Summary Vita
John
T. Taylor
(904) 766-6763 office FCCJ E-Mail johtaylo@fccj.edu
(904) 614-0531 cell LSUA E-Mail: jtaylor@lsua.edu
(904) 992-2052 home HCC E-Mail: jtaylor@hccfl.edu
Education:
1986-1998 Instructional Technology
1978 Ed.S. Community
College Leadership
1967 MCS Chemistry
1963 BS Chemistry &
Mathematics
Faculty Experience (30 years):
2006-Present Professor of
Chemistry
Louisiana State University-Alexandria
2005-2006 Instructor II Chemistry Faculty Member
(fulltime temporary)
Coastal
2004-2005 Adjunct
Chemistry Faculty Member (12/18 Contact Hr/Sem))
2004-2005 Adjunct Distance Learning Computer Science Faculty Member
2000-2004 Professor of Computer
Science/Program Manager of CIS-Brandon Campus
1996-2000
Professor of Chemistry, Education and Computer Science
1979-1996
Professor of Chemistry (on administrative leave 1981-1996)
1972-1979
Associate Professor of Chemistry
1969-1972
Assistant Professor of Chemistry
1967-1969
Instructor of Chemistry
K-12 Public Schools:
1964-1966 Instructor, Physical Science
1963-1964 Instructor, Chemistry/Physical Science
Community College Teaching Certifications
(Discipline Graduate Semester
Hours):
Chemistry: 40 hours Physics: 6 hours
Education: 69 hours Mathematics:
9 hours
Computer
Science/Instructional Technology : 45
hours
Applied Mathematics(9)
+ (Statistics 8): 17 hours
Administrative Experience (15 Years) :
1993-96 Dean of Special
Programs,
1991-93 Director, Division of
Science, Dale Mabry Campus
1981-91 Director, Division of
Science and Mathematics, Dale Mabry Campus
Certifications:
World Organization of
Webmasters: Certified Associate Webmaster (CAW) May 2003
Click 2 Learn Authorized
Master Student Success Program
Trainer-HF January
1996
Textbook Publications:
CHM
1025L Modern Chemistry Laboratory Manual, Hunter Publishing, Winston
CHM
1045l CHM 1046L General Chemistry Laboratory Manual, Hunter Publishing, 1980
National Recognition:
Testimony: Invited to testify before United States House of
Representatives Committee on Science and Technology on behalf of the nation’s
community colleges on methods to improve mathematics, science, and computer
education February 26, 1986 Copy
of Letter: http://www.hccbrandon.net/aboutme/USletter.html
Innovative Excellence
in Teaching, Learning and Technology Award:
Award
Presented at the 10th International Conference for College Teaching, Learning
and Technology; April 1999
Institutional Honors:
1987 Merit Citation for
Administrative Achievement for 1986-87 HCC
1971 Most Outstanding Faculty
Award of 1970-71 HCC
Most Recent Published Paper (Journal):
The Success Ratio Profile, A Statistical Paradigm for Evaluation of Community College
Faculty Performance; National Issues in Higher Education; Volume 41; 1995
Most
Recent Un-Published Paper:
A
Technology-Enhanced Approach to Teaching General College Chemistry,
Most
Recent Grant Applications:
NSF 02-095 # ? HCC_Live_OnLine 41 Pages 12/04/02
NSF 02-181 #0313802 Cyber
Security Consortium Training 53
Pages 12/18/02
NSF 03-523 #0333887 North
Carolina Consortium-eLearning 33 Pages
04/23/03 (Preliminary)
NSF 03-523 #0402230 North
Carolina CIP-Live-Online 82
Pages 10/15/03 (Final)
Professional Organizations:
American Chemical
Society-Chemical Education Division
World Organization of
Webmasters
Major College Committees (last seven years):
LSUA Instruction Technology Committee (2005-2006)
College-wide Academic Affairs
Committee-Cluster 12 representative 2001-2003
College-wide Information
Technology Committee (2002-2004)
Regional Articulation
Committee for Education Technology (EME 2040) University Transfer 2002-2004
Recent Conference Presentations (previous 6 years):
19th International Conference on College Teaching
and Learning
1.
