Building Social Presence Through Accountability Teams in Online/Hybrid EdD Programs: An Introduction

Time: 12:00 - 1:00 PM ET

The new leaders of the Online/Hybrid CIG are excited to offer a taste of the opportunities planned for CPED members this year through a one-hour fall workshop. This interactive session will emphasize the importance of social presence in online/hybrid learning, featuring accountability teams as a viable tool to enhance social presence. At the same time, we hope to extend member thinking around accountability in online teaming in general.

We will be drawing from Smith Budhai and Skipwith’s Best Practices for Engaging Online Learners through Active and Experiential Learning Strategies (Routledge, 2021), with specific tools to build social presence and team accountability.

Get to know your new CIG leadership team from 12:00 - 1:00 PM ET on Friday, September 10^th.  We look forward to learning with you!

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Your CIG leadership team and workshop facilitators:

Stephanie Smith Budhai, PhD, is an Associate Clinical Professor at Drexel University, and a certified Instructional Technology Specialist. She has built several accredited online degree and endorsement programs, has over a decade of online teaching experience, and had worked professionally in both K-12 and higher education environments. Some of Stephanie’s research surrounds online learner success, digital equity, reciprocal community engagement and partnerships, service-learning and culturally responsive teaching. Stephanie is the 2017 awardee for Excellence in Teacher Education from the International Society for Technology in Education (ISTE) and the 2021 Emerging Leader for the Society for Information Technology & Teacher Education (SITE). She serves as an external online course reviewer for Quality Matters and is a VoiceThread and Google Level 1 Certified Educator. Stephanie has published a myriad of books, articles, and invited editorials surrounding the use of technology and online learning in education. Her latest publications include Humanizing Virtual Library Instruction: Anchoring Teaching Presence in Online Information Literacy Sessions, the second edition of Best Practices in Engaging Online Learners through Active and Experiential Learning Strategies, and forthcoming book, Culturally Responsive Teaching Online and In-Person: An Action Planner for Dynamic Equitable Learning Environments. Stephanie is thrilled to collaborate with colleagues from other doctoral programs and co-lead the Online/Hybrid CIG with Joy, Harriette, and Monica.

Monica Martens, EdD, Program Initiatives Manager, has worked in education and research for nearly 20 years, most recently for the Ed. D. Professional Leadership—Special Populations program at the University of Houston. Her career experiences have been situated within community colleges, universities, public schools, early childhood centers, community organizations, and non-profits. While completing her doctorate she engaged with Improvement Science (IS). She brings a sociological perspective to the application of IS for teamwork. She is co-author of a chapter in Teaching Improvement Science in Educational Leadership (2021), called “Empowering Incremental Change Within a Complex System: How to Support Educators to Integrate Improvement Science Principles Across Organizational Levels.” Presently, she translates IS to the development of higher education curriculum for pre-service and in-service educators and administrators. She also teaches professional and academic writing and communication to doctoral students. Finally, she is an alumnus of two graduate-level programs (spaced 20 years apart) that were organized for a hybrid/online learning environment. She is excited to co-lead the online/hybrid special interest section of CPED to support faculty, now and into the future, whose programs engage with learners virtually.

Joy C. Phillips, PhD is an Associate Clinical Professor in the School of Education at Drexel University in Philadelphia, PA. Her research focuses on educational leadership, policy development and implementation, and school reform with emphasis on investigating the intended and unintended consequences of educational policy implementation. She has a record of examining qualitatively intractable educational issues by redefining the problem, exploring underlying roots, experimenting with original teaching and research strategies, and building genuine university/public school partners. She has taught in face-to-face, hybrid, and online formats for 20 years. She has served as EdD Dissertation Supervising Professor at three universities; she has graduated 40+ Drexel EdD students. She has conducted graduate-level program assessment reviews and training at three universities. Her work has been published in the Carnegie Project on the Education Doctorate journal, Impacting Education: Journal on Transforming Professional Practice, the Journal of School Leadership, Journal of Research on Leadership Education, International Journal of Leadership in Education, Torrance Journal for Applied Creativity, Journal of Curriculum and Supervision, and UCEA Review. She is excited about collectively taking on the leadership of the CPED Online/Hybrid CIG with an amazing team.

Harriette Thurber Rasmussen, EdD, is an Assistant Clinical Professor in Drexel University’s School of Education who has enjoyed a long history of teaching and learning online, beginning with her own doctoral studies. She has taught a variety of courses online, including leadership, organizational systems, and all facets of qualitative research, while supervising dissertations. Her exploration of successful digital teaching and learning was enhanced through her work at Fielding Graduate University where she designed a stackable-credit certificate-through-doctoral degree in digital teaching and learning and through contributing two chapters to Student Centered Strategies in Online Adult Learning Environments (Fitzgerald, Laurien-Fitzgerald, & Pope, 2018): “The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning” and “Interactive Learning Environments: A Three Tiered Model Toward Digital Fluency.” Her latest contribution, Adaptive Leadership in a Global Economy: Perspectives for Application and Scholarship is scheduled for release this fall. Harriette has been active in the CPED community since 2017, presenting regularly at convenings and co-leading its Program of the Year Committee. She is equally excited to join her colleagues in this new venture.

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