As a part of my work as a Graduate Assistant in the Office of Diversity, Equity and Inclusion at the University of South Florida Sarasota-Manatee Campus I host events, which discuss how ableism can dismantled in higher education at society at large. The most recent event occurred in April of 2022.
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The video below is my most recent project as I continue the process of completing my dissertation
As part of my doctoral studies this Summer I am participating in the the second part of a leadership course. The video below is an update on the progress I have made in my research during the last few months of the spring semester. As part of my doctoral studies this summer I am participating in an Academic Advising Certificate Course entitled Theoretical Approaches to Academic Advising. The video below is a presentation regarding Self-Authorship in Doctoral Studies. As part of my doctoral studies this fall I am participating in the the second part of a leadership course. The video below is an update on the progress I have made in my research during the last few months of the spring semester. As part of my doctoral studies this fall I am participating in the the second part of a practicum. The video below is an update on the progress I have made in my research during the last few months of the fall semester. As part of my doctoral studies this summer I am participating in a practicum. The video below is an update on the progress I have made in my research during the last few months of the summer semester. In May 2019, I had the pleasure of attending the Global Conference on Education and Research at University of South Florida Sarasota-Manatee and presenting a paper I wrote entitled Comparing the Post-Secondary Education of the Physically Disabled in the U.S. and England” . Below is a small clip of my presentation. Introduction: As a Dialogic interview I had the pleasure of taking to my friend Katherine Smith. Interview1. What causes red tide? Katherine: Red tide refers to a bloom or profusion of dinoflagellates. These microbes live in the gulf naturally, but bloom and become a problem when the water conditions allow for an imbalance in the normal distribution and relationships of microbes. Many water conditions can cause the microbes to bloom profusely, for example, nitrogen and phosphorus enrichment from sewage or animal waste. Many properties inland, along the phosphorus ridge of our state rely on septic systems which overflow in derious flooding situations, such as when the four hurricanes of October 2004 crossed the state. A bloom of red tide in the gulf was seen near the mouth of the Myakka River and the mouth of the Peace River about a year after the floods. When releases of water from Lake Okeechobee occurred in 2018, polluting water could be seen in aerial photographs 2. Has global warming caused red tide? Katherine: Global warming has not caused red tide blooms but can exacerbate the blooms, because a rise in temperature raises the metabolism of organisms, and some organisms are more sensitive to temperature than others (some corals, for example). Many factors play into a red tide, but I am convinced that if the organisms were not fed with nitrogen and phosphorus they could not proliferate so wildly. 3. Do think the change in drainage in the Everglades has anything to do with red tide? Katherine: Yes. By restricting drainage through the Everglades, the cleaning properties of the plants in the swamp do not have a chance to work. Plants have a huge ability to cleanse water and if we could restore the drainage through the swamp we might be able to clean the water. 4. What is the solution to red tide? Katherine: Stop enriching the water with nitrogen and phosphorus. Sometimes I imagine huge plant material filters at the end of the cement canals. I wonder if that would work.
