About Me

SNEA THINSAN, PH.D.

Overview

 Research & professional interests | Education | Honors, scholarships & fellowships | Employment | Peer-reviewed publications | Peer-reviewed conference presentations | Computer skills | Professional & other services | Courses taught

RESEARCH & PROFESSIONAL INTERESTS

• AI in language education
• AI applications in a daily life
• Geopolitics & human rights
• Education for peace, justice, and democracy;
• Education policies for social changes; Revolutionary pedagogy;
• Sociology of education and emancipatory education;
• Education policies against the clash of civilizations;
• Critical thinking; Critical pedagogy; Critical literacy;
• Web 2.0 for TESOL; CALL (Computer Assisted Language Learning);
• E-learning and impact of technology on social changes;
• Instructional design and learning theories;
• Online learning and professional community building;
• Multiculturalism; Bilingualism and bilingual education;
• Learning styles and strategies; and
• Informal learning in the e-world; Knowledge construction in online environments; Teacher training/development with e-tools;

EDUCATION

Ph.D. September 2009	Indiana University Bloomington, Pi Lambda Theta Major:  Literacy, Culture and Language Education Minor:  Instructional Systems Technology Dissertation: Examining the Transformative Experiences of Afghan Educators through Paolo Freire and William Perry’s Lenses: Four Cases in a a Large, Research-oriented, U.S. Graduate School of Education Dissertation Chair:      Associate Professor Martha Nyikos
Non-degree 9/2000- 6/2001	University of Warwick, UK Concentrations: Computer-Assisted Language Teaching & ESOL (Also served as “Graduate Teaching Assistant” teaching CALL-related courses in the MA and Graduate Certificate Programme; later moved to the U.S. under Fulbright sponsorship in 2001) Supervisor: Professor Hilary Nesi
M.Ed.With Merit 1994	University of Sydney, Australia Concentrations: TESOL (Teaching English to Speakers of Other Languages), Teacher Training & Research methods Thesis: “Factors influencing EFL Teachers’ Decisions on Language of Instruction, Chiang Mai, Thailand” Supervisor: Professor Neil E. Bechervaise
B.Ed. HONS 1987	Chiang Mai University, Thailand Major: Teaching English as a Foreign Language in Secondary Schools Minor:  Mass Communication

HONORS, SCHOLARSHIPS, & FELLOWSHIPS

• 2007-2008     The Wells Graduate Fellowship, Finalisted Nominee.

A highly prestigious fellowship awarded based on the qualities for which Chancellor Herman B Wells was renowned:  leadership abilities, academic excellence, character, social consciousness, and generosity of spirit.

• 2005- Pi Lambda Theta– International Honor Society and Professional Association in Education    
  Recognized through Indiana University; Member since Fall 2005
  
• 2005-2006 The Harste Alternative Literacies Fellowship, School of Education, Indiana University
  
• 2004-5
  John H. Edwards Fellowship, Indiana University

One of the highest distinctions for a graduate student at Indiana University awarded based on “superior scholastic ability and intellectual capacity, good citizenship and character, and especially attitude toward public service.”

           Leo & Jean Fay Fellowship, Language Education Dept.,
          School of Education, Indiana University

• 2003-4    
  Achasa Beechler Fellowship, Language Education Dept., School of Education, Indiana University
• 2002-3     
  The William and Marcia Fox Fellowship, Indiana University; and

          Leo & Jean Fay Fellowship, Language Education Dept., School of Education, Indiana University

• 2001-2005     
  Fulbright Scholarship Program, Granted for work toward a PhD in Language Education, School of Education, Indiana University, Bloomington
• 2000-1   
  Chiang Mai University Scholarship, Granted for a study in TEFL & CALL, University of Warwick, U.K.    Graduate Teaching Assistantship, Warwick University, U.K., Employed to work up to 150 hours/academic year (teaching CALL and Technical Resources to students working toward their Master’s and Diploma)
• 1999    
  TASEAP (Thailand-Australia Science & Engineering Assistance Program) Fellowship; Granted for a six-week, Melbourne–based training under supervision of Australian Computer-Assisted Language Learning (CALL) experts in Australia to produce Resource Book on CALL for Thai university teachers.

