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CURRICULUM VITAE

Connie Jean Schauer, MSTPC, MAE


906 Sawyer Avenue
Marshfield, Wisconsin 54449
Phone: (715) 615-1511

Email: connie.j.schauer@gmail.com

LinkedIn: https://www.linkedin.com/in/connieschauer

Facebook: https://www.facebook.com/connie.k.schauer

Portfolio/Website: http://connieschauereportfolio.weebly.com

Statement of Teaching Philosophy

Teaching is the best job in the world! As instructors, we influence students and make a difference in
their lives and their futures. The impact we make can last a lifetime—and sometimes we don’t realize
that impact until years later. As instructors, therefore, we must remember that all learners are unique
and deserve to be treated with dignity and respect. Each student, regardless of his or her ability level,
contributes something to the classroom and to the learning environment. Since we learn best from
one another, all students should be allowed to share and freely express their thoughts and ideas. Just
as there is no best method of teaching, there is no best method of learning. Each student is different
and reaching individual students at their levels is essential to facilitate individual growth. Because of
differing learning styles, each student learns in a manner that is best suited for him or her, and
instructors need to make learning universally accessible to all students through varied instructional
strategies.

The role of the instructor, therefore, is to guide students and help them achieve their greatest
potential, whatever that might be. Additionally, knowledge should not be handed to students. It is
something earned through inquiry and discovery. Instructors facilitate the learning experiences of
their students through role modeling and by teaching them to become effective consumers of
information and knowledge. Effective instructors teach students to think. Learning is not abstract
and does not occur in isolation. It should be relevant to the lives of students by applying knowledge
to real-world situations. Problem-solving and critical-thinking skills are essential. Additionally,
students should know how to apply what they’ve learned and understand its significance in their lives
and the world beyond.
Lastly, learning is a lifelong process that requires instructors to learn new strategies, methodologies,
and philosophies. Learning is not a stagnate process; it should continue throughout an instructor’s
lifespan. Just as we expect our students to learn, we must also continue to learn and develop our
teaching methods and subject-matter expertise.

Personal Attributes

Highly-qualified educator with over twenty-three years of teaching experience at the secondary,
technical college, and graduate levels.

Detail-oriented professional with extensive military field grade officer experience in human resource
management.

Efficient and organized military leader who retired as a lieutenant colonel from the US Army with
almost thirty-eight years as a member of the active, National Guard, and Reserve forces.

Effectively and creatively use my experiences to identify ways in which students can learn and process
material through:

Understanding the unique needs of both adult and adolescent learners.

Implementing experience working with special-needs learners.

Applying extensive experience working with diverse groups of students of all ability levels and
ages.

Integrating experiences with cultural diversity through living, studying, working, and traveling
abroad.

Lifelong learner who continuously works to upgrade subject-matter knowledge and teaching
methodology.

Experienced with both e-learning and online teaching and instructional design.

Formal Education

Undergraduate Certification, Teaching English as a Second Language May, 2019


University of Wisconsin-Stevens Point, Stevens Point, Wisconsin

Graduate Certificate, Human Resource Management March, 2018


University of Wisconsin-Stout, Menomonie, Wisconsin

Graduate Certificate, E-Learning and Online Teaching December, 2016


University of Wisconsin-Stout, Menomonie, Wisconsin

Master of Science, Technical and Professional Communication August, 2016


University of Wisconsin-Stout, Menomonie, Wisconsin
Graduate Certificate, Instructional Design August, 2014
University of Wisconsin-Stout, Menomonie, Wisconsin

Graduate Certification, Reading Teacher License May, 2009


Viterbo University, LaCrosse, Wisconsin

Graduate Certificate, Educational Technology March, 2005


Marian University, Fond du Lac, Wisconsin

Master of Arts, General Education July, 2000


Viterbo University, LaCrosse, Wisconsin

Bachelor of Science, Broad Field Social Studies and Psychology May, 2000
University of Wisconsin-Stevens Point, Stevens Point, Wisconsin

