Training Management
Resume:
Rochelle Waters
Email: *********@********.***
Address: ***** ***** ***** ***
City: Temecula
State: CA
Zip: 92591
Country: USA
Phone: 702-***-****
Skill Level: Experienced
Salary Range: $60,000
Primary Skills/Experience:
See Resume
Educational Background:
See Resume
Job History / Details:
ROCHELLE YOUNG WATERS
41585 Eagle Pt Way, Temecula, CA 92591 702-***-**** *********@********.***
EDUCATION
Argosy University, San Diego, CA
Doctorate in Education 2012
Area of Concentration: Educational Leadership in Higher Education
Dissertation Title: Phenomenological process women with earned doctorates used to recognize their psychological structure of academic knowledge
National University, San Diego, CA
M.A. in Human Behavior 1997
University of LaVerne, LaVerne, CA
B.S. in Psychology 1994
CERTIFICATIONS
Cleared Adult Teaching Credential Commission on Teacher Credentialing (CTC)
Office Occupation, English as a Second Language (ESL), Elementary and Secondary Basic Skills, Social Science and Health Education, California
California Cross-cultural Language and Academic Development Teaching Certificate, San Diego State University
Special Subjects Teaching Credential, California Commission on Teacher Credentialing (CTC)
Instructor Training Certification, Fleet Training Center San Diego, CA
Computer-Ed InstitutionaaaHenderson, NV 10/2001-06/2002
PC Support TechnicianaaaA+ Certification Preparation
Constructed computer networks using a variety of topologies and cable media. Installed, repaired, and maintained computer hardware and software, as well as provided troubleshooting expertise in the use of Windows 95/98, 2000/XP, and NT 4.0.
TEACHING EXPERIENCE
The Art Institute of CaliforniaaaaSan Diego, CA 10/2002-Current
General Education Instructor
Provided, Blended (Hybrid) and Traditional course instruction. Designed class instruction, developed syllabi, lesson plans, curricula, and overall course structure, and administered all grades. Deliver learner-centered instruction Encourage student success. Manage the classroom environment. Relate industry experience to learning focusing on student centered learning
Argosy UniversityaaaSan Diego, CA 01/2008-08/2009
General Education/Business Adjunct Instructor
Online, Blended (Hybrid) and Traditional course instruction, provides competency-based education, delivered learner-centered instruction, encourage student success, manage the classroom environment, relate industry experience to learning, develop syllabus, overall course structure, and administer all grades.
Career Technical and Adult EDaaaPoway, CA 03/2002-10/2004
Independent Studies Instructor
Prepare/modify lesson plans based on the skill level of the individual. Provide academic counseling when appropriate, and
One-on-one instructor time with over 30 students. Encourage student success. Maintained documentation of all course tests and assignments.
Client LogicaaaLas Vegas, NV 06/2002-12/2002
PC Support Technician Level I
Technical telephone support for EarthLink Internet Software: Provide systematic assistance for customer setup of new operating systems; Installed, configured and troubleshot Windows 95/98, 2000/XP, NT 4.0, Outlook Express, MS Outlook, Internet Explorer, and Eudora for Internet Access and Email support; Perform troubleshooting techniques for dial up modems and related hardware; Tracked customer information utilizing People Soft database.
Milpitas Adult Education, MUSDaaaMilpitas, CA 09/ 1999-06/2001
Independent Studies Instructor
Prepare/modify lesson plans based on the skill level of the individual; provided academic counseling when appropriate;
One-on-one instructor time with over 120 students; Conducted skills testing; Maintained exceptional documentation of all courses, test, and assignments via computer program.
Special Subjects (Naval Junior ROTC), Milpitas High School, MUSDaaaMilpitas, CA 08/1997-06/2002
Instructor
Utilize instructional methodologies to instruct an average of 650 students, per school year, in history, geometry, microcomputers, administrative skills, and good communication skills. Responsible for classroom management and maintenance of student records; introduced monthly parent newsletter to encourage open communications, enhance parental understanding of individual learning goals, and instill a strong commitment to meeting educational objectives established for each child. Organize and launch after-school study hall to help struggling students with various subjects. Prepared lesson plans, designed course assessments, and homework assignments to measure student achievement. Four graduating seniors accepted at two different Military Academies; Awarded Teacher of the Month
Fleet Aviation Specialized Operations Training GroupaaaSan Diego, CA 04/1993 aaa 06/1997
Navy Trainer/Division Officer
Provided training on basic/intermediate computer skills, Microsoft Office Suite, AS400 Database, Management Information System (MIS) Databases, Supply management, and equal opportunity courses. Prepared learning objectives, designed curricula, performed student tracking, evaluated instructional materials, and provided academic counseling of students. Qualified eight Trainers, involving all team members in the process of deciding how to accomplish group goals; Scheduled all training sessions (location, participants etc.); determine best method for roll out of training, while setting priorities with the appropriate sense of urgency and importance; Evaluated training effectiveness by ensuring post implementation of training support.