Little Rock-50 Years Later
2.
The Classroom According to Hollywood-Volume 1
3.
The Classroom According to Hollywood-Volume 2
1.
18th International Conference on College Teaching
and Learning
1.
Having Fun
with MicroSoft Agents using MASH
2.
The classroom According to Hollywood
The Conference 2005:
Course Technology’s National Conference 2005;
1. Lunch and Learn Hands-on Implementing
Microsoft Agents into Web Pages and Power Points
League of Innovation
Technology Conference 2004
1.
2. Having Fun with Microsoft
Agents using MASH
- Hands-on-Lab
3. Introduce Programming
Logic with Improved Online Logic Rally – Hands-on-Lab
4. Unique Randomized Test
Question Template with Companion Images – Hands-on-Lab
5. Time to Abandon Tables for
CSS in Web Page Development – Round Table Session
6. Magic Numbers Games:
Alternative Active Learning Activity – Round Table Session
TBCON;
1. Case History: Successes
and Problems with Conversion of Native Books to
DHTML with Actions Editor
2. Beginner's Tool for
Integrating Microsoft Agents into DHTML ToolBooks
3. Using OpenScript
to Integrate Microsoft Agents into Native ToolBooks
The Conference 2004:
Course Technology’s National Conference 2004;
1. Magic Numbers: Alternative Active Learning
Activity to Introduce Computers
NCCIA 2004
Conference;
1. Time to Abandon Tables for
CSS in Web Development
2. Active Learning Strategies
With Online Logic Rally
3. Magic Numbers: Alternative
Active Learning Activity to Introduce Computers
4. Having Fun with MicroSoft Agents using MASH
5. Using ToolBook
Objects for Active Learning Activities
League of Innovation
Technology Conference 2003
1. Webmaster Certification
Opportunities
2. Magic Numbers: Alternative
Active Learning Activity to Introduce Computers
3. Active Learning Strategies
With Online Logic Rally
4. Using ToolBook
Objects for Active Learning Activities
5. Pre-assessment of Computer
Science Skills in Students and Measuring Attitude Change
MAA Workshop for
Development of Online Interactive Mathematics Web Pages;
1. Modeling Your Own
Temperature Scale to Develop a Linear Equation.
Course Technology
Conference 2003
1. Using Active Online
Learning Strategy to Introduce Programming: Turbo Hal
NCCIA 2003Conference
1. Integrating Online Turbo
HAL Activity into a Programming Logic Course
2. Survey of Webmaster
Certification Programs for Community Colleges
3. Panel for Cyber Security
Training-The NSF Cyber for Service Grant
League of Innovation
Technology Conference 2002
1.
Using Online Interactive e-1 Configuration in Beginning and General
Chemistry
2.
Active Learning Strategies with Turbo HAL: Multimedia 3D kit and Online Activity
3.
Utilizing Web Yoda Webmaster Certification Courses in Internet Services Program
9th Annual
Syllabus Education Technology Conference
The
TBCON-2002: eLearning Connections Colorado
Spring, Co June 02
1. Integrating a Microsoft Agent to Help a Student Interpret LSI Data in a ToolBook Application
2. Case Study: Magic Man
of Numbers
35th Annual Meeting
of the MAA
1. Hands-on
Workshop: Building Mathematics Web Pages
2. Free On-Line
Test Template: Sample CLAST Tests
3. Active Learning Strategies with Turbo Hal:
Most Recent National Chemistry Conference Presentations
219th ACS National Meeting;
1. "Development and
Assessment of Technology-based Teaching Tools (ChemiCalc)";
16th Biennial
Conference on Chemical Education;
July 30-
1. "Using the online
Active Learning Web Pages to Enhance Chemistry Instruction";
Sample Abstracts and Educational Philosophy Attached:
Sample
1998 Chemistry Software Abstract:
Interactive Electron
Configuration Tool for Chemistry
Multimedia Version
Developed by
John T. Taylor
Chemistry software packages
developed to enhance the teaching atomic theory are mostly static in
nature. Chemistry is based on: where are the electrons in the atom? and were they are electrons missing. Biology faculty typically
teach the satellite model of the atom suggested by Bohr in 1913 with
electrons orbiting the nucleus in energy levels. The quantum mechanical model of the atom
rejects the satellite model for a probability model. Electrons are found in sub energies levels
call orbitals starting at the nucleus and occupying
regions of space outside the nucleus. These orbitals
are labeled s, p, d, f;
named after the observed line spectra (sharp, principle, diffuse,
and fine spectra lines). The orbital
model demonstrates that electrons are found in pairs making the easy transition
to the bonding concepts of
electron pairs. The
orbital diagram displays circles or squares with arrows representing electrons.
