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1 CHRYSTALLA MOUZA School of Education, University of Delaware 115 Willard Hall, Newark, DE 19716 Phone: (302) 831-3108 Email: [email protected] CURRENT POSITION 2017-PRESENT: Professor & Interim Director School of Education, University of Delaware, Newark, DE PAST ACADEMIC POSITIONS 2009 TO 2017: Associate Professor, School of Education, University of Delaware, Newark, DE 2003 TO 2009: Assistant Professor, School of Education, University of Delaware, Newark, DE 2002 TO 2003: Post-Doctoral Research Fellow (Division of Teaching & Learning), Educational Testing Service (ETS), Princeton, NJ EDUCATION COLUMBIA UNIVERSITY, TEACHERS COLLEGE New York, NY Doctor of Education (Ed.D.), Instructional Technology and Media in Education May, 2002 Department of Mathematics, Science and Technology COLUMBIA UNIVERSITY, TEACHERS COLLEGE New York, NY Master of Education (M.Ed.), Instructional Technology and Media in Education October, 1999 Department of Mathematics, Science and Technology COLUMBIA UNIVERSITY, TEACHERS COLLEGE New York, NY Master of Arts (M.A.), Instructional Technology and Media in Education May, 1998 Department of Mathematics, Science and Technology UNIVERSITY OF IOANNINA Ioannina, Greece Bachelor of Arts (B.A.), Elementary Education July, 1994 LEADERSHIP DEVELOPMENT UNIVERSITY OF DELAWARE LEADERSHIP DEVELOPMENT PROGRAM Oct. – Dec., 2017 Offered by the Institute of Respect, Lewisburg, PA AACTE LEADERSHIP ACADEMY June 25-29, 2017 NATIONAL CENTER FOR FACULTY DEVELOPMENT & DIVERSITY August, 2016 Faculty Coach Training Program

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Page 1: CHRYSTALLA MOUZA CURRENT POSITION 2017-PRESENTtechnology coursework for pre-service teachers: A computational thinking approach to TPACK development. Australasian Journal of Educational

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CHRYSTALLA MOUZA

School of Education, University of Delaware 115 Willard Hall, Newark, DE 19716

Phone: (302) 831-3108 Email: [email protected]

CURRENT POSITION

2017-PRESENT: Professor & Interim Director School of Education, University of Delaware, Newark, DE PAST ACADEMIC POSITIONS

2009 TO 2017: Associate Professor, School of Education, University of Delaware, Newark, DE

2003 TO 2009: Assistant Professor, School of Education, University of Delaware, Newark, DE

2002 TO 2003: Post-Doctoral Research Fellow (Division of Teaching & Learning), Educational Testing Service (ETS), Princeton, NJ

EDUCATION

COLUMBIA UNIVERSITY, TEACHERS COLLEGE New York, NY

Doctor of Education (Ed.D.), Instructional Technology and Media in Education May, 2002 Department of Mathematics, Science and Technology COLUMBIA UNIVERSITY, TEACHERS COLLEGE New York, NY

Master of Education (M.Ed.), Instructional Technology and Media in Education October, 1999 Department of Mathematics, Science and Technology COLUMBIA UNIVERSITY, TEACHERS COLLEGE New York, NY Master of Arts (M.A.), Instructional Technology and Media in Education May, 1998 Department of Mathematics, Science and Technology UNIVERSITY OF IOANNINA Ioannina, Greece

Bachelor of Arts (B.A.), Elementary Education July, 1994

LEADERSHIP DEVELOPMENT

UNIVERSITY OF DELAWARE LEADERSHIP DEVELOPMENT PROGRAM Oct. – Dec., 2017 Offered by the Institute of Respect, Lewisburg, PA

AACTE LEADERSHIP ACADEMY June 25-29, 2017

NATIONAL CENTER FOR FACULTY DEVELOPMENT & DIVERSITY August, 2016 Faculty Coach Training Program

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GRANTS

PENDING

NATIONAL SCIENCE FOUNDATION (CYBERSECURITY EDUCATION) Cybersecurity Education Using Interactive Storytelling with Social Robots ($299, 998).

Role: PI with Chien-Chung Shen (Co-PI) and Tia Barnes (Co-PI).

FUNDED

NATIONAL SCIENCE FOUNDATION (STEM+C) Leveraging Partner4CS to Build Sustainable Capacity for Teacher Preparation and Support

(10/16-9/19; $997,000).

Role: Co-PI with Lori Pollock, James Atlas and Terry Harvey.

NATIONAL SCIENCE FOUNDATION (INCLUDES) WeC4Communities (We Compute for our Communities): Community-Focused Computing for Minoritized Youth (10/16-9/19; $299,655).

Role: Co-PI with Lori Pollock, John Pelesko and Rosalie Rolon-Dow

NATIONAL SCIENCE FOUNDATION (IMPROVING UNDERGRADUATE STEM EDUCATION - IUSE) Infusing Computational Thinking into General Education (8/16-7/18; $299,969).

Role: Co-PI with Lori Pollock, Kathleen Pusecker and Kevin Guidry.

NATIONAL SCIENCE FOUNDATION (21ST CENTURY COMPUTING, CE21 AND CS10K)

Partner4CS: Developing and Supporting Computer Science Teachers Via Strategic Partnering (9/12 – 10/2016; $853,814).

Role: Co-Pi with Lori Pollock, James Atlas and Terry Harvey.

NATIONAL SCIENCE FOUNDATION (CLIMATE CHANGE EDUCATION PARTNERSHIP PROGRAM, DISCOVERY RESEARCH K-12)

CCEP-II: MADE-CLEAR—Maryland-Delaware Climate Change Education, Assessment, and Research (9/12 – 9/17; $5,800,000).

Role: PI of University of Delaware/School of Education sub-contract (~ 500K); Co-Chair of the Learning Sciences/Teacher Learning Group.

NATIONAL SCIENCE FOUNDATION (CLIMATE CHANGE EDUCATION PARTNERSHIP PROGRAM, DISCOVERY RESEARCH K-12) MADE-CLEAR: Maryland Delaware Climate Change Education, Assessment, and Research (9/10 – 8/12; $999, 949).

Role: Learning Scientist/Teacher Learning Expert. Note: Shared writing of the Professional Development and Learning Sciences research plan with Nancy Brickhouse and Randy McGinnis (University of Maryland).

Delaware Economic Development Office

DELAWARE ECONOMIC DEVELOPMENT OFFICE: Building Sustainable Networks for Supporting the Teaching of Computing (10/15 – 8/17; $87,000). Role: PI

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Delaware Department of Education (~ 2.1 millions)

DELAWARE DEPARTMENT OF EDUCATION: Developing Teachers to Improve Learning in High-Need Schools, (8/17-11/17; $118,125). Role: PI

DELAWARE DEPARTMENT OF EDUCATION: Job Embedded Professional Development for High-Need Schools: Supporting Teacher and Student needs, (9/15-9/16; $155,000). Role: PI

DELAWARE DEPARTMENT OF EDUCATION: Professional Development to Support High Quality Teaching and Student Learning in High Need Schools, (10/14- 9/15; $200,000). Role: Co-PI with Carol Vukelich.

