Shi Reflective Essay

Reflective Statement

I have completed two and a half years as an assistant professor in the Department of Childhood /Early Childhood Education at SUNY Cortland. It has been 2.5 years of challenges, excitement, hope, and change. I welcome this opportunity to reflect on what I have learned and experienced in my two and a half years and to summarize my growth as a professional.

Philosophy of Life

I believe that a complete person is one who experiences life, learns to adapt, and uses the lessons learned to improve the environment in which (s)he operates. We are all lifelong learners, because the atmosphere in which we live forces us to adjust to change and new situations. Those of us who teach must inculcate in our students the inspiration to continually adapt, grow, and learn.

I have personally adapted to many changing environments and circumstances. I grew up in China and had a successful teaching career in that country. I married and raised a boy there and had a very comfortable life as an Assistant Professor and later Associate Professor at Shanghai Jiao Tong University. I was particularly interested in language acquisition and the (still mysterious) ways in which children learn the complexities of grammar, lexicon, and syntax. Perhaps more than anything else, this unexplained learning - which is peculiarly human - drew me to further explorations and inquiries into the mystery of human learning. Is there a Language Acquisition Device (LAD) imprinted into our DNA, or are there situational phenomena that explain how all sentient humans acquire the ability to form and understand an infinite number of wellformed sentences? How is that humans learn?

I spent five years pursuing a PhD in Educational Technology (at the time, this was a branch of Educational Psychology at MSU) in Michigan State University. The move was not an easy one: there were linguistic, cultural, and climaterelated challenges that tested my resolve and sometimes left me in doubt of my strength. But I continued to learn, to adapt, and to use the new experiences and lessons to further my understanding and development. I learned to drive, to build web pages, to "hang out" with fellow graduate students. And I learned that some human qualities are universal: love, kindness, the desire for improvement, the need for fellowship. I also learned that some nonuniversal qualities - freedom, respect for diversity, and collaboration - are worthwhile and even precious. Struggling with snow, language barriers, and cultural differences, I discovered my own individuality and sense of worth.

I'm nowhere near what I hope to be, but I'm learning and adapting every day. The lessons I have learned are deeper, perhaps, than those of many others in my program, and yet they are part of the fabric of human existence: we are the species that adapts, organizes, and ultimately prevails because of our ability to learn. I'm a teacher again now, and that's a noble and vital thing for any human to be.

Reflections on Teaching

In the two and a half years, I have taught in the undergraduate childhood education program and the MSED in Childhood Education graduate program at SUNY Cortland. The technology course (EDU314: Teaching with Computers in Elementary and Middle Schools) is designed to provide preservice teachers with introductory skills aimed at helping them to integrate technology into their future teaching. The educational research methods course (EDU651: Understanding and Conducting Educational Research) is intended to provide graduate students with basic understandings of research, information, and methodology to be applied throughout the Master's program. I have designed each course to be rigorous and to have clearly delineated learning outcomes.

My teaching effectiveness is partially reflected in the course teacher evaluation (CTE) scores, along with students' reactions and comments, students' individual growth, and my personal devotion to the development of the courses.

Of the sixteen classes I taught during the two and a half years, the overall adjusted mean of CTE scores averaged 4.2 out of a possible 5.0, with the lowest score of 3.6 (first semester) and the highest 4.8. A pattern of continuous improvement of my teaching is reflected from the increase of the CTE: the last semester fall 2007 the CTE of each of the four classes went above 4.0, ranging from 4.2 to 4.6 (view students evaluation and comments from each individual class here). The improvement of my teaching is also reflected in students reactions and comments, students' individual growth, and my increased confidence.

Worth to mention is my undertaking of all the four computer technology classes EDU314 during the 2007 fall semester to help the Department handle with the shortage of instructors for the technology classes due to the abrupt departure of another faculty member very close to the begining of the new semester. There were many challenges teaching four classes of this two-credit hour course with a four-day teaching schedule. Despite the many challenges I was successful in gaining excellent learning results with these four classes. I received very positive feedback from students in all four classes (CTE 4.2 to 4.6). Although this hectic pace will continue for another semester, I am pleased that I can help the Department through this turbulent period.

My technology course (EDU314) in all five semesters received very positive comments. Students commented that this was a course in which they learned and mastered the most competencies. Students' growth is always individual, but the scope and quality of their course projects is an indicator of high achievement (view an example of students projects here). Students in the technology classes had a good mastery of both basic and advanced technology skills, and were able to recognize multiple ways to integrate technology into their curriculum. This was especially gratifying since many of these students came to the class with limited computer literacy. The first two semesters the educational research methods classes (EDU651) had diverse comments on both the teaching and learning. Some were very positive and some reflected difficulties with the course. The last semester the research method course received unaminous positive comments (view students comments from spring 2007 here). The subject matter - learning to design a research study and compose a research proposal is challenging to everyone, including our master students. I set high standards and expectations for students, and gave very rigorous evaluations of both their learning progress and learning outcomes. "She definitely made me work hard!", one student commented. Their research proposals were impressive, and some could be sent for conference presentations or be developed into research papers for publication.

