2012-09-03 kinzie full vita - Curry School of Education ...

MABLE B. KINZIE, PH.D.
Associate Professor
Instructional Science & Technology
Department of Curriculum, Instruction, & Special Education
Curry School of Education, University of Virginia
P.O. Box 400273 kinzie@virginia.edu
Charlottesville, VA http://kinzie.edschool.virginia.edu
22904-4273 434-924-0835
PROFESSIONAL POSITIONS:
� Associate Professor, Curry School of Education, University of Virginia. 1994present.
Assistant Professor, 1988-1994
� Instructional Science & Technology Faculty http://teach.virginia.edu/it
� Faculty Associate, Center for Advanced Study of Teaching and Learning (CASTL)
http://www.curry.virginia.edu/castl
� Manager, Educational Technology Demonstration Laboratory, Arizona State
University, 1987-8.
� Instructor, Division of Educational Media & Computers; Research Assistant,
Division of Psychology in Education; College of Education, Arizona State University
� Instructional Design Consultant, 1985-88. Clients included: The Heard Museum,
Phoenix, AZ; Maricopa Community College District, Phoenix, AZ; City of Tucson;
Department of Management Information Systems, University of Arizona; Valley
National Bank, Phoenix, AZ.
� Instructional Video Production / Production Assistant, Telecommunications
Services, University of Arizona, 1982-5.
EDUCATION
� Doctor of Philosophy: Educational Technology, Arizona State University. 1988.
Academic Regents’ Scholarships, all years of study. GRE: 690 V, 700 Q.
� Master of Education: Educational Psychology, Minor in Educational Media,
University of Arizona. 1985.
� Bachelor of Arts with High Distinction: Radio & Television Production, University of
Arizona. (Phi Kappa Phi National Honor Society) 1983.

SCHOLARSHIP
REFEREED PUBLICATIONS
MABLE B. KINZIE
Lee, Y., & Kinzie, M. B. (in press). Teacher questioning and student responses with
regard to cognition and language use. Instructional Science. doi:
10.1007/s11251-011-9193-2
Hilgart, M. M., Ritterband, L. M. Thorndike, F. P., & Kinzie, M. B. (in press).
Instructional design and Internet interventions: A systematic process for
effective learning outcomes. Journal of Medical Internet Research.
doi:10.2196/jmir.1890.
Kilday, C.R., Kinzie, M.B., Mashburn, A.J., & Whittaker, J.V. (2012). Accuracy of
teacher judgments of preschoolers' math skills. Journal of Psychoeducational
Assessment, 30(2), 148-159. doi:10.1177/0734282911412722
Lee, Y., Kinzie, M. B., Whittaker, J. V. (2012). Impact of online support for teachers’
open-ended questioning. Teaching and Teacher Education, 28, 568-577.
doi:10.1016/j.tate.2012.01.002
McGuire, P., Kinzie, M.B., & Berch, D.B. (2012). Developing number sense in pre-k
using five-frames. Early Childhood Education Journal, 40(),213-222.
doi:10.1007/s10643-011-0479-4
Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to
inquiry-based Learning in early childhood education. Early Childhood Education
Journal, 37(5), 381-389. doi:10.1007/s10643-009-0364-6
Cohn, W. F., Ropka, M. E., Pelletier, S. L., Barrett, J., Kinzie, M., Harrison, M.B., Liu,
Z., Miesfeldt, S., Tucker, A. L., Worrall, B. B., Gibson, J., Mullins, I. M. Elward, K.
S., Franko, J., Guterbock, T., & Knaus, W. A. (2010). Health Heritage: A webbased
tool for the collection and assessment of family health history; Initial user
experience and analytic validity. Public Health Genomics, 13, 477-491.
doi:10.1159/000294415
Kilday, C. R., & Kinzie, M. B. (2009). An analysis of instruments that measure the
quality of mathematics teaching in early childhood. Early Childhood Education
Journal, 36, 365-372. doi:10.1007/s10643-008-0286-8
Kinzie, M. B. & Joseph, D. R. D. (2008). Gender differences in game activity
preferences of middle school children: Implications for educational game design.
Educational Technology Research and Development (56) 5-6, 643-663. doi:
10.1007/s11423-007-9076-z
Schubart, J. R., Kinzie, M. B., & Farace, E. (2008). Caring for the brain tumor
patient: Family caregiver burden and unmet needs. Neuro-Oncology, 10(1), 61-
72. doi:10.1215/15228517-2007-040
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MABLE B. KINZIE
Whitaker, S. D., Kinzie, M. B., Kraft-Sayre, M. E., Mashburn, A., & Pianta, R. C.
(2007). Use and evaluation of web-based professional development services
across participant levels of support. Early Childhood Education Journal, 34(6),
1573-1707. doi:10.1007/S10643-006-0142-7
Kinzie, M. B., Whitaker, S. D., Neesen, K., Kelley, M., Matera, M. & Pianta, R. C.
(2006). Innovative web-based professional development for teachers of at-risk
preschool children. Educational Technology & Society, 9(4), 194-204.
http://www.ifets.info/download_pdf.php?j_id=33&a_id=685
Brown, P., Cohn, W., Kinzie M, & Lyman, J. (2006). Physicians’ perceptions of
patient information sources in the NICU: The utility of information in clinical
care. Medical Education,40(5), 485-6. doi: 10.1111/j.1365-2929.2006.02459.x
Kinzie, M. B., Whitaker, S., & Hofer, M. (2005). Instructional uses of instant
messaging (IM) during classroom lectures. Educational Technology and Society,
8(2), 150-160. http://www.ifets.info/journals/8_2/14.pdf
Kinzie, M. B. (2005). Instructional design strategies for health behavior change.
Patient Education & Counseling, 56(1), 3-15. doi: 10.1016/j.pec.2004.02.005
Within the first year of publication, the third-most frequently downloaded
article from this journal.
Kinzie, M. B., Cohn, W. F., Julian, M. F., & Knaus, W. A. (2002). A user-centered
model for web site design: Needs assessment, user interface design, and rapid
prototyping. Journal of the American Medical Informatics Association, 9(4), 320-
330. doi:10.1197/jamia.M0822
May, N. B., Kinzie, M. B., & Schorling, J.B. (2002). Improving diabetes self-care
among rural underserved patients using web TV. Journal of General Internal
Medicine, 17(S1):163.
Reed, H.A., Kinzie, M. B., & Ross, M. (2001). Organizational learning and the
concept of learning schools. Planning and Changing, 32(1&2), 71-83.
Lin-Milbrath, Y. C., & Kinzie, M. B., (2000). Computer technologies: Preservice
teachers' attitudes and self-efficacy over time. Journal of Technology and
Teacher Education, 8(4), 373-385. http://www.editlib.org/p/8044
Julian, M. F., Kinzie, M. B. & Larsen, V. A. (2000). Compelling case experiences:
Performance, practice, and application for emerging instructional designers.
Performance Improvement Quarterly, 13(3). doi: 10.1111/j.1937-
8327.2000.tb00181.x
Kinzie, M. B., Hrabe, M. E., & Larsen, V. A. (1998). Exploring professional practice
through an instructional design team case competition. Educational Technology
Research and Development, 46(1), 53-71. doi: 10.1007/BF02299829
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MABLE B. KINZIE
Kinzie, M. B., Larsen, V. A., Burch, J. B., & Boker, S. M. (1996). Frog dissection via
the World-Wide Web: Implications for the widespread delivery of instruction.
Educational Technology Research and Development, 44(2), 56-69. doi:
10.1007/BF02300541
Kinzie, M. B., Delcourt, M. A. B., & Powers, S. M. (1994). Computer technologies:
Attitudes and self-efficacy across undergraduate disciplines. Research in Higher
Education, 35(6), 745-768. doi:10.1007/BF02497085
Strauss, R., & Kinzie, M. B. (1994). Student achievement and attitudes in a pilot
study comparing an interactive videodisc simulation to conventional dissection.
American Biology Teacher, 56(7), 398-402. http://www.jstor.org/stable/4449869
Delcourt, M. A. B., & Kinzie, M. B. (1993). Computer technologies in teacher
education: The measurement of attitudes and self-efficacy. Journal of Research
& Development in Education, 27, 35-41.
Kinzie, M. B., Foss, M. J. & Powers, S. M. (1993). Use of dissection-related
courseware by low-ability high school students: A qualitative inquiry.
Educational Technology Research and Development, 41(3), 87-101. doi:
10.1007/BF02297359
Kinzie, M. B., & Jackson, J. M. (1993). The HyperText Study System: A lowoverhead
approach to producing and maintaining an effective study aid for
medical students. Journal of Medical Education Technologies, 4(2), 17-22.
Kinzie, M. B., Schorling, J. & Siegel, M. (1993). Providing prenatal alcohol education
to low-income women with interactive multimedia. Patient Education &
Counseling, 21(1), 51-60. doi:10.1016/0738-3991(93)90059-6
Kinzie, M. B., Strauss, R., & Foss, M. J. (1993). The effects of an interactive
dissection simulation on the performance and achievement of high school
biology students. Journal of Research in Science Teaching, 30(8), 989-1000. doi:
10.1002/tea.3660300813
Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1992). Motivational and achievement
effects of learner control over content review within CAI. Journal of Educational
Computing Research, 8, 101-114. doi:10.2190/2EWH-J2F1-CK87-09NR
Wissick, C., Lloyd, J. W., & Kinzie, M. B. (1992). The effects of community training
using a videodisc-based simulation. Journal of Special Education Technology,
11(4).
Blanton, S., Robin, B. R. & Kinzie, M. B. (1991). Repurposing a feature film for
interactive multimedia. Educational Technology, 31(12), 37-41.
Kinzie, M. B. (1991). Design of an interactive informational program: Formative
evaluation and experimental research. Educational Technology Research and
Development, 39(4), 17-26. doi: 10.1007/BF02296568
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MABLE B. KINZIE
Strauss, R., & Kinzie, M. B. (1991). Hi-tech alternatives to dissection. American
Biology Teacher, 53(3), 154-158. http://www.jstor.org/stable/4449249
Kinzie, M. B., & Berdel, R. L. (1990). Design and use of hypermedia systems.
Educational Technology Research and Development, 38(3), 61-68.
doi:10.1007/BF02298183
Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction:
Learner control, self-regulation, and continuing motivation. Educational
Technology Research and Development, 38(1), 5-21. doi:10.1007/BF02298244
The above article was the winner of the 1990 Young Scholar Award from the
Association for Educational Communications & Technology (AECT).
Kinzie, M. B., & Sullivan, H. J. (1989). Continuing motivation, learner control, and
CAI. Educational Technology Research and Development, 37(2), 5-14.
doi:10.1007/BF02298286
Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1988). Learner control and
achievement in science computer-assisted instruction. Journal of Educational
Psychology, 80, 299-303. doi:10.1037/0022-0663.80.3.299
Henken, P., & Kinzie, M. B. (1987). Video as a systems analysis tool. Data
Management, 25(12), 10-13, 16.
UNDER REVIEW (REFEREED)
Kinzie, M.B., Vick Whittaker, J., Williford, A., Maier, M., McGuire, P., Lee, Y., &
Kilday, C.R. (2012). MyTeachingPartner-Math/Science pre-kindergarten
curricula and teacher supports: Associations with children's math and science
learning. Manuscript submitted for publication.
Kinzie, M. B., Vick Whittaker, J., McGuire, P., Lee, Y., & Kilday, C.R. (2012). Research
on curricular development for pre-kindergarten mathematics & science.
Manuscript submitted for publication.
McGuire, P., Kinzie, M.B., Thunder, K., & Berry, R. (2012). Methods of analysis and
overall teaching quality in pre-k mathematics. Manuscript submitted for
publication.
Pan, E. A., Kinzie, M. B., & Lee, Y. (2012). Using instructional videos to address prekindergarten
teachers’ science misconceptions. Manuscript submitted for
publication.
Warren, S. A., & Kinzie, M.B. (2012). Building bridges: STEM education for prekindergarten
students. Manuscript submitted for publication.
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CHAPTERS, CASES & MONOGRAPHS
MABLE B. KINZIE
Kinzie, M.B., Vick Whittaker, J. E., Kilday, C. R. K., & Williford, A. (2012). Designing
effective curricula and teacher professional development for early childhood
mathematics and science. In Effective professional development in early
childhood education. National Center for Research in Early Childhood Education
(NCRECE).
Consumer Health Education Institute (CHEDI). (2005, Summer). Tailored
approaches for consumer health (TEACH): Literature review & analysis.
(I was one of five principals for this monograph.)
Kinzie, M.B., Julian, M.F., & Davis, W. C. (2004). Instructional design. In A.
Kovalchick and K. Dawson (Eds.), Education & technology: An encyclopedia.
Santa Barbara, CA: ABC-CLIO.
Collier, K., & Kinzie, M.B. (2004). Web portals. In A. Kovalchick and K. Dawson
(Eds.), Education & technology: An encyclopedia. Santa Barbara, CA: ABC-CLIO.
Kovalchick, A., Hrabe, M. E., Julian, M. F., & Kinzie, M. B. (2003). Constructing ID
case studies for use via the World Wide Web. In P. Ertmer & J. Quinn (Eds.),
Instructional Design Casebook (2 nd ed., pp. 230-238). Upper Saddle River, NJ:
Prentice-Hall.
Julian, M.F.., Larsen, V.A., & Kinzie, M. B. (2003, 2007, 2012). David Jimenez. In P.
Ertmer & J. Quinn (Eds.), Instructional design casebook (2 nd ed., pp. 119-128).
Upper Saddle River, NJ: Prentice-Hall. Reprinted in 3 rd & 4 th editions.
Hrabe, M. E., Kinzie, M. B., & Julian, M. F. (2001). Web-based case studies: A
multipurpose tool for the training toolkit. In B. Khan (Ed.), Web-based training.
Englewood Cliffs, NJ: Educational Technology.
Kovalchick, A., Hrabe, M. E., Julian, M. F., & Kinzie, M. B. (1999). Future trends:
Constructing ID case studies for use via the world-wide web In P. Ertmer & J.
Quinn (Eds.), Instructional design casebook (1 st ed., pp. 141-148). Columbus, OH:
Prentice-Hall.
Kovalchick, A., Kinzie, M. B., Julian, M. F., & Hrabe, M. E., (1999). Julie Tatano. In P.
Ertmer & J. Quinn (Eds.), Instructional design casebook (1 st ed., pp. 60-68).
Columbus, OH: Prentice-Hall.
Hrabe, M. E., Larsen, V. A., & Kinzie, M. B. (1999, 2003). Terry Kirkland. In P. Ertmer
& J. Quinn (Eds.), Instructional design casebook (1 st ed. , pp. 128-136).
Columbus, OH: Prentice-Hall. Reprinted in 2 nd edition.
Bull, G. L., & Kinzie, M. B. (1994). Media-based presentations with HyperCard. In
G. Willis (Ed.) TEACH-IT. Houston, TX: Society for Technology in Teacher
Education (STATE).
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MABLE B. KINZIE
Kinzie, M. B., & Bull, G. L. (1994). Media-based presentations: An introduction to
screen design. In G. Willis (Ed.) TEACH-IT. Houston, TX: Society for Technology
in Teacher Education (STATE).
Strauss, R., & Kinzie, M. B. (1990). Interactive frog dissection. In R. Hairston, (Ed.),
The responsible use of animals in biology classrooms (Monograph IV). Reston,
VA: The National Association of Biology Teachers.
FUNDED GRANT PROPOSALS
I have contributed to winning over 12.5 million dollars in grant-funding to-date.
Individual grant-funded projects are described below:
Source: University of Virginia – Teaching Resource Center
Title: Hybrid Challenge Course Redesign: Teaching with Technology
PI: Bull, G. L., & Kinzie, M. B.
Citation: Bull, G. L., Kinzie, M. B. (2012-3). Teaching with Technology. Proposal funded by
the Teaching Resource Center, University of Virginia
Role: I am co-investigator on this project, collaborating on the course redesign to
employ new technologies for online learning, and on the evaluation plan to
examine its effectiveness.
Effort: contributed
Period: 2007-2012
Amount: $ 1,000
Description
:
Employing a “flipped classroom” model, we are redesigning the instructional
technology course for preservice elementary teachers. We will evaluate its
effectiveness against a “business as usual” section of this course, prior to porting
this course design to all sections of the course (e.g., STEM Ed., Language Arts &
Humanities, etc.)
Status: Funded – Underway
Source: Institute of Educational Sciences, U.S. Dept. of Education
Title: Efficacy trial of MyTeachingPartner-Mathematics/Science curricula and
implementation support system
PI: Kinzie, M. B.
Citation: Kinzie, M. B., Vick Whittaker, J., Pianta, R., & Williford, A. (2012-16). Efficacy trial
of MyTeachingPartner-Mathematics/Science curricula and implementation
support system. Proposal funded by the Institute of Educational Sciences, U.S.
Dept. of Education. Award # R305A120631
Role: I am principal investigator on this project, responsible for oversight of all major
research activities (planning, design, recruitment, consent, measurement,
analyses, dissemination) and for facilitation of ongoing collaboration among the
research team and between the team and the schools/teachers/families involved
7

