Dan Driskell - Instructional Design & Technology


about me



Regional Manager - Sinclair Community College



Experienced professional with over 25 years of practical experience in leadership, program management, operations, business development, sales and marketing, and industry-specific group programming in higher education and private corporations.



Resume





Daniel P. Driskell
________________________________________________________________________________________
1371 Timshel St. Dayton, OH 45440 | m: 937-673-5754 | daniel.driskell@sinclair.edu


Education


MASTER OF EDUCATION | INSTRUCTIONAL DESIGN & TECHNOLOGY | BOWLING GREEN STATE UNIVERSITY | (Currently Enrolled -Expected Graduation: Summer 22')


MASTER OF SCIENCE | RECREATION ADMINISTRATION | WESTERN KENTUCKY UNIVERSITY | DECEMBER 1994


BACHELOR OF SCIENCE – EDUCATION | BOWLING GREEN STATE UNIVERSITY | MAY 1993


Skills & Abilities

  • Business Development
  • Strategic Planning
  • Project Management
  • Data Analytics
  • Microsoft Office/Power BI
  • CRM Programs
  • Communication & Networking

Experience


SINCLAIR COMMUNITY COLLEGE - DAYTON, OH | REGIONAL MANAGER - WORKFORCE & ORGANIZATIONAL DEVELOPMENT | JULY 2019–PRESENT


  • Expand the awareness of the Workforce Development Department through community outreach, that includes attending community meetings at chambers of commerce, economic development committees and other organizations.
  • Establish partnerships and collaborate effectively with local, regional, and state economic and workforce development agencies and educational service centers to promote development of a skilled workforce that meets regional needs.
  • Maintain a working knowledge of industry trends and make recommendations for continuous improvement through active involvement in relevant professional organizations and groups.
  • Work closely and effectively with the program team, academic partners, and external facilitators to ensure high-quality business engagement and delivery of the Workforce Development Department’s program options.
  • Develop, implement, manage, and evaluate non-credit educational services and programs to meet the workforce and economic needs of the community and business and industry sector.
  • Collaborate with the administration and faculty of the college to joint venture in development of new workforce programs.
ASSUREX GLOBAL - COLUMBUS, OH | VICE PRESIDENT | JANUARY 2018–FEBRUARY 2019
  • Managed relationships between Assurex Global and several national insurance carriers to promote preferred exclusive programs​ to Assurex Global partner firms.


DRISKELL PETERSON INSURANCE AGENCY | OWNER & PRINCIPAL | MAY 2013–JANUARY 2018

  • Principal owner and managed the agency’s day-to-day operations, including sales, marketing, budgeting, technology, finance, licensing, legal, and human resources.


MARSH MCCLENAN AGENCY | SENIOR VICE PRESIDENT | MAY 2006–MAY 2013

  • Designed and implemented detailed risk-management plans, including contractual review, safety programs, workers’ compensation rating plans, and loss-control programs and stewardship summaries for new and existing clients.


WELLS FARGO | SENIOR VICE PRESIDENT | MAY 1999–MAY 2006

  • Facilitated Commercial Insurance programs for middle market clients


UNIVERSITY OF VIRGINIA - DEPARTMENT OF ATHLETICS/IM-REC SPORTS | ASSISTANT ATHLETIC DIRECTOR | JULY 1997–MAY 1999

  • Directed the day-to-day operations of University of Virginia’s Aquatic & Fitness Center, home of the intercollegiate swim team.


FLORIDA STATE UNIVERSITY | COORDINATOR OF MEMBER SERVICES | MAY 1996–JULY 1997

  • Managed the day-to-day operations of the Bobby E. Leach Student Recreation Center


