Resume

• 2020

  Master of Professional Studies

  Data Analytics

  Penn State World Campus

• 2019

  Oregon Women in Higher Education

• 2016

  American Statistical Association (ASA)

• 2013

  A scale for measuring students' online learning self-efficacy was developed. In the first phase of the study

  interviews were conducted with online learning experts

  experienced online learners

  and novice online learners. In the second phase

  data were collected. Classical test theory and exploratory factor analysis (EFA) methods were used to evaluate score reliability and validity. Results were published in the American Journal of Distance Education.

  Online Course Curriculum Revision: Simulation-Based Inference (SBI)

  Updated online sections of an introductory statistics course to incorporate simulation-based inference (SBI) methods. This curricular approach has a stronger reliance on technology and emphasis on conceptual understanding of statistical concepts such as confidence intervals and p values. \n\nThis revision included rewriting the online course notes (Drupal 8)

  developing all new assessments

  and producing many short videos example (Camtasia).

  A randomized experiment was designed to examine the impact of varying instructional materials on the correlation between learners' knowledge and self-efficacy (i.e.

  self-efficacy calibration). Measures of knowledge and self-efficacy

  as related to conducting a chi-square test of independence

  were developed and validated. Data were collected using Qualtrics surveys with advanced display logic.\n\nResults suggest that self-efficacy calibration can be improved through the use of more efficiently designed instructional materials.

  Zimmerman

  Whitney

  Zimmerman

  Oregon State University

  Penn State University

  Williams-Sonoma

  Inc.

  Lake Tobias Wildlife Park

  Hershey Entertainment & Resorts Company

  Hershey Entertainment & Resorts Company

  Halifax

  PA

  ● Worked in admissions

  petting zoo

  concession stand

  kitchen

  and gift shop\n● Cared for baby animals including a ring-tailed lemur

  Russian wild boar

  and wallaby

  Seasonal Employee

  Lake Tobias Wildlife Park

  University Park

  PA

  Tutored undergraduate student athletes in statistics

  mathematics

  and educational psychology

  Tutor

  Morgan Academic Support Center for Student Athletes

  Penn State University

  Taught PSY 298: Quantitative Methods in Psychology

  Oregon State University

  Penn State University

  University Park

  PA

  ● Worked with doctoral students supported by the Special Education Program's PPREP and POSSE grants\n● Oriented incoming students to Penn State and the State College area\n● Provided tutoring in statistics

  research methods

  APA formatting

  and academic writing

  Peer Mentor / Tutor

  Special Education Program

  University Park

  PA

  ● Conducted literature reviews related to online faculty professional development needs\n● Worked with faculty enrolled in OL 1000

  a self-paced online course that provides an introduction to Penn State World Campus\n● Developed a scale to quantitatively measure online teaching self-efficacy

  Graduate Assistant

  World Campus Faculty Development

  Penn State University

  University Park

  PA

  Analyzed data from senior exit surveys and the National Survey of Student Engagement (NSSE) using Excel and SPSS\nAssisted with the development of a survey for College faculty\nCo-authored reports disseminating results of College-level surveys \n

  Consultant

  Quantitative Data Analysis

  College of Information Science and Technology

  Penn State University

  Hershey

  PA

  Cash Control

  Hershey Entertainment & Resorts Company

  University Park

  PA

  ● Co-led workshops for graduate students and postdoctoral scholars on topics related to post-secondary education\n● Provided individual consultations to graduate students and postdoctoral scholars on topics related to teaching and academic careers\n● Conducted classroom observations and provided constructive feedback to instructors

  Instructional Consultant Graduate Assistant

  Schreyer Institute for Teaching Excellence

  Penn State University

  University Park

  PA

  Facilitated conversations between faculty members at multiple Penn State campuses as a part of a multi-campus curricular alignment project

  Graduate Assistant

  Office of Undergraduate Education

  Penn State University

  University Park

  PA

  \"R&D: The Role of Educative Curriculum Materials in Supporting Science Teaching Practices with English Language Learners\"\n\nNSF Discovery Research K-12 Grant

  Award # 0822119

  a project in conjunction with the University of California

  Berkeley\n

  Graduate Assistant

  Educational Psychology Program

  Penn State University

  University Park

  PA

  Course Coordinator ● Online Instructor\n\n● Taught undergraduate- and graduate-level online introductory statistics courses\n● Coordinated up to 24 sections

  with up to 800 students

  of an online introductory statistics course each semester \n● Used SPSS

  Minitab

  R

  AMOS

  SAS

  and jMetrik to analyze quantitative student survey and assessment data \n● Used mixed methods to triangulate qualitative data

  quantitative data

  and educational theories to inform frequent course revisions resulting in an increase in the proportion of students successfully completing the course\n● Designed instructional materials (e.g.

