Dr. Roy B. Clariana
Division Head & Associate Professor
Penn State University
Office phone: 610-648-3253
E-mail:
Web page: http://www.personal.psu.edu/rbc4/
Education
Ed. D. / 1986-1990 / University of Memphis, Curriculum and Instruction with an emphasis in Instructional Design and TechnologyM.S. Ed. / 1977- 1979 / University of Central Arkansas, Biology Education
B.S. / 1973-1975 / University of Central Arkansas, Biology
Employment Experiences
· Penn State University (1997- present) – Associate Professor of Instructional Systems (promotion and tenure in 2003) and Education Division Head (since July 1, 2007), Great Valley School of Graduate Professional Studies. Before becoming Head, I coordinated the Leadership in Technology Integration masters program for four years (serving 120 masters degree students) and I initiated and implemented the 4-course post-baccalaureate certificate “Technology and Constructivism Hand in Hand” (TEACHH) in a local school district for three years.
· Jostens Learning Corporation, San Diego, CA (1993-1997) – Among many roles and projects, I directed the development of an award-winning web-based curriculum alignment system called VITAL Tools intelligent search tool and lesson planner. As the lead product developer, I managed all aspects of this $3.8m project, including establishing design specifications, teacher and district requirements, managing the APTEX, Inc. sub-contractor, selection of materials to be included in the final search engine database (including 42 state standards, 10 text book series, and national standards in science, math, and the social studies), quality-assurance testing, field trials in 3 schools across the US, training materials development, and coordination of training of salesmen and education consultants (about 250 individuals). Previously, as the Field Director in the United Kingdom, I managed the implementation of a 15-month long technology integration and software evaluation project in 10 schools in the United Kingdom under the auspices of the British Educational Communications and Technology Agency (Becta). The traditional schools involved included: Park Junior in Kettering Cedars School in Leiceister, Montagu High School, Leasowes High School in Dudley, Blantyre High School, Blantyre. The nontraditional schools (Open School) included: Merrydale and Beachaump in Leiceister, Dartford Hospital School in Dartford, Manamede Tutorial Centre in Plymouth, and Lewisham Tuition Centre in Lewisham. I also did a lot of other stuff for this company.
· WICAT Systems, Inc., Orem, UT (1991-1993) – Education Consultant in the Rocky Mountain Region; I worked in numerous schools and school districts in the dual role of professional development trainer and principal investigator establishing and implementing school-wide School Learning Improvement Plans (LIPs). Working closely with schools’ curriculum staff and lead teachers, I helped set student achievement goals, developed year-long action plans, conducted professional development workshops for teachers, and then assisted in collecting, analyzing, and reporting ongoing classroom-based measures of achievement and process, and also pretest and posttest targeted high-stakes measures (usually standardized tests or state-wide tests). I developed and implemented LIPs in the following schools: Skyview High School in the Mapleton School District 1, Thornton, Colorado; Henderson Elementary, North Elementary, Northeast Elementary, South Elementary, Southeast Elementary, and Brighton Alternative High School in the Brighton School District 27J, Brighton, Colorado; Alsup Elementary and Kemp Elementary in the Adams County School District 14, Commerce City, Colorado; James H. Risley Middle School in the Pueblo School District 60, Pueblo, Colorado; Pine Valley Elementary at the Air Force Academy, Colorado Springs, Colorado; Sergeant Elementary in the Sargent School District, Monte Vista, Colorado; Delta Montrose Vocational Center, Delta, Colorado; Park Elementary in the Durango School District 9-R, Durango, Colorado; Book Cliff Elementary, Castledale Elementary, Cleveland Elementary, Cottonwood Elementary, Ferron Elementary, and Huntington Elementary in the Emory School District, multiple towns, Utah; and Park Elementary and Pineview Elementary in Casper Wyoming. And in Denver Public Schools, Amesse Elementary School, Barnum Elementary School, Barrett Elementary, Bryant Webster Elementary, Castro Elementary, Cory Elementary, Eagleton Elementary, Ebert Elementary, Harrington Elementary, Mitchell Elementary, Munroe Elementary, Remington Elementary, Steele Elementary, Valdez Elementary, and Valverde Elementary.
· EG&G Inc., Prime Contractor for the Department of Energy Rocky Flats Nuclear Weapons Facility, Golden, CO (1990-1991) – Manager of the training and continuing qualification group in the Quality Assurance Division (with 850 employees); I was responsible for all aspects of initial and continuing qualification requirements for all personnel in every job classification in the Division. I initiated, developed, and implemented the Quality Assurance Division’s qualification processes and documented the procedures. In this high-risk environment, qualification is an annual rigorous process that involves ongoing professional development and job-specific retraining, and includes certification tests and field performance tests. Earlier, as the Training Analysis Manager, I was responsible for the plant-wide testing of fundamental knowledge related to nuclear resumption. I managed teams of employees and consultants who conducted job and task analysis to specify fundamental knowledge, and then developed and validated qualification tests of fundamental knowledge for 12 critical resumption job categories impacting about 1,000 employees across numerous Divisions, both union and nonunion, and then implemented the testing, analysis, and reporting of the test results to plant upper management and to the Department of Energy.
