Online Vitaè
Thanks for visiting my interactive online Vitaè. As a leader, I am driven by individual, team, and community successes derived from collaborative, anti-racist, equitable, inclusive, and accessible leadership practices.
You can use the buttons below to access information about me based on what is most relative to you.
Seattle Central College
March 1, 2021 to Present
The Executive Director, eLearning is responsible for working with faculty, staff, and instructional administrators to ensure operational effectiveness in distance learning service and support for faculty and students. The eLearning department is charged with promoting and facilitating a consistent, accessible, and comprehensive eLearning program while working with instructional staff to expand access and continued quality improvement of distance learning courses and programs at the Seattle Colleges. The Executive Director will function to increase instructor capacity and interconnectivity across areas of eLearning, instructional design, and professional development with the goal of increasing access and successful outcomes for eLearning students at Seattle Colleges. This position serves as the administrative head of the Seattle Colleges Online department serving the Seattle Colleges.
Continue ReadingCapella University – Minneapolis, MN
October 2021 to Present
EdD
The EdD in Educational Leadership is designed to prepare practicing professionals to pursue leadership roles in colleges, universities, and P–12 schools, as well as corporate, governmental, and non-governmental education organizations.
Fall 2021
This first course is designed to support you in your transition to an advanced level of study. This course is designed to provide learning experiences on critical thinking and scholarly writing—essential skills in a graduate program as well as professional practice. It allows you to acquire and practice the skills necessary for online learning to expand your understanding of the expectations of advanced, graduate-level work.
Continue ReadingBowersox-Johnson, K. (2021). Living our mission: Aligning our organization’s strategic plan to the work. Leadership Abstracts, 34(10). https://www.league.org/leadership-abstracts/living-our-mission-aligning-our-organization%E2%80%99s-strategic-plan-work
In December 2019, Seattle Colleges’ colleagues Victor Kuo and Daihong Chen (2019) introduced the institution’s strategic plan scorecard to “measure what matters.” To ensure that goals are achievable, faculty and staff must have ownership in developing their own plan of action that aligns their department’s work to the larger institutional goals.
A lot of time, energy, and dedication go into developing an academic institution’s strategic plan. However, it is hard for some staff within the institution to translate those plans into actions as the goals may feel too far removed from their daily grind. For example, without proper coaching and direction, technical support staff members who only work with faculty may not fully understand how their work directly impacts a goal specific to student retention. Therefore, the next step in the strategic plan process is involving departments in a strategic planning process of their own.
Manning, S. & Johnson, K (2020). Online education for dummies. Indianapolis: Wiley Publishing, Inc.
Whether you’re a college student, adult learner, or professional in continuing education, some—and sometimes all—of your learning will happen in a virtual classroom. This book is your friendly guide to the fast-growing possibilities of this world, from choosing the right course and mastering the software to polishing up your online communication and study skills. Whatever you want from your study experience—school success, professional development, or just pursuing your passion—this is your road map to online educational success!
Oregon State University
July 29 – September 8, 2019
Second Practice of Live Streaming Using OBS and YouTube Live
July 15, 2019
In my second practice session, I decided to use an external camera, as I was unable to do that during the first attempt. After researching why, I was able to find the necessary tools to convert the external video camera’s signal to my computer so that it can be chosen as a source in OBS.
I used a Canon Vixia Video Camera and the Mirabox USB-C Video Capture Card to convert the video to my Mac so that OBS could use the video camera as a video image source to capture from. The image below illustrates how the camera and video card are connected.The tutorial video below covers the OBS setting needed when using an external camera and the Mirabox Capture Card.
In this attempt, I was able to connect an external video camera to my computer using the Mirabox Video Capture Card. This allows for more flexibility in when and where we can stream live events – not relying only on the built-in webcam. At first, the video wasn’t working. I had to conduct a lot of research to figure out the video settings inside of OBS to get it to recognize the video stream. After I got that working, I attempted my first recording. Unfortunately, when playing back the recording, I noticed the audio was not synched with the video – the sound was coming about 3 seconds before the video. I could have synched the audio in post-production editing, but wanted to fix it in the live version so the streaming video would be properly synched. After much additional research, I was able to adjust the settings in OBS so that the video rendered in synch with the audio. With the ability to use a external, High Definition camera and the audio and video in synch, I am now able to produce high quality streaming videos from any location with an Internet connection.
The next chapter of this adventure includes ideas for engaging with our live audience. Engagement is important so that audiences are left with only looking at a screen and listening to a lecture or talk. Engagement will depend on delivery method. For example, when using Facebook, you can see who is logged in and watching your live feed, which allows you to callout people by name as a simple way of engaging them. Other ways to engage include:
Polling: Some streaming services allow for polling audiences. Polls can be determined and setup ahead of time so that audiences can provide immediate feedback to the speaker.