DELAWARE DEPARTMENT OF EDUCATION: High Quality Professional Development for High Need Schools: Supporting Teachers to Improve Student Learning (4/14- 12/14; $136,254). Role: PI

DELAWARE DEPARTMENT OF EDUCATION: Improving Teacher Quality through Effective Professional Development (3/13- 12/13; $299,996). Role: PI

DELAWARE DEPARTMENT OF EDUCATION: Professional Development and Teacher Learning: Making the Connection (7/11- 9/12; $282,872). Role: PI

DELAWARE DEPARTMENT OF EDUCATION: Evidence-based Professional Development for High Quality Teaching (11/10 – 12/11; $350,000). Role: PI

DELAWARE DEPARTMENT OF EDUCATION: Research-based Professional Development for High Quality Teaching (12/09– 12/10; $225,000). Role: PI

DELAWARE DEPARTMENT OF EDUCATION: Wilmington-based Professional Development for High Quality Teaching (9/08 – 12/09; $127,000). Role: Co-PI with Nancy Brickhouse

DELAWARE DEPARTMENT OF EDUCATION: Improving Teacher Quality through Professional Development (10/05 -12/07; $195,600). Role: PI

University of Delaware

INTERDISCIPLINARY GRAND CHALLENGES PROGRAM – UNIVERSITY OF DELAWARE Fixing the Bug: A Graduate Certificate for Teaching Computer Science in K-12 (12/4/17 – 6/30/19; $6,000). Role: PI with Lori Pollock (Co-PI) and John Pelesko (Co-PI)

INSTRUCTIONAL TECHNOLOGY TRANSFORMATION GRANT – UNIVERSITY OF DELAWARE Bringing Computational Thinking to GenEd: Pilot Implementation in Teacher Education (6/15-5/16; $16,500). Role: PI with Lori Pollock (Co-PI) and Zoubeida Dagher (Co-PI)

INSTRUCTIONAL TECHNOLOGY TRANSFORMATION GRANT – UNIVERSITY OF DELAWARE Elementary Teacher Education Program iPad Initiative. Role: Co-Pi with Rachel Karchmer-Klein and Fred Hofstetter.

COLLEGE OF HUMAN SERVICES, EDUCATION, AND PUBLIC POLICY (CHEP) GRANT AWARD Case-based Learning in Teacher Education (9/04-8/05; Full Funding for a Graduate Assistant and $1,000). Role: PI

GENERAL UNIVERSITY RESEARCH (GUR) GRANT AWARD Linking Professional Development to Teacher and Student Learning (6/04 – 5/05; $6,000) Role: PI.

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Other

EDUCATIONAL TESTING SERVICE (ETS): POST DOCTORAL RESEARCH FELLOWSHIP

Understanding Teacher Change: A Longitudinal Study of Professional Development (9/02 – 8/03; $42,000; PI).

PROFESSIONAL LEADERSHIP

2017 – Present: Editor-in-Chief, Contemporary Issues in Technology and Teacher Education

(CITE) Journal. Association for the Advancement of Computers in Education (AACE). Sponsored by five teacher education organizations in English, Mathematics, Social Studies, Science and Technology. Indexed by H.W. Wilson Education Full Text (since 2005, volume 5), EBSCO (since 2006, volume 6), and ERIC.

POST-TENURE AWARDS

AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, SIG TECHNOLOGY AS AN AGENT OF CHANGE

IN TEACHING AND LEARNING: Best Paper Award (2017)

AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, SIG INSTRUCTIONAL TECHNOLOGY: Best Paper Award (2016).

SPENCER FOUNDATION, MID-CAREER PROGRAM: 1 of 19 (out of 101) Semi-Finalists (2015).

SCHOOL OF EDUCATION, UNIVERSITY OF DELAWARE: Distinguished Faculty Award (2013).

AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, SIG TECHNOLOGY AS AN AGENT OF CHANGE

IN TEACHING AND LEARNING: Best Paper Award (2013).

ASSOCIATION OF TEACHER EDUCATORS. Distinguished Research in Teacher Education Award (2010).

PRE-TENURE AWARDS

PHI KAPPA PHI (2008). Selected for membership in the honor society of Phi Kappa Phi by the University of Delaware chapter. The University of Delaware invites only up to four faculty per year to membership in the society in recognition of their scholarship, teaching, and service.

UNIVERSITY OF DELAWARE: NOMINATED FOR EXCELLENCE IN TEACHING AWARD (2005).

TEACHERS COLLEGE DOCTORAL AWARD, COLUMBIA UNIVERSITY, 2000-01 ($4, 000)

INTERNATIONAL SCHOLARSHIP AWARD, COLUMBIA UNIVERSITY, 1999-00 ($8, 000)

INSTITUTE FOR LEARNING TECHNOLOGIES AWARD, COLUMBIA UNIVERSITY, 1998-00 ($15, 000)

FULBRIGHT SCHOLAR (1996-1998). Recipient of the Prestigious Fulbright Scholarship through the Cyprus-America Scholarship Program (CASP).

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PUBLICATIONS

Books

Mouza, C., Yadav, A., & Leftwich, A. (Eds; under contract). Preparing teachers to teach

computer science: Models, practices and policies. Charlotte, NC: Information Age Publishing.

Athreya, B., & Mouza, C. (2016). Thinking skills for the digital generation: The development of

thinking and learning in the age of information. New York, NY: Springer.

Mouza, C., & Lavigne, N. (Eds; 2012). Emerging technologies for the classroom: A learning

sciences perspective. New York, NY: Springer.

Refereed Journal Articles (* indicates graduate student)

Drewes, A*., & Henderson, J., & Mouza, C. (2018). Climate science professional development: Curriculum design considerations and student learning outcomes. International Journal of

Science Education, 40(1), 67- 89.

Mouza, C., Nandakumar, R., Yilmaz-Ozden, S.*, & Karchmer-Klein, R. (2017). A longitudinal investigation of pre-service teachers’ development of technological pedagogical content knowledge in the context of teacher preparation. Action in Teacher Education, 39(2), 153-171.

Mouza, C., Yang, H*., Pan, Y*., Yilmaz Ozden, S., & Pollock, L. (2017). Resetting educational technology coursework for pre-service teachers: A computational thinking approach to TPACK development. Australasian Journal of Educational Technology, 33(3), 61-76.

Karchmer-Klein, R., Mouza, C., Park, S*., Shinas, V. (2017). Patterns in teachers’ instructional design when integrating apps in middle school content area learning. Journal of Digital

Learning in Teacher Education, 33(3), 91-102.

Breslyn, W., Drewes, A*., McGinnis, J.R., Hestness, E*., & Mouza, C. (2017). Development of an Empirically-Based Conditional Learning Progression for Climate Change. Science

Education International, 28(3), 214-223.

