Angie Myer

Angie Myer

About me

Angie Myer has twenty years experience as a teacher and administrator in public schools and higher education.  She is currently serving as a Content Accreditation Specialist and Curriculum Consultant for the Commission on Massage Therapy Accreditation (COMTA).  In this position she works with massage and aesthetics schools in the accreditation process, providing guidance, reviewing self study reports, and preparing analyses for the Commission.  Prior to holding this position, Angie worked as Director of Operations at the International School of Professional Bodywork and Dean of Education at Mueller College of Holistic Studies where she was integral in their COMTA accreditation. 

Angie holds a Masters degree in Curriculum & Instruction and specializes in competency-based curriculum design.  She is also a certified Holistic Health Practitioner and has worked as a massage therapist in private practice, clinical, and resort spa settings.  Prior to her work in the holistic health industry, Angie was Associate Professor of Teacher Education at the Community College of Denver after teaching elementary school. 

Activity

Mallik, You are so right. These are very common skills that most instructors of adult learners need and usually don't have. Do you currently provide such trainings for your new (and veteran) teachers? If you're not already familiar with the excellent resources that the AMTA and ABMP offer, I encourage you to visit their sites via the links in Module 2 ("Curriculum & Instruction Compliance"), Section 2 ("Curriculum Design"). There is valuable information for all levels of instructors. Thank you for participating in the course. Please let me know if you have any questions or further comments. Best, Angie Myer
Thank you for that insight, Kate! Yes, as a reviewer, the most challenging part is to get a complete and accurate view of the program itself. Yet this is something so obvious that most schools leave it out. Narratives are best written in the spirit of simply explaining how the program does such-and-such, not trying to defend.
Discussion Comment
Kate, You raise important concerns that so many schools face. The only solution many have to your last point is graduated licensing requirements that would allow students to work with a certain number of hours temporarily as they continue their studies. However, this is rare in most states. Otherwise, this is where clinic and/or externships becomes invaluable. What have other schools done to educate their prospective students on looking beyond the end-goal?
Discussion Comment
In your opinion, what are the benefits of graduates obtaining a degree in the field rather than a long certificate?
Discussion Comment
What do you believe to be the most important considerations to maintain quality and integrity while using distance education in traditionally hands-on fields? Where are the most appropriate applications?
What are the best ways for instructors to "provide regular, meaningful, and timely interaction"? Are there any creative options that may not be readily apparent?
What challenges are you currently experiencing in developing your SSR in relation to Distance Education and/or Degree Program Standards? Do you have any tips to share on how you've overcome those challenges?
Discussion Comment
How does your program teach and assess Competency 6.3, Research Literacy?
Discussion Comment
Select one of the competencies and describe how your program has decided to assess student proficiency. What is the evaluation method and how does it align with the competency language?
What challenges are you currently experiencing with respect to the competencies or the Competency Chart? You may also reply to others' posts with effective solutions you may have generated to similar challenges.

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