Effort: 25%
in this project.
Amount: $ 3,499,427
Description
:
MABLE B. KINZIE
We will determine the efficacy of MTP-Math/Science pre-kindergarten curricula
and teacher professional development system via a randomized field trial in 140-
150 classrooms. The primary research questions concern the impacts of MTP-
M/S on: Children’s learning (children’s mathematics and science
knowledge/skills, via direct assessments and teacher ratings), Children’s
interactions with teachers and their classroom engagement (via observation),
and Teachers’ practice (teaching quality, adherence, and dosage, via
observation). http://www.virginia.edu/uvatoday/newsRelease.php?id=19047
Status: Funded - Underway
Source: Institute of Educational Sciences, U.S. Dept. of Education
Title: Pre-K mathematics and science for at-risk children: Outcomes-focused curricula
and support for teaching
PI: Kinzie, M. B.
Citation: Kinzie, M. B., Pianta, R., & Trundle, K. (2007-2012). Pre-K mathematics and
science for at-risk children: Outcomes-focused curricula and support for teaching.
Proposal funded by the Institute of Educational Sciences, U.S. Dept. of Education.
(Award #R305A070068).
Role: I was principal investigator on this project, responsible for the overall
management and instructional technology/design of the project.
Effort: 25% - 50%
Period: 2007-2012
Amount: $ 1,785,484
Description
:
We iteratively designed and tested pre-kindergarten Mathematics and Science
curricula for use with children potentially at risk of early school failure. We also
iteratively designed and tested a series of web-based professional development
supports for teachers. In addition we developed, tested, and refined three new
direct assessments for determining student learning outcomes, two in science
(Life Science and Earth & Physical Science) and one in mathematics (Number
Sense and Place Value). Finally, we conducted a field trial of the effects of the
curricula and teacher supports, with results indicating the value of both the
curricula and the teacher supports, as reflected by direct and observational
assessments.
Status: Funded – Completed
Source: Institute of Educational Sciences, U.S. Dept. of Education
Title: Pre-K mathematics and science for at-risk children: Outcomes-focused curricula
and support for teaching, Supplementary Funding
PI: Kinzie, M. B.
Citation: Kinzie, M. B. & Pianta, R.(2007-2012). Pre-K mathematics and science for at-risk
8

MABLE B. KINZIE
children: Outcomes-focused curricula and support for teaching, Supplementary
Funding. Proposal funded by the Institute of Educational Sciences, U.S. Dept. of
Education. (Award #R305A070068).
Role: I was principal investigator on this project, responsible for the overall
management and instructional technology/design of the project.
Effort: 25% - 50%
Period: 2007-2012
Amount: $ 177,057
Description
:
We iteratively designed and tested pre-kindergarten Mathematics and Science
curricula for use with children potentially at risk of early school failure. We also
iteratively designed and tested a series of web-based professional development
supports for teachers. In addition we developed, tested, and refined three new
direct assessments for determining student learning outcomes, two in science
(Life Science and Earth & Physical Science) and one in mathematics (Number
Sense and Place Value). Finally, we conducted a field trial of the effects of the
curricula and teacher supports, with results indicating the value of both the
curricula and the teacher supports, as reflected by direct and observational
assessments.
Status: Funded – Completed
Source: National Institute of Child Health and Human Development, National Institutes of
Health
Title: Pre-K mathematics and science for at-risk children: Outcomes-focused curricula
and support for teaching
PI: Pianta, R.
Citation: Pianta, R., Kinzie, M., Fan, X., Justice, L., Lloyd, J., Pullen, P. (2003-2008). Web
training: Pre-k teachers, literacy, and relationships. Funded by the National
Institute of Child Health & Human Development, National Institutes of Health.
Role: I was Co-Investigator on this project. I directed the iterative design of print- and
Web-based training materials, the development of technology-based consulting
procedures, and development of measures of teacher reflectivity
Effort: 25%
Period: 2003-2008
Amount: $ 3,396,000
Description
:
This study enabled evaluation of three modes of Web-based professional
development support for pre-kindergarten teachers implementing new curricula
for language and literacy and for social/emotional development, including an
innovative virtual coaching model that now serves as the basis for the
MyTeachingPartner consultancy system. The consultancy led to greater gains in
children’s receptive language skills, with more teacher time spent in the
consultation process leading to greater gains.
Status: Funded - Completed
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MABLE B. KINZIE
Source: Anthem/Health Seekers Foundation
Title: Consumer Health Education Institute/Tailored educational approaches for
consumer health.
PI: Garson, T.
Citation: Garson, T. & Cohn, W. (2005-6). Consumer Health Education Institute/Tailored
educational approaches for consumer health. Proposal funded by Anthem/Health
Seekers Foundation.
Role: Senior staff, identifying influential consumer characteristics on which to develop
a tailoring rubric to guide the design and provision of health education materials.
I also engaged in survey development based on behavior change and
instructional theory, and assisted in interpretation of data from over 1,200
individuals. I contributed to development of an abbreviated assessment tool for
assigning consumers to user groups, and with PI Cohn developed
recommendations for tailoring and delivery of health information for each group.
Effort: 25%
Period: 2005-6
Amount: $ 1,000,000
Description
:
We employed market segmentation to differentiate distinct population groups
and applied instructional design and health education research to specify the
communication strategies to be used with each group. This work led to a patent
application now under consideration through the UVa Patent Foundation
Status: Funded – Completed
Source: National Science Foundation
Title: On-line games for middle school science: Design and collaboration-building.
PI: Kinzie, M.B.
Citation: Kinzie, M.B. (2003-5). On-line games for middle school science: Design and
collaboration-building. Proposal funded by the National Science Foundation.
Role: I was principal investigator on this project, for which I led the design and
implementation of summer Game Design Institutes for middle school students,
and articulation of the Game Play Activity Modes now in use for educational
game design.
Effort: 25%
Period: 2005-6
Amount: $ 50,000
Description
:
In order to design and develop games that will produce STEM (science,
technology, engineering, and mathematics) learning outcomes while still being
perceived as entertaining fun, we sought design contributions from middle
school-aged children and developed collaborations with museums and informal
science learning organizations to ensure dissemination and use of STEM-Ed
games for learning.
Status: Funded – Completed
10

MABLE B. KINZIE
Source: Children’s Medical Center, University of Virginia
Title: Neonatal Intensive Care (NICU) information study
PI: Brown, P.
Citation: Brown, P., Borowitz, S., Boyle, R., Kinzie, M. B., Cohn, W., & Lyman, J. (2002-3).
Neonatal Intensive Care (NICU) information study. Proposal funded by the
Children’s Medical Center, University of Virginia..
Role: Senior staff on this project, assisting with the conduct of qualitative research
documenting uses of patient information in Neonatal Intensive Care units,
leading to a model for NICU information usage.
Effort: Contributed time.
Period: 2003-2008
Amount: $ 2,500
Description
:
The NICU exists to care for newborn infants who are ill or born prematurely, and
is staffed by a variety of health care professionals. In this study, I conducted a
needs assessment and helped develop a methodology to define and describe the
information environment in the NICU, with the long-term objective of
characterizing this information and describing its impact on patient
information/safety and physician workflow/performance.
Status: Funded – Completed
Source: Robert Wood Johnson Foundation
Title: Enhancing HealthHeritage.net
PI: Knaus, W.
Citation: Knaus, W., & Cohn, W. (2000–2001) Enhancing HealthHeritage.net. Proposal
funded by the Robert Wood Johnson Foundation
Role: Senior staff, directing the needs assessment documenting health history needs
from multiple perspectives: Patient, Primary Care Provider, and Medical
Specialist. I also led the user experience design team for each of these
populations, including iterative design/development of the user interface and
functionality for this project
Effort: 30% (continuation of funding below)
Period: 2000-1
Description
:
We revised the existing HealthHeritage.net website, incorporating early
evaluation findings, user feedback and additional disease specific information, in
order to enhance the functionality of HealthHeritage.net in the user interface,
risk assessment and recommendations, health history questions, security and
system administration.
Status: Funded - Completed
Source: Robert Wood Johnson Foundation
Title: Charlottes(ville)’s Web: The Robert Wood Johnson Foundation family history
11