Hestness, E*., McGinnis, R.J., Breslyn, W., McDonald, C., & Mouza, C. (2017). Examining science educators’ perspectives on learning progressions in a professional development academy on climate change. Journal of Science Teacher Education, 28(3), 250-274.

Yilmaz Ozden, S., Mouza, C. & Shinas, V. (2016). Teaching knowledge with curriculum-based technology: Development of a survey instrument for pre-service teachers. Journal of

Technology and Teacher Education, 24(4), 471-499.

Mouza, C., Marzocchi, A*., Pan, Y*., & Pollock, L. (2016). Development, implementation and outcomes of an equitable computer science after-school program: Findings from middle school students. Journal of Research on Technology in Education, 48(2), 84-104.

Shea, N., Mouza, C., & Drewes, A*. (2016). Climate change professional development: Design, implementation and initial outcomes on teacher learning, practice, and student beliefs. Journal of Science Teacher Education, 27(3), 235-258.

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Mouza, C., & Barrett-Greenly, T*. (2015). Bridging the App Gap: An examination of a professional development initiative on mobile learning in urban schools. Computers &

Education, 88, 1-14.

Shinas, V., Karchmer-Klein, R., Mouza, C., Yilmaz-Ozden, S.*, & Glutting, J. (2015). Analyzing preservice teachers’ TPACK development in the context of a multidimensional teacher preparation program. Journal of Digital Learning in Teacher Education, 31(2), 47-55.

Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz-Ozden, S.*, & Hun, L*. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. doi: 10.1015/j.compedu.2013.09.020.

Habowski, T.*, & Mouza, C. (2014). Pre-service teachers’ development of technological pedagogical content knowledge (TPACK) in the context of a secondary science teacher education program. Journal of Technology and Teacher Education, 22(4), 471-495.

Hestness, E.*, McDonald, C.*, Breslyn, W., McGinnes, R.J., & Mouza, C. (2014). Science teacher professional development and climate change education in the context of the Next Generation Science Standards. Journal of Geoscience Education, 62(3), 319-329.

Mouza, C., & Karchmer-Klein, R. (2013). Promoting and assessing pre-service teachers technological pedagogical content knowledge in the context of case development. Journal of

Educational Computing Research, 48(2), 127-152.

Funkhouser, B.*, & Mouza, C. (2013). Drawing on technology: An investigation of pre-service teachers’ beliefs in the context of an introductory educational technology course. Computers

& Education, 62, 271–285.

Shinas, V.*, Yilmaz-Ozden, S.*, Mouza, C., Karchmer-Klein, R., & Glutting, J. (2013) Examining domains of technological pedagogical content knowledge through factor analysis. Journal of Research on Technology in Education, 45(4), 339-360.

Mouza, C. (2011). Promoting urban teachers’ understanding of technology, content, and pedagogy in the context of case development. Journal of Research on Technology in

Education, 44(1), 1–29.

Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College

Record, 111(5), 1195-1241. (Voted within the journal’s 2009 most popular content.)

Mouza, C., & Wong, W*. (2009). Studying classroom practice: Case development for professional learning in technology integration. Journal of Technology and Teacher

Education 17(3), 175-292.

Mouza, C., Cavalier, A., & Nadolny, L*. (2008). Implementation and outcomes of a laptop initiative in career and technical high school education. Journal of Educational Computing

Research, 38(4), 411-452.

Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. Journal of Research on Technology in Education, 40(4), 447-472.

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Groff, J.*, & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. Association for the Advancement of Computing in Education Journal, 16(1), 21-46.

Scott, P.*, & Mouza, C. (2007). The impact of professional development on teacher learning, practice, and leadership skills: A study on the integration of technology in the teaching of writing. Journal of Educational Computing Research, 37(3), 229-266.

Mouza, C. (2006). Linking professional development to teacher learning and practice: A multi-case study analysis of urban teachers. Journal of Educational Computing Research, 34(4), 405-440.

Mouza, C. (2005). Using technology to enhance early childhood learning: The 100 Days of

School project. Educational Research and Evaluation, 11(6), 513-528.

Mouza, C. (2003). Learning to teach with new technology: Implications for professional development. Journal of Research on Technology in Education, 35(2), 272-289.

Mouza, C., & Bell, L.B. (2001) Assessing the impact of a web-driven goal based scenario in the science classroom. Journal of Computers in Mathematics and Science Teaching, 20(3), 265-292.

Book Chapters

Mouza, C. (2016). Developing and assessing TPACK among preservice teachers: A synthesis of research. In M. Herring, P. Mishra, and M. Koehler, Handbook of Technological

Pedagogical Content knowledge for educators (2nd

edition) (pp. 169-190). Routledge.

Mouza, C., & Karchmer-Klein, R. (2015). Designing effective technology preparation opportunities for preservice teachers. In C. Angeli and N. Valanides (Eds.), Technological

Pedagogical Content Knowledge: Exploring, developing, and assessing TPCK (pp. 115-136). Springer.

Reichert, M.,* & Mouza, C. (2014). Use of tablet computers and mobile apps to support 21st century learning skills in the middle school classroom. In An, H., Alon, S., & Fuentes, D. (Eds.). Tablets in K-12 education: Integrated experiences and implications (pp. 113-127). Hershey, PA: IGI Global.

Mouza, C., & Lavigne, N.C. (2012). Introduction to emerging technologies for the classroom: A learning sciences perspective. In C. Mouza, & N. Lavigne (Eds.). Emerging technologies for

the classroom: A learning sciences perspective (pp.1-14). Springer.

Mouza, C., & Cavalier, A. (2012). The role of laptop computers in the education of at-risk high school students. In C. Mouza, & N. Lavigne (Eds.). Emerging technologies for the

classroom: A learning sciences perspective (pp.145-160). Springer.

Lavigne, N.C., & Mouza, C. (2012). Designing and integrating emerging technologies for learning, collaboration, reflection, and creativity. In C. Mouza, & N. Lavigne (Eds.). Emerging technologies for the classroom: A learning sciences perspective (pp. 269-288). Springer.

Mouza, C. (2007). A socio-cultural approach to the design of a virtual practicum: An alternative model of field experience in pre-service teacher education. In M. Zellermayer, & E. Munthe

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(Eds.) with Malka Gorodetsky, Francis O’Connell Rust and Lily Orland-Barak. Teachers

learning in communities: International perspectives (pp. 165-188). Series Editor: John Loughran. Rotterdam/Taipei: Sense Publishers.

Mouza, C. (2005). Facilitating use of technology in urban classrooms: Principles for effective professional development. In C. Vrasidas and G. Glass (Eds.). Current perspectives on

applied information technologies, Vol II, Preparing teachers to teach with technology (pp.133-150). Greenwich, CT: Information Age Publishing. Outstanding Book Award (2006): Association for Educational Communication and Technology (AECT), Division of Teacher Education.

Manuscripts Under Review

Reichert, M., & Mouza, C. (under review). Teacher practices during year 4 of a one-to-one mobile learning initiative. Journal of Computer Assisted Learning.

