Artifacts

Formative Assessment 2 (April 17, 2013) Presentation

Artifacts are organized by term (semester). You’ll find select artifacts from my professional work outside of VCU after artifacts from the EdD educational leadership program.

Previous to entering into service in K-12 public education, I studied music. The following writing samples reflect this area of expertise around 1998-1999.

  • Taking a Musical Debate Further – Peer-reviewed, published article that appeared in the Spring 1999 edition of the Philosophy of Music Education Review
  • Bach and the Harmonia Mundi – graduate paper (CWRU) in baroque musicology, exploring Bach’s music under different historical theoretical frameworks

ISTE Magazine

Since entering the field of instructional technology, I’ve been featured in Scholastic School Administrator magazine, EdTech Magazine, and I’ve had two articles published in ISTE’s Learning and Leading with Technology. The first article was on social bookmarking, and the second was on the concept of infoseeking fluency. This is a term I’ve created to describe how a research process can make us better keyword-selectors when sitting down to search something using an online database. My time in and out of work is often centered on improving teaching and learning practices with tools available in our schools. I hope to further extend my interests in this field around infoseeking fluency.

In March, 2012, I created this video with my colleagues from EDLP 705. It was shot in HD (1080i) and edited in iMovie (iLife ’11).

You are about to meet four players in a tale of ethical challenges. You will find that as the audience we can frame their challenges along two continua: Kant’s Categorical Imperative and Rawls’ Justice as Fairness. On one hand, consider the categorical imperative of Immanuel Kant. Kant commands humankind to exercise one’s will in a particular way: to measure our actions against universal laws of nature in search of our own happiness. Think of it this way: if you propose an ethical challenge in universal terms, and it doesn’t make sense for it to apply to all persons and situations, then you ought not to do it. This is in concordance with the so-called golden rule. Some theorists, such as R. M. Hare (1993), believe Kantian ethics is no more than utilitarianism in new clothes.

What is ethically right is always right, no matter what. It’s universal.

[Hare, R. M. (1993). Could Kant have been a utilitarian? Utilitas 5. Cambridge University Press]

The writings of John Rawls center around theories of justice. The concept of a veil of ignorance introduced by Harsanyi is a key component to Rawls’ method of determining what is moral. According to Rawls, we consider an ethical dilemma with the veil on: we know not the social circumstances of those involved, not their social class, their intelligence, or their wealth. We thus make a moral determination based on the perspectives of those in society with social challenges. With this equality principle, he believes persons should have both a right to opportunities in life, and an effective equal chance as another, with similar natural ability, in these opportunities. Rawls’ thinking on justice is called the justice as fairness principles.