ANNUAL REPORT (AR)

Part I
Reporting On Activities For Academic Year
June 1, 2017- May 31, 2018

Name Scot McNary Rank Associate Professor

Department of Educational Technology and Literacy

Area of Specialization Educational Research

Appointed to TU faculty: at rank Assistant in year 2007 .

Promotion History:

To rank Associate Professor in year 2013 ,

To rank in year , and
To rank in year .

I. Formal Degrees

A. Highest degree earned, with date and name of granting institution.

Ph.D. Clinical/Community Psychology, University of Maryland, College Park, 2000.

B. If candidate for an advanced degree, indicate work completed since June 1, 2010
and present status. Corroborative material and/or transcript must be attached.

II. Teaching (percentage of workload: 60 %)

A. Evaluations and Grade Distributions

1. Teaching Evaluations for all courses Fall 2017-Spring 2018.
Summarizing across means, my average overall course evaluation was 4.42 (SD = 0.18), and

ranged from 4.36-4.70.

%
Course Mdn M SD N resp.
Fall 2017
ISTC 685 (Anne Arundel County) 4.36 4.24 0.39 10 63%
ISTC 685 (combined with EDUC 761) 4.38 4.42 0.31 4 36%
ISTC 685 (Harford County) 4.70 4.59 0.38 11 65%
ISTC 694 1
ISTC 695 1
ISTC 998 1
Spring 2018
Sabbatical
 Note: ISTC 694 Directed Reading; EDUC 605 Research and Information Technology; EDUC 761
Research in Education; EDUC 715 Statistical Principles of Research Design and Analysis; ISTC 685
Research in Instructional Technology. ISTC 694/695 students do not complete student evaluations.

2. Insert below your class GPA and grade distribution.

These data are provided to your dean’s office by the Office of Institutional Research (fall
data are sent in February and spring data are sent in mid-June). Your dean’s office will distribute
these data to departments. You may fill out this table by indicating the number of students in
each grade category, or you may electronically insert the information by cutting and pasting the
entire section from the report.
Course Mea
A A- B+ B B- C+ C D+ D F FX Total W O n
ISTC 685/EDUC 761 1 3 3 4 0 0 0 0 0 0 0 11 0 0 3.37
ISTC 685 Anne Arundel 2 3 8 2 0 0 1 0 0 0 0 16 0 0 3.35
ISTC 685 Harford 1 3 3 8 0 0 2 0 0 0 0 17 0 0 3.12
ISTC 694 1 0 0 0 0 0 0 0 0 0 0 1 0 0 4
ISTC 695 1 0 0 0 0 0 0 0 0 0 0 1 0 1 4
ISTC 998 0 0 0 0 0 0 0 0 0 0 0 1 1 1 *
All Fall classes 47 3.23
Spring 2018
Sabbatical
All classes 47 3.23
Note: A=4.0,A-=3.67,B+=3.33,B=3.0,C=2.0,F=0.0. Semester means are weighted by class size.

3. Attach syllabi for all courses listed (must contain all elements required for syllabi in
Policies and Procedures for the Classroom: Course Syllabus).
See attached.

B. Non-classroom assignments which are part of your regular on-load teaching

assignment (i.e., coaching, directorships, supervision of student teachers).
Dissertation Committee Member

I was a member of eleven students’ committees this academic year, and am continuing as

Program Chair for two. Tamara Burton, Andrea Parrish, and Emily Ziegler completed their

dissertations in 2017-2018. I served on the dissertation committee of a TU graduate student in

computer science, Atiya Afsana, who successfully defended her dissertation in December 2018.

Matt Rietschel successfully completed his comprehensive examinations in April of 2018.

 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
Chip Boling Chip Boling Chip Boling Chip Boling
Tamara Burton Tamara Burton Tamara Burton Tamara Burton Tamara Burton
Lisa Carey Lisa Carey
LaTonya Dyer LaTonya Dyer LaTonya Dyer LaTonya Dyer LaTonya Dyer
Mila Fuller
Alex Greenwood Alex Greenwood Alex Greenwood Alex Greenwood
Kathryn Lee Kathryn Lee Kathryn Lee Kathryn Lee
Chris Magalisp Chris Magalisp Chris Magalisp
Amy Martin Amy Martin Amy Martin Amy Martin Amy Martin
Lynne Murphy Lynne Murphy Lynne Murphy
Andrea Parrish Andrea Parrish Andrea Parrish Andrea Parrish
Stefani Pautz
Arkhadi Pustaka Arkhadi Pustaka Arkhadi Pustaka Arkhadi Pustaka Arkhadi Pustaka
Matt Rietschelp Matt Rietschelp Matt Rietschelp Matt Rietschelp Matt Rietschelp
Valerie Riggs Valerie Riggs
Cora Roush Cora Roush
Ben Smith
Jessica Stansburyp Jessica Stansburyp Jessica Stansburyp Jessica Stansburyp
Emily Stellman
Shannon Tucker Shannon Tucker
Zhuo Wang Zhuo Wang Zhuo Wang Zhuo Wang
Dean Whitfield
Emily Ziegler Emily Ziegler Emily Ziegler Emily Ziegler Emily Ziegler