• 1992-1994    
  EMSS (Equity & Merit Scholarship Scheme) by AIDAB (Australia International Development Assistance Bureau); Granted for work toward an M. Ed (TESOL) at Sydney University
• 1987              
  Best-All-Round Student Award, Chiang Mai University, Thailand
  
• 1986-1987    
  Vice President, Student Council, Chiang Mai University, Thailand
• 1985-1986     
  President, Community Development Volunteer Club, Faculty of Education, Chiang Mai University, Thailand

EMPLOYMENT

March 18, 2013-    Chief Executive Officer, Education for Peace Foundation, a global, educational network of scholars and experts interested in helping third-world countries improve the qualities of their education at all levels.

April-August, 2013  Pedagogy and Technology Specialist, University of California at Berkeley Duties: Oversaw and carried out tasks according to the ADDIE Model for producing a sample module for online learning based on second/foreign language pedagogy.

August 2009-     Assistant Professor of English, Department of English, Ball State University, Muncie, IN. Duties: Designed and taught intensive English for academic purposes, academic skills, US culture, Computer- Assisted Language Learning (CALL), and Project-based learning courses to undergraduate and graduate students in the U.S., mainly from Korea, Japan, China, Saudi Arabia, Sweden, Russia, Thailand, Vietnam, etc.; advised students on academic and cultural adjustment issues.

August, 2006-  English Language Program Manager (Afghanistan) & Distance
May 2009        Education Coordinator (Indiana University) (Full-Time as Visiting Faculty)    Afghanistan Higher Education Project & Center for Social Studies and International Education, School of Education, Indiana University, Bloomington, IN
(This $40M project is sponsored by U.S. Agency for International Development (USAID) and run under collaboration of the Academy for Educational Development (AED), University of Massachusetts and Indiana University.)
Duties in Afghanistan (August 11-November30, 2006):       

• Took a leadership role in developing policies, designing work plans and managing activities related to EFL training for faculty members in 16 participating institutions;
• Identified needs for capacity building in relation to English proficiency & computer literacy with the possibility of implementing CALL (Computer-Assisted Language Learning) in the 16 teacher training institutions;
• Worked with local and international TESOL experts, as well as the Afghanistan Ministry of Higher Education, in improving EFL teaching and learning in participating institutions;
• Oversaw all Afghanistan-based activities related to the English Language Program and coordinated with other Senior Managers of the Institutional Development Department, the Professional Development Center, Teacher Education Department and other Afghans & international staff in the HEP office, under supervision of the HEP Chief of Party;
• Provided pedagogical supervision and evaluated the English training programs at the American University of Afghanistan, the major contractor of USAID via HEP (3 Cohorts, 53 teachers successfully trained under my management);
• Selected Afghan faculty members with leadership and academic potentials for a master’s study in the U.S. (Thirteen teachers in master’s programs at IU in 2008);
• Wrote budgetary and progress report on a monthly basis;
• Made monthly cash projections and monitored the spending in all relevant activities;

Duties in the U.S. (December 13-May 2009):           

• Provided consultancy to the ELP in Kabul as requested;
• Developed TESOL training materials for both English teacher trainers and faculty members in the participating institutions;
• Developed and teach graduate courses in Language Education: L530 (Technological and Academic Skills in Language Education; L530 (Learning Theories and Language Education);
• Provided technological training and academic assistance to the Afghans;
• Monitored the progress of the Afghans in their master’s programs and offer necessary help;
• Assisted with adjustment issues among the Afghans.
• Developed and taught graduate courses in Language Education: L530 (Technological and Academic Skills in Language Education); L530 (Learning Theories and Language Education);L524 (Bilingualism and Bilingual Education);
• Provided technological training and academic assistance to the Afghans;
• Monitored the progress of the Afghans in their master’s programs and offer necessary help;
• Assisted and advised 12 Afghans with adjustment issues; and
• Observed and tutored international students with limited English proficiency and academic skills in the following graduate courses in education: Y520(Strategies for Educational Inquiry); P540 (Learning and Cognition); M416 (Inquiry into Secondary English Methods: High School); L500 (Issues in Language Education); P546 (Adolescence Psychology); L630 (TESOL Methodology); L530 (Critical Writing for Academic Purposes); Y611(Qualitative Inquiry in Education)

Fall 2005-Fall 2008         Associate Instructor, Language Education Department, School of Education, Indiana University.
Courses developed and taught: L630: Language Learning Strategies and Styles via the Distance Education Program; L501: Critical Reading in the Content Areas, K-12 (co-taught with Dr. Damico); L524: Bilingualism and Bilingual Education (for middle and high school teachers across Indiana, offered every summer as part of the US-funded ICCATs and TACIT programs)

