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Brief Curriculum Vitae
Li Cao
1000 Stevens Entry J-212
Peachtree City, GA 30269
Phone: 770-486-9824
E-mail:
Education
Ph D Educational Psychology, McGill University, Montreal, Canada 2001
Major: Instructional Psychology; Focus: Cognition and Instruction
Minor: Adult Education; Focus: Teaching Adults
Dissertation title: Running Head: Professors' Post-Class Reflection: A Collective Case Study
M Ed Curriculum & Instruction, Queen's University, Kingston, Canada 1994 -- 1995
Focus: Curriculum & Instruction, Program evaluation
M A English Literature & Language, Sichuan University, Chengdu, China 1988 -- 1991
Focus: Contemporary English Literature
B A English Literature & Language, Chongqing Jianzhu University, China 1978 -- 1982
Focus: English as Second Language
Professional Experience
Assistant Professor Counseling and Educational Psychology Department 2001--Present
College of Education, State University of West Georgia
Carrollton, Georgia, USA
Assistant Professor Doctor of Education in Leadership Program, School of 2000--2001
Graduate Studies Saint Mary's University of Minnesota
Minneapolis, Minnesota, USA
Research Assistant McGill University, Montreal, Canada 1995 -- 2000
Queens' University, Kingston, Ontario Canada 1994 -- 1995
Senior Associate Researcher AXDEV Group Inc. Brossard, Quebec Canada 1997 -- 1999
Royal Bank Fellow McGill University, Montreal, Canada 1996 -- 1997
Teaching Assistant McGill University, Montreal, Canada 1996 & 1998
Queens' University, Kingston, Ontario Canada 1994 -- 1995
Lecturer of English Chongqing Jianzhu University, Chongqing , China 1991 -- 1993
English Teacher Chongqing Jianzhu University, Chongqing, China 1982 -- 1988
School Teacher Tongxin Primary School, Yunji District, 1976 -- 1978
Changshou County, Chongqing, China
Curriculum Vitae
Li Cao
1000 Stevens Entry J-212
Peachtree City, GA 30269
Phone: 770-486-9824
E-mail:
Citizenship: Canadian
Languages: English, Mandarin Chinese
Education
Ph D Educational Psychology, McGill University, Montreal, Canada 1995 -- 2001
Major: Instructional Psychology,
Focus: Instructional Design, Teacher Learning and Development, Teacher Thinking Processes, Teacher Evaluation, Qualitative Research Methods
Minor: Adult Education,
Focus: Teaching Adults, Instructional Planning for Adults, Continuing Professional Education, Life-Long Learning in Adulthood, Distance Education
Dissertation title: Professors' Post-Class Reflection: A Case Study
M Ed Curriculum & Instruction, Queen's University, Canada 1994 -- 1995
Focus: Curriculum & Instruction, Program evaluation
M A English Literature & Language, Sichuan University, Chengdu, China 1988 -- 1991
Focus: Contemporary English Literature
B A English Literature & Language, Chongqing Jianzhu University, China 1978 -- 1982
Focus: English as Second Language
Professional Experience
August 2001 --Present, State University of West Georgia
Assistant Professor in the Counseling and Educational Psychology Department College of Education State University of West Georgia. During this academic year, I taught two undergraduate courses Educational Psychology (CEPD 4101 four sections of 119 students) and Developmental Psychology (CEPD 2102 22 students) and two graduate courses Research and Program Evaluation (CEPD 7152 two sections of 52 students) and Psychology of Classroom Learning (CEPD 6101 35 students). These courses incorporated WebCT technology to enhance communications with students. They highlighted interactive strategies of teaching such as focus group discussion, in-class exercises, and schema projects. I also visited and served as resource person to colleague's class.
Besides teaching, I cooperated with Dr. Nietfeld in a research project that investigated the use of different instructional strategies to enhance prospective student teachers' self-efficacy. This project serves as a pilot study that leads to further study of teacher metacognition.
As a third aspect of my duty, I served on three committees in the College of Education--Celebration of Scholarship Committee, Distance Learning Committee, and Website Committee--and two departmental committees--Assessment Committee and Educational Psychology Committee.
September 2000 -- May, 2001, Saint Mary's University of Minnesota
Assistant Professor to the Doctor of Education in Leadership Program School of Graduate Studies Saint Mary's University of Minnesota. During this academic year, I taught one master level course Educational Research and Assessment (7 students) and four doctoral level courses: Advanced Research Writing (17 students), Technology for Research (16 students), Dissertation I Proposal Development (8 students) and Dissertation II Research Process (5 students). Also I prepared a doctoral course Qualitative Research Method. These courses were designed to address the needs of adult students in the context of leadership studies. The doctoral courses incorporated internet as tools for searching information, facilitating student learning and evaluation. These web-assisted courses took advantages the current technology of the internet and the traditional face-to-face classroom interaction. This experience enabled me to learn to explore potentials of teaching in innovative programs for the advancement of learning and teaching.