New instructional procedures which you have introduced (special projects, new
courses and/or materials)
Group Work

I continued to offer the option for EDUC 605 and ISTC 685/EDUC 761 students to work

as a group. Not all students elected to work with a partner, but those that did tended to produce

longer and more thoughtful assignments. Students organized themselves into groups. I received

feedback from a couple of students suggesting this was helpful:

 “I liked being able to work in partners.” or “I enjoyed the ability to work in teams. I was

able to bounce ideas off of another person and not feel extremely overwhelmed by the

course requirements.”

ISTC 685/EDUC 761

Simulations

Several simulation websites I like to use rely heavily on Java, and since it has become

vulnerable to security risks, it has been untenable to continue to use simulation in courses. This
suggests building simulations using local software readily available on Mac or Windows

software would be important to develop. I have created a brief simulation in Microsoft Excel to

demonstrate the t-test using permutation methods. I continue use this with students as

appropriate. I do not have systematic data on its use because classes move at different paces and

so not every class has had exposure to this spreadsheet. I also use third-party, non-Java based

simulation applications created by other educators to supplement content on statistical analysis.

Here are three I regularly use:

http://rpsychologist.com/d3/correlation/

The correlation simulator website allows students to observe the effect of changing the

numeric value of a correlation coefficient and observe the effects on the shape of the scatterplot

and slope of the regression line. I ask students to create a strong positive correlation, a strong

negative one, and then some arbitrary ones. We then try to imagine educational research

questions that might fit the pattern of points generated by the simulation. I also ask them to

increase the sample size and comment on how the relationship changes visually as the sample

size increases.

http://guessthecorrelation.com/

A colleague discovered this delightful game (“Guess the Correlation”) that allows

participants to guess the numeric value of a correlation based on a randomly generated

scatterplot. The graphics are primitive (intentionally) and the game is cleverly simple. I regularly

have to ask students to stop playing we may move on to the next activity.

http://www.rossmanchance.com/applets/
 This website contains multiple simulation applications for demonstrating randomization

procedures for statistical analysis. This is a different approach than frequentist methods, but I

believe students get a feeling for the intuition underlying frequentist statistics by observing the

resampling graphics. I used this website to replace all my lecture/discussion on inferential

statistics. After a general description, I ask each student to describe their own planned statistical

analysis and we run it with permutation simulations from the Rossman & Chance website,

allowing us to simulate an analysis matching their proposed data analysis plan. In the future, I

would like students to be able to customize a simulation approach like this on their own to run

simulated data through an analysis, but such customization would require considerable

programming.

I developed two new simulation approaches this year for ISTC 685/EDUC 761 students.

One of them is a demonstration of the concept of reliability. The student is assigned to take one

of four different tests (each one is on a separate sheet in a Microsoft Excel workbook), and the

test entails guessing whether or not the test taker likes the color blue. I have done this exercise

with bags of marbles constructed to produce a range of reliable test results. The advantage of the

simulation over a demonstration with physical manipulatives is that students can see multiple

tests taken and the results of those multiple tests graphed immediately. Using physical

manipulatives, I can have four students take ten tests and then tabulate the results while the class

watches. With my simulation, students can simulate 100 test takers at a time, graph the results,

then redo with a new sample of 100 simulated test takers, and graph those results, etc. The

simulation allows each student to simulate many more samples than I can with an in-class

physical demonstration. Students can also take each of the tests and see the results of tests under

conditions of varying reliability.

 The second simulation procedure was also developed for ISTC 685/EDUC 761 students.

