K.M. Smith,
Ph.D.
Fairfax, VA 22030
Portfolio: www.KMSmithPhD.com
Twitter:
@KMSmithPhD
Email: kmsmithphd@gmail.com Phone: 904-451-2633
·
Over
14 years of experience working with technical training, Accessibility, and Universal
Design for Learning
·
A
solid foundation supporting the in-depth understanding of digital Accessibility,
adult training and institutional culture, learning
technology, and evidence-based online instructional practices and andragogic
techniques
·
Continuously
train and provide leadership in Digital Accessibility, learning architects,
instructors, and staff on appropriate learning assessments and learner
engagement strategy, and educational technology
|
ADA 508 / ACCESSIBILITY ·
Quality
Matters Certified ·
DHS
OAST Trusted Tester ·
NVDA,
JAWS Certified ·
WCAG
Plain Language ·
WCAG
(2.0/2.1), ARIA, SCORM, ·
A11y
WordPress, Google Sites ·
User Experience Trainer ·
ATAG Consulting ·
Documents
(PDF, Word, PPT) ·
Braille
Transcription, Braille Docs ·
AXE
Beta Tester TECHNOLOGY ·
XML,
CSS, HTML5 · Beta
Tester (Axe, Camtasia, Captivate) ·
Node.js
Open Source Server · MySQL,
Python, C# · Selenium,
Cucumber, JAVA, Ruby · Rally,
Wrike, Kanban LMS
EXPERIENCE ·
Canvas,
Canvassador |
·
Migrations,
ServiceNow ·
Blackboard,
Moodle, Saba ·
Desire2Learn
(D2L) · Alfresco, Confluence Workday, PeopleSoft ERP · Layar AR, Google Expeditions AR MOOC
DEVELOPMENT · EdX
Accessibility · EdX
Course Creator, Intrepid, EdX Studio, VideoX · Learning
Sequence, iFrame, · EdX
Grade/Due Date Policy · Knowledge
Checks, Analytics · FutureLearn INSTRUCTIONAL DESIGN ·
ADDIE,
SAM, Kirkpatrick's ·
Zoom,
BB Ultra, Big Blue Button ·
MS
Project, Smartsheets ·
ADA,
Accessibility Expert ·
SCRUM,
Agile, Six Sigma |
·
GoToMeeting,
Skype ·
SharePoint,
Dropbox, Office 365 ·
Slack,
Lync, MS Teams Amazon AWS, Cloudberry, Core FTP, FileZilla ·
SPSS,
SEER Stat, Jamovi, Stata, Survey Monkey ·
Public
Trust Clearance MULTIMEDIA ·
Adobe
Captivate Photoshop, GIMP ·
Articulate
Storyline, Rise ·
Adobe
InDesign, SmartSparrow ·
Vimeo,
YouTube Premium · Screencast-o-matic, Screencast ·
iSpring,
Camtasia, Lectura ·
Audacity, Pro Tools, Doceri ·
Camtasia
2019, 2020 & 2021 ·
SnagIt |
Doctor of Philosophy
(Ph.D.)
AIU at Trident University: Educational Leadership
Concentration: Teaching, Learning,
and Development
Dissertation:
" Institutional
Culture and Faculty Perceptions of Online Learning in Chiropractic Higher
Education"
Doctor of Natural
Health (ND)
Trinity School of Natural Health:
Naturopathy
Dissertation:
"Biodynamic Agriculture to Increase
Biodiversity in Food Deserts within a Jacksonville Community"
Master of Education
(M.Ed.)
Trident University College of Education: Higher Education
Summa Cum Laude
Master
Thesis: "The Evolution, Quality, and
Principles of Distance Higher Education: An Analytical Approach"
Bachelor of Science
(B.Sc.)
Touro University College of Health
Sciences: Health Education
Post
Baccalaureate Certificate: Family Health
Technical Diploma
(Dip.)
Centura
College: Medical Technician/Assisting
2020
Inclusive Design in Digital Media - Humber College, Continuing Education
2020 Web
Accessibility by Google: Developing with Empathy
2019 Disability
and Digital Media: Accessibility, Representation, and Inclusion - Curtin
University (CurtinX)
2018 Clinical and
Ancillary Continuing Education (50 CEUs), National Health Careers Association
(NHA)
2017 Learning
Assessments and Evaluations - Student Affairs in Higher Education (NASPA)
2015 Instructional
Systems Design Professional Certificate - Alison Professional Education
2015 Implementation
and Evaluation of Educational Technology - Edx M.I.T
2015 Instructional
Systems Design, Professional Certificate - Alison Professional Education
2013 Health and
Society, Post Graduate Certificate - Harvard Extension School
2012 Family
Health, Post-Baccalaureate Certificate -Trident University
Certified Web Accessibility Specialist
(WAS) - International Association of Accessibility Professionals (IAAP)
Certified Health Educator - National Commission on Health
Education Credentialing (NCHEC): #29211
Certified
DHS Trusted Tester for Web - Office of Accessible Systems & Technology
(OAST): #30097-5069
Certified JAWS Specialist - Freedom Scientific Assistive
Technology
Certified Peer Reviewer - Quality Matters, Inc.
