my team was assigned
the moral aspects of the decriminalization of marijuana (C3_LS707). While we did not all agree
marijuana should be decriminalized, we had several discussions allowing each member to
explain her viewpoint. Each perspective was respected and members considered the pros and
cons to the debate. The presentation presented both sides of the issue allowing the audience to
make their own decision based upon our research.
In Dr. Nicholson’s Administrative Theory course, my group presented the great man/trait,
situational, and contingency theories (C4_LS705). It became apparent we did not have clearly
8
defined roles and suffered from a duplication of effort upon final review of the PowerPoint.
Utilizing WebEx to communicate, we reviewed and edited our presentation prior to the
presentation.
I learned the power of editing and “cutting the fat” in Dr. Campbell’s Writing for
Publication course. During a paper review session with Dr. Campbell, I was shocked when she
suggested I throw away the paper and start over. After some hesitation, I followed her advice and
four drafts later completed an article which could be submitted for publication (C5_CI677). The
article described a personal experience at the time written from the perspective of faculty as our
University lost accreditation. The paper described the feelings of faculty and offered advice to
other faculty who might face a similar situation. While I did not submit this paper for
publication, I was proud of the accomplishment. Most notably, I learned it is ok to throw away a
paper and start over. In collaboration with Dr. Campbell, I learned published manuscripts are not
the result of one effort. One must edit, edit, and edit. This was a valuable lesson for me in
preparation for writing a dissertation.
The collaborative experiences woven throughout the cohort provided an outlet to draw
upon strengths and overcome weaknesses. The importance of trust, clearly defined roles and a
means for communication were integral to the success of our group assignments. As working
adults with family obligations, scheduling a time for meetings often presented challenges;
however, there was a respect and mutual concern for individual needs in the group. As we
progressed through our studies, I could see a stronger emphasis on the value and importance of
our relationships. We have developed a bond and a sense of camaraderie.
Through collaboration, Lieberman (1992) believes there are opportunities to create
“scholars of practice” through school-university partnerships with “academics who work with
9
people in schools, building trust through continuous interaction, creating dialogue on topics of
substance, and organizing shared work” (p. 10). Collaboration brings together the knowledge,
skills, and abilities of school personnel and universities to learn from one another, build
relationships, and change or rethink frameworks. The collaborative experiences in the cohort
have allowed the creation of a powerful network. Long-standing relationships have been created
which will continue both personally and professionally between school personnel and university
faculty.
Research. In the problem report for Dr. Heaton’s Technology and Curriculum course, I
researched effective strategies for designing and teaching online courses. This paper
(R1_CIEC700) provided information which I could readily incorporate into my daily work on
developing and building courses for online delivery. In addition, Dr. Heaton and I worked
collaboratively to prepare the paper to be submitted for presentation and publication.
My first exposure to qualitative research came in Dr. Debela’s Qualitative Research
course (R2_EDF625). As an undergraduate and graduate business major, my background is
quantitative in nature. Prior to this course, I had not considered qualitative research as a method
which produced quality information. I had been advised to focus on quantitative research as
opposed to qualitative research as qualitative studies were labor and time intensive. My views of
qualitative research changed dramatically during this course.
The first assignment involved a nonparticipant observation at the Raleigh Regional
Cancer Center. The second assignment compared the stages of grief experienced by fellow
coworkers during the closure of our employer to the stages of grief experienced during the death
of a loved one. These assignments allowed me to see the value and richness of qualitative
10
research as I could understand the perspectives of the participants through observations of their
behaviors and emotions.
In a paper on “The Role of Regional and Specialized Accreditation in Program
Evaluation and the Impact of Online Education,” (R3_CI676) I researched how regional and
specialized accreditation affects program evaluation. Further, I investigated the impact of online
education and accreditation. The paper provided experience in planning and writing a research
study.
Through the survey research course, I developed a survey (R4_EDF711) and used
Survey Monkey to administer it to students enrolled in online courses at University of
Charleston. A lack of participation was the greatest obstacle faced in the attempt to gather data.