Spring 2004-Fall 2005         Project Assistant, Fulbright Educational Partnership Project, Indiana University & Afghan Education University (Worked with Afghan faculty: debriefed them after classroom visits; taught computer skills and IT applications in language education, and handled logistical and administrative work including writing proposals and drafting official letters)
Graduate Assistant, Distance Education Program, School of Education, Indiana University. (Scheduled classes, developed database and program website, and performed administrative duties)

Fall 2002-Fall 2004     
Associate Instructor, Student Academic Center, Indiana University, Bloomington, Indiana. (Designed and taught X152: Right Start-Learning Strategies for Incoming Students)

September 2000-August 2001   
Graduate Teaching Assistant, CELTE (Centre for English Language Teacher Education), University of Warwick, UK.
(Designed and taught courses in Computer-Assisted Language Learning and Technical Resources to diploma and master students)

Oct. 1994-Jan. 2007       
Tenure Lecturer, English Department, Humanities Faculty, Chiang Mai University.  (Taught courses in English linguistics and college EFL/EAP—Resigned January 20, 2007)

July 1994-Jan. 1999       
Teacher Trainer and Advisor, The Northern Institute of Languages and Computer, and Suwannasri Academic Center, Chiang Mai, Thailand. (Supervised foreign language teachers, designed curricula for students’ specific needs, and provided consultation to the management)

Feb.-Sept. 1993              
EFW (English for Work) Teacher, The Southern Cross Training, Sydney, Australia.
(Taught English for Work  to unemployed migrants in New South Wales, Australia)

1987 –Mar.1992        
ESL Teachers| ESL Teacher Trainer, Weekend Lab Coordinator, The Consortium: Save the children, World Education, and The Experiment in International Living., Phanat Nikhom Refugee Processing Center, Chonburi, Thailand.
(This U.S. State Department-sponsored organization prepared Indo-Chinese refugees for their resettlement in the U.S.)

• Taught ESL to Indo-Chinese refugees bound for their resettlement in the U.S. (beginning to advanced levels, aged 7-59)
• Provided daily lesson-planning training to teams of teachers from beginning to intermediate levels.
• Observed classes, demonstrated teaching, team-taught and provided feedback to teachers on regular basis.
• Monitored and coordinated weekend listening lab classes.
• Orientated students to the basic U.S. cultures through communicative language lessons