COUSES TAUGHT
Computer Applications Psychology Intro to Sociology
World Civilization Humanities Ethics
Critical Thinking Language and Culture Quicken
Sociology in a Global Perspective
PERSONALITY THEORY
INTERPERSONAL COMMUNICATIONS
MICROSOFT OFFICE SUITE
Social Psychology
TECHNOLOGY IN BUSINESS
ACADEMIC STRATEGIES
MICROSOFT WINDOWS
Intro to Psychology
DEVELOPMENTAL PSYCHOLOGY
HUMANITIES
SOFTWARE APPLICATIONS
COMPUTER SKILLS
Microsoft Publisher EarthLink Total Access DOS
QuickBooks Adobe Photoshop Internet Explorer
Apple Safari Mozilla Firefox MS Office Suite 2010/2007/2003
Windows 7/Vista/XP/2000 eCollege Adobe Acrobat Professional eCompanion Quicken Blackboard
FACULTY EVENTS AND CONTRIBUTIONS
aa Portfolio used as a Best Practice 01/2004-Present
aa Curriculum Advisor
aa Curriculum and Faculty Development Committee Member
aa Significantly high marks from the IDEA survey and early critiques for teacher evaluations
LEADERSHIP
aa Mentor/Coach to incoming faculty
aa Campus Coach to first year students
aa Advising and acclimating new faculty
aa New Faculty Orientation Instruction
aa New Student Orientation every quarter
RELEVANT COURSEWORK/CONTINUING EDUCATION
Education (Post-Graduate)
Doctorial Courses Completed with descriptions
Action Research
The course advances the proposition that the action research approach is a useful paradigm in the field and worthwhile model for dissertation work. Historical, philosophical, and theoretical foundations will be discussed, but practical application will be the primary focus simultaneously with learning. This is consistent with an action research approach. Collaboration and group work is also a hallmark of action research so students will demonstrate their abilities to design, diagnose, plan, implement, observe, and reflect in cooperation with classmates. The various roles and skills necessary to be an effective action researcher will be discussed, as well as important issues related to empowerment, contextualization, ethical considerations, and validity.
Comprehensive Planning and Implementation
This course focuses on concepts and strategies associated with effective planning in educational and human services organizations. A decision-oriented evaluation model is also considered. Examples demonstrate how data can be used as input for a comprehensive plan. Strategies for the coordination of curriculum and instruction delivery systems into an overall management plan are presented. Specific administrative levels of responsibility are defined. An evaluation component of comprehensive planning is outlined in both objective and subjective terminology.
Critical Analysis of Problems and Issues in Education
Problems and issues that relate to the present and the future of and private education are the core of the course. They are identified in a forum that brings experience and current methodology together to address problems that relate to the specific roles of the course participants. Long-range and short-range problem-solving strategies, directed toward increasing the scope of curriculum options and expanding the broad applicability of instructional resources, are addressed in terms of current situational models.
Distance Learning Technologies and Teaching Methodologies
This course examines the concepts, technologies, and issues related to the development and delivery of distance education. The learner will explore the theory and history of distance education, current technologies in distance learning, components beyond the course website of a distance education system, course design and development, technology and media, instruction and interaction, and policy and administration in distance education
Education Law: Higher Education
This course addresses the basic legal principles and role implications for higher education administration. Upon completion, the student will demonstrate a rudimentary background in the parameters of post-secondary education laws as they relate to trustees, administrators, staff, faculty, students and governmental/community constituencies.
Educational Leadership in Theory and Practice
Advanced analysis and synthesis of the knowledge, skills, and dispositions of ethical leaders who promote the success of all students by creating cultures of educational excellence; responding to diverse learner needs; facilitating the development of safe, efficient, and effective learning environments; and influencing the political, social, economic, legal, and cultural contexts that shape schools and schooling.
Higher Education in the United States
Theories and models of institutional arrangement, as well as governance and management processes are considered in this course. Planning and assessment methods are also examined.
Introduction to Advanced Academic Study and Writing
This course demystifies the doctoral level research process and provides a solid foundation for academic writing by analyzing and evaluating current research articles, literature reviews, and dissertations. Emphasis will be placed on APA style guidelines, preparation for the doctoral comprehensive examination, and university publication requirements. It also includes a self-inventory based on state and national standards and develops a self-improvement plan that is the basis for activities during internship.
Leading and Managing Change in a Diverse Society
This course focuses on concepts and strategies for managing change in educational, human services, and business settings. Special consideration is given to the recognition of human diversity and strategies that empower both individuals and the organization. Processes, procedures, and skills for change are presented in terms of situational considerations and implications.
