With over 7 years of full-time experience in higher education environments in both the US and Europe, I have:
* Deep and versatile specialist knowledge in Massive Open Online Courses (MOOCs) across the entire MOOC lifecycle, including management, instructional design, marketing, and technical support
* Experience across the management stack, from project to program management and decision support at the portfolio level
* Professional and academic experience in writing and communication, with a master’s degree in English
* Management support for technology-enhanced learning programs and initiatives, including MOOCs
* Support on program process and documentation
* Writing support for internal or public-facing impact reports or other annual reports (including case studies)
* Market research/analysis on technology trends in higher education
Support the conceptualization, development, and delivery of Massive Open Online Courses (MOOCs) at TUM. Support the integration of best practices from online teaching and learning into MOOCs. Develop optimized strategies for MOOC creation. Advance MOOC-related partnerships.
Develop organizational capacity by establishing mechanisms for sharing knowledge and unifying functional areas. Influence CNDLS communication strategy in an internal consulting role. Manage CNDLS’ major role in the university’s multimillion-dollar Initiative on Technology-Enhanced Learning (ITEL) and GeorgetownX, Georgetown’s partnership with edX, including defining procedures for project coordination and making recommendations for resource planning. Anticipate and pursue opportunities for building technology-enhanced learning partnerships that empower innovation at Georgetown.
Manage the process and progress of Georgetown’s first massive open online courses (MOOCs) in partnership with edX. Coordinate funding cycles for the university’s multimillion-dollar Initiative on Technology-Enhanced Learning (ITEL). Lead visioning and strategy on communication and supervise graphic design team as head of communication design at CNDLS. Conceptualize, edit, and manage production of several publications for university-wide distribution, including The Prospect, a magazine on teaching and learning.
Administered the Apprenticeship in Teaching Program, a 600+ participant program of workshops and mentorship tasks for graduate students interested in teaching. Architected, wrote content for, and implemented The Teaching Commons, a web resource on teaching and learning at Georgetown.
Consulted with faculty on integrating technology-enhanced learning into their courses. Facilitated demonstrations of and offered training on technologies for teaching and learning.
Granted a full scholarship to attend Georgetown University. Participated in pedagogy research fellowship as a Graduate Associate at CNDLS, Georgetown University.
Received one of three President’s Scholarships. Participated in the First Year Honor’s Program semester in London. Graduated as the Salutatorian of the Class of 2007.
I believe visual consistency is critical—for this site, softness and modernity through logo, fonts, and palette.See Site Brand Guide
For our GeorgetownX course on Dante, I wrote over 70 multiple choice questions to assess close reading of the text.See Select Questions
Faculty With Whom I Have Worked
Hours in Project and Program Management
Students in MOOCs I Have Coordinated
Demaree, D., Kruse, A., Pennestri, S., Russell, J., Schlafly, T., & Vovides, Y. (2014). From Planning to Launching MOOCs: Guidelines and Tips from GeorgetownX. In E-Learning, E-Education, and Online Training. Springer International Publishing, 68-75.
Kruse, A. (2006). Done yesterday: A new historicist reading of Wilfred Owen’s ‘Dulce et Decorum Est’. Literary Criticism: An Introduction to Theory and Practice. Prentice Hall.
Kruse, A. & Pongsajapan, R. (2012). Student-centered learning analytics. CNDLS Thought Papers, 1-9. White paper.
Vovides, Y., Youmans, T., Arthur, P., Davis, D., Kruse, A., Pongsajapan, R. and McWilliams, M. (2015). Examining learners’ cognitive presence through linguistic analysis in Massive Open Online Courses (MOOCs). Learning Analytics Review, ISSN 2057-7494. Forthcoming.
Poster presenter, “GeorgetownX” at the edX Global Forum in Delft, The Netherlands (June 2014)
Co-presenter, “Key Components of Technology-Enhanced Learning: Learning Analytics,” “Creating Student Interactions and Paying Attention to Feedback,” and “Evaluation and Documentation” at the Teaching, Learning, and Innovation Summer Institute at Georgetown University (May 2013)
Co-presenter, “Lessons from Cross-Campus Colleagues: Using a Team-Based Model to Redesign Courses Collaboratively” at EDUCAUSE MARC (January 2013)
Co-presenter, “Integrated Design for Adaptive Reflective Capabilities” at the AAEEBL Annual Meeting in Boston (July 2012)
Co-presenter, “Social Media ePortfolios” at the ELI Annual Conference, Austin, Texas (February 2012)
Co-presenter, “New Media and Student Engagement” at the Georgetown University Roundtable/GURT (February 2011)
Presenter, “Digital Research Portfolio for Sociable Scholarship,” MAALLT-SEALLT, Georgetown University, 2010
Presenter, “I’m My Own Mistress: Criseyde and Self-Possession in Chaucer’s Troilus and Criseyde” and “Digital Research Portfolio for Sociable Scholarship,” SAMLA, Atlanta, GA, 2010
Chair and Commentator, “Engaging the Public: New Media and Communities,” Oral History Association, Pittsburgh, PA, 2008
Participant-Facilitator, “Civic Engagement,” THAT (The Humanities and Technology) Camp, Center for History and New Media, George Mason University, Fairfax, VA, 2008
Co-presenter, “Beyond Blogs and Wikis,” TLISI (Teaching, Learning, and Innovation Summer Institute), CNDLS, Georgetown University, 2008
Co-panelist, “The Laughter and Loveliness of Old: Meaning and Laughter in the Writings of J. R. R. Tolkien,” PCA/ACA, Boston, MA, 2007
Wikimedia Campus Ambassador
I co-wrote this paper with a colleague in 2011 in response to a growing interest in analytics for what seemed merely institutional purposes. Though only published as a PDF on the CNDLS website, Google Scholar confirms that it has been cited by 8 other scholarly publications since.
Universities’ excitement for learning analytics continues to grow, but the most common implementation of learning analytics, one focused on diagnoses and interventions, seriously short-changes the students it is meant to serve. We propose a student-centric, inquiry-based model of analytics that puts the tools and premises of analytics into the hands of students, empowering them as metacognitive agents of their own learning.
While working, I took coursework in Museum Studies. Based on research and personal observation, I drafted this paper, an exploration of meaningful encounters with objects and ultimately a recommendation to museums on how to enhance the resonance of visitors’ encounters with their collections.