About Me

Sandra Rogers, 2020

Sandra Annette Rogers has been an educator in a variety of educational settings from a rural hut in Honduras to a laboratory school at the University of California-Los Angeles (UCLA) to distance education worldwide. She’s an author, content developer, instructional designer, researcher, and trainer. Her online moniker is Teacherrogers; visit the blogroll to access her online projects and social media networks. Her career highlights include the following:

• Co-coordinating and mentoring for TESOL’s Electronic Village Online (EVO) professional development sessions,
• Teaching as an English Language Fellow at a Mozambican university for the U.S. government,
• Demonstrating dual language (Spanish/English) Pre-K teaching for UCLA’s laboratory school,
• Managing K-12 Spanish and ESL educational products nationwide for Hampton-Brown publishers,
• Volunteering for the Peace Corps in Honduras, and
• Serving as an instructional designer at UC-Berkeley.

Positionality Statement

I am a first-generation college graduate, which greatly shapes how I teach and design courses for the margins. I endeavor to reach all students by incorporating inclusionary practices such as the Universal Design for Learning framework, participatory practices, and paying attention to classroom dynamics (student-student and student-teacher interactions). I am a middle-aged, white, Hispanic, Christian, female. I recognize how white privilege has benefitted my overall success and have strived to proactively remove myself from the centering of whiteness whenever possible so that people of color can have a chance to succeed when faced with structural racism. I will make mistakes. I am actively learning as much as I can about diversity, equity, inclusion, access, and social justice. My cross-sector work experiences (i.e., public, private, government, overseas) generated continuous learning, broad knowledge on multiple factors affecting education, and non-traditional approaches to problem-solving.

Education and Training

Dr. Rogers has a doctorate in instructional design and development from the University of South Alabama. She has a master of arts in teaching English to speakers of other languages (TESOL) and holds a K-12 bilingual (Spanish/English) teaching certificate from the California Commission on Teaching. She attended Occidental College to obtain the education for her teaching credential.

Current Work, Research, and Service

Dr. Rogers is an instructional designer at the University of California (UC) – Berkeley with Digital Learning Services. Her research areas of interest include active learning, distance education, gaming, instructional design, second language acquisition, and universal design for learning. See her research statement. Learn about her service project in Mobile, AL utilizing Google Maps to pinpoint reentry service providers for the previously incarcerated to obtain a fresh start. Her scholarly service includes the following:

• Educause Steering Committee, Games & Learning Community Group (2017-2020);
• Contributing author, Association for the Advancement of Computing in Education, AACE Review (2017-2019);
• Conference Volunteer: Association for Educational Communications and Technology (AECT) 2017, Society for Information Technology & Teacher Education (SITE) 2015, AACE’s World eLearn 2014, TESOL (2011-2012); and
• Conference Proposal Reviewer: American Educational Research Association (2018-2020), AECT (2018-2022), International Society of Scholarship on Teaching and Learning (2018), Educause ELI (2023), UC Tech (2023).

Journals

Rogers, S. A., & Khalsa, G. K. (2021). Analysis of online course syllabi for planned interactions and learner support. Innovations in Higher Education Teaching and Learning, 40, 125-141. https://doi.org/10.1108/S2055-364120210000040009

Rogers, S., & Gronseth, S. L. (2021). Applying UDL to online active learning: Instructional designer perceptions. The Journal of Applied Instructional Design, 10(1). https://edtechbooks.org/jaid_10_1/applying_udl_to_onli

Books

Rogers, S. (2020). Curation of your online persona through self-care and responsible citizenship: Participatory digital citizenship for secondary education. In S. P. Huffman, S. Loyless, S. Albritton, & C. Green (Eds.), Leveraging Technology to Improve School Safety and Student Wellbeing (pp. 65-84). IGI Global. https://doi.org/10.4018/978-1-7998-1766-6.ch005

Rogers, S. (2019). Snapshot – Using the YouTube automated captioning tool for video lectures. In S. L. Gronseth & E. M. Dalton (Eds.), Universal access through inclusive instructional design: International perspectives on UDL (pp. 221-223). Routledge. https://doi.org/10.4324/9780429435515-28 

Dissertation

Rogers, S. A. (2017). A Massively Multiplayer Online Role-Playing Game with language learning strategic activities to improve English grammar, listening, reading, and vocabulary (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 10265484)

Conference Proceedings

Rogers, S. (2019). Magis instructional design model for transformative teaching. Proceedings of the Association of Educational Communications and Technology Annual Convention, 457-465. AECT.

Willis, J., Greenhalgh, S., Nadolny, L., Liu, S., Aldemir, T., Rogers, S., Trevathan, M., Hopper, S. & Oliver, W. (2017). Exploring the rules of the game: Games in the classroom, game-based learning, gamification, and simulations. Proceedings of Society for Information Technology & Teacher Education International Conference, 475-480. AACE.

Rogers, S., & Johnson, B. (2016). Saudi ELLs’ digital gameplay habits and effects on SLA: A case study. Proceedings of Society for Information Technology & Teacher Education International Conference, 603-608. AACE.

Rogers, S., & Van Haneghan, J. (2016). Rubric to evaluate online course syllabi plans for engendering a community of inquiry. Proceedings of Society for Information Technology & Teacher Education International Conference, 349-357. AACE.

Rogers, S. (2014). Program theory logic model of Trace Effects video game. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 1662-1674. AACE.

Rogers, S. (2014). The efficacy of massive multiplayer online role-playing games (MMORPGs) for second language acquisition. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 1675-1682. AACE.

Rogers, S. (2014). How to make your online course accessible. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education,  1194-1198. AACE.