I continue to develop and redesign my courses in an effort to maximize learner engagement. My proposal "Teaching Innovation Reforming the Teaching of Technology to Preservice Teachers" with Cynthia Saver (another new faculty member in the Adolescent Department) is part of that effort. I have also benefited from very positive feedback by experts in the field and from colleagues in the College who came to team teach or to observe my teaching, including Dr. Lin Lin (View Letter in HTML), Dr. Susan Stratton (View Letter in HTML), Dr. Margaret Richardson (View Letter in JPEG) and Dr. Cynthia Benton (View Letter in JPEG).

I want each of my students to surpass their own expectations as learners. To accomplish this, I heap praise and encouragement on those who do commendable work and encourage all students to set challenging goals for themselves. Just as I am prompt in the provision of feedback on their assignments, I expect my students to be prompt in their completion of assignments. I let them know how much time they should expect to spend preparing for class and working on assignments, and I explain clearly the consequences of nonattendance. Because my goal is to ensure that students perform well, every semester I reconsider my course designs even though I taugh the same courses in order to optimally challenge the students.

As an instructor I "practice what I preach." I feel a responsibility to model for my students that kind of behavior and attitudes I hope they will develop: respect for diversity, eagerness to learn, high expectations, and willingness to collaborate. My students' reactions consistently cite my variety of teaching techniques, organization, and passion for the subject matter. They also recognize my hard work and personal kindness, which seems to me a reinforcement of the kind of atmosphere I hope to maintain in my classroom. I hope these qualities which they see in me will be contagious: that my students will "catch" the "fever" for learning that I have and apply themselves with the same level of commitment and passion.

Reflections on Scholarship

One of the most satisfying experiences of this past two and a half years has been my scholarly activity. I have presented or been invited to present twelve (13) papers at national and international conferences, including The League for Innovation's annual Conference on Information Technology (CIT), the Annual Meeting of the American Educational Research Association (AERA), the Annual conference of the Society for Information Technology and Teacher Education (SITE), the Annual Conference of the National Council of Teachers of English (NCTE), the National Conference on Research in Language and Literacy (NCRLL), the Annual Conference on Distance Teaching and Learning, and the Annual Syllabus Conference for Educational Technology (Campus Technology).

Five (5) of my papers during the past two and a half years were published and another two (2) were submitted and under review. The paper Thread Theory: A Framework Applied to Content Analysis of Synchronous Computer Mediated Communication Data was published (March, 2006) by the International Journal of Instructional Technology and Distance Learning (ITDL). The editor praised this line of research as "landmark" research. The paper Finding the Right Tools: A Study of eConferencing in Higher Education was published by EDUCAUSE Quarterly (Vol.29, No.4, 2006) and was an "an excellent addition to the literature of our profession" (words of editor of EDUCAUSE).

I have received seven (7) internal grants during the past two and a half years: Research Enhancement and Development Initiatives (REDI), Faculty Research Program (FRP), Teaching Innovation Grants (TIG) (with Cynthia Saver) from Faculty Development Center, Dean's Grant from School of Education, Individual Development Award (IDA), a NYS/UUP Joint LaborManagement Program from Professional Development Campus Committee (PDC), and Research Travel Grants.

My research concerns several themes. The first line of my research is the identification of best teaching practices using econferencing. I am the Principle Investigator for the California Educational Technology Collaborative (CETC) (I have included A Letter of Appreciation (in JPEG) from this organization), and have been investigating the use of synchronous online teaching tools made available to 110 colleges through a statewide grant program, CCC Confer (www.cccconfer.org). The preliminary results of this investigation was published in Educause Quarterly November 2006 and presented at the 2006 Conference on Information Technology hosted by the League for Innovation. By focusing on the use of econferencing tools to accomplish specific pedagogical purposes, this research promises to improve professional development for online educators and clarify the effective use of synchronous online technology. The CETC had also solicited my counsel for a podcasting research proposal, which had been submitted to the Carnegie Corporation and the Alfred P. Sloan Foundation for funding. It has been an extraordinary experience to conduct research with professionals on both coasts, and I have learned a great deal from this opportunity.

The second line is preservice teacher professional development. With the leadership of Dr. Beth Klein, I and another new faculty member Dr. HeeYoung Kim are collaboratively conducting research on the effect of implementing an integrated technologybased project on the growth of preservice teachers. The preliminary results of this research were copresented at the 2006 annual conference of the Society for Information Technology and Teacher Education (SITE) and published in the proceedings of the conference. We are currently completing an indepth data analysis and preparing a manuscript for publication. The targeted journal is Contemporary Issues in Technology and Teacher Education (CITE).

