JUDITH WILBURN

6608 N. Western #213 Oklahoma City, OK 73116

jw724f0e@westpost.net * cellular: 405-417-6046

Full Time or Part Time Faculty Position

Extensively experienced and goal-oriented with a demonstrated track record of le
ading the preparation and delivery of instructional material. Proven expertise i
n teaching at all levels. Talented leader directing undergraduate faculty of the
College of Arts & Sciences. Areas of core competencies include:
* On-line and on-ground teaching
* Oral Communications
* Written Communications * Research
* Critical Thinking/Problem Solving
* Psychology * Management
* Leadership
* Team Building
* General Studies

CAREER EXPERIENCE
Oklahoma State University-Oklahoma City 2010-
Instructor in Student Success Strategies Course
University of Phoenix - Oklahoma 1999 - 2009
Campus College Chair and Faculty- Colleges of Arts & Sciences
Directed teaching functions including development of faculty through training an
d team building. Oversee curriculum management and development at the campus lev
el. Responsible for interviewing, hiring and development of new faculty. Interac
t with Dean of Arts and Sciences for educational updates and student retention s
ystems.
* Taught courses for the College of Arts & Sciences on-ground and on-line for 12
years. Voted as outstanding faculty in 2002.
* Responsible for entry level courses where student retention is key.
* Served as leader for providing academic guidance and policy interpretation to
other students and faculty in the Colleges of Arts and Sciences, as well as ensu
re adherence to University standards.
* Performed mentoring, classroom assessment, scheduling and university administr
ation duties
* Have supervised and trained 50-150 faculty at any given time and responsible f
or approximately 500 students in any given block.
* Familiar and proficient with on-line record keeping and grading. Presently tak
ing courses on-line towards second master's degree. Have taught in a flex-net mo
del, which includes first and last week on-ground with students and middle weeks
on-line. Facilitates faculty meetings on-line.
* Excellent oral, written, and interpersonal communication skills and can effect
ively interact and provide academic guidance and policy interpretation to other
students and faculty in the Colleges of Arts and Sciences, as well as ensure adh
erence to university standards.
* Proven experience in a progressively responsible capacity in an education or b
usiness environment directing processes, procedures and activities, as well as p
articipating in the development and implementation of goals, objectives
* Recruits, interviews and recommends adjunct faculty for teaching all disciplin
es of general studies
* Actively supports diversity initiatives
* Mentors, or assigns mentors, and orients new faculty, including new faculty tr
aining
* Reviews learner comments and other faculty evaluations to assess faculty perfo
rmance
* Provides feedback and coaching to faculty
* Maintains effective communication with faculty, learners, and staff affiliated
with program area
* Implements faculty skill improvement courses and other activities
* Contributes to achievement of learner retention goals through effective superv
ision
* Ensures learner issues and complaints are resolved
* Actively participates in appropriate department committees
1985 - Present
Public Speaker & Lecturer
Traveled extensively to work with school systems and still continue to do public
speaking, but primarily to educational & philanthropic groups.
Key Achievements:
* Increased productivity levels by providing key information toward identificati
on of processes in the educational sector that were redundant.
* Research in Personality Styles, Media, Time Management, Stress Management, Edu
cation
1995-2002
COACH
Worked with clients in discovering issues that are keeping them from moving ahea
d in their lives, helping them to diffuse the intensity of those issues, underst
and how the thoughts of past experiences are keeping them from moving head, and
assisting clients in building new goals. High success rate. Clients began discov
ering new possibilities in their lives in a very short time.

ROBYN'S NEST, Oklahoma City, OK, 1989 - 1991

Owner
Owned and operated high-end retail women's clothing business. This was one of t
he first such clothing businesses in OKC to sell off-price. Managed all aspects
of business including bookkeeping, finances, interfaced with distributors and v
endors, purchasing, advertising, handling customer concerns, and hiring.
Key Achievement:
* Store had annual revenue of approximately $100,000
University of Oklahoma, 1987 - 1989
Adjunct Faculty - College of Education
Designed and wrote course for substitute teachers for college credit, which incl
uded a video and an activity book. Presented course at several national educatio
nal conferences
Key Achievement:
* Designed the course at University of Central Oklahoma in 1983, then took the c
ourse to University of Oklahoma and then to national conferences.

EDUCATION
University of Oklahoma - ABD
Curriculum Design & Administration
University of Phoenix
27 graduate hours in Psychology
University of Central Oklahoma - Masters of Education
Elementary Education
Baylor University - Bachelor of Science
Elementary Education
REWARDS and HONORS
Outstanding Faculty Award 2003
Academic Excellence Award 2005
John Sperling Outstanding Achievement Award 2006
Designed course sequence and rewrote courses that resulted in significant retent
ion of students that was used not only on the Oklahoma City campus but other UOP
campuses as well. See graph below.

All Student rates include students who dropped during the first 7 courses for an
y reason (Financial Aid, during Gen101, any other reason). In the control group
of 92 students, only 9 were in class at the end of the 7th class (10%). When we
excluded the FA and GEN/101 drops, we had a control group of 52 students, of whi
ch only 9 were in class at the end of the 7th class (17%). A 53% increase. In ou
r revised sequence group of 149 students, 94 were still in class at the end of t
he 7th class (63%). When we excluded the FA and GEN/101 drops, we had 127 studen
ts, of which 94 were still in class at the end of the 7th class (74%). A 57% inc
rease. This number may be high, because not all students in the revised sequence
group have had the opportunity to complete 7 courses. When we look at the data
again, these students will have had the opportunity to complete more courses.