PEER REVIEWED PUBLICATIONS

• Thinsan, S. (2011). Intellectual transformation in transcultural contexts: Experiences of four Afghan scholars. Saarbrücken, Germany: LAMBERT Academic Publishing.
• Thinsan, S. (2010). Ways Forward: Insights based on a critical analysis of social, political and educational issues surrounding EFL teaching and learning in Afghanistan’s higher education. In Farell, L., Singh, U. N. and Giri, R.A. (eds., 2008). English Language Education in South Asia: From Policy to Pedagogy. New Delhi: Cambridge University Press.
• Thinsan, S. and Prapinwong (2007). Thinking Outside the Box: Lessons from a public forum for applying critical thinking and critical literacy in EFL context. NIDA Journal. Bangkok: Thailand.
• Raymond Cathy and Thinsan, S. (2007). Reading Skills Sharpeners for Afghan Teachers in Science & Technology. Kabul: Afghanistan Higher Education Project (HEP).
• Thinsan, S. and Raymond Cathy (2007). Reading Skills Sharpeners for Afghan Teachers in TESOL. Kabul: Afghanistan Higher Education Project (HEP).
• Thinsan, S. and Raymond Cathy (2007). Reading Skills Sharpeners for Afghan Teachers in Social Sciences. Kabul: Afghanistan Higher Education Project (HEP).
• Thinsan, S. and Hagiwara, A. (2005).  A Critical Investigation of Diversity Issues in ‘The
• Last Samurai’. Common Ground Publishing, Australia.
• Thinsan, S. (2005). Review of the Ectaco Bidirectional English-Thai Dictionary for Palm OS. CALICO Reviews.
• Higbie, J. and Thinsan, S. (2003). Thai Reference Grammar: The structure of spoken     Thai, 450pp. ISBN 974-8304-74-4 (TP) Bangkok: Orchid Press.
• Wongsri, K., Boon-long, V. and Thinsan, S. (2002). English Language Learning History and English Needs at Work among 34th Chiang Mai University Graduates. (Research published at Chiang Mai University and presented at the 2002 ThaiTESOL Conference, Bangkok)
• Thinsan, S. (1999).  “Authoring Customized Software.” in CALL Resource Book. TASEAP and the Ministry of University Affairs, Bangkok: Thailand.
• Ministry of University Affairs (1999). Fundamental English II Multimedia Courseware. Bangkok, Thailand  (Also serving as Chair of the three-university production team)
• Thinsan, S. (1999). A Survey of the Needs for Staff Development Activities and  English Proficiency of the Non-teaching Staff at the Faculty of  Humanities, Chiang Mai University. Funded by Chiang Mai University.
• Wiroonrat, J. and Thinsan, S. (1998). A study of  the English Learning and Using Behavior of the Fourth Year Arts Students of Chiang Mai University. (Funded by the Thai government; Results presented at the Humanities Faculty’s 7th Academic Forum)
• Thinsan, S. (1994).  Factors influencing EFL Teachers’ Decisions on Language of Instruction, Chiang Mai, Thailand (Master’s Thesis).  Sydney University, Australia
• UNPUBLISHED RESEARCH PAPERS (part of coursework at IU)
• Thinsan, S. (2004). Glossing as a scaffold for vocabulary learning and reading comprehension: An action research and its implications for EFL teaching in Thai universities.
• Thinsan, S. (2004). Peeling EFL Readers’ Past and Present: A qualitative pilot study.
• Thinsan, S. (2004). Knowledge of Academic Vocabulary and Structures in Relation to Other Variables Associated with EFL Reading Achievements among Thai Undergraduate Students: A correlational study.
• Thinsan, S. (2003). Peeling EFL Readers: A study of graduate students from Thailand (A quantitative pilot study).
• Falkenstein, A. T., Carlo, A. S., Chou, C.H., Yang, S.H., & Thinsan, S. (2003). In Their Own Words, Phase III: Reasons, Expectations and Experiences of International Graduate Students in the School of Education.
• Thinsan, S., Park, R. & Chen, R. (2003). On the Road to Becoming More Critical Researchers/ Teachers/ and Information Consumers (A Cooperative Project-Based Inquiry).

PEER-REVIEWED CONFERENCE PRESENTATIONS

2011

• Thinsan, S. (2010). Dimensions of NNESTs’ Intellectual Transformation in a U.S. Graduate School. TESOL 2011 Convention, New Orleans, Louisiana. March 17, 2011.
• Ushigusa, S. & Thinsan, S. (2011). Tips for Delivering a Successful Distance Collaborative Presentations.  TESOL 2011 Convention. New Orleans, Louisiana. March 17, 2011.

2010

• Ellis, A.,  Fecher, T.,  Johnting, H.,  Jones, J. & Thinsan, S. (2010). Cohort‐ Oriented Project-based Learning in  ESL Teaching. INTESOL Annual Conference 2010, IUPUI’s Campus Center, 420 University Blvd., Indianapolis, November 13, 2010.
• Thinsan, S. (2010). Intellectual Transformation in Cross-cultural Settings: Readiness for Studying in U.S. Universities. INTESOL Annual Conference 2010, IUPUI’s Campus Center, 420 University Blvd., Indianapolis, November 13, 2010. Indianapolis, IN 46202. INTESOL
• Thinsan, S. (2010). Promoting learner autonomy in EAP courses: An action research study in a U.S. intensive English program. JALTCALL 2010, Kyoto Sangyo University, Kyoto, May 29-30, 2010.
• Thinsan, S. & Ushigusa, S. (2010). Adding directions and pedagogical soundness to technology use in language learning and instruction. JALTCALL 2010,Kyoto Sangyo University, Kyoto, May 29- 30, 2010.
• Ushigusa, S. and Thinsan, S. (2010). Use of online academic writing assessment rubrics for learning, teaching, and action research purposes. . JALTCALL 2010, Kyoto Sangyo University, Kyoto, May 29-30, 2010.
• Ushigusa, S. & Thinsan, S. (2010). Etherpad and Seesmic as additional communication channels for teaching and managing Intensive English Program (IEP) writing classes. TESOL Annual Convention 2010, Boston, MA. March 25-27, 2010.