After several attempts to increase the participation rate, I obtained enough information to assess
student satisfaction with online course delivery at UC. The research required me to obtain
Institutional Review Board (IRB) approval at two different schools – Marshall University and
University of Charleston. The development and analysis of the survey provided experience
analyzing survey results. From this analysis, I came to conclusions and prepared a report. I
shared the report with UC’s provost and online learning staff who were eager to gain an
understanding of student perceptions. As a result of the information obtained, I am incorporating
video and audio components in my online Business Software course to provide lectures with
visual aids to assist students with difficult concepts. I am confident I can effectively conduct
surveys with the knowledge gained from this experience.
Through research on a curricular change, I developed an understanding of UC’s academic
transformation and the development of an outcomes driven student learning experience
(R5_CI707). I researched and described the problem, background, motivation, design, process,
11
and implementation of the curriculum which encompasses the concepts of an outcomes-based
program with comprehensive and continuous assessment of learning. Not only did this project
provide research experience, it enhanced my understanding of the curriculum at my place of
employment.
In summary, I have successfully navigated the IRB process at two different institutions,
organized a program evaluation, completed a survey research project, conducted qualitative
research, and written several research papers. These experiences have provided me with a strong
foundation and advanced level competencies in research. Each research project was applicable to
my position allowing me to incorporate knowledge gained into practice.
Leadership. In LS 701, Principles of Leadership, I created the following personal
definition of leadership: “Leadership is the ability to motivate and inspire others by promoting
personal and professional development” (Farrish, 2011).
My personal model of leadership is a combination of the servant model of leadership,
transformational leadership, and authentic leadership. Servant leaders are concerned about the
well-being of others, practice stewardship and commitment, build community, and make a
difference in the lives of others. According to Greenleaf (2002), “the servant leader is servant
first” (p. 27). Greenleaf emphasized that servant leaders always listen, accept, and empathize.
They balance organizational objectives with employee needs. Authentic leaders are genuine and
authentic, lead with their heart as well as their head, develop long-term meaningful relationships
and practice values consistently (George, 2003).
Through our study of moral philosophy in LS 707 Ethical Theories, I have a greater
understanding of the relationship between leadership and ethics. The moral character of a leader
and her concern for others is central to the idea of working for the common good. As an
12
educator, I will be faced with ethical dilemmas. Through the self-reflection, I understand my
internal moral compass and the values which guide my decisions.
Curriculum and Instruction. Hewitt (2006) describes curriculum as dynamic, powerful,
and serving many purposes. While curriculum serves many purposes, I feel it has three primary
functions. As my personal definition, I believe curriculum should educate, provide professional
preparation, and cultivate moral character. Creating a personal theory of curriculum forced me to
consider what I see as the important end result of the education provided in our school systems.
During the first semester of the program, I was intrigued with Jerome Bruner’s concept of
the spiral curriculum (Hewitt, 2006). This study was my first exposure to curriculum design with
a calculated design based on the way people learn, moving from simple to complex and concrete
to abstract. As Herbert Spencer (1919) pondered the question “What knowledge is of most
worth?” (p. 9) curriculum emerged to meet societal needs.
In line with the functionalist theory, I believe the primary purpose of curriculum is to
educate members of our society. Members of society should possess critical thinking skills, the
ability to work collaboratively, and communication skills. I support Eisner’s (1990) belief that
the purpose of education is to teach young people to think for themselves and find meaning in
the different modes of cognition. I promote curriculum as a theological text with students
learning to be moral citizens with values through the curriculum (Pinar, Reynolds, Slattery, &
Taubman, 2008). In Franklin Bobbitt’s (1918) social view of education, curriculum should be
purposefully directed to promote desirable qualities for the formation of adult members in
society.