Apart from teaching, I provided services both to students and the school. I was academic advisor to 18 doctoral students and was sitting on two doctoral dissertation committees. Through Dissertation I and II courses, I provided advice to doctoral students who were conducting their dissertation studies and to the faculties who were supervising the research studies. Also, I served as a panel member in both the on-and off campus doctoral programs development at St. Mary’s University and served on school service committees for hiring new staff..
January 2000 -- August 2000, McGill University
Research Assistant to research program entitled The Quality of Post-Secondary Education: The Effect of Specific Learning Environments on Higher Order Learning, funded by Fonds pour la formation de chercheurs et l'aide la recherche (FCAR) Quebec, Canada. This program investigates factors that contribute to development of learning environments that promote students' higher order learning. Duties include: reviewing the relevant literature, data collection, management, and analysis, and preparing research report.
September 1998 -- August 2000, McGill University
Research Assistant to research program entitled Evaluating Teaching For The Purpose Of Improvement, funded by Social Sciences and Humanities Research Council of Canada. This program investigates innovative evaluation methods to improve teaching and learning in higher education. Duties include: reviewing the relevant literature, data management and analysis, and preparing research report.
October 1997 -- August 1999, AXDEV Group Inc., Brossard, Quebec, Canada
Senior Associate Researcher Duties included: Designing and developing educational programs and research studies; co-ordinating and supervising research projects; developing materials related to educational and research activities and writing research articles.
May-June 1996, 1997, & 1998, McGill University
Co-Instructor of the course: (ED 449-689) Teaching & Learning in Higher Education. Duties included: course planning and delivering class sessions, assisting with micro teaching, providing feedback on student presentations, meeting with students individually, marking assignments, assisting in preparing class materials.
October 1997 -- July 1998, AXDEV Group Inc., Brossard, Quebec, Canada
Research Project Co-ordinator Duties included: assisting in the design and development of educational programs and research studies, assisting in the planning, development, co-ordination and supervision of projects received by the group; assisting in the writing of articles and materials related to educational and research activities.
September 1997 -- June 1998, McGill University
Research Assistant for the research project entitled: Quality Of Post-Secondary Learning And Teaching: Fostering Higher Order Learning, funded by Fonds pour la Formation de Checheurs et l' Aide a la Recherche, (FCAR). This program investigated university students' learning approaches and experiences. Duties included: data cleaning and analysing, generating research report, participating regular team meetings in which members reviewed current literature, presented and exchanged comments on research ideas and conference presentations.
September 1996 -- August 1997, McGill University
Royal Bank Fellow at CUTL, McGill University. Duties included co-instruction of the core graduate course (449-689): Teaching and Learning in Higher education; co-teaching Course Design and Teaching Workshop and TA Orientation; participating in individual consultations; assisting with workshops on Teaching Portfolio, Large Group Teaching, and New Faculty Orientation; participating in curriculum development project; attending meetings of the Subcommittee on University Teaching and Learning; attending CUTL staff meetings; conducting independent research on post-secondary education; assisting with the preparation and scheduling of CUTL research meetings and meeting with presenters in advance to prepare materials; assisting with preparation and presentation of a conference session on university teaching and learning.
January 1996 -- June 1996, McGill University
Teaching Assistant for the graduate course (449-689) Teaching and Learning in Higher Education. Duties included assisting with micro teaching by operating the video camera and providing feedback on student presentations, meeting with students individually, marking assignments, assisting in preparing class materials.
September 1995 -- July 1996, McGill University
Research Assistant of the research project funded by Social Sciences and Humanities Research Council of Canada (SSHRC) that investigated Post-secondary Students' Conceptualisations of Learning and the Effect of Direct Interventions on Them. Duties included: administering questionnaires in classrooms, follow-up telephone interview of the participants, data cleaning and analysis, writing the research report, and participating regular team meetings in which members review current literature, present and exchange comments on research ideas and conference presentations.
October 16--20 1995, McGill University
Workshop Facilitator for Language & Culture Issues Workshop of the Annual TA Orientation. Activities included assisting with the preparation of workshop materials, hosting and participating in the discussion of how to teach as a teaching assistant in the multicultural background.
September 1994 -- April 1995, Queen's University
Research Assistant to Professor Robert J. Hill. Duties included assisting in a research project on positive images of female characters in children's literature.
September 1994 -- January 1995, Queen's University
Teaching Assistant for undergraduate courses, Practicum 167, 168, and 231. Duties included assisting in the preparation of class materials, teaching part of a course, supervising micro-teaching and exams, marking papers, teaching plans, viewing micro teaching videotapes, providing feedback to students, and following-up students' practicum.
