This page includes descriptions of the graduate and undergraduate level courses I have taught, my teaching philosophy and selected work samples, and a peer review and self reflection of my university level teaching. Click on the links to review syllabi, course evaluations, and work samples.

Traditional Face to Face Courses

UWG1101, First Year Experience

The focus of this undergraduate level course is to provide an understanding of the basic structure of critical thinking and of academic disciplines in order to increase learning in the university classroom. This course provides an overview of resources and essential information about the University as a whole and includes subjects that cut across the academic and nonacademic lines of school such as time management, study skills, computer skills, and campus safety.
UWG 1101 Syllabus 
ECED 4262, Teaching Content and Process: Science Education (Co-Taught)

The focus of this undergraduate level course is to examine the content, methodology, skills, and materials used to teach science to children in grades PreK-5 by means of course discussion and assignments, field placements, and integration with mathematics and other appropriate subject areas.

SPED 4713, Collaboration in School Settings

The focus of this undergraduate level course is to cover the various collaborative roles required of service providers in education, with an emphasis on team interaction and meeting the needs of students with special needs in inclusion settings.


SPED 4789, Student Teaching Seminar: Mild Disabilities

The focus of this undergraduate seminar course is to discuss information and issues related to student teaching in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education are being served.

SPED 63954, Practical Applications Five through Eight 

The focus of this graduate level course is to help students understand and apply the principles of effective collaborative teaming as related to their professional roles and responsibilities in a variety of educational settings serving young children with disabilities ages five through eight.

SPED 63954 Syllabus Fall 2007

Summary of course evaluations

SPED 63955, Typical and Atypical Development in Young Children 

The focus of this graduate level course is to provide an overview of typical and atypical development in young children from birth though age eight. Traditional and modern theories of development are discussed within an ecological framework with an emphasis on brain research, risk factors, culture, and the implications of atypical development as it relates to play and learning.

Typical/Atypical Development Syllabus Spring 2009

Typical/Atypical Development Assignments Spring 2009

SPED 63995, Methods in Early Intervention

The focus of this graduate level course is to prepare future special education professionals to utilize state of the art research and evidence-based practices in their work with young children with low incidence disabilities such as deaf-blindness and autism.

SPED 63995 Syllabus Summer 2007


Hybrid (blended online and face to face) Courses

ECED 20163, Understanding Young Children: Typical and Atypical Pathways 

The focus of this undergraduate level course is the development of young children from birth to age eight. Explorations include diversity among children and families in terms of culture, ability, context, and experience and the role of teacher as researcher through observation, assessment, and documentation of children’s development, behavior, and interactions.

ECED 20163 Syllabus Spring 2008

SPED 3714, Behavior and Classroom Management

The focus of this undergraduate level course is to cover the theoretical formulations and practical applications of research-based behavioral and instructional techniques, specifically as they apply to classroom management and assisting students in developing pro-social behavior. 

SPED 3715, The Inclusive Classroom: Differentiating Instruction

The focus of this undergraduate level course is the study of characteristics, identification, and assessment of exceptional children and youth across age ranges and levels of severity, including individualized instruction in inclusive classrooms. Best teaching  practices for this population are also examined. This course is designed for non-special education majors. 

SPED 3761, Mild Disabilities: Methods for Literature and Social Studies

The focus of this undergraduate level course is the study and application of curriculum, teaching methods, and classroom organization and management for students with mild disabilities; specifically, in literacy (reading, writing, English Language Arts) and social studies.

SPED 4713, Collaboration in School Settings

SPED 4751, SPED 6792, SPED 6793: Practicum (Supervision)

The focus of this course is for students to participate in a supervised practicum in an approved setting in which students identified as having disabilities appropriate to the specific program are being served. Class meetings, outside of reading and assignments, as well as program specific activities are required.

SPED 63954, Practical Applications Five through Eight 

The focus of this graduate level course is to help students understand and apply the principles of effective collaborative teaming as related to their professional roles and responsibilities in a variety of educational settings serving young children with disabilities ages five through eight.

Practical Applications Syllabus Fall 2008

Instructor, Fall 2009, SPED 63956, Foundations in Early Childhood Intervention (Hybrid)

The focus of this graduate level course is to provide an overview of the historical, philosophical, legal, and educational trends in early intervention and early childhood special education services and supports. The relationship between theory, research, legislation, policy, and practice are discussed as well as the issues confronting young children with disabilities and their families.

Foundations Syllabus Fall 2009

Foundations Assignments Fall 2009


100% Online Courses

SPED 3715: The Inclusive Classroom: Differentiating Instruction

SPED 6706, Special Education in the Regular Classroom (Co-Taught)

This graduate level course is designed for non-special education majors. The focus of the course if the study of characteristics, identification, and support needs of children and youth with exceptional needs. The course includes information on basic teaching strategies and supportive techniques/resources for meeting needs of pupils with special needs in the general education classroom.

SPED 8784, Research Seminar

The focus of this upper graduate level course is the design and implementation of a research project or proposal in special education.

SPED 63954, Practical Applications: Five through Eight 

The focus of this graduate level course is to help students understand and apply the principles of effective collaborative teaming as related to their professional roles and responsibilities in a variety of educational settings serving young children with disabilities ages five through eight.

Practical Applications Syllabus Fall 2009

Practical Applications Assignments Fall 2009



Teaching Philosophy and Selected Work Samples

My teaching philosophy reflects a Vygotskyan approach in which learning is a shared experience that is constructed between a teacher and student. I believe in respecting and nurturing the unique and diverse needs of adult learners and developing learning experiences that are meaningful and relevant. I believe it is the role of the instructor to make learning accessible and engaging for all students.

The work samples below  highlight some of my unique strengths as an instructor. The distance education selections highlight my experience with best practice in distance education and ability to design coursework based on specified criteria. The guest lecture materials are an example of my ability to differentiate instruction using universal design and innovative technology and my desire to develop engaging learning experiences that are constructed through a balance of student and teacher directed activities.

Distance Education Selections Guest Lecture - Introduction to Autism

Distance Education Course Syllabus

Distance Education Lesson Plan

Distance Education PowerPoint presentation

Lesson plan

PowerPoint presentation



Scholarship of Teaching

As a requirement of the college teaching course at KSU we were asked to engage in the scholarship of teaching by conducting both a peer review and self reflection of our work. Below are the products that were developed as a result of the process. More importantly, the process contributed to our understanding of the critical nature of reflective teaching as a means of improving our future capacities.

Peer Review

Reflection of Teaching