Kelly Lyn Maglaughlin, Ph.D. Page 3
Kelly Maglaughlin, Ph.D.
346 Carpenter Dr. #20 · Atlanta, GA 30328 · · 404.202.0902
Community Development through Active Learning
Teaching Mentoring / Program Design, Facilitation Assessment /
Curriculum Development
Certified teacher and dedicated educator with a commitment to inspiring people of all ages through experiential and classroom learning experiences. Expertise developing, administering, and facilitating educational programs that make a positive impact in the lives of educators and students. Successful advisor and mentor to colleagues and students, with a passion for creating and sustaining a welcoming environment for educators and learners. Strong listening, communication and presentation talents. Areas of expertise:
· Experiential Teaching and Learning· Collaboration and Team Building
· Program Design and Management / · Faculty Development
· Cross-disciplinary Teaching Methodology
· Time and Resource Planning
Teaching / Administration Experience
MIDDLE LEARNING ASSISTANT PRINCIPAL
THE GALLOWAY SCHOOL, Atlanta, GA, 2008 to Present
Promote an environment of open communication between students, faculty, and the greater community. Work closely with faculty, administration and the parent’s association to coordinate school activities and schedules. Administer Middle Learning advisory, student government, immersion, and outdoor education programs. Creatively teach an eclectic range of elective and exploratory classes. Demonstrate commitment to Galloway’s vision by serving on a wide variety of planning and curriculum committees.
· Partner with students, faculty, administration and parents to create a supportive environment that results in a positive and successful learning experience for each student.
· Design, implement, and lead a community-building program focused on empowering students, creating ownership, and cultivating inclusiveness.
· Enhance faculty development through mentoring them in the creation and integration of experiential learning techniques for classroom instruction and student assessment.
EDUCATORS’ INITIATIVE PROGRAM MANAGER
NORTH CAROLINA OUTWARD BOUND SCHOOL, Asheville, NC, 2004 to 2008
Successfully combined the roles of Program Manager and Lead Field Instructor / Senior Facilitator to provide uniquely challenging and experiential learning opportunities for participants who included teachers, business people, families (parents/children), youth, high school, and college students. Developed curricula from concept through facilitation. Built and managed the online community and other communication activities. Coordinated grant funding and budgets. Planned logistics of wilderness expeditions extending from four to forty-five days.
· Developed and managed a program to immerse educators in a year-long collaborative setting that highlighted hands-on learning, group and self-reflection, and building an inclusive community.
· Designed an experiential curriculum for educators that received an “excellent” assessment from the UNC-CH (University of North Carolina at Chapel Hill) for making a “positive and tangible difference in classrooms.”
· Planned and led Outward Bound courses and workshops for children and adults, strengthening confidence, optimism and life enjoyment for hundreds of participants.
ADJUNCT PROFESSOR
WESTERN CAROLINA UNIVERSITY, Cullowhee, NC, 2007 to 2008
WARREN WILSON College, Swannanoa, NC, 2006 to 2007
UNIVERSITY OF NORTH CAROLINA, Chapel Hill, NC, 1999 to 2004
Taught undergraduate and graduate courses in a variety of subjects including outdoor leadership, wilderness skills, initiatives for adventure education, communications, systems analysis, and database management systems. Instructed, mentored and guided students at different phases of their educational careers, always promoting and inspiring further learning. Monitored performance. Offered constructive feedback.
· Planned and presented active lessons that educated and motivated students to overcome personal obstacles and achieve ambitious educational and personal goals.
· Enhanced student participation through lively discussions and exercises, and provided both challenges and encouragement for research projects.
· ASSESMENT Asses student learning through projects, papers, presentations, portfolios, and exams. Recognized as an accessible instructor and point of contact in the classroom and during office hours.
INSTRUCTOR / EXPERIENTIAL WORKSHOP CREATOR / TRAINER
ST. JOSEPH’S FAMILY, Haiti, 2009 to Present
TRIANGLE TRAINING CENTER, Pittsboro, NC, 2003 to Present
LANDMARK LEARNING, Cullowhee, NC, 2005 to 2007
THE LEGACY CENTER, Morrisville, NC, 2003 to 2004
In current and previous positions, worked with participants individually and in groups to provide rich educational experiences in teacher education, leadership challenge courses, wilderness first responder and first aid, CPR, and life coaching. Designed and facilitated experiential and classroom learning programs from the ground up.