Comments/Chat: Audiences can provide comments and chat during lives sessions. This allows the speaker to ask question and audience members to respond via comments or chat. It also allows the audience members to ask questions that the speaker can respond to in the live environment.
Links & Resources: The speaker can share out links and resources for audience members to access during or after the session. These could also be provided in promotional materials so that audience members can access them before the session and then bring their questions to the session or submit them ahead of time through a survey tool of sorts.
Hidden Gems / Easter Eggs: In gaming, Easter Eggs are hidden bonuses that players may or may not know to look for. In a live streaming event, we could have information that is only provided during the session that leads to some “fun” bonus prize like a free drink or chocolate.
Demonstration: By providing a demonstration during the live stream, you can encourage audience members to follow along and try themselves. If supplies are needed, a list of materials can be provided in the promotional materials.
Follow-up: Live events can serve as a springboard to work that needs to happen after the event. For example, you might interview a specialist in the field that couldn’t make it to the classroom and then have students follow up with an activity or reflection.
Practices of Live Streaming Using OBS and YouTube Live
July 11, 2019
For this project, I decided to test Live Streaming of video. As a district, our college often offers the same information session at multiple colleges. By streaming video, we can save travel and time by hosting viewing parties with moderators at each of the colleges.
Oregon State University – LXD: Advanced Tools & E-Learning Trends
June 3 – July 21, 2019
Our college is a part of a district, and we hold several meetings covering the same topic often. The purpose of this project is to test live streaming as an option to conduct these meetings in order to reduce the number of face-to-face meetings and traveling required to offer several face-to-face meetings at different locations. A potential added benefit is for our Instructional Design and Instructional Technology teams to collaborate on the development of a course that would teach faculty how to use this technology in the classroom.
Seattle College’s Instructional Designers & Instructional Technologists
We were fortunate enough to be able to acquire space within our facility and turn it into a video/audio recording studio. It comes with two side post-production rooms where we can record or edit as well – pictured below. 
The recording studio is great for streaming basic announcements and other content where a live audience isn’t present. However, live streaming events will require us to have equipment that can travel to different locations. So, we purchased the following equipment
Based on initial research, and the watching of How To Live Stream On YouTube With OBS | Fast Start Guide, I’ll be using the Google Live Streaming server in collaboration with Open Broadcast Software (OBS) on a Mac.
Solving Instructional Problems, with Justin Time
June 19
In this episode, Kevin Bowersox-Johnson, Director of eLearning at Seattle Central College steps in for Justin Time. Kevin explores the topic of Plagiarism with faculty member, Yun Moh, and Instructional Designer, Robin Leeson. Listen in as they discuss the problem and share pedagogical strategies for reducing Plagiarism and tools for supporting the effort.
Yun Moh, Instructional Designer
Yun has been supporting faculty members and academic departments at Seattle Central as an instructional designer since 2015. He has been sharing instructional design knowledge such as Quality Matters and Universal Design along with over 20 years of teaching and curriculum development experience in online and hybrid courses using innovative pedagogy and technology.
Robin Leeson, Instructional Designer
Robin provides a variety of Instructional Design support and services including course design consultation, faculty training, and captioning. Robin also serves on the Accessibility and Guided Pathways committees. Robin has a Master’s degree in both Adult Learning and English/Creative Writing.
Kevin Bowersox-Johnson, Director
Kevin has over 25 years experience in Education and Instructional Technology & Distance Education. He has a Mater’s degree in Curriculum and Instruction and has taught in both K-12 and Higher Education environments. Kevin has supported several higher education institutions develop policies, procedures, and academic programs specific to distance education.
Jesse Hernandez, Instructional Technologist / Producer
Jesse is a transplant from the Sunshine State who started as a student at Seattle Central. Jesse has served as a Student IT Consultant in our TLC before accepting the position of Instructional Technologist where he works closely with our Instructional Designers and Faculty. His primary role is teaching faculty how to use our college’s technology tools. Jesse also serves as our Podcast Producer.
Oregon State University – LXD: Advanced Tools & E-Learning Trends
June 3 – July 21, 2019
Many of our faculty have expressed interest in podcasting as a way of adding another, portable element to their course. Most of the interest surrounds the creation of content that students can access on the move when commuting to class from devices such as their phones. As the Director of eLearning, it is my role to lead the team who supports faculty in these endeavors and teach them pedagogically sound practices for doing so. Therefore, my team and I decided to create a podcast that focuses on innovative ways to solve instructional problems. As a part of this project, we hope to create a model podcast, handouts that guide faculty in how to do this both technically and pedagogically and provide a studio setting with equipment to do it in. Since this project started, we have also decided to create an Introduction to Podcasting Course for our faculty as well.
