Early in my career, I realized that I was more interested in the how and why of teaching, rather than in the what of teaching (subject area content). I began to try new strategies in my classroom and would present at conferences on what I had learned. This need to know eventually led to innumerable presentations, continued studies and focused research. A fairly complete listing of my recent presentations and publications can be found at the bottom of this page as well as a link to my Academia Website with links to research I have been involved in.
On this page you will also find summaries of two of the research projects I have been involved with in the past several years.
On this page you will also find summaries of two of the research projects I have been involved with in the past several years.
The Great Online Teaching Hack of 2020
Currently Viola Manakore and I are studying the effect of the Covid-19 transition to online learning upon instructors at post-secondary institutions in Alberta. We are currently in the middle of data analysis and are hoping to present our findings at the ACIFA annual conference in May of 2021. What follows is a recent update on the project:
Reimagining Higher Education: The Impact of COVID-19 in Post-Secondary Learning and Teaching
Update Dec 14, 2020
Purpose:
The COVID-19 pandemic resulted in many unforeseen challenges and opportunities in higher education. The pandemic forced schools, colleges and universities to seek alternative ways of supporting students. Most higher education institutes turned to online/distance learning and teaching. This was also the case in Alberta, where ACIFA member institutions hurriedly made the changeover to online learning. However, not every higher education institute had the capacity to quickly flip from face-to-face to online/distance delivery and there were and continue to be many challenging circumstances for students and instructors.
The main objective of this study is to explore experiences of post-secondary educators in Alberta during COVID 19 pandemic. Specifically, we are looking at how Alberta post-secondary educators negotiated the transition to online and distance learning from a predominantly face-to-face environment. What lessons did they learn from a sudden lockdown of physical learning spaces? What adaptations did they make?
Materials used in this study:
Educators from ACIFA institutes in Alberta participated in the study through survey and interview. The educator’s survey captured demographic data, education and professional qualifications, knowledge of online learning and teaching theories, educational technology skills before COVID-19, types of technologies used for online education, professional development support provided, and affordances and constraints of technology used for online education. Educator surveys also included open-ended questions where educators could indicate what worked well and what did not, and suggest supports and technologies they would want to see in place as we continue to explore online learning. In addition, we conducted one-on-one interviews with educators from ACIFA organisations to further explore many of the emergent themes and concerns from the surveys and gather fully developed anecdotes and examples.
Students from NorQuest College also completed a survey. The NorQuest College student survey collected students’ experiences, frustrations, successes and discoveries in moving to online learning in the face of a COVID 19 pandemic. The survey also included both closed and open-ended questions.
Data collection plan:
Data collection processes wrapped up in December of 2020:
Process used to analyze and evaluate data:
This is a mixed-methods study collecting both quantitative and qualitative data. Data considered and reviewed includes surveys and semi-structured interviews. For the analysis on quantitative data, we are using descriptive and inferential statistics. Inferential statistics may show if there are any significant differences in responses using the demographic data as independent variables. For the analysis of qualitative data (open-ended survey responses and interview responses), we are using thematic identification and analysis. We are coding the downloaded data, making annotations and comparing information to several different research frames on online learning. As the work progresses we will be sharing our work with the NorQuest Digital Literacy Committee, with the NQ Senior Academic Leadership Team and with the NQ Faculty Development team for feedback and a reliability review. Once this is done, conference presentations (ACIFA and STHLE) and solicitations for feedback from other faculty development groups will be used to inform the writing for peer-reviewed publications.
Considerations for analysis:
Some of the areas for inquiry and interpretation include how educators tried to:
Related to these considerations are the level of adaptation educators made (What were instructors prepared to try in order to support student learning?), and the considerations and constraints necessitated by their programs (LINC, Nursing, Social Work, Carpentry, Information Technologies, etc.) or delivery models (lecture, lab, or practicum).
Overall Implementation plan:
Since ethics approval in July of 2020 all has proceeded very smoothly. We were hoping for 100+ educator responses and 100+ student responses on our surveys and we exceeded our expectations for both (140 & 439). We have closed the survey and data collection part of the process. Now we are analysing the data using several different frameworks and are noticing some very significant emergent themes. Especially interesting is the comparison between instructor perceptions and those of the students. We are well on track to finish our data analysis, compile our findings and prepare reports and presentation for our college, for ACIFA and for other possible conference presentations according to our original timetable.
