My Teaching Biography

Here is a personal biography I wrote on January 14, 2017 to introduce myself to other students in the EME 7634: Advanced Instructional Design course at University of Central Florida. Here, I have detailed my teaching background, personal goals, and personal expectations, as I enter the second semester of the Education Ph.D. program in the Instructional Technology track.

(a) current work position and job title

My name is Richard Thripp (I go by “Richard”) and I am a first-year Education Ph.D. student in the Instructional Technology track at University of Central Florida, a Dean’s Fellow, and a Graduate Teaching Assistant to Dr. Richard Hartshorne. I earned my M.A. in Applied Learning and Instruction at UCF in 2016, my B.S. in Psychology at UCF in 2014, and an A.A. at Daytona State College in 2011. I am 25 and a lifelong resident of Ormond Beach, FL.

(b) your teaching/training experience

My teaching experience dates back as far as 2006, when I was a student worker in the Volusia County Library System and gave a series of three two-hour classes to senior citizens on how to use a PC, keyboard, and mouse, Windows 2000, Internet Explorer, and web email.

In Fall 2008, I took PHY2048: University Physics at Daytona State College and prepared several practice exams and solution sets for other students, which other students were very grateful for. This work helped me go from failing to passing in my grades on exams in the course.

In Fall 2009, I was the Supplemental Instruction Leader for BSC 1005: Survey of Biology for Non-Science Majors at Daytona State College, for which I led 33 one-hour review sessions with an average attendance of five students each, created a website with numerous supplemental and review materials including 146 pages of my scanned, handwritten lecture notes and six chapter review quizzes with answers, and distributed printed copies of the website’s URL to over 150 students in three sections of the course.

In Spring 2011, I was a Peer Tutor at the Daytona State College Academic Support Center (ASC), qualified to tutor remedial math, College Algebra, Precalculus Algebra, Trigonometry, and Survey of Biology, though I primarily helped remedial math students who were compelled by departmental policy to complete their e-homework at the ASC. (“Qualified” meant having received an A grade in the course, by the ASC’s criteria.)

Over the next few years, I tutored math, GRE preparation, and piano privately, while taking a year off and then working on my B.S. in Psychology at UCF. (I was tired of higher math and “hard” sciences at this time.)

In Spring 2016, I put together a sprawling online financial literacy course for my M.A. Capstone projects, completing over 25 modules with research-supported activities and pedagogical approaches, including over two hours of narrated video. To date, I find writing about personal finance more personally interesting and motivating than many other educational topics.

In Fall 2016, with three colleagues in EME 6613: Instructional Systems Design, I developed guidelines and rudimentary materials for the National Park Service to train facility management specialists and tradespeople to assess the conditions of historic structures within the park system, based in part on the ARCS model of instructional design (Keller, 1987) and the Learning-by-Doing model (Schank, Berman, Macpherson, 1999).

Also in Fall 2016, with training from Dr. Hartshorne, I graded and provided substantiative feedback on the following assignments produced by undergraduates in two sections of EME 2040: Introduction to Technology for Educators: 20 group-based classroom wikis, 55 one- to two-minute individual educational videos, 58 individual lesson plans, and 56 individual PowerPoint-based interactive quizzes. I quickly learned how time-consuming it is to grade and give quality feedback to large numbers of students.

(c) assessment of how this course relates to what you already know about training and instruction

I still have to look up the definition of ontology / ontological when I see it (cannot remember it), and until a year ago, I could not remember the definition of pedagogy or epistemology. (Now, I remember them as “relating to teaching practice” and “beliefs about knowledge.”) Where I generally am an excellent writer and can produce impressive prose despite having deficits in my retention of educational theories, this course will (a) help further fill in the gaps for me and (b) sharpen my specialization in instructional design. Many ideas in the prior course (EME 6613), such as the differences between systematic design and subject-matter expert (SME) -based design, were ideas I had intuited in past years but never came across a vocabulary for. Consequently, with respect to what I already know about training and instruction, EME 7634 will correct, extend, and make the implicit explicit.

(d) expectations and desired learning outcomes relative to this course

After concluding my first semester as a Ph.D. student, I am a co-PI (principal investigator) on a microbiology attitudes validation study (Modification and Validation of a Biology Student Attitude Survey for Use with Microbiology Students) and a co-presenter on a social studies conference proposal (Correlating Subsidized Lunch Prevalence with Seventh-Grade Civics End-of-Course Exam Proficiency in Florida Schools). I presented The Implications of Mindsets for Learning and Instruction at the Association of Teacher Educators’ summer conference in Louisville, Kentucky. I worked extensively on a National Parks Service project and on STEM Education grant proposals to the National Science Foundation (NSF) as part of my summer volunteering and GTA work.

While these accomplishments all provided useful experience and were interesting in their own ways, the only one I consciously chose was mindsets, which my interest in has now waned. My desired outcome for this course and the Spring 2017 semester is that I focus heavily on topics that are immensely interesting and motivating to me. While I do want to shore up some of my weaknesses, I want to focus more on strengthening my strengths, even if it doesn’t make everyone happy. This means when given the choice of topic, I would probably pick topics that are STEM- or finance-related. As for the analysis techniques I choose to study in this course, I have not read enough to know which ones I like yet.

My expectations are that Dr. Atsusi Hirumi will be as helpful, entertaining, and rigorous as last semester.

(e) one interesting aspect about your life (hobbies, personal interests, unusual skill or trait)

One ironic aspect of my life is that I skipped two-thirds of 1st grade, was home-schooled by my father for Grades 2–12 (through a private school), combined Grades 2–3 in one year, and graduated high school at Age 15. Then, I took four years to earn a two-year degree (I managed to drop out twice during this time) and took a year off. I am a prospective educator whose only experience in K–12 is attending kindergarten, three months of 1st grade, and sitting in on 15 hours of a 5th grade class in 2011. However, I am more interested in being a postsecondary educator (viz., a professor) than a K–12 educator.

My academic and personal writings and presentations on a wide variety of topics are presented unseparated on my website,


Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.

Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol. II (pp. 161–181). Mahwah, NJ: Lawrence Erlbaum.

One thought on “My Teaching Biography

  1. Pingback: My Professional Development in Fall 2016 | Richard Thripp's Website

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