When I began the Ph.D. in Instructional Design, Development, and Evaluation program a year ago, my goal was to gain the expertise necessary to have a career that combines research and teaching. I was particularly interested in designing healthier, better supported, and more effective classroom instruction and assessments of teaching and learning effectiveness.

 

I set my goal 29 years ago when I was a fifth-grader studying at No.1 Elementary School in Changge City, Henan Province, China. I was inspired by my head teacher, Mrs. Zheng. At that time, I knew nothing about the profession, but I was determined to be an excellent teacher like her. I became a teacher after I got my bachelor's degree. My students consistently ranked highest in standardized tests compared to other classes in the district over my 15-year teaching career in China. I absorbed different teaching practices and strategies from different educators, but I found one important thing missing: a research-based systematic approach. I felt like I needed to equip myself with advanced theories, models, and methodologies. I resigned from my job and came to America to improve myself because I can't let the teachers I admire down. This is why I keep pushing forward. I realize my teachers have influenced my life far more than I realized before, and that they are significantly impacting my future career, too.   

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After three semesters in the Ph.D. program, which included work as a teaching assistant (TA) at the university level, I remain drawn to a career that combines research and teaching. However, my research interests have changed somewhat;  I am still very interested in effective instruction and assessments, but I now focus on a small piece of assessment.  

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Through my coursework and TA experience, I have gained many research and teaching skills that I will continue to build on and refine as I continue my studies. There are two personal research goals that I would like to accomplish before graduating from the Ph.D. program. First, I would like to graduate feeling comfortable conducting a variety of types of research. To that end, I have selected research methods as my secondary concentration. I would like to take courses that focus on different research methodologies, such as quantitative and mixed-methods designs. Second, I would like to complete two research studies and submit the manuscripts for publication. One is on the development of a rubric to assess learning resources using principles of design and learning. The other is on in-service Middle School English teachers' perceptions, knowledge, and practices in developing self-regulated learners in China.

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I am currently working on my RAP, which is to develop and establish content validity for a rubric to assess learning resources using principles of design and learning, an addition to instructional designers’ toolbox. I developed the rubric last year when I was working on our RIDLR projects using principles from three established learning theories: generative learning, cognitive flexibility, and reflection. This is a qualitative study under the guidance of Dr. Koszalka. I propose to observe how instructional designers and expert instructional designers use the rubric to assess the sample of learning resources provided. Additionally, four phases of qualitative research will be conducted to examine the indicators and dimensions to assess the sample of learning resources and understand the informants' experiences of using the instrument by focus group and one-on-one, in-depth interviews. This study aligns with my dissertation topic: The Development of a Rubric, an Addition to Instructional Designers’ Toolbox Using Principles of Design and Learning to Assess Learning Resources: Integrating Qualitative and Quantitative Methods. For more information about my RAP and dissertation, please click here. 

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In addition to research goals, there are teaching goals that I would like to accomplish before graduating from the Ph.D. program.  I have been enjoying teaching IDE 401 Integrating Technology into Instruction III. This is a well-designed course, and it challenged me to expand and improve my teaching and communication skills. Before I graduate, I would like to have the experience of teaching graduate courses. This would give me another opportunity to practice planning for and instructing a university-level course – a skill I would like to be competent in when looking for a job for after graduation.

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To date, I have done some work in the area of service. My service activities have included assisting fellow master's and doctoral students with their research projects and participating in conferences. Over the following years, I would like to get more involved in professional activities of various kinds, including attending professional conferences, giving presentations, and organizing academic programs.

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All in all, I feel I have a solid start toward achieving my goals and preparing for the career that I want. At this point in my program, I feel it is time to shift my focus more heavily toward conducting research. The coursework and other activities I have done at this point are supporting me in maintaining focus. Although planning for, conducting, and publishing research is a long process, I will achieve my goal of publishing work before I graduate with the support of my professors.

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