I imagine that objectives for that course might look something like the following:
After completion of this training, learners will be able to…
Higher Education Faculty
We were fortunate enough to be able to acquire space within our facility and turn it into a video/audio recording studio. It comes with two side post-production rooms where we can record or edit as well – pictured below.
For podcasting, we have ordered the Rodecaster-Pro Bundle with four mics, cables, positionable stands, and headsets.
Being the organizational freak that I am, I wanted to make sure we did this right. So, I called an initial production meeting last week. At our first meeting, we discussed the purpose, target audience, potential structure, and topics. Because I don’t want to start something we are not serious about, I said we wouldn’t go live with our first edition until we had recorded at least 12 of the first 24 episodes. We hope to record these over the summer and begin releasing in the Fall. Things we are to bring to our next meeting include potential names, topics, and ideas for intro/outro music, Logo, marketing, etc.
At our second production meeting we worked on Podcasts structure (segments), name, and example topics. We decided that we were going to let the topics more organically develop by asking faculty to share challenges and successes with us. The general structure will be as follows:
Solving Instructional Problems, with Justin Time
Oregon State University
June 3 – July 21, 2019
Oregon State University
April 15 – May 26, 2019
Oregon State University
February 25 – April 7, 2019
Oregon State University
January 7- February 17, 2019
It’s all about making connections. This culminating capstone experience will allow participants to apply what they have learned throughout the program, to a meaningful project that addresses authentic needs within their workplace or place of internship. Learners will have an opportunity to showcase competencies that are universally desired by LXD-UXD employers. The evidences created through this practicum will undoubtedly contribute to an impressive portfolio.
Inclusion Advocate Training
Oregon State University
November 5-6, 2018
This program provides training on how to be an Inclusion Advocate; help screening committees reduce implicit bias in the hiring process, with the goal of making our hiring an equitable, welcoming process for all.
At the end of this training, you will be able to…
Oregon State University – Ft. Lauderdale, FL
January 2019 to Present
Certificate
aThe online education space is thriving and reaching more students every year. E-learning provides an excellent opportunity for working parents taking classes in the evenings, international students looking for diverse education, or anyone who wants to navigate materials on their schedule and collaborate in an online environment. As educators creating these materials, we have an opportunity to create high-quality online learning experiences centered on the learner and utilizing the latest e-learning technologies.
Off the Beaten Path: A Pathway Model for Faculty & Staff
Co-Presented with Lynn Kanne
May 2019
Seattle Central’s EDGE (Education + Design = Excellence) program applies the pathways concept to faculty development. Program participants can earn a stipend after participating in 29 hours of instruction focusing on technology tools, pedagogy, and accessibility. In its first two quarters, 109 individuals participated in over 1,000 hours of training in this program.
We will share our strategies and templates for organizing, marketing, and implementing this program. We’ll show how we addressed registering, tracking, and credentialing with tools and resources we already had: Canvas, Google, Badgr, Outlook, Illustrator and state-wide trainings and we’ll explore other development areas that might benefit from this pathways approach. Participants are invited to bring their own strategies and questions focused on programming for faculty and staff development.
Washington Annual Canvas Conference (WACC)
March 2019
Come learn how to create dynamic and esthetically pleasing Canvas pages to help students more effectively and efficiently navigate your course.
At the end of this sessions, participants will be able to
The purpose of this course is to provide information and experience in using open educational resources (OER) in your teaching practice. We will discuss the concept of OER and open licenses. We will also provide plenty of practice in locating and sharing open educational resources. This is a 2-week online, asynchronous course and participants are expected to spend 10 hours to complete the course. This is a fully facilitated training that will produce an official certificate to the participants upon successful completion.
Upon completion of this course, participants will be able to
Seattle Central College
July 11, 2016 to March 1, 2021
The Director of Distance & eLearning is responsible for directing and managing the self-supporting Distance Education program that serves over 1,000 students annually. It also supports online and hybrid programs serving 15% of FTE. The primary goal of the new Director is to increase distance education enrollments while continuing to support the growth of online, hybrid and web enhanced offerings.
“Kevin has done a remarkable job at facilitating vision and direction at the individual, department, and campus levels all while balancing professionalism and decorum among faculty and staff.”
As a supervisor and a leader, Kevin has a good balance of supporting and challenging his staff. He gives consistent positive and constructive feedback, fostering continuous coaching and development. He sets challenging expectations for his staff and holds them accountable to a high standard of professionalism, communication, and performance. His positivity and enthusiasm as a leader help to create and encourage a culture of appreciation that I am confident he would bring to teaching.
