Prof. Wade Clay Smith, Jr., Ed. D.
Walden University, United States
Wade C. Smith, Jr., Ed. D.
Professor of Education
Richard W. Riley College of Education and Leadership
Walden University
22189 SW Neptune Blvd
Dunnellon, FL 34431
352-895-9900
Wade.smith@waldenu.edu
EDUCATION
Ed. D Curriculum and Instruction
College of Education, Texas Tech University, Lubbock, TX, August 1998
Major: Curriculum and Instruction, plus: 18 semester hours in research and statistic methodologies, 99 Semester Hrs.
M. Ed.
School of Education, Columbus College, Columbus, Ga., 1987, M. Ed., (Major: Education, minor: Science), Science Education, 60 Qtr. Hrs.
BS Ed
School of Education, Columbus College, Columbus, Ga., 1985, B.Sc. Ed., (Major: Science, minor: Education), Science Education, Certified in science grades 7-12, (Georgia, Alabama and Federal (Dept. of Defense Dependent Schools system))
205 Qtr. Hrs.
HISTORY OF EDUCATIONAL EMPLOYMENT/PUBLIC SERVICE
Dec. 2007-Present
Professor of Education
Richard W. Riley College of Education and Leadership
Walden University
www.waldenu.edu
I am currently mentoring and guiding 3 students in the Ed D program and 28 students in the Ph. D program in the college of education.
I am the course lead for EDUC-8112, Social Change in Education, May 2011.
I supervise multiple professors as course lead.
I am the course lead for EDUC-8806, Educational Measurement and Evaluation Winter Quarter 2010
As a course lead:
I visit each section and complete the appropriate online survey for that class.
Each Month I complete additional classroom visits throughout the term as needed directed by the Program Director.
The frequency of class visits may vary based on program or instructor needs.
I will support community development among my course instructors. I facilitate monthly discussion (via conference call, LiveMeeting, or eCampus discussion board) with course instructors, which provides an opportunity for all members of the instructional team to discuss the course with the Lead Faculty member and their peers.
I am a supportive peer mentor and I am a mentor to support each of my faculty members with issues they may have about teaching, their students, and their classrooms.
At the end of the term, the I gather feedbackfrom the my colleagues in regard to needed revisions to course content or format,
I then coordinate the activities needed to document and pursue necessary revisions.
I am a University Research Reviewer.
June 2004-April 2008
Education Program Specialist (GS-14) [Retired]
Accountability and Performance Branch (APB)
Div. of Academic and Technical Education (DATE)
Office of Vocational Education (OVAE)
U. S. Department of Education (USED)
550 12th Ave. SW
Washington, DC 20202
Major accomplishments and Responsibilities:
1) Key program analyst for Perkins career and technical education (CTE) activities at the federal level.
2) Planned, conducted, and supervised, CTE research activities.
3) Produced appropriate and sound interpretations and judgments from research activities.
4) Provided technical guidance to all 50 states CTE key personnel, congressional personnel, and other federal officials.
5) Collaborated with governmental and others by providing professional leadership and consultative services.
6) Coordinated developmental activities to ensure effective project integration with organization's mission.
In this position, I performed a variety of education program analyses and assignments and provided technical guidance to OVAE, USED and outside officials. I planned, developed, and conducted educational research activities related to CTE academic and vocational skill achievement and the multiple factors that influence those types of achievement.
October 2002 – June 2004
Education Research Analyst
Center for School Improvement
Office of Indian Education Programs (West)
Bureau of Indian Affairs
500 Gold Ave.
Albuquerque, NM 87103
I performed a variety of education research assignments and provided technical guidance to BIA and outside officials. I planned, developed, and conducted educational research activities related to student academic achievement and the multiple factors that influence achievement. I prepared planning documents that reflected organization's research goals. Developed project technical specifications, identified contractor support requirements, prepared procurement requests, and assisted the Contracting Officer in proposal review, source selection and other aspects of the procurement process for research and statewide and BIA wide assessment efforts.