Bachelor of Science, Business Education and Psychology December, 1995


University of Wisconsin-Eau Claire, Eau Claire, Wisconsin

Diploma, Administrative Assistant February, 1986


Barnes Business College, Denver, Colorado

Professional Teaching Licenses

Wisconsin Department of Public Instruction (DPI): License No. 1001040210

1250 Business Education with Shorthand (PK-12)

1281 Business and Office-Vocational (PK-12)

1316 Reading Teacher (Birth to age 21)

1395 English as a Second Language (ESL) (Birth to Age 21); (Anticipated: May, 2019)

1701 Broad Field Social Studies (5-12)

1710 Economics (5-12)

1715 Geography (5-12)

1725 History (5-12)

1735 Political Science (5-12)


1740 Psychology (5-12)

1745 Sociology (5-12)

Five-Year Teaching License—Wisconsin Technical College System (WTCS)

Professional Teaching Certificates/US Army

Trainer. US Army. Ask, Care, Escort-Suicide Intervention Training for Trainers. March, 2015

Master Trainer. US Army. Ask, Care, Escort-Suicide Intervention. May, 2014

Master Trainer. LivingWorks. Applied Suicide Intervention Skills Trainer.


License No. 25496. July, 2013

Sexual Assault Response Coordinator. US Army.


Sexual Harassment Assault Response Program. August, 2012

Technical Training Related to Teaching K-12

IST Teacher Induction Program (TIP) Brightspace (30 hours)


K12/Fuel Education, Herndon, Virginia March, 2018

Professional Development for Online Teachers (30 hours)


Wisconsin Department of Public Instruction (DPI), Madison, Wisconsin June, 2011

Professional Development Plan (PDP)—Peer Representative (16 hours)


Wisconsin Department of Public Instruction (DPI), Madison, Wisconsin September, 2010

Cooperating Teacher Certification (24 hours)


Norda, Inc: Project Teaching, Ladysmith, Wisconsin May, 2008
Educator Experience

Part-Time Economics Instructor (Contractor) January, 2018, to Present


K12/Fuel Education, 2300 Corporate Park Drive, Herndon, Virginia

Duties:

Teach predesigned economics courses online to students in Wisconsin

Grade and evaluate discussions, homework, and tests

Communicate with school mentors

Courses Taught:

Economics (Grades 9 through 12, One semester course)


Course Description:
Provides a broad view economics. Builds on real-world economic applications to create a basic
understanding of economic concepts and our economic system. Includes a range of both
macro- and microeconomic concepts with an emphasis on the American Free Enterprise
System. Relates economic principles through real-world situations. Students are introduced to
the basics of economic principles and learn the importance of different economic systems.

U.S. and Global Economics (Grades 9 through 12, One semester course)
Course Description:
Uses real-world simulations to teach the issues faced by producers, consumers, investors, and
taxpayers in the United States and around the world. Topics include markets; supply and
demand; theories of early economic thinkers; theories of value; money; the role of banks,
investment houses, and the Federal Reserve; and other fundamental features of capitalism.

Part-Time Business and General Education Instructor October, 2002, to Present


Mid-State Technical College, 2600 W Fifth Street, Marshfield, WI 54449

Duties:

Design and implement instruction for adult learners of all ages.

Provide instruction using a variety of platforms, which includes face-to-face, online, and telepresence.

Use Blackboard Learning Management System for all courses.


Courses Taught:

Adult Basic Education (ABE) (non-credit course)


Course Description:
Assists and tutors HSED/GED, preprogram, and program students by refreshing basic
skills in reading, writing, spelling, vocabulary, grammar, problem solving, computer
applications, and math.

English as a Second Language (ESL) (non-credit course)


Course Description:
Work with adult learners who are non-native speakers and desire to learn the English
language. Provide both tutoring and language acquisition training.

Introduction to College Reading (2 credits)


Course Description:
Provides learners with opportunities to develop and expand reading skills, including
comprehension, fluency, and vocabulary-building. Learners apply reading skills to
academic tasks and read to acquire information from a variety of sources. Requires an
Accuplacer score of 55 or above.

Microsoft Office-Introduction (3 credits)


Course Description:
Learners explore the computerized environment, including the safe and efficient use of
computing tools. Introductory skills are developed in file management, e-mail usage,
and accessing the college’s electronic resources. Learners also develop Microsoft Office
skills in Word, Excel, Access, and PowerPoint through textbook exercises, training
exercises, tests, and projects. Additionally, learners participate in online discussion
forums.

