Summary of Teaching Competencies

Ms. Hubbell has had sole responsibility for teaching one master’s level course that was delivered 100% online through the use of Moodle course management system hosted and supported by Amvonet.  This spring she will be co-teaching another 100% online master’s level course using the same technology.  Additionally, Ms. Hubbell has presented numerous guest lectures at a variety of levels and in different formats including face-to-face undergraduate and master’s level courses, an online master’s course, and a hybrid doctoral course.  As a Graduate Teaching Assistant, she also supervised several master's level students completing practicum experiences in early childhood intervention.  Although formal student evaluations are only available for one course, evidence of her teaching success can also be found in her repeated invitations by faculty to present the same lecture multiple semesters in a row.

General Teaching Reflections

On technology:

"I much prefer face-to-face, synchronous, and hybrid courses to 100% asynchronous courses in part, I think, because I like to be able to see and hear the reactions of my students and be able to adjust my content/presentation accordingly.  With asynchronous class sessions, I don’t know if my lesson is a failure (meaning students don’t understand the assignment and/or material presented) until the week is over and then I feel pressured to repeat content which conflicts with the pressure to move forward through the syllabus and not get behind.  Also, it seems easier for students to “fall through the cracks” in 100% asynchronous classes.  It is difficult to monitor students’ level of anxiety in the virtual world and easy for students to avoid confronting their difficulties." 

On planning:

"I constantly struggle with the balance between meeting the needs of individual learners and staying on target with course content and objectives.It is particularly difficult when planning assignments for a future semester. How much prior knowledge do I assume of my students? How can I plan a class knowing nothing about my students? This struggle is tied to the decisions I must make about how much content to “give” my students, and how much content I want them to explore, discover, and create their own understanding. I think I need to revisit classroom assessment techniques to come up with some quick strategies for monitoring individual progress."