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CHRISTOPHER VANDERVELDE

320 South Dubuque St., Apt. 101, Iowa City, IA 52240


chrisvandervelde@gmail.com
Cell: (319) 383-2439

DEGREES
PhD. Educational Psychology, University of Iowa, Iowa City, Iowa, 2009
Dissertation: The Importance of Causal Antecedent Emotional State Inferences to Narrative
Reading Comprehension
Advisor: Dr. Joyce Moore
Comprehensive Areas: Cognition, Individual Differences, Development

M.A.T. English, University of Iowa, Iowa City, Iowa, 2004


State of Iowa Teaching License, 7-12 English/Language Arts

B.A. English, University of Northern Iowa, Cedar Falls, Iowa, 1993

RESEARCH INTERESTS
Reading Comprehension Cognition
Writing Process Individual Differences in Learning
Individual differences in the generation of emotional Psychological Development
inferences Self-Regulation in Learning

TEACHING INTERESTS
Educational Psychology Reading Development
English/Language Arts Educational Assessment
Cognitive Theories of Learning Special Education
Developmental Psychology Mental Health in the Classroom
Early Adolescent Development Philosophy of Education

TECHNOLOGY APPLICATIONS AND EXPERTISE


Teaching Tools:
ICON (an online course management system), Blackboard (an online course management system), TestGen,
PowerPoint, iMovie, iDVD, Acrobat Pro, Adobe Connect, Typing speed: 53 wpm
Application Tools:
Dreamweaver, AppleScript, Photoshop, Excel
Research Tools:
SPSS, PsyScope, WebSurveyor, PsyScope
Christopher Vandervelde
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UNIVERSITY EXPERIENCE
Adjunct Professor, English, Kirkwood Community College, 2016
Course: Effective Reading Strategies
Taught two sections of a reading course that focused on improving comprehension of standard college texts as
well as poetry, political speeches, and oral histories. Duties included constructing, adapting, and implementing
lessons involving research-supported reading strategies. Some of these were short, in-class assignments and some
were longer, more complex learning activities requiring analysis and creativity.

Academic Tutor, University of Iowa Student-Athlete Academic Services, 2015


Tutored university student-athletes in Education and Statistics classes. I worked one-on-one with five different
students at the University of Iowa Gerdin Athletic Learning. I drew on my knowledge and experience in
education to guide them toward a better understanding of educational and statistical concepts. Although students
primarily studied from texts assigned by their professors, I employed my own learning materials when
appropriate.

Adjunct Professor, Educational Psychology and Foundations, University of Northern Iowa, 2009-
2011
Course: Learning and Instruction in Classroom Settings
Taught an undergraduate course in educational psychology with an emphasis on practical application
including a three-week student internship in the University lab school. Duties included designing and teaching
lessons in educational psychology to approximately 30 students, developing and employing assessment tools
and learning activities (including multiple choice exams, essay exams, laboratory projects, and teaching
projects), and constructing a grading system.

Course: Schools and American Society


Taught an undergraduate course on the philosophical and social foundations of education in America. Close
reading and analysis of works by John Dewey, Lisa Delpit, Jeanne Chall, and others informed discussion of
educational philosophy in America and the development by each student of a personal educational philosophy.
I developed the course, chose the texts, and wrote assignments and tests.

Course: Development of the Middle School Aged Child


Taught a course for undergraduate and graduate students in the psychological, physiological, emotional, and
psychosocial development of individuals aged 10 to 14. Topics included neurological and hormonal
developmental changes, cognitive development, evolving social conditions, and ethnic and cultural differences
all unique to, or specifically relevant for, the development of the young adolescent. I developed the course,
chose the texts, designed research project assignments, developed online course resources, and constructed
exams and quizzes.

Course: Foundations of Instructional Psychology


Taught an online advanced educational psychology course for Masters students in elementary education.
Topics included endogenous, exogenous, and dialectical theories of learning and development, individual
differences in learning, psychosocial aspects of learning, and student motivation. Developed the online course,
chose the texts, designed laboratory and essay assignments, and designed and monitored online discussion
forums. Engaged in online conferencing with students utilizing Adobe Connect software.

Course: Learning and Behavioral Problems in Education


Taught a course for undergraduates and graduates in the theory and practice of teaching students with
disabilities. Topics included diagnostic characteristics, controversial issues in identification and classification,
cultural considerations, and technical aspects of practice. Developed the course, chose the texts, designed the
assignments and assessments, and co-constructed (with students) an authentic final assessment.

Course: Mental Health in the Classroom


Taught a course for undergraduate and graduate students in the mental health of students and practitioners in
an educational setting. Topics included technical aspects of mental health, positive vs. clinical psychology, the
intersection of disability and mental health, teacher burnout, and psychological resilience. Developed the
course, chose the texts (along with students), designed the assignments and assessments, and co-constructed
(with students) an authentic final assessment.
Christopher Vandervelde
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Course: Schools and American Society


Taught a course for undergraduate students in education. The course covered instructional practice from
the point of view of philosophers of education. It focused on the following objectives: 1) To reveal
each students personal educational philosophy; 2) To challenge students personal educational
philosophies with readings from a disparate group of educational theorists and researchers theorists
and researchers whose ideas conflict with one another and were likely to challenge those of students;
3) To help students begin to construct an informed and thoughtfully constructed new (or modified)
personal philosophy of education.