Certified Master Teacher - Elsevier
|
American Psychological Association
Submission Reviewer |
National
Wellness Institute - Conference Peer Reviewer |
|
American Public Health Association (APHA) -
Conference Abstract Submission Reviewer |
National
Wellness Institute (NWI) - Abstract Submission Reviewer |
|
CA Traumatic Brain Injury Review Grant
Board (Accessibility) |
Blackboard LMS Exemplary Course Reviewer |
|
MUIH Institutional Review Board Evaluator |
Charisma University Institutional Review
Board Evaluator |
|
Healthcare Associates of America Grant
Evaluator |
Society for
Public Health Education (SOPHE) - Conference Abstract Submission Reviewer |
Institutional Context: As a learning scientist and course architect, this initiative
focuses on instructional design and the transformation from traditional
teacher-centered instruction to innovative strategies. Grounded on
learner-centeredness and the importance of practical application, I leverage
technology as the intersection of academic development, its delivery process,
and learner consumption.
Primary Responsibilities:
Active Federal Clearance: Public Trust
Federal clients included FDA, FAA,
DHS, US Census, and DoD
Develop 40 full-size Intrepid MOOCs
to replace on-site courses
Conduct research and implemented
automation process for Accessibility Test Automation
Introduce and train WCAG A11Y
checklists to prepare documents using best practices for the developers and
testers
Validate code performance using Ruby,
Python, Java, C#
Developed document Acceptance Test-Driven
Development and Behavior-Driven Development using Selenium, Cucumber Framework (Ruby),
and Cucumber JVM
Researching Aria attributes &
roles to render support for A11Y design aspects & resolving common
component issues
Create test cases, use cases,
positive and negative scenarios for peer review leveraging the User story, XML
specs
Test a11y JavaScript and Ajax
dynamic content
Test A11Y stories for all
components spanning all releases via Agile & suggesting inputs for
implementation
Develop SQL queries and performed Cogno's reports testing
Vital to the evolution of
Accessibility through a compliance lens to a standard for software development
Independently lead the entire
Accessibility Function and playing a pivotal role as a member of the User
Interface team
Ensure compliance with WCAG
2.0level AA guidelines in addition to Sec 508 provisions
Prioritize the user experience for
those who identify as differently-abled in Accessibility career as Testers
Provide A11Y (Accessibility) recommendations
and solutions for UI prototypes designed by UX before Development
Mentor developers in rendering
accessibility support to enhance HTML5 components
Perform hundreds of migrations
between Canvas, Blackboard, D2L, and Moodle Develop, deliver, and schedule
onboarding for new hire orientation
Establish
processes and procedures for the development of closed enrollment noncredit
online courses through Blackboard Genius, and MOOC open enrollment noncredit
online courses through Futurelearn
Incorporate
e-Learning standards such as ADDIE, SCORM, and Section 508/504 Principles of
adult learning and
Work
closely with subject matter experts to analyze, design, develop, implement, and
evaluate employee training modules to be developed
in various course authoring tools (e.g., Adobe Captivate, Articulate Storyline,
Camtasia, iSpring
Suite GIMP, Audacity,
Cloudberry, and Amazon AWS)
Content
Accessibility Leadership
Primary Responsibilities:
Provide strategic leadership and guidance as a thought leader in
generating accessible online course materials
Employ internal teams and vendors for the successful delivery of
closed caption and transcript files
Serve as a leader and subject matter expert, assisting partner
faculty with all inquiries related to content accessibility
Manage accessibility processes and documentation to support a
successful institution-wide initiative
Develop recommendations on how to implement accessible visual
course content successfully
Collaborate with 2U's Curriculum & Learning and technical
teams to develop accessibility tooling enhancements
Work with 2U's Solution Center to address partner accommodation
requests
Coordinate with external vendors to audit and analyze active
course content
Proactively implement accessible course content and assist in the
implementation of partner accommodation requests
Collaborate with designers, developers, and testers to create
accessible working prototypes, tools, and content
Recognized and approached as an accessibility authority and
subject matter expert for innovative usability
Collaborate with content, testing, and support specialists across
multiple product teams
Perform accessibility audits of content, workflows, and digital
properties to identify potential barriers to access
Act as a champion for accessible design and development in
adherence to WCAG and industry standards
Lead accessibility discussions, moderate working sessions, build
empathy, and share insights
Work across 2U's Curriculum & Learning department and Solution
Center to identify process improvements
Personalized
Learning Designer/ADA-Accessibility Specialist
Institutional Context: The New Teacher Center
(NTC) is a national non-profit organization dedicated to improving student
learning by guiding a new generation of educators. Founded by teachers in 1998,
NTC works in conjunction with school districts, state policymakers, and
educators across the country to increase the effectiveness of teachers and
school leaders at all levels.
