EDUCATION
Michigan State University Ph.D., Education Psychology and Educational Technology, 2013
Dissertation Title: The Role of Relationship Quality in Students Engagement and Achievement: A Longitudinal Study.
Graduation Date: January 2012
Southern Utah University M.Ed., Literacy Emphasis, 2007
Southern Utah University BS Elementary Education Major, Social Science Minor, 2003
TEACHING EXPERIENCE
Brigham Young University–Hawaii
ELED 347 Elementary Math Methods 1. Instructor of Record Fall 2012-2020
The focus of this course is providing pre-service elementary students with chances to learn and apply effective mathematical teaching principles as outlined in the National Council of Teachers of Mathematics and the Common Core State Standards. Elementary math content K-6 is taught within a methodological framework.
ELED 451 Elementary Math Methods 2. Instructor of Record Fall 2012-2020
The focus of this course is to provide a second semester of mathematical pedagogical methods focused on grades 3-6. The focused outcome of the course it to share and practice effective mathematical teaching principles as outlined in the National Council of Teachers of Mathematics and the Common Core State Standards.
EDU 200 Human Growth and Learning Applied to Teaching. Instructor of Record Winter 2012-present
Ideas about human learning and development impact many teaching activities, including lesson planning, structuring exercises, and diagnosing learning difficulties. In this course, we focused on key concepts from educational psychology and related disciplines, such as cognitive and developmental psychology. Students work to understand not only what constitutes typical learning and development, but more importantly, the mechanisms that cause these changes. This course provided information needed for the Praxis II Principles of Learning and Teaching test.
EDU 360 Elementary Science Methods. Instructor of Record Summer 2014
This course focused on application of the 5E instructional model for science methods. Active engagement and exploration are noted features of the course. Science content is reviewed through modeling, practice and cooperative activities.
ELED 491 Observation and Practicum Seminar. Instructor of record Fall 2012-present
This weekly seminar was used as a time of reflection for students preparing for student teaching by working in local schools 2 days each week. The seminar reviewed key pedagogical principles, specific teaching methods and consistent focus on analysis of practice and reflection. Students complete 6 formal observations and analytical reflections which are revised until mastery is met.
ELED 492 Student Teaching Seminar. Instructor of record Fall 2012-present
This weekly seminar was used for student teachers as a time of reflection, sharing of successes, struggles and discussion of questions. This 20-week course provided 12 formal observations with analytic reflections that must be revised until mastery is met. The weekly seminar reviewed key pedagogical principles, specific teaching methods and consistent focus on analysis of practice and reflection.
CLT Colloquium. Lead instructor Winter 2021-Present
This semester-long course is designed to provide faculty members with an opportunity to explore and apply effective teaching theory and practices. The colloquium has two major components. First, colloquium participants attend a course and complete readings twice a week throughout the semester. During their time together participants discuss teaching practices that promote principles contained in the Framework for Learning and Teaching and share applications of those principles. Secondly, colloquium participants participate in two forms of classroom observations. CLT members observe colloquium participants in their classroom and provided feedback. In addition, colloquium participants make visits to other participant's classrooms. At the conclusion of the colloquium, participants will share course design improvements they have or plan to implement in their courses.
ELED 430 Classroom Management. Instructor of record Fall 2023-present
This course, usually taken while concurrently enrolled in the 491 practicum, provides a theoretical and skill-based approach to classroom management. The course focuses on research-based management approaches and provides opportunities for students to apply these principles in school classroom situations. Using scenarios, discussions, presentations, and current readings, students will make changes in their own behavior to impact the behavior of others, develop a management philosophy and implementation plan, and complete a research-based observation project.
Michigan State University
Capstone Seminar (ED 870 CEP 807, online). Teaching assistant. Summer 2011
Directed and evaluated semester-long project of graduate students, who created individual electronic portfolios to showcase and evaluate their learning during the completion of the Master of Education (MA) degree.
Learning in School and Other Settings (CEP 800, online). Summer 2010
Instructor of record. Masters level course focused on how and why learning occurs across diverse settings and ages. I helped design and teach the course.
Reflections on Learning (TE 150, traditional). Instructor. Spring 2009, Fall 2009, Fall 2010 and Fall 2011
Prepared and delivered lessons using a variety of teaching strategies including group work and lecture. I also created the exams, quizzes and assignments for students from the MSU College of Education.
Reflections on Learning (TE 150, traditional). Grader. Fall 2008
Assisted with classroom activities, including group work, grading essays, exams and quizzes for students in MSU College of Education.
Reflections on Learning (TE 150, online). Instructor of record. Spring 2010
Taught an online version of foundational educational psychology principles.