2009

• Thinsan, S. (2009). Don’t write them off just because of their low standardized English proficiency test scores. INTESOL 2009, IUPUI, Indianapolis, November 14, 2009
• Hong, P., Thinsan, S.,  Rahmani, H., Achekzai, Z. & Shirzai, A.  (2009). “Afghan Graduate Students’ Perceptions of American Academic Writing Class,”TESOL Annual Convention 2009, Denver, Colorado, March 27, 2009.
• Thinsan, S., Hong, P., Rahmani, H., Achekzai, Z. & Shirzai, A.  (2009). “Reflections on Experiences of EFL Female Teachers from Afghanistan,” TESOL Annual Convention 2009, Denver, Colorado, March 28, 2009.
• Thinsan, S. (2009).” OSAELT (Online Society for Afghan English Language Teachers): Why did it grow slowly and what could be done to rejuvenate it?” 2009 Electronic Village Classic Fair, TESOL Annual Convention 2009, Denver, Colorado, March 26, 2009.

2008

• Thinsan, S. (2008). “Ten Things Teachers of Bilingual/Multilingual/ENL Learners Ought to Know,” INTESOL 2008, the Fountains Conference Center, Carmel, Indiana, on Saturday, November 1.
• Thinsan, S. (2008). “Constructivism in Online Teacher Development: Action research,” MITESOL 2008,  Kellogg Center, Michigan State University, East Lansing, Friday, October 24 – Saturday, October 25, 2008.
• Raymond, C. & Thinsan, S. (2008). “English Language Materials Development for Afghanistan,”  TESOL Conference 2008, New York, April 2-6, 2008.
• Thinsan, S., Esmailzai, A. D., Azimi, M. H., Ahmadzai, M. N., Ul Haq, S., Alirezaei, M.H., Bakshi, M., Joya, M. A. (2008). “The State of Affairs in Afghanistan ELT,” TESOL Conference 2008, New York, April 2-6, 2008.
• Thinsan, S. (2008). “Redefining the digital divide within the Extreme Divides in Afghanistan,” The 2008 HGSE Student Research Conference, Harvard University, MA, March 14, 2008.
• Prapinwong, M. & Thinsan, S. (2008). “Virtual informal learning community: Lessons for formal educators,” NCTEAR 2008, Indiana University Bloomington, Feb. 15-17.
• Thinsan, S., Esmailzai, A. D., Azimi, M. H., Ahmadzai, M. N., Ul Haq, S., Alirezaei, M.H., Bakshi, M., Joya, M. A. (2008). “The State of Affairs in Afghanistan ELT,” TESOL Conference 2008, New York, April, 2008.
• Raymond, C. & Thinsan, S. (2008). “English Language Materials Development for Afghanistan,”  TESOL Conference 2008, New York, April, 2008.
• Thinsan, S. (2008). “Educator 2.0 in the Web 2.0 era: Some Actions and Insights,” WorldCALL 2008. Fukuoka, Japan. August 5-8, 2008.
• Thinsan, S. (2008). “Bridging the Extreme Divides in Afghanistan: Improvised Ways Forward,”  WorldCALL 2008. Fukuoka, Japan. August 5-8, 2008.

2007

• Thinsan, S. & Raymond, C. (2007). “Providing Help to Afghan Teachers of English via an Online Community,” TESOL Conference 2007, Seattle, WA, March 21, 2007.
• Raymond, C. & Thinsan, S. (2007). “Virtually Endless Possibilities: Designing eLearning Projects,” TESOL Conference 2007, Seattle, WA, March 21, 2007.
• Thinsan, S. (2007). “Issues, Challenges and Efforts in Improving the English Language Education in Afghanistan,” SLEd Symposium, Language Education, School of Education, Indiana University, March 2, 2007.

2006

• Thinsan, S. (2006). Obstacles and Opportunities in e-TESOL, TESOL 2006, Tampa Conference Center, Tampa, FL. March 17, 2006.