Secondary Education Teacher January, 1996, to June, 2016


Business and Information Technology (B&IT), Reading, and Social Studies
Spencer School District, 300 School Street, Spencer, Wisconsin 54479
(Retired: June 6, 2016)

Duties:

Responsible for providing instruction to students in Grades 7 through 12.

Designed and implemented instruction for a variety of courses in business, social studies, and reading.

Worked with parents, guidance counselors, and administration to ensure student success.

Business Courses Taught


Seventh Grade Survey (Grade 7, Six-week course)
Course Description:
Students review keyboarding applications and work to increase their keyboarding skills.
Students key letters, memorandums, and reports.

Eighth Grade Survey (Grade 8, Six-week course)


Course Description:
Introduces students to Word and Excel. Students learn to complete basic tasks related
to these applications.

Business Applications (Grades 11 through 12, One semester course)


Course Description:
Students apply the skills they learned in earlier business courses to the office
environment. They compose, edit, and format documents from rough draft,
handwritten notes, and machine transcription. Students further develop their
communication, records management, financial recordkeeping, human relations, career
opportunities, and career-decision-making skills. As a capstone project, students
participate in a 20-hour business simulation.

Business Law (Grades 9 through 12, One semester course)


Course Description:
Introduces students to various legal topics, ranging from the US Constitution to
corporate expansion and regulation and the court systems. Students develop knowledge
of legal regulations and participate in in-depth exploration of contracts, negotiable
instruments, business associations, and bailments. Students participate in case studies.

Computer Applications (Grades 9 through 12, One semester course)


Course Description:
Students explore basic computer operations using the Microsoft Office Suite. They learn
word processing, spreadsheets, databases, and presentation software using Word, Excel,
Access, and PowerPoint. Students continue to develop keyboarding speed and accuracy.

Employability Skills (Grades 9 through 12, One semester course)


Course Description:
Students learn skills that help them succeed beyond high school. Students complete
assignments focused on their individual career targets and develop lifetime job search
skills and career management tools. Students learn job search techniques by completing
employment applications, preparing letters of application and resumes, and
participating in mock interviews.
Keyboarding (Grades 9 through 12, One semester course)
Course Description:
Students develop speed and accuracy through the touch-key operation of alphanumeric
keyboard characters. Students also learn proofreading techniques, computer
operations, and 10-key pad operations, and further develop language skills through
composition of memorandums, letters, reports, and tables.

Record Keeping (Grades 9 through 12, Full year course)


Course Description:
Acquaints students with a variety of entry-level jobs in office and sales occupations by
developing clerical and computational skills. Students learn various business forms and
procedures. Topics presented include basic recordkeeping, budgeting, credit records,
cash receipts, checking accounts, petty cash, sales records, retail charge sales, and
accounts receivable. Recommend completing this course prior to taking Accounting 1.

School-to-Work (Grades 11 and 12, Full year course)


Course Description:
Students receive credit for on-the-job work experiences at their respective employers.
Qualified students can participate in the Youth Apprenticeship program and receive a
state-issued certificate of completion.

Speedwriting (Grades 9 through 12, One semester course)


Course Description:
Students learn a shorthand writing system using the alphabet that allows them to take
notes quickly and efficiently. Students are evaluated through timed writings that
incorporate accuracy and speed. Language and keyboarding skills are reinforced.

Yearbook (Grades 9 through 12, Full year course)


Course Description:
Students publish the high school yearbook. Students learn photography, book layout,
technical writing, and marketing skills.

Social Studies Courses Taught

Economics (Grades 9 through 12, One semester course)


Course Description:
As an introductory course, students study both micro and macroeconomics. This course
presents an overview of economic theories and supply and demand. Students analyze
how individuals, families, societies, and nations deal with their wants and needs in a
world of limited resources. Students participate in the Stock Market Game.
Law and Ethics (Grades 9 through 12, One semester course)
Course Description:
Students explore the legal environment with an emphasis on ethical behavior. They
study what is ethical and what is not and how ethics can vary from individual to
individual and from group to group. Students participate in case studies to apply what
they’ve learned.

Psychology (Grades 9 through 12, One semester course)


Course Description:
As an introductory course, students survey the multiple aspects of human behavior.
Students explore human perception, learning, motivation, development, personality,
health, physiological, and environmental influences.

