Christopher Charles DENEEN

Designation
Assistant Professor

Department
Curriculum, Teaching and Learning (CTL)

Office Location
NIE7-03-53

Education

  • EdD, Columbia University, Teachers College - Curriculum and Teaching: Theory, Research, and Practice, New York, NY (Awarded May 2004)
  • MAT, Indiana University, School of Education, Social Studies, Grades 6 - 12 Bloomington, IN (Awarded June, 1995)
  • BA, Trinity University, Major: History, San Antonio, TX (Awarded August, 1992)

Email
christopher.d@nie.edu.sg

Office Telephone Number
62196148

Research Interests
Assessment and evaluation, with an emphasis on how these interact with curricula, learning, technology, and change management in tertiary and secondary settings

  • I develop, practice and promote innovative approaches to teaching, supervision, research, professional development and leadership. I have extensive experience engaging across multiple disciplines in the culturally diverse environments of Hong Kong, Singapore and the United States.

     My core research interests are in assessment and evaluation, with an emphasis on how these interact with curricula, learning, technology, and change management in tertiary and secondary settings. I share Arendt and Freire’s perspective that application of thought into action is essential for a meaningful life. I strive for this praxis in my professional life through applying results of my research into other areas of my professional practice.

     I am currently PI on a 246,531SGD grant that employs mixed methods (SEM, Rasch, MANOVA & iterative coding) to examine assessment for learning in the Singapore context. Outcomes are meant to inform research and practice at both secondary and tertiary levels. 


  • TERTIARY TEACHING

    Assistant Professor,
    NIE/NTU (2014-current). Graduate courses for educators and school leaders at tertiary, secondary and primary levels. My courses focus on assessment leadership, literacy and policy crafting, evaluation, assessment for learning, technology-enabled assessment and research methodologies.

    Research Assistant Professor, University of Hong Kong (2011-2014). Graduate courses for educators and school leaders at tertiary, secondary and primary levels. Undergraduate courses in our pre-service teacher education program, including practicum supervision. My courses focused on assessment for student learning, assessment literacy, policy interpretation/negotiation, data interpretation, and curriculum design.

    Assistant Professor, Education University of Hong Kong (2009-2010). Undergraduate courses in our pre-service teacher education program, including practicum supervision. My courses focused on innovative assessment, large-scale data interpretation, Hong Kong education policy, assessment design, evaluation, and use of assessment/evaluation results.

    Associate Professor, Touro College, New York, NY (2006-2009). Graduate courses in teacher education programs. My courses focused on curriculum design, assessment, NY and US education policy, and social studies.

    Assistant Professor, Touro College (2004-2006). Graduate courses in teacher education programs, including practicum supervision. My courses focused on curriculum design, assessment, NY and US education policy, and social studies.

    Adjunct Professor, Seton Hall University, South Orange, New Jersey (2004-2006). Undergraduate course in theory, psychology and sociology of gender.

    Adjunct Professor, Touro College (2003). Graduate courses in primary and early childhood teacher education. My courses focused on curriculum design, assessment, NY and US education policy, and social studies.

    Adjunct Professor, Mercy College, New York, NY  (2000-2002). Graduate and undergraduate courses in primary teacher education, including practicum supervision. My courses focused on curriculum design and social studies.

    Teaching Assistant for Prof. David Berliner (visiting professor), Teachers College, Columbia University, NY (1999). Graduate course in teacher education on research and theory of curriculum design.

    MIDDLE AND SECONDARY SCHOOL TEACHING

    All Saints Academy, Winter Haven, Florida, Grades 6-12 (1994-1997). Advanced Placement United States History, Social Studies, World History, Speech and Debate. Model Congress

    Bloomington North Public High School, Bloomington, Indiana (1994, Teaching Practicum). US History, World History. 

  •  PhD & EdD

    Completed

    1. Zhou, Jiming, PhD. Changing assessment perceptions and practices in Chinese college English classrooms. Co-primary supervisor. The University of Hong Kong. Completed July 2016.
    2. Ryan, Quanyou, PhD. Cultivating students’ critical literacy through the four resources model in a blended learning action environment. Co-primary supervisor. The University of Hong Kong. Completed April 2015.
    3. Jiang, Yanzi, PhD. Exploring the student role in classroom-based assessment. Co-supervisor. The University of Hong Kong. Completed September 2014.
    4. Xiao, Yangyu, PhD. Student perspective on classroom English assessment in Chinese high school contexts. Co-supervisor. The University of Hong Kong. Completed October 2013.

    Current

    1. Munshi, Cassim, PhD. Self-regulated learning with feedback in a computer-based learning environment: A mixed-methods study. Primary supervisor. National Institute of Education.
    2. Thyagesan, Malini. EdD. Assessing 21st century competencies through PBL in a Biomedical curriculum. Primary supervisor. National Institute of Education.
    3. Knudsen, Brant, EdD. An investigation of the roles of Virtual Identity and Social Construction for designing effective learning experiences using a Virtual World. Primary supervisor. The University of Hong Kong.
    4. Yip Hoe Yin, EdD. Conceptions of self-regulated learning and their impact on teachers’ assessment practices. Primary supervisor. National Institute of Education.
    5. Hoo Hui Teng, EdD. Negotiating self and peer feedback with the use of reflective journals in higher education. Co-supervisor. National Institute of Education.