· Enthusiastically served as leader, trainer, coach, and motivating force behind academic and outreach training initiatives.
· Demonstrated an unwavering focus on student empowerment and growth in all classes and sessions.
Education / Credentials
Ph.D. in Information and Library Science, 2003, University of North Carolina, Chapel Hill, NC
M.S. in Information Science, 1999, University of North Carolina, Chapel Hill, NC
B.A. in English, 1997, Texas Woman’s University, Denton, TX
Professional Certifications
Teaching License, Georgia: Middle Grades Language Arts, June 2009
Wilderness Emergency Medical Technician (EMT), Valid through January 2010
Basic Life Support (BLS) for Health Care Providers, Valid through August 2012
Professional Development Courses
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Kelly Lyn Maglaughlin, Ph.D. Page 3
The Galloway School Teachers’ Institute, 2008-09
White Like Me – Diversity Course, 2008-09
Spanish Immersion, Guatemala, 2007
CHOICES Diversity Training, Boston 2007
Leave No Trace Trainer, Asheville, NC, 2004
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Kelly Lyn Maglaughlin, Ph.D. Page 3
Technical Proficiency
HTML, Perl, Java, C++, SAS, Windows and Mac OS, MS Office, Adobe Creative Suite, Macromedia Suite
Volunteer Service / Awards
Volunteer Service
Teacher and Teacher Educator (Haiti)
The World Peace Café (Atlanta)
Stove Project, Asociación de Pop Wuj, http://www.pop-wuj.org (Guatemala)
Leadership Asheville 26 (Asheville, NC)
Reid Center Consultant (Asheville, NC)
Inter Faith Council, Homeless Shelter (Chapel Hill, NC)
Special Olympic Coach (Chapel Hill, NC)
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Kelly Lyn Maglaughlin, Ph.D. Page 3
Recyclery, Bike Mechanic, Providing Bikes for Underprivileged Kids (Chapel Hill, NC)
Awards and Honors
Galloway Summer Faculty Development Grant, 2009
Asheim Doctoral Fellowship & Eugene Garfield Doctoral Dissertation, 2001 to 2003
Research Assistant Fellowship and SILS Tuition Award,1997 to 2003
Beta Phi Mu & AEL Graduate Honor Societies, 2001 to 2002
SILS Dean's Achievement Award - Best Master’s Paper,2000
ASIS Pratt-Severns Best Student Research Paper Award,1999
Baker & Taylor Oxford Seminar Scholarship,1998
Publications
1. Maglaughlin, K.L., & Sonnenwald, D.H. (2005). Factors that impact interdisciplinary scientific research collaboration: Focus on the natural sciences in academia. Proceedings of the 10th International Conference of the International Society for Scientometrics and Informetrics.
2. Sonnenwald, D.H., Maglaughlin, K.L., & Whitton, M.C. (2004). Designing to support situational awareness across distances: An example from a scientific collaboratory. Information Processing & Management.
3. Christiansen, N. & Maglaughlin, K.L. (2003). Crossing from Physical Workplace to Virtual Workspace: be AWARE. 6 manuscript pages. International Conference on Human Computer Interaction.
4. Sonnenwald, D.H., Whitton, M.C., Maglaughlin, K.L. (2003). Research alert on scientific collaboratories: Evaluating their potential. ACM Interactions, 10(4), 9-10.
5. Maglaughlin, K.L. Sonnenwald, D.H. (2002). User Perspectives on Relevance Criteria: A Comparison among Relevant, Partially Relevant and Not Relevant Judgments. Journal of the American Society for Information and Technology 53 (5). pp. 327-342.
6. Meho, L. I., & Maglaughlin, K.L. (2001). Kurdish culture and society: An annotated bibliography. Westport, CT: Greenwood Press. 356 p.
7. Sonnenwald, D.H., Maglaughlin, K.L., & Whitton, M.C. (2001). Using innovation diffusion theory to guide collaboration technology evaluation: Work in progress. IEEE 10th International Workshop on Enabling Technologies: Infrastructure for Collaborative Enterprises (WETICE 2001).