Introduction: As a oral history interview I had the pleasure of taking to my friend Dominick Agostini. Interview1. Was there a life event while you were living in Puerto Rico that changed the path you took as a person? When did this event occur? Elaborate
Dominick: Yes! The event that changed the path I took as a person was when my wife told me that she was expecting our first child. I remember exactly when this occurred: 09/12/2001; right after 9/11. It was a HUGE SURPRISE! My wife and I were using various contraceptive methods because I did not want any children at all. Why? Because I was planning to be a full-time, professional musician, and that type of work requires lots of travel and long hours at recording studios. It also requires a huge financial investment in instruments and musical gear. I just didn’t think that having children would be practical, but God had other plans I guess. So with her expecting our first born, I realized that I needed steady income, health insurance, and other things that revolve around a ‘domesticated life’…So I put my full-time music performance aspirations aside and got a job as a teacher in a public school. That led to me adjuncting, which led to me advising, and the rest is history I guess. 2. How did this event affect you emotionally, mentally, socially, and spiritually? Be specific Dominick: Emotionally…well, at first I was a wreck and pretty upset; not because I felt as if I needed to forfeit my dreams, but because I didn’t feel ready or capable at being a father (I didn’t have the best example growing up). I was also scared because of the financial responsibility that comes with raising a child. I didn’t feel ready at all and I sort of retreated from family gatherings and social situations that I knew were going to bring up the subject. Honestly, it was a rough and dark time that I deeply regret. But through prayer, counseling, familial support, and encouragement, things got better, and my wife and I got through it, and now my daughter and my other two kids are the loves of my life. 3. Did this event affect plans you had at the time? How? What aspects of your life did it affect either positive or negative? Dominick: Yes…I sort of answered this in my first answer; but I’ll add this: If it had not been for my wife’s first pregnancy, I wouldn’t be where I am today professionally, emotionally, and spiritually. 4. Who were the people involved in, affected by, or witness to this event? How did the rest of your family react to this event? What were their actions? Dominick: Everyone was excited, happy, and emotional (in a good way). Some of them knew that I was struggling with it though. So they encouraged me, but they also chastised me with tough love when I was a jerk about the whole thing. 5. Does this event still impact your life today? How? Dominick: It does. Every day I’m blessed with being a dad too, not just one, but three children. I wouldn’t change a thing. They are my joy! I’m also grateful for the perspective one develops when they become a parent. You see life through a different lens and you grow wiser and more patient; and of course, I have three more reasons to advance my career and get my EdD! (Summer 2019 Doctoral) Interview Skills Research Journal Entry 3: Feminist Interview (Activity 1.3)7/11/2019 InterviewIntroduction: I was fortunate to have the opportunity to interview my friend Briana Byers discussing her views on feminism. 1. What made you decide to become a feminist? Briana: I was a bit reluctant to consider myself as a feminist throughout college. I didn't want to participate in political activism, and I didn't want to continually challenge others who said/did things that conflicted with feminism. Once I realized how to be a low-key feminist, I jumped aboard the feminism train. I became inspired the more often I saw female leaders and the influence of female empowerment.
2. Was there an "AH-HA" moment or experience that speared your decision? Please explain? Briana: While I considered myself a feminist before the "AH-HA" moment, I became more committed to my feminism while attending a professional conference. About halfway through the first day of the conference, I became annoyed. You could tell that the people who planned the conference were a bunch of old white men because all of the plenary sessions (i.e., not concurrent sessions) were old white men. The name and nature of the conference made me feel disempowered by this, and I honestly think someone read my feedback that I left on the table because the following year had diverse plenary speakers. 3. How do you define feminism? Briana: Feminism is the propensity for equality and empowerment of women, for women, and by women and men. 4. How do you exhibit feminism in the workplace? Briana: While I treat all of my peers with respect, I make a point to mentor women younger than me to take on additional leadership roles so they can grow professionally. I also make a point to share my thoughts and expertise when in meetings and conversations, even when it's complicated. I typically frame my interpretations through the lens of "ethically speaking" to be inclusive and not single any one person out. 5. Who were your feminist mentors? Why did you select these individuals? Briana: My feminist mentor is Ruth Bader Ginsburg. RBG is not only admirable for her stances and influence, but she also is very similar in mannerisms as I try to be. I like that she uses her words to influence, takes herself seriously, and listens to understand before she speaks. 