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I come from a family of teachers. My mother was a high school English and drama teacher, and my father was a biology professor. My paternal grandfather was a botany and zoology professor and my paternal grandmother was a piano teacher. Two uncles and an aunt were school teachers. Two of my sisters were elementary school teachers and one sister was a special ed teacher.
With this background, learning has been a major focus in my life. The breadth of knowledge and experience provided by these influences has also supported my work with faculty from varying disciplines. Growing up attending play practices provided me with a constructivist framework before I even heard of the theory. My hands-on experiences grafting orange trees and transplanting bulbs with my granddaddy and collecting katydids with my dad provided an understanding of the importance of experiential learning. Although I will never be a piano virtuoso, taking piano lessons and listening to my grandmother has given me an appreciation of the importance of the arts. Having an ADD son and another son with math learning disabilities provided personal experience with the need to support students with special needs. Having a sister with a degree in special education to call on for advice and suggestions has helped me locate and provide needed resources in the courses I have developed.
I am a people-person who thrives on being able to collaborate with others. I am also creative graphic designer who enjoys developing multimedia resources to support programming and course development. I am a global thinker, yet I have developed the ability to attend to details. I have a proven track record of working effectively with a variety of stakeholders, finding innovative ways to solve problems, meeting the varied demands of multiple stakeholders, and being flexible enough to address problems while maintaining my workload.
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FORMAL AND PROFESSIONAL EDUCATION
Ph.D. in Educational Technology in Higher Education
Walden University. 2010
Dissertation: Perceived Attributes and Organizational Support Influencing Course Management System Adopter Status in Historically Black Colleges and Universities
M.Ed. in Secondary Education/English
Augusta State University, May, 1999
Courses toward M.A. in Student Personnel Administration
University of South Carolina/Columbia
21/30 hours completed
B.A. in English and History (double major)
Augusta College, June, 1981
PROFESSIONAL TRAINING
Articulate Storyline Workshop with Tom Kuhlmann
3D Design Continuing Ed Course (Fayetteville Technical Community College)
Advanced Individual Studies: New Faculty Training (Walden University)
Advanced Technologies for Distance Education Certificate Program (West Georgia University)
2006 Technology Institute for Developmental Educators (TIDE)
Best Practices for Hybrid Courses
Best Practices for Online Courses
Learning Through Online Discussions
Tutoring Online
Developing Webpages (in Dreamweaver)
WebQuests and Inspiration
Creating Instructional Videos
Mastering Adobe Photoshop—Skillpath seminar
Adobe Illustrator—PowerHouse Color in-house seminar
Advanced PageMaker workshop
CERTIFICATIONS
State of Georgia Teacher’s Certificate #200962 (expired 6/30/2023)
Grades 6-12: English, Behavioral Science, Economics, Geography, History, Political Science
Middle grades (4-8): Language Arts, Social Science
College Reading and Learning Association Certified Tutor: Level I, Level II, Master Tutor
Articles and Papers:
Keesee, G. S., & Shepard, M. (2011). Perceived attributes predict course management system adopter status. Online Journal of Distance Learning Administration 14(1). http://www.westga.edu/~distance/ojdla/spring141/keesee_shepard141.html
Keesee, G. (2010). Perceived attributes and organizational support influencing course management system adopter status in Historically Black Colleges and Universities (Doctoral dissertation). Available through ProQuest and online http://cmsdiffusionresearch.pbworks.com/w/page/24203617/FrontPage
Keesee, G. (2010). Utilizing Web 2.0 tools to facilitate adoption of online teaching practices (unpublished paper, KAM III: Organizational Change). Walden University, Minneapolis, MN.
Keesee, G. (2008). Developing a technology faculty development program based on Rogers’s diffusion of innovations theory (Unpublished paper; KAM I: Social Change). Walden University, Minneapolis, MN.
Keesee, G. (2007). Creating Reflective, Peer Tutor Learning Communities (Unpublished paper; KAM II: Human Development). Walden University, Minneapolis, MN.
Keesee, G. (1998). Toni Morrison: Recreating Myth and History (Unpublished master’s thesis). Augusta State University, Augusta, GA.
Professional Presentations:
Keesee, G (2011). Perceived attributes predict course management system adopter status. Poster session. Walden University Winter Research Symposium. Miami, FL.
Keesee, G. (10/2008). Web 2.0: Imagine the possibilities. Bristol Community College, Fall River, MA.
Keesee, G. (10/2008). Learning styles: What's a pig got to do with it? Bristol Community College, Fall River, MA.
Keesee, G. (5/2008). Integrating Web 2.0 in the classroom. University of Hawaii, Hilo.
Keesee, G. (2006). Creating a constructivist online tutor training program-a work in progress. CRLA Southeast Symposium, Atlanta, GA.
Keesee, G. and Heck, G. (2002). How to prepare for the regent's exam. Augusta State University.
Keesee, G. (2001). Four-square writing organizers. Hephzibah Middle School Teacher Workshop.
Keesee, G. and Bobby, C. (1991). CACREP at ten years. AACD Convention. Reno, NV.
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