Eric E. Haynes

• My responsibilities have included reporting of attendance to the University, conducting early alerts, building and maintaining a student-friendly Blackboard site by posting the syllabus, using email, producing a calendar with exam, quiz discussion boards and lab scheduled dates.
• In terms of grading this semester, my (2) courses have (99) in BIOL 1120 and (38) in BIOL 1220 my student’s assignments, discussion boards and labs from the previous week has been completed in less than one week.
• I attend faculty meetings, contribute to departmental functions and events, and interact with my undergraduate students during my weekly in-person office hours.

• My responsibilities include attendance reporting, sending out early alerts to students, creating and maintaining a student-friendly Blackboard site and now Canvas (Summer 2025), where the syllabus, email communication, calendars, exam, quizzes and labs can be found in order for our students to stay on schedule and be successful.
• My student’s (online or face-to-face) assignments are reviewed, graded, and posted in a timely manner online, and during class they can answer questions of the day, simple drawings of pathways/systems or fact tables to help them better comprehend the material we are learning at that time.
• We visited the cadaver on several occasions and look forward to using the new Anatomage table.
• As a teaching professional and member of WCC community, I regularly attend campus-wide meetings, departmental meetings, and many of the FPD Tuesday and Friday meetings.
• Over this past year, I have participated as part of a small group, who piloted Canvas in the Early Adaptors Group.
• At the end of each semester, I submit lecture and laboratory assessment questions from my courses to Susan Dentel/David Wooten for accreditation reporting.

As the main lecturer, I was responsible for (2) weekly lectures and organizing (3) guest lecturers for our Friday seminars. The HDSC 5210 course needed to be re-designed, adding the new Elsevier lecture content to Blackboard, an OER book and creating new documents/presentations throughout the course to improve student learning outcomes and program assessments.

• I was responsible for both online and face-to-face instruction for the classes listed below, these duties included maintaining proper attendance records, conducting general class business: syllabus, email, grading exams, quizzes, and stated metrics of assessment mandates for the State of Ohio, creating a conducive environment for all learners, completing course materials on-time and posting results in a timely manner online via Blackboard for student success.
• I helped re-write the PHY 115 lab manual content to meet Ohio Transfer Module criteria, working with (2) other Physics instructors, and personally created Excel spreadsheets for data collection, visualizations for 10 of the 14 assigned labs.

• My mission was to fund and assess Venture sub-grants, find presenters promoting new teaching methodologies for our Owens faculty and administration.
• The result was a (28) lecture series for attendees to learn from visiting lecturers from Michigan, Ohio, and Texas.
• These in-person meetings introduced concepts from flipping the classroom, metacognition, true grit, growth mindset, SOTL-Scholarship of Teaching and Learning to POGIL-Process Orientated Guided Inquiry Learning.
• We funded (6) Venture sub-grants: (2) for the creation of new OER courses and faculty training, (2) for plasticized cadaver parts (head and torso, and a lower leg), and (2) technology grants for iPads for the Dental department and the other for the TRIO program (outreach for first generational students and disadvantaged students).

• My daily responsibilities were to collect the sample submission data from U of M’s Public Health super computer, assessing terabytes of data 2-3 times a week, beginning initially by grouping data sets and using Python to reassemble the data into a single Excel spreadsheet, while simultaneously running preproduction results through a variety of Bioinformatics, Biostatistics, Epidemiology databases for novel associations using MySQL and more Python with the addition of R libraries, while posting the data stream to the Principal Researcher and Lab Director.
• We met twice weekly as a lab and the Psoriasis group met monthly, it was my job to explain the data analysis at our meetings for potential insights and publishing, developing grants, and visualizations of our published Psoriasis studies.

• Physical Science students visited (3) parks in Cleveland’s metro park system with varying terrain and the drawing of a topographical map, designing physics-based transportation for potential to kinetic energy and flight.
• Responsibilities included attendance, creating quizzes, exams and meeting the assessment goals and objectives for the State of Ohio.
• Creating course materials and in-class learning activities for learners of all developmental abilities, providing timelines for administration in weekly planning meetings, and grading student submissions and returning their projects, and homework within a week of the due date.
• In the spring of 2002, I was the assistant coach for the field events (shot put, long jump, and pole vaulting).

• Students were provided with real-world experiences from measurement, growing plants and counting bugs in the park to collect and create posters which were displayed at parent-teacher conferences and judged by the faculty for scholarships.
• At Saint Mary’s students were a priority, so teachers are responsible for staying on top of attendance, creating valuable learning experiences during lectures for students, and providing timely feedback on assigned projects, and homework.
• Additionally, we were asked to attend school functions, meeting with parents and social events promoting our courses, and the school itself.