The mentor-doctoral student relationship plays an important role both in dissertation completion and in the advancement of a discipline. I believe in mentoring that empowers doctoral students and leads to a lifelong relationship of professional growth for both the mentor and mentee. Being part of a process that involves the evolution of a novice researcher into an expert and colleague is an experience I find exhilarating. Individual mentoring, group mentoring, and composite mentoring are all approaches that I use to mentor doctoral students who conduct research in diverse educational environments, often at a distance from the university. The doctoral dissertations I have chaired are listed below, but I have learned much from serving on several other dissertations in Educational Technology at the University of Florida.
Thompson, A. (2022). Exploring EAP Students’ Sense of Classroom Community When They Use a Class WhatsApp Group.
Vaught, K. (2021). Doctoral candidates’ social media use and connectedness during the “Dark days of dissertation writing.”
Malmberg, K. (2021). Instructor Use of Interactions during Video Conferencing in Online Higher Education Courses.
Diaz, M. (2020). Employer-Based Needs Analysis of ICT-Related competencies in EFL job advertisements in East Asia.
Powell, L. (2020). Data-driven Learning Design: An exploration with faculty on using data to inform teaching practice.
Eggert, A. (2020). Exploring teachers’ use of iPads in a 1:1 elementary environment.
Miller, R. (2019). Practice and Pedagogy: ICT use in a private Japanese university.
Manker, B. (2019). Teachers’ experiences building professional learning networks through Twitter.
Miller, T. (2019). Student Experiences Learning Psychomotor Skills in a Blended Doctor of Physical Therapy Program.
Inboden, E. (2019). Instructional Practices when using Video Authentic Resources in the FLES classroom.
Frankel, J. (2018). EFL Teachers’ Perceptions of Blended Professional Development.
Bergeron, M. (2018). Faculty Members’ Concerns with Online Teaching and the Support needed to address concerns.
Frank, J. (2018). Recruiting and supporting online adjunct faculty in community colleges.
Leon, A. (2017). Active Learning facilitated by technology in community college science courses.
Wolff, Paul (2017). Implementation of game elements in an online web portal: College student employee performance and perceptions.
Valente, Amy (2017). Exploring the implementation of online business degree programs in community colleges.
Fornero, Sarah (2017). Factors that predict departure from an entirely online Master’s degree program.
Magruder, Olysha (2015). Changes in Faculty Use of a Learning Management System: A mixed-methods study using the Concerns-Based Adoption Model.
Rizzuto, Melissa (2015). Design and Evaluation of Self-paced Online Faculty Development.
Kung, Michael (2015). Self-reported Experiences of Chinese Students with Online Learning in the United States.
Murphy, Rachael (2015). A Tool of the Trades: Technology integration by Career and Technical Education faculty in a Canadian community college.
Logan, Thomas J. (2015). An investigation of Twitter use amongst admitted college students at a large public institution.
Martin, Charles (2015). Teaching vocabulary development with Interactive Whiteboards in third grade ELL classrooms in the UAE.
Johnston, Katrina (2013). Implementation of a Technological Innovation: Factors influencing the adoption of a new student information system.
Heathcock, Kristin (2013). Just-In-Case or Just-In-Time? An Examination of the Timing and Duration of an Online Embedded Librarian in an Online English Course.
Coughlin, Meredith (2013). High-Touch and High-Tech? Community College Advisors’ perceptions of integrating technology into quality academic advising.
Ogburn, Minnie (2013) Development and Evaluation of an E-learning Guide for the Reluctant Homeschooling Parent.