The arrows are pointing up and down to represent opposite spinning electrons. Chemistry students must be able to place the
electrons in the various orbitals to discover the
element’s bonding characteristic. Using
the orbital model rather than the shorthand model which resembles mathematics (1s22s22p63s23p3
), students have a pictorial concept (although abstract and symbolic) of
the electron building blocks of the atom.
This software has two
separate files. The first file (e_confsq.tbk) allows the student to push a button
and the electrons are sequentially filled and a scrolling window displays the
element represented by each electron arrangement. The filling sequence is displayed as well as
the Hund` Rule of addition (half filling similar subenergy orbitals before pairing
the electrons in the orbital). Special attention is taken to show the s-orbital
to d-orbital shifting which occurs when there are four or nine d electrons in
periods 4, 5, and 6 of the periodic table. The first screen demonstrates the
first 18 elements (the first three rows of the periodic table). The next screen demonstrates the fourth row
of the periodic table (elements 19-36).
The third screen displays the fifth row of the periodic table (elements
37-54). The fourth screen demonstrates
the six row of the periodic table, including the 4f orbitals. The orbital arrangement is then related the to periodic chart on the final two screens.
The second file (e_confxe.tbk) allows the student to interact with
the orbital diagram by placing the
electrons on the screen by right or left clicking the mouse. Electrons may be removed from the orbitals also by right and left clicking of the mouse. The
student selects an element by highlighting the element in the scrolling text
field. The electrons are added to orbitals by the student, then a button is pushed to check the
graphical objects on the screen.
The product is distributed in
runtime files. The software was developed in Asymetrix Toolbook,. The setup of three disks (or one CD) allows the user to
run the files on their machines with runtime version of Toolbook.
The product is distributed free to
schools and individuals who purchase CHEMiCALC
through the Chemical Concept Corporation.
The electron configuration files, the polyatomic ion files, and electron
dot molecular structure files supplement CHEMiCALC.
However, with the growing use of the Internet, these products are now deployed
on the Internet except they require a plug-in, Neuron, to run.
Since it requires the 9 meg Neuron plug-in to
play on the Internet (like Shockwave),
HTML/JavaScriptwre used to recreate this
software for the Internet in 1999-2000 without a plug-in. The website which is
still under Beta testing for the HTML/JavaScript version may be viewed at:
http://www.fccj.info/e_config/e-1instruct.html
However, many chemistry faculty who use the software prefer the ToolBook
version and use it in their labs. http://www.fccj.us/chem1001/econfigXe2004/Impulse/e_confxe2004p.tbk
The software developer is the
certified trainer for
Sample 2000 Chemistry Software Abstract:
Unique Randomized Test Question Template
with Companion Images
developed by
John T. Taylor
The software developer will demonstrate a random item test template for delivery of quizzes on the Internet. The template application is located at:
http://www.fccj.info/chem1001/elementquiz/elementquiz.html
The application for beta testing was developed for college chemistry students to review the spelling of 54 of the common chemical elements, atomic numbers 1 through 92 used in college chemistry. The above URL will show that the student has three chances to spell the element correctly and that specific images are placed on the screen to accompany each element. In addition to the chemical symbol image, a second image is a photograph of the actual element. It also utilizes cascading style sheets for the form entry boxes.