August 1998 - October 2002
Assistant Professor of Education
Dept. of Teaching and Learning
College of Education
Tennessee State University
3500 John A. Merritt Blvd.
Nashville, TN 37209
I taught the research and statistics courses for both Master’s and Doctoral level students. In the Master course (EDCI511) the students developed a clear understanding of the various research methodologies and their attendant statistics protocols. The course culminated in each student group writing a research proposal and presenting it to the class. In doctoral level research class (EDCI712) each student researcher wrote and executed a pilot research project to better inform the educational community concerning their research question. Each doctoral student completed all five chapters of a formal dissertation, but in a truncated format. In both research classes, I also taught students the theoretical bases for the many statistical tests found on the SPSS and Statview programs. In both classes, I used technology such as email, shared files through a local listserv. My third course varies with each semester.
In the intersession and summer semesters of 99, 00, and 01, I taught masters levels multicultural education (EDCI630), masters level research (EDCI511), and doctoral research (EDCI712) courses. The students in the multicultural education course worked in groups with the two major objectives. The first objective was to develop an operational definition of multicultural education, the second objectives was the implementation of multicultural educational policies and processes in the classroom.
Nov. 1995 – May 1998
Graduate Research/Teaching Assistant
Division of Curriculum and Instruction
College of Education
Texas Tech University
Lubbock, TX 79409
Doctoral student
I earned my Ed. D. in Curriculum and Instruction. My graduation date was July 1998. I collected data during the 1997-1998 school year and I wrote and defended my dissertation during the summer semester of 1998.
Work History at Texas Tech University
Co-wrote a paper exploring the concept of Evolution with Dr. Skoog. I also was the fourth author with, Dr. Powell, Dr. Jarchow, and Dr. Swafford, on the paper “Where do you draw the line”? Local Thinking, Situativity, and Case-Based Teacher Preparation, which was presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, 1997, (Division K Symposium).
Teaching Assistant (Jan. 1997 - May 1998). I taught the course EDSE-2300, Schools, Society, and Diversity. This course fulfills the general education requirement of the College of Education, Texas Tech University and is a requirement for all students working toward teacher certification. The course serves as an introduction to schools, society, and diversity in a pluralistic society.
Aug. 1994 – Aug. 1995
Science Teacher
DODDS
AFCENT International School
Heerlen, The Netherlands
I taught the 8th grade general science courses. I left to go to Texas Tech University to earn my Ed. D.
Aug. 1991 - July 1994
Science Dept. Chair and Lead Teacher
Westfield Schools Inc.
1807 Hwy 41S
Perry, Ga. 31069
I taught the advanced science courses such as physics, human physiology, and chemistry. I was also responsible for the development of the K-12 science curriculum and the supervision of all junior and senior high science teachers. I was also responsible for evaluating and either approving or disapproving any purchase requests from my science colleagues. I was the assistant head football coach for three years and I initiated the Academic Bowl competition at my school. The Academic Bowl team competed in seven (7) meets per year in a variety of southern states.
Aug. 1985 - Aug. 1987
Science Teacher
Meriwether Co. Schools
Greenville, Ga. 30222
I taught physical science and biology science classes. The physical science classes were either remedial or advanced in nature. The biology classes were all advanced college preparatory classes. During my two years at Meriwether Co. Schools, the passing percentage was 96%+. This average was obtained while maintaining high academic standards.
NON- TRADITIONAL EDUCATIONAL EMPLOYMENT
August 1987 – August 1991
Chief Executive Officer, Raggedy Ann and Andy Doll, Inc.
P.O. 159, Richland, GA 31096
Jan. 1978 - July 1983PUBLIC SERVICE
Military Policeman/Training NCO
US Army, Training NCO at various duty assignments in the US and Europe
I was the training NCO for my Military Police battalion.
Due to my injuries and wounds I am a 100% disabled veteran
COMMUNITY SERVICE
September 2008- August 2012
Chair November 2011- August 2012
Vice-Chair November 2010- November 2011
Board Member September 2008-November 2010
Ocala/Marion County Economic Development Corp.
Industrial Development Authority (IDA)
3003 S.W. College Rd.
Suite 105
Ocala, FL 34474
(352) 291-4410
www.ocalaedc.org
Since September 2008 I have served on the IDA first as a board member and for the last 13 months as the vice-chair. The vice-chair functions as the chair in the absence of the chair. As vice-chair I was the signing authority for an 18 million dollar ($18,000,000) bond in December 2010.
The IDA is tasked to consider industrial and manufacturing projects and determine the appropriateness of industrial development bond issuance.