Teaching K-12 Students Online (CEP 820, online). Instructor of record. Spring 2011
Masters level course teaching students how to create online learning modules within a Course Management System (CMS). Key instruction based on using affordances of technology to support curriculum-based learning objectives.
Current Issues in Motivation and Learning (CEP 910, hybrid). Teaching Assistant. Fall 2011
Doctoral level course. Interactive design of this course allowed for online students to experience the class as similarly as possible to the face-to-face students. Cooperative learning techniques were employed in every class session. I was responsible for grading, guiding discussion groups and updating the course webpage.
Public Schools 6-years
4th grade teacher Parowan Elementary (2002-2003). Intern and full-time teacher
This year served as my student teaching but also allowed me to work alone with my own class for the full year. I was responsible for teaching all aspects of the core curriculum.
4th grade teacher South Elementary (2004-2008). Full-time teacher
For five years, I worked to help all my elementary students succeed. I loved being involved in the daily successes and challenges of my students. I served as the technology specialist and technology committee chairperson for the school focusing on helping all teachers use technology to facilitate learning. My classes achieved adequate yearly progress each of my years as a teacher. I also served on the district math committee.
Kindergarten-4th Grade (2010-2022). Learning Coach
My son and daughter have attended a variety of public charter schools. I have been involved daily with their curriculum, instruction, assessment and motivation. This has provided me an in-depth experience dealing with early literacy, phonics, math, science, and social studies and other aspects of education. This has enhanced the breadth of my teaching experience and kept me up to date with content and pedagogical knowledge across the elementary and high school curriculum.
RESEARCH INTERESTS
Broadly speaking I am interested in student engagement and motivation to learn and how social-contextual factors influence learning. Specifically, I have explored how teacher-student relationships and peer relationships affect student engagement. I have pursued these questions with two studies.
My practicum study examined these issues with data from 100 2nd and 5th grade students and their teachers. Results indicated the damaging nature of teacher-student conflict on both student engagement as well as peer relationship quality. This study is currently in preparation for publication.
My dissertation expands on my early research by gathering data from over 500 2nd-8th grade students for two school years. This multi-rater, longitudinal design again focused on teacher-student relationship quality and student engagement. Specifically, I am examining this data to learn more about the stability of relationships and engagement over time. The longitudinal design, ambitious size and breadth of this work have been particularly helpful in addressing methodological limitations that have persisted in the study of teacher student relationships and student engagement.
My current research goals build on my dissertation work by working collaboratively with Dr. Cary Roseth in analyzing the dataset that we created with even more rigorous statistical methods used. I am also looking to expand the effectiveness of cooperative learning methods in elementary and university classrooms. This work builds on the solid research base of Social Learning Theory and Cooperative Learning by helping practitioners gain understanding, training and feedback in order to improve implementation of effective techniques.
I have recently engaged in self-study research of our education program regarding support for non-native English speaking and/or international students. These students comprise a significant part of our program at BYU–Hawaii. Building our skills and assessing the effectiveness of our support is essential to help them succeed in a challenging but fruitful experience. This research is important in Hawaii because of the strong diversity we have here, but is also applicable throughout the educational world with growing diversity in student and teacher populations.
I was appointed to be the Associate Director, Edward D. Smith Center for Learning and Teaching at BYU–Hawaii. This position provides me with the opportunity to work directly with professors across campus to support and strengthen the effectiveness of teaching. I have been able to engage in observations, lead discussions of current research and application of pedagogical principles, model effective teaching, and build relationships with many wonderful teachers. I have also been responsible for book clubs and workshops facilitated by the Center for Learning and Teaching.
RESEARCH ASSISTANTSHIPS
Roseth Lab. Fairness and Conflict. Fall 2008-Summer 2009.