The first chemistry spelling quiz with images was developed with only 18 accompanying images. In addition to the chemical symbol a chalkboard hint is also shown. It may be found at:
http://www.hccfl.edu/faculty/john_taylor/chm1025/element2nt.html . Initially this file was developed from a random spelling of the elements test using JavaScript on an HTML web page:
http://www.hccfl.edu/faculty/john_taylor/chm1025/element1nt.html
It has 50 different element items, but also did not utilize style sheets. Each time the student accesses the site he/she will have a unique quiz generated by a JavaScript randomized function.
The results are sent to the instructor as an email. A sample report is attached. In addition to the total score, the incorrectly spelled elements are listed to identify common student errors.
In response to the
This package is an advanced programmed template, requiring a person to work in a HTML text editor. Teachers with less HTML experience may also use a free testing template, which utilizes multiple choice, true/false, and fill-in-the blank with an on-line grading mechanism. The developer will also demonstrate this template and may be found at:
http://www.hccfl.edu/faculty/john_taylor/eme2040/testmaster.html
In 2006, the math department at
the
http://uweb.cas.usf.edu/clast/clastUSF.html and one of 13 sample CLAST Math test is at:
http://uweb.cas.usf.edu/clast/test1x.html
In 2008, I used the template to develop 24 vocabulary chapter exams for the Earth and Space science Course, ESC 1000, at FCCJ. One of the 24 test may be found at:
http://www.fccj.us/vocabulary/Tarbuck/chapter1/index1.html
Philosophy of Education for
Due to circumstances beyond
my control, I became a high school dropout, or rather a drop-up at the age of 17. I was at
Since then I have devoted
my life to education, especially community college chemistry education where under-prepared adults
come for a second chance to attempt post secondary education in a caring
environment. I believe in the Open Door. I believe in designing instruction and
experiences to take students from where they are, and bring them up to college
level preparation, able to matriculate through two solid years of a college
parallel or vocational education program. At LSUA my primary role has been to
provide Introductory Chemistry (CHEM 1001) to the pre-nursing students and
provide the Organic-Biochemistry course (CHEM 2414) for the four year BSN
programs at the local universities, which are my specialties.
The student is at the
center of everything I do. I have strived
for most of my life to help students succeed. I am constantly trying new ways
to help today’s student. I hate faculty who teach and leave, who do not care
about their students. Every student who does not succeed I take personally. I
take pride in the fact that I have participated in every graduation
The community college
is the second chance for these adults who now understand the value of the
education that they may have wasted in K-12 many years ago. It was the perfect place to teach for my first career.
Advanced classes like organic and analytical chemistry are easier to teach
because the students have been “weeded out”. These classes have two semesters
of general chemistry to filter unsuccessful students. I worry about those “weeded out” students. These students have
been at the center of my mission. They are the ‘29 year old adult manual labor
worker’ or the ‘30 something’ house mother whose children are now in school’,
who comes to you and want a second chance to now achieve an education where as
they wasted their first opportunity as teenagers in secondary schools. These
students present the real challenge to teach and are often labeled
non-traditional students. They probably do not have the skills to succeed, but
they possess the characteristic most necessary to get started. They are motivated just by coming in our
door. It is our job to take him or her
from where they are to the ability to succeed at the university in what ever
major they want to pursue. At LSUA, my role has been similar as there are many
non-traditional students attending the university in hopes of entering the
nursing program who have never had chemistry.
Developmental
reading, writing, math and even introductory chemistry take greater skill and
patience and motivation to teach with the adult learner at a college today. When I was Dean of the
When I see a learning problem, I try to find an alternative solution to give the student a better chance at success. Trying to keep up with technology in computer science is a daily problem, while innovations in chemistry instruction occur at a much slower pace. I have conducted a lot of research in the last decade on misconceptions in science teaching, especially chemistry to improve my instruction. One of the first tasks of a faculty member is being the Motivator before being the Expert, or then the Coach, or finally the Evaluator. I have a mastery learning method of Pre/Post testing and using the quiz/exam as a feedback loop for the students to succeed. Active learning strategies and online experiences help bridge the gap to success for the chemistry student.
Liberal
arts chemistry (or Physical Science chemistry/physics) must not be approached
in the same manner as regular chemistry.
