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Rosemary R. Reigle, Ed.D.

Instructor—Mentor—Tutor—Volunteer

(253) 380-1759 Cell

      email: rosemary10@earthlink.net

OBJECTIVE:   Literature/English/Humanities Instructor

ACADEMIC PREPARATION:      

                        Doctor of Education

                        Argosy University School of Education

                        Concentration: Curriculum and Instruction

                        Dissertation: System Analysis of Funding Models for Student Learning Resources and ELL Student

                        Achievement in Reading in Western Washington State

                        Master of Arts, Literature

                        Antioch McGregor

                        Concentrations: Literature, Composition, and Rhetoric

                        Thesis: Consummatum Est

                        Bachelor of Arts, Interdisciplinary Studies

                        University of Washington

                        Associates of Arts and Sciences

                        Tacoma Community College

TECHNOLOGY CERTIFICATIONS:  Blackboard, WebCT, Questa, eCollege, Socrates, Angel and several proprietary systems. 

PROFESSIONAL ASSOCIATIONS:

                        Member, National Council of Teachers of English

                        Member, Association for Supervision and Curriculum Development

                        Member, National Association of Developmental Education                    

ACADEMIC AREAS OF INTEREST:  Socialization of Online Learners. 

BOOK PUBLICATIONS:  

1.    2008:   Poetry for Women of the 21st Century

Poetry for Women of the 21^st Century is a fusion of poetry and photographs that is designed to give readers a relaxing experience. It contains poems that I have long wanted to write, poems that emphasize the beauty of our world, the emotions within us all, and the evolution of our lives. While the structure of the poems is loosely based on haiku, it is worth noting that much of the imagery and thematic content has roots in floriography and color symbolism, which is then refracted through the lens of human nature. Ultimately this collection will inspire readers, especially women, to dig deeper into their own experience and remind themselves of important life realizations and lessons.

2.  2008: Humanities: Foundations. First Edition for Florida State College at Jacksonville.  Contributing Authors: Ellin Iselin and Rosemary R. Reigle, Ed.D. Authored Chapter 3 "The Ancient Greek Empire," Chapter 4 "The Roman Empire," and Chapter 6 "The Middle Ages."

PENDING PUBLICATION:   None

BOOK IN PROGRESS:  None

ARTICLES IN PROGRESS:   None
 

COMPLETED RESEARCH: 1998. "An Annotated Bibliography of Works about Theophrastus von Hohenheim." [Unpublished manuscript]. This research was done on behalf of William C. Krieger for "Forward on Paracelsus—Dose Response."

ADVISING:  Assigned between 20 to 25 students per term.

• Assess the student's stage of development (academic); assist student in establishing realistic and attainable academic goals.
   
• Advise students on academic issues; identify the educational options appropriate for each student and assist with the analysis of each option, including possible outcomes and their implications.
   
• Identify options for student to satisfy degree requirements; evaluate and make recommendations on petitions and amendments to student's program of study.
   
• Monitor academic progress of students; determine eligibility and satisfactory progress toward degree; identify current and potential needs or problem areas (e.g., study skills, tutoring) and refers students to appropriate campus resources for assistance.
   
• Maintain student files and records; documents all pertinent student information; updates computerized information system regarding changes to student status.
   
• Interpret and explain college and university policies and procedures; participates in preparation of orientations and presents academic information to new students during orientation.
   
• Evaluate transfer transcripts from other academic institutions for equivalencies and application to degree program.
   
• Assist students with admission and registration/provides guidance in course selection in keeping with the student's interests, values and abilities.

ADVISING TEAM MEMBER:  Special Medical Assisting Advising Committee Team Member (hand selected).  Only advising the General Education component of the Medical Assisting program. Talking with students who are just starting the program and the same students as they are near the completion of their degrees. 

PROJECTS AND PRESENTATIONS:

December 2011:  Co-Moderator for professional development presentation "Using Wikis, Blogs, and Podcasts in ANGEL."

September 2011:  Member of a GAP scoring team to assess graduating students' portfolios.