Mouza, C., Pan, Y*., Yang, H.*, & Pollock, C. (under review). Growing computational thinkers: A longitudinal investigation in an afterschool computing program. Journal of Computers in

Human Behavior.

Publications in Refereed Conference Proceedings

Mouza, C., Basu, S*., Yang, H*., & Pan, Y*. (2018). New content for new times: Pre-service teachers’ exploration of computer programming in educational technology coursework. Society for Information Technology & Teacher Education, March 26-30, Washington, DC.

Mouza, C., Codding, D*., & Pollock, L. (2018). Learning to teach computer science: Professional development design and teacher outcomes. Society for Information Technology

& Teacher Education, March 26-30, Washington, DC.

Pollock, L., Mouza, C., Czik, A., Little, A., Coffey, D., & Buttram, J. (2017). From professional development to the classroom: Findings from CS K-12 Teachers. Proceedings of Special

Interest Group in Computer Science Education, March 8-11, Seattle, WA.

Mouza, C., Pollock, L., Pusecker, K., Guidry, K., Yeh, C*., Harvey, T., & Atlas, J. (2016). Implementation and outcomes on a three-pronged approach to professional development for computer science principles. Proceedings of Special Interest Group in Computer Science

Education, March 2-5, Memphis, TN.

Pollock, L., Mouza, C., Atlas, J., & Harvey, T. (2015). Field experience in teaching computer science: Course organization and reflections. Proceedings of Special Interest Group in

Computer Science Education, March 4-7, Kansas City, MO.

Mouza, C., Pan, Y., Pollock, L., Atlas, J., & Harvey, T. (2014). Partner4CS: Bringing computational thinking to middle school through game design. Proceedings of the FabLearn

Conference on Creativity and Fabrication, October 2014, Stanford University, CA.

Mouza, C. (2010). Effects of case-methods on teacher technological pedagogical content knowledge. Proceedings of the 10

th International Conference of the Learning Sciences,

Chicago, IL.

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Mouza, C. (2006). Learning with laptops: The impact of one-to-one computing on student behavior. In Barab, S., Hay, K., & Hickey, D. (Eds.), Proceedings of the 7th International

Conference of the Learning Sciences (pp.488-494). Bloomington, IN.

Mouza, C. (2004). Professional development and teacher change: A longitudinal investigation of teacher generative growth. In Kafai, Y.B., Sandoval, W., Enyedy, N., Nixon, A., & Herrera, F. (Eds.). Embracing Diversity in the Learning Sciences: Proceedings of the Sixth

International Conference of the Learning Sciences: (pp. 364-371). Mahwah, NJ: Lawrence Erlbaum Associates.

Mouza, C., Parsons, R., & Liz-Ferreira, V. (2003). Using technology in early childhood education: The 100 Days of School project. Proceedings of the Sixth International

Conference on Computer Based Learning in Science, July 2003, Nicosia, Cyprus.

Mouza, C. (2003). Effective professional development on the use of technology: Findings from urban teachers. Proceedings of the Society for Information Technology and Teacher

Education, March 2003, Albuquerque, NM.

Mouza, C. (2003). The role of school context on teacher learning and professional development. Proceedings of the Society for Information Technology and Teacher Education, March 2003, Albuquerque, NM.

Mouza, C. (2002). Fostering teacher learning through participation in professional development. In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping Learning Complex: The Proceedings of

the Fifth International Conference of the Learning Sciences (pp.572-573). Mahwah, NJ: Erlbaum.

Mouza, C., & Bell, B. (2001). The role of pedagogy in the use of networked learning environments. Proceedings of the World Conference on Educational Multimedia,

Hypermedia and Telecommunications, Tampere, Finland.

Mouza, C., & Kung, S. (2001). Hypermedia and education: A technology integration course. Proceedings of the World Conference on Educational Multimedia, Hypermedia, and

Telecommunications, Tampere, Finland.

Mouza, C., Kaplan, D., & Espinet, I. (2000). A model for online collaboration between distance learning and campus students. Proceedings of the World Conference on the WWW and the

Internet, San Antonio, TX.

Mouza, C. (2000). Using mobile computer technology and Internet tools to promote constructivist teaching. Proceedings of the World Conference on Educational Multimedia,

Hypermedia and Telecommunications, Montreal, Canada.

Bell, B., Mouza, C., & Cho, H. (1999). The Alpine project: Ski condition analysis as weather instruction. Proceedings of the National Congress on Aviation and Space Education, Orlando, FL.

Refereed Conference Presentations

Mouza, C., Pan, Y*., Yang, H*., & Pollock, L. (under review). Longitudinal trajectories of student programmers in an after-school computing program. International Conference of the

Learning Sciences, June 23-27, London, UK.

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Yang, H*., Mouza, C., & Pollock, L. (under review). Establishing equitable computing programs in informal spaces. International Conference of the Learning Sciences, June 23-27, London, UK.

Yang, H*., Mouza, C., & Pan, Y*. (under review). Examining pre-service teacher knowledge trajectories of computational thinking through a redesigned educational technology course. International Conference of the Learning Sciences, June 23-27, London, UK.

Codding, D*., Mouza, C., Rolon-Dow, R., & Pollock, C. (under review). A reflexive analysis of a university-community partnership in computer science research. International Conference

of the Learning Sciences, June 23-27, London, UK.

Mouza, C., Yang, H*., Pan, Y*., Basu, S*. (2018). Redesigning educational technology coursework for pre-service teachers: A focus on computational thinking. Annual Meeting of

the American Educational Research Association, April 13-17, New York, NY.

Yang, H*., Mouza, C., & Pollock, L. (2018). Understanding computational thinking outside the classroom: Capturing learning vignettes in a public library programming club. Annual

Meeting of the American Educational Research Association, April 13-17, New York, NY.

Mouza, C., Pollock, L., Pan, Y*., & Yilmaz-Ozden, S*. (2017). Infusing computational thinking in teacher preparation: Examining pre-service teacher knowledge, attitudes and practice. Annual Meeting of the American Educational Research Association, April-May, San Antonio, TX.

Pan, Y*., Mouza, C., Yang, H*., & Cilsalar, H*. (2017). Growing computational thinkers: Longitudinal trajectories of middle-school students. Annual Meeting of the American

Educational Research Association, April-May, San Antonio, TX.

Drewes, A*., Henderson, J., & Mouza, C. (2017). Climate change professional development: Effects on teacher implementation decisions and student learning outcomes. Annual Meeting

of the American Educational Research Association, April-May, San Antonio, TX.

Drewes, A*., Breslyn, W., McGinnis, R., Mouza, C., Hestness, E*., & Henderson, J. (2017). Climate change knowledge instrument. Annual Meeting of the American Educational

Research Association, April-May, San Antonio, TX.

Dagher, Z., Mouza, C., & Pollock, L. (2017). Promoting computational thinking in elementary preservice science teacher education. National Association for Research on Science

Teaching, April 22-25, San Antonio, TX.