Students must be stimulated to
read and write chemistry. Making chemistry fun through hands-on projects,
discovery learning activities, and relevant at home labs is a challenge. One needs to present a course in the
affective domain to reluctant students with non-science learning styles.
Projects such as the World of Chemistry, Chemistry in Context, or the ChemCom provided excellent modern base materials to
accomplish this challenge. I created
such a course at HCC, CHM 1020C, Chemistry and Society. With great success, I
then developed and initiated an applied physic course for non-science major,
titled Man and Energy, at HCC. Currently at LSUA I am teaching a Physical
Science Chemistry (PHSC 1001) for education majors using the same approach I
use in Liberal Arts Chemistry.
A Nursing or Allied Health
chemistry course requires a third approach that supports teaching a specific
content while making the course relevant from a medical context. This I successfully did at
HCC for a decade, before chemistry was dropped from allied health curricula, I
taught at the request of the Nursing School all but two of these sections offered
and did not have a student fail, who passed all their other classes that term.
I adapted my chemistry testing style to their mastery learning process which
required a student to retest if a specific level of achievement is not obtained
on every test. This evolved to my unique process of pretest/posttest of small
segments of an exam I now employ in all my chemistry classes. If a faculty
member employs a grading curve or drops the lowest test score, a message is
sent to the student that those objectives were not important to master. If
given additional chances to prove mastery, then the score achieved the first
time on the objective should be replaced by the latest attempt.
Teaching Organic Chemistry
provides the most satisfaction to a faculty member who may have taken
students through their developmental and freshman chemistry experience. It
brings together the concepts of bonding, structure, and kinetics for the
student to succeed. Usually tackling three dimensional structures for the first
time with simple isomer number problems begins the student thinking in a three
dimensional chemistry world. I usually do a unit of intro organic in my first
semester general chemistry after finishing the unit on bonding and three
dimensional structures. Understanding the properties of each functional group,
leads to the student to visualize the chemical mechanisms so that by end of the
second semester of organic, they should be able to predict organic products
given the reactants. Memorization of hundreds of reactions at this point to
predict these products proves to be very difficult for the student relying on
rote memory processes. At LSUA thea short course in
Organic and Biochemistry (CHEM 2414) designed for BSN program for a post RN
program has given me an opportunity to return to my first love of teaching
Organic. I have been working on online multimedia software to aid the students
in this course.
In the last five years or more, I have focused my attention using my multimedia and web authoring skills to developing online-interactive software delivered on the Internet to help the beginner master introductory chemical concepts. I have attached to my vita a couple of more detailed abstracts of some of the interactive software developed. Some of the URLs of these dynamic web pages are:
1a. Chemical Element Spelling
Tests with Images (random generated 50 items): http://www.falkensteins.info/chemistry/elementquiz.html
1b. Nomenclature of Inorganic
Compounds Homework (Formula to Name):
http://www.hccfl.edu/faculty/john_taylor/chem1001/Inorganic/inorganic.html
2. Online HTML/JavaScript version of Electron
Configuration: http://www.hccfl.edu/faculty/john_taylor/chm1045/e_config/e-1instruct.html
3. Make your own Temperature Scale: http://www.hccfl.edu/faculty/john_taylor/mathworkshop1/frametemp.html
4a. Online Dimensional Analysis Calculator
Home Page: http://www.hccfl.edu/faculty/john_taylor/chemistry/dimanalysis/unitanalysis.html
4b: One of Six Dimensional Analysis Calculators (two dimensions): http://www.hccfl.edu/faculty/john_taylor/chemistry/dimanalysis/dimanal5d.html
