Elearning Resume u6xh

JOSEPH CHAN M.Ed.

Orange County, CA 562-881-2088 [email protected] www.joseph-chan.weebly.com

PROFESSIONAL SUMMARY A highly efficient, innovative, tenacious, performance-driven higher education professional with years of extensive experience armed with broad-based skills as an ESL classroom instructor, issions advisor, curriculum developer, and e-learning . Comfortable working in a fast-paced, growth-orientated work environment and possesses a proven ability to ensure that educational messages, standards, and communications are well understood and implemented effectively. Extremely productive in team environments as both a team member and team leader; efficient in juggling multiple project priorities. Experienced in eLearning design, energized through provision of quality educational modules for professionals and others seeking both comprehensive advancement and interactive environments. Proficient in storyboard development, dynamic content creation, graphic design, use of associated design programs, and productivity tools. Now looking forward to making a significant contribution to an organization that offers genuine opportunities for advancement. HIGHLIGHTS OF QUALIFICATIONS ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Huge experience working with e-learning development software Solid grasp of grammar, syntax, punctuation, sentence structure, APA, MLA format Wide knowledge of current and emerging technologies Familiarity with eLearning authoring tools Excellent project management and organizational skills Ability to learn new applications quickly through self-study Ability to create content outlines, story boards, and web-based training modules Ability to work collaboratively with multiple stakeholders TEACHING EXPERIENCE

GRADUATE ASSISTANT | UNIVERSITY OF SOUTHERN CALIFORNIA, LOS ANGELES, CA AUGUST 2014- APRIL 2016 USC OFFICE OF INTERNATIONAL SERVICES ▪ Taught beginner level ESL to 15+ international adult learners and visiting scholars ▪ Strategized with the instructors from other classes in order to discuss best teaching methods ▪ Designed curriculum and lessons on verbal, nonverbal, and written English ▪ Fostered an inclusive “open space” class environment that promoted diversity and discussion among peers USC ORIENTATION PROGRAMS ▪ Co-taught a class of 10+ international graduate students on various topics related to American culture ▪ Assigned homework and quizzes that enabled the international students to think critically ▪ Worked with an established curriculum, and made presentations conducive to student learning ▪ Fostered a seminar-style environment where students respect others’ cultures, race, and customs USC ASIAN PACIFIC AMERICAN STUDENT SERVICES (A) ▪ Facilitated the Alternative Spring Break – Manzanar pre-trip session ▪ Analyzed and strengthened the curriculum for the 7-week non-credit APA education course ▪ Identified 30+ high schools where scholarship organizations can better outreach to APA students ▪ Researched alumni career resources that can be incorporated into the alumni branch of A USC AMERICAN LANGUAGE INSTITUTE ▪ Provided one-on-one conversations with international students to strengthen their English skills ▪ Maintained ongoing meetings with upward 4-5 international students per week to develop their writing, reading, speaking, and English comprehension abilities ▪ Provided one-on-one career counseling, academic advisement, homework help, presentation skills help, email and paper formatting, editing services, and general English speaking USC OFFICE OF RELIGIOUS LIFE ▪ Engaged in both qualitative and quantitative research in order to strengthen the diversity curriculum ▪ Reviewed student papers and provided comments, , and scores based upon the given rubric ▪ Utilized Qualtrics for collecting data and finalizing all documents to be presented to the supervisor

TECHNICAL EXPERTISE Salesforce CourseNet Student Services System (CNSSS) Articulate Storyline 2 Adobe Captivate Camtasia Adobe Photoshop Adobe InDesign Hippani Animator 5.1 LMS Flowcharts Word PowerPoint Adobe Creative Suite Services Storyboard Defining module objectives Dividing objectives as module sections Each section offers input Modeling - Checking for understanding Compelling eLearning modules based on learner and organizational needs Complex level of games, interactions, branched scenarios, storylines, and avatars HTML 5 and SCORM

CALIFORNIA BAPTIST UNIVERSITY | RIVERSIDE, CA August 2013 -April 2014 ▪ Tutored English, oral communications, and mandarin Chinese to students ▪ Mentored over 100 students about English essays, mechanics, syntax, sentence structure, and analysis ▪ Offered constructive criticism to those needing assistance in public speaking and rhetoric ▪ Created a 40-page pamphlet and made presentations on MLA, APA, and Associated Press writing International Service Projects, MeiZhou, China May 2013 ▪ Provided daily ESL lessons to over 50 university students in China ▪ Volunteered at a shelter home, blind/deaf school, foster care home, and K-12 schools to teach ESL ▪ Designed curriculum that met the needs of diverse, multi-ethnic populations ▪ Worked with adult learners in urban settings using verbal, nonverbal, and written instruction

ISSIONS ADVISOR / GRADUATE TA | TRIDENT UNIVERSITY, CYPRESS, CA MAY 2016-PRESENT ▪ Work with online adult learners to get them started on their path to graduation ▪ Update curriculum through reviewing past materials and finding appropriate text and assignments ▪ Work collaboratively with other departments such as Student Finance, Faculty, Registrar, and Center for Student Success to meet student needs ▪ Assist students with retrieving transcripts, working with inactive returns, retroactive withdrawals, change of majors, scholarships, and discussing career options based on selected degree programs ▪ Walk the students through the Trident University Orientation which is available on their portal, and assist each student with a general walk-through of the portal so they know how to navigate everything ▪ Advise undergraduate and graduate students on university programs, structure, accreditation, evaluations, tuition payment plans, financial aid, corporate benefits, military or veteran’s benefits ▪ Maintain a relevant understanding of regulations associated with the Family Education Rights and Privacy Act (FERPA) with regards to distribution of student information and following regulations ▪ Train incoming hires on standards and regulations for all enrollment processes LEADERSHIP EXPERIENCE Chapter President, Kappa Delta Pi (KDP), American College of Education (ACE), Indianapolis, Indiana Secretary, ACCESS Committee, Trident University International, Cypress, CA Director of Communications, USC Graduate Student Government, Los Angeles, CA Student Ambassador, issions and Recruiting, USC Rossier School of Education, Los Angeles, CA Overseas English Teacher, International Service Projects, MeiZhou, China EDUCATION AND CERTIFICATION

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Trident University International, Cypress, CA Doctor of Philosophy (Ph.D.), Educational Leadership University of Southern California (USC), Los Angeles, CA Master of Education (M.Ed.), Postsecondary istration & Student Affairs California Baptist University (CBU), Riverside, CA Bachelor of Arts, Public Relations AWARDS AND RECOGNITION

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2018 Recipient of the President's Scholarship award for Kappa Delta Pi: Available to one undergraduate, graduate, or doctoral student, or practicing educator dedicated to leadership and service 2018 Recipient of Trustee Award at Trident University International: This award is given to one fulltime faculty member and staff member who, in the opinion of the Board, have exhibited exemplary service on behalf of Trident University and its students

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Quizzes PROFESSIONAL Process Development Highly Organized Planning and Preparation Report Analysis

PROFESSIONAL EXPERIENCE

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Tests

In Progress May 2016 May 2014

Leadership PERSONAL SKILLS Proactive Self-Discipline Active Listener Skilled in multi-tasking Strong interpersonal skills