Kremen School of Education and Human Development

Roy M. Bohlin

Professor

Curriculum and Instruction | 559-278-0245

royb@mail.fresnostate.edu

Education

Ph.D. Kent State University, Curriculum & Instruction: Educational Technology

M.Ed. Kent State University, Secondary Education, Emphasis: Science Education.

B.S. Bowling Green State University, Secondary Education: Physics/Chemistry

Courses Taught

Advanced Instructional Theories and Strategies
Education Applications of Innovative Technologies
Issues and Trends in Educational Technology
Designing Virtual Reality Field Trips
Education Applications of Educational Technology
Planning and Implementing Innovative Technology Programs
Investigating Critical Thinking with Technology
Exploring the Design of Motivating Instruction
Integration of Technology into the Curriculum
Educational Applications of Virtual Realities
Designing and Implementing Innovative Technology Plans
Educational Applications of Computers in the Secondary Classroom
Educational Applications of Computers in the Elementary Classroom
Introduction to Computer Applications
Teaching Problem Solving with Computers
Leadership in Educational Technology
Managing and Administrating Computer Networks
Action Research in the Multicultural Classroom (Online)
Teaching for Equity and Justice in the Multicultural Classroom (Online)
Educational Statistics
Supervision of Student Teachers
Chairing Master’s Theses, Projects, and Doctoral Dissertations

2019-present Professor Emeritus, California State University, Fresno.

2017-2019 Chair, Department of Curriculum & Instruction, Professor, and Coordinator of Ed Tech, California State University, Fresno.

1990-2019 (Assistant, Associate, and Full) Professor & Coordinator of Ed Tech, California State University, Fresno.

2004-2009 Director, Center for the Enhancement of Teaching and Learning, California State University, Fresno. Coordinating the planning and implementation of Faculty Development through the Center including: mini-grants, workshops, conferences, institutes, reading groups, certificate offerings, individual assistance, and leadership on university committees and task forces related to the enhancement of teaching and learning.

1985-1990 Coordinator of Educational Computing Workshops & Lecturer, Kent State University - Kent, Ohio - College of Education and College of Continuing Studies.

1969 - 1985 High School Teacher, Revere Local School District - Bath, Ohio. Courses included: Chemistry, AP Chemistry, Introduction to Algebra, Algebra I, Geometry, Physical Science, Introductory Physical Science, General Science. Coached: Cross-Country, Boys Track, Girls Track, Volleyball, Softball.

CURRENT RESEARCH PROJECTS

The effects of cooperative groups with inquiry-, problem-, and project-based learning on students' affective states and their ability to apply and synthesis their conceptual understanding.

Integration of theories, variables, and models of innovation adoption. Creation of an inclusive model for the rates of adoption over time for new technological innovations.

New technologies and their relationship to learner attitudes. Instrument development, data collection, and analyses of the manner in which newer technologies can affect the anxiety, attitudes, self-efficacy, locus of control and confidence of learners toward the use of technology.

The effect of instructional variables on computer affect. Investigations into computer-related attitudes and emotions, learner characteristics and the influence of instructional interventions on the affect of learners and the development of a computer attribution scale; one focus includes the needs of historically underrepresented groups.

An adult motivational model. Development of an instructional motivation model, needs assessment tool, and a cross- cultural analysis in adult education through an international survey (U.S., U.K., & Republic of Russia). In the process of developing materials to validate the model through experimental research.

The effect of professional development inservice on participants' behaviors and attitudes. An analysis of the changes in the behavior and attitudes of educators who have participated in various professional development institutes.

AWARDS & HONORS:

2002 Provost’s Award for Excellence in Teaching with Educational Technology, California State University, Fresno.

2000 Provost’s Convocation Award for Faculty Accomplishments in Scholarship and Teaching at California State University, Fresno.

1990 Outstanding Dissertation Award, Kent State University; Award for outstanding dissertation by doctoral candidate at KSU.

1989 Selected as one of twelve graduate student representatives invited to the national meeting of Professors of Instructional Design/Systems Technology, Bloomington, IN, May, 1989.

1988 Association for Educational Communication and Technology National Conference Internship; National award for potential leadership in Educational Technology for graduate students.

1987 Constance Dorothea Weinman Scholarship Award; National award and monetary grant of $5,000 for excellence in scholarship and potential for leadership in research, teaching, and practice by doctoral students in the field of Instructional Technology.