“Kevin was always responsive, upbeat, encouraging, He is very knowledgeable in the field. Our course was well-staged, no fluff, all pertinent interesting material.” and were always up to date.”
“Kevin provided clear concise expectations for assignments and went out of his way to make sure we understood what was expected of us.”
Kevin is very knowledgeable of subject matter and quite experienced in teaching both online and face-to-face, and yet is very approachable, down to earth, and eager to help his students and transfer his knowledge.”
“ Working with Kevin is always exciting and rewarding. He has excellent solutions, can articulate his ideas and interpret your response, and when he becomes committed to a cause is passionate beyond words.”
“As a teaching colleague, I was able to witness and experience Kevin’s joy in teaching learners with technology, his commitment to his students, his creativity in course curriculum, his collaborative skills in collegial teaching, his diligence in evaluating learning outcomes, and his ability to communicate with and motivate learners.”
”When it comes to seeking innovation and new ways of thinking, Kevin sets the bar very high. He is a tinkerer. Not only does he bring a specific technical background, but he has fun seeking new solutions to old problems.”
Coached SUPERvisors through difficult situations regarding employee relations including performance issues and termination of employment.
Parkland Community College
2002 to 2003
Develop a web site with management of the site and of site growth as design goals. Incorporate mechanisms managing changes in web site, feedback from site users, and know how to make a site secure for e-commerce.
Heald Business and Technical College
1997 to 2001
Introduction to personal computer hardware, operating systems, graphical user interfaces, and software applications including word processing, database, and spreadsheet. Topics include DOS operations, floppy disk and file management, basic windows operations, data management, and configuration and use of software applications. This course covers how to connect, communicate, find and retrieve information on the Internet.
Heald Business and Technical College
1997 to 2001
Students are introduced to the infrastructure and current uses of the Internet, including concepts such as web page design, creation, and management, electronic commerce, and web-based programming.
Heald Business and Technical College
1997 to 2001
Provides coverage of the operations and features of spreadsheet software. Students analyze and apply spreadsheet solutions to business problems in the areas of finance, information tracking, reporting, and presentation. Real-world business situations are explored through the use of creative thinking and problem-solving techniques.
Heald Business and Technical College
1997 to 2001
Using current desktop publishing software and electronic presentation tools, students develop skills to create effective multimedia presentations and desktop publications. Applications include using fonts, styles, layouts, graphics, online resources, and video and sound clips. Audience analysis, planning, and citation are addressed, as well as the preparation and practice of oral presentations.
Heald Business and Technical College
1997 to 2001
The internship program is an opportunity for students to gain the experience necessary to compete in today’s job market. It is designed to provide students with real-life work experiences in on-the-job training situations relevant to their major fields of study. Internships provide students the opportunities to put theory into practice, applying the knowledge and skills they have learned at Heald to actual work situations. Taken in the final quarter of the degree program.
Heald Business and Technical College
1997 to 2001
The course is an introduction to the use of a database management program, including database structure, accessing, editing, and searching files, and designing and producing reports and labels.
Heald Business and Technical College
1997 to 2001
This course introduces students to the elements of PC troubleshooting and configuration. Students study hardware and software installation and configuration, as well as troubleshoot computer hardware and software failures, adding peripherals, resolving compatibility issues, and maintaining effective customer relations.
Heald Business and Technical College
1997 to 2001
Application of word processing features and concepts. This class emphasizes efficient use of the features and concepts of word processing. Projects related to the student’s career area focus on standard forms, formatting, and the development of written communication skills.
Heald Business and Technical College
1997 to 2001
The varied dimensions of doing business in an international context are examined, emphasizing patterns of international trade, social and political frameworks, the economic environment, and national and international constraints. Other topics addressed are general management issues associated with planning, finance, marketing, staffing, legal requirements, and the impact of e-business on the global economy.
Heald Business and Technical College
1997 to 2001
An integrated approach to the mechanics of communication, emphasizing the practical application of reading, writing, listening, and speaking in a business environment. Instruction in the parts of speech, sentence structure, and verb-tense agreement strengthens the student’s written and oral communication skills, which form the basis of the student skill portfolio. Use of business terminology is emphasized.
Heald Business and Technical College
1997 to 2001
Incorporates all aspects of communication in helping students develop clear and concise written and oral language skills. Selected readings are studied as models for writing, with emphasis on an organized approach to writing and editing. Team projects, presentations, and peer critiques focus on current business themes and cultural issues. Students compile written work to create a business magazine as a final project.
Heald Business and Technical College
1997 to 2001
Research and editing techniques, persuasive writing, audience analysis, language sensitivity, and problem-solving communication skills developed through group discussion, panel debates, selected readings, and written and oral presentations. Special emphasis is placed on analysis of readings, team feedback and cooperation, development of written research papers, and effective oral presentations.