Primary
Responsibilities:
Using Canvas, oversaw multiple teams on accessibility guidelines
per ADA and W3C WCAG
Migrated organizations from Canvas to Moodle
Led training sessions and professional learning centered on personalized
eLearning experiences
Leveraged the latest in learning science and advances in
technology to create personalized, adaptive, tech-enabled learning experiences
for NTC clients and staff
Managed course content ideation, evaluation, project planning, and
implementation
Consulted with team leaders concerning best practices in the
design of appropriate course materials for personalized, online, hybrid, and
web-enhanced courses
Collaborated cross-functionally to develop custom eLearning using
best practices in Accessibility and UX/UI
Managed high-quality online, hybrid, and web-enhanced course
materials for multi-modal delivery to include competency-based,
multiple-entry/multiple-exit, compressed schedules, using Agile Methodology
(SAM)
Developed and created coach and teacher competencies in
personalized learning through pedagogy and content, metacognition, learner
agency, data, and assessment
Developed learning objectives, create assessment strategies, map
content, and define activity types and learner interactions that promote a
personalized experience
Manage personal calendar, travel, and job responsibilities
December 2015 May 2020 Maryland
University of Integrative Health
Institutional Context: The Maryland University of Integrative Health is a non-profit master
and doctoral-granting university. MUIH holds accreditation from the Middle
States Commission on Higher Education (MSCHE) and offers a wide range of
healthcare and wellness concentrations and online programs for professional and
personal development.
June 2019 May 2020 (Contractor)
Digital
Accessibility Consultant, Disability Services
Primary
Responsibilities:
Certified DHS Trusted Tester
Manage eLearning accessibility and
user testing and remediated accessibility issues in the LMS
Evaluate existing and new online
courses using W3C WCAG 2.1 level AA accessibility guidelines, manual testing,
automated tools, and assistive technologies
Directed functional/regression/UAT
for all facets including keyboard, color, and Assistive Technology
Design and implement innovative
accessibility features and functionality in Canvas LMS
Establish and guide eLearning accessibility
course architecture
Assessed HTML5 common components on
desktop/iPad & optimized 25 UI design prototypes for A11Y norms
Examined open Ul-5 mobile/desktop
components for A11Y support on desktop/iOs7 JAWS and VoiceOver
Ensure high-performance and
availability of technical aspects of eLearning accessibility
Formulate an effective, responsive
design and convert it into a working theme and plugin
Develop creative ways to address
course accessibility issues and collaborations to develop accessibility plans
Created accessibility goals into
intentional and actionable designs with detailed findings to identify issues
Recommend potential solutions and
best practices for remediation of accessibility violation
Develop and deliver informative,
useful, and high-quality outreach presentations and consultations
December 2015
August 2018
Director of Instructional Design
Primary
Responsibilities:
Supervised,
facilitated, and mentor a team of Instructional Systems Designers and related
professionals to ensure high-quality healthcare graduate-level course
architecture, design, and achievement of institutional and course learning
objectives and outcomes using Canvas LMS
Developed MOOC-style
microlearning content, build knowledge checks, and build activities
Designed for MOOC and
professional continue education collaboratives
Oversaw the development
of instructional materials that are functional, informative, and consistent
with sound instructional design principles
Designed high-stakes,
advanced, doctoral, and post-graduate credit and continuing education courses
Provided technical
assistance in the development, selection, and application of academic course
design procedures and tools, focusing on quality and consistency
Performed monthly
training sessions for faculty and staff via face-to-face and virtual webinars
Selected methodology
and implement the appropriate feedback data collected from faculty and students
regarding program execution to inform best practices
Collaborated with team
members to develop, maintain, and revise instructional design processes based
on experience and systematic reviews and analysis
Trained and provided
leadership to instructional designers, faculty, and staff on multimedia and
educational technologies, such as Camtasia, Adobe Captivate, iSpring, and Articulate Storyline
Conducted formative
evaluation of training for training participants using Kirkpatrick's Evaluation
model to inform future course design and execution
Subjected matter expert
for several faculty groups to include Faculty Pedagogy Study Group,
Institutional Review Board, Faculty Powerful Presentations for campus and
online learning, and Faculty Research Groups
Enforced and support
institutional efforts for compliance with Sections 504/508 of the ADA
Resident Assistive
Technology (JAWS) expert
Promoted to Director of
Course Design after 14 months as a newly hired ISD (Multimedia)
Selected as the 2018
Emerging Research Scholar Award recipient
Endorsed institutional
initiatives by presenting at national conferences and actively participating on
boards and committees, including the Institutional Review Board (IRB), and
acting as the resident research literacy advocate
Represented the
university on national several non-profit boards and committees (IRB, MDLA,
AACE, UPCEA, QM, OLC, ICELW)
December 2015 March 2017
Served as a Canvas