Our research will greatly assist in equipping and supporting instructors. We are compiling educator suggestions about creating community, enhancing instruction through online apps, chunking materials, linking asynchronous and synchronous environments and tasks, making lessons interactive, and being authentic and available. As well, we are learning a great deal about the constraints of pandemic teaching; how educators and learners dealt with isolation, technology issues, communications, independent skill development, assessment requirements, and other concerns. It is our hope that the findings of this research will inform the post-secondary community by sharing effective practices and clearly warning against ineffective practices and isolating practices.
Currently Viola Manakore and I are studying the effect of the Covid-19 transition to online learning upon instructors at post-secondary institutions in Alberta. We are currently in the middle of data analysis and are hoping to present our findings at the ACIFA annual conference in May of 2021. What follows is a recent update on the project:
Reimagining Higher Education: The Impact of COVID-19 in Post-Secondary Learning and Teaching
Update Dec 14, 2020
Purpose:
The COVID-19 pandemic resulted in many unforeseen challenges and opportunities in higher education. The pandemic forced schools, colleges and universities to seek alternative ways of supporting students. Most higher education institutes turned to online/distance learning and teaching. This was also the case in Alberta, where ACIFA member institutions hurriedly made the changeover to online learning. However, not every higher education institute had the capacity to quickly flip from face-to-face to online/distance delivery and there were and continue to be many challenging circumstances for students and instructors.
The main objective of this study is to explore experiences of post-secondary educators in Alberta during COVID 19 pandemic. Specifically, we are looking at how Alberta post-secondary educators negotiated the transition to online and distance learning from a predominantly face-to-face environment. What lessons did they learn from a sudden lockdown of physical learning spaces? What adaptations did they make?
Materials used in this study:
Educators from ACIFA institutes in Alberta participated in the study through survey and interview. The educator’s survey captured demographic data, education and professional qualifications, knowledge of online learning and teaching theories, educational technology skills before COVID-19, types of technologies used for online education, professional development support provided, and affordances and constraints of technology used for online education. Educator surveys also included open-ended questions where educators could indicate what worked well and what did not, and suggest supports and technologies they would want to see in place as we continue to explore online learning. In addition, we conducted one-on-one interviews with educators from ACIFA organisations to further explore many of the emergent themes and concerns from the surveys and gather fully developed anecdotes and examples.
Students from NorQuest College also completed a survey. The NorQuest College student survey collected students’ experiences, frustrations, successes and discoveries in moving to online learning in the face of a COVID 19 pandemic. The survey also included both closed and open-ended questions.
Data collection plan:
Data collection processes wrapped up in December of 2020:
- From mid September to early December, 140 educators participated in the online survey.
- At this same time, 439 students participated in a separate survey.
- Both surveys closed on December 9th, and the data downloaded for processing.
- From September through December, we conducted ten educator interviews.
Process used to analyze and evaluate data:
This is a mixed-methods study collecting both quantitative and qualitative data. Data considered and reviewed includes surveys and semi-structured interviews. For the analysis on quantitative data, we are using descriptive and inferential statistics. Inferential statistics may show if there are any significant differences in responses using the demographic data as independent variables. For the analysis of qualitative data (open-ended survey responses and interview responses), we are using thematic identification and analysis. We are coding the downloaded data, making annotations and comparing information to several different research frames on online learning. As the work progresses we will be sharing our work with the NorQuest Digital Literacy Committee, with the NQ Senior Academic Leadership Team and with the NQ Faculty Development team for feedback and a reliability review. Once this is done, conference presentations (ACIFA and STHLE) and solicitations for feedback from other faculty development groups will be used to inform the writing for peer-reviewed publications.
Considerations for analysis:
Some of the areas for inquiry and interpretation include how educators tried to:
- Make the transition from Face to Face to Online Teaching,
- Build learning interactive and supportive learning communities,
- Leverage various online environments – asynchronous and synchronous,
- Provide quality educational experiences and resources, and
- Ensure fair, reliable and valid assessment.
Related to these considerations are the level of adaptation educators made (What were instructors prepared to try in order to support student learning?), and the considerations and constraints necessitated by their programs (LINC, Nursing, Social Work, Carpentry, Information Technologies, etc.) or delivery models (lecture, lab, or practicum).