    MASTERS DEGREE

    MMM 800 Critical Inquiry/Research Thesis

    1. Siew Sook Ling, Mavis. An exploratory study into teacher and students’ conceptions of feedback. National Institute of Education. Completed April 2016.
    2. Wong Lai Fung. Educators’ perceptions of a cognitive tool to evaluate nurses’ clinical reasoning. National Institute of Education. Completed April 2016.
    3. Chen Sujing, Natalie. Exploring the conceptions of classroom assessment of lower and upper primary teachers teaching in mixed-ability classes: Case studies of a Singapore primary school. National Institute of Education. Completed November 2015.
    4. Loo, Hup Tee. The effect of Newman’s Error Analysis and Conscious Competency Learning Model in mathematics education. National Institute of Education. Completed November 2015.
    5. Thomas, Caroline Patricia. Effectiveness of feedback in terms of ‘comments only’ or ‘comments and grades’ on student-centered approach to learning. National Institute of Education. Completed November 2015.

    MALC 806 Integrative Study Project

    1. Kang, Nancy, Lim, Shawna & Loo, Gerad. The influence of Singapore teachers’ perceptions of 21st century skills on teaching practices. National Institute of Education. Completed November 2015.

    1. The University of Hong Kong Research Postgraduate Student Publication Award (2016, May). For Zhou, J. & Deneen, C.C. (2015). Chinese award-winning tutors’ perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education, 1144-1158.
    2.  Best Paper of Conference Award. Shroff, R., Deneen, C.C. & Lim, C.P. (2014, April). Student ownership of learning using e-portfolio for career development. Intellectbase International Consortium, San Antonio, USA.
    3.  Best Presentation of Conference Award. Deneen, C.C. and Shroff, R. (2014, March). Understanding successes and difficulties in program-level eportfolios: A case study of two professional degree programs, Intellectbase International Consortium, Bangkok, Thailand.
    4.  Nominated for Best Paper of Conference Award. Deneen, C. C. (2012, August). Possibilities and challenges in achieving innovative assessment. Paper presented at the bi-annual conference of The EARLI SIG 4 Higher Education Conference, Tallinn, Estonia.
    5. Phi Delta Kappa Education Honors Society (1998-2008).
    6. Distinguished Teaching Award (1997, May). All Saints Academy Preparatory School. 

  • Tertiary educators and leaders

    1. Program-Level Grade Descriptors for Masters in Curriculum and Teaching (MCT). (March 2016-ongoing). A Delphi study-based development project for National Institute of Education, Singapore.
    2. Marketing, Advertising, Retailing and Sales (MARS) Curriculum Revision Project. (October 2015-Ongoing). Auckland University of Technology, Faculty of Business, Auckland, NZ.
    3. Integrating Technology And Assessment for Meaningful Results. (November 2015). Invited mastery workshop for Taylor’s 8th Teaching and Learning Conference, Taylor University, Kuala Lumpur, Malaysia.
    4. Eportfolio Projects Sharing and Feedback Session. (March 2015). University of Macau Resident Colleges and Vice Rector for Student Affairs; Co­hosted by the Centre for Teaching and Learning Enhancement, Macao, Macao SAR.
    5. Modular Program Development Project (2013-14).  Collaboration with The University of Hong Kong’s Li Kah Shing Faculty of Medicine, Hong Kong, SAR.
    6. Student Eportfolio for Dentistry Degree Programme. (2013-2014). Collaboration with The University of Hong Kong’s Faculty of Dentistry, Hong Kong, SAR.
    7. Advanced Teaching and Learning Modules: A Professional Development Series for University Teaching Staff Across All Disciplines. (Multiple sessions on assessment and student learning; September 2011-January 2013). Organized by Centre for Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, SAR.
    8. First-Year Student Experience Workshop.  (November 2013). University of Hong Kong, Hong Kong, SAR.
    9. Curriculum Development and Reorientation for Capstone Project. (July 2013). Auckland University of Technology, Faculty of Business, Auckland, NZ. 
    10. Designing and Implementing New Capstone Project: Integrating Course, Program and Capstone Assessment Across and Into Multiple Degree Programs. (February 2013). Auckland University of Technology, Faculty of Business, Auckland, NZ.
    11. Assessment and General Education in Your Course. (March 2010). Workshop for Hong Kong 3-3-4 Curricular Reform of Higher Education in HK Series. Sponsored by The Fulbright Scholar Program, City University of Hong Kong, Hong Kong, SAR.
    12. Assessment of Learning Outcomes in Nursing Education. (January 2010). Full-day workshop for The 5-day Program on Process of Contemporary Education. Sponsored by the Hong Kong Hospital Authority, Queen Elizabeth Hospital, Hong Kong, SAR. 
    13. Assessment and Learning within 335 & OBE Frameworks. (Multiple sessions on assessment, learning and curriculum design; March 2009-July 2011). Education University of Hong Kong, Hong Kong, SAR.

    Secondary/primary educators and leaders

    1. ICT0320-Effective Questioning and Feedback as Formative Assessment Strategies. (January-June 2016 & 2017). National Institute of Education, Singapore.
    2. Research Methods for Graduate Students. (Multiple invited sessions on qualitative and mixed methods as well as lit review procedures; 2014-2017)
    3. ICT0315-Assessment Colloquium for Teachers and School Leaders. (Multiple sessions on assessment and learning; September 8-9, 2014; September 7-8, 2015). National Institute of Education, Singapore.
    4. ICT0321-Consultancy for School-Based Assessment Intervention. (Multiple school-based sessions for primary and secondary schools; August 2014-March 2016). multiple sites, Singapore.
    5. ICT0306-Assessment Literacy in the Secondary Classroom. (March 2016). Academy of Singapore Teachers, Singapore.