United States History (Grade 8, Full year course)


Course Description:
Students study US History from the early 1600s through the Civil War. The high school
US history course covers the Civil War to the present. Students study the significant
events that shaped our nation and analyze historical figures and their actions. They
learn the impact that history has on our present-day lives.

You and the Law (Grades 9 through 12, One semester course)
Course Description:
Introduces students to legal activities that influence their lives, such as buying and
insuring a car, renting an apartment, buying a home, marriage, divorce, and the use of
personal credit. Some of the more common crimes and torts are discussed, which
include traffic violations, driving while intoxicated, search and seizure laws, vandalism,
and shoplifting.

World Geography (Grade 7, Full year course)


Course Description:
Students study the physical and cultural geography of the world around them through
the integration of social sciences. They explore sociological, anthropological, economic,
political, and historical factors. Students increase their awareness of the uniqueness of
other cultures, governments, and environments while gaining a better understanding of
the world they live in.

Reading Courses Taught

Reading (Grade 7, Full year course)


Course Description:
Students increase their reading fluency and comprehension by reading fiction and non-
fiction books, stories, and articles. They strengthen their reading skills by learning new
vocabulary and identifying transitional words, paragraph organization, comprehension
strategies, and other learning strategies.
Extra-Curricular Duties

Being a Leader And Standing Strong (BLAST) Advisor 3 years

Cheerleading Advisor 2 years

Cross Country Coach 2 years

Class Advisor 15 years

Future Business Leaders of America (FBLA) Advisor 20 years

New York City Trip (travel chaperone and trip coordinator) 8 years

Track Coach 3 years

Winding Rivers Review Advisor (Literary anthology of student work) 18 years

Transcripted-Credit Business Instructor September, 1999, to December, 2015


Northcentral Technical College (NTC), 1000 West Campus Drive, Wausau, WI 54401

Duties:

All courses were taught at Spencer High School to high school students in Grades 11 and 12 using
NTC’s curriculum.

Upon successful completion of a course, high school students received technical college credit.

Note: Course descriptions are taken from NTC’s course description handbook at www.ntc.edu.

Courses Taught:

Accounting 1 (4 credits)
Course Description:
Learners will maintain accounting systems, analyze business records and prepare
financial reports such as Income Statements, Balance Sheets and Cash Flow Statements.
The program covers general accounting, microcomputers, tax accounting, cost
accounting, auditing and other specialized areas. Potential occupations include:
Accountant, Payroll Accountant, Bookkeeper and General Business Accountant. The
Accounting Associate Degree program prepares learners for the Accredited Business
Accountant exam, the Accreditation in Accountancy exam and the Intuit QuickBooks
Certified User test.
Business Proofreading and Editing (3 credits)
Course Description
Provides an opportunity to develop and improve writing and proofreading skills.
Learners will develop proper use of punctuation, number usage, capitalization, grammar,
word choice and spelling needed to communicate effectively in a business environment.
General Windows and MS Word experience strongly suggested.

Consumer Economics (1 credit)


Course Description:
A practical study of consumer problems and consumer choice. The course is designed as
a lab/discussion/group work format. Selected topics include: budgeting and family
resource management, sources of consumer information, help in solving consumer
problems, government taxing and spending and consumer decision-making in such areas
as transportation, insurance, financial institutions, consumer goods and services,
housing, and credit.

Introduction to Business (3 credits)


Course Description:

Introduces learners to the evolution of business and entrepreneurship. Learners analyze


global, ethical, and legal environments of business, explore the human side of business
and examine the functional approach to information technology, marketing, human
resource management, operations management, and finance

Adjunct Social Work Professor September, 2012, to May, 2014


Dominican University, 7900 Division Street, River Forest, Illinois 60305

Duties:

When Dominican University started its military concentration for social workers, I was recruited as
their military expert in identifying course competencies, designing the courses, implementing
instruction, and instructing courses online and face-to-face.

Co-taught all courses with a master’s level licensed clinical social worker.

Used the Canvas Learning Management System.

Note: Course descriptions were taken from the Dominican University’s website at www.dom.edu.
Courses Taught

Introduction to the Military/Bootcamp (1 credit)


Course Description:
Students are introduced to the military setting by participating in a weekend seminar at
a military post. Students attend presentations given by military members and
experience the military environment first-hand by spending time on a military
installation.