June 2009—Present
Home School Science Teacher High School Level
Dunnellon, FL
School Year 2009-2010: I taught physical science to home schooled adolescences [9th/10th grade levels]
School Year 2010-2011: I taught biology and algebra II to home schooled adolescences [10th/11th grade levels]
School Year 2011-2012: I am teaching chemistry, physics, and trigonometry to home schooled adolescences [11th/12th grade levels].
I am also teaching algebra I to another home schooled adolescence [8th grade level]
PUBLICATIONS
Smith, W. Sekar, S., & Brandon, K. (2002). The Impact of Surface and Reflective Teaching and Learning on Student Academic Success. Proceeding of the 7th Annual Conference of the European Learning Styles Information Network. Pp. 215-224.
Smith, W. Odhiambo, E., & El Khateeb, H., (2001). The typologies of successful and unsuccessful students in academic subjects using the perspectives of students' metacognitive awareness and actions in a high school environment in Tennessee. Proceeding of the 6th Annual Conference of the European Learning Styles Information Network. Pp. 333-346. University of Glamorgan: Cardiff, Wales, UK.
Smith, W. (May 2001). Secondary Teaching Methods (Web based course-pack). XanEdu.com (Formally Bell & Howell Information and Learning): Ann Arbor, MI.
Smith, W. (December 2000). Philosophy of Education (Web based course-pack).Bell & Howell Information and Learning (Formally UMI): Ann Arbor, MI.
Smith, W. (August 2000). Curriculum Development (Web based course-pack). Bell & Howell Information and Learning (Formally UMI): Ann Arbor, MI.
NATIONAL WORKSHOPS
July-August 2000. I was invited and attended the National Center for Education Statistics (NCES) seminar on the utilization and analysis of the National Assessment of Educational Progress (NAEP) database in Washington, D.C.
October 2002 – June 2004. I have conducted multiple workshops and trainings on the implementation of the requirements of No Child Left Behind Act of 2001, P.L. 107-110. These activities concentrated on the concept of data driven decision-making processes, annual yearly progress calculations, and the impact of these items on students, schools, faculty, and the education environment.
June 2004 –February 2008. I conducted multiple workshops and trainings on the implementation of the requirements of Perkins III and Perkins IV. These activities concentrated on the concept of appropriate data collection parameters, data driven decision-making processes, annual data submissions, and the impact of these items on students, schools, faculty, and the education environment.
PAPERS PRESENTED/ACCEPTED
National/International Organizations
Smith, W. Sekar, S. & Brandon, K. (2002). The Impact of Surface and Reflective Teaching and Learning on Student Academic Success. Presented at the Seventh Conference of the European Learning Styles Information Network, June 26-28, 2002, University of Ghent, Ghent, Belgium.
Smith, W. Odhiambo, E., & El Khateeb, H., (2001). A Follow-up Study: Investigating the Impact of Gardner’s Theory of Multiple Intelligences in a High School Environment in All Subjects in Tennessee Presented at the Eighth Annual Meetings of the American Association for Teaching and Curriculum, October 4-6, 2000, Denver, CO.
Smith, W. Odhiambo, E., & El Khateeb, H., (2001). The typologies of successful and unsuccessful students in academic subjects using the perspectives of students' metacognitive awareness and actions in a high school environment in Tennessee. Presented at the Sixth Conference of the European Learning Styles Information Network, June 23-27, 2001, University of Glamorgan: Cardiff, Wales, UK.
Smith, W., Odhiambo, E., & El Khateeb, H. (2000). An Investigation of Gardner’s Theory of Multiple Intelligences in a High School Environment in Tennessee. Presented at the Seventh Annual Meetings of the American Association for Teaching and Curriculum, October 5-7, 2000, Alexandria, VA.
Smith, W. (1999). Human Events as Interdisciplinary Teaming. Presented at the Fourth Midwest Learning Communities Conference, November 17-19, 1999, Chicago, IL.
Smith, W. (1999). Differential Perceptions of Professorial Teaching Interactions by Masters and Doctoral Students in Their Research Classes: Do masters and doctoral students perceive differing professorial teaching interactions from the same professor? Presented at the Sixth Annual Meetings of the American Association for Teaching and Curriculum, October 7-9, 1999, Orlando, FL.