May 2011:  Member, committee to develop student evaluation survey for faculty.

May 2011:  Member, Higher Learning Commission Assessment Academy.

April 2011:  Member, Academic Standards Committee

March 2011:  Member of hiring committee for new online Resident Faculty

October 2008:  Presentation: "Student Self-Assessment: Instructor Presence - Student Involvement" at Washington State Board for Technical and Community Colleges Retreat 10/30 and 10/31.  Focus: Assessment, Teaching and Learning. 

September 2008:  Member of Assessment Committee in preparation for 2010 Accreditation team.

September 2007:  Centralia College - Guest Speaker:  Using Blackboard and Teaching Online.

December 2006, February 2007:  Part of a team facilitating a workshop directed toward local high school instructors to share information and ideas on transitioning high school students into a college environment "College Readiness." (Tacoma Community College)   

Winter 2006:  Assessment of online tutorials (TILT: Texas Information Literacy Tutorial and UW Research 101 Tutorial) to aid in determining if it would be beneficial to students (Kirk Library at Centralia) if the college implemented procedures such as these. (Centralia College)

Winter, Spring, and Summer 2006: QEP: Evaluation Study (Keiser College) to determine the grade level of students writing essays in American Lit classes.  The assessment uses the Flesch-Kincaid as a baseline.

Winter 2006:  Program assessment project in conjunction with the English Dept. (Tacoma Community College). The student responses were used to assess program level learning outcomes.

September 2006:  Introduce Running Start Students to T.C.C. (2 lectures)

Winter 2005:  Program assessment project in conjunction with the college’s Writing Center (Tacoma Community College). The purpose of the project was to determine the effectiveness of online tutoring. 

PROFESSIONAL DEVELOPMENT: 

September 2011:  Effective Teaching - How to Know it When You See it! Three Components of Effective Teaching.

September 2011:  The Unexamined Life is Not Worth Living: Humanities as an Essential Part of the 21st Century Core Curriculum.

August 2011:  Closing the Digital Divide: Tips for Creating a Meaningful Experience in Online English Composition and Literature Courses.

August 2011:  Second Life:  Discover a New Dimension to Virtual Teaching and Learning.

May/June 2011:  Providing Quality Feedback to Online Students.

May 2011:  Best Practices for Online Student Learning:  Pearson Education.

April 2011:  Communicating Tradition: Textual Politics in the Composition of Cherokee Stories of the Turtle Island Liars' Club.  NCTE. 

April 2011:  A Future of Writing Studies.  NCTE.  

April 2011:  What to do with a Million Texts: Rhetoric, Composition and High Performance Computing. NCTE.

April 2011:  Questioning Pedagogical Contested Space: A Chicana Perspective. NCTE.

April 2011:  The State of Dual-Credit-Concurrent-Enrollment Writing Courses.  NCTE.

December 2010 to current:  Embedded Librarian Project for English 101 and 102

November 2010:  "Developmental Education Assessment Placement" Starlink.  

August 2010:  "Project Management Strategies and Tips."   

June 2010:  "Code of Business Ethics."  

April 2010:  "Redesigning Online Courses with the Latest Media: Does it Help?" Starlink.

March 2010:  "Plagiarism Pitfalls and Interventional Strategies."  Starlink.

March 2010:  "All That it Takes is All That You've Got" sponsored by The National Society of Leadership and Success. Starlink.

December 2009:  "Meeting Challenges of Dual Credit: Building Bridges to Student Success." Starlink.

November 2009:  "Me to We: How to Find Meaning in a Material World" Leadership and Success Program. Starlink.

April 2009:  "Making On-Line Learning Happen." Certification in the use of WIMBA. Seminars were in-depth explanations and applications of features within the WIMBA synchronous e-learning system.

April 2009:  TurnItIn Webinar Series:  Plagiarism In The Digital Age: Voices From The Front Lines.  

March 2009:  WAOL Certificate Training for ANGEL  

March 2009:  "The Family Factor: Family Involvement for Student Retention and Success in College."  Starlink.