2005

• Thinsan, S. (2005). “Inspiring Opportunities in the Marriage between e-TESOL and the Four Dimensions of Critical Literacy.”  INTESOL 2005, Fountains Conference Center, Carmel, IN. October 21, 2005.
• Thinsan, S. (2005). “Autonomous Professionals in the Tricky Wiki World,”  EUROCALL 2005, Krakow, Poland, August 24-27, 2005. (Proposal accepted, but had to cancel the presentation due to technical and personal problems.)
• Thinsan, S. (2005). “E-Education in Context: A critical look at educational policies and implementation in E-Thailand,” CALICO 2005, Michigan State University, Michigan, May 17-21.
• Thinsan, S. (2005). “My Electronic ‘Tool’ Friends,” Academic Share Fair, 2005, Indiana University, Wylie 105, Indiana University Bloomington, May 25.
• Thinsan, S. (2005). “A Community Portal as EFL/ESL Learning Tools,” TESOL 2005, San Antonio, TX, March 30-April 2.
• Thinsan, S. (2005). “e-Education for all when the national IT policy lacks pedagogical spirits: A case of e-Thailand,” The E-ducation Without Borders Conference 2005,  Abu Dhabi, UAE, Feb. 19-21.
• Thinsan, S. (2005). “Changes in the Thai Political Dynamics: An Emergence of the Middle Class in an Electronic Age,” The Ninth International Conference on Thai Studies, Northern Illinois University, April 3 – 6.
• Thinsan, S. & Hakiwara, A. (2005). “A Critical Investigation of Diversity: Themes and Educational Implications Surrounding ‘The Last Samurai’” (90 mn.).The Fourth International Conference on Diversity in Organisations, Communities and Nations, University of California, Los Angeles (UCLA), July 6-9.

2004

• Thinsan, S. & Prapinwong, M. (2004). “Thinking outside the Box: Applying Lessons from a Public Forum in Promoting Critical Literacy and Critical Thinking in EFL/ESL Contexts,” CALICO 2004, Carnegie Mellon University, PA, June 8-12.
• Thinsan, S. (2004). Scaffolding Techniques for Online Reading Instruction/Learning. CALL-IS Electronic Village: Application Fair 2004, TESOL, Long Beach, CA, March 31.

2003   

• Thinsan, S., Sagavarasi, V. & Amac, Z. (2003). “Applying Bloom’s Taxonomy in EFL/ESL Instruction and Evaluation,” INTESOL Annual Conference, IUPUI, Indianapolis, November 1.
• Thinsan, S. (2003). “A Critical Look at a Low-budgeted Multimedia Courseware Produced by English Teachers for Thailand Ministry of University Affairs: Process and Product,” WorldCALL 2003 Conference, Alberta, Canada, May 7-10.

2002   

• Thinsan, S. & Park, R. (2002). “Applying Critical Literacy in EFL Contexts: Potentials, Limitations, and Computers as a Scaffold (Thais and Korean views),”INTESOL 2002, Indianapolis, November 2.

2001   

• Thinsan, S. (2001). CALL Research Survey. INTESOL 2001, Indianapolis, November 1.

1990

• Thinsan, S. (1990). A workshop on Communicative Activities in EFL Classrooms. Thai TESOL 1990, Bangkok, Thailand, January.

1989
Thinsan, S. & Aiken, J. (1989). “A workshop on Cooperative Learning,” Thai TESOL 1989, Bangkok, Thailand, January.

RECENT PROFESSIONAL SERVICES AND ACTIVITIES

• 2011-2015
   Steering Committee Member, Computer-Assisted Language Learning IG, TESOL International, Inc.
• June 28, 2012-Present
  Executive Director/ Founding President, Thai Alliance for Human Rights (http://tahr-global.org)
• February 18, 2012- Present    
  President, Thai People’s Revolutionary University for Democracy (http://www.tprud.org)
• December 2009-2011          
  Newsletter Editor, INTESOL (Indiana Teachers of English as a Second Language)- Elected November 2009.
• 2006-present
  Member of Board of Advisers, Nyaka School of AIDS Orphans, Uganda (http://nyakaschool.org) (Also Webmaster since 2003)
• January 21, 2010    
  Guest Lecturer. Prominent parenting styles in the Thai culture. Teachers College, Ball State University, Muncie, IN.
• 2009 (November 3-5)  
  Guest Lecturer, What are the similarities and differences, if any, in the Asian cultures? Teachers College, Ball State University, Muncie, IN

