NMcDaniel_E-Flipbook_v2

Nicole McDaniel

Director of Financial Aid

[email protected]

Education

Ed. D. Educational Leadership and Management
Drexel University
Candidate: Summer 2021

Master of Science in Organizational Development
Johns Hopkins University/Carey Business School
Fall 2008

Bachelor of Science in Accounting
Long Island University/C.W. Post Campus
Spring 1994

Professional Experience

2011- Present: Director of Financial Aid
Wilmington University

2008- 2011: Director of Financial Aid
University of Maryland, Baltimore

2006- 2008: Associate Director of Financial Aid
University of Maryland, Baltimore

2001- 2006: Assistant Director of Financial Aid/Technical Services
Johns Hopkins University

1999- 2001: Financial Aid Counselor
Harford Community College

Technical
Experience & Accomplishments

Systems Operations Counsel Member: Assist in the strategic coordination and
planning of all university-wide technology projects and enhancements involving the
college’s student information system and all other related and integrated systems
Functional Lead & Core Team Member: Banner Student Information System
implementation
Implementation Lead: PowerFaids Financial Aid System implementation @
Wilmington University
Federal Direct Loan Program Implementation Lead @ University of Maryland,
Baltimore in the Banner system
Functional Team Member: Matrix Student Information System implementation @
Johns Hopkins University





Professional Associations, Clubs & Activities

National Association of Student Financial Aid Administrators (NASFAA)
Member since 2000
DE DC MD Association of Student Financial Aid Administrators (DEDCMD ASFAA)
Delaware President:
2013 - 2015 & 2018 - Present
Toastmasters International
WilmU Toastmasters Club President
2018-2019

Ed.D. ARTIFACTS

Research Padlet: https://padlet.com/nmcdanielsmith/Educ_815_Eposter
24-Hour Technology Word Cloud

Literature Review Streams:

Professional Infographic:

https://create.piktochart.com/infographic/saved/39670925#

Barclay, L. (1982). Social learning theory: A framework for Combs, A. W. (1982). Affective education or none at all. Educational
discrimination research. Academy of Management.the Academy Leadership, 39(7), 494.
of Management Review (Pre-1986), 7(000004), 587.
How it informs teaching: Instructors help to facilitate the learning process for students by
How it informs teaching: Teaching is accomplished through modeling making the content relevant to their lives, providing them with the necessary resources,
desired behaviors and by providing positive reinforcement to encourage allowing them to set the tone and pace of learning, and by creating a safe and positive

the desired behavioral outcomes. environment for students to learn.

View of Learning: Is heavily influenced by social interactions. Learning View of Learning: Everyone has the capacity to learn. Significant
occurs via live, verbal or symbolic observation. This learning theory bridges learning takes place when students are engaged and the subject

the gap between behaviorism and cognitivism. There are four main matter is relevant to their lives.
components to the observational learning process: attention, retention,
View of Knowledge: Is most pervasive
motor reproduction and motivation to replicate learned actions. and enduring when it is self-initiated.

View of Knowledge: Gained primarily through the functions Experiential Learning
of observation and modeling. Carl Rogers

Social Learning
Albert Bandura

Learning Functional Context Learning
Theories Tom Sticht

Double-Loop Learning
Chris Argyris

View of Knowledge: Continually gained View of Knowledge: Prior knowledge is enhanced by
through constantly questioning our beliefs the acquisition of new information.
and assumptions.
View of Learning: Cognitive learning theory which is based on the concept
View of Learning: Utilizes the four steps in “Action Learning” to produce better that people learn better when what they are taught builds upon prior
learning outcomes: identify the gap between what we are actually doing (“theory-in- knowledge. Strong applications in the teaching of reading, particularly in
adults, but also useful for general knowledge learning at any age. Learning
use”) versus what we believe we are doing (“espoused theory”), invent new is facilitated by tapping into the individual’s long-term knowledge base,
meanings by questioning why we do what we do and if it is really the best outcome,
How it informs teaching: Teachers need to make the subject matter applicable to the
employ new actions, then student’s lives and experiences so that they are able to apply what they learn to their everyday
lives.
How it informs teaching: Very useful in organizational learning, leadership
building and professional development. Individuals are challenged to question Sticht, T. G. (1988). Adult literacy education. Review of Research in Education,
their normal assumptions and methods used to solve problems to come up with 15, 59-96. doi:10.2307/1167361
better more effective approaches. This in turn also stimulates innovation and

growth.

Argyris, C. (2002). Double-loop learning, teaching, and research.
Academy of Management Learning & Education, 1(2), 206-218.
doi:10.5465/AMLE.2002.8509400

MOTIVATIONS