Smith, W. (1998). Stability of Student Perceptions within the Context of a Standard American School Year. Presented at the Fifth Annual Meetings of the American Association for Teaching and Curriculum, October 16-18, 1998, Orlando, FL.
Smith, W. (1998). Student Perceptions of their Biology Teacher’s Interpersonal Teaching Behaviors and Student Achievement and Affective Learning Outcomes (Doctoral dissertation, Completed data analysis). Presented at the Annual Meetings of the American Educational Research Association, April 13-17, 1998, San Diego, CA
Smith, W. (1998). Multicultural Education and Monocultural Students: Professional Practices in a Secondary Teacher Certification Program. Presented at the Annual Meetings of the Association of Teacher Educators (ATE), February 15 - 17, 1998, Dallas, TX.
Smith, W. (1998). Establishment of the Validity and Reliability of the Professor Interpersonal Teaching Behaviors Inventory, 3rd Edition. Presented at the Annual Meetings of the Association of Teacher Educators (ATE), February 15-17, 1998, Dallas, TX.
Bilica, K. & Smith, W. (1998). A Determination of the Factors which Motivate Parents to Prefer Their Children Attend Magnet Schools Instead of Their Neighborhood School. Presented at the annual Meetings of the National Curriculum and Instruction Council, April 13-17, 1998. (Ms. Bilica is a Master’s Level student I was mentoring)
Smith, W. (1997). Student Perceptions of their Biology Teacher’s Interpersonal Teaching Behaviors and Student Achievement and Affective Learning Outcomes (Doctoral Dissertation Proposal). Presented at the Fourth Annual Meetings of the American Association for Teaching and Curriculum, October 16-18, 1997, Indianapolis, IN.
Smith, W. (1997). Student Perceptions of Professors’ Interpersonal Teaching Behaviors: Instrument Design. Presented at the Fourth Annual Meetings of the American Association for Teaching and Curriculum, October 16-18, 1997, Indianapolis, IN.
Powell, R., Jarchow, E., Swafford, J., & Smith, W. (1997). “Where do you draw the line”? Local Thinking, Situativity, and Case-Based Teacher Preparation. Presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, 1997, (Division K Symposium).
Smith, W. (1996). A Philosophical Inquiry into the Concept of Curriculum and its Effects on Education. Presented at the Third Annual Conference of the American Association for Teaching and Curriculum, San Antonio, TX October 17-19, 1996
Regional Organizations
Smith, W. (2012) The Decision to Home School Children; Primary Parental Motivators; Primary Student Motivators. Presented at the Florida Education Research Association, 57th Annual Meeting, November 14-16, 2012, Gainesville, FL.
Smith, W. (2008).Relationships between Florida Comprehensive Assessment Test (FCAT) 3rd grade reading scores and students’ demographic and financial variables in selected Florida counties. Presented at the Annual Meetings of the Mid-South Educational Research Association, November 5-7,2000, Knoxville, TN.
Smith, W., Pinto, S., O’Connell K., & Stripling, C. (2008). Students' and a Professor's Perceptions on on-ground traditional education and online distance education.A Symposium presented at the Annual Meetings of the Mid-South Educational Research Association, November 5-7, 2000, Knoxville, TN.
Smith, W. (2001). An Analysis of Philosophy of Education Position Papers of on-line and on-ground graduate philosophy of education classes. Presented at the Annual Meetings of the Mid-South Educational Research Association, November 14-17, 2000, Little Rock, AR.
Smith, W., El Khateeb, H., & Odhiambo, E. (2000). Perceptual Typologies ofSuccessful and Unsuccessful Students in the Context of Gardner's Multiple Intelligence Theory. Presented at the Annual Meetings of the Mid-South Educational Research Association, November 15-17, 2000, Bowling Green, KY.
Smith, W. (1997). The Establishment of the Reliability and Validity of the Professor Interpersonal Teaching Behavior Inventory. Presented at the 20th Annual Meetings of the SERA, Austin, TX 23-25 January 1997.
Smith, W. (1997). A Review of the Research into Teaching Styles/Behaviors’ Impact on Students’ Cognitive Outcomes and Bloom’s Taxonomy. Presented at the 20th Annual Meetings of the SERA, Austin, TX 23-25 January 1997.