Related to this second line of research is my collaborative research with Dr. Susan Stratton, Dr. Kim Rombach, Karen Hempson, and other faculty in thematic Block I on the development of two preliminary models - Education for Social Transformation (e4st), a thematic block that touches on the method course content and teamteaching initiatives; and Threading Technology Throughout the Curriculum (T3C), a thematic block that focuses on the thoughtful integration of contemporary technology applications into the subject areas of math, science, and social studies and literacy. The purpose of this research is to develop ways to facilitate our college students' growth in understanding the multifaceted ways that they need to be prepared to teach diverse students in their future classrooms through partnership with urban schools whose inservice teachers and students will simultaneously benefit from the partnership. This line of collaborative research was presented at the 2007 annual conference of the Society for Information Technology and Teacher Education (SITE) and published in the proceedings of the conference.

The third line of my research is technology integration: reforming the teaching of technology to preservice teachers. I have redesigned my own course EDU314 Teaching with Computers in Elementary and Middle Schools because I am committed to ensuring that the technical skills taught in the course are not merely applied by preservice teachers but delivered in such a way as to provide teacher candidates with the conceptual framework for using them to enhance student learning in their respective disciplines. This commitment was funded by an Individual Development Award (IDA). I am also conducting a joint study with another new faculty Dr. Cynthia Saver. The study aimed to provide a model for integrating technology and course content in teacher education programs at SUNY Cortland, one that may also be adopted by other institutions of higher education. By working together, Dr. Sarver and I appreciated and embodied the goals of this project: integrated, meaningful technology use for education. The joint research was funded by a Teaching Innovation Grant.

The fourth line of my research is on podcasting: Best Practices in Podcasting. Formed research team. Research plans in progress.

The fifth line of my research is Thread Theory. Thread Theory research is now the major line and focus of my research. I devised Thread Theory as a theoretical framework to evaluate the effectiveness of online teaching as it was introduced. Thread Theory received support from several grants on the way of its development: Spencer Fellowship (Research Training Grant 2003-2004) from the Spencer Foundation & Michigan State University ($12,000); Faculty Research Program (FRP), an internal grant from SUNY Cortland and the Dean's Grant. Each grant helped move the project a step further. Its extradionary accountability in the past and the potential of securing external grants won the Thread Theory project the 2008-2009 Research Enrichment & Development Initiative (REDI) Fellowship Program. Proposed research includes developing, applying and field-testing an innovative and original theory that suggests and explores potentially transformative concepts. The study comprises a large-scale empirical effort in addressing gaps in the current knowledge of the conceptual and analytical framework needed to analyze and identify what makes quality/effective synchronous online interaction. The research will create an avenue for discussions of best online teaching practices. My long-term goal is to establish a Cortland Center for Synchronous Learning (C2SL). The center will be a home for both synchronous online learning/training and research. View my five year research plan for this line of research in PDF

Reflections on Service

Service has been an important part of establishing myself as a faculty member at Cortland and a member of a larger community. I have participated in, and am currently serving as, a member of various committees on the departmental level, school level, college level and SUNY system state level, national and international level, . For instance, in Department level, I served in the Research and Technology CommitteeI and a Generalist Search Committee; in College level, I served in the Director of International Programs Search Committee; on State level, I serve in the University Faculty Senate, Graduate and Research Committee; on national and international level, I have made regular editorial services and membership affiliations. I see service as a way of both enhancing one's learning and developing a sense of civic pride and values. I enjoy having positive working relationships with my colleagues and thereby being able to collaborate at all levels.

My Goals as a Teacher, Researcher, and Community Member

I believe that it is essential to have professional goals that I strive to attain throughout my career as a professor, researcher and community member.

I believe teaching and research goes hand in hand. My research questions originated from my learning and teaching experiences and my learning and teaching experiences inform new research questions. I will constantly use my research findings to improve my instructional practices, while concurrently reflecting on how my classroom practices can inform my research. The ultimate goal of research is to create the most optimal learning environment and increase student learning outcomes.

The development of Thread Theory, along with the reaction to this conceptual framework by peers and experts in the field, has been exciting and promises to open many opportunities for research and theory. I hope to pursue this vigorously by securing an external (NSF) grant to fund further research along this line.

My work with the California Educational Technology Collaborative has also been a unique and extraordinary opportunity. The model for econferencing support which California has developed - centralized funding, grantbased technical support, and collaborative promotion throughout the state - has potential for application in several other states, including New York. I hope to pursue prospects for applying this model in the SUNY system and/or in community colleges in New York State. Working collaboratively with California educators and professionals may provide opportunities for national or multistate funding and costsavings, and has the potential to enhance both systems (SUNY and CETC).

My longterm goal is to establish a Cortland Center for Synchronous Learning (C2SL). This center will be the home for learning/training and research in the area of synchronous online instruction providing instruction, support, and research into the effective use of synchronous conferencing and instructional tools. Online instruction and distance learning are expanding in this country, and the use of synchronous online tools provides for more interaction, more content, and more engagement. The C2SL will specifically focus on the use of synchronous online tools to facilitate instruction and learning.

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