PROFESSIONAL & OTHER SERVICES

• 2009-2011 Newsletter Editor & Steering Committee, INTESOL, Indianapolis, IN
• 2006- present  Member of Board of Advisers, Nyaka School of AIDS Orphans, Uganda (http://nyakaschool.org)
• 2004-2006 C0-Founder, Web Editor and Webmaster, and Steering Committee (2004), Siam Sewana Network <http://siamsewana.net> (a learning network of Thais around the world)
• 2003-2009  
  Webmaster, The Nyaka School for AIDS Orphans, Uganda <http://nyakaschool.org>
• 2003-2006  Goodwill Ambassador, School of Education, Indiana University
• 2003-2005   Member, International Programs Committee, School of Education, Indiana University
• 2003-2004    Member, Carnegie Initiative on the Doctorate, School of Education, Indiana University
• 2003-Fall 2005   Initiator and Coordinator (with Professor Nyikos and Mi-Hyun) of the Student-led Symposium <http://www.thinsan.org/sledsym> , Language Education Department, School of Education, Indiana University.
• 2001-2005   Guest Speaker in: L530 (Spring 04), L600 (Fall 04), Departmental orientations (03, 04, 05), International Student Orientation (2003)
• 1999-2000   Committee Member, Committee to Study Organization Privatization Possibility, Faculty of Humanities, Chiang Mai University
• 1997-1999       Committee Member, Self-Access Center (SAC), Chiang Mai University
• 1997-1999       Advisor, English Club, Humanities Football club, Chiang Mai University
• 1995-1998       Assistant Fieldtrip Coordinator, St Olaf-CMU Program, Chiang Mai University
• 1996-1998       Committee Member, Students’ Loan Scheme, Chiang Mai University
• 1995-2000       Fundamental English IV Course Coordinator, Chiang Mai University
• 1999                Member, Humanities Faculty’s CAI (Computer-Assisted Instruction) Production Pioneer Group, Chiang Mai University

COMPUTER SKILLS & INSTRUCTIONAL DESIGN

• Advanced user of: MicroSoft products, HTML editors (FrontPage, Dreamweaver), photo and multimedia editors, & web design software (Audacity, Photoshop, Flash, etc.)
• Webmaster skills & experiences
• Ability to lead and/or assist in any courseware or instructional design and production based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model
• Strong desire to pursue research career on important and emerging issues related to technology, education and society in relation to language education
• Web 2.0 tools (CMC tools, webboard, blogs, community building tools/sites, content/course management tools, and existing free web-based tools) 
• Wordpress
• iMovie/Final Cut Pro; 
• Web-broadcasting software

COURSES TAUGHT

At Ball State University

• Study skills for graduate/undergraduate students
• US Cultures
• Computer-Assisted Language Learning for academic purposes
• Listening/Speaking/Reading/Writing/Grammar courses for academic purposes
• Project-based academic preparation

At Indiana University (2002-2008)

• X 152 (Right Start: Learning Strategies for Incoming International and American Students)
• L501 (Critical Reading in the Content Areas, K-12) – Team-taught with Dr. James Damico
• L524: Bilingualism and Bilingual Education (for middle and high school teachers across Indiana, especially in East Chicago areas, offered every summer as part of the ICCATs and TACIT programs funded by the U.S. Department of Education)
• L530 (Technological and Academic Skills in Language Education)
• L530 (Learning Theories and Language Education)

• L630 (Language Learning Strategies and Styles via the School of Education’s Distance Education Program)

Courses tutored (Fall 2007-Spring 2008)

• Y520 (Strategies for Educational Inquiry); P540 (Learning and Cognition); M416 (Inquiry into Secondary English Methods: High School); L500(Instructional Issues in Language Education); P546 (Adolescence Psychology); L630 (TESOL Methodology); L530 (Critical Writing for Academic Purposes); Y611 (Qualitative Inquiry in Education); BF 401 (Inquiry High School English)

At the University of Warwick, UK (2000-2001)

• Computer-Assisted Language Learning (Master’s level; team taught w/ Dr. Hilary Nesi)
• Technical Resources (Graduate Diploma course)

At Chiang Mai University (1994-2000) (Full time)

• Fundamental English to English majors and non-English majors
  Engl 101, 102, 201, 202 (Integrated skills-based, fundamental English courses (EAP) for all undergraduate students of Humanities and Social Sciences)
  Engl 191, 192, 291 (Academic English Sciences-oriented students)
• Composition & Academic Writing
  Engl 311, 312 (For non-English majors- junior and senior years)
• Linguistics
  Engl 231 (Introduction to English Phonetics)
• Other courses: TOEFL, TOEIC and IELTS

At Suwannasri Academic Center & Northern Institute of Languages & Computer
(1994-1999)

• Designed courses and instructional materials for diverse needs, ranging from ESP, Integrated skills EFL courses, standardized tests (TOEFL, IELTS, and a number of entrance exams in Thailand);
• Trained teachers on weekly basis, based on regular observation and feedback to teams of teachers in these two schools;
• Provided administrative and managerial advice to the owners & managers of the schools;
• Communicated with prospective clients about what the schools could offer and other details about the training, as well as followed up on the progress of the courses, teachers’ performances and client satisfaction.