Military Culture, Customs, and Traditions (3 credits)


Course Description:
This course provides students with an understanding of two key areas of competency
when engaging with Service Members, Veterans, and their Families (SMVF). These areas
include an understanding of military culture as well as the strengths and risks of the
military lifestyle on SMVF throughout the lifespan. The course stresses the importance
of attending to the interrelatedness of contextual factors in the study of human behavior
and how military culture and experience impact these factors.

Mental Health Issues, Assessment, and Diagnosis (3 credits)


Course Description:
This course will examine the components of diagnosis, engagement and assessment of
Service Members, Veterans and their Families (SMVF). Social, political, and
environmental factors that impact the mental health of SMVF are considered. Mental
health during deployment and post deployment will be considered from a contemporary
as well as a historical perspective. Barriers to care such as systemic, social, and
organizational barriers as well as the stigma surrounding mental health issues in a
military context are explored. Cultural, racial, gender and spiritual differences among
SMVF and how those differences impact mental health experiences are presented.

Theory, Treatment Planning, and Intervention (3 credits)


Course Description:
Students explore treatment options that they can then integrate into their practice.
Emphasis is placed on the evaluation of intervention efficacy with specific SMVF
populations. This is the capstone course.
Instructor May to July, 1995/1996
Challenge Academy, 749 East 12th Avenue, Fort McCoy, Wisconsin 54656

Duties:

Taught general education courses for at-risk students.

Developed, implemented, and presented curriculum to students.

Credit was awarded at the discretion of the students’ respective school districts.

Scholarly Articles and Research

Schauer, C. (2016). “Secondary Technical and Business Communication Courses: Do They Support
Disciplinary Literacy in the Business and Information Technology (B&IT) Curriculum?”
Unpublished manuscript, Department of Technical and Professional Communication, University of
Wisconsin-Stout, Menomonie, Wisconsin.
Retrieved from https://www.slideshare.net/ConnieSchauer/secondary-technical-and-business-
communication-courses

Schauer, C. (2000). “The Effects of Using Graphic Organizers During Note Taking on the Achievement
of High School Business Education Students.” Unpublished manuscript, Department of Education,
Viterbo University, LaCrosse, Wisconsin.

Professional Presentations

Ask, Care, Escort-Suicide Intervention (ACE-SI) Training for Trainers (T4T) May, 2014, to present
US Army Reserve
Subject Matter: Six-hour workshops that certify participants to instruct the Ask, Care, Escort-Suicide
Intervention (ACE-SI) course.

Ask, Care, Escort-Suicide Intervention (ACE-SI) May, 2014, to present


US Army Reserve
Subject Matter: Four-hour workshops that teach participants life-saving suicide intervention skills for
people at risk.

Soldier Leader Risk Reduction Tool (SLLRT) May, 2014, to present


US Army Reserve
Subject Matter: Two-hour workshop that teaches participants to identify Soldiers at risk.
Applied Suicide Intervention Skills Training (ASIST) July, 2013, to present
LivingWorks
Subject Matter: Two-day workshops that teach participants life-saving suicide intervention skills for
people at risk.

Yellow Ribbon Reintegration Program (YRRP) October, 2009, to present


US Army Reserve
Subject Matter: Weekend seminars for Soldiers returning from mobilization or deployment and their
Families. Teach the following topics: Educational benefits, retirement benefits, suicide prevention
and intervention, family integration, and resume building.

Workplace Diversity and Multiculturalism May, 2018, to June, 2018


Miami Regional University
Subject Matter: One-day workshops on behalf of Service Employment Redevelopment (SER) National
to senior adult retraining and/or reentering the workforce.

Saving Lives through Suicide Invention September, 2017


Community presentation sponsored by Mid-State Technical College
Subject Matter: Two-hour presentation on suicide intervention and suicide first-aid skills.

Working with the Veteran Community October, 2016


Fall 2016 INTERFACE Biannual Meeting--Keynote Speaker
Subject Matter: Two-hour presentation on working with current and former service members to
Wisconsin Technical College System consortium involved in the US Department of Labor
TAACCCT3 grant.

Transcripted Credit October, 2013


Wisconsin Department of Public Instruction (DPI)
Business, Marketing and Information Technology CTE Standards Development Workshop
Subject Matter: One-hour presentation to high school educators on working with their local technical
colleges for dual college credit.