Mouza, C. (2017). Technological Pedagogical Content Knowledge (TPACK) in pre-service teacher education. Part of a Symposium The Technological Pedagogical Content Knowledge

(TPACK) Framework: Lineages of the First Ten Years of Research. Society for Information Technology and Teacher Education, March 5-9, Austin, TX. AACE.

Mouza, C., & Pollock, L. (2017). Professional development for computer science principles:

Design considerations and teacher learning outcomes. Society for Information Technology and Teacher Education, March 5-8, Austin, TX. AACE.

Karchmer-Klein, R., Shinas, V., Mouza, C., & Park, S*. (2016). Leveraging the affordances of educational apps in disciplinary literacy instruction: A study of teachers’ instructional design. Annual Conference of Literacy Research Association, November 30 – Dec.3, Nashville, TN.

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Mouza, C., Marzocchi, A*., Pan, Y*., & Pollock, L. (2016). Equitable computer science teaching: Implementation and outcomes from middle school students. Annual Meeting of the

American Educational Research Association, April, Washington, DC.

Yilmaz-Ozden, S., & Mouza, C. (2016). Designing and validating a survey to measure technological pedagogical content knowledge among pre-service teachers. Annual Meeting of

the American Educational Research Association, April, Washington, DC.

Drewes, A*., & Mouza, C. (2016). Examining middle school students’ thinking on climate change: An earth history perspective from a MADE CLEAR classroom (Part of a symposium titled, Enacting systemic climate change education: MADE CLEAR research and practice for a changing planet). Annual Meeting of the American Educational Research Association, April, Washington, DC.

Lavigne, N., Mouza, C., Dagher, Z., Mead, H., Buckley, J., Pollock, L., Cirillo, M., & Roberts, D. (2016). Learning to teach engineering design by being a designer. Annual Meeting of the

American Educational Research Association, April, Washington, DC.

Drewes, A*., Mouza, C., & Henderson, J. (2016). Climate science professional development: Curriculum design considerations and student learning outcomes. National Association for

Research in Science Teaching, April, Baltimore, MD.

Drewes, A*., Henderson, J., & Mouza, C. (2016). Conceptual mobility: Tracing climate change across educational contexts. University of Pennsylvania Ethnography Forum, February, Philadelphia, PA.

Mouza, C., Pan, Y*., Pollock, L., Atlas, J., & Harvey, T. (2015). Bringing computational thinking to middle school: A school-university partnership. European Association for

Research in Learning and Instruction, August 25-29, Limassol, Cyprus.

Mouza, C., Nandakumar, R., Yilmaz-Ozden, S*., & Karchmer-Klein, R. (2015). A longitudinal investigation of pre-service teachers’ development of Technological Pedagogical Content Knowledge in the context of teacher preparation. Annual Meeting of the American

Educational Research Association, April, Chicago, IL.

Shea, N., Mouza, C., & Drewes, A*. (2015). Climate change professional development in the context of NGSS: Design, implementation and initial outcomes. Annual Meeting of the

American Educational Research Association, April, Chicago, IL.

Mouza, C., & Barrett-Greenly, T*. (2014). Bridging the App Gap: Learning with mobile educational apps in urban schools. Annual Meeting of the American Educational Research

Association, April, Philadelphia, PA.

Shinas, V., Karchmer-Klein, R., Mouza, C., Yilmaz-Ozden, S.*, & Glutting, J. (2014). Examining the effects of TK, PK, and TPK on preservice teachers’ TPACK. Annual meeting of the American Educational Research Association, April, Philadelphia, PA.

Hestness, E.*, McGinnies, J.R., Breslyn, W. McDonald, R.*, Mouza, C., Shea, N., & Wellington, K.* (2014). Investigating science educators' conceptions of climate science and learning progressions in a professional development academy. National Association for

Research in Science Teaching, April, Pittsburg, PA.

Karchmer-Klein, R., & Mouza, C. (2013). iPrepare: A pedagogical approach to the preparation

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of preservice teachers on the use of wireless mobile devices. Paper presented at the annual meeting of the Pennsylvania Educational Research Association, Philadelphia, PA.

Karchmer-Klein, R., Mouza, C., & Park, S*. (December, 2013). Examining the multimodal affordances of mobile educational applications in the context of middle school content-area instruction. Annual meeting of the Literacy Research Association, Dallas, TX.

Mouza, C., Karchmer-Klein, R., & Park, S*. (2013). Examining the use of educational Apps in the context of a middle school mobile learning initiative. Annual Meeting of the American

Educational Research Association, April, San Francisco, CA.

Habowski, T.*, & Mouza, C. (2013). Improving technological pedagogical content knowledge among preservice science teachers. Annual Meeting of the American Educational Research

Association, April, San Francisco, CA.

Shinas, V.*, Yilmaz-Ozden, S.*, Mouza, C., Karchmer-Klein, R., & Glutting, J. (2013). Examining domains of technological pedagogical content knowledge through factor analysis. Annual Meeting of the American Educational Research Association, April, San Francisco, CA.

Mouza, C. (2012). Learning from teaching: The impact of case-methods on teachers' technological pedagogical content knowledge. The 13th International Conference of

International Society for the Study of European Ideas, July 2012, Nicosia, Cyprus.

Karchmer-Klein, R., Mouza, C., & Park, S*. (2012). Using a multiliteracies perspective to examine the curricular integration of educational applications in content area instruction. Annual Meeting of the Literacy Research Association, November 2012, San Diego, CA.

Karchmer-Klein, R., Mouza, C., & Shinas, V*. (2011). Examining preservice teachers' developing knowledge of effective technology integration in literacy-related lessons. Annual

Meeting of the Literacy Research Association, December 2011, Jacksonville, FL.

Mouza, C., Karchmer-Klein, R., Yilmaz-Ozden, S.*, & Nandakumar, R. (2011). Assessing preservice teachers’ knowledge development in the context of a technology integration course. Annual Meeting of the American Educational Research Association, April 2011, New Orleans, LA.

Mouza, C., Karchmer-Klein, R., & Habowski, T*. (2011). Preservice elementary teachers’ reflections on technology-integrated classroom experiences. Annual Meeting of the American

Educational Research Association, April 2011, New Orleans, LA.

Mouza, C. & Cavalier, A. (2010). A longitudinal investigation of a laptop initiative in career and technical high school education. Annual Meeting of the American Educational Research

Association, April 2010, Denver, CO.

Mouza, C. (2010). Innovative pathways to the development of teacher technological pedagogical content knowledge (TPACK): Empirical accounts from preservice and in-service teachers.

Annual Meeting of the American Educational Research Association, April 2010, Denver, CO. (Symposium Proposal. Role: Organizer).

Mouza, C. (2010). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Association of

Teacher Educators, February 2010, Chicago, IL.

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Jewett, S., & Mouza, C. (2008). Tapping global possibilities: Study abroad and the education of teachers. 29th Annual Ethnography in Education Research Forum, February 2008, Philadelphia, PA: University of Pennsylvania.