At the Southern Cross Training, Sydney, NSW, Australia (Full time)
(1993, February-September)

• English for Work (Offered to unemployed migrants in New South Wales)

At the Consortium (Save the Children, World Education, Experiment in International Living, funded by the U.S. State Department (1987-1992) (Full time)

• ESL Teachers for children aged 7-12, adult learners in beginning to high intermediate levels (Also spending about four years training teachers of ESL at the beginning-intermediate levels)
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Teaching Philosophy (As of 2011)

                                                                      Snea Thinsan, Ph.D.

My teaching philosophy is synthesized from a few decades of my teaching and life experiences. Essentially, I have learned that details associated with teaching vary according to many factors, such as the disciplines and their structures (i.e. math, science, art, humanities), learner factors (i.e. age, background knowledge, cultural and learning experiences, socio-economic backgrounds, learning styles, motivation, and attitudes toward learning), modes of delivery (online, face-to-face, or blended), levels of education, learning goals, and so on. For example, the level of education with which teaching is associated is necessarily a vital factor. Teaching in higher education is quite different from teaching in primary and secondary education. Training students in higher education to teach in primary, middle and high schools, hence, will need to be based on insights into factors and issues related to all these levels of education. At present, when technology is an added ingredient, a lot of interesting research topics emerge, especially in terms of how we learn, interact, construct knowledge, and so on in the new world equipped and driven by technology.  My teaching philosophy below is just a digested version of all the complex possibilities of pedagogical and learning details.

Informed by critical pedagogy and critical literacy, I believe: that teaching should empower the learners, not intimidate or “dehumanize” (Paolo Freire) them; that learners bring with them knowledge and skills that should be built upon, not be suppressed, marginalized, or ignored; that dialogues among the learning community members (teacher/students as co-learners) are vital as they together try to unpack the unjust and often structurally violent sociopolitical and other systems around them; and that, with constant reflections and meaningful actions, the students become an able and active agent of change, not an intellectually and politically submissive citizen.

My dissertation and related literature on critical thinking have also convinced me that people, as learners, begin from different points in their intellectual development. The constructs of intellectuality are relative to different cultural and academic contexts, but it is possible for us to agree on some common, hierarchical intellectual traits.  Critical thinking, which emphasizes higher order thinking, is a tool that helps learners who value knowledge memorization and do not or cannot usually use their analytical, evaluative, and synthetic skills, which are crucial for intellectual development. It can be promoted as skills that carry the learners toward a higher level of intellectuality. Yet, critical thinking involves many micro skills that often require modeling, scaffolding, and, especially, proper and timely feedback by the teacher. At the same time, extended praxis (i.e. reflections and actions) by the learners is also instrumental in ensuring that they are equipped with what they need to move away from their ignorance, laziness, lack of self-confidence, lack of motivation, lack of hope, lack of fair-mindedness, lack of self-efficacy, and so on.

Inspired by constructivism, I firmly believe that knowledge should be generated or constructed in a learning community with the co-existence of various stimuli, multiple perspectives, critical lens, learner reflections on their diverse experiences, open exploration or inquiry, and individualized meaning-making tasks through social interactions. In this light, teaching is both individual and social, but the latter makes the learning tasks more fruitful, motivating, authentic, and, hence, successful in serving real life needs.  Additionally, my doctorate minor courses in Instructional Systems Technology have informed me that, in incorporating instructional technology and other instructional materials, the design and implementation of contents and pedagogical methodology should aim at facilitating individual learners’ cognitive processing, as well as at developing higher order thinking and meaningful actions. Vygotsky’s ZPD (Zone of Proximal Development), hence, should be enhanced not only by the more knowledgeable peers, but also by the thoughtful and procedurally facilitative teacher who can successfully increase the quality of learning without compromising the practices of student-centeredness and interactions.
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