6. In your opinion, how do you think society currently defines and views feminism?Briana: I think this question is too generalized because there are many "pockets" of society with totally different stances. Some view feminism as a threat, others as stupid, and others as an essential movement. If I had to take one stab at a society approved the definition of feminism, I'd say feminism is advocacy for women. If I had to select one overarching stance, I'd say society views feminism as a threat because half of society are men and I'd argue more females are not feminists than there are men who identify as a feminist. Background: Ethnographic Interview with participation from my parents Dr. Liaquat Allarakhia and Mrs. Gulzar Allarakhia discussing our complex ethnic background. My great-grandparents on both sides of the family immigrated to Africa from India (East Africa: Uganda: Mom) and South Africa: Zambia: Dad). Both on my parents were raised in countries that were occupied by the British Empire while also maintaining Indian and African influence. These cultural influences remained with both sides of the family as they immigrated a second time to England in the 1970s. In the mid-1980s, my parents moved to the U.S., where they have lived for almost 35 years. Interview
As part of my doctoral studies this summer I am participating in a practicum. The video below is an update on the progress I have made in my research since beginning the Ed.D in the Fall of 2018. To fullfill research requirements for the Ed.D program I will be taking Interview Skills the semester. The first interview is a phenomenological interview where a individual describes a time in their life where they went through transformation, joy, fustration or learning (Roulston, 2010, p. 30) InterviewIntroduction: This Phenomenological Interview will be conducted with my academic editor Dr. Stanton. Discussing her experience learning to teach students with disabilities science was sparked by the personal experience where a family member had a left hand / right hand codominance. Dr. Maggie Stanton has a PhD in environmental chemistry. She was trained to teach college sciences. Her son’s need for occupational and physical therapy sparked her interest in specialized teaching. Upon her return to academia from field research she taught college and high school sciences, specializing in students with learning disabilities. 1. How did this personal experience affect your teaching philosophy: Dr. Stanton saw that her son responded well to specialized teaching, and discovered that he was more of a tactile-kinesthetic learner whereas she was mostly visual and his dad had more of an affinity to audio being very musical. She became interested in learning styles and discovered there were teaching styles and test-maker styles. For example, she is visual and tended to write quizzes and tests which were often quite visual. Dr. Stanton realized she could offer alternative evaluations such as oral,or tactile based (like a demonstration of a molecule or bonding). She also realized it is easier for a teacher to change teaching styles than for a student to change their learning style. In fact, she grew to believe that one cannot change one’s learning style, but accommodations can be made, and maybe we all should have an Individualized Education Plan. 2. What actions did you take as a result? Dr. Stanton researched left brain and right brain connectivity, specifically, how the different brain hemispheres affected learning styles, and occupational and physical therapy methods that could improve coordination. She researched everything she could get her hands on regarding learning and learning styles. She read, was constantly in the library and on the computer. Dr. Stanton changed things around her house which changed how she taught. For example, she handed her son measuring cups and made him make up different fractions of a cup while cooking. When helping her son with long math word problems she put each step on a separate 3x5 and tossed them in the air. Her son had to pick up the steps in order and talk out the word problem as he did so. She used chalk hangman to help his spelling, and hopscotch for multiplication. Her son’s learning accelerated when she changed her teaching style to accommodate his learning style. 3. What were your first encounters providing accommodations like? Please explain. Dr. Stanton’s first student with a disability in the K-12 system was a legally blind student in her freshman Earth and Space Science class. She first noticed how difficult it was for the student to enter the classroom, so she fixed that during class, right away, clearing a wide path. Dr. Stanton felt terrible and learned from more experienced teachers to stand with the door open and greet each student. She quickly realized that accomodations at the student study tables were adequate but more spacing was needed for the student to maneuver into his or her seat. She made an area where a wheelchair or scooter could easily fit. She learned that some students used contrasting tape on the floor at home and did the same in her classroom as a guide to his or her seat or lab drawer. Dr. Stanton also provided some students with enlarged materials and magnifiers if requested. She had a great dialogue with these students, and the ESE department was very willing to try almost anything. A few times, Dr. Stanton was told that she was changing the course integrity by trying to use testing methods that did not accurately reflect the objectives of the class. The ESE department was able to work with her and design evaluations that were in line with the class. Students took tests verbally with the assistance of the ESE department. 4. How did the encounters above affect your teaching style? Every student she met made her grow. “Every student taught me something, but I cherished the more challenging science problems”. Dr. Stanton went into science because she loves it, and she wants everyone to love it. “I believe some people do not like science because it is so difficult to understand”. She wanted to make science accessible to all. She told the administration, “send me the students who hate science.” “If everyone is taught science in the style they understand they are more likely to succeed and feel self-esteem from that success. This confidence building can result in more active learning, less fear of science, and more understanding, resulting in better student success for all”. 