5. Current Mastery Learning Pre/Post Testing Concept Sample Exams at LSUA:
http://www.lsua.us/chem1001/01grdF05.htm
6. Cooperative Learning Pre-final Menu for Fall 2005 at LSUA:
http://www.lsua.us/chem1001/01finalmenu.html
7. Hide & Show Power Point Type Interactive Slide Show (Aldol Condensation):
http://www.lsua.us/chem2414/toolbooks/Aldol/WebExport/aldolconden/ie5/index.html
8. Path Animation Interactive Slide Show (Slide #7 Oxidation of Alcohols):
http://www.lsua.us/chem2414/toolbooks/alcohol/WebExport/oxidizealcohol/ie5/index.html
9. Matching Interactive Slide Show (Chemical Kinetics Demonstration):
http://www.lsua.us/chem2414/toolbooks/kinetics/WebExport/kinetics/ie5/index.html
10a. Interactive Drag and Drop Online Demo (Matter Chart):
http://www.lsua.info/phsc1003/WebExport/matterchart/ie5/index.html
10b. Drag and Drop Menu for Polyatomic ions and covalent molecules:
http://www.lsua.info/chem1001/dragdrop/menu.html
Current Chemistry References for John Taylor
FCCJ Chemistry References:
Dr. Dana Thomas
North Campus
Phone: (904) 766-6601
Fax: (904) 713-4558
LSUA Chemistry References
LSUA Supervisor (2005-2006):
Dr. Tommy Awtry
Chair Mathematic & Physical Sciences Department
Louisiana State University-Alexandria
8100 Highway 71 South
318-473-6591
LSUA Peer/Mentor Faculty Member:
Dr. Peter Tinsley
Associate Professor of Chemistry
Louisiana State University-Alexandria
8100 Highway 71 South
318-427-4437
CGCC Chemistry References for John T. Taylor
Former Supervisor (2204-2005):
Dr. Andrea Wallace
Professor of Chemistry and Math/Science Department Head
Coastal
912-262-3089
Former* Science Laboratory Supervisor:
Mr. Joe Marshall
Chemistry Laboratory Technician/Science Laboratories Supervisor
Coastal
(912) 638-9196
*resigned
Letter of Support I: Dr Andrea Wallace, CGCC
To Whom It May Concern:
Mr. John Taylor has requested
that I provide him with this letter of recommendation. Mr. Taylor has been employed under my
supervision at
Mr. Taylor is an excellent instructor with an upbeat personality. He provides a nurturing and positive environment which encourages student learning. He offers help outside of class time to ensure that his students get the needed information. Mr. Taylor is also very technology savvy and uses a great deal of technology in his instruction. He received high marks on his student evaluations. The students like his teaching style and easy going approach. All of his student comments and scores were very favorable.
Mr. Taylor is an experienced educator who loves being in the classroom. I hope that you will strongly consider him for your teaching position. If you have questions, please feel free to contact me.
Sincerely,
Dr. Andrea Wallace
Dr. Andrea Wallace
Associate Professor of Chemistry
Head, Department of Natural Sciences and Mathematics
HCC References for John T. Taylor
Ms.
Professor of Chemistry Professor of Chemistry (retired 2001)
(813) 253-7931 (813) 689-1355
emccullough@hccfl.edu mercitheresa@tampabay.rr.com
Ms. Penny Haun Mr. Charles Sodorff
(former peer: Prof Comp Sci/Edu) Professor of Chemistry (retired 2001)
Hillsborough County Public Schools
k-12 Public School Teacher Brandon Campus
1926 Bow Court
(813) 684-5757 (813) 685-6073
Dr. Gary Goff Dr. Peter Sireno
President/CEO President
(865) 882-4501 (229) 888-0213
(865) 354-3000 (229) 430-6706
goffdg@roanestate.edu sirenop@darton.edu
Dr. Carlos Soto Dr. James Woods-Now Retired
President Brandon Campus Former Chief Executive Officer
Brandon Campus
(813) 253-7860 (941) 408-1300
Last HCC Supervisor: Former HCC Chemistry
Students
Dr. Sabrina Shapiro Raina Samuels CHEM 1025
Dean Technology and A.S. Programs (813) 985- 1688
Brandon Campus
10414 East
(813) 253-7960 thomps33@go.com
May 11, 2004
LETTER OF RECOMMENDATION FOR JOHN TAYLOR
I have had the pleasure of knowing John for almost eight years. I have worked with him within the chemistry department and outside the department on special projects and committees. He has the highest of moral character and is a team player. John always tries to do what is best for the department and the college. He shares his knowledge with his colleagues locally and nationally through presentations at various conferences.
