Curriculum Vitae

Linda Johnson-Dynek
Assistant Professor
Art Department
Alverno College
414-803-9937

Education:

PhD(c)/A.B.D Doctoral Studies, PhD program in Education Policy and
Leadership, Marquette University, Milwaukee, Wisconsin
Passed doctoral qualifying exams with distinction.

Focus of studies: Teaching, Learning and Assessment

1999 Master of Arts in Education,
Alverno College, Milwaukee, Wisconsin

Focus of studies: Professional Development with an emphasis
on instructional technology, creativity, and adaptive needs.
• Developed two independent studies on multiple
intelligences and creativity
• Research and professional development materials
included:
o Action Research: Comparison study of
multimedia technology and classroom
presentation on student achievement.
o Action Research: Case study of student with
autism in inclusive and self-contained settings.
o Created a hypermedia instructional sequence
integrating multiple curricular areas.


1991 Bachelor of Arts with Honors,
Alverno College, Milwaukee, Wisconsin

Double Major: Art Education/Art Therapy Minor: Psychology


Professional Development:


2015 Alverno College, Milwaukee, Wisconsin: Hybrid Instructional Training,
Winter 2014-15
2014 Alverno College, Milwaukee, Wisconsin: Live Text Training and Pilot Study
2004 Carleton College, Northfield, Minnesota: 3 graduate credits; Summer
Institute AP Studio Art
2003 AP College Board Portfolio Development Studio Art Training; Marquette
University
2003 Mount Mary College, Milwaukee, Wisconsin: 4 graduate credits; Ceramics
2002 Mount Mary College, Milwaukee, Wisconsin: 6 credits in Enameling
2001 Mount Mary College, Milwaukee, Wisconsin: 6 credits in Jewelry Making
2000 Institute for Leadership in Assessment and Accountability, Denver, Colorado
1999 North Central Accreditation Training: Focus on Data, Oconomowoc,
Wisconsin
1998 4-MAT Training, Franklin, WI
1998 North Central Accreditation Training, Staff Development, Menomonee Falls
Wisconsin
1994 Native American Studies: Wisconsin Tribes, CESA, Milwaukee, WI
1993 Failing at Fairness: a study in gender bias, Dr. Myra Sadker & Dr. David
Sadker, CESA West Allis, Wisconsin

Research Experience:

2016-17 Research on Student Evaluations of Faculty, Alverno College
• Organized a literature review of student evaluations of
faculty
• Analyzed literature for best practices related to online
surveys
• Developed a questionnaire based on criteria for faculty
promotion and literature on student perceptions of
faculty effectiveness
• Analyzed bias in a variety of models
• Developed a presentation for faculty and deans
• Developed a new questionnaire collaboratively with Jim
Wend, Instructional Technology expert

2010&
2006-2008 Graduate Research Assistantship, Marquette University,
Educational
• Utilized INVIVO and SPSS software to organize and
analyze information.
• Organized and implemented a long-term mixed
research study
• assisted professors with qualitative and quantitative
research
• analyzed transcripts and videotapes utilizing critical
discourse analysis
 • developed rubric for assessing case analyses for EDPL
296/396
• assessed student work
• conducted and transcribed interviews
• coded interviews

Presentations:

2016 Cultural Appropriation And/Versus Appreciation, with panelists
Adekola Adedapo and Celeste Skierski at Alverno College
Community Conference Embracing Diversity: A Mindful
Approach to Inclusion


Publications:

2009 Johnson-Dynek, L. & Chubbuck, S. (2009) Discursive
Exploration of Nonviolence: Negotiating and Transforming
Difference, presented at the American Educational Research
Association Conference, April 2009.

1999 Johnson-Dynek, L. (1999). Autism and a Continuum of Art
Education Experiences. Research Report (M.A.) Alverno
College: Milwaukee, Wisconsin.

Coursework writing(selection):

Johnson-Dynek, L. (2008) Sticking With It: Navigating Successfully in a Hegemonic
Culture. Marquette University; EDPL 315.

Johnson-Dynek, L. (2007). Academic freedom in higher education: Leaning on the Bill
of Rights in order to resist the pall of orthodoxy. Marquette University:
EDPL 305.

Johnson-Dynek, L. (2007). An Analysis of Reform Initiatives: Standards and
Assessment Literacy. Marquette University: EDPL 298.

Johnson-Dynek, L. (2006). Reflecting on Teacher Mind Change: Literature Review and
Change Analysis on Preservice and In-service Teacher Beliefs. Marquette
University: EDPL 338.