Rogers, S. (2014). Effective online communication in higher education. Proceedings of Society for Information Technology & Teacher Education International Conference, 2614-2625. Chesapeake, VA: AACE.

Rogers, S. (2014). The Electronic Village Online, an open-source, international collaboration for professional development. Proceedings of Society for Information Technology & Teacher Education International Conference, 986-987. AACE.

Rogers, S. (2014). Massive multiplayer online role-playing games for language learning. Proceedings of Society for Information Technology & Teacher Education International Conference, 677-684. AACE.

Conference Presentations

Gronseth, S., & Rogers, S. (2021, November). Strategic, inclusive design of active online learning courses in higher education and workforce development. Paper presented at the Association for Educational Communications and Technology (AECT) International Convention, Chicago, IL.

Keynote: Online Course Design for Active Learning within the Universal Design for Learning Framework, University of Hawaii Kapiolani Community College, Summer Camp, 2020

Workshop: Online Personal Data Curation with Benevolent Intention & Safeguards, Technology, Colleges & Community (TCC) Online Conference, 2020

Presentation: Online Course Design for Active Learning within the Universal Design for Learning Framework, TCC Online Conference, 2020

Keynote: Online Course Design for Active Learning within the Universal Design for Learning Framework, Innovative Teaching & Learning at a Distance (ITLD), University of Houston (UH), 2019.

Workshop: Use of Online Community of Inquiry Syllabus Rubric to Review Online Course Plans, ITLD, UH, 2019.

Presentation: Magis Instructional Design Model for Transformative Teaching, AECT, Las Vegas, NV, 2019

Presentation: Roadmap to Reentry Resources in Mobile County to Prevent Recidivism Service Project, Rogers, Semien, & Whitten, AECT, 2019

Inspire Session (mini-workshop): Safeguard Your Online Persona by Using Various Techniques and Technologies, AECT, 2019

Poster Session: Rubric to Analyze Online Course Syllabi Plan for Engendering a Community of Inquiry (COI): Round II, AERA, Toronto, CA, 2019

Presentation: Professional Development & Career Opportunities: Fulbright, Peace Corps, US English Fellows, & TESOL, Emerald Coast TESOL, Pensacola, FL, 2019

Presentation: Language Writing Frames to Aid ESOL Elementary Students’ Research Projects, Emerald Coast TESOL, Pensacola, FL, 2019

Webinar: Rubric to Evaluate Online Course Syllabi Plans for Engendering a COI, Association of Jesuit Colleges & Universities, Technology, Teaching & Learning special interest group, 2018

Workshop: Use of Online COI Syllabus Rubric for Course Developers and Collaborators, AECT, Kansas City, MO, 2018

Presentation: Rubric to Evaluate Online Course Syllabi Plans for Engendering a COI: Round II, AECT, Kansas City, MO, 2018

Roundtable: Rubric for Assessing Online Course Syllabi for the Potential Development of a COI, AERA, NY, NY, 2018

Workshop: Use of Online COI Syllabus Rubric for Course Developers and Collaborators, USA, Conference on Teaching & Learning (CoTL), Mobile, AL, 2018

Presentation: Advanced Google Suite Features for Enhancing English Language Instruction, Emerald Coast TESOL, Pensacola, FL, 2018

Brief Paper: Use of Online Role-Playing Games with Language Learning Strategies to Improve English Grammar, Listening, Reading, and Vocabulary, SITE, Austin, TX, 2017

Gaming Panel: Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations, SITE, Austin, TX, 2017

Poster: Saudi ELLs Digital Game Play: A Case Study, SITE, Savannah, GA, 2016

Brief Paper: Rubric for Assessing Online Course Syllabi for the Potential Development of a Community of Inquiry, SITE, Savannah, GA, 2016

Brief Paper: Massive Multiplayer Online Role-Playing Games (MMORPGs) for Second Language Acquisition, MidSouth Educational Research Association (MSERA), Lafayette, LA, 2015

Brief Paper: Rubric for Assessing Online Course Syllabi for the Potential Development of a Community of Inquiry, University of South Alabama, CoTL, Mobile, AL, 2015

Roundtable: How to Make Your Online Course Accessible, Association for Academic Computing in Education (AACE) World eLearn, New Orleans, LA, 2014

Brief paper: Trace Effects Logic Model, AACE World eLearn, New Orleans, LA, 2014

Best practice: Effective Online Communication in Higher Education, AACE World eLearn, New Orleans, LA, 2014

Brief paper: MMORPGs for Second Language Acquisition, AACE World eLearn, New Orleans, LA, 2014

Presentation: MMORPGs for Language Learning, 7th Virtual Round Table Web Conference, 2014​

Poster: The Electronic Village Online (EVO) for English language teachers’ professional development, SITE, Jacksonville, FL, 2014

Brief Paper: MMORPGs for Language Learning, SITE, Jacksonville, FL, 2014

Brief Paper: Effective Online Communication in Postsecondary Education, MSERA, Pensacola, FL, 2013

Poster: The EVO, An Open-source, International Collaboration for Professional Development, MSERA, Pensacola, FL, 2013

Position Paper: Serious Games vs. Playful Learning for Primary School Children, MSERA, Pensacola, FL, 2013

TESOL Intersession Presentation: Technology in ESOL Classrooms & Preparing Teachers for Successful Integration, TESOL, New Orleans, LA, 2011

Electronic Village Fair: College Level Listening Intermediate Course, TESOL, Boston, MA, 2010

Presentation: Differentiating Reading Instruction Using Motivating Techniques to Improve Fluency and Comprehension, Juvenile Justice Education Institute, Tampa, FL, 2009