project
PI: Knaus, W.
MABLE B. KINZIE
Citation: Knaus, W., & Cohn, W. (1999-2001). Charlottes(ville)’s Web: The Robert Wood
Johnson Foundation family history project. Proposal funded by the Robert Wood
Johnson Foundation.
Role: Senior staff, directing the needs assessment documenting health history needs
from multiple perspectives: Patient, Primary Care Provider, and Medical
Specialist. I also led the user experience design team for each of these
populations, including iterative design/development of the user interface and
functionality for this project
Effort: 30%
Period: 1999-2001
Amount: $ 1,581,393
Description
:
We developed and evaluated Health Heritage, a web-based tool that guides
individuals in collection of their own family health history collection and
management. Research-based algorithms evaluate this history for the patient's
risk for 89 diseases and conditions, and related recommendations (care, behavior
change, screening, etc) can be sent to their provider and on to the patient.
Through a randomized trial with 109 volunteers, we found that Health Heritage
identified 60% of the elevated risk conditions at greater levels of sensitivity,
significantly outperforming Usual Care at 24%.
Status: Funded – Completed
Source: Robert Wood Johnson Foundation
Title: Improving diabetes self-care among rural underserved patients using WebTV
PI: Schorling, J.
Citation: Schorling, J. (2001-2). Improving diabetes self-care among rural underserved
patients using WebTV. Proposal funded by the Robert Wood Johnson
Foundation.
Role: I was senior staff, directing the needs assessment documenting diabetes care
needs from multiple perspectives: Patient, Health Educator, Primary Care
Provider, and Medical Specialist. I also led the user experience design team for
each of these populations, including iterative design/development of the user
interface and functionality for this project.
Effort: 25%
Period: 2001-2
Amount: $ 100,000
Description
:
Diabetes is known to have a devastating effect on millions of patients and their
families, especially the poor and underserved. With this project we expanded the
reach and potential of patient education through telemedicine technology, to
improve patients’ diabetes self-management skills. We developed and pilot
tested an interactive, Web-based diabetes self-management support program for
use by medically indigent, underserved, primarily rural patients. The program
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MABLE B. KINZIE
development focused on 1) helping patients improve their diabetes self-care
activities; 2) capturing participants’ daily self-monitoring data for physician/nurse
review and feedback; and 3) promoting patient activation and empowerment.
We concluded with a small pilot test indicating improved HbA1c (glycated
hemoglobin) levels for all participants. (Elevated HbA1c levels are used as a
marker for blood glucose in the treatment of diabetes.)
Status: Funded – Completed
Source: National Science Foundation, Social Dimensions of Engineering Program
Title: Moral imagination, invention and design.
PI: Gorman, M.
Citation: Gorman, M. & Werhane, P. (2001-3). Moral imagination, invention and design.
Proposal funded by the National Science Foundation, Social Dimensions of
Engineering Program.
Role: Senior staff, consulting on the design of print- and web-based cases for use in
graduate engineering and business education, and for a paper on case design for
this audience.
Effort: 5%
Period: 2001-3
Amount: $ 158,673
Status: Funded – Completed
Source: University of Virginia's Academic Enhancement Program for the Humanities and
Social Sciences
Title: The Thomas Jefferson Center for School Planning and Design
PI: Duke, D.
Citation: Duke, D. (1996-9). The Thomas Jefferson Center for School Planning and Design.
Proposal funded by the University of Virginia's Academic Enhancement Program
for the Humanities and Social Sciences.
Role: I led the design and development of an instructional case for the training of K-12
school administrators on the challenges associated with
articulating/implementing zero tolerance policies: http://curry.virginia.edu/go/ZT
I was also an Associate for the Center, helping to plan a related symposium and
summer conference.
Effort: Contributed
Period: 1996-9
Amount: $ 460,780
Status: Funded – Completed
Source: Hitachi Foundation
Title: Internet-based course on multidisciplinary teaching and learning.
PI: Herbert, J.
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MABLE B. KINZIE
Citation: Herbert, J., McNergney, R., & Kinzie, M. 1995-1998. Internet-based course on
multidisciplinary teaching and learning. Proposal funded by the Hitachi
Foundation.
Role/
Description
:
Period: 1995-8
Amount: $ 274,000
As Co-Investigator, I engaged in, and helped lead, the design and development of
a curriculum of web-based cases, for a semester-long course in pre-service
teacher education.
Status: Funded – Completed
Source: Apple Computer Corporation
Title: Hypermedia in the electronic academical village
PI: Bull, G.
Citation: Bull, G., Kinzie, M. B., & Thompson, E. (1989-90). Hypermedia in the electronic
academical village. Proposal funded by Apple Computer.
Role/
Description
:
This funding supported the infusion of technology in the teacher education
curriculum, an effort jointly led by Bull, Kinzie, and Thompson.
Effort: Contributed
Period: 1889-90
Amount: $ 30,000
Status: Funded – Completed
Source: University of Virginia Academic Computing Support Program
Title: Infusing interactive technologies into science, mathematics, and elementary
education
PI: Bull, G.
Citation: Bull, G., Kinzie, M. B., & Thompson, E., Garofalo, J. Plaskon, S. & Short, J. (1989-
90). Infusing interactive technologies into science, mathematics, and elementary
education. Proposal funded by the University of Virginia Academic Computing
Support Program.
Role/ This funding supported the infusion of technology in the teacher education
Description
:
curriculum. Curricular design and infusion efforts were supported by all
investigators
Effort: Contributed
Period: 1989-90
Amount: $ 58,000.
Status: Funded – Completed
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MABLE B. KINZIE
SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT
Note: The works in this section are conceptually grouped by practice domain and
focus. Within each section, the work is listed in reverse chronological order, with
most recent work first.
� STEM EDUCATION / EARLY CHILDHOOD – CURRICULA & ON-LINE TEACHER
SUPPORTS
� Kinzie, M.B., Pianta, R. C. & Whittaker, J. V. (2007-2012). MyTeachingPartner—
Math/Science (MTP-M/S).
By age four only 45% of poor children demonstrate key formal mathematical skills
compared to 72% of their more advantaged peers. This gap widens as children start
school and complete the primary grades. In this funded research, we developed and
tested math and science curricula and an on-line teacher support system, to help
promote young children’s formal math and science knowledge and skills, and
teachers’ effectiveness and confidence in facilitating this development. A video
overview is available here: http://curry.virginia.edu/media/videos/myteachingpartner-mathscience
This work earned the 2010 Outstanding Practice Award from the Association for
Educational Communications and Technology (AECT).
http://www.virginia.edu/uvatoday/newsRelease.php?id=12336
MTP-M/S consists of:
� MTP-Math Curriculum
Kinzie, M. B., Pianta, R. C., Whittaker, J. V., Berry, R. Q., McGuire, P., Kilday, C.
R., Williford, A., & Thomas, K. (2010). MyTeachingPartner-Math.
Charlottesville, VA: Center for Advanced Study of Teaching & Learning
(CASTL).
Year-long curriculum (66 activities and 33 centers), shown to significantly
improve children’s’ performance of key formal mathematical skills (as
compared to business-as-usual). The curriculum builds young children’s
knowledge and skills:
- Number Sense: Numeral recognition, Oral and object counting, leading to
foundational place value conceptions,
- Operations: Equal partitioning of sets, combining and separating to achieve
desired numbers,
- Geometry: Recognizing, creating, and defining the characteristics of shape
and pattern, and
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- Measurement: Measuring and comparing the length, weight, and
area/volume of objects.
� MTP-Science Curriculum
Kinzie, M. B., Pianta, R. C., Whittaker, J. V., Foss, J., Pan, E. A., Lee, Y. Williford,
A., & Thomas, K. (2010). MyTeachingPartner-Science. Charlottesville, VA:
Center for Advanced Study of Teaching & Learning (CASTL).
Year-long curriculum (66 activities and 33 centers), builds young children’s
formal science knowledge and skills through the scientific process—asking
questions, observing, describing, collecting and analyzing data, and
communicating findings:
- Life Science: The characteristics, behaviors, and needs of Humans, Animals,
and Plants,
- Earth Science: The characteristics of Weather, Day/Night, and Earth
Materials, and how these elements influence living things, and
- Physical Science: Properties of Materials, Ways Materials Move, and the
Physical Changes materials are capable of.
� MTP-Math/Science Teacher Support System
Blended on-line and workshop-based supports shown to significantly
improve the quality of teachers’ classroom interactions in the instructional
support and classroom organization domains, as well as to favorably
influence the fidelity of their curricular implementation. Receipt of this
teacher support system also resulted in significantly better student
performance on both math and science assessments.
MTP-M/S teaching supports were designed for quick consumption:
- Within-Activity Curricular Supports: Explicitly framed inquiry, Scaffolded
open-ended questioning, Language to model and elicit, and Adaptations to
enable differentiated instruction.
- On-line Embedded Supports:
o Over 130 two to three minute video demonstrations of high quality,
high fidelity activity implementation; 130 Teaching tips of 25 words or
less focusing on best pedagogical practices, children’s cognition, or key
math or science concepts.
o 33 Weekly Five-Minute Quality Teaching Challenges: Featuring one of
the week’s curricular activities, these challenges present a practice
problem and a videotape of another teacher’s implementation to reflect
upon, with feedback from an educational expert.
o Monthly Quality Teaching Dimension: A one to two minute video
demonstration and description of a key aspect of high quality teacherchild
interactions, with library of 150 additional video examples.
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- Professional Development Workshops guide teachers’ reflection on their
practice, and feature/encourage their use of the on-line support system.
- “Do It At Home” newsletters outline parallel activities families can do
together, to support math and science learning.
� Preschool Number Sense & Place Value: Dynamic Assessment
To demonstrate that young children can develop early understandings of
place value, we developed this two-part dynamic direct assessment. A
dynamic assessment enables identification of the level of support needed for
students to perform at an optimal level, and can provide more information
on their conceptual development than traditional static assessments.
While validation is still underway, performance on this measure was found
to be significantly associated with other measures of children’s math
achievement (TEMA-3, β = .43, Geometry & Measurement Assessment
[GMA; a derivative of the Tools for Early Assessment of Mathematics,
Sarama, Clements & Wolfe, 2011], β = .31; p < .01 for both.
This measure addresses:
- Number Sense:
o Rational counting skills
o Numeral recognition skills
- Place Value:
o Concrete understanding of place value, as reflected by students’ ability
to match numerals to corresponding ten-frame representations
� Pre-K Life Science Assessment
A 73-item direct assessment used to determine young children’s concept
knowledge of the biological world, based on national and state standards, and
employing items of both forced choice and card sort forms. This measure has
been shown to have good internal reliability in both pre-assessment (α = .83)
and post-assessment (α = .77). It addresses:
- Living and non-living things
- Characteristics of plants and animals
- Human and animal bodies
- Use of the senses
- Plant and animal life cycles.
� Pre-K Earth & Physical Science Assessment
A 19-item direct assessment used to determine young children’s concept
knowledge of earth materials and systems as well as physical materials and their
properties, based on national and state standards, and employing items of both
forced choice and card sort forms. While the measure reflects knowledge and
skills across a range of constructs, it demonstrates adequate internal consistency
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in both pre-assessment (α = .74) and post-assessment (α = .77). This measure
addresses:
- Scientific tools
- Weather
- Temperature and seasons
- Material composition
- Motion
- Buoyancy
� Pre-K Math Rating Scale
We developed five items for teacher rating of children’s math performance,
coupling these with seven items from the Academic Rating Scale (ARS) for
Mathematics developed by the Early Childhood Longitudinal Study –
Kindergarten Cohort (ECLS-K). The resulting rating scale was found to be
significantly correlated with concurrent direct assessments of students’ math
skills (see Kilday, Kinzie, Mashburn, & Whittaker, 2011) and to show good internal
consistency in both fall (α = .85) and spring (α = .97) administrations.
� Pre-K Science Rating Scale
For teacher rating of children’s science performance, we developed seven items
and drew three more from the Academic Rating Scale (ARS) for General
Knowledge, developed by the Early Childhood Longitudinal Study – Kindergarten
Cohort (ECLS-K). The resulting rating scale has shown good internal consistency
in both fall (α = .82) and spring (α = .96) administrations.
� Pre-K Teachers’ Pedagogical Concept Knowledge in Math and in Science (2)
To identify teachers’ baseline pedagogical concept knowledge for early
childhood mathematics and science, and growth in these two areas, we
developed two surveys. Guiding Students’ Learning – Math was developed with
Pat McGuire Robert Berry, and Carolyn Kilday, and provides ten hypothetical
statements made by pre-kindergarten students; teachers identify whether the
statements are true or false and when false, correct the statements. Guiding
Students’ Learning – Science was developed with Edward Pan, Youngju Lee, and
Jean Foss, and asks teachers to articulate how they would help pre-k students
come to understand four primary concepts: Buoyancy, Differences in shape
between solids and liquids, How shadows are created, and How plants get their
food. Analyses of teacher responses from our 35-classroom field trial are now
underway.
� Teacher Attitudes about Questioning
This eight-item rating scale reflects teachers’ attitudes about closed-ended and
open-ended questioning. It was developed with Youngju Lee and item analysis
and analyses of pre/post teacher responses are now underway.
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� Teachers’ Planning for Instructional Questioning
This abbreviated lesson planning activity poses a learning objective and
potential instructional activity and challenges teachers to identify the
questioning they would use to encourage student cognition as they implement
this lesson. Two parallel forms of this measure were developed with Youngju
Lee; analyses of pre/post teacher responses are now underway.
� MTP Fidelity of Implementation Assessment
Item development for this measure was informed by the theoretical foundations
for the instructional design of the curricula, to help us determine the extent to
which the learning experiences children were offered were in alignment with
what was intended. Inter-rater reliability across items ranged from .61 to .88
with an average of .76; the assessment demonstrated excellent internal
consistency (α = .95)
� Pianta, R. C., Kinzie, M.B., Whitaker, S., Matera, M., & Neesen, K. (2003-8).
MyTeachingPartner: On-line design for staff development, consultation,
and pre-kindergarten learning activities.
http://curry.virginia.edu/research/centers/castl/mtp
This initial version of the MyTeachingPartner (MTP) curricula and teacher
support system was specifically focused on improving teaching quality in the
context of instruction on language, literacy, and social/emotional development.
MTP consisted of pre-kindergarten curricula designed by Laura Justice and Paige
Pullen (Language and Literacy), Mark Greenberg, Carol Kusche, and colleagues at
Pennsylvania State University (PATHS), and by Bob Pianta & Bridget Hamre
(Banking Time). In addition, rich online teacher professional development was
developed, which teachers were found to readily make use of:
� MTP On-line teacher supports (1,280 pages, including 170 for curricula):
The website offered 910 pages of resources, including:.
- Video demonstrations of high quality, high fidelity curricular implementation
- Quality Teaching overviews and demonstrations
- Banking Time overviews and demonstrations
� MTP Teacher Consultancy
Individualized teacher professional development based on systematic reflection
and discussion of teachers’ own practice was designed and implemented in
twice-monthly cycles across the year. Weekly collaborations through a
combination of technologies that enabled teacher-consultant interaction:
- Teachers videotape own performance
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- Consultants select video clips and post them on secure website along with
prompts for teacher reflection
- Teachers view and write reflections on their practice
- Teachers and consultants “meet” online to discuss each teachers’
evolution in practice and to set the stage for further development.
Based on the above work, six refereed research publications were made possible
for colleagues. For instance, Mashburn and colleagues (2010) found that the
consultancy led to greater gains in children’s receptive language skills, with
more time spent in the consultation process leading to greater gains.
In addition, there have been multiple subsequent extensions of the MTP model
based on this foundational work:
- MyTeachingPartner-Mathematics/Science (MTP-M/S; see above)
- MyTeachingPartner (MTP) Head Start
- MyTeachingPartner (MTP) Elementary
- MyTeachingPartner (MTP) 4Rs Social-Emotional Learning Program
- MyTeachingPartner (MTP) Secondary
� MTP Teacher Reflection Scale (TRS)
Kinzie, M. B., Neesen, K., Whittaker, S., Locasale-Crouch, J., & Jimenez, M.
(2011). Teacher Reflection Scale: Development and Validation.
A primary aim of the MyTeachingPartner (MTP) consultancy is to improve
teaching quality, both by exposure to the constructs of quality (as reflected in
the CLASS) and by guiding teachers to review and reflect on their own teaching
practice. We developed the Teacher Reflection Scale (TRS) to help us examine
the qualities of reflection, based on extensive qualitative analysis of transcripts
of the consultation process and a review of prior research. We in the process of
validating the ten constructs that make up the scale, and correlating evidence
on each to teaching quality and other outcomes of the consultation process.
SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued
� HEALTH EDUCATION
� Tailored Educational Approaches for Consumer Health (TEACH)
Garson, A., Cohn, W., Kinzie, M. B., & Lyman, J. (2004-6). Consumer Health
Education Institute/Tailored Educational Approaches for Consumer Health
(TEACH).
Individuals are more likely to successfully utilize health information in a way that
leads to behavior change when that information is delivered by trusted sources
via preferred media. TEACH employs market segmentation to differentiate
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distinct population groups and applies instructional design and health education
research to specify the communication strategies to be used with each. We
have produced the following components:
- Survey design and analysis of data from over 1,200 individuals,
- Identification of the most influential consumer characteristics governing
preferences for receipt of health information,
- Assessment tool for categorizing patients based on health information
preferences, and
- Recommendations for design and delivery of health information for all
categories of patient.
- Patent Application through UVa Patent Office (11/958,000)
� Instructional Design Strategies for Health Behavior Change
Kinzie, M. B. (2002). Instructional Design Strategies for Health Behavior
Change: Literature review and research analysis.
In this solo investigation, I synthesized multiple behavior change theories and
applied them to articulate an instructional design model for health behavior
change. I provided explicit design strategies and examples of application, and
then went on to analyze the frequency with which these instructional design
practices were used in one domain—the design of K-12 smoking prevention
programs—detecting patterns of strategy use related to the behavioral
outcomes achieved.
Within the first year of publication, the culminating article resulting from this
work was the third-most popular article downloaded from the highly regarded
journal, Patient Education and Counseling (ISI Impact factor 2.305).
� Pippin: Improving Diabetes Self-Care Among Rural Underserved Patients
May, N. B., Kinzie, M. B., & Schorling, J.B. (2001-2). Improving diabetes selfcare
among rural underserved patients using web TV.
Diabetes is known to have a devastating effect on millions of patients and their
families, especially the poor and underserved. In response, I directed a needs
assessment to articulate needs for diabetes education and self care, involving
health care providers, health educators, and patients who were rural, poor, and
possessing low levels of literacy. I went on to design key learning and self-care
strategies involving progress toward individualized goals and mediation
adherence, with weekly review and consultation with a health educator. I
packaged all of this in a supportive user interface design for the website, which
was employed in a small trial leading to improved HbA1c levels for all
participants. This website enabled patients to:
- Track blood glucose,
- Record medication adherence,
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- Monitor progress for dietary and exercise goals, and
- Recognize the patterns between these factors.
� Health Heritage
Cohn, W. F., Ropka, M., Kinzie, M., Barrett, J., Pelletier, S., Guterbock, T., &
Knaus, W. A. (1999-2001). Health Heritage.
http://healthheritage.ddig.com/trial/index.cfm
A detailed family health history is thought to be one of the most potentially
useful tools in diagnosis and risk assessment. Primary providers recognize the
value of this information, but routinely struggle to collect and document it, and
are sometimes ill-equipped to interpret what a patient’s family health history
suggests, for behavior change recommendations and for additional screening.
Health Heritage is a web-based tool that guides individuals in collection of their
own family health history collection and management. Research-based
algorithms evaluate this history for the patient's risk for 89 diseases and
conditions, and related recommendations (care, behavior change, screening,
etc) can be sent to their provider and on to the patient. Through a randomized
trial with 109 volunteers, we found that Health Heritage identified 60% of the
elevated risk conditions at greater levels of sensitivity, significantly
outperforming Usual Care at 24%.
I was responsible for the needs assessment, design, and development of the
Health Heritage website. Two publications and nine conference presentations
resulted, as has continued grant-funded research with this intervention
(including automated health history collection through interface with medical
records systems).
� The Healthy Touch
Schorling, J., Kinzie, M.B., & Siegel, M. (1989-1991). The Healthy Touch.
Prenatal alcohol use has been a major cause of birth defects and other adverse
outcomes of pregnancy. Educating expectant mothers concerning the need to
limit alcohol consumption has been advocated as a method to decrease alcoholrelated
birth problems, however providing this service for low-income women
has proven difficult. In response, I directed the needs assessment, user
interface design, and instructional strategies specification for this computerbased
educational program, intended to address user knowledge, beliefs, and
attitudes, in order to limit alcohol consumption during pregnancy. When
implemented in public health clinics, the program was well-accepted by
patients, found to provide new information, and to significantly influence
behavioral intention.
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Health Education Projects Undertaken with Students:
� iSHIFTup
Hilgart, M., Ritterband, L., Thorndike, F., & Kinzie, M. B. (2010-13). iSHIFTup
(Internet Skin Health Intervention For Targeted Ulcer Prevention)
ISHIFTup is an Internet-based intervention focusing on behaviors that prevent
skin ulceration in adults with spinal cord injuries. My contributions as advisor to
doctoral student Michelle Hilgart are focused on adaptation of the instructional
design model to a model for internet-based behavior change.
� Health Information Needs of Brain Tumor Patients’ Family Caregivers
Schubart, J. R., Kinzie, M. B., Farace, E. (2003-4). Caring for the brain tumor
patient: Family caregiver burden and unmet needs.
Brain tumors are known to develop rapidly and to lead to a host of cognitive and
behavioral changes. These changes, together with the uncertainty surrounding
prognosis, contribute significant challenges for the patient and their caregivers.
In this research, 25 caregivers of patients representing the trajectory of brain
tumor illness were interviewed to inform recommendations for:
- Provision of health information/education
- Enhancements to communications among patients, families, and health
care providers, and
- Provision of psychosocial supports for family caregivers.
� Okay with Asthma
Wyatt, T. H., Hauenstein, E. J. & Kinzie, M.B. (2002-3). Okay with Asthma: A
story-based online intervention for school-aged children.
Having asthma is a leading cause of missed school days, with lack of appropriate
management strategies thought to be a critical issue. I served as advisor to this
project (a grant-funded dissertation by then-student Tami Wyatt), consulting on
application of instructional design and digital story telling to help children with
asthma understand the condition and learn to use school resources and peers in
their management of it. Wyatt subsequently determined that the intervention
led to improvements in children’s asthma-related knowledge and attitudes.
� The University of Virginia Bone Marrow Transplant Program: An overview
for Patients
Forrest, P., O’Luanaigh, B., & Kinzie, M. (1994). An Overview of the Bone
Marrow Transplant Procedure.
Prior to our work, education for patients about to undergo this complex and
potentially dangerous procedure at a major research hospital involved
distribution of medical journal articles (with high reading levels and sometimes
confusing terminology). Lead designer Forrest had undergone this procedure
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MABLE B. KINZIE
and experienced the limitations of this health education. In response we
designed this guide to offer simple explanations to help patients understand and
prepare for the transplant procedure.
SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued
� ONLINE LEARNING
� Discourse: The Next Generation Environment for Online Discussion & Knowledge
Creation
Ferster, B., Kinzie, M.B., & the Discourse Design Team. (2012). Discourse: New
tools for online discussion and knowledge creation.
http://www.dscourse.org
Current online discussions are chronological records of posts over time.
Understandings are surely developed, but are difficult to isolate, requiring much
traversing of the discussion space to identify and support critical discourse. As
online instruction efforts scale up to meet the needs of larger numbers of
students, the time required for instructors to support reflection and knowledge
creation become magnified. Discourse was designed by Ferster and Kinzie and a
cadre of graduate students to capitalize on the potential of the online medium
for advancing the pedagogy of online teaching and learning.
Discourse will help make explicit the convergence in thinking that occurs during
a discussion by treating each contribution as its own unit, able to be displayed
with other conceptually linked units whenever they occur. “Heat maps” of
conceptually-linked activity will provide a “reading” of the state of the
discussion at any point in time. Additionally, Discourse will make it possible to
easily introduce and annotate relevant media (texts, video, graphics, and
animations).
� The Interactive Frog Dissection, Operation Frog, Net-Frog 1, & Net-Frog 2
(4 products, 1990-2002)
Kinzie, M.B., Julian, M. F., Chamberlin, B., Whitaker, S., Huang, K., & Wyatt, T.
(2002). Net-Frog 2.
Kinzie, M.B., O’Luanaigh, W. B., Mitchell, J.P. (1994). Net-Frog.
Kinzie, M.B., Strauss, R., & Foss, M. J. (1994). Digital video for Operation Frog.
[Computer program]. New York: Scholastic software
Kinzie, M.B., Strauss, R., & Foss, M. J. (1990). The Interactive Frog Dissection
(videodisc-based)
http://frog.edschool.virginia.edu
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Interactive supplement or substitute for laboratory-based dissections. Initially
developed as a videodisc-based program and since ported to the web, with one
full redesign. Also developed are a companion test of knowledge and skills and
a dissection attitudes scale.
Award-winning (over 40 “Best of Web” awards) and widely recognized for
innovation (Newsweek, Los Angeles Times, Canadian Broadcasting Network
[radio and television], Boston Globe, etc.). Used over 3 million times (with
mirroring by AOL potentially doubling this number) and in over 90 countries.
Results that suggest that students using the simulation perform comparably to
students conducting a laboratory dissection, and that the simulation serves as a
highly effective form of preparation for students going on to conduct the
dissection.
SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued
� CASE-BASED LEARNING
� Stony River Rumble
Bennett, J., Day, M., Hatfield, R., Jamerson, T., Powell, E., & Kinzie, M. B. (2012).
Stony River Rumble
http://curry.virginia.edu/go/ITcases/Rumble/
Addressing issues of multiculturalism impacting a high school in a small rural
town, this case challenges instructional designer students to determine the
needs of multiple stakeholder groups, both within the case and in their own
communities.
� Online Case: Zero Tolerance in Layne County
Kinzie, M. B., Grogan, M. & McGowan, S. (1999). Zero Tolerance in Layne County
http://curry.virginia.edu/go/ZT
Designed for K-12 school administrators the case offers risk-free experience in
dealing with zero tolerance policies.
� Instructional Design Case Event, 1998
Kinzie, M. B., Julian, M. F., & Larsen, V. A. (1998). Instructional Design Case
Event, 1998
http://curry.virginia.edu/go/ITcases/Site/Casebook/caseevent.html
Case-Based discussion and competition between the Instructional Technology
programs at seven universities, hosted by Kinzie and the Curry School. These
events involved nationally-known experts in instructional design, who served as
judges, provocateurs, and team sponsors.
25

