Part I. Personal Information and Demographic Data
Applicant Full Name
Amanda Taylor
Applicant Title
Instructional Designer
Institution or System
California State University, San Bernardino
Address for Official Correspondence
17641 Shamrock Ave, Fontana, CA 92336
Track of interest
English track
Languages
English
Have teach an online course in the past three years
Yes
Have taken an online course in the past three years
Yes
Have you been in charge of an instructional technology initiative
No
Have you been in charge of a distance education initiative
Yes
Years of experience in Higher Education
11-15 years
Part II. Education
Highest Earned Degree
Master of Arts
College/University
California State University, San Bernardino
Field/Major
English Composition and Literature
Next Highest Earned Degree
Bachelor of Arts
College/University
Brigham Young University
Field/Major
English
Other Degrees Earned
Master of Science (in progress)
College/University
California State University, Fullerton
Field/Major
English
Part III. Experience
Present Responsibilities
I consult with faculty about course design, pedagogy, and academic technology adoption. I also conduct training, build instructional content, and investigate instructional technologies for possible adoption at my institution.
Academic and Professional Distinctions and Honors
ACUE certification in Effective Teaching Practices
Blackboard Ultra Certified Practitioner
Canvas Certified Educator (in progress)
Civil and Community Activities
I am active in my church community and have held several leadership positions within my congregation, including president of the children’s organization and president of the women’s organization.
Professional Goals
Develop leadership skills to take on more campus-wide projects. This includes attention to budgets and other constraints surrounding large projects.
Increase knowledge about instructional technology and distance education programs and initiatives
Please explain what you expect to gain by participating in the H-LTLA
I expect to gain insight into best practices regarding instructional technology and distance education. I also anticipate learning about leadership skills that I may need and developing those I have. I look forward to making new professional contacts and expanding my network of those who I may be able to support and vice versa.
Part IV. Professional References
Professional Reference #1
Dr. Bradford Owen. Director of Academic Technologies & Innovation, California State University, San Bernardino. Phone: 909-537-7439. Email: bowen@csusb.edu
Professional Reference #2
Dr. Mauricio Cadavid. Senior Instructional Designer, California State University, San Bernardino. Phone: 909-537-3690. Email: mcadavid@csusb.edu
Professional Reference #3
Tracy Medrano. Instructional Designer, California State University, San Bernardino. Phone: 909-537-5792. Email: tracy.medrano@csusb.edu
Upload a letter from a president, chancellor, or cabinet-level administrator stating the nominee’s qualifications for the program, leadership strengths, and development opportunities.
https://hets.org/wp-content/uploads/formidable/145/HETS-Letter-of-Support-MT.pdf
Part V. Initiative and Mentor
Upload a letter describing a project that you will consider implementing at your campus or organization on any of the areas of the Program with the name of your Mentor. Your Mentor can be different from your references and should be a staff with experience in the area selected. The Mentor information will be submitted with the signature to confirm the availability to guide the implementation of your campus initiative.
https://hets.org/wp-content/uploads/formidable/145/Amanda-Taylor-HETS-project-letter-Revised-Mentor-kbo.pdf
Part VI. Statement of Purpose
1. From your perspective, what are the top three issues facing higher education today? Why?
Affordability. As a whole, higher education continues to become more expensive on every level. Increased costs directly affect enrollment and persistence/retention and drive up student loan debt loads. As debts increase, students may elect to drop out to work instead of finishing their program. As prices continue to climb, students may not be able to restart their education.
Flexibility. While 2020 required institutions to become flexible in course delivery, many institutions have not properly invested in flexible course design and delivery. The emphasis on in-person or synchronous online attendance can negatively impact student retention. Where feasible, flexible course options such as hybrid and hyflex, would allow students the needed room to balance work, school, family, and other life commitments.
Access. Directly related to affordability and flexibility, access to higher education remains an issue today. If students are geographically bound to an area without a nearby college and are priced out of available distance options, they will not be able to progress. Similarly, students who work non-standard schedules may not be able to attend a local, more affordable institution if it does not offer flexible courses and may be priced out of other distance options.
An affordable, flexible, accessible education must also take into account issues of diversity, equity, and inclusion.
2. What are your own institution’s priorities and challenges with regard to leveraging instructional technology and distance education for the benefit of the entire organization?
A short-term priority is finalizing our institution’s adoption of the Canvas LMS and providing training for faculty and students as we transition from Blackboard. The primary challenge here is sufficient staff and resources to facilitate all of the needed training in a short period of time.
Another priority is ensuring the instructional technologies we use comply with ADA regulations and accessibility best practices. Any technology we adopt is subject to a full accessibility review, which can slow down the adoption process. This can frustrate instructors who want to use the technology but have to wait.
A third priority is ensuring that online/distance courses are of high quality and meet specific standards. This was not as feasible in 2020, but it has re-emerged as a high priority in our Strategic Plan. We aim to increase the available offerings yearly and offer training, support, and incentives for faculty to create high quality online courses.
One of the larger challenges is general institutional buy-in regarding institutional technology and distance/online education. A prevailing attitude is that online education is inferior, cannot be rigorous, and/or cannot take the place of in-person work. Instructional technologies can be seen as gimmicky. Instructional designers are not recognized for their expertise in technology and pedagogy.
3. If have the influence to instill change at your Institution, was one thing you could change, what would that be; and what is the unique aspect of your institution you would like to keep?
If I could, I would like to change the attitude that instruction and student services must be offered only or primarily in person. I would like to foster an environment of flexibility in instruction, student services, and faculty/staff working arrangements. Such flexibility would meet students more where they are and help my institution be proactive instead of reactive to potential disasters or other long-term interruptions to service. Such flexibility could also foster school spirit and community between residential and commuter students.
My institution is very diverse. The mixture of cultures, races, belief systems, socioeconomic backgrounds, and other things that shape who we are adds to the educational experience. Students, staff, and faculty alike have to navigate our differences and find our similarities.
Evaluation