In order to demonstrate their understanding of descriptive and inferential statistics, I ask them to

prepare a dataset in class, with my help, that simulates data they would expect to obtain, if they

would carry out their study. They provide means and standard deviations for all subgroups in

their design, and then I help them simulate cases based on the means and standard deviations for

as many cases as they specify. This has the value of giving students simulated data to compute

with, but also requires them to understand their prior literature well enough to know what

magnitude of mean and standard deviation to expect. I view this as a step along the path towards

customization of simulations that I hope to develop mentioned above.

Advising (including number of students, whether majors, undeclared, or

interdisciplinary students)
These are doctoral students I have consulted with since 2013, but either not as a

committee member (Carrie McFadden), or I was recently asked to become a committee member

outside EDTL. I provided research design and statistical analysis guidance for all students. There

have been five students in the last five years, three in the past year. Two of those students (Atiya

Afsana and Nancy Shipley) are from the Computer Science department on campus and I serve on

their committees. Atiya Afsana successfully defended her dissertation this year.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Atiya Afsanio Atiya Afsanio Atiya Afsanio Atiya Afsanio

Hyun-Kyung Kim

Carrie McFadden Carrie McFadden Carrie McFadden Carrie McFadden

Sagar Rainao

Nancy Shipleyo Nancy Shipleyo

Note: I was a committee member for Atiya Afsana’s dissertation, and will serve on Nancy Shipley’s

committee. These students are from the Computer Science department on campus
 Doctoral student dissertation committee membership, described above as non-class

mentorship, also falls into the category of advising. These are detailed in the tables above. All

my consulting activities are detailed in an accompanying spreadsheet. I mentored and was

faculty sponsor for two M.Ed. students who performed action research projects for the capstone

experiences.

Correlation Statement. If your productivity did not match your projections for academic period

2017-2018, please explain. N/A

III. Scholarship (percentage of workload: 30%)

A spreadsheet in the scholarship section provides detail on type of project conducted and

amount of time spent from Summer 2017 to Spring 2018 on each project.

Correlation Statement. If your productivity did not match your projections for academic year 2017-

2018, please explain. N/A

Manuscripts under review:

Wang, Z., Lohnes Watulak, S. & McNary, S.W. (submitted). Technology usage as projections of

well-being: how undergraduate students' Facebook activities correlates with their sense of

mattering. Submitted to Computers in Human Behavior.

This manuscript reflects work funded by a France-Merrick award. Dr. Lohnes Watulak

and I shared efforts equally in conceptualizing, designing, collecting data, analyzing, and

preparing the manuscript. Dr. Wang, a recent graduate of our doctoral program, conducted

project management, helped with data collection and transcribed all audio data, and wrote

approximately 30% of the most recent version of the manuscript.

Technical Reports:

Parrish, A., Sadera W. & McNary SW. (2018). One-to-One Technology Program

Evaluation Proposal for Harford County Public Schools. Towson, MD.

Conference Presentations
McNary SW. (2017, July). Research methods: A brief survey of methods and ideas. Invited

address for the American Psychological Association Minority Fellowship Psychology

Summer Institute, Washington, DC.

This is an invited presentation to Fellows of the MFP, who are advanced graduate

students or early career professional psychologists conducting research on minority issues. I

conceptualized, developed, and wrote 100% of the presentation.

Li, Q., Richman, L. & McNary, SW. (2018, March). Computational thinking and teacher

thinking: An examination of a PD model. Paper presented at the annual meeting of the

Society for Instructional Technology in Teacher Education, Washington, D.C.

Drs. Li and Richman secured a grant to support their investigation of this professional

development experience. I am the evaluator for this project and conducted all the statistical

analysis and the write-up of those analyses for this presentation.

Grants submitted
N/A
Consultation
The following is a brief description of the amount of consulting activity I have conducted

since 2007 by stakeholder group. See the Service section for a more extensive description of time

spent and activities completed. Note that the number of external researchers and agencies I have

consulted with has decreased to zero whereas the amount of consulting I do with doctoral
students has increased. The strong increase in doctoral student consultation is related to

dissertation supervision for one student and two independent studies I conducted with doctoral

students on dissertation methodology. The decrease in faculty consultation hours that has

occurred over the past three years, is due to the loss of a course release I had previously received

for working with faculty on their research.

