CCHE 620: Programs for Access and Opportunity in Higher Education (Northern Arizona University) This fully online and asynchronous course introduces students to key concepts and theories related to equity in higher education. Readings introduce students to asset-based frameworks for designing interventions that target structural inequities in higher education systems. Throughout the term, students develop a program proposal, guided by readings and their expertise as higher education practitioners.
Selected Student Quotes:
The course has been amazing! Definitely one of my favorite courses from the program so far--I enjoyed the readings and final assignment. I feel as if I learned so much in the short period of the course, some information I had never been aware of before.
I really appreciated the thorough feedback that Dr. Blaney gave on papers. It was some of the most helpful and constructive feedback I've received.
I have every intention of presenting this proposal at my university for consideration by leadership… Not many instructors have given me tangible products that I can use immediately in my career, so I am thankful for Dr. Blaney's creation of this assignment.
EDLH 7738: Assessment and Accountability in Higher Education (Idaho State University) This course introduced doctoral students to key concepts related to assessment and accountability practices and included a unit on assessment methods. As a fully online course, students participated in a mix of asynchronous and synchronous sessions. Additionally, students participated in weekly online discussions, completed three essays throughout the semester, and developed an assessment plan as the final project.
Selected Student Quotes:
Dr. Blaney does a great job providing clear instructions and expectations, and she is certainly student focused. She is approachable and available and a great mentor. Even though this is an online course, I never felt like she was not available.
This course was well organized and very relevant. I greatly appreciated the time and effort put into making the course so detailed and organized. It worked so well to have it completely online. I appreciated Dr. Blaney's consistent and thorough feedback. I learned a great deal during this course and am grateful to Dr. Blaney for her expertise and guidance.
The value of instructor feedback and peer interaction is of the most value for me in this program. Dr. Blaney is available for consultation, which is helpful.
EDLP 7706: Advanced Quantitative Research Design II (Idaho State University) This doctoral-level applied methods course introduced students to key concepts related to research design, descriptive and inferential statistics, and data management and manipulation. The focus of the course was on regression analysis (e.g., OLS and logistic) and model building with a goal of preparing students to complete quantitative dissertations. Key assignments asked students to develop research questions and analyze secondary data to address their questions using regression analysis and other methods.
Selected Student Quotes:
Dr. Blaney is an excellent professor who was always available to help outside of the class. Thus far she is the best professor I have had in the program. Give that woman a big raise! Dr. Blaney was very helpful and worked with each student to help them during the course. She was a great resource and made learning a subject that wasn't that exciting a good experience.
...This has been the best and most practical course I've had during my time at ISU. Dr. Blaney is an excellent teacher and the College of Education is extremely fortunate to have her.
What I learned in this course is so useful to me! [...] Provides extremely detailed and helpful feedback that will guide any student down the right path.
Dr. Blaney is an excellent educator. She provides clear information and lectures. I felt like I learned a lot from her course regarding quantitative methods. She is able to break down complex topics so they are understandable. Dr. Blaney is a patient and responsible teacher! I like her course very much.
EDLP 8800: Doctoral Seminar (Idaho State University) This one-unit, asynchronous course introduces first-year doctoral students to their program requirements and the foundational skills necessary for their future success. Students develop a program of study plan, learn how to review and organize scholarly literature, and complete an article critique assignment.
Selected Student Quotes:
I think that the passion and willingness to help students succeed is evident. I perceive Jennifer as a highly intelligent professor and would be happy to learn more from her and her insights.
I really liked Dr. Blaney's comments on my draft and final article review. Since I've never written one before, I wasn't very comfortable in my writing or what it should look like. She gave very direct comments that made me really think deeper about the ideas within the paper and also helped me to better shape my arguments.
I thought Jennifer did great with Moodle and I appreciated the use of online resources.
The readings were all really good and helpful. I appreciated Jennifer's explanations and the way she set up the course!
ITLS 6515: Assessment and Evaluation in Education (Utah State University) I designed and was the instructor of record for this this online, asynchronous course. This graduate-level course introduced students to key concepts related to assessment, which included conceptual models, survey and interview methods, and statistical concepts. As a culminating project, students developed their own assessment plan for a program of their choice. Students also collaborated to complete weekly modules and submit bi-weekly reflection essays in preparation for the final project.
Selected Student Quotes:
"The feedback on the papers was always excellent, and I felt like I grew my writing and critical thinking skills as a result of this class. "
"The instructor utilized excellent texts that gave me differing perspectives...they were valuable in other parts of my life."
