Judith Parker

Dr. Parker has earned a doctorate degree, and an M.S. degree in Adult and Continuing Education from Teachers College/Columbia University in New York, an M.S. degree in physics from Purdue University in Indiana, and a B.S. degree in physics and mathematics from Notre Dame College in Ohio. Dr. Parker has over 20 years experience in leadership positions within business organizations emerging into the global market and has been instrumental in leading them toward becoming global learning organizations. She has worked extensively with technical managers and technical employees in Asia and Europe in leadership education and training and technical employee skill development. Dr. Parker’s academic experience includes teaching adult learning and leadership theory and practice, staff development and training, and organizational development, in graduate programs at Teachers College/ Columbia University and St. Mary’s University of Minnesota using totally on-line format, totally classroom format, and blended delivery. She also teaches college physics and astronomy at Muhlenberg College in Pennsylvania. She has presented numerous papers at conferences globally including the Academy of Management, American Association of Physics Teachers, American Society of Training and Development, College Industry Education Conference, Quality and Productivity Management Association, Business and Multimedia Conference in Ireland, Lisbon 2000 European Conference on ODL Networking for Quality Learning, and World Open Learning for Business Conferences in the UK. She has authored numerous articles in publications including the “Compendium on Uses of Distance Learning Technologies in Engineering Education” and the “Journal of the International Association for Continuing Engineering Education” and book chapters including “Cyber Action Learning and Virtual Project Teams for Leadership and Management Development” with L. Yiu in the book Workplace Training and Learning: A Cross-Cultural Perspective and the chapter “The Online Adult Learner: Profiles and Practices” in Handbook of Research on E-Learning Applications for Career and Technical Education by edited by Victor Wang. She has been elected a Fellow of the American Association for the Advancement of Science, and has received the American Association of Physics Teachers Innovative Teaching Award and the Park College Educational Partnership Award.

Publications

Educational Leadership and Ralph Tyler
Victor C. X. Wang, Judith Parker. © 2013. 12 pages.
This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a...
Examining Adult Learning Assumptions and Theories in Technology-Infused Communities and Professions
Judith Parker. © 2013. 13 pages.
Adult learning in today’s society is primarily focused on the needs of adults as they function in their communities and professions. Adult learning principles and...
Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies
Victor C. X. Wang, Lesley Farmer, Judith Parker, Pamela M. Golubski. © 2012. 242 pages.
Pedagogy and andragogy are often treated as separate fields, despite their similarities and shared goal of stimulating learning in individuals to the fullest...
Instructional Methods for Online Learners
Judith Parker. © 2012. 13 pages.
While a plethora of instructional methods are documented and utilized in educational and training programs, some are more appropriate for the online learner than...
Comparing Traditional Teaching with Andragogical Teaching via Web 2.0 Technologies
Judith Parker. © 2012. 14 pages.
The social networking and knowledge development features of Web 2.0 have offered new opportunities and challenges for teaching. This chapter will explore how these...
Engaging Traditional Learning and Adult Learning via Information Technologies
Judith Parker. © 2012. 13 pages.
Student engagement is a key factor in learning whether it involves traditional or adult learners. While the role of the teacher may differ, it is primarily the...
Encouraging Student Motivation in Distance Education
Judith Parker. © 2012. 13 pages.
While motivating students to enroll, participate, and complete any learning activity has always been a challenge, distance education adds a new dimension of...
Global Leadership Training and Technology
Judith Parker. © 2012. 10 pages.
In today’s world, where organizations’ leaders can come from dispersed geographical and cultural backgrounds, leadership training must embody cultural as well as...
The Impact of Technology on Organizational Learning and Leadership
Judith Parker. © 2012. 12 pages.
While the idea of organizational culture and organizational learning have emerged and developed over the past decades, views of leadership have changed...
Leadership Development in Kazakhstan
Judith Parker, Gainiya Tazhina. © 2012. 13 pages.
Kazakhstan’s recent history has transitioned from that of nomadic clans to domination by Russia to today’s independent nation. During these 20 years of...
Innovative Leadership Training Using Technology across Borders
Judith Parker. © 2012. 11 pages.
Leaders in today’s organizations can emerge from culturally and geographically diverse backgrounds. Therefore, leadership training must be innovative in its...
Changes in Organizational Learning and Leadership Influenced by Technology
Judith Parker. © 2012. 12 pages.
Over the past decades, organizational learning and leadership have undergone significant changes as individual areas of study, as inextricably intertwined...
The Role of Information Communication Technologies in Enriching Adult Education Theory Building
Judith Parker. © 2011. 16 pages.
Communication technology has influenced every aspect of our personal and professional lives. Yet, much of the literature on this influence focuses on the impact it...
Educational Leadership and Ralph Tyler
Victor C. X. Wang, Judith Parker. © 2011. 12 pages.
This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a...