February 2009:  "Busted! Minimizing Cheating in the Virtual Enviro."  This seminar focused on how to identify cheating in the online environment and ways to prevent it.  

February 2009:  "Connecting the CATs (Connecting Assessment Techniques) to the CoLTs (Collaborative Learning Techniques)." Starlink.

January 2009:  "Student Retention and Success."  

September 2008:  "How to Motivate College Students."   

August 2008:  "How Adults Learn and Use Knowledge."   

July 2008:  "Questioning Techniques."    

June 2008:  "Preparing Exciting Lesson Plans."   

May 2008:  "Copyright and Section 508."  

April 2008:  "Code of Business Ethics."  

April 2008:  "Multimedia for Online Teaching and Learning."

February 2008:  "Effective Evaluation Techniques."

February 2008:  "Lesson Builder/SoftChalk."   

January 2008:  "Using Advanced Features in Blackboard."   

January 2008:  "Creating a Respectful Learning Environment."   

December 2007:  "EEO and Sexual Harassment Training."   

December 2007:  "Advance Instructional Techniques."   

December 2007:  "CREOLE Creating Interactive Classrooms."   

May 2007:  "Managing the Online Classroom."   

April 2007:  "Providing Beneficial Feedback Online."  

April 2007:  "Motivating Online Students."  

February 2007:  "Classroom Management Techniques."   

November 2006:  "Communications Strategies and Techniques."   

Summer 2006:  "Effective College Teaching."  

Summer 2005:  "Creating Optimum Learning Environments."  

September 2004:  Two day retreat: Day 1 – Teaching Across the Generations; Day 2 – Ethics in Education.

AWARDS/ACHIEVEMENTS:

Florida Community College Jacksonville:  Online Adjunct Achievement Award (2006)

Keiser University:  Instructor of Distinction Award (2007, 2008, 2009, 2010)

Central Texas College:  Distinguished Faculty Award (2009)

Centralia College:   2006 through 2009, developed and implemented English 101, English 102, Technical Writing and Written Communication courses to be delivered online first through Blackboard then ANGEL.  The project was undertaken at the request of the Dean of Academic Transfer in an effort to increase student enrollments and to bring the college into the 21st. Century.  It was a success!  All courses are growing in numbers every term.

EDUCATIONAL PHILOSOPHY:  As an instructor in a liberal arts college, I draw upon the liberal arts tradition of preparing students to achieve their full potential in a rapidly changing society.  In every class, I try to provide a(n):

            1) solid foundation for lifelong learning,

            2) keen appreciation of intellectual and aesthetic achievements,

            3) enhanced capacity for critical thinking in oral as well as written communication,

            4) practical preparation for pursuing fulfilling careers,

            5) sound basis for informed and concerned citizenship, and

            6) productive commitment to helping students improve their world.

The pillars of integrated knowledge, lifelong skills, enduring values, and professional development and accountability support my educational philosophy.

Integrated Knowledge is the foundation of a quality Individual Options program. My curriculum (syllabus) emphasizes breadth and depth of learning. This encourages students to recognize the interrelationships among ideas: I support teaching across the curriculum.

Lifelong Skills help students prepare for life and work in an ever-changing world. I believe that students continue to evolve and contribute to their communities long after they earn their degrees. Therefore, I strive to help students learn to think critically and creatively, adapt to changing technologies, work efficiently, collaborate effectively, and communicate clearly.

Enduring Values help students to consider the impact of their actions on the world around them. Therefore, I seek to help students understand that effective leaders draw their inspiration from strong personal value systems.

Customer Service helps encourage students through instructor availability and flexibility and offering a mutually respectful learning environment “that addresses the personal, professional, and social needs of  [a] diverse community”. Customer service extends far beyond the “classroom” setting. It includes mentoring students in times of joy or difficulty.  

Professional Development helps online instructors keep abreast of changes in the workforce and within the academic community aiding student success through the use of current teaching methodologies and ideologies.