Johnson-Dynek, L. (2006). Looking for the Common: An Essay Response
to When Work Disappears, by William Julius Wilson. Marquette
University: EDPL 330.

Johnson-Dynek, L. (2005). The Importance of Changing Minds: Book Review.
Marquette University: EDPL 337.

Johnson-Dynek, L. (2005). Analysis and critique of teaching practice. Marquette
University: EDPL 337.

Johnson-Dynek, L. (2005). Testing Policies. Marquette University: EDPL 349.

Johnson-Dynek, L. (1997) Quasi-experimental study of the difference in effect of
multimedia technology presentation and classroom presentation on student
achievement. Alverno College.



Higher Education and Pre-K – Grade 12 Teaching Experience

2014-2018 Assistant Professor, Alverno College

A 364, 364A – Digital Photography
o Instructed first time photography students in the functions and
processes of cameras, photo software, presentation, formal art
elements, art frameworks, the history of photography and
portfolio development. Developed experiences that gave students
the opportunities to:
o read from quality sources, engage in class learning
experiences, tutorials, and complete weekly photography
assignments which focus on specific concepts and criteria.

o Us engage in class lecture, complete readings, and participate
in group discussion/analysis, as well as complete verbal and
written critiques of their own and others’
photographs/artwork.
o research an ethical/social/community issue within
photography, which are relevant to their specific personal or
professional contexts, and share their findings in an online
content curation webpage
o reflect on your readings in a journal, and share in a class
discussion and in the online content curation webpage.
o rite an artist statement in which you analyze and reflect on
the meaning of their work and choices, and the problem
solving required for the technological processes, using
appropriate frameworks.
o complete tutorials on Photoshop, do independent research of
specific apps, and make alterations to a body of photographs
which result in improved, effective images.
o use their journal, reflections, new software/app knowledge,
 and photographs to pull together a meaningful theme or
universal idea in a series of images. They make choices about
which work to print in a specific format.

AE 222 – Principles of Art Education
o Instructed students engaged in their first field and art methods
course
o Created learning experiences that gave students the
opportunity to develop art lesson planning skills, implement
assessments that reflect objectives, and begin to understand
the importance of making meaning through art education
o Increased the level of objective writing to include Bloom’s
taxonomy and alignment to formal assessments
o Course focused on media and methods for a variety of art
education levels, based on the field site in which student were
placed.
o Observed students in the field, giving specific feedback on
their planning, instruction, classroom environment,
assessment, and professionalism
o Met with student and cooperating teachers after each
observation, to engage in a triadic discussion of the student’s’
performance
o Developed new workshop to assist students with math and
writing strategies, to help them be successful in Praxis 1 (FALL
2016 start)


AE 393 – Art Media and Methods in the Secondary School
o Instructed students engaged in their secondary field and art
methods course
o Created learning experiences that gave students the
opportunity to develop art lesson planning skills: including
refined objectives, detailed procedures, implement
assessments that reflect objectives, and begin to understand
the importance of making meaning through art education
o Emphasized the developmental, social-emotional, cognitive,
and artistic levels and needs of the adolescent student
o Developed new unit writing guidelines based on the new
National Visual Art Standards, which focus on Creating,
Presenting/Performing/Producing, Responding, and
Connecting
o course focused on media and methods for the adolescent art
education levels, based on the field site in which student were
placed.
o Observed students in the field, giving specific feedback on
 their planning, instruction, classroom environment,
assessment, and professionalism
o Met with student and cooperating teachers after each
observation, to engage in a triadic discussion of the student’s’
performance

AE 480 L – Student Teaching in the Elementary School
o Mentored students in their elementary art student teaching
experience
o Guided students through the edTPA process.
o Student achieved a solid edTPA score – the art education
student scored 6th highest of all Alverno student submissions
o Created an academic language visual organizer to help
students understand the different areas of academic language
as described in the edTPA – shared with all ED475 college
supervisors for use with their students (See attached PDF:
johnsondynek_1_acadlang)
o Seminar focused on integrative interaction, coordination,
diagnosis, conceptualization, and communication between
student art teacher, curriculum, lesson planning, unit
development, assessment, and professionalism in the
elementary placement
o Communication was maintained between cooperating
teacher, student, and myself
o Observed student in the placement, giving specific feedback
on their planning, instruction, classroom environment,
assessment, and professionalism
o Met with student and cooperating teachers after each
observation, to engage in a triadic discussion of the student’s’
performance