Adjunct Professor, Department of Education, Coe College, 2009


Course: Assessment and Learning
Co-taught course in assessment for Master of Arts in Teaching students. Course focused primarily on
authentic assessment its philosophy, research support, and implementation. Chose the educational texts,
designed lessons and assessments, and provided detailed feedback to eight students all working teachers.
Designed to be both theoretically rich and highly practical for teachers; final project involved constructing an
authentic assessment-based academic unit.

Teaching Assistant, Psychological and Quantitative Foundations, The University of Iowa, 2006-2009
Course: Educational Psychology and Measurement
Taught introductory educational psychology course for undergraduate teacher education, nursing,
and psychology majors. Duties included designing and teaching lessons in educational psychology to
approximately thirty students, developing and employing assessment tools and learning activities
(including multiple choice exams, essay exams, laboratory projects, and teaching projects),
constructing a grading system, and individual conferences with students.

Teaching Assistant, Psychological and Quantitative Foundations, The University of Iowa, 2005-2006
Course: Understanding Educational Research
Assisted in teaching two semesters of a graduate-level course for College of Education masters and doctoral
students. Duties included grading, providing feedback for weekly papers, leading discussions, writing exam
questions, and grading exams.
Christopher Vandervelde
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Teaching Assistant, Psychological and Quantitative Foundations, The University of Iowa, 2004
Course: Educational Psychology and Measurement
Assisted in teaching a graduate section of educational psychology for students enrolled in the teacher
education program. Duties included grading, providing feedback for weekly papers, leading discussions, and
filling in as lecturer when the instructor was out of town.

Tutor, Center for Diversity and Enrichment, The University of Iowa, 2006
Instructed and advised a student taking a survey class on special education. Met weekly to help improve
understanding of disability diagnosis, disability law, and best practices in special education.

Passage Submitter, Iowa Testing Programs, University of Iowa, 2005-2006.


Researched, collected, and submitted appropriate reading passages for the comprehension section of the Iowa
Tests of Educational Development.
Research Assistant, Psychological and Quantitative Foundations, The University of Iowa, 20012003
Assisted in a research project on the teaching of statistical knowledge to adolescents. Duties included
scheduling participants, conducting and taping an experimental protocol with participants, constructing a
coding scheme, and coding data.

SUPERVISED RESEARCH EXPERIENCE


The Influence of Parents and Teachers on Students' Performance and Self-Regulatory Strategy
Use, 2008-Present
Conducted a study with a team of researchers to explore a hypothesized association between students
self-regulation and that exhibited by their parents and teachers.
Second Year Research Project, 2006-2007
Conducted a study investigating the relationship between causal emotional inferences and self-assessed
comprehension when reading literary fiction. This study led to a poster presentation at the Annual
Meeting of the American Educational Research Association (see below).

PROFESSIONAL EXPERIENCE
Professional Scorer, Pearson Educational Testing, Iowa City, Iowa, 2006
Scored fifth-grade science essays for a Washington state standardized test.
Test Developer, Test Prep Seminars, 2007-2009
Wrote and adapted reading passages, developed test questions, and wrote answer explanations for a
private company that provides test preparation for the SAT and ACT.
Substitute teacher, Iowa City Community School District, Iowa City, Iowa, 2007, 2015
Served as a substitute teacher in various elementary, junior high, and high school classrooms.
Professional Scorer, NCS Corporation, Iowa City, Iowa, 1997
Scored reading comprehension essays for a standardized test.
Christopher Vandervelde
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Vocational Supervisor, Employment Systems, Systems Unlimited, Iowa City, Iowa, 1994-1995
Supervised five assistants and twenty-five clients. Helped run an award ribbon business, mailing business,
and supported employment business. Duties included supervising individuals with disabilities in work-
related activities, writing progress reports for assistants and clients, and designing work plans.

PRESENTATIONS
Zhang, Y., Su, Y., & Vandervelde, C. (2010). Transforming students with learning disabilities into self-regulated
learners: Interventions on goal setting and self-reflection. Poster to be presented at the Annual Meeting
of the American Educational Research Association, Denver, CO, April, 2010.

Zhang, Y., Su, Y., & Vandervelde, C. (2010). Self-regulatory training for helping students with learning
disabilities to learn mathematics. Paper to be presented at the Annual Meeting of the American
Educational Research Association, Denver, CO, April, 2010.

Vandervelde, C. & Moore, J. (2007). Assessing the incidence of emotional causal inferences in reading literary
fiction. Poster presented at the Annual Meeting of the American Educational Research Association,
Chicago, IL, April, 2007.

SERVICE
Member, Iowa City Autism Alliance, 2005-2009
Helped facilitate professional presentations on best practices in the teaching of individuals with autism
spectrum disorders, prepared informative print materials for teachers and other professionals, and
advocated on behalf of individuals with autism spectrum disorders and their parents.
Member, American Educational Research Association
Member, Society for Text and Discourse