Traveling with High School Students


Wisconsin Business Education Association State Conference October, 2009
Subject Matter: One-hour presentation to educators regarding travel trips and opportunities for high
school students.
Industry Experience

Human Resource Director June, 2018, to February, 2019


Marshfield Furniture, Marshfield, Wisconsin

Duties:

Manage and track personnel resources within the organization.

Advise Chief Executive Officer and supervisors on personnel matters.

Manage and oversee the plant safety program.

Work with life, disability, health, and dental insurance providers.

Recruit employees to fill current and projected vacancies.

Events Specialist September, 2017, to February, 2018


Advantage Solutions, Green Bay, Wisconsin

Duties:

Encourage product sales through live demonstrations, sampling, and engagement with customers.

Responsible for event setup, takedown, cleaning, and post-event reporting.

Essential Knowledge December, 2012, to July, 2015


Military Higher Education Consultant, Mission, Kansas

Duties:

Developed a high level of knowledge of military educational benefits.

Gave presentations to Soldiers and family members regarding their educational benefits.

Worked with Soldiers and Family Members to find an educational program and school that matched
their needs.
Military Experience
(Retired: September 1, 2017)

United States Army Reserve July, 2008, to September, 2017


Senior Human Resource Officer, Fort McCoy, Wisconsin

Duties:

Training officer for the Yellow Ribbon Reintegration Program.

As training officer, utilized the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) training
model to address the needs of Soldiers and Family Members in the pre-deployment, during
deployment, and post-deployment phases.

Also served as an Applied Suicide Intervention Skills Training (ASIST) master trainer, Ask Care Escort
(ACE), and a Sexual Assault Response Coordinator (SARC).

United States Army Reserve January, 2006, to June, 2008


Senior Human Resource Officer, Milwaukee, Wisconsin

Duties:

Served as the senior human resource officer for a major training command.

Advised the commander on issues related to human resources, developed and implemented human
resource policies, and oversaw military awards program.

Supervised a staff of 15 human resource specialists.

United States Army Reserve January, 2005, to December, 2005


Detachment Commander, Milwaukee, Wisconsin

Duties:

Served as a military commander for a Senior Reserve Officer Training Corps (SROTC) command, which
consisted of approximately fifty Professors of Military Science.

Responsible for ensuring the needs of all professors were met and that the mission was accomplished.

Supervised the following sections: human resources, operations and training, and logistics.
United States Army Reserve June, 2002, to December, 2004
Operations and Training Officer

Duties:

Served as the operations and training officer for a Senior Reserve Officer Training Corps (SROTC)
command.

Responsible for ensuring that the training needs of all Professors of Military Science and other
Soldiers were met, which included mandatory training, school attendance, physical fitness
testing, etc.

Responsible for recruiting and interviewing instructor candidates.

Military Training/Education

Adjutant General Officer Advanced Course January 2005

Command General Staff Officer Course July 2002

Combined Arms Staff Service School June 1999

Engineer Officer Advanced Course July 1998

Total Quality Management (TQM) August 1995

Instructor Training Course November 1992

Chemical Officer Basic Course November 1990

Officer Candidate School August 1989

Personnel Administrative Specialist Course July 1988

Legal Specialist Course July 1985

Administrative Specialist Course April 1980

Basic Combat Training February 1980


Entrepreneurial Experience

Boots on Ground Consulting, Inc. January, 2014, to June, 2016


Training Consultant, Libertyville, Illinois

Consultant and trainer for professionals who are currently working with or want to work with the
military population, which includes current, former, and retired service members and their families.
Training is achieved through the implementation of the Analyzing, Designing, Developing,
Implementing, and Evaluating (ADDIE) model in course design. Personal specializations include
Military Sexual Trauma (MST); suicide prevention and intervention; military culture and customs; and
education benefits.