Year/Source Number of Consultees Hours

COE Faculty Researchers
2017-2018 9 69
2016-2017 5 46
2015-2016 9 45
2014-2015 11 88
2013-2014 13 140
2012-2013 11 122
2011-2012 16 87
2010-2011 17 90
2009-2010 9 83
2008-2009 8 62
2007-2008 5 33

Doctoral Students
2017-2018 12 91
2016-2017 15 141
2015-2016 15 181
2014-2015 15 148
2013-2014 15 54
2012-2013 11 67
2011-2012 11 87
2010-2011 8 45
2009-2010 13 49
2008-2009 10 58
2007-2008 8 52

Masters in Education Students

2017-2018 0 0
2016-2017 2 4
2015-2016 0 0
2014-2015 0 0
2013-2014 1 5
2012-2013 0 0
2011-2012 0 0
2010-2011 6 39
2009-2010 1 21
2008-2009 7 33
 2007-2008 3 10

Outside the College Researchers

2017-2018 1 1
2016-2017 0 0
2015-2016 2 7
2014-2015 2 6
2013-2014 6 45
2012-2013 4 14
2011-2012 1 8
2010-2011 3 12
2009-2010 4 57
2008-2009 8 35
2007-2008 4 41

Conferences Attended
2017-2018
APA Minority Fellowship Research Day (invited speaker) July 2017 Washington DC

Sabbatical

This spring I took a sabbatical and began a research project that entails analyzing

graduate student reports created while working with students of the Towson University Reading

Clinic. The Reading Clinic has been in existence for over 40 years and helps students improve

reading performance and also functions as an internship experience for graduate reading program

students. Because the clinic is primarily a service and teaching entity, it has not been designed

with specific research objectives in mind. Depending on a student’s particular needs, a variety of

assessments have been collected over the years to identify students’ strengths and weakness and

thereby plan instruction for improving reading performance. The graduate reading

student/teacher is supervised while selecting and administering appropriate assessment, and

while planning and implementing instructional goals based on the student’s needs. However, if

there were a way to aggregate these data, although collected primarily for instructional and

training purposes, it may be possible to evaluate the overall effect of this well-established

community outreach service using quantitative approaches. In addition, graduate student trainees
provide textual descriptions of their students' performances and change over time. Recent

advances in text-mining, a field devoted to discovering patterns and meaning within textual data,

may offer some insight into what graduate students' discover about their students from pre to

post tutoring. In this way, both quantitative and qualitative data may be synthesized to evaluate

the experiences of students in this important community service and training setting. Therefore,

the objectives of the study are twofold:

1. to discover and develop a methodology to synthesize

i. pre-post gain evidence across different quantitative measures, and

ii. qualitative evidence of student progress from Reading Clinic teacher

case notes.

2. to assess the gains in reading performance of clinic attendees as measured by

either quantitative or qualitative approaches

The research design is a pre-post design without control in which case files will be

retrospectively reviewed for student age, gender, reading assessment findings, and reading

performance. Specific measures include ones to assess reading fluency (e.g., Fountas & Pinnell

fluency scale, Multidimensional Fluency Scale, Qualitative Reading Inventory), vocabulary (e.g.,

Laster-McAndrews Synonym and Antonym Test), phonological processing (e.g., El Paso

Phonics Survey, Words Their Way), metacognition (e.g., Laster Metacognitive Assessment,

Metacomprehension Index), writing (e.g., 6+1 Traits) and motivation (e.g., Motivation to Read

Survey, Elementary Reading Attitude Survey).

Alternatively, the qualitative data comprise a descriptive study. I hope to identify

specific words/phrases associated with student response to tutoring and then determine the
degree to which these data may be integrated with the quantitative data. From this point of view,

the use of both quantitative and qualitative data would constitute a mixed-methods design, with

both quantitative and qualitative data, with mixing of the data strands to occur at the during

interpretation to triangulate and complement findings, one from the other (Cresswell & Plano-

Clark, 2011).

The methodological challenge of the research is to attempt to synthesize both

quantitative and qualitative evidence to assess clinic effectiveness, within and across students,

from case file evidence. Because data sources are clinic files from the last fifteen years of clinic

service, there is no active participant recruitment.

I scanned 130 graduate student reports this spring, virtually all of two different years of

clinic operation. There are more reports from more years to scan. I am pleased that the scanning

of reports is useful to the Reading Clinic because they are attempting to create an electronic

archive and my scanning is a contribution to their archive. I am hopeful that I and Reading Clinic

staff can recruit additional help scanning documents to enhance the archive, but also create the

raw materials for my analysis.