5. What were some of the most rewarding experiences when it came to interacting with students with disabilities? Dr. Stanton specializes in individual tutoring for specific learning disabilities. Her first auditory learner was flunking math. Dr. Stanton was able to teach this student that every equation is a sentence. Dr. Stanton and the student walked around discussing math problems for a month. After using this strategy this student was able to pursue a career in engineering. “Another wonderful experience came from tutoring college science. I had a student who was not being accommodated and I developed learning materials and study guides to get her through her program.” Some of Dr. Stanton’s favorite experiences involved the all or nothing students, the ones who get either an F or an A. A lot of the time these students may not have an IEP or any indication of need, but can still be helped by addressing their learning styles. IntroductionThis inquiry proposal will introduce the inquiry, identify research questions, literary support, methodology, research design, measures, results, recommendations, professional growth plan, and mentoring plan. The motivational opportunity being proposed seeks to improve professional development for postsecondary faculty so that they can better accommodate students with disabilities as they pursue higher education while attending the University of South Florida Sarasota- Manatee (USFSM). This motivational problem is relevant because pride and self-esteem can be driving forces to motivate instructors. The proposed inquiry is significant because improving professional development for postsecondary faculty so that they can better accommodate students with disabilities. By addressing this motivation problem, instructors will have a better understanding of the impact accommodations can have on the academic success of this student population while they pursue postsecondary education. Literature Review The proposed motivational inquiry has a single research question that will be explored is how motivational theory particularly intrinsic motivation and pride can contribute to instructors participating in professional development in the area of accommodating students with disabilities. This inquiry will build its framework on the of motivation research within the business and education. Katzenbach (2006) and Ryan & Deci (2000) had the most robust motivational connection to providing support to theoretical support for the proposed professional development program at USFSM. Five main points can be inferred from these studies:
Previous research that led to the development of professional development programs at postsecondary academic institutions is the basis for the proposed plan at USFSM. The most prevalent research that will impact the structure of professional development for instructors in the area of accommodation for students with disabilities will come from Park et al., (2012) because the three-day institute held is the most comprehensive program of all the literature reviewed. The content covered in this study provides instructors with a comprehensive range of topics that ensure instructors have a deeper understanding of the impact a disability has on a student. It seems that this is a significant factor contributing to instructors having difficulty in providing students with accommodations. From Park et al., (2012), p. 378 content areas to be covered are:
Additional objective proposed in my Canvas course that is still being developed:
This proposed inquiry will contribute the proposed professional development program at USFSM because it intends to build a program from starch. Implementing this program will ensure that instructors have the skills to give students at USFSM an equal access opportunity to earn their postsecondary education. Method ParticipantsThe sample size and demographics of the participants will include full-time and adjunct instructors at USFSM. The sample size will be small to start. Demographics for this inquiry such as age, gender, race, and ethnicity may be explored after the program has been distributed to the entire USF System but during its first phase, I do not believe demographics will play a role while the program is being implemented. The only informants to participate in this program will be instructors. The basis for the context of this inquiry is grounded in the setting of a postsecondary academic institution. The selection of the participants will be deliberate only to include instructors. Instructors from all academic fields will participate, but a short trial will take place which only includes instructors in the School of Education at USFSM. Faculty from other departments will be incorporated during the programs second cycle. If the program is considered successful after a full academic year, it will expand to the entire USF System. Research DesignThe appropriate research design for answering the inquiry of how motivational theory particularly intrinsic motivation and pride can contribute to instructors participating in professional development in the area of accommodating students with disabilities is to collect mixed method data. Using a mixed method to collect for this inquiry allows participants to provide their honest opinion about their likes and dislikes regarding the proposed program via interviews, focus groups, and surveys. Collecting data longitudinally would offer the opportunity to improve the proposed professional development program on a continuous basis. Instructors will participate in focus groups after the trial phase of the program. The chosen research design of mixed method is effective for answering this research inquiry because participant