content developer and instructional designer to coordinate and implement
development, production, and facilitation of faculty workshops, with topics
related to Canvas learning management system (LMS), online teaching pedagogy,
and appropriate use of interactive learning objects
Conducted migration
from Learning House to Canvas LMS
Designed and developed
high-quality and aligned healthcare graduate-level courses in collaboration
with appropriate subject matter experts (SME)
Collaborated and
consulted with faculty and online learning staff on the practical use of
instructional design strategies, web-based resources, and instructional
software to improve faculty teaching and student learning for online and
e-learning course delivery by managing and coordinating live and virtual
training sessions
Functioned as ADA,
multimedia, and universal design expert
Provided
recommendations for interface design, sequencing of instruction, assessments,
and interactive activities
Successfully served as
the subject matter expert for evidence-informed and evidence-based instruction
Promoted the practical application of SCORM for multimedia to increase learner
engagement
Facilitated online and
face-to-face assessments, evaluations, course design/architecture, and adult
learning science training for new and experienced faculty
Advocated for the
appropriate use of assessments and sequencing of instruction
Trained Instructional
Design staff on multiple multimedia development programs including Camtasia, iSpring, and Articulate Storyline, process techniques
including ADDIE, SAM, and backward design
Regularly conducted a
needs assessment to identify technological knowledge gaps for the Center for
Teaching utilized Kirkpatrick's Evaluation Model for summative and formative
training evaluations and measure implementation and participant knowledge
outcomes
Served as a member of
the Institutional Review Board (IRB, MDLA, AACE, UPCEA, QM, OLC, ICELW)
Institutional Context: Life University, a non-profit
private doctoral-level healthcare higher education institution accredited by the
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC),
offers degrees centered on integrative healthcare and practitioner
training.
Primary Responsibilities:
Designed VPAT (Voluntary Product Accessibility Template) centered
on WCAG 2.1 conformance
Collaborated with the Accessibility Office with digital
accessibility requirements, per Section 508 of the ADA
Ensured compliance of ICT products/services with Sec 508 of US
Rehabilitation Act, 1973 as amended
Migrated and converted the institution LMS from Moodle to Blackboard
Provided leadership in Blackboard LMS development and technical
implementation of all content for healthcare-focused online programs and
developed online learning policies and support for LMS users
Designed for MOOC and professional continue education
collaboratives
Recommended and developed an appropriate operational structure for
online learning and e-learning course delivery
Managed MOOCs and issues pertinent to using audio, video, and
foreign language fonts
Responsible for digitally curating materials for the curriculum
committee and created reports for program assessment
Implemented new policies, procedures, and operational structure in
support of online learning, and academic achievement of learning objectives and
outcomes in conjunction with curriculum committees
Led the development and ongoing implementation of Life University's
first Distance Learning Strategic Plan
Created and maintained hybrid/blended learning curriculum
guidelines and policies
Integral in providing Department of Institutional Effectiveness in
accomplishing State Authorization for online courses
Collaborated with the Center for Teaching and Learning to
facilitate monthly instructional technology, authentic assessments, and online
student engagement workshops for faculty and staff and
Employed Kirkpatrick's Evaluation model post-training and validated Satisfaction Survey
Utilized domain expertise for online learning, including
instructional design, course delivery, faculty development and training,
content management, curriculum development, and industry best practices
Created, trained, and advocated the Faculty Guide to Teaching
Online to introduce faculty new to online instructing to Blackboard and best
practices for teaching online
Performed online learning ADA evaluations of online course
delivery efforts with faculty and administration to support Sections 504/508 of
the ADA compliance
Presented findings to academic leadership, resulting in a reorganization
of the university's website and online learning access portal and course
evaluations for appropriate online instructional pedagogical practices
Administered the discovery, creation, and testing of innovative
educational technologies
Utilized ADDIE and SAM to assist faculty with the design and construction of online courses and
training materials
Developed Online Campus Action Plan to support the university's
strategic initiative of establishing an online campus separate from its
residential campus
Developed and validated Online Student Satisfaction Survey
Served as subject matter expert for several committees to include
Distance Learning Committee, Diversity Committee, and Student Accommodations
& Accessibility Committee
Institutional Context: As a private,
post-secondary, and for-profit system of 45 colleges and schools, Education
Affiliate's (EA) Fortis College specializes in allied healthcare degree
programs. Additionally, The Accrediting Bureau of Health Education Schools
(ABHES), Accrediting Commission of Career Schools and Colleges (ACCSC), and
Accrediting Council for Independent Colleges and Schools (ACICS) endorse Fortis College.