AE 480 S – Student Teaching in the Secondary School
o Mentored students in their secondary art student teaching
experience
o Seminar focused on integrative interaction, coordination,
diagnosis, conceptualization, and communication between
student art teacher, curriculum, lesson planning, unit
development, assessment, and professionalism in the
secondary school placement
o Communication was maintained between cooperating
teacher, student, and myself
o Observed student in the placement, giving specific feedback
on their planning, instruction, classroom environment,
assessment, and professionalism
o Met with student and cooperating teachers after each
observation, to engage in a triadic discussion of the student’s’
 performance

CA300 – Creativity in Practice
o Developed and wrote this course with the purpose of having
students explore how creatives build a career across the lifespan
through active discussion with arts practitioners and arts business
professionals and they apply this explorationg to their own
professional, creative development. Students develop their voices
as leaders in the creative arts through applied communication and
leadership skills in grant writing, funding, marketing, and business
startegies, by connecting with other artist througharts and
entrepreneurship related conferences and presentations by
community artists, and by creating a professional identity in
online and print based professional materials and portflioes with
interfaced connectons to social media, blogs, and other web-based
connections.
o Developed connections with community creatives who came to
campus as part of a panel that discussed questions developed
by students.
o Created assignments that put students in the creative
community context, to explore oportunities, models, and
expereinces.
o Integrated the use of frameworks from art, creativity, business,
intreprenuerialship, and the abilities to create strong, guided
assignments.

LA230—Liberal Learning for Transfer Students: Questioning Culture
o Instructed incoming transfer students with the purpose of
integrating the Alverno abilities in a liberal arts course.
o Created learning experiences that allowed student to acquire
and implement analysis strategies, social interaction
behaviors, an understanding of global perspectives, problem
solving models and experiences, components of effective
citizenship, understand valuing in decision making, and create
and analyze aesthetic experiences
o Course assignments focused on cultural awareness,
questioning cultural assumptions, understanding social
justice, investigating global and local issues that affect women
and girls, and creating a digital artwork that communicated
their stance on an issue.

LA320 -- Art, Culture & Ethics - Hybrid
o Instructed nursing students in the understanding and application
 of the arts to their own experience, as a cultural experience, and in
the healthcare environment.
o Created learning experiences that allowed student to develop
an understanding of the art elements and principles and how
they impact meaning in content and intent.
o Created online experiences that integrated student-teacher,
student-student, and student-text, and student-art
interactions.
o Guided students in their development online content-curation
sites that showcased their research on artwork from
historical, medical, aesthetic, and ethical perspectives.
o Developed art experiences that scaffolded skill and meaning,
to assist students in drawing, painting, and making meaning in
their own art.

AE 392—Art Media and Methods in the Elementary School
• Instructed students engaged in their elementary field and art
methods course
o Created learning experiences that gave students the
opportunity to develop art lesson planning skills: including
refined objectives using Bloom’s knowledge and
metacognitive levels, detailed procedures, implement a
variety of formal and informal assessments that reflect
objectives, and continue to articulate the importance of
making meaning through art education
o Incorporated new focus on edTPA vocabulary to better
prepare students for the assessment process
o Added sections to the lesson plan to incorporate edTPA
concepts into planning: academic language: discourse,
vocabulary, language demands, planned supports, and syntax
o Emphasized the developmental, social-emotional, cognitive,
and artistic levels and needs of the elementary student, ages
4-12.
o Engaged students in developing an integrated, multicultural,
multisensory art unit
o Engaged students in developing an art museum field trip
guide, connecting to the community
o Observed students in the field, giving specific feedback on
their planning, instruction, classroom environment,
assessment, and professionalism
o Met with student and cooperating teachers after each
observation, to engage in a triadic discussion of the student’s’
performance


AE 481—Student Teaching in the Adaptive Arts Setting
 o Mentored students in their adaptive art student teaching
experience
o Guided students through the Case Study process.
o Developed a new case study format to reflect current IEP and
diagnostic classroom experiences.
o Seminar focused on integrative interaction, coordination,
diagnosis, conceptualization, and communication between
student art teacher, curriculum, lesson planning, unit
development, assessment, and professionalism in the
elementary placement throught the focus of the adaptive arts
guidelines
o Communication was maintained between cooperating
teacher, student, and myself
o Observed student in the placement, giving specific feedback
on their planning, instruction, classroom environment,
assessment, and professionalism
o Met with student and cooperating teachers after each
observation, to engage in a triadic discussion of the student’s’
performance

A146 sec. 7 -- Community Mural: Planning
o Guided student in the planning and design of a mural for
the LaCausa Crisis Nursery and Respite Center.
o Guided students through the planning stages, including
problem solving, sizing, installation possibilities, idea
development, sketching, drawing and gridding
o Facilitated meetings between students, LaCausa Nursery staff,
and children at the nursery, to determine mural content

A146 sec. 9 – Community Mural: Finishing

o Guided student in the painting and finishing of a mural for the
LaCausa Crisis Nursery and Respite Center.
o Guided students through the finishing stages, including detail
painting, problem solving, and installation
o Facilitated meetings between students and LaCausa Nursery
staff to determine installation and presentation procedures.