1987 Outstanding Achievement in Teaching Award; Kent State University; Award for outstanding teaching by graduate student at KSU.

33 PUBLICATIONS including:

Bohlin, R. (2003). The design of Virtual Reality museums on the web: A constructivist approach. In Lassner, D. & McNaught, C. (Co-Eds.), Proceedings of ED-MEDIA 2003, 1394-1396.

Bohlin, R., & Bohlin, C. (2002). Latino students’ computer affect: Implications for educators. Tech Trends, 46 (2), 29-31.

Bohlin, R. (1999). Avoiding computer avoidance. Instructional Technology Forum. http://itforum.coe.uga.edu/paper35/paper35.html (accessed March 2013).

Bohlin, R. (1998, November-December). The Affective Domain beliefs and practices of K-12 teachers. Educational Technology, 38(6), 44-47. [EJ575928]

Bohlin, R. (1997). Computer technology can be the irresistible force needed to move education. Renaissance. 1(2), 14-16.

Bohlin, R. & Hunt, N. (1995). Course structure effects on students' computer anxiety, confidence and attitudes. Journal of Educational Computing Research. 13, 263-270. [EJ526308]

Hunt, N. & Bohlin, R. (1995). Events and practices that promote positive attitudes and emotions in computing courses. Journal of Computing in Teacher Education. 11(3), 21-23. [EJ507608]

Bohlin, R., & Milheim W. (1994). Analyses of the instructional motivation needs of adults. Canadian Journal of Educational Communication. 23(1), 45-53. [EJ485251]

Bohlin, R. (1993). Computers and gender differences: Achieving equity. Computers in the Schools, 9(2), 155-166. [EJ478095]

Bohlin, R., Milheim, W., & Viechnicki, K. (1993). The development of a model for the design of motivational adult instruction in higher education. Journal of Educational Technology Systems, 22(1), 3-18. [EJ46910]

Bohlin, R., Bohlin, C., & Benavides, O. (1993). Anxiety, confidence and attitudes toward computers among limited English proficient middle school students: Implications for teacher educators. In D. Carey, R. Carey, D Willis, & J Willis (Co-Eds.), Technology and Teacher Education Annual. 1993, 28-31.

Hunt, N. & Bohlin, R. (1993). Students' thoughts and feelings during technology skills and concepts acquisition. In D. Carey, R. Carey, D Willis, & J Willis (Co-Eds.), Technology and Teacher Education Annual. 1993, 488-490.

Viechnicki, K., Bohlin, R., & Milheim, W. (1990). Instructional motivation of adult learners: An analysis of student perceptions in continuing education. Journal of Continuing Higher Education, 38(3), 10-14. [reprinted in Journal of Adult Training, 4(1), 2-9]

Clemente, R. & Bohlin, R. (1990). Visual literacy: A selected bibliography. Volume two in the educational technology selected bibliography series. Englewood Cliffs, NJ: Educational Technology Publications.

Bohlin, R. (1987). Motivation in instructional design: Comparison of an American and a Soviet model. Journal of Instructional Development, 10(2), 11-14.

CREATIVE WORKS:

Bohlin, R (2002 - 2005). Virtual Reality Museum Project. http://talent.csufresno.edu/VR/ (no longer online) and 500 DVDs circulated to teachers in Fresno County.

INVITED ADDRESS:

2010 Oct. Bohlin, R. What digital divide? Luncheon Keynote Address, Fall Annual Renaissance Group Conference, Arlington, VA.

1991 Mar. Bohlin, R. Lighting the fire: Instructional motivation as the spark. Luncheon Keynote Address, Third Annual Adult Teaching Trends Conference, Northeastern University, Boston, MA.

58 NATIONAL/INTERNATIONAL PRESENTATIONS including:

2003 Nov. Bohlin, R. Problem-Based Learning: Creating Virtual Reality Museums for the Web. Association for Educational Communications and Technology Annual Conference, Anaheim, CA.

2003 June Bohlin, R. The design of Virtual Reality museums on the web: A constructivist approach. World Conference on Educational Multimedia, Hypermedia & Telecommunications, Honolulu, HI.

2003 June Bohlin, R. University-museum partnerships and Virtual Realities. World Conference on Educational Multimedia, Hypermedia & Telecommunications, Honolulu, HI.

2001 Nov. Bohlin, R. & Bohlin, C. Latino Students and the Digital Divide. Association for Educational Communications and Technology Annual Conference, Atlanta, GA.