of the proposed professional development program at USFSM. Using this method will provide accurate information as to if the program is successfully meeting its objectives. Anonymous interviews will be conducted with a variety of stakeholders but most essential instructors and students. Focus groups will occur with instructors after they have completed the proposed program to gauge their opinions regarding the success and possible improvements that could be made. Surveys will provide information about instructors’ opinions about the content presented during the program using a Likert rating system; the surveys will be conducted after the program is completed. MeasuresThe measures for this proposed program at USFSM are based on those found in Park et al., (2012) the practice brief found that the following pre and post interview questions will garner the most comprehensives responses from instructors because it employs a person-centered approach. Pre and post-interview questions will also allow for a grounded theory to uncover themes among the instructor’s interview responses (p. 381). Additional measures will come from surveys, and focus groups. Analysis PlanProfessional development pre and post-interview questions for the proposed program at USFSM will be based on those in Park et al., (2012), p. 381. Faculty Pre-Interview Questions 1. What motivated you to participate in the summer institute and this follow-up study? 2. What were the most useful and meaningful gains from the training program? 3. How are you planning to apply your learning from the summer institute to your classes this semester? 4. What kinds of services or accommodations are you planning to provide if you have students with disabilities in your class? 5. What do you expect your students with and without disabilities to achieve from your classes? Faculty Post-Interview Questions 1. How well did you achieve your plan to apply the learning from the summer institute to your class? 2. What is your greatest achievement? Please provide episode(s) or example(s). 3. What challenged you in your practice of UDI strategies and assistive technology? 4. What helped you in your practice of UDI strategies and assistive technology? 5. What kinds of services or accommodations did you provide to students with disabilities and diverse needs? Please provide examples of special needs and accommodations provided. 6. How did students with and without disabilities in your classes meet your expectations? 7. After this semester, did you come to feel more comfortable in addressing the needs of students with disabilities and other diverse learners? If yes, to what degree? 8. How do you evaluate your current professional skills to address the needs of students with disabilities and other diverse learners? 9. Were your attitudes toward the UDI strategies and assistive technology changed after this semester? Why or why not? 10. Could you have done more for students with disabilities and diverse needs? If yes, what more could you have done? Results ConclusionsSolving the problem of professional development in accommodating students with disabilities could:
If professional development does not improve to reflect the needs of this population we remain at a standstill in education. Professional development provides educators the opportunity to learn, and later implement, best practices to accommodate students with disabilities. Instructors participating in professional development should benefit the experiences of all stakeholders involved in the postsecondary arena. As a result of professional development, instructors should be able to improve equal access to education in the city, the country, the continent, and the globe. RecommendationsProfessional development courses should be developed to include:
Professional development courses should be distributed and tested for results:
The limitations of the proposed program will stem from securing financial backing from within the budget at USFSM and garnering enough faculty and administrative involvement so that the program has participation from across academic disciplines at USFSM. These limitations will be addressed by funding being built into the budget or subsidized via the national, state, and local governmental support. To ensure participation from instructor’s advertisements will be distributed via email, social media, text message, radio, and television. The proposed program will consider demographics such as gender, race/ethnicity, culture, language, and disability by incorporating content that explores how each of these factors impacts individuals’ perceptions of people with disabilities from a global perspective through television and film. Culture and norms within USFSM regarding individuals with disabilities will be addressed by program participants sharing their experiences interacting with members of this population and discussing if their behavior is welcoming and non-discriminatory. Dissemination & Professional Growth The proposed inquiry will be shared in three stages:
This inquiry will further my professional practice as an academic advisor because it serves to improve the postsecondary educational experience of students with disabilities the population segment I hope to advise. Through the proposed inquiry will further expertise in the area of accommodations so that instructors can give students with disabilities equal access to education while pursuing higher education. The proposed inquiry will improve methodology in the area of accommodating students with disabilities by using a mixed method approach to ensure that the data collected during the program will provide well-round perspectives of all the participants. Mentor PlanThe three mentors that will help me achieve this proposed inquiry at USFSM are:
ReferencesKatzenbach, J. R. (2006). Motivation beyond money: Learning from peak performers. Leader to Leader, 41, 59-62.