PST 329 – Praxis II Art Support
o Assisted students with resources and text preparation to
support success in Praxis 2

A350 – Praxis I Art Support
o Developed new workshop to assist students with math and
writing strategies, to help them be successful in Praxis 1


2012-2015 Adjunct Instructor, Alverno College (Liberal Arts
Department)
Liberal Arts Course for Transfer Students : Questioning
Culture (LA230)
o Instructed incoming transfer students
o Created learning experiences that allowed
student to acquire and implement analysis
strategies, social interaction behaviors, an
understanding of global perspectives,
components of effective citizenship, aesthetic
engagement, and valuing in decision making
o Course focused on cultural awareness and social
justice


Adjunct Instructor, Alverno College (Art Education
Department)
Field Course: AE392
o Supported and observed students in the adaptive arts
setting

Student Teaching Seminar: AE480/ED475

Assessment Coordinator, Distilling Essence Project through
Alverno College. 2012, 2013, 2014 Funded by the Greater
Milwaukee Commission
o Analyze art processes, tasks and outcomes, based on the
Wisconsin Visual Art Standards



2011 Adjunct Instructor, Alverno College (Education
Department)
• Philosophy of Education (ED412)
o Created constructive learning experiences that
connected students with historical, cultural,
social, and contemporary issues in education
o Focus on reflecting critically on those issues in
terms of their own values and beliefs to help
them develop a philosophy of education situated
in social justice

NCATE Liaison for Art Department, Alverno College
 • Analyze course syllabi, tasks, and assessments based on
NAEA frameworks and the Wisconsin State Teacher
Standards

Adjunct Instructor, Alverno College (Art Education
Department)
Early Childhood and Elementary Art Media & Methods
with Field Experience (AE392)
Principles of Teaching Art with Field Experience (AE222 &
AE210)
• Assist students in making meaningful connections
between art processes, curriculum integration, and
student learning in the elementary setting
o Focus on frameworks, philosophy, and practice.

2010 Adjunct Instructor & Curriculum Developer, Alverno
College (Liberal Arts Department)
Liberal Arts Course for Transfer Students : Questioning
Culture (LA230)
o Instructed incoming transfer students
o Created learning experiences that allowed
student to acquire and implement analysis
strategies, social interaction behaviors, an
understanding of global perspectives,
components of effective citizenship, and valuing
in decision making
o course focused on cultural awareness and social
justice


Adjunct Instructor, Alverno College (Art Education
Department)
Field Course: Adaptive Arts (AE386)
o Supported and observed students in the adaptive arts
setting

Assessment Coordinator, Distilling Essence Project through
Alverno College. Funded by the Greater Milwaukee
Commission
o Analyze art processes, tasks and outcomes, based on the
Wisconsin Visual Art Standards

2009 Adjunct Instructor, Alverno College (Urban Education
Fellows)
2007, 2005 Instructional Strategies Integrated with The Arts (UEF
 612): instruct masters level teacher certification students
• Instruct students on process of performance
assessment development
o focus on performance assessment as
instructional and assessment strategy
• Instruct students on process of effective rubric
development
• Instruct students on effective use of technology and
educational media as teaching tool and learning process
• Developed class WIKI site to facilitate web access to
classroom resources


2008 Professional Development Trainer - Alverno College
Co-facilitated a summer in-service for Catholic Memorial High
School on implementing assessment reform, with Dr. Mary
Diez.

2008 Adjunct Instructor, Alverno College, Integrated Learning
o Instructed incoming transfer students (IN-130, 6 cr.)
o focus on communication skills, analysis
strategies, social interaction behaviors, global
perspectives, effective citizenship, valuing in
decision making, and aesthetic understanding

2005-2006 Assistant Professor, School of Education, Alverno College
• Developed assessments for Diagnostic Digital Portfolio
• Developed and maintained classroom online program
(EDUCATOR)
• Teaching responsibilities included teacher education,
art education, and communication classes
• Researched and presented a curriculum change for the
initial preservice field experience; implemented in 2006