Two projects were the focus of my time in this lab. Preschool and elementary students participated in an experimentally induced equity/inequity situation. I participated in the planning and revising of the experiment, running the experiment, and helping to code the data. The second project captured over 200 natural conflicts in urban preschools on video. We worked to gather and then code the data to determine the impact of teacher interventions on natural conflict resolution. Peer preference among preschool students was also gathered using sociometric methods
PROFESSIONAL CONFERENCES/PUBLICATIONS
Wilcken, A.J. Denninghoff, J, Shute, J. (2024, July). Exploring the Attitudes and Behaviors of Pro- fessors Toward Teacher Expertise and Improvement. Paper Accepted for Presentation at the Thirty-first International Conference on Learning: The Converging Challenges for Inclusive Education: Intercultural Competences and Digital Literacies in Global Contexts Utrecht, Netherlands
Wilcken, A.J. Denninghoff, J, Shute, J. (2023, March). Exploring Professor Attitudes and Behaviors To- ward Expert Teaching Paper presented at the T4L Conference in Henderson, Nevada
Wilcken, A.J. (2019, July). Exploring Teacher/Student Relationship Quality Agreement and Engagement. Paper Accepted for Presentation at the Twenty-sixth International Conference on Learning: Learning to Make a Social Difference. Belfast, Ireland
Wilcken, A.J. (2018, July). Supporting International Student Teachers in Hawaii. Paper presented at the Pacific Circle Consortium Conference: Local to Global: Bridging Inter and Intra Cultural Connec- tions. Minneapolis, Minnesota
Wilcken, A.J., & Roseth, C. J. (2016, June). The Role of Teacher Student Relationship Quality to Student Engagement and Achievement: How Confident Can We Be? Poster presented at the International Self Determination Theory Conference. Victoria, BC.
Kamehameha School EdTech Mashup UnConference (2016). Collaboaration conference that is built by the participants through interaction. Honolulu, Hawaii
Wilcken, A.J. (February, 2015). Constructive Controversy: Fostering Engagement through Cooperative Debates. Presentation BYU-Hawaii Center for Learning and Teaching Symposium: Fostering Deep Learning. Laie, Hawaii
Wilcken, A.J., Roseth, C.J. (2015) The influence of teacher-student relationship quality on student en- gagement. The Social Psychology of the Classroom International Handbook. Routledge
Wilcken, A.J., & Roseth, C. J. (2013, July). The role of relationship quality and relatedness to teachers in engagement and achievement in elementary and middle school: A longitudinal study. Paper presented at the International Social Psychology in the Classroom Conference. Auckland, NZ.
Tano, C., Rackley, E.D., Buckner, D., Chowen, B., & Wilcken, A. (2013, February). Conducting action research in teacher education. Paper presentation at the annual meeting of the Hawaii Educational Research Association, Manoa, Hawaii.
Wilcken, A.J., & Roseth, C.J. (2011, April). The role of peer and teacher relatedness in children’s academic engagement. Poster session presented at the biennial meeting of the Society of Research in Child Development, Montreal, QU.
Roseth, C.J., Fedor, M.C., Thelamour, B., & Wilcken, A. J. (October, 2009). The development of children’s inequality aversion. Poster accepted for presentation at Cognitive Development Society’s (CDS) Biennial Meeting, San Antonio, TX.
HONORS
Granted Continuing Faculty Status (2016) Brigham Young University–Hawaii
Faculty Excellence Award: College of Human Development (2015)
Graduated Summa Cum Laude with Highest GPA in College of Education (2003). Southern Utah University
Named Outstanding Scholar College of Education (2003) Southern Utah University
FELLOWSHIPS/SCHOLARSHIPS
Presentation Travel Fellowship (2011) Michigan State University ($400) Dissertation
Completion Grant (2011) Michigan State University ($2000) Dissertation Completion
Fellowship (2011) Michigan State University ($1175)
Rumsey-Monson Scholarship (2009, 2010) Awarded by the Church Educational System of the Church of Jesus Christ of Latter Day Saints ($1000)
Summer Research Development Fellowship (2008) Michigan State University ($5000)
University Support Fellowship (2008) Michigan State University ($3000)
Full Tuition Four-Year Sterling Scholar Scholarship 1997-2003 Southern Utah University
PROFESSIONAL ORGANIZATIONS
American Educational Research Association Society for the Research of Child Development
American Psychological Association: Division 15 Educational Psychology National Council of Teachers of Mathematics
National Science Teachers Association
SERVICE
Elementary Education Program lead BYU–Hawaii (2014-present)
Reviewer for the Journal of School Psychology (2014-present)
Reviewer for the Journal of Applied Social Psychology (2013-present)
Faculty Advisory Committee member Brigham Young University–Hawaii (Fall 2013-2016)
Voted by Peers Curriculum Committee member Hawaii Technology Academy (2013)
Invited to apply as a School Board Member of the Michigan Virtual Charter Academy (2011-2012)
School Improvement Committee Member. Michigan Virtual Charter Academy (2010-2011)
Institute of Religion Teacher. LDS Institute of Religion in Lansing, Mi (Spring and Summer, 2011)
Graduate Student Judge. University Undergraduate Research and Arts Forum (2011)
Student mentor member of committee for Doctoral Student, Molly Frendo Research Apprenticeship Committee member Educational Psychology, (Fall 2011)
CV Last Revised June 2024