Overall Implementation plan:
- April - June 2020 – proposal development, ethics clearance
- September - December 2020 – data collection, one-on-one interviews, preliminary analysis
- January - April 2021–data analysis, final report writing, dissemination of findings
- May - June 2021– manuscripts for publication
Since ethics approval in July of 2020 all has proceeded very smoothly. We were hoping for 100+ educator responses and 100+ student responses on our surveys and we exceeded our expectations for both (140 & 439). We have closed the survey and data collection part of the process. Now we are analysing the data using several different frameworks and are noticing some very significant emergent themes. Especially interesting is the comparison between instructor perceptions and those of the students. We are well on track to finish our data analysis, compile our findings and prepare reports and presentation for our college, for ACIFA and for other possible conference presentations according to our original timetable.
Our research will greatly assist in equipping and supporting instructors. We are compiling educator suggestions about creating community, enhancing instruction through online apps, chunking materials, linking asynchronous and synchronous environments and tasks, making lessons interactive, and being authentic and available. As well, we are learning a great deal about the constraints of pandemic teaching; how educators and learners dealt with isolation, technology issues, communications, independent skill development, assessment requirements, and other concerns. It is our hope that the findings of this research will inform the post-secondary community by sharing effective practices and clearly warning against ineffective practices and isolating practices.
Who are the Students of Norquest?
Another research project that I conducted at NorQuest was entitled: "Who are the Students of NorQuest?" or WATSON. The WATSON Project employed semi-structured interviews to learn more about the student population at NorQuest. I was especially interested in hearing the stories of our students and in learning (1) their experiences prior to coming to NorQuest, (2) their program choice and current experience (3) their extra-curricular circumstances, and (4) their aspirations and immediate plans upon graduation (see interview guide). In all 17 students participated in this research. I've attached an unpublished document with their accounts below. Please note, this study was not sent to any research publications but was only intended to inform our NorQuest faculty and leadership.
Another research project that I conducted at NorQuest was entitled: "Who are the Students of NorQuest?" or WATSON. The WATSON Project employed semi-structured interviews to learn more about the student population at NorQuest. I was especially interested in hearing the stories of our students and in learning (1) their experiences prior to coming to NorQuest, (2) their program choice and current experience (3) their extra-curricular circumstances, and (4) their aspirations and immediate plans upon graduation (see interview guide). In all 17 students participated in this research. I've attached an unpublished document with their accounts below. Please note, this study was not sent to any research publications but was only intended to inform our NorQuest faculty and leadership.
Recent Presentations
International Conferences
Hoekstra, A.; Kuntz, J.; Chaudoir, S. (2); Chahal, M.; & Newton, P. (2015). Vocational Educators’ Professional Learning Activities and Workplace Affordances. The European Conference on Educational Research. Corvinus University, Budapest, Hungary. (presenting author)
National Conferences
Kuntz, J. (2019). Toward Professional Reflection: A NorQuest PGP Journey. Society for Teaching and Learning in Higher Education Annual Conference. University of Manitoba, Red River College, and Université de Saint-Boniface, MAN.
Ostrowski, P., Kuntz, J., & Stefanick, E. (2018) Improving skills training for employment (ISTEP); ISTEP 13 – Pre-Entry Program to Support Youth Entering Tanzania Technical and Vocational Programs. Reaching Across Borders, Building a Better World Conference (Academics Without Borders), Montreal, QUE.
Kuntz, J. (2015). Lessons on Leading for Change; Learning from Instructional Teacher Leaders. Canadian Society for the Study of Education Annual Conference. University of Ottawa, Ottawa, ONT.
Kuntz, J. (2015). Having the Hard Conversations; Stories from Instructional Teacher Leaders. Canadian Society for the Study of Education Annual Conference. University of Ottawa, Ottawa, ONT.
Kuntz, J. (2013). Exploring Teacher Leadership; Building on Experiences. Canadian Society for the Study of Education Annual Conference. University of Victoria, Victoria, BC.
Regional Conferences
Kuntz, J. (2013). Teachers as Instructional Leaders; Helping Colleagues “Own” Instructional Reform. Northwest Association of Teacher Educators Annual Conference. Washington State University, Pullman, WA.
Kuntz, J. (2012). Assessing and Activating Teacher Educator Programs. Northwest Association of Teacher Educators Annual Conference. University of Alberta, Edmonton, AB.