Mouza, C. (2008). Effects of case methods on teacher learning and practice in technology integration. Annual Meeting of the American Educational Research Association, April 2008, New York, NY.

Mouza, C., & Wong, W*. (2007). Learning to teach with technology in the context of case development. (Part of Symposium: Multiple contexts for teacher learning: Designing,

enacting, and reflecting on educative material and classroom practice. Chair/Organizer: Mouza, C., Discussants: J. Hiebert and B. Fishman). Annual Meeting of the American

Educational Research Association, April 2007, Chicago, IL.

Mouza, C., Cavalier, A., & Nadolny, L*. (2007). Implementation and outcomes of a laptop initiative in career and technical high school education. Annual Meeting of the American

Educational Research Association, April 2007, Chicago, IL.

Scott, P*., & Mouza, C. (2007). The impact of professional development on teacher learning, practice, and leadership skills: A study on the integration of technology in the teaching of writing. Annual Meeting of the American Educational Research Association, April 2007, Chicago, IL.

Mouza, C. (2005). Empowering preservice teachers' ownership of their learning environment: An empirical account of an online learning community. (Part of a Symposium entitled “Teachers’ learning communities: A sociocultural perspective”). European Association for

Research in Learning and Instruction, August 2005, Nicosia – Cyprus.

Mouza, C. (2005). Professional development and teacher learning: Factors influencing change in teacher beliefs and practices towards technology. Annual Meeting of the American

Educational Research Association, April 2005, Montreal, CA.

Mouza, C. (2004). Investigating teacher generative change: A longitudinal study of professional development in technology integration. Annual Meeting of the American Educational

Research Association, April 2004, San Diego, CA.

Mouza, C. (2002). The impact of technology professional development on urban elementary teachers. (Part of a symposium entitled, Reinventing technology professional development: Multiple approaches to building teacher capacity for technology integration). Annual meeting

of the American Educational Research Association, April 2002, New Orleans, LA.

Mouza, C., & Parsons, R. (2002) 100 Days of School: A situated approach to professional development. Annual meeting of the American Educational Research Association, April 2002, New Orleans, LA.

Mouza, C. (2001). Learning to teach with new technology: Implications on professional development. Annual meeting of the American Educational Research Association, Seattle, WA.

Mouza, C. (2001) Understanding technology adoption: A framework for developing effective professional development. (Dissertation Research). Presented at the Doctoral Seminar of the American Educational Research Association, Division K, Seattle, WA.

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Mouza, C. (2000). Professional development for effective technology use: New challenges, perspectives, and resources. (Dissertation Research). Presented at the Doctoral Consortium

of the Learning Sciences, Ann Arbor, MI.

Invited and Other Presentations

Mouza, C. (2016). Computational reasoning. Presentation and faculty workshop, Summer

Faculty Institute, May 31-June 2, University of Delaware.

Mouza, C. (2016). Designing problem-based learning environments according to principles of how people learn. Problem-Based Learning Institute, University of Delaware.

Mouza, C. (2014). A longitudinal investigation of pre-service teachers’ technological pedagogical content knowledge in the context of teacher preparation. Rutgers University,

Learning Sciences Brownbag Series.

Hand, V. Lyons, L., Mouza, C., & Walsh, E. (2014). Designing for student agency and authority around issues of climate change. Design Charrette facilitated during the 11

th International

Conference of the Learning Sciences, June 23-27, 2014, Boulder, CO.

Mouza, C. (2011). Advanced technologies for communication and learning. Discussant, Annual

Meeting of the American Educational Research Association, April 2011, New Orleans, LA.

Mouza, C. (2010). Technologies for teaching and learning. English Language Institute, University of Delaware, January 2010, Newark, DE (Seminar presented to a group of 30 teachers from Korea).

Mouza, C. (2007). Engaging learning ecologies with technology: Perceptions and use of time, space, digital stories, and technologies. Discussant, Annual Meeting of the American

Educational Research Association, April 2007, Chicago, IL.

Mouza, C. (2006). Technology and young children. Discussant, Annual Meeting of the American

Educational Research Association, April, 2006, San Francisco, CA.

Mouza, C. (2005). Demonstrating accountability through our self-study practices as teacher educators. Discussant. Invited Session at the European Conference on Research in Learning

and Instruction, organized by Jean McNiff (University of Limerick, Ireland), August, 2005, Nicosia-Cyprus.

Mouza, C. (2005). The design of technology-based learning environments. Summer Technology Institute, User Services, University of Delaware.

Mouza, C. (2003). Educational technology research and K-12 educators. Community School

District 2, New York City, May, 2003.

Mouza, C. (2003). Administration and learning to teach with technology. The Audubon School, Community School District 6, New York City, May 2003.

Mouza, C. (2002). Television images of 9/11 and their impact on children’s social, emotional learning. Teach-In for teaching and learning in a new global environment: Helping educators respond to 9/11, February, 2002, Teachers College, Columbia University.

Mouza, C. (2002). Technology professional development and teacher change. Teachers College,

Columbia University, Department of Mathematics, Science and Technology, April, 2002.

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Mouza, C. (2002). Technology in early childhood education. Hunter College, City University of

New York, December, 2002.

PROFESSIONAL AND LEADERSHIP ACTIVITIES

EDITORIAL BOARDS

2017-2018: Guest Editor, Journal of Technology and Teacher Education

Title: Teacher Preparation and Professional Development in Computing Education

2015–Present: Information Age Publishing, Research, Innovations and Methods in Educational Technology, Series Editor (with Nancy Lavigne). Expected books under the series:

• Petrosino, A.J., Walkington, C., & Ekberg, D. (in preparation). Frameworks for

integrated project based instruction in STEM disciplines.

• Mouza, C., Yadav, A., & Leftwich, A. (Eds; in preparation). Preparing teachers to

teach computer science: Models, Practices and Policies.

2011-Present: Educational Technology Research & Development: Consulting Editor.

2004-Present: Journal of Technology and Teacher Education (Ranked #1 in Teacher Education and Technology): Editorial Board.

REVIEW BOARDS AND REVIEWING

2015-2016: International Society for Technology in Education, ISTE Standards Refresh Technical Working Group: The role of the working group is to revise the National Educational Technology Standards for Teaching and Learning (Student Standards).

2013: Hellenic High Quality Assurance & Accreditation Agency, Chair: Committee for the External Evaluation and Review of the Faculty of Early Childhood Education at the National and Kapodistrian University of Athens.

2012-Present: Institute of Education Sciences, U.S. Department of Education, Principal Member of the “Early Intervention and Early Childhood Education” Research Review Panel (2017-2019, 2014-2016), Ad Hoc Reviewer (2012, 2013).

2012-2015: National Science Foundation. Grant Proposal Panel Reviewer: CyberLearning and Future Learning Technologies, 2012, 2013, 2014, 2015 and REAL, 2014.

2009: National Institute of Health (NIH). Grant Proposal Reviewer: American Recovery and

Reinvestment Act.

AWARD BOARDS

2005-Present: AERA SIG-Learning Sciences and SIG–Advanced Technologies for

Learning: Best Student Paper Award Committee: Founding member.