2000-2005 Art/Adaptive Arts Teacher & Department Coordinator,
Whitnall High School
Whitnall School District, Greenfield, Wisconsin
• Developed performance assessments for multiple
courses
• Instructed students in grades 9-12, including students
with special needs who are integrated into the regular
education classroom
• Researched curriculum comparison and developed plan
for change
 • Increased course offerings in the areas of advanced
ceramics, advanced painting and drawing, and AP
College Board placement classes
• Developed Digital Arts curriculum, implementing in
2005

2003 Instructor, Alverno College, Master of Arts Program, TLA-
612 Educational and Human Development 2: The Scholarship
of Teaching

1999-2001 Arts and Humanities Instructor, Alverno College,
Milwaukee, Wisconsin, Weekend College
Instructed incoming students in learning processes and
strategies in the areas of communication, analysis, valuing,
aesthetics, citizenship, social interaction, global awareness

Summer 2000 Professional Development Trainer - Alverno College
Facilitated a week long summer in-service with follow-up for
Waukesha Public Schools on Performance Assessment, along
with three Alverno College faculty members and Dr. Douglas
Reeves from the Center for Performance Assessment

1992-2000 Art/Adaptive Arts Teacher, Franklin Public Schools,
Franklin, Wisconsin
• Worked to achieve district equity through Pupil Non-
Discriminatory Committee
• Created goals, standards, and assessments for K-12 art
curriculum
• Created and implemented curriculum-integrated art
education experiences for Kindergarten through sixth
grade students, including students with cognitive
disabilities
• Coordinated Human Relations committee, actively
seeking a variety of multicultural and humanitarian
experiences for students
• Planned parent orientation events and site plan
member focusing on parental involvement
• Offered after-school experiences through Community
Education and Recreation Department, such as Origami,
“Pass Go, Collect Fun” (a game creating course)
• Evaluated schools for North-Central Accreditation
Association
• Co-authored school site plan, focusing on integration of
arts
• Implemented site plan based in arts through
 collaborative school-wide integration strategies
• Acquired culturally diverse presenters for student
assemblies
• Incorporated community resources in production and
implementation of art experiences
• Created cost/benefit analyses at district level for
technology site plan


National Presentations

2009 Discursive Exploration of Nonviolence: Negotiation and Transforming
Difference, Paper Discussion, Discourse Processes in Research and
Practice, American Educational Research Association, Sand Diego, CA,
April 2009 (first author with Chubbuck, S.)

Local Presentations

1999 “Creating Creative Experiences” at Franklin School District
Community Development Event. Franklin, Wisconsin.

In-Service Presentations

2000-2004 Aesthetic Response Presentation, Integrated Learning 125, Weekend
College
Program, Alverno College; 2000-2004

2003 Urban Education Fellows, Integrating Art into the Curriculum, Two
Day Seminar; Alverno College, Milwaukee, Wisconsin, Summer

2000 Designing effective rubrics, Teacher In-service, Pleasant View
Elementary School, Franklin, Wisconsin

1999 “Writing and Implementing Performance Assessments,” Teacher In-
service, Pleasant View Elementary School, Franklin, Wisconsin

1995 Seminar on Gender Bias in Education to Woodlands School Faculty,
Milwaukee, Wisconsin

Art Exhibits

Eclectic Electric Photography Exhibit, 2019, Walker’s Point Center for the Arts,
Milwaukee.
Collective, Alverno Faculty Art Exhibit, 2019, Alverno Arts & Cultures Gallery,
Milwaukee.
Alumnae Juried Art Show, 2018, Alverno Arts & Cultures Gallery, Milwaukee
Wisconsin Waterways Juried Photography Exhibit, 2018, Milwaukee Downtown
Library, 3rd place, Milwaukee.
Big, Bold, Beautiful Black & White Juried Exhibit, 2018, ArtBar, Milwaukee.
Portrait Milwaukee Juried Photography Exhibit, 2018, CoPA & Milwaukee Magazine,
at Alverno College Arts & Cultures Gallery, Milwaukee.
CoPA Pop-up Gallery Night & Day, 2018, Marshall Building, Milwaukee.



Recent Professional Activities and Memberships

CoPA-Coalition of Photographic Arts
National Art Education Association
Wisconsin Art Education Association
American Association of University Women
Alverno Alumnae Association Board member
American Educational Research Association member
Alverno College Master of Arts Alumnae Committee
Alverno College Alumnae Association


Honors
2011 Passed Doctoral Qualifying Exams with Distinction
2010 Scholarship and research assistant award; Marquette University (half-
time)
2006-2008 Full scholarship and research assistant award for PhD studies;
Marquette University
1999 Wal-Mart Teacher of the Year
1989-1991 President’s Council Scholarship, Alverno College, Milwaukee,
Wisconsin