Managing Human and Fiscal Resources in Education
This course presents concepts and strategies that guide the effective management of human and fiscal resources in education. It provides an in-depth analysis of personnel administration and the knowledge and skills necessary to take a strategic approach to resource management in organizations of higher learning. The course examines the processes of human resource and fiscal planning, job analyses and description, recruitment, selection, compensation and rewards, evaluation and relevant employment laws. Students participate in discussion strands based on human and fiscal resource management issues, and submit assignments that demonstrate understanding of human resource management theories and practices aaa including a course project, which requires the creation of a comprehensive human resources development plan for an educational institution.
Methods and Analysis of Quantitative Research
This course focuses on the structure and process of descriptive research across the disciplines of business, education, and behavioral science. It presents the concepts of relationships, correlations, and descriptive paradigms. Upon completion of this course, the student will be able to design a descriptive research study. The student will be able to utilize correct descriptive sampling techniques, collect and organize data systematically, adhere to acceptable reliability and validity standards in measurement, apply appropriate descriptive methodology, perform descriptive statistical analysis including mean, mode, median, correlations, chi square and t-tests with matched groups, and fully present findings. The student will also master the language of descriptive research, distinguish between various methodologies, conduct literature surveys that provide the foundation of investigation, critique descriptive research, review the dissertation research process, and construct effective descriptive research proposals. Computer applications, logistical issues, and ethical considerations are examined
Methods and Analysis of Qualitative Research
This course introduces the assumptions, theories, and processes of qualitative inquiry. The purpose of this course is to provide advanced graduate students with the theoretical foundations necessary to understand qualitative inquiry, and to enhance their abilities to conduct qualitative research and evaluation.
Organizational Communication Systems and Internship Seminar
This course focuses on effective communication in organizations. This course will include relevant theories, technologies, leadership, teamwork, diversity, global organizations, and ethics. In addition to learning about issues embedded in organizational communication systems, students will complete a 7-week internship
Program Evaluation Methods
This seminar emphasizes the acquisition of knowledge and skills in program evaluation methodology. Six alternative evaluation approaches are surveyed, with a focus on developing a management/decision-oriented evaluation plan. This seminar also serves as a practicum for the conceptualization and development of a doctoral research study that employs a program evaluation model.
The Adult Learner
This course considers the instructional theories and motivational techniques that may be employed to enhance education for adult students. The role of the teacher as a diagnostician, planner, and facilitator is also considered.
Writing for Research and Professional Publications
This course builds on the introduction to the dissertation process provided in E7111 and leads students through the university research proposal, formation of a dissertation committee, application for human subject review, and revision of dissertation research for journal publication. Students will develop their research questions or hypotheses and submit a finished research proposal or prospectus that is required prior to beginning the dissertation sequence.
EXTENSION COURSES COMPLETED
aa Level II/Principles & Practice/Vocational EducationaaaUniversity of CA-SD (UCSD)
aa Principles of Adult & Vocational EducationaaaSan Jose State University (SJSU)
aa Materials and Methods in Adult & Vocational Educationaaa(SJSU)
aa Personalized Applications of Health Education Information in Adult & Vocational Programsaaa(SJSU)
aa The Diverse ClassroomaaaNational University
aa Educational Foundations: Study American MosaicaaaNational University
aa Theories & Methods in English Language DevelopmentaaaUniversity of San Diego (USD)
aa Cultural Diversity and its Impact on EducationaaaUSD
aa First and second Language Development & Structure for Classroom TeacheraaaUSD
aa Introduction to CLAD for the Classroom TeacheraaaUSD
CONTINUED FACULTY DEVELOPMENT
aa Klickers trainingaaaintegrating participation with technology in the classroom
aa Icebreaker education
aa Motivating Students workshop
aa Teaching Portfolio Workshop
aa Faculty Training with online resources
aa Socrates Online Training Development
aa Faculty Development Workshop (improving your portfolio and style in the classroom)
aa Online System (OLS) Training
aa Photoshop/Dreamweaver Training day
aa Faculty Development online training course (10 weeks)-Certificate of Completion
aa AiCA-SD .NEXT Enhancement Overview Online Training Course
aa AiCA-SD eCompanion Faculty Online Training Course
aa Argosy eCollege Instructor Online Training Course
aa Faculty Development Workshop (working with Turnitin)
Education (Undergraduate)
aa Comp Application
aa Language Learning
aa Prof Issues in Education
aa Diversity in Learners
aa Teaching Learning Strategies
aa Instructional Design
aa Instructional Resources
aa Classroom Management
aa Specialized Writing
aa Instructional Techniques
aa Exploratory Experience
aa eCollege Student Orientation
Multicultural
High Intensity Language TrainingaaaBeginning Spanish I, II, III, HILT (30 hours)
LANGUAGES
American English aaa Native language
MEMBERSHIPS
American Education Research Association (AERA)
National Women's Studies Association (NWSA)
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Rochelle Young Waters
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