I am currently working with Dr. Laster to develop a conference presentation focused on

early results from the first two years of scanning. I anticipate extending the sample to additional

years the Clinic has paper records for, and perhaps to other domains of reading outcomes besides

fluency (e.g., comprehension, vocabulary, study skills, writing).

Correlation Statement. If your productivity did not match your projections for academic period
2017-2018, please explain. N/A

IV.Service (percentage of workload: 10%)

Profession
Reviewing
  Editorial Board Member, Child Abuse and Neglect. (reviewed 10 journal manuscripts and
completed four revision reviews)
 Ad hoc reviewer
 The Teacher Educator (1 manuscripts)
Non-college/non-University consultation

None in 2017-2018.

University

Committees

Institutional Review Board (Summer 2014-present). I reviewed 14 applications in the

2017-2018 academic year for the committee.

Faculty Consultation

None in 2017-2018.

College

Committees

I served on the COE Scholarships committee this year. Due to my sabbatical, my duties

were limited to Fall 2017.

Faculty Consultation

I consulted with nine different COE faculty members for a total of 69 hours. In addition, I

co-chaired the Faculty Research professional learning community group along with Rebecca

Shargel Ed.D., which was approved by the College Council for 2017-2018. My duties were

limited to the Fall 2017.

Department

Student Advising

I am currently a dissertation committee member for eleven Ed.D. students and am

program chair for one of those students, and initial advisor for another student. I further

consulted with two doctoral students from Computer Science. I served on the dissertation

committee for one of the students (Atiya Afsana) and have been asked to serve on the other

student’s committee (Nancy Shipley).

Committees

Admissions committee (2008-2017), Department Promotion and Tenure Committee,

Doctoral Program committee (2008-2017), Merit Committee (2011-2017, chair 2014-2017).

Correlation Statement. If your productivity did not match your projections for academic

period 2017-2018 please explain. N/A

ANNUAL REVIEW (AR)

Part II
Agreement On Faculty Workload Expectations For Academic Year
June 1, 2018 - May 31, 2019

I. Teaching (percentage of workload: 70 %)

A. List all of the regular classroom teaching assignments planned for the 2017-2018 academic
year.

Course Title/Number Credit Hours

Fall 2018
EDUC 605 3
ISTC 685 (off campus) 3
ISTC 685 (off campus) 3
ISTC 685/EDUC 761 3
ISTC 694 1
Spring 2019
EDUC 605 3
ISTC 685 (off campus) 3
ISTC 685/ EDUC 761 3
ISTC 694 1
B. Non-classroom assignments which will be part of your regular on-load teaching assignment
(i.e., coaching, directorships, supervision of student teachers) for the 2017-2018 academic
year.
a. Dissertation committee member for the following eleven students: Tamara Burton,
Lisa Carey, La Tonya Dyer, Kathryn Lee, Chris Magalis, Amy Martin, Andrea
Parrish, Arkhadi Pustaka, Matt Rietschel, Emily Stellman, and Shannon Tucker.
b. I no longer have a course release for student and faculty research support and
consultation in the College of Education but retain one course release for my own
research.

C. New instructional procedures which you plan to introduce this year (special projects, new
courses and/or materials). Also include interdisciplinary, diversity, international and new
technology projects, if appropriate.

I will be refining online modules and assignments for the newly developed Fall 2017 or Spring 2018 EDUC
768 course. I will continue to expose ISTC 685/EDUC 761 students to simulation for teaching concepts and also for
creating simulated datasets for project proposals.

D. Advising (including number of students, whether majors, undeclared, or interdisciplinary students)

I will be providing consultation for M.Ed. and Ed.D. students (other than thesis committee work). This
includes doctoral students (2 estimated) with research design/statistical analysis questions.

II. Scholarship (percentage of workload: 20 %)

I expect to produce one conference presentation and one manuscript publication in the following year. Data
analyses for the reading clinic data, my sabbatical research, are ongoing. I am preparing a conference paper with Dr.
Laster to present initial analyses of these data at AERA in the Self-Study Special Interest Group.
III. Service (percentage of workload: 10%)
[For any of these activities which are part of your workload, please indicate.]

Community: Consultation with non-profit and non-for-profit agencies in research design, data
analysis, and psychometrics

Profession: Reviewing, external researcher consultation

University (all levels): University Institutional Review Board, College Scholarships Committee,
College TEEB Committee, Department Admissions committee, Department Doctoral Program
committee, student and faculty research consultation

SIGNATURES:

Faculty Member Date

Chairperson of Department Date

Dean of College Date