EDUCATION
Ph.D. University at Albany, State University of New York (2008)
- Department of Informatics, Information Science Program
- Primary Specialization: Information Technology in Learning
- Secondary Specialization: Information in Organizational Environments
- Dissertation title: Predicting Student Success in Introductory Computer Programming
- Dissertation chair: Robert Pruzek
- Department of Information & Computer Sciences
- Thesis title: Factors Influencing Use of a Web-Based Community Space for K-12 Professional Development
- Committee: Daniel Suthers (Chair), Violet Harada, Linda Johnsrud
- Cognitive Science (Major: Linguistics and Computer Science)
TEACHING EXPERIENCE
Instructor/Part-Time Lecturer, University at Albany, State University of New York (2005-present)
- Introduction to Computer Science (Fall 2008)
- Internet & Information Access (Fall 2008)
- Digital Imaging & the Web (Fall 2008)
- Web Development (Fall 2005, Spring 2007, Fall 2007, Spring 2008)
- Systems Architecture & Operating Systems (Spring 2006)
- Web Technologies (Fall 2006)
- Social Informatics (Fall 2005)
- Data Structures (Spring 2005)
- Introduction to Statistics (Fall 2004)
- Fundamentals of Computer Science (Summers)
- 7-12 Science outreach program: Introduction to Web Programming (Summers)
- Elderhostel; Introduction to Computers & the World Wide Web (Summers)
- Introduction to Java (Fall 1998)
- Software Engineering (Spring 1999)
- Linguistics: Syntax (Spring 1998)
- Introduction to Multimedia Programming (Summer)
- 7th - 8th grade mathematics
TEACHING INTERESTS
Technology in education, assessment & evaluation, curriculum development, blended & distance education, intellectual property in the digital environment, human-computer interaction, introduction to programming, data structures, web development, and operating systems.
RESEARCH EXPERIENCE
Technology Enhanced Instruction Research Group, University at Albany (2005-present)
- As a research assistant, I participate in the design, use, and analyses of qualitative (focus group, field observation, and interview) and quantitative (log analysis and questionnaire) research protocols. I also develop and manage databases to support this on-going research into technology use in K-12 public schools. The two main research strands of this group are (1) technology use in several Upstate New York public schools and (2) development of Web-based instruction for use in K-12 schools.
Hawai‘i Networked Learning Communities, University of Hawai‘i (2002-2003)
- As a graduate research assistant, I developed web-based tools to support K-12 educators’ professional development activities designed by project partners at the Hawai‘i Department of Education. I participated in the design of both the tools and professional development activities and served as one of three programmers implementing, deploying, and supporting the web-based tools. I used both qualitative and quantitative research methods in my Master’s thesis to conduct an evaluation of this program.
Association for the Cooperative Advancement of Science & Education (1994-2005)
- As a research associate, I contributed to the design, planning, and use of authentic assessments in science education. This organization develops assessments designed to measure students’ ability to discover scientific concepts. I contributed to the conceptualization of assessment methods, the design of assessment instruments, and analyses of assessment results. Additionally, I was responsible for designing professional development activities to train educators in the use of our instruments.
RESEARCH INTERESTS
My research interests include collaborative and appropriate uses of technology in education, user interface design, human-computer interaction, and assessment and evaluation in education. While I believe that computing technologies have a substantial role to play in education, I fear that too often the tools developed for use by educators and students mask or miss important learning outcomes and teaching and learning style differences.
PUBLICATIONS
Stefl-Mabry, J., Doane, W. E. J., & Radlick, M. (2009) Conference Proceeding: Bringing the village to the university classroom: Uncertainty and confusion in teaching School Library Media Specialists. American Educational Research Association (AERA) Conference 2009, San Diego, CA.
Stefl-Mabry, J., Doane, W. E. J., & Radlick, M. (2009) Conference Proceeding: Seen and still not heard: What student voices reveal about teachers and technology. American Educational Research Association (AERA) Conference 2009, San Diego, CA.
Doane, W. E. J., & Stefl-Mabry, J. (in press). Transgenerational Problem-based Web Development Learning Experience. In O. S. Tan (Ed.), Problem-based Learning and Creativity: Cengage Learning.
Stefl-Mabry, J., Radlick, M., & Doane, W. E. J. (2008). Hearing voices: Teachers Reveal ICT Use and Needs. Paper presented at the American Educational Research Association (AERA).
Doane, W. E. J., & Stefl-Mabry, J. (2008). Understanding Stress in a Trans-generational Problem-based Learning Setting. Paper presented at the Society for Information Technology and Teacher Education (SITE) 2008.
Stefl-Mabry, J., & Doane, W. E. J. (2008). Teaching & Learning 2.0: An urgent call to do away with the isolationist practice of educating and retool education as community in the United States. Paper presented at the Society for Information Technology and Teacher Education (SITE) 2008.
Stefl-Mabry, J., Doane, W. E. J., Radlick, M., & Theroux, P. (2008). Redefining Schools as Learning Organizations: A Model for Trans-generational Teaching and Learning. International Journal of Teaching and Learning in Higher Education, 19(3).
Stefl-Mabry, J., Doane, W. E. J., Theroux, P., & Radlick, M. S. (2006). Redefining Schools as Learning Organizations: A Model for Trans-Generational Teaching and Learning. Paper presented at the Society for Information Technology and Teacher Education International Conference (SITE) 2006.
Doane, W. E. J., Stefl-Mabry, J., Christopher, J., Davis, J., Issacson, J., & Szablicki, H. (2006, June 26). An Inter-Team Collaboration Model for Web Development Projects: Observe-Communicate-Assist-Reflect (OCAR). Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006, Orlando, FL.