� Online Case: Chronicles of RocketBoy
MABLE B. KINZIE
Julian, M. F., Kinzie, M. B., & Larsen, V. A. (1998). Chronicles of RocketBoy
http://curry.virginia.edu/go/ITcases/Chronicles
This online case explores instructional design for electronic performance
support (e.g., just-in-time support) as an alternative to workshop training.
� Instructional Design Case Event, 1997- Event #2
Kinzie, M. B., Hrabe, M. E. Julian, M. F., & Kovalchick, A. (1997). Instructional
Design Case Event, 1997 – Event #2
http://curry.virginia.edu/go/ITcases/Site/Casebook/book.html
Case-Based discussion and competition between the Instructional Technology
programs at five universities, hosted by Kinzie and the Curry School.
� Online Case: Prescription: Instructional Design
Hrabe, M. E., Julian, M. F., Kinzie, M. B., & Kovalchick, A. (1997). Prescription:
Instructional Design.
http://curry.virginia.edu/go/ITcases/Site/Casebook/book.html
This online case illustrates the importance of needs assessments driving the
design of employee training.
� Instructional Design Case Event, 1997- Event #1
Kinzie, M. B., Kovalchick, A., Julian, M. F., & Hrabe, M.E. (1997). Instructional
Design Case Event, 1997 – Event #1
http://curry.virginia.edu/go/ITcases/Site/Casebook/book.html
Case-Based discussion and competition between the Instructional Technology
programs at three universities, hosted by Kinzie and the Curry School.
� Online Case: Harvesting Cooperation
Kovalchick, A., Kinzie, M. B., Julian, M. F., & Hrabe, M. E., (1997). Harvesting
Cooperation.
http://curry.virginia.edu/go/ITcases/Harvest/
This online case illustrates the challenges associated with meeting the needs of
multiple stakeholders in an educational setting.
� Instructional Design Case Event, 1996
Kinzie, M. B., Hrabe, M.E., & Larsen, V. A. (1996). Instructional Design Case
Event, 1996
http://curry.virginia.edu/go/ITcases
Case-Based discussion and competition between the Instructional Technology
programs at six universities, hosted by Kinzie and the Curry School.
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� Online Case: The Trials of Terry Kirkland
Hrabe, M. E., Larsen, Valerie A., & Kinzie, M. B. (1996). The Trials of Terry
Kirkland.
http://curry.virginia.edu/go/ITcases/Terry/
This online case explores the issues involved with top-down instructional policy
decisions and bottom-up resistance to design of a new high school training
program.
� Online Case-Based Course for Teacher Preparation
Mcnergney, J., McNergney, R., & Kinzie, M. B. (1996). EDIS 589: Contemporary
Issues.
Design of a teacher preparation course in an on-line, case-based format. Webbased
cases offered preservice teachers a range of experiences to further
develop their teaching knowledge and skills. Cases developed offered authentic
experience of a host of issues, including cultural and economic diversity, ESL,
cooperative learning, and technology integration, among others.
SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued
� GAME-BASED LEARNING
� Got Game?
Kinzie, M.B., Joseph, D. R. D., Lewis, L., & Pelletier, S. (2004). Got Game?
Summer game design institute.
Designed for middle school students and implemented in both inner city and
suburban settings, this week-long game design institute exposed students to an
analytical approach to components of effective (e.g., both engaging and
instructional) games for learning. Students were then guided as they articulated
the designs for the own educational games. Our qualitative analyses of their
work led to our articulation of the Game Play Activity Modes which we have
since validated in middle-school based survey research, finding significant
gender-based differences in preferences for these modes and other game
characteristics.
� Movie Play
Kinzie, M.B., Chamberlin, B., Hilgart, M., & Pelletier, S. (2002). Movie Play: On-
Line Games for Middle School Science.
Treatment design for a series of five on-line science games for middle-school
students, based on movie animation.
- Memphis Blue and the Green Goo
- Plantus Gargantuous
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MABLE B. KINZIE
- The Lost Pyramids of Middle Mesopotamia
- His Breath Smelled When He Kissed Me
- The 400-Trillionth Planet
This design led to NSF grant funding, which in turn enabled us to implement the
qualitative research on game design described in Got Game? above.
� Instructional Design for Educational Games: Game Designs & Prototypes
As a function of teaching an educational game design at the Curry School, a host
of educational games have been designed and prototypes developed and
evaluated. Below are the game designs I guided to completion, by content
domain and indicating the student designers for each:
- Mathematics:
o Elementary Operations (Skull Island, with F. Huang & V. Lewis, 2006)
o Middle School Geometry (Dire Straits, with P. Malcolm, W. Kjellstrom, & M.
Semanik, 2010)
o Secondary Geometry (Avatar Math, with C. Trinter, 2007)
o Secondary Graphing/Data Interpretation (Graph Challenge: Alien Planet,
with M. K. Warden, D. Tillman, & J. Madson, 2008)
- Science:
o Botany (Forest Jump, with K. Couper, 2007)
o Water Conservation (Water Wizards, with J. Dacko, 2007)
- Computer Technology:
o Antivirus Alert, with R. Oliver & L. Klepek, 2006)
o Phishing Prevention (Phirst Phish of America, with B. Lewis, E. Stauffer, & E.
Yoder, 2008)
- History:
o California (Gold Rush Math, with J. Elliott, J. Eppard, J. Ragsdale, 2008)
o Civil War (Follow the Drum, with A. Abdelzaher & R. Geyer, 2005)
o Virginia (EyePod History Challenge, with K. Neesen & M. Pieri, 2005)
- Health Education:
o Diabetes Management (Take Control, with J. Craig & S. Midland, 2006)
o Sex Education (Sexpert Aptitude Test, with H. Crumley, J. Kingsley, & R.
Sebastian, 2004)
- Personal Development:
o Assertiveness Skills (Speak Up, with B. Blohowiak, S. Warren, & K. Wold,
2010)
o Self-Esteem (The Looking Glass, with E. Fanning, N. Kechner, & M. Kelley,
2002)
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MABLE B. KINZIE
- English Literature (Dark Lady’s Pub, with K. Cooke, and Z. Wu, 2005)
- Individualized Educational Plans (Institute for Exceptional Pupils (IEP), with T.
Gentry & E. Marshall, 2004)
SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued
� COMPUTER-BASED LEARNING
� Computer-based Continuing Medical Education
Wood, B. J., Kinzie, M. B., & Julian, M. F. (1998). CT Scans and IV Contrast:
What Physicians Need To Know. .
Innovative uses of Intravenous contrast during CT scans; Continuing medical
education funded by Experient Technologies, Richmond, VA.
� Computer-based K-12 Education (4 products)
Kinzie, M. B., Gasiewski, J., & Zollinhofer, M. (1992). The Boyle's Law Project.
Explore-able multimedia database on gas laws for high school chemistry,
including simulations of primary concepts.
Wissick, C., & Kinzie, M. B. (1990). Community Skills: Shopping.
Instructional simulation for individuals with moderate cognitive challenges,
found to improve effectiveness and efficiency in locating items for purchase,
with transfer of skills to natural environments.
Kinzie, M. B. (1991). Story Sequencing with “North By Northwest.”
Provided special education students with “movie making” and story sequencing
practice, using component parts of this feature film.
Kinzie, M. B. (1986). Solar Energy: Promise From the Sun.
Computer-assisted instruction for 8th and 9th grade science curricula.
� Computer-based Public Information Station
Kinzie, M. B. (1990). Window on the Curry School.
Explore-able multimedia database for visitors to the Curry School of Education
at the University of Virginia, offering information on faculty, programs, and
products.
� Computer-based Tools for Instructional Design with Videodisc Technology (2
products)
Kinzie, M. (1988). Interactive Videodisc Script Stack & Simulator (Computer
program).
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MABLE B. KINZIE
Research & development tool for prototyping interactive video products preproduction.
McDonald, S., & Kinzie, M. B. (1986). Interactive Videodisc Costing Model.
Itself a videodisc-based product, this research tool was designed to determine
the costs of interactive videodisc-based training versus conventional training
methods. Funded by the NCR Corporation.
SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued
� INSTRUCTIONAL MEDIA
� Native Peoples of the Southwest: Curriculum for Grades 1-6
Shaffer-Nahmias, S., Kinzie, M. B., & Harper-Marinick, M. (1987-8). Native
Peoples of the Southwest [Print, Audio, Slides, Posters, Artifacts]
Funded by the Flinn Foundation for The Heard Museum in Phoenix, these
curricula provide a multi-sensory exploration of native cultures, with music,
stunning visual imagery, classroom artifacts, and opportunities for students to
come to know themselves and their own cultures by learning about another’s.
We received two Outstanding Practice Awards from the Association for
Educational Communications & Technology (AECT) for this work.
� Measuring the Effects of Early Childhood Education: Training for Direct
Assessment
Crouch, J., & Kinzie, M. B. (1984). Administering the Head Start Measures.
A national battery of tests was developed for Heat Start classrooms across the
country. We produced the video-based training for all assessors.
� Training: Protective Practices for Employees (2 products)
Kinzie, M. B. (1984). Radiation Protection in the Laboratory.
Kinzie, M. B., & Crouch, J. (1983). Mine Respirator Safety.
� Video as an Architectural Design & Communications Tool. (5 products)
Crouch, J., & Kinzie, M. B. (1985). Casa del Agua: Residential re-design for water
collection, reclamation, and re-use [video]
Documentary on the redesign and renovation of typical brick ranch home for
water self-sufficiency.
Kinzie, M. B. (1984). Water Harvesting in Arid Lands.
Demonstration of simple methods for capture and re-use of rainwater for
domestic and agricultural purposes.
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University of Arizona Dept. of Architecture, & Kinzie, M. B. (1985). Video as a
Design and Presentation Tool
Demonstration of a range of uses of the video medium in architectural design.
University of Arizona Dept. of Architecture, & Kinzie, M. B. (1983). University
Infill Study [video].
Video demonstrating urban infill as architectural practice.
University of Arizona Dept. of Landscape Architecture, & Kinzie, M. B. (1983).
The New 4th Avenue [video]. Tucson, AZ: . (Research)
Documentary on community re-design.
� Multimedia Outreach: Tools for Academic Student Recruitment &
Community Outreach (9 products)
Kinzie, M. B. (1983). Mainstream.
Director, live weekly public affairs program, produced for KUAT-TV, Tucson AZ PBS
affiliate.
Crouch, J., & Kinzie, M. B. (1984-5).
Explorations and prototypic products developed for seven disparate departments
at the University of Arizona:
- Center for English as a Second Language,
- Committee on Dance,
- Cooperative Education,
- Department of Electrical Engineering,
- Department of German,
- Department of Physical Education,
- Department of Management Information Systems, and
- Southwest Folklore Center.
SCHOLARLY PRESENTATIONS
Warren, S., & Kinzie, M. B. (2012, November). Teaching inquiry activities in
prekindergarten: Lessons from observations. Submitted for the Association for
Educational Communications & Technology (AECT, Louisville).
Cohen, J., Tillman, D., Carson, E., Jones, M., Stansberry, S., Chiu, J., Bull, G., & Kinzie,
M. (2011, November). Engineering in the classroom: Digital fabrication as a tool
for authentic STEM knowledge construction, Parts I and Part II. Two panels/sets
of presentations at the annual meeting of the Association for Educational
Communications & Technology (AECT, Jacksonville).
Hokanson, B., Boling, E., Martindale, T., Rieber, L. Kinzie, M. B., Cohen, J., Carson, E.,
& Hooper, S. (2011, November). Comparing instructional design studio programs.
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Panel presentation at the annual meeting of the Association for Educational
Communications & Technology (AECT, Jacksonville)
Kinzie, M., Vick Whittaker, J. Willliford, A., Mcguire, P. Lee, Y. & Matthew, K. (2011,
April). Early childhood math: The impact of MyTeachingPartner-Math/Science.
Paper presented to the American Educational Research Association: New
Orleans.
McGuire, P. R., Kinzie, M.B., Berry, R. Q., & Thunder, K. (2011, April). An analysis of
teacher-child interactions in pre-k mathematics. Paper presented to the
American Educational Research Association: New Orleans.
Downer, J., Hafen, C. A., Kinzie, M. B., Pianta, R. C., Allen, J., & Neesen, K. (2011,
April). MyTeachingPartner: Improving teaching through interactions. Finalist
poster presented at the Inauguration of President Teresa Sullivan, University of
Virginia: Charlottesville, VA.
Poster selected as one of 35 finalists across 7 award categories.
Vick Whittaker, J., Kinzie, M. B., & Williford, A. (2011, March). The association
between teacher-child relationship quality and children's mathematics skills in
pre-kindergarten. Poster presented at the meeting of the Society for Research in
Child Development Conference (SRCD), Montreal, Quebec.
Kinzie, M. B., Vick Whittaker, J. , Kilday, C. R., & Williford, A. (2010, November).
Designing effective curricula and teacher professional development for early
childhood math and science. Invited presentation to the Fifth annual Leadership
Symposium, National Center for Research on Early Childhood Education
(NCRECE), Arlington, VA.
Kinzie, M. B., Vick Whittaker, J., & McGuire, P., & Lee, Y. (2010, October). Prekindergarten
mathematics & science: Design-based research on curricular
development. Paper presented at the annual meeting of the Association for
Educational Communications & Technology (AECT), Anaheim, CA.
Matthew, K., McGuire, P., Kinzie, M. B., Lee, Y., & Foss, J. (2010, October). A
blended-learning approach to professional development in pre-k mathematics
and science: Lessons from MyTeachingPartner. Paper presented at the annual
meeting of the Association for Educational Communications & Technology
(AECT), Anaheim, CA.
Kinzie, M. B. (2010, June). MyTeachingPartner-Mathematics/Science: Curricula and
embedded teaching supports for high quality, high fidelity practice. Invited
presentation as part of panel: Science Instruction for Early Childhood: Too Soon
or Just Right? Annual grantee meeting of the Institute of Educational Sciences
(IES): Washington, DC.
Kinzie, M. B., Whittaker, J., Kilday, J., Pianta, R. C., McGuire, P., Pan, E., Foss, J., Lee,
Y., Hughes, M. M., Josephson, K., Williford, A., Berry, R. Q., Matthew, K. & Kelly
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C. (2010, June). MyTeachingPartner Mathematics/Science: Year two outcomes.
Presentation at the annual grantee meeting of the Institute of Educational
Sciences (IES): Washington, DC.
McGuire, P. R., Kinzie, M. B., & Kilday, C. R. (2010, April). Children’s understanding
of two-digit place value: A place for place value in Pre-K mathematics instruction.
Paper presented at the annual meeting of the American Educational Research
Association (AERA), Denver.
Lee, Y., & Kinzie, M. B. (2010, April). Teachers’ open-ended questions in early
childhood science activities: How often, when, and what happens? Paper
presented at the annual meeting of the American Educational Research
Association (AERA), Denver.
Kinzie, M. B., Pianta, R. C., Berry, R., Foss, J., Williford, A., Kilday, C., Pan, E., Hughes,
M. M., Josephson, K., Pinkham, A., McGuire, P., & Lee, Y. (2009, June). Prekindergarten
math & science, Year 2: Development of curricula & teacher
supports. Presentation at the annual grantee meeting of the Institute of
Educational Sciences (IES): Washington, DC.
Kilday, C. R., Kinzie, M. B., & McGuire, P. (2009, April). An examination of the
quality of math and science instruction in pre-k classrooms. Poster presented at
the annual meeting of the Society of Research on Child Development (SRCD),
Denver.
Kinzie, M. B., Pianta, R. C., Kilday, C. R., McGuire, P., & Pinkham, A. (2009, March).
Development of curricula, teacher, supports, and assessments for prekindergarten
mathematics and science. Paper presented at the annual meeting
of the Society of Research on Educational Effectiveness (SREE), Washington, DC.
Kinzie, M. B., Pianta, R. C., Berry, R., Wang, F. Hughes, M. M., Kilday, C., Pan, E.,
McGuire, P., & Josephson, K. (2008, June). MyTeachingPartner-
Mathematics/Science year one: Development of integrated pre-kindergarten
curricula. Presentation at the annual grantee meeting of the Institute of
Educational Sciences (IES): Washington, DC.
McGuire, P., Kinzie, M. B., Pan, E., & Lee, Y. (2008, March). Effective use of
interactive story-based mathematics activities at the pre-k level. Presentation at
the annual meeting of the Society for Information Technology and Teacher
Education (SITE): Las Vegas.
Pan, E., Kinzie, M. B., McGuire, P. (2008, March). Design of a web-based curriculum
development & delivery system: Lessons from MyTeachingPartner-
Mathematics/Science. Presentation at the annual meeting of the Society for
Information Technology and Teacher Education (SITE): Las Vegas.
Wang, F., Kinzie, M. B., McGuire, P. & Pan, E. (2008, March). Technology-enhanced,
problem-based inquiry learning in early childhood education: A theoretical basis.
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Paper presented at the annual meeting of the Society for Information
Technology and Teacher Education (SITE): Las Vegas.
Hamre, B., Locasale-Crouch, J., Mashburn, A., Kinzie, M. B. & Pianta, R. (2007,
May/June). MyTeachingPartner program: Variation in teacher participation and
associations with observed teaching quality. Presentation to the 15th Annual
Meeting of the Society for Prevention Research, Washington, DC.
Cohn, W. F., Pannone, A., Schubart, J., Lyman, J., Kinzie, M. B., Broshek, D.,
Guterbock, T., Hartman, D., Mick, D., Bolmey, A., & Garson, A. T. (2006,
November). Tailored educational approaches for consumer health (TEACH): A
model system for addressing health communication. Presentation to the
American Medical Informatics Association (AMIA), Washington, DC.
Joseph, D.R.D. & Kinzie, M. B. (2006, October). Game play activity modes: A
framework for considering game design. Presentation to the North American
Simulation and Gaming Association (NASAGA), Vancouver.
Sebastian, R. A., & Kinzie, M. B. (2006, October). Development of social problemsolving
in the interactive web-based game The Beast: A qualitative study.
Proceedings of the E-Learn 2006 conference, Honolulu.
Kinzie, M.B. (2005, October). Successful innovation at scale: On-line teaching
consultation and media-assisted curriculum for teachers of at-risk students.
Symposium at E-Learn 2005, Vancouver.
Symposium papers (4) included:
Kinzie, M.B., Whitaker, S.D., Neesen, K, Kelley, M. Matera, M., & Pianta, R.C.
Design & infrastructure of a web site for teacher consultation and access to a
media-assisted curriculum.
Neesen, K, Whitaker, S.D., Funk, G.G., Hall, A. P., Kinzie, M.B., & Pianta, R.C.
Educational video production to support teacher reflection and professional
development: A high quality, cost effective collaboration between educators,
researchers and educational technologists.
Kelley, M., Whitaker, S.D., Neesen, K, Kinzie, M.B., & Pianta, R.C. Tech support
requirements for large-scale technology innovation in teacher professional
development
Whitaker, S.D., Kinzie, M.B., Kraft-Sayre, M.E. & Pianta, R.C. Use and evaluation
of web-based professional development services across level of service and by
teacher/district characteristics
Joseph, D.R.D., & Kinzie, M.B. (2005, October). Boys’ and girls’ game play
preferences: Survey results. Presentation at the Serious Games Conference,
Washington, DC.
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Joseph, D.R.D., & Kinzie, M.B. (2005, June). Educational gaming: Middle school
students’ activity preferences. Presentation at the International Conference for
Interaction Design and Children (IDC), Boulder, CO.
May NB, Kinzie MB, Schorling JB. (2002, May) Improving diabetes self-care among
rural underserved patients using web TV. Presentation at the annual meeting of
the Society of General Internal Medicine, Atlanta.
Kinzie, M. B., Cohn, W. F., & Knaus, W. A. (2001, November). The importance of
heuristic evaluation and usability testing in the user interface design for a family
health history web Site. Presentation at the American Medical Informatics
Association (AMIA): Washington, DC.
Cohn, W. F., Pelletier, S., Kinzie, M.B., Barrett, J., Wenzel, A., & Knaus, W. A. (2001,
November). HealthHeritage: A Web-based family health history tool.
Presentation at the American Medical Informatics Association (AMIA):
Washington, DC.
Julian, M.F., Kinzie, M.B., Cohn, W., Knaus, W. (2001, October) Use of ID practices
for user interface design: Needs assessment, needs analysis, and evolutionary
rapid prototyping for a family health history web site. Paper presented at
Association for the Advancement of Computing in Education Webnet
Conference: Orlando.
Novicoff, W. M., Cohn, W. F., Barrett, J. R., Kinzie, M.B., Ropka, M. E., Harrison, M.
B., Worrall, B. B., Pelletier, S. L., Kelly, T. & Knaus, W. (2001, February).
Assessing genetic risk using a web-based family health history tool. Paper
presented at the American Association for the Advancement of Science (AAAS)
Annual Meeting: San Francisco.
Kinzie, M. B., Cohn, W. F., Julian, M. F., & Knaus, W. A. (2000, November). Use of
best practices for a family health history web site: Needs assessment, rapid
prototyping, and a focus on the user interface. Paper presented at the American
Medical Informatics Association (AMIA): Los Angeles.
Ropka, M. E., Knaus, W. A., Cohn, W.F., Pelletier, S., Kinzie, M., Barrett, J. R.,
Einbinder, J., Elward, K., Franko, J., Harrison, M. B., Julian, M., Miesfeldt, S.,
Tucker, A. L., Worrall, B. B. (2000). HealthHeritage: Development of a webbased
family history collection tool for primary care. Paper presented at the
International Society of Nurses in Genetics (ISONG) Annual Meeting:
Philadelphia.
Harrison, M. B., Worrall, B. B., Pelletier, S., Cohn, W., Barrett, J., Kinzie, M, Ropka,
M., Novicoff, W., Kelly, T., Knaus, W. A. (2000, October). Assessing genetic risk
for neurologic disease: A web-based approach. Paper presented at the American
Neurological Association Outcomes Research Meeting, Boston.
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Cohn, W.F., Kinzie, M., Barrett, J. R., Julian, M., Einbinder, J., Pelletier, S. L., Knaus,
W. A. (1999, November). The development of a web-based family health history
collection Tool. Poster presented at the American Medical Informatics
Association Annual Meeting, Washington, DC.
The above was nominated for AMIA Best Poster Award.
Knaus, W. A., Cohn, W.F., Barrett, J. R., Kinzie, M., Pelletier, S. L., Julian, M., &
Einbinder, J. (1999, October). The development of a web-based family health
history collection tool. Paper presented at the American Society for Human
Genetics Annual Meeting, San Francisco, CA.
Julian, M. F., Larsen, V. A., & Kinzie, M. B., & (1999, January). Compelling case
experiences for emerging instructional designers. Paper presented at the annual
meeting of the Association for Educational Communications & Technology
(AECT), Houston.
Kinzie, M. B., Hrabe, M. E., & Larsen, V. A. (1997, February). Exploring professional
practice through an instructional design team case competition. Paper
presented at the annual meeting of the Association for Educational
Communications & Technology (AECT), Albuquerque.
Kinzie, M. B., Larsen, V. A., & Kent. T. W. (1996, June). On-line learning via realtime
discussion of web-based case materials. Annual meeting of the Internet
Society (INET), Montreal.
Larsen, V. A., Kinzie, M. B., Boker, S. M. & Burch, J. B. (1996, June). Net-Frog:
Monthly analysis of user access patterns on the WWW. Paper presented at the
ED-MEDIA/ED-TELECOM 96 Conferences, Boston, MA.
Larsen, V. A., Kent T. W., Becker, F.J., McNergney, R. F., Kinzie, M. B. & Herbert, J.M.
(1996, April). Project Cape Town: Usage of a multimedia case on the World-Wide
web. Paper presented at the 1996 Annual Meeting of the American Educational
Research Association (AERA), New York.
Larsen, V. A., Kinzie, M. B., McNergney, R. F., Kent T. W., Herbert, J.M. & Becker, F.J.
(1996, March). Project Cape Town: Designing a case study for the WWW.
Seventh Annual Conference of the Society for Technology and Teacher
Education (SITE 96), Phoenix, AZ.
Lindeman, B., Kent, T., Kinzie, M., Larsen, V., Ashmore, L., & Becker, F. (1995,
October). Exploring cases on-line with virtual environments. Paper presented at
the Computer-Supported Collaborative Learning (CSCL) conference, Indianapolis.
Kinzie, M. B., Larsen, V. A., Burch, J. B., & Boker, S. M. (1995, June). Net-Frog:
Using the WWW to learn about frog dissection and anatomy. Paper presented
at the annual meeting of the Internet Society (INET), Honolulu.
Gasiewski, J. F., & Kinzie, M. (1994, April). A quantitative and qualitative Evaluation
of free-form and directed use of an interactive multimedia program. Paper
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MABLE B. KINZIE
presented at the annual meeting of the American Educational Research
Association (AERA), New Orleans.
Kinzie, M., Delcourt, M. A. B., & Powers, S. M. (1993, April). Computer
technologies: Attitudes and self-efficacy across undergraduate disciplines. Paper
presented at the annual meeting of the American Educational Research
Association (AERA), Atlanta.
Kinzie, M., Foss, J., & Powers, S. M. (1993, April). Use of dissection-related
courseware by low-ability high school students: A qualitative inquiry. Paper
presented at the annual meeting of the American Educational Research
Association (AERA), Atlanta.
Kinzie, M. B., Strauss, R. & Foss, J. (1993, January). The effects of an interactive
dissection simulation on the performance and achievement of high school biology
students. Paper presented at the annual meeting of the Association of
Educational Communications & Technology (AECT), New Orleans.
Bull, G. L., Kinzie, M., Sigmon, T., & Willis, J. (1993). Introducing the society for
technology and teacher education (STATE) internet server. In Technology and
Teacher Education Annual (pp. 632-636). Charlottesville, VA: Association for
Advancement of Computing in Education.
Kinzie, M. B., & Delcourt, M. A. B. (1991, April). Computer technologies in teacher
education: The measurement of attitudes and self-efficacy. Paper presented at
the annual meeting of the American Educational Research Association (AERA),
Chicago.
Schorling, J. B., Kinzie, M. B., Siegel, M., Lane, A. E., Hoyte, S. M., & Finn, J. (1990,
October). Prenatal alcohol education using an interactive computer program.
Paper presented at the annual meeting of the American Public Health
Association (APHA), New York.
Schorling, J. B., Kinzie, M., Siegel, M., Lane, A., & Gostel, R. (1990). The
development and production of an interactive prenatal alcohol education
program. Fourteenth Annual Symposium on Computer Applications in Medical
Care (SCAMC).
Kinzie, M. (1990, March). The Curry School videodisc. Paper presented at the
annual meeting of the Virginia Educational Computing Association (VECA),
Charlottesville, VA.
Kinzie, M., Scott, V., & Foelber, M. (1989, November). Window on the Curry School:
Development of an interactive videodisc-based information kiosk. Paper
presented at the annual meeting of the Association for Development of
Computer-Based Instructional Systems (ADCIS), Washington, D.C.
Strauss, R., & Kinzie, M. (1989, November). Design and production of an interactive
videodisc-based biology simulation: Frog Dissection. Paper presented at the
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MABLE B. KINZIE
annual meeting of the Association for Development of Computer-Based
Instructional Systems (ADCIS), Arlington, VA.
Wissick, C., & Kinzie, M. (1989). The development and design of a videodisc
simulation for training grocery shopping skills to students with moderate or
severe handicaps. Eleventh Conference on Interactive Videodiscs in Education
and Training, Society for Applied Learning Technology (SALT),
Wissick, C., & Kinzie, M. (1989, November). Teaching community skills via
interactive videodisc: Design and production of a shopping simulation. Paper
presented at the annual meeting of the Association for Development of
Computer-Based Instructional Systems (ADCIS), Arlington, VA.
Kinzie, M., & Bull, G. (1989, May). Design and production of interactive videodiscs:
Process and product at the University of Virginia's Instructional Technology
program. Paper presented at the annual meeting of the Virginia Educational
Computing Association (VECA), Virginia Beach, VA.
Kinzie, M., & Sullivan, H. J. (1989, March). Motivational and achievement effects of
learner control of computer-assisted instruction. Paper presented at the annual
meeting of the American Educational Research Association (AERA), San
Francisco.
Kinzie, M., & Sullivan, H. J. (1988). The effect of learner control on continuing
motivation. Annual meeting of the Association for Development of Computer
Based Instructional Systems (ADCIS).
Kinzie, M. (1988, April). Learner control, continuing motivation, and achievement.
Paper presented at the annual meeting of the American Educational Research
Association (AERA), New Orleans.
Shaffer-Nahmias, S., Harper, M., & Kinzie, M. (1988, January). The design of an
innovative multimedia curriculum: Native Peoples of the Southwest. Paper
presented at the annual meeting of the Association for Educational
Communications and Technology (AECT), New Orleans.
Kinzie, M., Sullivan, H., Beyard, K., Berdel, R., & Haas, N. (1987, April). Learner
versus program control in computer assisted instruction. Paper presented at the
annual meeting of the American Educational Research Association (AERA),
Washington, D.C.
Kinzie, M. (1986, November). Determining the potential of electronic media for
delivery of corporate training: A Model. Paper presented at the annual meeting
of the Association for Development of Computer Based Instructional Systems
(ADCIS), Washington, D.C.
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SCHOLARLY ACTIVITIES IN PROGRESS
Early Childhood Curricula & Online Teacher Supports:
Title: Evaluating the effects of the MyTeachingPartner-Math/Science curricula
and professional development resources on teacher-child interactions in
pre-kindergarten
Role: P.I. on grant; Second author on this manuscript
Theme: Early Childhood Math & Science
Focus: Impact of MTP-M/S teacher support system on the quality of teacher
child interactions in the classroom.
Target audience: Researchers
Collaborators: Vick Whittaker, J. E., Kinzie, M. B., Williford, A. P., & Kilday, C. R.
Expected outcome: Manuscript for submission to: Early Education and Development
Expected completion: 01/2013
Title: The preschool number sense and place value measure: Development
and validation
Role: P.I. on grant; First author on this manuscript
Theme: Early Childhood Math & Science
Focus: Report on the completed development of this measure.
Target audience: Researchers
Collaborators: Kinzie, M. B., Vick Whittaker, J., McGuire, P., & Kilday, C. R.
Expected outcome: Manuscript for submission to: Teaching and Teacher Education
Expected completion: 01/2013
Title: Accuracy of teacher judgments of preschoolers' science knowledge and
skills.
Role: P.I. on grant; Second author on this manuscript
Theme: Early Childhood Math & Science
Focus: Evaluation of teacher ratings as a substitute for direct child
assessments.
Target audience: Researchers
Collaborators: Kilday, C. R., Kinzie, M. B., Vick Whittaker, J.
Expected outcome: Manuscript for submission to: Journal of Psychoeducational Assessment
Expected completion: 01/2013
Title: Scaffolding foundational two-digit place value understanding in prekindergarten
Role: P.I. on grant; Second author on this manuscript
39