Kuntz, J. & Parsons, J. (2012) Seven Factors for Teaching Success. Western Canadian Association for Student Teaching Annual Conference, University of Calgary, Calgary, AB
Foster, R., Beck, J., & Kuntz, J. Preparation, Mentorship and Induction of Student and Beginning Teachers. (2012) Western Canadian Association for Student Teaching Annual Conference, University of Calgary, Calgary, AB
Alberta Conferences
Kuntz, J. (2019, May). Establishing and Committing to a Professional Growth Process. Alberta Colleges and Institutes Faculties Association Annual Conference. Chateau Lake Louise, Lake Louise, AB
Kuntz, J. & Hilgartner, C. (2019, May). Disrupting the Assessment Norm: Cause for Applause. Alberta Colleges and Institutes Faculties Association Annual Conference. Chateau Lake Louise, Lake Louise, AB
Kuntz, J. (2016). Having the Hard Conversations; Confronting Poor Instructional Practices. Alberta Colleges and Institutes Faculties Association Annual Conference. Jasper Park Lodge, Jasper, AB.
Kuntz, J. (2013). AISI Teacher Leadership: Championship, Negotiation, and Service. Alberta Initiative for School Improvement Annual Conference. Alberta Education, Edmonton, AB.
Kuntz, J., & Steinmann J. (2012). Student Engagement. Alberta Initiative for School Improvement Annual Conference. Alberta Education, Edmonton, AB.
International Conferences
Hoekstra, A.; Kuntz, J.; Chaudoir, S. (2); Chahal, M.; & Newton, P. (2015). Vocational Educators’ Professional Learning Activities and Workplace Affordances. The European Conference on Educational Research. Corvinus University, Budapest, Hungary. (presenting author)
National Conferences
Kuntz, J. (2019). Toward Professional Reflection: A NorQuest PGP Journey. Society for Teaching and Learning in Higher Education Annual Conference. University of Manitoba, Red River College, and Université de Saint-Boniface, MAN.
Ostrowski, P., Kuntz, J., & Stefanick, E. (2018) Improving skills training for employment (ISTEP); ISTEP 13 – Pre-Entry Program to Support Youth Entering Tanzania Technical and Vocational Programs. Reaching Across Borders, Building a Better World Conference (Academics Without Borders), Montreal, QUE.
Kuntz, J. (2015). Lessons on Leading for Change; Learning from Instructional Teacher Leaders. Canadian Society for the Study of Education Annual Conference. University of Ottawa, Ottawa, ONT.
Kuntz, J. (2015). Having the Hard Conversations; Stories from Instructional Teacher Leaders. Canadian Society for the Study of Education Annual Conference. University of Ottawa, Ottawa, ONT.
Kuntz, J. (2013). Exploring Teacher Leadership; Building on Experiences. Canadian Society for the Study of Education Annual Conference. University of Victoria, Victoria, BC.
Regional Conferences
Kuntz, J. (2013). Teachers as Instructional Leaders; Helping Colleagues “Own” Instructional Reform. Northwest Association of Teacher Educators Annual Conference. Washington State University, Pullman, WA.
Kuntz, J. (2012). Assessing and Activating Teacher Educator Programs. Northwest Association of Teacher Educators Annual Conference. University of Alberta, Edmonton, AB.
Kuntz, J. & Parsons, J. (2012) Seven Factors for Teaching Success. Western Canadian Association for Student Teaching Annual Conference, University of Calgary, Calgary, AB
Foster, R., Beck, J., & Kuntz, J. Preparation, Mentorship and Induction of Student and Beginning Teachers. (2012) Western Canadian Association for Student Teaching Annual Conference, University of Calgary, Calgary, AB
Alberta Conferences
Kuntz, J. (2019, May). Establishing and Committing to a Professional Growth Process. Alberta Colleges and Institutes Faculties Association Annual Conference. Chateau Lake Louise, Lake Louise, AB
Kuntz, J. & Hilgartner, C. (2019, May). Disrupting the Assessment Norm: Cause for Applause. Alberta Colleges and Institutes Faculties Association Annual Conference. Chateau Lake Louise, Lake Louise, AB
Kuntz, J. (2016). Having the Hard Conversations; Confronting Poor Instructional Practices. Alberta Colleges and Institutes Faculties Association Annual Conference. Jasper Park Lodge, Jasper, AB.
Kuntz, J. (2013). AISI Teacher Leadership: Championship, Negotiation, and Service. Alberta Initiative for School Improvement Annual Conference. Alberta Education, Edmonton, AB.