"One of the big things I’m going to take from this class is an awareness of the issues of equity in assessment. This class has really opened my eyes to the issue of equity..."
ED 19: Gender and the College Student Experience: Trends and Directions for Change (UCLA) I designed this course and served as a co-instructor in fall 2016. This course was comprised of 16 students, primarily in their first and second year of college. As a co-instructor, I facilitated class presentations and discussions, met with students outside of class, and provided feedback on homework and class assignments. Students completed bi-weekly journals based on prompts that I developed. These journals provided a space for me to share individualized feedback and have a dialogue with each student. The primary goal of this course was to introduce students to current topics related to gender in higher education, while also teaching critical thinking and writing skills.
Selected Student Quotes:
“She took the time to give positive feedback while still letting students know what to work on. First time I have been told that I am a critical thinker, and it helped me gain confidence in this class and others.”
“Jennifer’s concern with facilitating discussions such that everyone was encouraged to share and that a vast array of input was valued really added to this class. She also offered extremely useful personalized input to every journal entry, which was fantastic.”
“I always loved reading your feedback on my journals because those were pretty vulnerable and you were always very respectful about that. You were positive but also told me where I needed to improve, which is all I could really ask for.”
GENDER 10: Introduction to Gender Studies (UCLA) I was the teaching assistant for this course and also designed and led two weekly discussion sessions. This course introduced students to key concepts in gender studies. Because students attended a separate lecture, discussion sessions focused on getting students to collaborate with each other, apply course concepts, and improve their writing and reading skills. Each discussion session enrolled approximately 20 students, the majority of whom were first year students from majors outside of gender studies.
Selected Student Quotes:
“Strengths are many, Jennifer Blaney always showed excitement with material and was super inviting of any type of discussions. Her section expanded on what we learn in lecture and took it a step further. There was a sense of calmness in the room, it was not intimidating and even when there was critique it was always dealt with in a understandable and non-harsh way. Loved having her this quarter and know she will make an amazing professor or teacher some day! She was made for it!”
“I honestly have no complaints about this section and Jennie as a TA. I love that she was so receptive to her students' thoughts and opinions, and really made an effort to tailor her discussion sessions to align with our interests and help us improve upon our weaknesses. Unlike many TAs, Jennie has a very good understanding of the fact that not all students in her section are Gender Studies majors. She knows that we all study a wide variety of subjects, and always made sure to draw connections between the course material and things that we would relate to, and did a good job of creating a safe space for all of us to express ourselves. I really appreciated how organized her discussion sections were too; she always lays out an agenda at the start of class so we know exactly what to expect.”
“Strength of the TA was that she always catered to the needs of the students in the class. She was concerned whether the students were actually learning something and tried to make sure that the material we learned was also applicable to our daily lives.”
EDUC 209C: Research and Evaluation in Higher Education (UCLA) I was the teaching assistant for this course in winter 2016 and winter 2017. This is a research methods course intended for first-year higher education doctoral students. Thirteen students enrolled in the winter 2017 term and 12 students enrolled in winter 2016. As a teaching assistant, I led some class sessions, provided feedback on quizzes and homework assignments, and met with students during office hours. I also revised and updated the course syllabus and selected course readings. Students in this course gained a conceptual and practical understanding of research methods, including statistics (e.g., multiple regression analysis) and skills necessary to critically consume research in higher education. Note that this course could be adapted into an applied methods course for undergraduates.
Selected Student Quotes:
“Jennie was a great resource for the class. She was attentive and very knowledgeable. Anytime I had a question, Jennie answered it concretely, which is something I really appreciated.”
“Jennifer was very approachable and eager to help students outside of class and over email. She ensured that we understood the material when working in small group sessions. She presented in a professional way, but she made it clear enough for everyone to understand (not over our heads).”
EDUC 263: Managing and Manipulating Data Using Stata (UCLA) I was the teaching assistant for this course in spring 2017. This course was a hybrid (i.e., met both online and in person each week) graduate-level methods course. Twenty-two students enrolled, including graduate students from education and other social science disciplines. This course utilized a flipped-classroom format, such that students completed online lectures and readings outside of class before meeting for discussion sections. Students left the course with the ability to merge data from a variety of sources, compute and recode variables, and reshape large datasets. Because of the nature of this course, my role was primarily to grade weekly homework assignments, provide personalized feedback to students, and meet with students during office hours.
Selected Student Quotes:
“She provided feedback in a timely manner that directly answered questions regarding material. She also provided firsthand experience during our class discussion.”
“She did a great job when grading homework and giving alternative suggestions/solutions; it helped me to understand.”