· U.S. Peace Corps, Asia region (1988) – Executive Program Assistant in Katmandu, Nepal; I conducted job and task analysis interviews (Nepali government representatives and field personnel) to design a teachers-as-teacher-trainer job classification. (online report)
· St. Anne School, Memphis, TN (1986-1990) – Technology Coordinator; I supported all classes, K-8th grade, with computer learning in both the computer lab and in classrooms.
· Memphis State University, Memphis, TN (1985-1990) – Graduate Research Assistant; I taught the course technology for teachers almost every semester, and I also taught an elementary and a secondary science methods course. I also conducted experimental research in the campus Reading Center, and developed curricular materials for middle school environmental science for the Center for Energy and Environmental Education (TVA: A world of resources, ED 360152)
· US Peace Corps, Africa region (1982-1985) – I was the Training Director in Malawi (online link), an Assistant Training Director in Kenya, and a Technical Trainer for Science Education, Village Polytechnique, and Water Systems in Kenya.
· US Peace Corps, Kenya (1979-1982) – I was the High School Biology Department Chair at Iten High School, teaching biology and math, and I was also the basketball coach and choir master. Both the basketball team and the choir made it to the national finals in Nairobi.
· Marvell High School, Marvell Arkansas (1976-1977) – Math teacher
Professional Activities
· Editorial Review Board (Development Section), Educational Technology Research and Development (ETR&D), 2007-2012; and Consulting Editor, 2001-2006.
· Editorial Review Board (Research Section), Educational Technology Research and Development (ETR&D), 1999-2006.
· Editorial Review Board, British Journal of Educational Technology (BJET), 2000-2005.
· External reviewer, Journal of Information Systems Education (JISE), 2001.
· Member: AACE, AECT, AERA, APA, ASCD, and ISTE
Awards
· Fulbright Teaching and Research Award, Oulu, Finland, January-June, 2005.
· Research Reviewer Award, Educational Technology Research and Development, 1999.
· Software Excellence Award from Technology and Learning magazine for VITAL Tools web-based software, 1998.
· Graduate Student Research Forum, Memphis State University, first place, 1990.
· Constance Dorothea-Winemann Scholarship for Outstanding Doctoral Students in Instructional Design, 1990.
· Take Pride in America, Federal/Education Division, Curriculum developer for Tennessee Valley Authority's Environmental Curriculum "TVA: A World of Resources", 1988. (online link)
Doctoral Advisor and Dissertation Chair
Gustavo Prestera – Context effects of color on recall: border color as a lesson and posttest cue for factual and conceptual information presented in computer-based instruction, 2003. link
John C. Rubisch – Enhancing social perspective taking in delinquent adolescents through cognitive flexibility in a hypermedia program, 2004. link
Book Chapters
Clariana, R.B. & Strobel, J. (2007). Modeling technologies. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology, 3rd ed. (pp. 997-1046). Mahwah, NJ: Erlbaum.
Shoop, G.H., Nordstrom, P., & Clariana, R.B. (2007). Model-facilitated learning environments: The pedagogy of the design. In Robert Zheng and Sharmila Pixy Ferris (Ed.), Understanding online instructional modeling: theories and practices (pp. 11-34). Hershey, PA: IGI Global.
Laru, J., Jarvela, S., & Clariana, R. B. (2006). Augmenting students’ collaborative inquiry learning on the nature trail with mobile tools. In Enkenberg, Kentz & Hatakka (Eds.), Emerging practices in educational technology (pp. 93-114). Joensuu, Finland: University Press.
Peer-Reviewed Journal Articles
Clariana, R. B., & Wallace, P. E. (in press). A comparison of pair-wise, list-wise, and clustering approaches for eliciting structural knowledge. International Journal of Instructional Media, 36 (3), in press. link
Clariana, R. B., & Wallace, P. E. (2007). A computer-based approach for deriving and measuring individual and team knowledge structure from essay questions. Journal of Educational Computing Research, 37 (3), 209-225.
Clariana, R. B., & Marker, A. (2007). Generating topic headings during reading of screen-based text facilitates learning of structural knowledge and impairs learning of lower-level knowledge. Journal of Educational Computing Research, 37 (2), 173-191.
Clariana, R. B. & Koul, R. (2006). The effects of different forms of feedback on fuzzy and verbatim memory of science principles. British Journal of Educational Psychology, 76 (2), 259-270.
Clariana, R.B., Koul, R., & Salehi, R. (2006). The criterion-related validity of a computer-based approach for scoring concept maps. International Journal of Instructional Media, 33 (3), 317-325.
Poindexter, M. T., & Clariana, R.B. (2006). The influence of relational and proposition-specific processing on structural knowledge and traditional learning outcomes. International Journal of Instructional Media, 33 (2), 177-184.