Primary Responsibilities:
First faculty to incorporate online learning Blackboard Learn LMS
Developed and executed appropriate methods of evaluating students'
performance
Prepared syllabi, daily lectures, and other course activities to
enhance the educational experience
Instructed two to four healthcare degree-level courses per
semester
Utilized instructional design best practices for face-to-face
instructional delivery
Developed curriculum for the HESI Nurse Entrance Exam Preparation
Increased nursing enrollment exponentially by developing and
facilitating the Entrance Exam preparatory course
Consistently earned 98% student satisfaction scores
Institutional Context: RMI offers online and
hybrid continuing education training and instructional materials focused on
national healthcare certifications and professional development.
Primary Responsibilities:
Created an ongoing process of assessing student needs by managing
high-quality healthcare curriculum design, development and ensuring content
alignment
Developed, implemented, and evaluated curriculum and matters
related to national standards for industry certification
Appointed as interim Dean of Continuing Education, providing leadership
for planning, implementing, evaluating, and coordinating the continuing
education programs
Created design documents and curriculum plans with
cross-functional resources to identify student training gaps, which resulted in
the formation of various e-Learning units and authentic learning labs
Conducted formative evaluation of training using utilizing
Kirkpatrick's Evaluation Model
Interviewed and recruited top candidates, retained critical adjuncts,
and conducted annual performance evaluations, and reinforced professional
continuing education
Hosted receptions for staff and key stakeholders, attended
advisory board meetings with affiliated colleges and universities, and acquainted
board members with RMI's goals and missions
Furthered the philosophy and objectives by developing campaign
proposals to secure additional contracts and funding
Created labs to provide hands-on learning opportunities and
complement instructional materials
Encouraged and advised students of certification and employment
opportunities
Exercised leadership in the long-term planning of education
programs, assured the instructional quality by selecting and developing faculty
and administrators, and in furthering the philosophy and objectives of the Institute
Interviewed and recruited top candidate, worked with staff to
retain critical adjuncts, and reviewed performance evaluations and survey
results
Facilitated the strategic planning process for enrollment,
recruitment, retention and performed program evaluations
Institutional Context: Roane Medical
Institute provides continuing education workshops centered on clinical and academic certification exam preparation for
allied health professionals and advanced healthcare students.
Primary Responsibilities:
Incorporated alternative methods of participant's valuations and
modified traditional instructional approaches to support authentic online
learning and assessments
Developed lesson plans and instructional material for virtual and
on-site sessions
Implemented course redesign process by re-examining course
goals and objectives and created the hybrid program
Managed and led the implementation of the Blackboard learning management system
Assisted in developing directives to satisfy accreditation and
credentialing guidelines
May 2016 November 2018, The New Teacher Project
Virtual Course (eLearning) Development Project Manager
(Grant Funded)
Institutional Context: TNTP counsels education leaders on approaching educational
quality questions, from navigating negotiations to engaging community members
to communicating a superintendent's vision.
Primary Responsibilities:
Trained newly hired Course Builders on TNTP's Instructional Design
best practices
Developed and maintained new online teacher preparation and
special education certification (SPED) training and resource exchange platform
for the city of San Francisco (SF) using Blackboard Learn
Responsible for overall quality of online courses, including
course revisions and alignment to stated goals, Common Core Standards, and SF
Unified School District requirements
Led and supervised a large team of teacher-candidates, course
writers, and course builders
Ensured teacher candidates met districts requirements for
Education Specialist and Cleared credentials
September 2016 Seasonal, Pearson Consensus
Scoring
Educational
Technology Scorer
Institutional Context: edTPA
is a performance-based, subject-specific assessment and support system used by
teacher preparation programs throughout the United States to measure and
support the skills and knowledge that all teachers need from the first day in
the classroom.
Primary
Responsibilities:
Focused on the pre-service assessment process to answer an
essential question; "Is a new teacher ready for the job?"
Assessed candidate's authentic teaching materials as the
culmination of the teaching process
Reviewed documentation that demonstrated each candidate's ability
to teach, effectively
Conducted consensus scoring and coaching via webinars, and
conference calls
Collaborated with partners/group to score Educational Technology edTPA candidate submissions
Acted as the first point of contact for employees concerning
performance
November 2015 Seasonal, Educational
Testing Services (ETS)/AP College Board
Grades 9 - 12 AP
Advanced Placement Research Rater/Scorer
Institutional Context: ETS works with
education institutions to conduct research and develop assessment programs that
provide meaningful information they can count on to evaluate people and
programs. Designing assessments with industry-leading insight, rigorous analysis,
and high-quality to help education communities make informed decisions achieves
this valuation.