2012-2015: AERA SIG – Technology as an Agent of Change in Teaching and Learning

(SIG TACTL): Best Paper Award Committee (2015), Early Career Award Committee (2015).

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2007: Computer Supported Collaborative Learning Conference (CSCL): Early-Career Workshop Selection Committee (2007).

2005: Journal of Technology and Teacher Education and Contemporary Issues in

Technology in Education (Award Board, 2005).

LEADERSHIP POSITIONS

2013-2016: AERA – SIG: Technology as Agent of Change in Teaching and Learning, Chair

(2016), Vice Chair (2015), Program Chair (2014), Secretary/Treasurer (2013). Responsible for making acceptance/rejection decisions for approximately 100 submissions for presentation at AERA.

2013: AERA – Division K: Chair of the Graduate Student Seminar Committee. Responsible for organizing the annual Graduate Student Seminar which provides doctoral students at the dissertation stage of their degree program with substantive feedback and opportunities to meet and talk with other emerging and established scholars in the field of teacher education research (2-day seminar organized in conjunction with AERA).

2008-2010: AERA – SIG: Advanced Technologies for Learning. Chair, Responsible for making acceptance/rejection decisions for approximately 100 submissions for presentation at AERA.

REVIEWER

American Educational Research Journal

Journal of the Learning Sciences

Computers and Education

Journal of Teacher Education

Science Education

2000 – Present: American Educational Research Association: Division C: Learning and Instruction, Division K: Teaching and Teacher Education, SIG: Advanced Technologies for Learning, SIG: Learning Sciences, SIG: Technology as an Agent of Change in Teaching and Learning.

2014 -2016: International Conference of the Learning Sciences, Senior Reviewer.

2015: European Association for Research on Learning and Instruction, Junior Researcher Reviewer.

2010: 7th Pan-Hellenic Conference with International Participation: Information and Communication Technologies in Education, Korinthos, Greece, Reviewer.

2009-2012: International Conference on Computer Supported Education, International Program Committee.

2008: 6th Hellenic Conference of Information and Communication Technologies in Education, Limassol, Cyprus, Scientific Committee.

2007-Present: Society for Information Technology Conference (SITE), Program Committee and Reviewer for SITE Book, “Research Highlights in Technology and Teacher Education.”

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PROMOTION AND TENURE REVIEWER

2017: Michigan State University

2017: George Washington University

2017: University of Texas El Paso

2016: University of Peloponnese, Greece.

2015: Boise State University

2012: University of North Carolina, Charlotte

2012: University of Michigan, Dearborn

2011: University of Massachusetts, Boston

2010: Montclair State University

CONSULTING

2016- Present: National Center for Faculty Development & Diversity (NCFDD). Faculty Coach

2013-Present: Choosito! Search and Learn (www.choosito.com)

2010-Present: Early Childhood Research Lab. University of Cyprus

2004: American Institutes for Research, Center for Applied Special Technology (CAST),

and the Education Development Center (EDC). Expert Consultant for the National Technology Implementation Center, funded by the U.S. Department of Education (Office of Special Education Programs). The Center’s mission is to support state and local education agencies in implementing and evaluating selected practices that effectively integrate technology into sound teaching.

PROFESSIONAL AFFILIATIONS

International Society for the Learning Sciences (ISLS)

American Educational Research Association (AERA): Division C (Learning and Instruction), Division K (Teaching and Teacher Education), SIG Advanced Technologies for Learning, SIG Learning Sciences, SIG Instructional Technology, SIG Technology as an Agent of Change in Teaching and Learning.

Association for the Advancement of Computers in Education (AACE).

International Society for Technology in Education (ISTE).

European Association for Research on Learning and Instruction (EARLI)

SERVICE TO THE UNIVERSITY OF DELAWARE

2017-Present UNIVERSITY COUNCIL FOR TEACHER EDUCATION (UCTE) UCTE advices the Provost on all matters related to professional education and ensures compliance with State and National standards as well as licensure requirements.

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2017-Present PARTNERSHIP FOR PUBLIC EDUCATION The Partnership for Public Education seeks to strengthen the University’s commitment to public education in Delaware by fostering partnerships with local educational agencies.

2016-2017 SEARCH COMMITTEE, SCHOOL OF EDUCATION DIRECTOR Member of a search committee appointed by the Dean for the position of the Director of the School of Education.

2016 PROVOST’S INITIATIVE FOR EXCELLENCE AND INNOVATION IN E-LEARNING Reviewed proposals from across the University seeking funding for e-Learning initiatives and new programs in a variety of disciplines.

2015-2016 SCHOOL OF EDUCATION GRADUATE STUDIES COMMITTEE Member of the SOE graduate studies committee, responsible for a variety of issues around graduate education (program approvals, revisions, student awards, etc.).

2015-2016 UNIVERSITY-WIDE SEARCH COMMITTEE FOR ENERGY & ENVIRONMENT Member of a University-wide search committee appointed by the Provost for a senior chaired position on Science, Technology and Policy for the Environment.

2014-2015 STEM COLLOQUIUM ORGANIZER In collaboration with Nancy Lavigne and Zoubeida Dagher I organized a year-long colloquium series focusing on Integrated Approaches to STEM education. Speakers included among others: Mitchel Nathan (UW-Madison), Yasmin Kafai (U of Pennsylvania), Jan Plass (NYU), Christian Schunn (LRCD, U of Pittsburg), Janet Kolodner (past officer, NSF), Beth Herpel-Eisenmann (MSU).

2014, 2013, 2011 AND 2009 PROMOTION & TENURE COMMITTEE Member of the Promotion & Tenure Committee at the School of Education, University of Delaware. The role of the committee is to review and coordinate faculty applications for promotion and tenure.

2013 (Spring) FACULTY AFFAIRS COMMITTEE Member of the School of Education Faculty Affairs Committee.

2012 AD HOC COMMITTEE FOR PH.D. REVISION 2012 AD HOC COMMITTEE FOR ED.D. REVISION Member of Ad Hod committees for the Revision of the Ph.D. and Ed.D, programs. Participated actively during spring/summer 2012 (did not participate during fall 2012 due to sabbatical).

2009 TO 2011 COLLEGE GRADUATE COMMITTEE Chair of the College of Education and Human Development Graduate Committee. The Role of the Committee is to review and make recommendations on proposals for major changes in graduate programs, including new degrees and certificates, new programs, new majors and concentrations, new courses, name changes, substantive changes in existing programs and courses.

2007 TO 2010 URBAN TASK FORCE COMMITTEE Member of a university committee that seeks to improve the educational experiences of urban students.

2007 TO 2009 COLLEGE COUNCIL School of Education Faculty Representative

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2007 TO 2008 SEARCH COMMITTEE MEMBER Member of the Equity and Education Search Committee

2006 TO 2009 UD ONLINE Advisory Committee. Provide advice and discuss issues and policies related to online courses offered by UD online.