He has a diverse teaching
background. John has taught all levels of chemistry for
John uses innovative strategies within the classroom to try to reach the various learning styles of his students. He has designed computer software to assist students learning difficult chemistry concepts. He integrates web-based learning including on-line homework assignments. When teaching the lower level chemistry courses, he uses a mastery learning approach, which increases student retention. John places student learning first and is very student centered versus teacher centered. He has a great rapport with students and a very fun personality.
John will be missed at
If you need to talk with me personally regarding this reference, you can reach me at my office 813.253.7931 or at home 813.899.1760.
Sincerely,
Elizabeth B.
McCullough
Elizabeth B. McCullough
Chemistry Instructor; HCC-Brandon Campus
TO WHOM IT MAY
CONCERN;
Mr. John Taylor has applied for a position at you institution. I said that I would write to you concerning his qualifications.
Mr. Taylor and I worked together at the Chemistry Department of Hillsborough Community College, Brandon Campus, from 1996 to 2000. I have a very high opinion of him both as a teacher and as a person. He has an impressive education background in chemistry and in computer science. We shared an office for four years. He was very helpful to me in using computers to supplement chemistry teaching.
Mr. Taylor’s enthusiasm was contagious. Whenever I visited his class I could see the interest that his teaching generated. His approach reflected his concern for all his students. He tried different techniques whereby he could reach the intellectually gifted as well as the struggling student. He incorporated humor, the element of surprise and the practical application of chemistry to daily life. He is an innovative teacher who enjoys sharing his ideas with his colleagues. I thoroughly enjoyed working with him and profited from our association.
Please consider Mr. Taylor’s application for employment at your college. He will be an asset to your chemistry program.
Sincerely yours,
Mercedes Hernandez
Mercedes Hernandez
Professor Emeritus
(813) 689-1355
Gretchen Halverson
Office of Human Resources
1480 Nashville Pike
Letter of Recommendation for Mr. John Taylor
For over three years, I was Mr.
John Taylor’s supervising academic dean.
John has proven to be an outstanding Assistant Professor of Computer
Science and Chemistry for
I have found Mr. Taylor to be self-disciplined, extremely bright, dedicated, and totally professional in his teaching skills. He actively seeks opportunities to improve his teaching skills. His common sense and mature judgment is extremely noteworthy. My evaluation of him is that he is a self-starter and needs no supervision. I have also found John to be morally honest, straightforward and sets a positive example for others to follow. He is a leader in academics, information technology, and the community.
I strongly recommend Mr. John Taylor as a faculty member
at
Sincerely,
Gary
Goff
Gary Goff
Dean, AS Degree Programs
Brandon Campus
Office of the Brandon Campus President Phone: (813) 253-7860 Fax: (813)
253-7850 e-mail: csoto@hccfl.edu
Dear Search
and Screening Committee Members:
It is with
a great deal of pleasure that I submit this letter of recommendation for Mr.
John Taylor, who has served
In the nearly five years that I have known
John, I have come to appreciate his creative and innovative mind. His transition from the Sciences Department
to the Computer Sciences unit came at a time in which the department needed a
new kind of leadership. That leadership
he provided and, as a result, we have a vibrant and growing Computer Sciences
Department. He has managed to increase the reach and depth of courses being
offered in the unit. He has helped
restructure the unit so that programs are coherent and relevant.
As a side
note, John is perhaps the most creative course development person that I have
ever met. His timing is also very well
linked to where the industry seems to be heading, and he gets there ahead of
everyone else. John has dozens upon
dozens of students who have elected to take his courses whenever they hit the
schedule. These students understand that
the demands he places on them to develop high level skills will make them more
valuable to the organizations they are working for or the positions they want
to obtain upon graduation.
All in all,
Mr. Taylor represents that class of faculty who are always innovating and
pushing the frontiers of knowledge - especially in the computer sciences. I would recommend him for any faculty
position that requires a person with a tremendous amount of energy, creativity,
and who is capable of producing results.
If
additional information is needed, please feel free to contact me at
813/253-7860.
Sincerely,
Carlos M. Soto, Ed. D.
Carlos M.
Soto, Ed. D.
Brandon,
Campus President