From my research, Eisner’s (1990) beliefs remind me of Dewey’s ideas that active
experimentation in an environment created by the educator gives meaning to learning. Dewey’s
13
student-centered philosophy of progressivism advised educators to “let the child’s nature fulfill
its own destiny” (p. 31). Promoting creativity in the classroom will encourage educators to seek
innovative ways to teach material. I believe students are more likely to be interested in material
if the presentation is unique and meaningful. The cohort program appeared to be designed with
Dewey in mind as the assignments were applicable and meaningful to me. Research and projects
involved experiences and problems from my workplace allowing me to evolve into a scholar
practitioner (McClintock, 2003).
The curriculum should provide opportunities to practice solving problems and making
decisions similar to the real world. According to Dewey (1902), learning is active. The
abstractions, generalizations, and classifications gleaned from active experimentation in an
environment created by the educator give meaning to learning. Students should be challenged
and presented with real world situations to test their ability to think critically, collaborate, and
communicate.
After a study of curriculum theory, I understand the relationship between curriculum and
politics, race, and gender and how curriculum has evolved in response to historical
developments, religious movements, social issues, and politics. Curriculum is much more than
teachers attempting to transfer knowledge or skills to students. Curriculum is the learning
experience influenced by the teacher, consisting of the information society deems important for
members of society. Schools possess power as they control the legitimate knowledge which is
disseminated to the nation’s youth (Apple, 1979).
Dr. Lassiter’s Multicultural/Diversity Issues showed how culture develops social
constraints (PT4_CI706). Many concepts from the class will forever shape the educator I will
become. I intend to follow the concept of content integration as described by Banks and Banks
14
(2007) where “teachers use examples and content from a variety of cultures and groups to
illustrate key concepts, principles, generalizations, and theories” (p. 20). UC recruits students
from many areas throughout the country and the world. Therefore, it will be imperative to seek
opportunities to use examples and content from a variety of cultures. Further, as an educator, I
have an opportunity to help students “understand, investigate, and determine how the implicit
cultural assumptions, frames of reference, perspectives, and biases” within the business field
“influence the ways in which knowledge is constructed within it” (p. 20). Educators can reduce
prejudice through lessons and activities which expose students to different racial, ethnic, and
cultural groups. As business faculty, the glass ceiling concept is often addressed in many
management courses. Promoting gender, racial, and social-class equity within the classroom
integrates important components of multicultural education by ensuring equal opportunities for
all.
During the course reading assignments, I realized my personal experiences are limited
and I tend to view the world through the narrow lens of my experiences. A study of anthropology
has provided me with an understanding of how culture works from the viewpoints of different
groups throughout history. Cultural practices, no matter how different they are from my own, are
relative to each society or culture. Working in higher education, I have students from various
parts of the world. This experience will allow me to better understand and respect each student’s
culture.
I realized the value of the “politics of caring” and how important close relationships can
be for youth. With my experience as a first-generation college student and through my studies of
culture, difference, and intercultural interaction, I intend to make a greater effort to cultivate
long-term relationships with my students. Many of my students are first-generation college
15
students or non-traditional students who are uncertain of how to navigate through the higher
education experience.
In summary, Hewitt (2006) describes curriculum as dynamic, powerful, and serving
many purposes. I now see curriculum as multi-faceted. Despite philosophical contributions from
numerous curriculum theorists and political and social influences, curriculum continues to be
highly debated and uncertain. Hewitt believed “curriculum is complex and possesses a richness
of expression” (p. 3). As Pinar, Slattery, Reynolds, and Taubman (2008) state “curriculum ceases
to be a thing, and it is more than a process. It becomes a verb, an action, a social practice, a
private meaning, and a public hope” (p. 848). As educators, we must embrace differences.
Educators must seek opportunities to engage students. Teachers must be cognizant of how they
are perceived by students and make an extra effort to treat each child fairly.