Awards & Community Volunteer Activities/Associations

  • Graceworks Lutheran Services – Board of Directors – May 2021 – present |Current member of Strategic Planning Committee
  • Dayton Area Chamber of Commerce - Leadership Dayton – Class of 2021
  • Bellbrook Athletic Boosters –President - May 2021-present
  • Bellbrook-Sugarcreek Education Foundation – Board Member, 2015–present
  • Greene County Educational Service Center – Business Advisory Council, 2019-present.
  • Dayton Business Journal’s 40 under 40 Award – 2009
  • Dayton Area Chamber of Commerce –Workforce & Economic Development Committee, 2019- present.
  • St. Francis of Assisi Parish – Pastoral Advisory Council, 2017–2021
  • Bellbrook Football Alumni Association – President, 2017-2019.
  • Basketball Coach, 937 Hoop Dreams Basketball & Life skill Development Program
  • Bellbrook-Sugarcreek School District – School Levy Campaign Committee Chairperson, 2016
  • Dayton Area Chamber of Commerce – Chamber Challenge Chairperson, 2007 & 2008






instructional design & learning philosophy



by Dan Driskell





My philosophy on teaching and learning design is being continually shaped and developed by my own experiences in education and career development. I believe students/participants are vastly different in the way they learn and how they approach an instructional class. I aspire to design and mold the instruction to encourage the students to develop a growth mindset where they are motivated to enhance their knowledge by diligently applying themselves to improve their mastery through practice. The end goal of my philosophy is for most of the students to be able to reflect on their work and direct their thinking to adjust what needs to be done to achieve success (Ambrose, et.al p.190). Adopting the teaching and learning design strategies found from five of the learning principles from the book How learning works: Seven research-based principles for smart teaching (2010) helps me understand and create a better experience in the classroom or lab.

  • Prior Knowledge
  • Motivation
  • Mastery
  • Goal-Directed Practice & Feedback
  • Self Directed Learning


Applying these five principles in the design of coursework and instruction will guide the instructor’s eventual goal of generating class success for both themselves and the students.


Prior Knowledge: A critical component to course design is administering a knowledge assessment early on at the beginning of a course. This allows the instructors to quickly identify what the student/participant already knows and also address the deficiencies. Creative course design incorporating examples of a student/participant’s prior knowledge and how it relates to the content of the course is also important. Some examples I would use in real-life situations compared to class problems, using everyday life examples to compare and participate in class exercises also Modifying or enhancing the course to align with prior knowledge will ensure student/participant success. (Hailikari, et. al. pg. 6).


Motivation: Directing students/participants to a specific purpose is a high priority to keep people motivated in the class. If students use class goals as a compass that guides and directs purposeful actions (Ambrose, et. al. pg. 71), when designing instruction for a workforce development setting, student/participant motivation may be focused on why they are enrolled in the class. If the class could result in a promotion or higher pay, the student/participant has career motivation vs. of the cla Students in a workforce development class are motivated differently than the freshman on campus for the first semester. Higher pay and career advancement are very important to the workforce training participant where the first-year college student is motivated by linking current class (Ambrose, et al pg.190 ) A student should be directed to develop a stretch goal for the class where we have a positive experience and provide a supportive environment to achieve this goal.


Mastery: I believe that the more a student/participant practices the ct matter takes time and learning design should guide the student to develop a habit of specific and intentional practice building their skills and competency. Ericson’s research shows that mastering subject matter not only requires long hours of practice but practicing differently or deliberately. This is the difference between more practice on the task and better practice on the task (Duckworth, 118). Creating scenarios where students can apply their skills and knowledge learned in diverse contexts (Ambrose, et al pg 117) will train the student to their mastery


Goal-Directed Feedback: The implications of applying feedback to the participants of the course is extremely important for the This will allow the student to focus on specific weaknesses, practice getting better at the weaknesses by constantly repeating the activities, and intentionally seek out challenges they can’t meet without consistent practice.


Self-Directed Learning: My ultimate goal in learning design is for the student/participant to achieve the state of self-directed learning where self-sufficient learning is the norm.


References:


Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.


Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner/Simon & Schuster.


Godin, S (2020, September 8). Self Directed, Project-based Learning [Blog Post]. Retrieved from: https://seths.blog/2020/09/self-directed-project-based-learning/


Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American journal of pharmaceutical education, 72(5), 113. https://doi.org/10.5688/aj7205113


PROJECTS:





CONTACT INFO:



dpdriskell@gmail.com | Phone: 937-673-5754