MABLE B. KINZIE
Theme: Early Childhood Math & Science
Focus: Research support for pedagogies enhancing children’s number sense,
leading to foundational place value understandings
Target audience: Researchers
Collaborators: McGuire, P., & Kinzie, M. B.
Expected outcome: Manuscript for submission to: Mathematical Thinking and Learning
Expected completion: 09/2012
Title: Teacher ratings of students’ knowledge and skills in math and science
upon entry into pre-kindergarten: Relationship to students’ end-of-year
performance on direct assessments
Role: P.I. on grant; Second author on this manuscript
Theme: Early Childhood Math & Science
Focus: Evaluation of teacher ratings as a substitute for direct child assessments
Target audience: Researchers
Collaborators: Vick Whittaker, J., Kinzie, M. B., & Kilday, C. R.
Expected outcome: Manuscript for submission to: Early Education and Development
Expected completion: 05/2013
Title: The Teacher Reflection Scale: Development and validation
Role: Co-P.I. on grant; First author on this manuscript
Theme: Early Childhood Math & Science
Focus: Report on the completed development of an observational measure of
teachers’ reflectivity during online interactions
Target audience: Researchers
Collaborators: Kinzie, M. B., Neesen, K., Whittaker, S., Locasale-Crouch, J., & Jimenez,
M.
Expected outcome: Manuscript for submission to: Teaching and Teacher Education.
Expected completion: 05/2013
Instructional Design for Online Learning:
Title: Teaching with Technology: Design of Hybrid Preservice Teacher
Education Course
Role: Co-PI on grant; Authorship on manuscripts TBD
Theme: Instructional Design for On-line Learning
Focus: Development of teachers’ Technological, Pedagogical and Concept
Knowledge (TPACK) through a hybrid course design emphasizing online
video cases embedded in online discussion.
40