Kuntz, J., & Steinmann J. (2012). Student Engagement. Alberta Initiative for School Improvement Annual Conference. Alberta Education, Edmonton, AB.
Academic Publications
Doctoral Thesis
Kuntz, J. (2015). Exploring the Experience of AISI Instructional Teacher Leaders. (Doctoral Thesis) University of Alberta. Department of Secondary Education. Accessed online at: https://era.library.ualberta.ca/downloads/41687m37h (Permanent link)
Master’s Thesis
Kuntz, J. (1994). Peer Dialogue Response Journals. (Master’s Thesis) University of Alberta. Department of Secondary Education. Accessed online at: http://hdl.handle.net/10402/era.1255 (Permanent link)
Research Reports
Steinmann, J., Beauchamp L.S., Kuntz, J., & Parsons, J. (2013). Student Engagement Research Review; A Review of the Findings from AISI Cycle 4 (2009-2012). Alberta Education, June, 2013.
Journal Articles
Hoekstra, A., Kuntz, J., & Newton, P. (2017) Professional learning of instructors in vocational and professional education. Professional Development in Education (online publication). Retrieved from: http://dx.doi.org/10.1080/19415257.2017.1280523
Kuntz, J. (2014). Negotiating Place, Identity, and Role; First Experiences as a Teacher Leader. Northwest Journal of Teacher Education Online. Retrieved from: http://nwate.com/2014/12/11/negotiating-place-identity-and-role-first-experiences-as-a-teacher-leader/
Kuntz, J. & Parsons, J. (2013). Six Practical Suggestions for Beginning Teachers’ Professional Learning. AISI Journal, 2 (2.6) (online publication). Retrieved from: http://www.uleth.ca/education/research/research-centers/aisi/aisi-journal/new-issue/vol2-no2-2013
Kuntz, J. (2012). Professional Learning for Teachers: A Reflection on One Team’s experience. AISI Journal, 2 (1.4) (online publication). Retrieved from: http://www.uleth.ca/education/sites/education/files/AISI%20V2%201%204%20Fall%202012.pdf
Doctoral Thesis
Kuntz, J. (2015). Exploring the Experience of AISI Instructional Teacher Leaders. (Doctoral Thesis) University of Alberta. Department of Secondary Education. Accessed online at: https://era.library.ualberta.ca/downloads/41687m37h (Permanent link)
Master’s Thesis
Kuntz, J. (1994). Peer Dialogue Response Journals. (Master’s Thesis) University of Alberta. Department of Secondary Education. Accessed online at: http://hdl.handle.net/10402/era.1255 (Permanent link)
Research Reports
Steinmann, J., Beauchamp L.S., Kuntz, J., & Parsons, J. (2013). Student Engagement Research Review; A Review of the Findings from AISI Cycle 4 (2009-2012). Alberta Education, June, 2013.
Journal Articles
Hoekstra, A., Kuntz, J., & Newton, P. (2017) Professional learning of instructors in vocational and professional education. Professional Development in Education (online publication). Retrieved from: http://dx.doi.org/10.1080/19415257.2017.1280523
Kuntz, J. (2014). Negotiating Place, Identity, and Role; First Experiences as a Teacher Leader. Northwest Journal of Teacher Education Online. Retrieved from: http://nwate.com/2014/12/11/negotiating-place-identity-and-role-first-experiences-as-a-teacher-leader/
Kuntz, J. & Parsons, J. (2013). Six Practical Suggestions for Beginning Teachers’ Professional Learning. AISI Journal, 2 (2.6) (online publication). Retrieved from: http://www.uleth.ca/education/research/research-centers/aisi/aisi-journal/new-issue/vol2-no2-2013
Kuntz, J. (2012). Professional Learning for Teachers: A Reflection on One Team’s experience. AISI Journal, 2 (1.4) (online publication). Retrieved from: http://www.uleth.ca/education/sites/education/files/AISI%20V2%201%204%20Fall%202012.pdf
Academia Profile
Click on the below to see some of published writings including my Master's Thesis, Doctoral Dissertation and a number of educational articles on teacher leadership, professional learning and school improvement. The site also contains many of the handouts and support documents used at conference presentations.
Click on the below to see some of published writings including my Master's Thesis, Doctoral Dissertation and a number of educational articles on teacher leadership, professional learning and school improvement. The site also contains many of the handouts and support documents used at conference presentations.