Primary
Responsibilities:
Scored Grades 9 - 12 AP Advanced Placement Research assessments
Applied ratings per scoring guidelines and the Reader's ability to
appropriately use the scoring scale
Accurately and consistently scored research exams based on
colleague rosters
Delivered performance feedback and daily performance reports
Completed employee evaluation and supplied additional comments
regarding the Reader's performance
Institutional Context: TFA identifies,
trains, and supports diverse teachers and leaders for placement in
under-represented public-school systems across the nation with a 2-year
commitment.
Primary
Responsibilities:
Using Blackboard LMS, participated and designed in differentiated
curriculum sessions and focused on specific curriculum objectives to provide
corps member support by lesson planning and rehearsing future classroom
sessions
Focused on providing equitable and Accessibility education to all
students
Conducted concentrated peer observations of corps members and
completed written reflections
Met with faculty advisors and summer mentor teachers to debrief
classroom observations
Performed reflective self-evaluations utilizing the "Teaching
as Leadership" rubric
Implemented time prioritization strategies by use of personal
action plans
Institutional Context: Everest University
offered degree programs and currently holds
accreditation from the Council for Independent Colleges and Schools (CICS) and
the Florida Commission for Independent Education.
Primary Responsibilities:
Provided classroom skills, laboratory skills, clinical
instruction, advisement, and assessments
Executed and led program activities, including curriculum and
program planning, development, evaluation, and clinical rotations for
laboratory/hospital placements
Met regularly with laboratory professionals and community agencies
for coordination of instruction
Developed programmatic policies and procedures to evaluate
competencies
Guided the Program Coordinator in records maintenance and credentialing
requirements
Institutional Context: The Jacksonville
Housing Finance Authority sought a contractor to design curriculum, coordinate,
and manage the" CommUniverCity: Training Neighborhood Leaders program," an effort to identify, recruit,
develop, motivate, and mobilize effective local community leadership.
Primary Responsibilities:
Developed and
facilitated workshops for community leaders on topics to include Community
Meetings, Neighborhood Safety, Communication, Forming
Non-Profits, and Government in Action
Organized
workshop learning activities and training workshop instructional materials
Trained
instructors on teaching pedagogies and best practices for workshop facilitation
on technology usage
Evaluated
program effectiveness using Kirkpatrick's Evaluation Model to measure
programmatic implementation and participant knowledge outcomes
Healthcare Associates of America Annual Board
Meeting - Institutional Culture and
Faculty Perceptions of Online Learning in Chiropractic Higher Education, Washington,
DC, 2018
Maryland Distance Learning Association The Importance of Online Course Introductions and
Overviews, MD, 2017
Awards
2019
International Distance Learning Quality Research Paper Award - Gamification
& ADA Compliance: Considering Equity. US Distance Learning Association (USDLA). USDLA
National Conference in Nashville, TN
2018
Emerging Scholar Award - "The Relationship
between Institutional Culture and Faculty Perceptions of Online Learning in
Chiropractic Higher Education" 11th International Conference on e-Learning &
Innovative Pedagogies in New York, NY
2017 Excellence in Learning Bronze Brandon Hall Group Human Capital
Management Excellence Awards. Pearson - Global Management Development
Conference Team Support
CanvasCon Northeast Conference - Canvassadoor
CanvasCon Northeast Conference - The
MUIH Experience: A Successful and Accelerated Online Learning Management System
Migration, M. Hrutka and C. Wilkerson, Princeton,
New Jersey, 2016
Primary Presenter
Society for Public Health Education (SOPHE)
2021- Gateway to the Future: Health Education & Promotion for All,
Presenting Accessibily to an Online Audience, 2021
The PhD Network Western Regional Conference - Breakthrough to Excellence, Institutional
Culture and Faculty Perceptions of Online Learning in Chiropractic Higher
Education,
Wilmington, DE, 2021
Community Engagement Prior to Health Assessments Fairfax County Community Services Board,
Fairfax, VA, 2020
Mid-Atlantic
Group Instructing with Canvas 3rd Annual Conference (MAGIC) - Creating 508 Compliant and Accessible Word Documents for Your Online
Course, Howard Community College, Columbia, MD 2018
Maryland Distance Learning Association Spring
Conference - "The JAWS Screen Reader Experience: Digital Accessibility
for All," Maryland 2020
Maryland Consortium for Adjunct Faculty
Professional Development (MCAPD) - Digital
Accessibility and Usability to Diversity, Equity, and Inclusion in
eLearning, Baltimore, MD, 2019