MABLE B. KINZIE
Target audience: Preservice Teachers, Teacher Educators, Researchers
Collaborators: Bull, G. L., Kinzie, M. B., Kjellstrom, W.
Expected outcome: Course designs, manuscripts
Expected completion: Grant proposal submitted July, 2012; course designs completed for Fall,
2012, and Spring, 2013; manuscripts expected, May 2013
TEACHING
UNIVERSITY OF VIRGINIA
� Introduction to Instructional Design: Taught annually, 1988 to present
� Advanced Instructional Design/Design: Taught annually, 1989 to present
The above two courses are core curricula for all students in our graduate programs; all
students enroll in both courses, usually sequentially. Both courses enable active
knowledge development in learning theory and systematic, iterative instructional
design methods, via instructor presentations, readings and discussions (both in class
and on-line), and critique of existing products. Knowledge is applied to a variety of
authentic practice problems via a range of learning modalities including small group
activities, team-based project work, and case analysis and discussion.
� Research in Instructional Technology: Taught annually 1989 to present
The above course is taken at the conclusion of students’ research methods courses.
During this semester, students prepare a five-page research proposal and go on to
conduct pilot research for their dissertations. They are guided each step of the way by
myself and their colleagues. At the same time, we engage in a rigorous program of
research readings describing the range of methods and inquiries favored within the
research in our domain. Usually at least once during the semester students “shadow
review” a manuscript submitted for publication to a journal.
� Advanced Seminar on Interactive Technologies: Taught 1988 - 2007
This elective course focused on design and production of instructional materials using
new technologies. We began with design/production of interactive instructional
videodiscs, moved to hypermedia, then the web. We have also focused on educational
game design.
� Introduction to Digital Media: Taught 1994, 1995, 1997
This elective summer course introduces students to a range of digital media capture,
editing, and deployment methods, over a three-week period, culminating in a
multimedia portfolio. It is an entry point for many students, into our academic
programs.
41