Doane, W. E. J., Rice, R., & Zachos, P. A. (2006). Knowing When You Don't Know: Supporting teaching & learning using a new generation of tests. Science Teacher, 73(4), 46-49.
Rice, R. R., Zachos, P. A., Burgin, J., & Doane, W. E. J. (2005). In the Beginning, There Were Sun and Shadows: Using Stories in Science Teaching. Paper presented at the Eighth Conference of the International History, Philosophy and Science Teaching Group (IHPST).
Suthers, D. D., Harada, V. H., Doane, W. E. J., Yukawa, J., Harris, B., & Lid, V. (2004). Technology-Supported Systemic Reform: An Initial Evaluation and Reassessment. Paper presented at the 2004 International Conference of the Learning Sciences.
Johnson, P. M., Kou, H., Agustin, J., Chan, C., Moore, C. A., Miglani, J., et al. (2003). Beyond the Personal Software Process: Metrics collection and analysis for the differently disciplined. Paper presented at the 2003 International Conference on Software Engineering.
Zachos, P. A., Hick, T. L., Doane, W. E. J., & Sargent, C. (2000). Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs. Journal of Research in Science Teaching, 37(9), 938-962.
Zachos, P. A., & Doane, W. E. J. (1994). Report on Research into the Impact of a Cross-district Literature Program for Gifted Students. Saratoga Springs, NY: Association for the Cooperative Advancement of Science and Education (ACASE).
Zachos, P. A., Aldrich, P., Confer, C., Li, H., & Doane, W. E. J. (1994). A Framework for Assessing Student Participation in Interpretive Discussions of Literature. Association for the Cooperative Advancement of Science & Education (ACASE).
PRESENTATIONS AND INVITED TALKS
Reinventing Yourself: Web 2.0 and School Library Media Specialists. Albany, NY: Capital Area School Development Association (CASDA), April 2008.
Citation Managers for Graduate Studies. Albany, NY: University at Albany, State University of New York, October 2007.
Web 2.0, VR, and the Future of Librarianship. Albany, NY: University at Albany, State University of New York, October 2007.
What We Know About What We Know: How to Use Assessment and Evaluations. Washington, DC: American Library Association Annual Conference, June 2007.
The History and Future of Free and Open Source Software. Minneapolis, MN: Society for Technical Communication (STC), May 2007.
Using Wiki Technology to Support Learning Communities. Saratoga Springs, NY: Association for the Cooperative Advancement of Science & Education (ACASE), May 2007.
Educator Seeks Social Software to Please: what do educators need & want in social software? New York, NY: BarCamp New York City 2, September 2006
An Alternative Approach to State Examinations in Science Education: Science Teachers' Association of New York State (STANYS), 2004.
Three Perspectives on an Experiential Method for Assessing Scientific Inquiry Capabilities in Secondary School Students. Boston, MA: National Association for Research in Science Teaching Annual Meeting, March 1999.
A Digital Learning Environment for Teaching Undergraduate Linguistics. Oswego, NY: Imaging the Mind: Conference on computing and the cognitive sciences, March 1998.
Theory of Language. Ithaca, NY: Cornell University Conference on the Cognitive Sciences, July 1997.
GRANTS
Lemelson National Program in Invention, Innovation, and Creativity. Grant for the continuing support of the Innovative Instruction Laboratory. 1998.
Lemelson National Program in Invention, Innovation, and Creativity. Grant for the establishment and staffing of the Innovative Instruction Laboratory (Multimedia development) at Hampshire College. 1997.
PROFESSIONAL AFFILIATIONS
| Association for Computing Machinery |
acm.org |
| Computer Science Teachers’ Association | csta.acm.org |
| Special Interest Group in Computer Science Education | sigcse.org |
| Association for the Cooperative Advancement of Science & Education | acase.org |
| Association for the Advancement of Computing in Education | aace.org |
SERVICE
| Center for Innovation in Career Development Advisory Board | albany.edu/innovation |
| PBWiki Educational Advisory Board | educators.pbwiki.com |
REFERENCES
Dr. Robert Pruzek
Professor
Department of Education
University at Albany, State University of New York
1400 Washington Avenue
Albany, NY 12222
518.442.5066
Email address available on request
Dr. Joette Stefl-Mabry
Assistant Professor
Department of Information Studies
University at Albany, State University of New York
135 Western Avenue
Albany, NY 12222
518.442.5120
Email address available on request
Dr. Joyce Yukawa
Assistant Professor
Library and Information Science
College of St. Catherine
2004 Randolph Ave.
St. Paul, MN 55105
Email address available on request
Dr. Paul Zachos
Director
Association for the Cooperative Advancement of Science & Education
110 Spring Street
Saratoga Springs, NY 12866
518.583.4645
Email address available on request
Short Biography
WILLIAM E. J. DOANE holds a PhD in Information Science and a Masters degree in Information & Computer Science with a focus on uses of computing technologies to support K-12 education. He participated in a National Science Foundation funded initiative in Hawaii to develop web-based tools to support K-12 teacher collaboration and professional development at a distance. He has extensive experience teaching computer science to students from 9 to 90. Doane is also a founding member of ACASE, a professional organization of educators and scientists working to improve education.
Shorter Biography
WILLIAM E. J. DOANE holds a Ph.D. from the University at Albany in Information Science. He received a B.A. degree in Cognitive Science from Hampshire College and an M.S. in Information & Computer Sciences from the University of Hawaii. His research interests include developing innovative instructional methods in computing-related disciplines, the role of assessment and evaluation in education, and explicitly developing learners' mental models.