2000 Apr. Bohlin, R. Students' computer anxiety, characteristics, behavior and performance: An exploration into causal relationships. American Educational Research Association Annual Conference, New Orleans, LA.

2000 Feb. Bohlin, R. A comparison of students' and teachers’ computer affect and behavior effects on performance. Association for Educational Communications and Technology Annual Conference, Long Beach, CA.

1999 Feb. Bohlin, R. The relationship of students’ affect and behavior to computer performance. Association for Educational Communications and Technology Annual Conference, Houston, TX.

1998 Mar. Bohlin, R., & Bohlin, C. Educational implications for Limited English Proficient students' use of computers. American Educational Research Association Annual Conference, San Diego, CA.

1998 Mar. Bohlin, R., & Bohlin, C. Constructivism and intrinsic motivation: A theoretical perspective. American Educational Research Association Annual Conference, San Diego, CA.

1998 Feb. Bohlin, R. The affective domain: A model of learner-instruction interactions. Association for Educational Communications and Technology Annual Conference, St. Louis, MO.

1998 Feb. Bohlin, R., & Bohlin, C. Limited English Proficient students' computer anxiety, confidence, and attitudes. Association for Educational Communications and Technology Annual Conference, St. Louis, MO.

1997 Mar. Calhoun, D., Bohlin, C., Bohlin, R., & Tracz, S. The mathematics reform movement: Assessing the degree of reform in secondary mathematics classrooms. American Educational Research Association Annual Conference, Chicago. (ERIC Document No. ED414181)

1997 Feb. Bohlin, R. Integrating the cognitive and affective domains: K-12 applications. Association for Educational Communications and Technology Annual Conference, Albuquerque, NM.

1996 Apr. Bohlin, R., & Crozier, K. A comparison of the computer anxiety, confidence, and attitudes of African-American, Latino, and Southeast-Asian middle grade students. American Educational Research Association Annual Conference, New York.

1995 Apr. Bohlin, R. An instruction-learner model for the affective domain. American Educational Research Association Annual Conference, San Francisco.

1995 Apr. Bohlin, R., & Bohlin, C. Student motivation: An additional argument for constructivism. American Educational Research Association Annual Conference, San Francisco.

1995 Feb. Bohlin, R., & Bohlin, C. A model for systemic change in mathematics education through teacher leadership development. Association for Educational Communications and Technology Annual Conference, Anaheim, CA.

1994 Oct. Bohlin, R. How do you achieve "mathematical power for all students"? School Science and Math Association Annual Conference, Fresno, CA.

1994 Oct. Bohlin, R. How can we help pre-service teachers to better teach mathematics? School Science and Math Association Annual Conference, Fresno, CA.

1994 Apr. Bohlin, R., & Bohlin, C. Spanish-speaking Limited English Proficient Students and Computer Anxiety, Confidence, and Attitudes: Educational Implications. American Educational Research Association Annual Conference, New Orleans.

1994 Feb. Bohlin, R., & Milheim, W. Applications of an adult motivational instructional design model. Association for Educational Communications and Technology Annual Conference, Nashville, TN.

1993 Oct. Bohlin, R. Beliefs, attitudes, values and behaviors: A model for planning teacher reform. Psychology in Mathematics Education - North America Annual Conference, Asilomar, CA.

1993 Apr. Bohlin, R. & Hunt, N. The effects of nine instructional strategies on student's computer anxiety, confidence, and attitudes. American Educational Research Association Annual Conference, Atlanta.

1993 Mar. Bohlin, R. Bohlin, C. & Benavides, O. Anxiety, confidence, and attitudes toward computers among limited English proficiency students: Instructional implications. Technology and Teacher Education Annual Conference, San Diego.

1993 Mar. Hunt, N. & Bohlin, R. Students' thoughts and feelings during technology skills and concepts acquisition. Technology and Teacher Education Annual Conference, San Diego.

1993 Jan. Bohlin, R. & Hunt, N. The effects of course structure on student's computer attitudes. Association for Educational Communications and Technology Annual Conference, New Orleans.

1993 Jan. Bohlin, R., Milheim, W. & Viechnicki, K. Factor analysis of the instructional motivation needs of adult learners. Association for Educational Communications and Technology Annual Conference, New Orleans.

1992 Oct. Hunt, N. & Bohlin, R. Preparing Computer-Using Educators: Critical Aspects of Course Design. International Society for Technology in Education: State of the Art Conference, Denver.