Memberships and Affiliations

American Legion

Reserve Officer Association

Community Service and Social Contributions

Volunteer for Family Programs, US Army Reserve, Fort McCoy, Wisconsin 2017 to present

Sponsor four children through World Vision and Children International 2001 to present

Prepare technology for St. John’s Lutheran Church, Spencer, Wisconsin 2011 to 2017

Prepared travel requests for Boy Scouts of America, Marshfield, Wisconsin 2010 to 2016

Sponsored blood drives for The Blood Center, Marshfield, Wisconsin 1997 to 2015

Hosted seven foreign exchange students 2007 to 2013


Conferences Attended

Wisconsin Business Education Association Annually 1996 to 2015

Future Business Leaders of America (FBLA) Annually 1996 to 2015

WICPA High School Educator Accounting Symposium November, 2012

Academic Committees

Served on the following Wisconsin Department of Public Instruction (DPI) committees:

Wisconsin Standards for Business and Information Technology (B&IT) 2011 to 2013
(Note: I was responsible for writing the economics portion.)

Disciplinary Literacy Standards for Business and Information Technology (B&IT) 2010 to 2011

Business Communication and English Language Equivalency Standards 2011

Publications Cited In

Beal, C. (2015, January). 88th implements changes to yellow ribbon program. The Real McCoy.
Retrieved from
http://www.mccoy.army.mil/vnewspaper/newspaper/realmccoy/20150109/ribbon.html

Wisconsin Standards for Business and Information Technology. (2013). Madison, Wisconsin:
Wisconsin Department of Public Instruction. Retrieved from
https://dpi.wi.gov/sites/default/files/imce/cte/pdf/BIT_Stnds.pdf (p. 6)

Business and Information Technology Education and English/Language Arts Education Report. (2011).
Madison, Wisconsin: Wisconsin Department of Public Instruction. Retrieved from
https://dpi.wi.gov/sites/default/files/imce/bit/pdf/bitelareport.pdf (p. 5)
Awards and Honors

United States Army

Meritorious Service Medal 2 awards

Army Commendation Medal 4 awards

Army Achievement Medal 4 awards

German Efficiency Badge 1 award

Crystal Apple for Outstanding Teaching/Teacher of Distinction 2008


Marshfield, Wisconsin, Area Schools

National Board Certified Teacher (NBCT) 2005 to 2015


National Board for Professional Teaching Standards
http://www.nbpts.org/national-board-certification

Highly Competent Subject Areas

Keyboarding: 90 words per minute

Computer Software:

Microsoft Office Access

Microsoft Office Excel

Microsoft Office Outlook

Microsoft Office PowerPoint

Microsoft Office Publisher

Microsoft Office Word


Learning Management Systems:

Blackboard

Canvas

Desire to Learn (D2L)/Brightstar

Edmodo

Moodle

Subject Matter Expertise (SME):

Business

Business Communications

Education

Educational Technology

E-Learning and Online Teaching

English Language

Human Resource Management

Instructional Design

Military

Professional Communications

Psychology

Public Speaking

Reading/Literacy

Social Studies

Suicide Prevention and Intervention

Technical Writing
Expert Skills Tests

Tests were administered by ExpertRating (www.expertrating.com)

Test Percentile

Business Plans Test 90%

Business Writing Skills Test (U.S. Version) 84%

Computer Skills Test 86%

Content Writing Skills Test 92%

English for Business Skills Test 93%

Freelance Writing Test 77%

Human Resource Certification 93%

Management Skills Test 95%

Newsletter Writing Test 90%

Office Skills Test 89%

Organizational Behavior Test 99%


References

Name: Dr. Ed Dunkelblau, PhD


Title, Company: Director, The Institute for Emotionally Intelligent Learning, Northbrook, Illinois
Phone: 847-803-6166
E-Mail: ed@teacheq.com
Website: www.teacheq.com or www.socialemotional.com

Name: Dr. Patty Griffith


Title: Licensed Clinical Psychologist, Military Family Life Consultant (Semi-Retired)
Phone: 612-760-7128
E-Mail: patty.griffith@gmail.com

Name: Dr. Kimberly Kick, PhD


Title, University: MSW Program Coordinator, Walden University, Minneapolis, Minnesota
Psychologist/Co-founder, Divorce Communications, Libertyville, Illinois
Phone: 847-400-6204
E-Mail: kakick@mac.com

Name: Dr. Cesar Pajarillo, DMin, PhD


Title, Organization: Priest and Principal, St. John Neumann Catholic Church, St. Charles, Illinois
Substance Abuse Prevention Coordinator, 85th Support Command,
Arlington Heights, Illinois
Phone: 331-684-7809
E-Mail: Ccpajarillo@gmail.com