MABLE B. KINZIE
� Interactive Computer Graphics: Taught 1991, 1992
This one week institute for teachers quickly oriented them to current graphical
technologies, then enabled them to develop a range of instructional applications for
their teaching in the upcoming school year.
� Advanced Video Production: Taught 1991
This elective course enabled students to extend their video production skills and
produce instructional products of greater depth and complexity. .
ARIZONA STATE UNIVERSITY
• Computer Programming for Instruction: Taught 1986 - 1987
SERVICE
Intended for preservice teachers, this undergraduate course emphasized the use of the
BASIC language computer programming for a range of instructional tasks.
SCHOLARLY REVIEW:
Educational Technology Research and Development (ETR&D)
� Elected Editorial Board: Development (two terms, spanning 1994-1999)
� Consulting Editor: Research (1989-present)
� Consulting Editor: Development (1990-present)
� Additional Journal & Grant Reviews:
- Early Education & Development (EED) (2008-present)
- Teaching & Teacher Education (TATE), (2009-present)
- Journal of Computing in Higher Education (JCHE), (2011-present)
- Journal of Computer-Based Instruction (JCBI), (1993-1997)
- Journal of Educational Computing Research (JECR), (1989-1998)
- Exceptionality (1991)
- Estonian Science Foundation (ESF) Grant Proposal Review (2009)
� Textbook Reviews:
- Houghton Mifflin
- MacMillan
- Prentice-Hall
- Wadsworth
42

PROFESSIONAL ORGANIZATIONS
MABLE B. KINZIE
Association for Educational Communications & Technology (AECT)
� President-Elect, Division of Design & Development, 2011-12 (will be followed by
one year as President, 2012-13)
� Publications Review Task Force, AECT Board-appointed, to consider the targeted
foci of the four journals produced by AECT: Educational Technology Research &
Development, The International Journal of Deigns for Learning Journal of
Applied Instructional Design, and TechTrends, 2012-13.
� Reviewer:
- Research & Theory (1993-1996; 2010-2011)
- Design & Development (1996, 2011-2012)
- Featured Research Paper (2011)
- Information Systems and computers (1993-4)
� Session Discussant (1993-4); Session Chair (1993, 1996, 1997)
� Coordinator & Case Author, Instructional Design Team Case Competitions, 1996,
1997, 1998 (http://curry.virginia.edu/go/ITcases/)
American Educational Research Association (AERA)
� Co-chair, Division C, Section 7 (Technology Research; conference year 2012)
� Reviewer:
- Instructional Technology SIG (conference years 1989, 2010-12)
- Division C, Section 3b (Technology-based learning environments) (1992-4;
2012)
- Division D, Section 1 (Applied measurement) (1989)
� Session Chair:
- Division D, Section 1 (Applied measurement) (1990)
- Division C, Section 7 (Technology Research) (2012)
Association for Development of Computer-Based Instructional Systems (ADCIS)
� Reviewer:
- Theory & Research (1990)
- Interactive Video/Audio (1989)
� Session Chair: (1988, 1989)
International Interactive Communications Society (IICS))
� National (1988-9)
� Chicago Chapter (1988-9)
43

MABLE B. KINZIE
INVITED PRESENTATIONS, WORKSHOPS & PANELS
Kinzie, M.B. (2011, January). MyTeachingPartner: Innovative technology providing
teachers with professional development resources to help young children
succeed. Invited presentation to the University Libraries Professional Interests
Committee (PIC), Charlottesville, VA.
Kinzie, M. B. & Berry. R. Q. (2007). Pre-kindergarten mathematics and science.
Invited presentation to the Curry School of Education Foundation Board,
Charlottesville, VA.
Invited Member, Expert Panel. (2006). Trends in IT and publishing. Darden
Graduate School of Business.
Kinzie, M. B. (2005). Applications of instructional design for eLearning. Invited
presentation to the Intel Corp. eLearning Community of Practice.
Invited Discussant. (2005). International Leadership for Educational Technology
(ILET), University of London, University of Barcelona.
Kinzie, M. B. (2004). New technologies for health education. Invited presentation,
Curry School Technology Showcase.
Invited Discussant. (2002) Conference: Creating a Learning Culture, The Batten
Institute, Darden Graduate School of Business, University of Virginia.
Julian, M. F., Hrabe, M. E., & Kinzie, M. B. (1998, April). Web cases for novice
instructional designers: Preparation for real-world challenges. Invited
presentation to the Technology and Education Conference, Curry School of
Education, University of Virginia.
Mintz, S., Kinzie, M., Huneycutt, J., & Julian, M. (1998, April). Design strategies for
interdisciplinary learning. Invited presentation for lead teachers and
administration of Monticello High School, Charlottesville, VA.
Kinzie, M., Julian, M. F. & Hrabe, M. E. (1997, January). Learning instructional
design through web-based cases. Invited speaker for the Teaching with
Technology conference, Teaching Resource Center, University of Virginia.
Kinzie, M. (1995, November). Multimedia cases in teacher education. Invited
speaker for the Society for Information Technology and Teacher Education (SITE)
Fall Technology Leadership Seminar, Charlottesville, VA.
Kinzie, M. (1995, April). Information technology. Invited speaker for University
2000, sponsored by the University of Virginia, Charlottesville, VA.
Kinzie, M. (1995, April). Internet technologies in instruction. Invited speaker for
conference of Virginia Community Colleges, Charlottesville, VA.
Kinzie, M. (1992, December). When Are simulations appropriate substitutes for real
experience? Invited presentation for the Lily Fellows Program, University of
Virginia, Charlottesville, VA.
44

MABLE B. KINZIE
Kinzie, M. B. (1992). Design of interactive multimedia for instruction. Commerce
School, End-User Computing.
Kinzie, M. (1992, July). Applications of interactive video for instruction. Invited
presentation for the Summer Computer Applications in Mathematics Program
(SCAMP), Curry School of Education, University of Virginia, Charlottesville, VA.
Kinzie, M., Zollinhofer, M., Gasiewski, J., & Hochella, J. (1992, July). Interactive
multimedia for high school chemistry: Design for directed use and free-form
exploration. Invited presentation for the AECT Professional Development
Seminar "Making Multimedia Work, Blacksburg, VA.
Kinzie, M. (1991, 1992). The Electronic Academical Village. Invited presentation for
the IBM Corporation, pursuant to obtaining funding.
Kinzie, M. (1992). An Instructional Technologist’s Perspective on Education. Invited
presentation for EDES 201 Teaching as a Profession.
Kinzie, M. (1990, March). Interactive instruction: Process and product at the Curry
School of Education. Invited presentation given for the Board of Visitors, The
University of Virginia, Charlottesville, VA.
Kinzie, M. (1990, March). Interactive Avenues of Information. Facilitation of
teleconference, The University of Virginia, Charlottesville, VA.
Kinzie, M. (1989, September). The effects of differing levels of orientation to an
interactive videodisc-based information station. Invited Presentation to the
Curry School of Education Summer Research Awards Colloquium, University of
Virginia, Charlottesville, VA.
Kinzie, M. (1989, 1990). Interactive Instructional Design. Invited Presentations
during school new student orientation, Parent’s Weekend, Education Day,
School Faculty Meeting, Curry School of Education, University of Virginia,
Charlottesville, VA.
FACULTY SERVICE
UNIVERSITY-LEVEL SERVICE
Academic Committees:
� Teaching Via Technology Advisory Committee (2011)
� Dynamic Media Working Group, convening University faculty and outside
experts (2007-9).
� University Committee on Information Technologies (UCIT), the highest-level
advisory committee on IT at UVa; Chaired the Expert Group on Information
Technologies in Instruction. (1995)
� The University of Virginia Press's Electronic Publications Board (1995)
45

MABLE B. KINZIE
� Chair, Distance Learning and Electronic Networking Technologies Committee;
Developed Report and Recommendations for UVa Associate VP and CIO (1993)
� University Data Administration Policy Committee; Developed draft of universitywide
policy on administrative data access and security for UVa Associate VP and
CIO (1993)
� Interactive Multimedia Steering Committee (1992-3)
� Multimedia Facilities Planning Committee (1992)
� CD-ROM/Interactive Videodisc Task Force (1988, 1989)
Peer Review & Consultation
� Outside Reviewer for two faculty candidates from School of Medicine (2005)
Consultation on Needs Assessment, Instructional Design, Educational
Evaluation and Interactive Technologies (Much of this work was done together with my
students; it has not previously been mentioned):
� Advisor to Consumer Health Education Institute (CHEDI), School of Medicine
(2010)
� Consultant on Needs Assessment for International Studies Office, on
International Graduate Students. (2004).
� Review of Educational Technology courses offered by the School of Continuing &
Professional Studies. (2002-2004)
� Consultant on Needs Assessment for Office of Telemedicine, on distance
technologies for secondary-level health education. (2003).
� Consultant on Needs Assessment for International Studies Office, identifying
needed support for international graduate students and scholars at UVa (2003).
� Consultant on Instructional Design for Health Education, Office of Global Health.
(2002)
� Consultations with faculty and staff from Nursing, Medicine, the Blue Ridge
Poison Center, and the Curry School, about possible Health Education initiatives
(2002)
� Consultant on Instructional Case Design for School of Engineering: Print- and
web-based cases on social/ethical dimensions of Engineering (2000-2)
� Consultant, Instructional Design for K-12 Business Education and Continuing
Professional Education, Darden School of Business. (2001-2).
� Consultant on educational evaluation for School of Architecture (2001)
� Consultant, Needs Assessment for the Blue Ridge Poison Control Center (2000).
� Consultant on Needs Assessment, Academic Computing-Health Sciences (2000).
� Consultant on Instructional design & development for the Naval ROTC Program
(Ethics Education) (1999-2000).
� Consultant on Instructional Design for School of Medicine (Smoking Cessation)
46

MABLE B. KINZIE
� Consultant on Instructional Design for Outdoor Recreation Center (Learning
Modalities). (1997).
� Consultant on Instructional Design for Institute for Substance Abuse Studies:
Workshop on Peer Mentoring (1995)
� Consultant on Instructional Design for the Bayley Museum: Interactive Museum
Tour for Families (1995)
� Consultant/evaluator on digital image server for McIntire Department of Art,
Alderman Libraries, and Information Technologies and Communications (1993)
� Consultant on Instructional Design for The International Center (1993)
� Consultant on Instructional Design for The Women’s Center (1993)
� Consultant on Distance Education, Continuing Education (now School of
Continuing & Professional Studies (1992)
� Consultant on Instructional Design for Institute of Substance Abuse Studies
(1991)
� Consultant on Instructional Design for Kluge Children’s Rehabilitation Center
(1991)
� Consultant on Instructional Design for Continuing Medical Education (1991)
� Consultant on Instructional Design for Neonatal Intensive Care Unit (1991)
� Consultant on Instructional Design for Thomas Jefferson Center for the
Protection of First Amendment Rights (1991)
� Consultant on Instructional Design for Employee Assistance Program (1990)
� Consultant on Instructional Design for Kluge Children’s Rehabilitation Center
(1990)
� Consultant on Instructional Design for Virginia Foundation for the Humanities
(1990)
� Consultant on Videodisc Production for McIntire Department of Art and
Academic Computing (1988)
� Consultant on Instructional Design for Judge Advocate General’s School (1988).
SERVICE TO THE CURRY SCHOOL OF EDUCATION
Academic Committees:
� Curry School Forum Facilitator, School Reorganization Discussions (2002)
� Curry Instructional Technology Committee (1995 - 1999)
� Curry Academic Affairs Committee (Precursor to Faculty Council) (1995-6)
� Faculty Leave Ad Hoc Committee (2005-6)
� Curry-SCPS Task Force (2003-4). Responsible for development of database
specifications to enable evaluation of Curry School efforts in this area.
� Technology Initiative Steering Committee. (2003-4)
47