Harvard University Center for Applied Special
Technology (CAST) Annual Universal Design for Learning (UDL) Symposium - "Becoming an Expert Learner using
Universal Design for Learning," Harvard University Center for Health Law and
Policy Innovation Cambridge, MA, 2019
International
Conference on E-Learning in the Workplace (ICELW) - Creating
508 Compliant and Accessible Word Documents for Your eLearning Course, Columbia University, New York, NY 2019
Distance
Learning Administration Conference - "How
do you create, support, and encourage sustained learning?" Fishbowl Dialogue Session, Jekyll Island, GA, 2018
Association of Faculties for Advancement of
Community College Teaching
(AFACCT) - Creating an
Accessible Learning Environment using Universal Design Principles Anne Arundel, MD, 2018
Online
Education of Berlin (OEB) - Institutional Culture and Faculty
Perceptions of Online Learning in Higher Education Berlin, Germany, 2017
Maryland
Consortium for Adjunct Faculty Professional Development (MCAPD) - Accessibility
in Online Learning and Universal Design Baltimore, MD, 2017
e-Learning
and Innovative Pedagogies Research Network - Institutional
Culture and Faculty Perceptions of Online Learning in Chiropractic Higher
Education Manhattan, NY, 2018
Culture of Research and Education (CORE)
Webinar Series - Institutional
Culture and Faculty Perceptions of Online Learning in Chiropractic Higher
Education
Cypress, CA, 2017
International Conference on E-Learning in the Workplace
(ICELW) - Institutional Culture and Faculty Perceptions of Online Learning in
Healthcare Higher Education Columbia University New York, New York 2017
Rutgers University Online Learning Conference - Creating
508 Compliant Documents for Online Learning, Reimagine Online Learning.
Rutgers University Somerset, New Jersey, 2017
Maryland Distance Learning Association (MDLA)
Fall/Spring Conference - Teaching and
Learning in the Digital Age: Creating 508 Compliant Documents for Online
Learning Anne Arundel, Maryland, 2016
Association for the Advancement of Computing in Education E-Learning
Conference (AACE) - Student Perceptions of Acupuncture Online Course Equivalency and
Comparing On-Campus Performance Outcomes. Washington, DC, 2016
Workshop/Webinar Facilitator
Carroll Community College Faculty Workshop
Conference - Creating an Accessible
Learning Environment with Universal Design Principles Westminster,
MD, 2017
Writing Effective Learning Outcomes - Curriculum Innovation Webinar Series. Trident University Cypress, CA, 2017
Correlating Institutional Culture and Faculty Perceptions of
Online Learning in Higher Education - Culture
of Research in Education Webinar Series Trident University Cypress,
CA, 2017
Creating 508 Compliant and Accessible Word Documents for Your Online Course - Maryland Distance Learning Association Spring 2017 Conference,
Baltimore, MD, 2017
Converting
PowerPoint into iSpring8 and Core FTP - Center for Teaching and
Learning Faculty Training, Maryland University of Integrative Health, Laurel,
MD, 2016
Learn
Screencast-o-Matic in Less than 5 Minutes -
Center for Teaching and Learning Faculty Training. Maryland University of
Integrative Health, Laurel, MD, 2016
Poster Presentation
Maryland University of Integrative Health
Research Symposium - The Relationship between Institutional
Culture and Faculty Perceptions of Online Learning in Chiropractic Higher
Education, Symposium Session, doi: 10.13140/RG.2.2.12278.40002 Laurel,
Maryland, 2017
Peer Reviewer
Penn State Center for Online Innovation in Learning (COIL) Research
Initiation Grant (RIG) - Seed Funding for Research Project Development to Enhance Online
Teaching and Learning, Grant Year 2017
Blackboard Course Reviewer (2015, 2016, 2017, 2018).
Blackboard Exemplary Course Program.
Conference Peer Reviewer
National Wellness Institute 42nd National Wellness Conference - Cultivating Cultures that
Flourish, St. Paul, MN 2016
Smith, K.M. (2021). Accessibility in Gamification: A Theoretical
Framework. Journal of Accessibility and Design for All. Universitat Politθcnica de
Catalunya
McNeil, L., Smith K.M. (2019). CrossFit Functional Movement Techniques
and Identification of Risks Relationship to Crossfit-Associated
Injuries. Research in Health Sciences. Purdue University
Smith, K.M., Abrams, S. (2018). Gamification & ADA Compliance: Considering
Equity. International Journal of Information and Learning Technology. Equity in Teaching and Learning with Digital
Technologies doi:
pending
Smith, K.M. (2017). Common Qualitative Research Methods. Research Gate Open Source Journal. doi: 10.13140/RG.2.2.10745.16480
Smith, K. M., Wick, A. (2016). Student perceptions of acupuncture
online course equivalency and a comparison of online and on-campus student
performance outcomes. Maryland
University of Integrative Health Research Symposium
Smith, K. M. (2016). The
Relationship between Institutional Culture and Faculty Perceptions of Online
Learning in Chiropractic Higher Education.