Accountability standards must be maintained for both instructors and students. Instructors must develop and maintain a professional development program in order to keep up with any new teaching/learning methodologies.  Instructors and students must embrace academic honesty.  

I strive to help students develop expertise in both oral and written communication. Much of this development takes place in small group discussions, online or in the classroom, where participants discover the meaning and significance of assigned readings. Students practice teamwork while working to complete various learning projects. They learn to reason critically, to analyze important dimensions of the texts used within their course of study, and to understand and take coherent positions on the idea(s) presented regarding these writings.

DEVELOPMENTAL STUDIES PHILOSOPHY: I support the idea that higher education should be open to all students. Students should make the decision to attend college based upon their willingness and ability to put forth the effort necessary for success. Further, this decision should not be based upon past accomplishments or the lack thereof. As a Developmental Studies instructor, I am committed to assisting students in their efforts to overcome barriers and enter the main stream of higher education. I support my philosophy by providing an opportunity for our students to develop the knowledge, skills, and attitudes that they will need to be successful in their college level studies. Through accurate assessment of each student's basic academic skills, I strive to provide educational experiences appropriate to each student's level of ability.

My purpose is to bolster not only the skills required for effective written communication, but also the self-esteem and communication skills necessary for success in higher education. A thorough competency in reading and writing is an indispensable ability of any educated person. With that in mind, I try to act as both a support system and a ladder for the under-prepared student.

I support the idea of working in tandem with lab assistants, tutors, counselors and other instructors in an effort to maximize the student's learning potential. As a Developmental Studies instructor, I strive to attend regular, on-going, cross-disciplinary meetings, which provide an opportunity to evaluate and improve my teaching methods. I work hard to create a class experience that helps to orient students to the college and assists in their successful transition to the academic community. Some of my goals are to:

• Help students cultivate academic the competencies in reading and writing necessary for entry into college level coursework.

• Teach study skills necessary for college survival.

• Make students aware of academic support services.

• Develop students' critical thinking skills across the Developmental Curriculum.

• Foster in students a positive attitude toward themselves as learners.

• Develop students as active, independent learners.

• Assist students in setting attainable goals.

COMMUNITY INVOLVEMENT:

             • Provide various arts and crafts projects throughout the year to local schools. 

             • Periodically assist K-12 instructors on field trips with their students during the summer months.  

             • Periodically donate academically appropriate picture stories books to local schools.

        • Assist ELL students in the application process to 4 year universities.

        • When appropriate, allow students to use the classroom for their Community Service activities. 

        • Writing Center: Hold scheduled office hours in the Writing Center.  This gives students the opportunity to have an instructor review their work.

PERSONAL SKILLS AND ABILITIES:

Strong critical thinking and writing skills: Demonstrated ability to integrate and analyze material, draw inferences, and effectively express my conclusions in academic papers. I received distinction in composition, rhetoric, and philosophy courses.

Able to work both independently and in a team environment:

Motivated and enthusiastic: Actively pursue on-going professional development by becoming published and additional training. This has enabled me to teach courses utilizing traditional, on-line, and web-enhanced methods to diverse populations at both technical schools and two-year colleges.

PROFESSIONAL EXPERIENCE:

English 095/099

Written Communication 101

English Comp 101

English Comp 102

English 111 Methods of Written Comm.

English 138 Creative Writing

English 230 Literary Theory & Practice

English 270 American Literary Traditions

English 317 Technical Writing

Humanities 2210

Humanities 2230 

Literature: AML1000 (American Literature)   

Literature: ENL1000 (British/English Literature)

Literature 2333 (World Literature II)   

PROFESSIONAL EXPERIENCE – Non-teaching

1980–2005:                 Business Manager for a local Architectural firm.

1.   Office Coordination:

-Attend meetings; record decisions from discussions; implement ideas arising from these meetings; investigate alternatives; report results to architects.

-Coordinate activities among architects and engineers on a day-to-day basis.

-Work with managing architects on projects requiring administrative support.

2.  Financial:

-Assist with proposed annual budget.

-Prepare, review and analyze monthly statements.

