My role as teacher and advisor is to foster students’ praxis, or ability to apply concepts learned through their coursework, to improve how their own students learn and how educational organizations function. Over the past years, I have integrated research with my teaching, focused on project-based learning, and used multiple forms of formal and informal student and peer evidence. Collectively, these efforts demonstrate my commitment to continuous improvement in my instructional practice and attest to my ability to help teachers and leaders solve instructional leadership problems in urban educational settings. I've also developed a practitioner-scholar model that infuses my teaching pillars with my scholarship (see below).
- Jen Katz-Buonincontro
Placing students at the heart of her research, Dr. Katz-Buonincontro mentors undergraduate and graduate students and collaborates and with post-doctoral scholars in the areas of research design, methods, analysis and writing for publication.
RESEARCH METHODSEDUC 837: Advanced Qualitative Data & Analysis Methods, Ed.D
Syllabus EDUC 810: Educational Research Design II, Ed.D. Syllabus EDUC 854 : Mixed Methods Research, Ph.D. Syllabus EDUC 838: Qualitative Research & Data Analysis, Ph.D. Syllabus EDUC 836: Qualitative Data & Analysis Methods, Ed.D. Syllabus EDAM 528: Research Methodology for Action Research Syllabus |
LEADERSHIP DEVELOPMENTEDUC 714: Curriculum and Instructional Leadership
Syllabus EDAM 524: Mentoring and Collaborative Leadership Syllabus ORGB 625: Organizational Behavior & Professional Development, Ed.D. Syllabus EDAM 712: School and community relations |
CREATIVITYEDUC 775: Creativity and Innovation in STEM Education, Ph.D.
Syllabus CRTV 620: Researching & Assessing Creativity Syllabus CHEM T580: Enhancing the Creativity of a Research Project, Graduate Minor in Interdiscplinary Team Oriented Creativity Syllabus CRTV 302: Tools & Techniques in Creativity (UG) CRTV 303: Creativity in the Workplace (UG) |
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My goal as an instructor is to cultivate a joy in learning. To foster student creativity, I focus on the three widely agreed upon pillars: Excellence: promoting excellence in student inquiry, Novelty: focusing on the novelty of student contributions to schools and to society, and Utility &Relevance: emphasizing the usefulness of student learning in current workplaces. For the past several years at Drexel, I’ve worked to advance Drexel’s Student Learning Priority, “Creative and critical thinking,” using lectures, experiential immersion and applied research in the workplace. To improve the quality of my teaching, I engage in Self-Assessment of Teaching by comparing student ratings and comments across the same courses to identify gaps and strengths. I also instituted a Mid-Term Course Survey in my courses as a teaching practice before Drexel mandated mid-term surveys in all courses. I worked with former administrators to build a Peer Evaluation tool in the School of Education, which informed the current Peer Review form and in doing so I have engaged in three Peer Reviews of my teaching and incorporate the feedback continuously. Within the context of the Covid-19 and the racism pandemic, I continue to change and adapt my teaching by reading and learning about racism and its impact on learning in higher education. I strive to incorporate principles of inclusivity, support and cultural responsiveness in my teaching, research and service leadership. Classes, research teams, committees and initiatives that I teach, lead or co-facilitate start with the process of grounding work in mutual aims and the exploration of positionality to cultivate commitment and belongingness. Through this foundation, we can better access new ideas and bring authentic problem solving to the fore. |
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