  course notes

  quizzes

  videos) with educational psychology concepts (e.g.

  cognitive load

  multimedia learning theory) and learner experience (LX) / user experience (UX) in mind\n● Revised course materials to incorporate simulation-based inference (SBI) methods (i.e.

  bootstrapping and randomization procedures) and evaluated their efficacy using a quasi-experimental design\n● Produced more than 250 instructional videos with Camtasia

  disseminated via YouTube\n● Used YouTube Analytics to identify areas to target for additional instruction \n● Advocated to cut the cost of students' course materials in half\n● Conducted and published research related to online learning

  online course design

  and course completion\n\nPrior to September 2017

  the equivalent title of \"Lecturer\" was used

  Assistant Teaching Professor

  Department of Statistics

  Penn State University

  Hershey

  PA

  Cash Control

  Hershey Entertainment & Resorts Company

  Lancaster

  Pennsylvania Area

  ● Assisted with the grand opening of the Park City Center store\n● Interacted with customers on the sales floor and cash wrap areas

  Sales Associate

  Williams-Sonoma

  Inc.

  University Park

  PA

  ● Tutored undergraduate and graduate students in introductory through intermediate statistics\n● Produced instructional videos for introductory and intermediate statistics courses using QuickTime and iMovie\n● Conducted statistical analyses on quantitative survey data collected from alumni using SPSS\n● Revised existing

  and developed new

  online surveys in Qualtrics to collect qualitative and quantitative data from current students and alumni

  Statistics Support Graduate Assistant

  College of Education

  Penn State University

  Certificate for Online Teaching

  Penn State World Campus Faculty Development

  Instructional Design Essentials: Models of ID

  Lynda.com

  UX Design: 3 Creating Personas

  Lynda.com

  PowerPoint: Designing Better Slides

  LinkedIn

  Online Education Administration Conference Certificate

  DEPD

  uwm-15200859

  UX Foundations: Research

  Lynda.com

  Measuring Learning Effectiveness

  Lynda.com

  Data Visualization in R with ggplot2

  Lynda.com

  Working Remotely (2015)

  Lynda.com

  Learning Articulate Storyline 360

  Lynda.com

• 2011

  2014 Division 15 (Educational Psychology) Graduate Student Seminar Participant

  American Psychological Association (APA)

  English

  Outstanding Conference Paper Award

  Outstanding Conference Paper Award [American Educational Research Association (AERA)] for Knight

  S. L.

  Parker

  D.

  Zimmerman

  W.

  & Ikhlef

  A. Investigating the relationship between professional development and student-centered learning environments in Qatari math and science elementary classrooms.

  AERA Learning Environments SIG

  Wiley Nexty Award for Best Multi-Section Course

  Award received for my coordination of the online sections of STAT 200 offered through Penn State World Campus.

  John Wiley & Sons

• 2010

  Graduate Student Issues Committee Member- November 2010 - October 2013\nGraduate Student Issues Committee Chair- October 2011- October 2012\n\nMembership Committee Member- January 2013 to November 2014\n\nOrganized Best Paper by a Graduate Student Award 2011\nReader for Best Paper by a Graduate Student Award 2010

  2015\n\nReader of Conference Proposals- 2011

  Northeastern Educational Research Association (NERA)

• 2009

  I analyzed data from peer-reviews of online courses that have used the Quality Matters Rubric using Excel and SPSS. Results were communicated via written technical reports

  a presentation at Quality Matters' annual conference

  and a webinar.

  Open Educational Resources (OER) Initiatives

  Led a team of four introductory statistics instructors in developing open-access assessment content as a part of Penn State's Open Educational Resources (OER) Initiatives

  Reader of Conference Proposals- 2012

  American Educational Research Association (AERA)

  Master of Education

  Master's Paper: Best Practices in Online Statistics Education: A Review of Literature

  Adult Education

  Penn State University

  Graduate Certificate

  Applied Statistics

  Penn State University

• 2008

  Master of Science

  Thesis: Rater Agreement and the Measurement of Reliability in Evaluations of Online Courses Using the Quality Matters Rubric

  Educational Psychology

  Penn State University

  Doctor of Philosophy

  Dissertation: Impact of Instructional Materials Eliciting Low and High Cognitive Load on Self-Efficacy and Demonstrated Knowledge

