Louise Jones M.Ed. Ph.D. Candidate
To me, success is helping a team, or individual unlock their potential. That amazing moment when they get a glimpse of where they could go, what they could accomplish and start seeking ways to achieve that vision is the beginning of everything. I am best at helping people un-glue themselves from their current position and step forward to success and valuable outcomes for themselves and for their institution.
Everyone knows that we all learn differently and for different reasons or motivators, finding out the how and the why is the beginning of finding success for students and faculty alike. I am passionate about using the framework of motivation and purpose to guide individuals toward progress and ultimately personal success. Through my eclectic transatlantic cross-business experiences I have developed a very useful solution-finding ability and a diverse array of successful strategies to help modern learning communities find success and satisfaction in their experiences and meet their daily challenges as teams or individuals with confidence and intentional purpose.
Every single individual, no matter the circumstances, has an abundance of potential to be successful in life. It is my aim to unlock that potential. I am an encourager, a motivator, a facilitator, an innovator.
Every single individual, no matter the circumstances, has an abundance of potential to be successful in life. It is my aim to unlock that potential. I am an encourager, a motivator, a facilitator, an innovator.
- I work toward successful outcomes through specific and intentional instructional design frameworks for content areas that need to align with learning outcomes and the modern learner. I have developed multi-faceted, blended courses for elementary grades, high school forensics and Anatomy and Physiology as well as training courses for both students and faculty in higher education.
- I work toward successful outcomes through careful and focused learning intervention and guidance. Frameworks such as Tinto's famous student development theories, Bloom's Taxonomy, Gardner's theory of multiple intelligence and Wlodkowski's Model of Motivation, Kolb's cycle of learning, McClelland's theory of motivation and Kotter's change model all work to inform individual coaching, group workshops, faculty and inter professional training sessions.
- I work toward successful outcomes by passing my up-to date knowledge and experience of innovative learning methodologies and technology tools through customized, interactive and applicable faculty training programs and planning. I train through small groups and corporate training programs, individual coaching and evaluations and I have presented on all aspects of learning theory, student development, program design, assessments, program leadership, educational research, team dynamics and leveraging educational technology as a learning tool.
My years as a high school science teacher and as a senior school administrator for curriculum and instruction combined with a contemporary personal experience within a graduate school setting in America, as a member of academic development, professional support and online learning team in a healthcare university as well as my years of clinical practice as a physiotherapist in the United Kingdom, I have garnered experience on all sides of the equation – student, teacher, administrator, and trainer.
I am uniquely prepared to bring tangible solutions to a student-centered learning institution.
London is a city of many faces.
Living and working in Chelsea, London, as a young physiotherapist I quickly learned that people have value, no matter their circumstances, no matter their differences.
A typical day would involve working with young parents, their nanny, a huge house and fancy cars and then just an hour later, I would be working with a multi-generational family of 10 living in one room with no English and a terrifying guard dog. The common theme? Both sets of parents loved their special needs child and both sets were prepared to listen and learn from me in order to help their child! My role was to get that information and help across to them.
You grow from each and every role you take on as an adult, and my London days taught me to value people and to stretch myself to really understand and be able to communicate my respect across all cultural, religious and ideological boundaries. (I also learned a deep respect for all parents!)
After several wonderful years teaching high school (primarily honors Anatomy and Physiology for 12th graders) I moved to administration (Assistant Principal Level) in 2012, earning my Masters in Educational Leadership, from Mercer University in 2015. Administration has taught me many skills including leadership, program planning, goal setting, evaluation and long term vision casting, change management and training. I also found a different perspective on education from the faculty side. Suddenly, some of those frustrating administrative decisions made sense, but the way that they had been communicated did not. My focus in this K-12 role was to build trust and transparency with my talented faculty team. I made the big decision to move to Higher Education in 2015, as I began my doctoral studies in Higher Education Leadership. In October 2015, I began as Academic Development Coordinator in the Department of Professional Development and Online Learning of the Philadelphia College of Osteopathic Medicine. I was promoted to Assistant Director in the department in 2016. My key focus was to support, train and encourage development of best practice and innovation in the faculty. In January 2018, I opted to take a short sabbatical from full-time work so that I could devote 100% brain power to developing my doctoral dissertation.
In the Spring of of 2016, I was accepted into the Doctoral program for Higher Education (leadership with a focus on faculty development) at Mercer University (Tift College of Education) and expect to graduate from this program in Spring, 2019.
In the Spring of of 2016, I was accepted into the Doctoral program for Higher Education (leadership with a focus on faculty development) at Mercer University (Tift College of Education) and expect to graduate from this program in Spring, 2019.