1992 Apr. Bohlin, R. Correlates of computer anxiety and confidence: Some factors for college students. American Educational Research Association Annual Conference, San Francisco.

1992 Mar. Hunt, N. & Bohlin, R. The instructional implications of Teacher Education students' attitudes toward using computers. Technology and Teacher Education Conference, Dallas.

1992 Feb. Bohlin, R. The effects of two instructional conditions on learners' computer anxiety. Association for Educational Communications and Technology Annual Conference, Washington, DC.

1991 Feb. Bohlin, R., & Viechnicki, K. An analysis of the motivational needs of adult learners during instruction. Association for Educational Communications and Technology Annual Conference, Orlando.

1992 Feb. Milheim, W., & Bohlin, R. Applying the ARCS model of instructional motivation to instructional materials. Association for Educational Communications and Technology Annual Conference, Orlando.

1992 Feb. Tipton, M., & Bohlin, R. Teaching instructional media with Hypercard multimedia. Association for Educational Communications and Technology Annual Conference, Orlando.

1990 Apr. Bohlin, R., Milheim, W., & Viechnicki, K. A prescriptive model for the design of motivating instruction for adults. American Educational Research Association Annual Conference, Boston.

1992 Apr. Viechnicki, K., Opie, C., Bohlin, R., & Milheim, W. A comparison of motivating instruction: American and British perspectives. American Educational Research Association Annual Conference, Boston.

1992 Jan. Bohlin, R., & Martin, B. Dealing with computer aversion: Prescriptive strategies. Association for Educational Communications and Technology Annual Conference, Anaheim, CA.

1992 Jan. Bohlin, R., Milheim, W., & Viechnicki, K. A model for the motivational instruction of adults. Association for Educational Communications and Technology Annual Conference, Anaheim, CA.

1989 Mar. Viechnicki, K., Bohlin, R., & Milheim, W. Designing motivational instruction for adult education. American Educational Research Association Annual Conference, San Francisco.

1989 Mar. Milheim, W., Bohlin, R., & Viechnicki, K. Motivating adult learners in continuing education computer workshops. International Association of Computing in Education Annual Conference, San Francisco.

1989 Feb. Bohlin, R., Evans, A. & Milheim, W. Survey of interactive video: Education and training. Association for Educational Communications and Technology Annual Conference, Dallas.

1988 Jan. Bohlin, R. Motivational design of instruction: American and Soviet perspectives. Association for Educational Communications and Technology Annual Conference, New Orleans.

1988 Jan. Bohlin, R. Motivating female students toward science and technology: A practical approach. Association for Educational Communications and Technology Annual Conference, New Orleans.

18 GRANTS funded for over $7,000,000 including:

2000-2003 Director & Principal Investigator -- Teaching and Leading for Educational Needs with Technology (TALENT); Funded for $1.3 million by the U.S. Department of Education/PT3; Wrote grant proposal to facilitate systemic change in CSUF teacher preparation for improved teaching and leadership in educational computing in Central California through a collaboration with Fresno County Office of Education, California Technology Assistance Program, and Schools of California On-line Resources in Education. Total budget of $2,680,000 over four years.

1996-1998 Principal Investigator of Evaluation; Math Matters; NSF and California Department of Education; A grant to develop and validate professional development and instructional methods for elementary and middle-school mathematics. Evaluation budget of $50,000 for two years.

1994-1997 Principal Investigator; San Joaquin Valley Math Project; California State University, Fresno; A continuation of a grant to improve teacher development and leadership in Mathematics Education including a five-county area in the San Joaquin Valley. Budget of $470,000 over three years, funded by the State of California.

1992-1996 Coordinator of Evaluation; Professors Rethinking Opportunities in Mathematics for Prospective Teachers (PROMPT); California State University, Humboldt; A grant for the training of Mathematics professors regarding alternative teaching and assessment methods for the improvement of mathematics education for Liberal Studies students. Funded for $1,200,000 over four years, National Science Foundation.

1991-1994 Coordinator of Evaluation and Research; San Joaquin Valley Math Project; California State University, Fresno; A grant to improve teacher development and leadership in Mathematics Education for five-county area in the San Joaquin Valley. Budget of $480,000 over three years, funded by the State of California.

1991-1993 Co-Principal Investigator; Central Valley Science Project; California State University, Fresno; A grant to improve teacher development and leadership in Science Education for six-county area in the San Joaquin Valley. Funded for $220,000 over two years, State of California.