Richard W. Riley College of Education and Leadership
Caroline M. Crawford, Ed.D., is an Associate Professor of Instructional Technology at the University of Houston-Clear Lake in Houston, Texas, United States of America. She earned her doctoral degree from the University of Houston in Houston, Texas, United States of America, in 1998, with specialization areas in Instructional Technology and Curriculum Theory, and began her tenure at the University of Houston-Clear Lake (UHCL) the same year. She has designed, developed and instructed several courses during her tenure at UHCL, including the following: Trends and Issues; Advanced Applications of Technology; Multimedia Design; Multimedia Development; Analyzing Emerging Technologies; Applications of Technology; Training Practicum; Advanced Grant and Proposal Writing; Applications of Java, Multimedia for Educators; Change Leadership, Creating Digital Resources; Project Management and Grant Writing; Web Development; Teaching and eLearning; Learning Theory and Instruction; and, Performance Technology. She has designed, developed and implemented no fewer than fourteen online and hybrid course learning environments, with strong formative and summative feedback from the learners within the courses and subject matter experts in the field. Dr. Crawford's scholarly pursuits are varied, including a minimum of 156 international, national and regional refereed journal articles, refereed book chapters, including innumerable conference proceeding publications and non-refereed journal articles, as well as edited book chapters. There are also a minimum of 26 publication reprints. Dr. Crawford has also been honored with an invitation to write a foreword for the text, Cases for Building Quality Distance Delivery Programs. Further, Dr. Crawford has presented a minimum of 250 professional conference-focused presentations and over a dozen poster sessions, with two keynote presentations at regional conferences. She has also published a book entitled An Anthology of Educational Innovation: Digital Frameworks of Understanding in 2011, as well as is co-editor of three double-blind peer-reviewed books through the Association of Teacher Educators:
Crawford, C. M., & Hardy, S. (2017). Redefining Teacher Preparation: Learning from Experience in Educator Development. Lanham, Maryland: Rowman & Littlefield Education Publishing Group.
Crawford, C. M., & Hardy, S. (2017). Dynamic Principles of Professional Development: Essential Elements of Effective Teacher Preparation. Lanham, Maryland: Rowman & Littlefield Education Publishing Group.
Crawford, C. M., & Hardy, S. (2017). Teacher to Teacher Mentality: Purposeful Practice in Teacher Education. Lanham, Maryland: Rowman & Littlefield Education Publishing Group.
Further, Dr. Crawford has a history of honored positions as a Managing Editor for the Society for Information Technology and Teacher Education (SITE) refereed review of conference manuscript proposals, Review Editor for six international refereed journals, and reviewer for innumerable regional, national and international refereed journals and professional conferences. A current honored position is as chairperson for the Association of Teacher Educators’ Commission on Classroom Teachers as Associated Teacher Educators, http://ateprofdev.com/. Further, Dr. Crawford was awarded the prestigious University of Houston-Clear Lake 2009 Outstanding Professor Award. Within the business and industry sector, she has held instructional design contracts at a global oil and gas company, as well as a national training organization. At this point in Dr. Crawford's professional career, her main areas of interest focus upon communities of learning and communities of practice, instructional design, learning theory implementation that includes her developing Implicit Cognitive Vulnerability Theory, and the appropriate and successful integration of technologies into the learning environment; the learning environment may be envisioned as face-to-face, blended and online (virtual or text-driven) environments, as well as microlearning deliverables.