Park, H. J., Roberts, K. D., & Stodden, R. (2012). Faculty Perspectives on Professional Development to Improve Efficiency When Teaching Students with Disabilities. Journal of Postsecondary Education & Disability,25(4), 377-388. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78. Pitch ProposalThe video below is a presentation corresponding to the motivational problem I am investigating as part of the Context in Motivation class in correspondence with my Doctorate in Education. This project will have four parts. Part 4a is a pitch proposal. The video below is a presentation corresponding to the motivational problem I am investigating as part of the Context in Motivation class in correspondence with my Doctorate in Education. This project will have four parts. Part 3 is a literature review. The blog-post below is an interview corresponding to the motivational problem I am investigating as part of the Context in Motivation class in correspondence with my Doctorate in Education. This project will have four parts. Part 2 is an interview. Part 1: Introduction & Rationale
Part 2: Description of IntervieweeRoda Katherine is the current coordinator of Student Disability Services at University of South Florida Sarasota-Manatee since 2013. Roda’s interest in students with disabilities began at an early age when she was in high school and started volunteering and learning sign language to interact with individuals who have hearing loss or impairment. This passion for helping students with disabilities because Roda earned a bachelor’s degree in special education. Her first few years in the classroom were spent in a middle school resource classroom where students with a wide range of learning and other disabilities went to receive supplemental instruction across multiple academic disciplines. As the model for Exceptional Student Education (ESE) transformed Roda transitioned from having her classroom to a more inclusive model where she went into to mainstream classroom and worked with students one-on-one and in a small group. Also during the period, Roda co-taught students with another teacher. Life took an unprecedented turn for Roda when she was let go after the 2009 higher freeze since she did not have seniority compared to her other colleagues. So she turned to her mentor at her alma mater to if her skills and passion could transition to higher education. Roda spent the next few in multiple positions across student services and found herself suited for Student Disability Services (SDS). Part 3: Institutional ProtocolThe resources used by USFSM in regards to informing instructors about accommodations, laws, protocols, best practices are two pamphlets given to newly hired instructors. One document outlines the instructor’s legal responsibilities when accommodating students. The other document provides instructors with information on Autism since a large segment of the USFSM student population seem to have this diagnosis. Since USFSM was established in the 1970’s the number of students who utilized SDS services has increased exponentially. Before USFSM opening its own physical space in 2005, all student and faculty inquiries regarding SDS were handled by an academic advisor assigned the small caseload of students requiring these services. In 2005, an individual was hired specifically to provide services for this student population. Since its implementations, the SDS office at USFSM has gone from serving 30 students to around a 100 per semester. Inquiries from the instructors usually pertain to defining precisely what accommodation is and if providing them to students is going to interfere with the integrity of the course. In general, inquiries from instructors increase during the second month of the semester especially for newly hired faculty which typically happens in the fall. The majority of faculty is not attuned to the needs of students with learning or other disabilities although this does change when the faculty member has a personal connection to someone with a disability. The majority of faculty is not attuned with the most effective accommodations for students with learning disabilities since they lack the background knowledge about what constitutes a learning disability. The most common communications between instructors and SDS staff is about how to provide extended time on quizzes via Canvas, students requesting to test in a distraction-reduced environment and double. The majority of these accommodations are facilitated by SDS. Inquiries of this nature usually occur at the fall term. Faculty who request help with accommodations typically do so when the courses require lab work which is time sensitive and the student has the accommodation of attendance flexibility. For the most part, instructors struggle to provide extra time to students since the instructor may think this is providing students with an unfair advantage over their classmates If you would like to see the information given to faculty download the files below:
Part 4: Professional DevelopmentAt USFSM professional development in the area of accommodations for learning disabilities is needed so instructors understand precisely how a learning disability affects students and that providing accommodations. Currently, Roda has not had the opportunity to facilitate professional development for instructors in accommodating students with learning disabilities at USFSM through informal or formal channels. As a result of challenges presented by financial constraints and the fact that she is the only designated staff member providing services to a caseload of a 100 students meaning time is also a factor in implementing any form of either formal or informal professional development at USFSM. For instructors, the barriers in providing students with accommodations stem from the fact that the instructors do not understand how the accommodations can level the academic playing field for these students without changing course objectives or educational content. Part 5: Motivational AnalysisWhile considering my motivational analysis of the interview, please listen from 29: 47 to 40:40 minutes of the recording to understand the scope of the conversation. Professional development at USFSM was discussed in regards to the concepts of autonomy, mastery and pride. Prior to analyzing how these concepts have impacted professional development in the area of accommodations at USFSM it is critical to define each term in the appropriate context. In an article by Hargreaves et al (2013) autonomy in regards to professional development of educator was defined as taking initiatives, acting independently and making critical inquiries (p.19). When it comes to this actually being put into practice amongst instructors sometimes this is not the case. Roda said “Sometimes I have to be upfront front with instructors that they are legally obligated to accommodate students by law and the university policy”. A study by Ross and Bruce (2007) found that the most important sources are mastery experiences, that is, episodes in which teachers demonstrate to themselves that they are competent instructors (p.51). According to Roda “most of the instructors who show mastery in accommodating students with disabilities are those who have personal connection to such individuals i.e. family members.” I believe that the most crucial motivational aspect of professional development for instructors is pride. As educators’ pride is an emotion we all feel upon seeing our students succeed academically, we should take the same initiative in developing skills to better accommodate students with learning or other disabilities. Pride as a source of motivation can be instilled by leaders transforming extrinsic motivation into intrinsic motivation (Katzenbach, 2006, 59). Going the extra mile for students can sometimes make all the difference. Roda provide a great story about an instructor taking pride in accommodating a graduate student who was struggling. She told me “the instructor and students worked together for him to understand complex criminal justice concepts using kinesthetic components as result of his visual impairment. The instructor took time to create and facilitate these activities for the student outside of class.” Part 6: Interview ReflectionBefore exploring the motivational problem of improving professional development for postsecondary instructors around accommodations at USFSM conducting an interview is something I had no previous experience doing. Recording the interview was necessary since it would have been difficult to recall all the crucial details from such a comprehensive conversation. As for the selection of the individual Roda Katherine was the right choice. I was able to gain a significant amount of information regarding the inner-workings of Student Disability Services at USFSM. During the interview I also able to gather official materials provided to instructors in regards to accommodating students with disabilities. Although no official seminars or meetings are currently being held to develop instructors’ skills in accommodating students, this may change after consolidation. Parts of the interview process I wish to change in the future include the following. First, although I broke down my interview question into four pieces; doing so within the audio recording should have been more direct, i.e., vocally identify each part during the conversation. Second, I think it would have been better to number each question within each specific category. Third, I should have tested the placement of my cell phone since the final part of the recording seems a bit choppy. Finally, it may have been interesting to a comparative perspective of professional development in accommodations at USFSM by interviewing an instructor. Appendix: Interview Questions
References
The video below is a presentation corresponding to the motivational problem I am investigating as part of the Context in Motivation class in correspondence with my Doctorate in Education. This project will have four parts. Part 1 is an introductory problem statement. The video below is a presentation corresponding to Schrunk (2016) Chapter 5: nformation Processing Theory Encoding and Storage: Upon comprehension of the content presented in this module, I have come to the realization that as instructors we have to plan lessons so that information is absorbed by students long-term memory and not short-term memory. In my prospective course "Principles and Practices in Academic accommodation, I would ask students to comment on how they believe memory impacts the academic success of students with learning impairments. The video below is a PowerPoint on the Neuroscience of learning relating to information found in the textbook by D, Schunk "Learning Theories: An Educational Perspective" 7th ed. (2016) The summer semester of 2017 has been fruitful since I have been able to learn new skills that will allow me to create an online learning enviroment that will be more accessible to students with disabilities.. Below is a Screencast I created demonstrating how to add closed captioning subtitles to a Youtube video. In January 2016, I had the opportunity to present my research project, Society's View of Bollywod and the "Perfect Women": Is She Really Perfect?, at the Florida Undergraduate Research Conference which was held at the University of Tampa. It was a unique educational experience and my first public presentation.
The spring semester of 2017 has been simultaneously exhilarating and exhausting. My favorite assignment this semester was creating a presentation based off of my proposed research paper entitled Academic Accommodations: They Do Make a Difference. Please download and enjoy. |