Accepted to Trident University School of Education, September 2016
Smith, K. M. (2014). Women in Academic Leadership:
A Mini Study. Trident University. doi: 10.13140/RG.2.1.4730.7123
Smith, K. M. (2014). Women in Higher Education Leadership: A Literature Review. Research Gate Open Access
Journal. doi:
10.13140/RG.2.1.5025.6243
Smith, K. M. (2014). Biodynamic Agriculture
Increasing Biodiversity in Food Deserts:
A Quantitative Study within a Jacksonville Community. Submitted and Accepted into Trinity School of Natural Health Doctor of
Naturopathy Graduate Department, December
2014. doi: 10.13140/RG.2.2.28771.14880
Smith, K. M. (2013). An Analytical
Approach to the Evolution, Quality, and Principles of Distance and Online
Higher Education. Submitted and Accepted to Trident University
International Graduate Department, June 2013
Smith, K. M. (2009). Mycobacterium Avium Paratuberculosis
vs. Regional Enteritis. Animal Science Institute, June 2009
Settles, T., Smith, K. M. (2014). Patient satisfaction in an Arkansas
hospital: A mixed-method study. Research
Proposal
DOCTORAL/DISSERTATION
MENTORSHIP
Hansfield,
Travis -Working Title Infection rates impact the economic impact of
the COVID-19 Pandemic on the Caribbean's Business Aviation Industry, School
of Business, Charisma University (Defense 2021)
Smith, Julie - Working Title Covid-19
impact on Pastoral care in The Turks and Caicos Islands A
Thesis submitted following the requirements of Charisma University for the
degree of Master of Theology (February 2021)
Joseph Chan, M.Ed. - Working Title " The Impact of GED Exam Scores on Adult
Motivation, Retention, and Critical Thinking" Trident University
School of Education (Confirmed 2019)
Ronald Ware, MBA - Working Title "Correlations between Brand Equity and AA
Millennial Buying Behaviors" Grand
Canyon University (Confirmed 2019)
Tammy Settles, MD, Ph.D. - Development "Expectancy-Disconfirmation Theory Prediction
of Socio-demographic Variables and Postoperative Cardiac Patient Satisfaction:
A Correlation Study" Northwestern University (Confirmed 2016)
Zabrina
Epps, MPS - Working Title "An
Ethnographic Examination of Learner Perspective During Higher Education
Institutional Change" Fielding University (Defense 2019)
BOARD AND ASSOCIATION MEMBERSHIPS
|
National Commission for Health Education
Credentialing -Elected Board Member |
Institute
for Emerging Leadership in Online Learning (IELOL) - Recruit |
|
International Association of Accessibility
Professionals |
QM
Instructional Designer Association - Member |
|
Educause Accessibility and Access - Member |
National Wellness Institute - Conference
Peer Reviewer |
|
W3C ARIA Accessible Online Learning and
ARIA and Assistive Technology - Member |
MUIH Evidence-Based Research Literacy Advocate
Program MUIH Institutional Review Board Member |
|
Educause - ID2ID - Instructional Design
Lead Mentor |
MUIH Faculty Pedagogy Committee - Member |
|
W3C Web Accessibility Guidelines Working
Group |
MUIH
Faculty SME Powerful Presentation for e-Learning - |
|
W3C Invited Expert - Accessibility
Guidelines Expert |
MUIH
Culture Task Force - Member |
|
Maryland Distance Learning Association
(MDLA) - Board |
Blackboard Exemplary Course Reviewer -
Member |
|
United States Distance Learning Associated
- Advisory |
National Health Careers Association -
Member |
|
Board of Professional Continuing Education
- Elected |
Healthcare Associates of America - Board of
Directors |
|
The Bill Clinton Foundation - ACP -
Professional Mentor American Public Health Association (APHA) -
Conference Abstract Submission Reviewer |
Society for Public Health Education (SOPHE)
- Conference Abstract Submission Reviewer National Center for Accessible Materials
and CAST |
|
University
Professional and Continuing Education Association (UPCEA) - Member |
Pennsylvania/Delaware/
Learning Association (PADLA) National Wellness Institute (NWI) -
Submission Reviewer |
|
Digital
Accessibility Working Group - Moderator/Creator |
Society for Participatory Medicine |