  Educational Psychology

  Penn State University

  Learning & Motivation

  Cognitive Psychology

  Assessment Validity

  Measurement Theories

  Distance Education Research

  Children's Literature

  Analysis of Variance and Design

  Conceptual Learning / Problem Solving

  Issues in Adult Education

  Introduction to Distance Education

  Distance Education Design

  Design & Construction of Measures

  Analysis of Discrete Data

  Motivation

  Human Resource Management

  Early Childhood Education

  Multivariate Analyses

  Children's Play as an Educative Process

  Methods of Teaching Social Sciences

  Introduction to SAS

  UX Research Methods: Card Sorting

  Lynda.com

  Articulate 360: First Look

  Lynda.com

  Agile Testing

  Lynda.com

  PowerPoint: Creating an Infographic

  LinkedIn

  UX Foundations: Usability Testing

  Lynda.com

  Elearning Essentials: Storyboarding

  Lynda.com

  Instructional Design: Working with SMEs

  LinkedIn

  Learning SQL Programming

  Lynda.com

  Human Resources Foundations

  Lynda.com

  Camtasia Quick Tips

  Lynda.com

• 2004

  Bachelor of Science

  Magna Cum Laude \nDepartmental (Psychology) Honors\n\nSenior Research: Gender Differences in the Social and Cognitive Play of Preschoolers

  Psychology

  Psychology Club

  Selinsgrove Center Project/Senior Friends (Project Manager)

  Asian Student Coalition

  Alpha Lambda Delta

  Psi Chi

  Susquehanna University

• Online Learning Journal

  Statistical Consultant/Reviewer

  American Journal of Distance Education

  Academic Writing

  Adult Education

  Project Management

  Distance Learning

  Online Teaching

  Lesson Planning

  Quantitative Research

  Microsoft PowerPoint

  SPSS

  Statistics

  Research Design

  Psychology

  E-Learning

  Higher Education

  YouTube

  Data Analysis

  Instructional Design

  Research

  Minitab

  Curriculum Development

  Effect of professional development on teaching behaviors and efficacy in Qatari educational reform

  Co-authored with S. L. Knight

  D. E. Favre

  and A. Ikhlef

  Effect of professional development on teaching behaviors and efficacy in Qatari educational reform

  Co-authored with D. Lee

  Calibration of self-efficacy for conducting a chi-square test of independence

  Expectancies of success and values were used to predict success in an online undergraduate-level introductory statistics course. Students who identified as primarily face-to-face learners were compared to students who identified as primarily online learners. Expectancy-value theory served as a model. Expectancies of success were operationalized as self-efficacy for learning online and self-efficacy for learning statistics. Values were separated into the worth of learning statistics and the value of grades in the course. The purpose of this study was to determine if there are differences in the variables that may be used to predict final exam scores and successful course completion in typically face-to-face and typically online students

  because there are differences in the populations of students who tend to take courses in these two different formats (i.e.

  traditional and adult learners). In predicting final exam grades there were no interactions with typical mode of instruction

  though worth of statistics was a significant covariate and there was a main effect for typical mode of instruction. In predicting successful course completion

  there were interactions between typical mode of instruction and one of the online learning self-efficacy subscales as well as the worth of statistics scale. These results are discussed in relation to the application of mainstream motivational models in the populations of traditional and adult learners.

  Predicting success in an online undergraduate-level introductory statistics course using self-efficacy

  values

  and typical mode of instruction

  Long video lectures: Shifting to an adult learning perspective

  Co-authored with J. M. Kulikowich

  Online learning self-efficacy in students with and without online learning experience

  Using attitudes and anxieties to predict end-of-course outcomes in online and face-to-face introductory statistics courses

  Co-authored with G. Johnson

  Exploring factors related to completion of an online undergraduate-level introductory statistics course

  Fan Zhang

  Roy Clariana

  Glenn Johnson

  Kyung Kim

  Hyun Bin Kang

  Over two semesters short essay prompts were developed for use with the Graphical Interface for Knowledge Structure (GIKS)

  an automated essay scoring system. Participants were students in an undergraduate-level online introductory statistics course. The GIKS compares students' writing samples with an expert's to produce keyword occurrence and links in common scores which can be used to construct a visual representation of an individual's knowledge structure. Each semester

  students responded to the same two essay prompts during the first and last week of the course. All responses were scored by the GIKS and two instructors. Evidence for the validity of scores obtained using the GIKS was provided through the use of correlations with instructors' scores and final exam scores. Changes in scores from the beginning to end of the course were examined. Suggestions for writing open-ended prompts that work well with computer-automated scoring systems are given as well as suggestions for using the GIKS as a formative learning activity as opposed to summative assessment.

  Computer-automated approach for scoring short essays in an introductory statistics course

  Produced more than 250 instructional videos for an online introductory statistics course. There are short videos throughout the online course notes as well as longer (20-60 minutes) full video lectures. Videos are make using Camtasia and posted publicly on YouTube.