April 1994 -- June 1994, Queen's University
Research Assistant to Professor Eve Kruggly-Smolska. Duties included assisting with research projects on topics of special education, multicultural education, and science education.
September 1991 -- December 1993, Chongqing Jianzhu University
Full-time Faculty Lecturer of English. Duties included teaching English as a Second Language courses to university students and supervising BA student thesis. Activities included planning, developing, and implementing teaching objectives, teaching materials, teaching strategies and evaluation methods. Courses taught included: College English, Basic English, Modern English Prose, Intensive Reading in English, Scholarly Writing in English (seminar), Reading and Vocabulary in the test of TOEFL.
September 1982 -- July 1988, Chongqing Jianzhu University
Full-time Faculty English Teacher. Duties included teaching English as a Second Language courses to university professors and undergraduate university students. Activities included developing teaching objectives, teaching strategies, compiling textbooks and teaching materials, and designing evaluation methods and attending regular faculty meetings in which faculty member planning courses, developing teaching materials, marking examinations collectively, evaluating teaching, exchanged experience and discussed questions in teaching. Courses taught included: Basic English, College English, Intensive Reading of English, Reading and Translating Civil Engineering English.
September 1976 -- Februray 1978, Tongxin Primary School, Changshou County, Chongqing
Substitute School Teacher. Duties included teaching grade 4 & 5 Chinese Language, mathematics, and physical education. Activities included preparing teaching materials and organising extracurricular activities.
Publications
Nietfeld, J., & Cao, L. (Submitted) Examining relations between instructional strategies and student teachers' self-
efficacy. Manuscript submitted to the Journal of Actions in Teacher Education.
Cao, L., & Saroyan, A. (Under revision). Theoretical perspectives in teacher reflection. Manuscript submitted for
publication.
Saroyan, A., Amundsen, C., & Cao, L. (1997). Incorporating theories of teacher growth and adult education in a faculty
development program. To Improve The Academy 16, 93-115.
Cao, L. (1995). Changing Chinese higher curriculum from an information-oriented to a process-oriented pattern: An
exploratory analysis. Unpublished master's thesis. Queen's University, Kingston, Ontario Canada.
Cao, L. (1991). Influences of the Beat Generation Literature on American Culture. Unpublished master's thesis. Sichuan
University, Chengdu China.
Invited Papers and Presentations
Cao, L. (2002, April) Professor's post-class reflection as interrelated process of rational and nonrational process: New
findings and insights. Paper discussion at the annual conference of the American Educational Research Association, New Orleans, LA.
Nietfeld, J., & Cao, L. (2002, Feburary) Examining relationships between instructional strategies and student teachers'
self-efficacy. Round table discussion at the annual conference of the Eastern Educational Research Association, Sarasota, FL.
Cao, L., & Saroyan, A. (2000, April). Understanding teacher thinking: Characteristics of professors' post-class
reflection. Poster presentation to be presented at the annual conference of the American Educational Research Association, New Orleans, LA.
Saroyan, A., Amundsen, C., Cao, L., & Bouchard, J. (1999, April). Promoting professional knowledge for designing
student centred courses. Paper presented at the annual conference of the American Educational Research Association, Montreal, QC, Canada.
Cochrane, L., Cao, L., Murray, S., Gauthier, S., Nicole, Y., & Nicole, E. (1999, January). Going beyond "response
(smile) sheets": Methodology for analysing the evaluation data. Workshop presentation at the annual conference of American Continuing Medical Education, Atlanta, GA.
Cochrane, L., Cao, L., Murray, S., Marlow, B., & Gauthier, S. (1999, January). Measuring the effects of CME:
Evaluating in continuing education. Poster presentation at the annual conference of American Continuing Medical Education, Atlanta, GA.
Cochrane, L., Cao, L., Luconi, F., Murray, S., & Gauthier, S. (1999, January). Taking the expertise of neurologists to
the front line family practitioner: Cognitive task analysis in designing CME. Poster presentation at the annual conference of American Continuing Medical Education, Atlanta, GA.
Cochrane, L., Cao, L., Luconi, F. Marlow, B., Murray, S., Katsanis, L., & Gauthier, S. (1999, January). Parternships:
The basis of designing continuing education. Workshop presentation at the annual conference of American Continuing Medical Education, Atlanta, GA.
Cao, L. (1996, December). Incorporating a broader range of teaching methods in higher education to improve teaching.
Paper presented at the third Cognition and Instruction Conference, Faculty of Education, McGill University, Montreal, QC.
Cao, L. (1995, June). Chair of 21.5 Session of Comparative and International Education Society of Canada (CIESC),
Learned Societies Conference, Montreal, Canada. Duties included reviewing the presentation papers, hosting and participating in the presentation and discussion.