-Prepare all studies, reports, etc. requested by architects, or as necessary.

-Liaison with accountants, attorneys and other advisors.

-Monitor all practiced savings and checking accounts.

3.   Personnel:

-Supervise employees, including salary review and proposed adjustments.

-Maintain control and records of vacations, sick leave, etc.

-Organize regular office meetings and set agendas.

-Determine and change personnel assignments and job descriptions as needed.

4.   Business Systems:

-Institute any new business systems as may be appropriate (scheduling, filing, billing); investigate alternatives and work with architects and staff to assure that systems are implemented.

-Keep current on new laws and regulations that affect the business systems of the practice.

5.  Audit Controls:

-Review and supervise internal systems for handling cash, recording mail receipts, writing checks, etc.

-Follow-up audit control systems devised by accountants.

-Contract Compliance

6.   Office Facilities:

-Assure proper maintenance of present offices; order new equipment; obtain supplies and services; including comparison price shopping.

-Prepare leases and advertisements for potential tenants. 

COMPUTER SKILLS:

• SPSS Data Analysis Program   

• Peachtree "One Write Plus"                               

• Word Perfect for Windows through 2000 

• Quick Books                   

• Microsoft Word through 2000 

• Photo Works                                  

• Lotus 123 

• Access                                                                

• Excel                                                                   

• Outlook Express

• Adobe PageMaker

• Power Point                                                   

• Front Page

• Developing Web Quest                                                             

• Developing E Portfolio

REFERENCES:   Provided upon request.

STUDENT REFERENCES:

English 102: 

Because you have guided me ever so silently at times, allowing me to stumble then strengthening my steps, your just being there has made a tremendous impact on my academic and spiritual life this past semester.

Doc, thank you for guiding me successfully through this past semester.  The course you planned allowed me to achieve a level of confidence and success that previously was unknown.  Silently you laid out the parameters for success by allowing me to constantly improve upon my most recent work while at the same time laying the ground work for understanding the basis of argument.  My personal success came with a price earned with personal commitment and your silent yet watchful pen.

I remember when I stumbled ever so slightly, but you were there to catch me before a big spill.  I considered it a stumble, but you caught my attention when I received some debits on an essay that I posted too late.  I was able to finally look at that situation in a funny light as I had finished the work but was tardy in posting it; it never happened again (lol). 

The structure of the program/course was well designed and tremendously effective.  I found myself using the writing techniques effectively in other classes with great success.  More than success, I found myself being recognized for writing well and accomplishing several other research projects successfully.

Doc, your ability to calm the frayed nerves and jagged edges that we possessed this past term was superb.  Somehow you just knew the right thing to say.  You instilled calm when deadlines were passed, missed, not achieved, forgotten…. Personally, just being in this class, this year, has been a blessing for me.

Your light and guidance is a special one.

Stay Blessed.

Clarence.

Humanities 2210 & 2230

Dr. Rose,
Class may not be finished yet, but I wanted to take a minute to say thank you. When I found out that I would need two humanities classes to fulfill my general education requirements I was a little surprised. I chose to take both 2210 and 2230 at the same time so I could just get it over with and move on. I had some excited feeling about it knowing that the topics covered were interesting to me and I figured it would be semi-enjoyable. Then I read the syllabus...AHHH!!! Museum report!? Two thousand word essay!? Yes, I was terrified and worried about having a full time schedule with these two research filled courses. My wife had to put up with my crying and complaining about leaving the house to go visit a museum. Hahaha. Now that both classes are coming to a close, I wanted to say thank you. I really have enjoyed both classes. It's obvious that you have a passion for what you teach and that makes it more enjoyable to the rest of us. I really did not interact with you too much during the classes, but I saw how you interacted with others and I knew that if I had any questions or problems that I could come to you. Also, I took a look at your website...those "kids" of yours are adorable. We have 3 furry kids of our own. Thank you again for making my first semester of college a pleasant one.  Michael Burns

© 2006 Rosemary R. Reigle, Ed.D. All rights reserved.