MABLE B. KINZIE
� Educational Technology Committee (1988-2000)
� Dissertation Awards Committee (1992)
� Planning Committee for Jefferson’s 250 th Birthday events (1992)
� Security Task Force (1990, 1993)
� Faculty Development Subcommittee, Committee for Faculty Development and
Evaluation (1988-9)
Peer Review & Consultation
� Promotions & Tenure Committee (1997-1998; 1999-2000; 2010-12)
� Chair, Internal Review Committee for Susan Saliba (promotion and tenure, 2011-
12)
� Co-Chair, Internal Review Committee for Jay Hertel (promotion, 2010-11)
� Third-year Review Committee for Susan Saliba (2008)
� Member, Internal Review Committee for Brian Pusser (promotion and tenure,
2006)
� Peer teaching evaluation for Sara Dexter (2006)
� Faculty Mentor to Nancy Deutsch (2004 – 2007)
Search Committees:
� STEM Education (2007)
� Elementary Math Education & Technology, resulted in successful hire of Robert
Berry. (2004)
� Technology Leadership. Part of team that proposed and developed support for
new faculty position, served on committee; resulted in successful hire of Sara
Dexter. (2003)
� Science Education (1997, 1998)
� Instructional Technology (1998)
� Elementary Science Education (1996)
� Curry School Dean; resulted in appointment of David Breneman (1994-5)
Consultation on Needs Assessment, Instructional Design, Educational
Evaluation, and Interactive Technologies (much of this done together with my students;
it has not previously mentioned):
� Consultant on Needs Assessments for Teacher Education: Technology Strand
Courses and EDIS 788, Field Project in Education (2003-4)
� Conducted Needs Assessment for Technology Initiative Steering Committee:
Curry needs for faculty outreach; Results presented to curry faculty. (2003)
� Consultant on Needs assessment to inform revision to the Teacher Education
technology strand courses; Needs assessment to inform the revision of fifth year
field project (2003)
48

MABLE B. KINZIE
� Technology Infusion Design for Young Women Leaders Project (semester-long
curriculum; Winx Lawrence, PI). (2003)
� Consultant on Instructional Design, Teacher Education Technology Strand: Use
of handheld computers in the classroom (2001-2)
� Consultant on Needs Assessment: Faculty Needs for Training and Support for
Distance Education (2001)
� Consultant on Instructional Design, Teacher Education Program: Workshops on:
Qualitative Observation Methods, Database use within Instruction, Special
Education Assessment (3 projects; 1996)
� Consultant on Instructional Design for Curry Instructional Resource Center:
Workshop on Computer Hardware (1995)
� Consultant on Instructional Design for Teaching McGuffy Practicum Off-Grounds
(TEMPO) (1993)
� Consultant on Interactive Video for the Commonwealth Center for Teacher
Education (1992)
� Consultant on Instructional Design for the Commonwealth Center for Teacher
Education (1991)
� Consultant on New Technologies: Compressed audio and Direct slide to tape
transfer (1998)
DEPARTMENTAL SERVICE
Academic Committees:
� EDLF Public Relations Committee (2007)
Consultation on Needs Assessment, Instructional Design, Educational Evaluation
and Interactive Technologies (not previously mentioned):
� Consultant on Instructional Design, Educational Leadership program: Workshop
on Technology Planning Strategies (1995-6)
� Consultant on Instructional Design, EDLF department: Workshop training for
Multicultural Facilitators (1995)
PROGRAM AREA SERVICE
Instructional Analysis & Planning:
� Planning for STEM Education program, and STEM Education on-line Master’s
Degree (2010-12)
� IT program planning, self-study, and student recruitment (2010-12)
� With Glen Bull, developed new course to acquaint entering doctoral students
with the range of scholarly research and development underway across the
Curry School and university. (2008-9)
49

MABLE B. KINZIE
� Design and implementation of IT new student orientation, including six IT
program faculty and adjuncts (2006)
� With Glen Bull, recruited IT Program Advisory Committee, 15 additional faculty
from Curry and across the university, to inform our program design and
collaborate on research and development projects. (2004-on)
� Initiated examination of IT curriculum and comprehensive examination policies.
(1997)
� Designed and delivered workshop on Instructional Design for IT faculty (1997)
� Initiated planning for fall orientation activities, including a team-building
workshop for our new students (1996); Coordinated IT New Student Orientation.
(1997)
� Instituted periodic “Teaching Conversations" between IT faculty, on teaching
philosophies, design, and practice. (1996)
� Worked with the Curry Information Technology Librarian, Kay Buchanan, to
develop EDES 589, Introduction to Information Technologies (1995)
� Developed new courses in interactive technologies (2) and research on
instructional technology (1); Revised instructional design course sequence with
every offering since 1988.
Scholarly Publication & Outreach:
� Design for IT program brochures (several versions), with Glen Bull, Sara Dexter,
and John Bunch (2006-on)
� Design/Re-design of IT program website (1994, 1996, 2002, 2004; in 2005 with
Glen Bull)
� IT Program Curry School of Education: Evaluation of IT program website;
development of recommendations for site redesign. (2005)
� Creation of Curry-IT Blog, to facilitate reflective dialog among members of the IT
community within and outside of the Curry School (2005)
� Hosted visiting faculty member from University of Barcelona (2005)
� Worked with SCPS to develop graduate research assistantship for IT. (2004)
� Meetings with Speculative Design Laboratory, Department of Media Studies,
about possible Curry-Arts/Sciences collaboration and joint course offerings
(2002)
� Meetings with UVa Office of Telemedicine, about possible Curry-Telemedicine
Collaboration (2002)
� Faculty Advisor/Publisher IT Journal, headquartered in the IT program at Curry
(1993 – 1999)
50

MABLE B. KINZIE
SERVICE TO ORGANIZATIONS OUTSIDE THE UNIVERSITY
Peer Review & Consultation
� Outside Reviewer for faculty candidate in Educational Psychology, University of
Oklahoma (2012)
� Outside Reviewer for faculty candidates from two universities: University of
Colorado-Denver, University of Arkansas (2005)
� Outside Reviewer for faculty candidates from two universities: Virginia Tech and
Arizona State University (2000)
Consultation on Needs Assessment, Instructional Design, Educational
Evaluation, and Interactive Technologies (all were gratis and many of these efforts were
undertaken together with my students):
Other Universities:
� Advisor, "Mixed-Reality Labs: Integrating Sensors and Simulations to Improve
Learning," NSF-funded research between the Concord Consortium & the
University of Virginia. (2011-14).
� Consultant to the Rensselaer Polytechnic Institute: Design of educational
simulations. (2002).
� Consultant, Instructional design & development for Germanna Community
College, Culpeper, VA: Developmental Writing Program. (1999-2000).
� Consultant, Curriculum Design, College of Education, University of Arizona
(1995)
� Consultant, Instructional Design, J. Sargeant Reynolds Community College (1992)
� Consultant, Instructional Design, Liberty University (1991)
� Consultant, Instructional Design for the following community colleges (2 projects
in 1991): Piedmont Virginia , Thomas Nelson
� Consultant, Instructional Design for the following community colleges (2 projects
in 1991): Piedmont Virginia , Thomas Nelson
� Consultant, Instructional Design for J. Sargeant Reynolds Community College
(1990)
� Consultant, Instructional Design for Piedmont Virginia Community College
(1989)
� Consultant, Interactive Videodisc Design and Production, for Department of
Astronomy, University of Michigan (1989)
P-12 Schools:
� Consultant, instructional design, development, and evaluation, Albemarle
County Schools: Early childhood STEM education. (2010-11).
51

MABLE B. KINZIE
� Consultant, Instructional Design for Peabody School: After-school computer
club for girls (2005)
� Consultant, Needs Assessment for The Blue Ridge Virtual Governor’s School –
University of Virginia Engineering School Distance Education Pilot (2004)
� Consultant, Needs Assessment for Albemarle County Public Schools: Distance
Technology for secondary-level health education (2003)
� Consultant, Needs Assessment for Albemarle County Public Schools:
Development of a Community Toolkit (2000).
� Consultant, Evaluation plan for Albemarle County Public Schools: Technology
Infusion Project (2002)
� Consultant, Needs Assessment for the following school districts (2 projects in
2000): Charlottesville, Albemarle County
� Consultant, Instructional design & development for faculty/staff of
Charlottesville City Schools (1997).
� Consultant, Instructional designs (2) for Charlottesville Public Schools: Middle
School Unit on Understanding Music; Middle School Unit on Discrimination
(1996)
� Consultant, Instructional designs (3) for Charlottesville Public Schools: High
School Art/Social Studies Unit; High School Reading Buddies Training, and
Middle School Museum Resource Guide for Teachers (1995)
� Consultant, Instructional design, for Henrico County Public Schools:
Interdisciplinary High School Unit (1995)
� Consultant, Instructional design for St. Anne’s Belfield (1993)
� Consultant, Educational Evaluation, Instructional design, and Interactive
Technologies (3 projects) for Albemarle County Schools (1992)
� Consultant, Instructional design for the following school districts (5 projects in
1992): Campbell County, Fairfax County, Harrisonburg City, Louisa County,
Orange County
� Consultant, Instructional Design, Lynchburg City Schools (1991)
� Consultant, Educational Evaluation for Albemarle County Schools (1991)
� Consultant, Instructional design for the following school districts (4 projects in
1990): Augusta County, Danville City, Fairfax County, and Richmond City
� Consultant, Instructional Design for Blue Ridge School (1990)
� Consultant, Instructional Design for Lynchburg City Schools and Virginia
Governor’s Magnet School for Science and Technology (2 projects, 1989)
� Consultant, Instructional Design for the following school districts (2 projects in
1988): Augusta County, Fairfax County.
52

Other Organizations:
MABLE B. KINZIE
� Consultant, Needs Assessment for the Discovery Museum, on serving the needs
of home-schooling users (2000).
� Consultant, Instructional design & development for Recording for the Blind &
Dyslexic: Teacher Training (1999-2000).
� Consultant, Instructional design & development for Montpelier Educational
Programs, Madison, VA: Elementary School Outreach (1999-2000).
� Consultant: Instructional design & development for the Society for Prevention of
Cruelty to Animals: Elementary School Outreach (1999-2000).
� Consultant, Needs Assessment for Capital One Financial Corporation (unpaid)
(2000).
� Consultant, Instructional design for Jefferson/Madison Regional Library:
Workshop on Story-Telling for Parents (1995)
� Consultant, Blue Ridge House (Region X Social Services): Workshop on Making
Healthy Choices (1995)
� Consultant, Instructional design for USAA: Redesign of PC training (1995)
� Consultant, Instructional design for Charlottesville Area Home Schooling
Network: Portfolio-Based Assessment for Home Schooling Parents (1995)
� Consultant, Interactive Technologies for Northern Virginia Public Television
(1992)
� Consultant, Interactive Technologies for Virginia Department of Education
(1992)
� Consultant, Interactive Technologies for Virginia Historical Society (1992)
� Consultant, Instructional design for Thomas Jefferson Memorial Foundation,
Departments of Education and Archaeology (1991, 1992), for Department of
Education (1990)
� Consultant, Instructional Design for Project Link (consortium of health care
providers in central Virginia) (1991)
� Consultant, Instructional Design for Science Museum of Virginia (1991)
� Consultant, Instructional Design, and Interactive design and development (2
projects) for Virginia Department of Education (1991)
� Consultant, Instructional Design for United States Army (1991)
� Consultant, Interactive Design & Development for Central Virginia Community
Health Center (1991)
� Consultant, Instructional Design for (3 projects) Crestar Bank (1990), Dominion
Bank (1989, 1990)
� Consultant, Instructional Design for Martha Jefferson Hospital (1990)
� Consultant, Instructional Design for Virginia Lottery (1990)
� Consultant, Instructional Design for Center for Science & Mathematics
Education, Richmond (1989)
53

MABLE B. KINZIE
� Consultant, Instructional Design for Center for Federal Executive Institute (1989)
NOTE: Service records for 1994 and part of 1995 were lost in a computer crash and
are not included above.
AWARDS AND HONORS
� Finalist Research Poster Competition (third author, with Downer, Hafen, Pianta,
and Allen), University of Virginia, Inauguration of President Theresa Sullivan
(2011)
� Outstanding Instructional Design Practice, for MyTeachingPartner-
Mathematics/Science, Association for Educational Communications & Technology
(2010)
� Named among Top Three in First Authorships, Educational Technology Research &
Development Journal, from 1989-2009. (2009)
� Rising Star Award (with Dolly Joseph), North American Simulation & Gaming
Association (2006)
� Faculty Chair/Advisor, Dissertation receiving Outstanding Dissertation Award
(Advisee: Tony Gentry), Department of Leadership, Foundations, & Policy,
University of Virginia (2006)
� Outstanding Professor Nominee (nominated by fellow faculty and students), Curry
School of Education, University of Virginia (2003)
� Nominee, AMIA Best Poster Award (second author, with Cohn, Barrett, Julian,
Einbinder, Pelletier, and Knaus), American Medical Informatics Association (1999)
� Humane Educator Award, Voices for Animals (1999)
� Harrison Outstanding Faculty Award (all-university), University of Virginia (1996)
� Over 40 "Best of the Web"-type awards and citations for the Interactive Frog
Dissection (1994-2003)
� Curry School of Education Summer Research Awards (1989, 1990, 1993)
� Young Scholar Award, Association for Educational Communications & Technology
(1990)
� Outstanding Instructional Design Practice, and Outstanding Instructional Design
Practice by a Graduate Student, for Native Peoples of the Southwest curriculum (I
was one of two instructional designers under Susan Shaffer-Nahmias, Project
Director), Association for Educational Communications & Technology (Two
awards, 1988)
� Elected to Phi Kappa Phi National Honor Society (1983)
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