Taricani, E. M. & Clariana, R. B. (2006). A technique for automatically scoring open-ended concept maps. Educational Technology Research and Development, 54, 61-78.
Koul, R., Clariana, R. B., & Salehi, R. (2005). Comparing several human and computer-based methods for scoring concept maps and essays. Journal of Educational Computing Research, 32 (3), 261-273.
Clariana, R. B. & Koul, R. (2005). Multiple-try feedback and higher-order learning outcomes. International Journal of Instructional Media, 32 (3), 239-245.
Prestera, G.E., Clariana, R.B., & Peck, A.C. (2005). Memory-context effects of color in computer-based instruction: Does color-coding make screen text more memorable? Journal of Educational Multimedia and Hypermedia, 14 (4), 415-436.
Wallace, P. E., & Clariana, R. B. (2005). Perception versus reality—determining business students’ computer literacy skills and need for instruction in information concepts and technology. Journal of Information Technology Education, 4, 141-152.
Wallace, P. E., & Clariana, R. B. (2005). Test mode familiarity and performance - gender and race comparisons of test scores among computer-literate students in advanced information systems courses. Journal of Information Systems Education, 16 (2), 177-182.
Wallace, P. E., & Clariana, R. B. (2005). Gender differences in computer-administered versus paper-based tests. International Journal of Instructional Media, 32 (2), 175-183.
Clariana, R. B. (2004). An interaction of screen color and lesson task in CAL. British Journal of Educational Technology, 35 (1), 35-43.
Clariana, R. B. (2004). The instructional effects of matching or mismatching lesson and posttest screen color. International Journal of Instructional Media, 31 (4), 393-400.
Clariana, R. B. (2003). The effectiveness of constructed-response and multiple-choice study tasks in computer aided learning. Journal of Educational Computing Research, 28 (4), 397-408.
Clariana, R. B., & Wallace, P. E. (2002). Paper-based versus computer-based assessment: Key factors associated with the test mode effect. British Journal of Educational Technology, 33 (5), 595-604.
Clariana, R. B., & Lee, D. (2001). Recognition and recall study tasks with feedback. Educational Technology Research and Development, 49 (3), 23-35.
Wallace, P. E., & Clariana, R. B. (2000). Achievement predictors for a computer-applications module delivered online. Journal of Information Systems Education, 11, (1/2), 13-18.
Clariana, R. B. (2000). Colloquia: Change in instruction-related web sites in an 18-month period. British Journal of Educational Technology, 31 (3), 251-253.
Clariana, R. B., Wagner, D., & Murphy, L. R. (2000). Applying a connectionist description of feedback timing. Educational Technology Research and Development, 48, 5-11.
Marcinkiewicz, H. R., & Clariana, R, B. (1997). The performance effects of headings within multiple-choice tests. British Journal of Educational Psychology, 67, 113-119.
Clariana, R. B. (1997). Pace in computer-assisted learning. British Journal of Educational Technology, 28 (2), 135-138.
Clariana, R. B. (1997). Considering learning style in computer-assisted learning. British Journal of Educational Technology, 28 (1), 66-68.
Clariana, R. B. (1996). Differential achievement gains for mathematics computation, concepts and application with an Integrated Learning System. Journal of Computers in Mathematics and Science Teaching, 15 (3), 21-26.
Clariana, R. B. (1994). The Effects of an Integrated Learning System on Third Graders' Mathematics and Reading Achievement. Journal of Computer-Based Instruction, 21 (1), 12-17.
Clariana, R. B. & Schultz, C. W. (1993). Gender by content achievement differences in computer-based instruction. Journal of Computers in Mathematics and Science Teaching, 12 (3/4), 277-288.
Clariana, R. B. (1993). The motivational effect of advisement on attendance and achievement in computer-based instruction. Journal of Computer-Based Instruction, 20 (2), 47-51.
Clariana, R. B. (1993). A review of multiple-try feedback in traditional and computer-based instruction. Journal of Computer-Based Instruction, 20 (3), 67-74.
Clariana, R. B. & Bond, C. L. (1993). Using readability formulas to establish the grade level difficulty of software. Journal of Computing in Childhood Education, 4 (3), 255-261.
Clariana, R. B. (1993). The effects of item organization and feedback density using computer-assisted multiple-choice questions as instruction. Journal of Computer-Based Instruction, 20 (1), 26-31.
Clariana, R. B. (1992). Prescriptions in reading computer-assisted instruction: Reading versus writing. Journal of Computer-Based Instruction, 19 (2), 58-63.
Clariana, R. B. (1992). The effects of public reports of progress on rate of lesson completion in computer-based instruction. Journal of Computing in Childhood Education, 3 (2), 127-136.
Clariana, R. B. (1991). A computer administered cloze placement test and a standardized reading test. Journal of Computers in Mathematics and Science Teaching, 10 (3), 107-112.