Conclusion
This reflection has shown my evolution through the program and the justification of my
readiness to advance to candidacy. I am eager to begin dissertation research which will allow me
to further study online learning. As I reflect back on my doctoral experience, I realize I passed
through the three stages of Lewin’s change management model. I have experienced a big thaw
allowing me to evolve into a new form. Through the unfreezing, changing, and refreezing
process, I am no longer the person I was in the fall 2011 semester. Moving forward, I will
continue to seek opportunities to change and learning will never cease. According to Burns
(2004), Lewin believed learning would enable “individuals to understand and restructure their
perceptions of the world around them” (p. 984). The doctoral program has caused a
transformation, restructuring my perceptions and providing me with a much greater
16
understanding of the world around me. Marshak (1993) uses many metaphors to describe this
transformation including “awakening,” “enlightening,” and “dying and being reborn” (p. 48).
The written reflection and online portfolio provide clear evidence of extensive
collaboration and interaction with faculty and students. Collaborative experiences with fellow
cohort members were woven throughout the program which provided intellectually stimulating
discussions and presentations of real-world situations and the application of theory.
Documentation of collaboration with faculty occurred multiple times through state and
international conference presentations. Through collaboration with my chair, a paper was
published highlighting our best practices in online teaching and a course was designed which
supported best practices gleaned from the literature. Scholarship in the field has been
demonstrated through the submission and acceptance of a work for publication in a journal. In
conjunction with my chair, I have presented two sessions at the International Conference on
College Teaching and Learning and one session at the West Virginia Statewide Technology
Conference.
I have demonstrated and utilized the research process, analyzed and synthesized
information and data, and conducted research individually and collaboratively throughout the
program. The research process has been incorporated in my position and the results have been
analyzed and changes implemented. Clear evidence of the application and integration of learning
experiences and knowledge in the field demonstrates depth of understanding.
In closing, I have the confidence, knowledge, and skills to advance to the dissertation
writing phase. As I progressed through the stages of Lewin’s change management model, I have
taken a new form. I am refreezing with an educational philosophy with personal definitions of
17
leadership and curriculum. I am eager to put theory into practice by moving into the dissertation
phase as a scholar practitioner.
18
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Marshak R. J. (1993). Lewin meets Confucius: A review of the OD model of change. Journal of
Applied Behavioral Science, 29, 393–415.
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Morel, N. J. (2014). Setting the stage for collaboration: An essential skill for professional
growth. Delta Kappa Gamma Bulletin, 81(1), 36-39.
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Appendix
An online portfolio at http://melissafarrish.weebly.com documents the artifacts referenced
throughout this reflection which support the areas of scholarship through presenting and
publication, professional and academic pursuits, and depth of understanding. A list of the
artifacts documented on the online portfolio is available below.
Scholarship-Presentation
SPR1_Online_Learning_Presentation
SPR2_Gaming_Presentation
Scholarship-Publication
SPU1_Notification_of_Publication
SPU2_Publishing_Agreement
Professional/Academic Pursuits
PAP1_Coteaching_Letter_Heaton
PAP2_Course_Development_Letter_Heaton
PAP3_Brochure_Summer_2014
PAP4_Doctoral_Student/Faculty_Seminar_Saturday_October 12th, 2013
PAP5_Doctoral_Student/Faculty_Seminar_Saturday_October 13th, 2012
PAP6_Doctoral_Student/Faculty_Seminar_Saturday_October 29th, 2011
Depth of Understanding
Research
R1_CIEC700_Heaton_Problem_Report
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R2_EDF625_Debella_Qualitative_Research
R3_CI676_Tuckwiller_Accreditation_Paper
R4_EDF711_Childress_Tuckwiller_Survey_Report
R5_CI707_Campbell_Curriculum_Change_Case_Study
Personal Theories
PT1_LS701_Watts_Personal_Leadership_Model
PT2_ Watts_Personal_Leadership_Model_Presentation
PT3_CI702_Campbell_Personal_Curriculum_Theory
PT4_CI706_Lassiter_Multicultural_Education_Definition
Collaboration
C1_CI701_Cottle_Progressive_Philosophy
C2_CI703_Childress_Information_Processing_Model
C3_LS707_Nicholson_Ethical_Issue_Marijuana
C4_LS705_Nicholson_Leadership_Theory
C5_CI677_Campbell_Publication
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