2006 TO PRESENT ELEMENTARY TEACHER EDUCATION PROGRAM Coordinator for the Educational Technology undergraduate courses within the Elementary Teacher Education (ETE) program.

2006 TO PRESENT DE PUBLIC SCHOOLS Provided professional development, organized workshops and consulted with administrators on improving teacher quality in several charter and public schools: Academy of Dover, Kuumba Academy, Thomas Edison School, Prestige Academy, East Side Charter School, Bancroft Elementary, Odyssey Charter School, Red Clay, Brandywine, Capital and Colonial Districts.

2005 TO 2007 USER SERVICES, UNIVERSITY OF DELAWARE Award Committee Member for the University-wide competition on Exemplary Uses of Technology in Teaching (approximately 20-25 nominations per year).

2005 TO 2006 USER SERVICES, UNIVERSITY OF DELAWARE Advisory Committee for the development of a University-wide collaborative multimedia center in Morris Library.

2004 TO 2009 MASTERS OF INSTRUCTION PROGRAM Portfolio Coordinator: Coordinate the review process of all Masters of Instruction teaching portfolios. Teaching portfolios is the capstone experience of the program.

2004 TO 2006 EARLY LEARNING CENTER, UNIVERSITY OF DELAWARE Provided professional development on the use of technology to Early Learning Center Teachers

2004 TO 2015 MASTERS OF INSTRUCTION PROGRAM Program Coordinator for the Educational Technology Specialization within the Masters of Instruction program.

2003 TO 2014 ED.D. EDUCATIONAL LEADERSHIP Admissions: Review Doctoral Applications and make admission decisions

2003 TO PRESENT M.ED. IN INSTRUCTIONAL TECHNOLOGY Admissions: Review M.Ed. applications and make admission decisions.

ADVISEES AND STUDENT COMMITTEES

DOCTORAL ADVISEES (N = 7) Hui Yang (Ph.D.), Aysegul Yaman (Ph.D.), Scott Sheridan (Ph.D.), Pan Yi-Chen (Ed.D.), Ching-Yi Yeh (Ed.D.). COMPLETED DOCTOR OF EDUCATION COMMITTEES (N = 60)

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CHAIR (N=18)

Stephen Tippett (2017): State University of New York

Joseph Fragale (2017): Smyrna High School

Kristen Barnello (2017): Supervisor of Fine Arts & Social Studies, West Chester School District

Amy Mooney (2016): Delaware Department of Education

Kristen Ferrari (2016): Director of Curriculum, PA School for the Dean and Adjunct Faculty, Rowan University

Michael Reichert (2016): Director of Technology & Instruction, Salesianum School.

Sule Yilmaz-Ozden (2015): Sakarya University, Turkey

Jade Burris (2014): Assistant Professor, West-Chester University

Joe Brobst (2014): Research Associate, Western Washington University

Stuart Trafford (2013): Amazon Web Services

Thomas Habowski (2012): Millersville University & Lampeter-Strasburg School District

Tommi Barrett-Greenly (2012): Instructional Designer, University of Central Florida

Beverly Funkhouser (2011): Assistant Professor, Widener University

Holly Briel (2010): Cesar Rodney School District

Larysa Nadolny (2008): Assistant Professor, Iowa State University

Meredith Wesolowski (2008): Former Faculty, University of Delaware (Chemistry)

Karen Rege (2008): Director, Library Services, Delaware County

Patricia Scott (2006): Principal, St. Edmond’s Academy

COMMITTEES (N=42)

Diane Zack (2017), Nathan Ndiforamang (2017), Linda Grusenmeyer (2017), Nathan Jann Sutton (2017), Jack Bradley (2017), Andrew Capone (2017), Ryan Fuller (2016), Reem Aleissa (2016), Richard Mulski (2016), Nada Alzahrani (2015), Bob Szczecinski (2014), Kathy Shaffer (2014), Michael Gutierrez (2014), Michael Diesner (2014), Mark Cooke (2013), Aaron Davis (2013), Sallie Reissman (2012), Tajah McCove (2012), Tamecca Chester (2012), Karen Girton-Snyder (2012), Timothy Snyder (2012), Abby Shubert (2011), Cathy Fuhrman (2011), Carmelita Graham (2011), Liciana Kaligher (2010), Geoff Olive (2009), Tommy Lou (2009), Tia Bunting (2009), Adrian Peoples (2009), Richard Kralevick (2008), Alan Taylor (2008), Joanne Balingit (2008), Karen Avino (2008), Virginia Navarro (2008, George Washington University), Amy Gordon (2007), Joyce Good (2007), Nancy O’Laughlin (2007), Mary Martin (2006), Kristen Albert (2006), Mark Nestor (2006), Judith Conway (2006), Penny Merena (2006).

COMPLETED PH.D COMMITTEES: Valerie Shinas (2012)

POST-DOCTORAL: Joseph Henderson (Ph.D., University of Rochester), Sule Yilmaz-Ozden (Visiting Scholar, Turkey).

FORMER MASTERS ADVISEES 2005-2010 (N = 25)

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PRIOR WORK EXPERIENCE

TEACHERS COLLEGE, COLUMBIA UNIVERSITY New York, NY Adjunct Professor 8/02 – 8/03 Instructor 2/99 - 8/02

Developed and taught graduate level courses in the Department of Communication, Computing and Technology in Education

Courses taught:

Hypermedia and Education

Evaluating the Internet as an Educational Resource

Television and the Development of Youth (online)

INSTITUTE FOR LEARNING TECHNOLOGIES, COLUMBIA UNIVERSITY New York, NY

Research Associate/Member of the Staff Development Group 9/98 – 8/03

Research member of the Eiffel Project, a U.S. Department of Education Technology Innovation Challenge Grant (a 5 year, $7 million dollars project)

Investigated the effectiveness of the Eiffel professional development models

Designed professional development experiences for urban teachers on the use of technology and innovative curricular strategies

NATIONAL CENTER FOR RESTRUCTURING EDUCATION, SCHOOLS AND TEACHING New York, NY COLUMBIA UNIVERSITY AND CENTER FOR TECHNOLOGY AND SCHOOL CHANGE 9/97 - 6/00

Staff Developer Designed professional development experiences for classroom teachers on the

use of technology in teaching and learning

Directed the development of technology-enhanced curriculum projects

Instructed school administration in developing technology plans

SESAME WORKSHOP (FORMERLY CHILDREN'S TELEVISION WORKSHOP) New York, NY Intern 2/97 - 5/97

Designed and implemented field studies for the evaluation of television shows

produced by the CTW

Developed curriculum goals for Sesame Street, Big Bag, and Ghost Writer

Evaluated scripts written for Big Bag and Sesame Street

CYPRUS MINISTRY OF EDUCATION Nicosia, Cyprus

Classroom Teacher 9/94 - 8/96 Organized educational material for different curricula

Planned, organized, and facilitated teacher-parent meetings

Performed demonstration lessons for prospective teachers

Participated in seminars and conferences organized by the Ministry of

Education and the University of Cyprus