8. Sonnenwald, D. H., Bergquist, R., Maglaughlin, K.L. & Kupstas-Soo, E & Whitton, M. (2001) Designing to support social awareness in scientific collaborative social environments. In E. Churchill, D.Snowdon & A. Munro (Eds.), London: Springer Verlag. Collaborative Virtual Environments. pp. 202-224.
9. Yang, K., Maglaughlin, K.L., Newby, G.B.(2001). Passage Feedback with IRIS. Information Processing and Management 37 (3). pp. 521-541.
10. Hudson, T., Sonnenwald, D.H., Maglaughlin, K.L., Whitton, M.C., Bergquist, R. (2000). Enabling distributed collaborative science: The collaborative nanoManipulator. (Video). ACM Conference on Computer-Supported Cooperative Work (CSCW).
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11. Yang, K., Maglaughlin, K.L.(1999). IRIS at TREC-8. Text Retrieval Conference.
12. Yang, K., Maglaughlin, K.L., Meho, L. & Sumner, R.G. Jr. (1998). IRIS at TREC-8. Text Retrieval Conference.
Kelly Lyn Maglaughlin, Ph.D. Page Two
Professional Experience Continued
“I am a member of the community and as a member it is my privilege to do for it whatever I can before I die.
Life is no brief candle to me. It is a sort of splendid torch that I want to make burn as brightly
as possible before handing it on to future generations.” ~ George Bernard Shaw
Success does not happen in isolation. The principles of the people in our lives and the communities we join have a profound impact on us as individuals. Likewise individually, we have powerful effect on those around us. I believe that students become successful global citizens by acquiring knowledge and experience of themselves, others, and the world around them. As educators we support this development process by creating an engaging learning environment and an inclusive school culture.
An Engaging Learning Environment includes:
· Academic rigor and authentic assessment with in-depth mastery of challenging curricular concepts and the application of that knowledge to solve complex, real-world problems. Students are much more invested in their learning when they know their work will be assessed by end-users, experts in the field, and/or a genuine audience.
· Personalized instruction founded on a student’s unique abilities, interests, and needs. Students should be encouraged to follow their passions, foster their talents, and take ownership of their education. Educators should have a deep connection to each student in order to both challenge and support students in their academic and social development.
· Immersive learning during multi-week periods to facilitate in-depth and active subject study. Students and educators partner with resources (people and places) outside the classroom to bring topics such as the Civil Rights Movement and Environmental Protection alive.
· Educators who have skills to create an engaging learning environment and who are living examples of the inclusive school culture. Faculty members are in each other’s classrooms, sharing resources and best practices, providing feedback, and team teaching. Professional development should truly model an engaging learning environment where faculty and outside experts lead sessions designed to delve deeply into, and provide practical applications for, relevant topics.
An Inclusive School Culture is supported by:
· Activities and initiatives, in individual classrooms and across the whole school, woven throughout the school year to teach effective social skills in the context of academics. This can be facilitated via a spectrum of events that promote collaboration skills, such as intentional group projects and grade-level diversity workshops.
· Structures, such as advisories, which support relationship building and authentic learning experiences inside and outside of the school building. Students should enjoy talking with adults about academic and personal issues and have mentors that coach them to navigate the social challenges of adolescence, manage their time, and plan their work.
· Leadership opportunities, both formal and informal, that encourage participation from all students and allow students to be active participants in their own education.
· Service learning initiatives that give students a chance to focus outside themselves, see how they are connected to the greater world, and experience the power of giving.
· Social rituals that include inter-grade, across-grade, and whole community projects and gatherings designed to promote ownership of the school.
No matter who the students are or where a class is held - in a classroom, online, or even the in the wilderness - I am a firm believer in the need for core academic knowledge, the tools for effective social interactions, and the power of engaged and hands-on learning. In the learning process, I strive to facilitate a culture of ownership, challenge, collaboration, reflection, and authentic assessment for my students. Each classroom comes with its own set of challenges and tools to meet those challenges. I believe with creativity and passion, it is possible to create an inclusive school culture and an engaging learning environment.