Organizational Behavior in Human Relations

Organizational behavior (OB) represents the behavioral approach to management. OB is concerned with human behavior at work and how various structures and work processes influence such behavior. This course will address a number of important organizational issues and processes, including organizational culture, group behavior and teamwork, and leadership.   

What that really means:  

Your success as a managerial leader depends on your ability to generate energy and commitment among people within your organization, and to channel that energy and commitment toward organizational goals.  Doing so requires a thorough understanding of the root causes of human attitudes and behavior, as well as how leadership and the surrounding organizational and global context influence attitudes and behaviors. 

This course covers concepts of leadership, motivation, group dynamics, personality, organizational development strategies, and other behavioral aspects involved in the effective management of an organization through readings, lecture, video, discussion, and case analyses.  The emphasis is on building a sound grasp of leadership practice, and on developing the ability to apply such knowledge to actual business problems. 

This is a three-credit hour online course. Please see your local Site Director or email our online site coordinator at [email protected]

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.

Additional materials posted on the OU Canvas learning management system: Access Canvas at https:canvas.ou.edu, enter you OU NetID and password, and select course to access material. If you require assistance with Canvas, please click the Help icon. You can search the Canvas guides, chat with Canvas support, or contact OU IT.

All official correspondence from instructors will be sent only to students’ ou.edu address.

Email Account and Canvas: Students are expected to check their OU email accounts and the course site on Canvas daily for updates from the instructor

The College of Arts and Sciences offers an online orientation for students who are enrolled in online or blended courses. The purpose of the orientation is to ensure that students are well prepared both technically and practically to take online courses. The orientation can be found on their website at: http://www.ou.edu/content/cas/online/student-online-orientation.html

The College of Arts and Sciences Online and Academic Technology Services office is here to assist you with any questions, problems, or concerns you may have. For assistance visit their website at http://www.ou.edu/content/cas/online/student-information.html or contact them by telephone at: (405) 325-5854 or email: [email protected]

1. To use critical thinking to develop effective diagnostic and problem-solving skills.
2. To produce professionally written case reports illustrating the types of individual, interpersonal, group and inter-group issues which occur in complex organizational settings.
3. To refine professional presentation skills.
4. To function effectively in a team context to deliver a written report and a group presentation. 
5. To articulate your own behavioral styles and how they affect other individuals in the workplace.
6. To use appropriate analytical models, techniques, and frameworks to identify problem issues and solutions in organizational and international contexts. 

Quizzes:

Periodically throughout the semester, seven (7) short quizzes will be completed to ensure that students are keeping up with assigned reading material. No make-up quizzes will be allowed, except in cases warranted by extraordinary circumstances and supported with documented evidence.  Students who do not submit a quiz by the due date will receive zero points. Quizzes are designed to assess course learning objectives one and six. The quizzes will be administered via Canvas.

Case Notes:

Five cases are assigned throughout the semester. It is important that you read and think about each case to facilitate your understanding of the material. Accordingly, case notes will be collected. Answer the discussion questions at the end of the case, but add additional issues you think are pertinent. These notes should be approximately 300-500 words. These assignments are designed to help you to keep up with the reading and to encourage you to practice applying the concepts. Case notes are to be done individually and are allocated up to 20 points each. Late case notes will not be accepted, and should not be emailed to me. Case notes will be submitted in Canvas using the “Upload File” button for the assignment. Case notes are designed to assess course learning objectives one, two, three, and six. 

Online Discussions/Participation Points:

To receive the 50 points allocated to this category, you will need to be present/active in all discussions. These points are not allocated for simply posting a comment. Full participation means that you post an original response to the discussion question and reply to the comments that are posted by at least two other students in the class. Engagement in discussion (virtual conversation) is required. No points will be allotted for postings after the due dates. Missing an online discussion is like missing class in a traditional classroom setting. Once the discussion has ended, you might “show up” at the site, but for all practical purposes the conversation will have ended. 

This is a letter-graded course: A, B, C, D, or F.  

The grades for this specific class will be determined based upon: 

Final Grades will be assigned based upon the percentage of total points earned relative to total points possible in the course. The standard convention for assigning letter grades for the course will be followed: 

A = 90% - 100% of total points possible (314 or more points) 

B = 80% - 89% (between 279 and 314 points) 

C = < 80% (less than 279 points) 

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

In addition to interaction via Canvas and email contact, students are required to contact the instructor via email or telephone before the beginning of the course term for an initial briefing. Although physical class meetings are not part of this course, participation in all interactive, learning activities is required.

Student assignments and student/instructor communications will be conducted via Canvas, although students may contact the instructor via telephone, postal mail, email, or fax as needed.

Please contact the professor regarding his/her policy for late work

A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to the instructor a “Petition for and Work to Remove an Incompleted Grade” form. An “I” can never be used in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.

If you experience technical problems, contact Information Technology by visiting their website at: http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access the material.

Procedures for Completion of Course Evaluation: 

Upon completion of the course students should go to the Advanced Programs Online Learning Information webpage and click on the applicable semester link under “Online Course Evaluation” which will direct them to the evaluation.  The evaluation will take approximately five minutes to complete.  Completion of the online evaluation is an important tool allowing Advanced Programs to gain information and student feedback for improvement of courses.

Your responses will be kept confidential.  They will be reviewed by the department and only supplied to the professor once grades for the course have been submitted.

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access material. Please contact your local the IT Help desk at 405-325-HELP if you require assistance.  IT is available 24/7

Statement about the MHR Program Planner and Human Relations Website

Students should become familiar with the MHR Program Planner that was sent to each student upon admission into the program.  The planner has a description of the HR program objectives and requirements, suggestions for graduate study, financial assistance, and graduation information. Of particular interest is the information on the comprehensive exams and the internship.  For further information please visit the Department of Human Relations Website at: http://www.ou.edu/cas/hr

Reasonable Accommodation Statement

The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities.  Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.  Students with disabilities must be registered with the Office of Disability Services prior to receiving accommodations in this course.  The Office of Disability Services is located in Goddard Health Center, Suite 166, phone 405-325-3852 or TDD only 405-325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html

Civility/Inclusivity Statement:

We understand our members represent a rich variety of backgrounds and perspectives. The Human Relations Department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:

• share their unique experiences, values and beliefs
• be open to the views of others
• honor the uniqueness of their colleagues
• appreciate the opportunity we have to learn from each other in this community
• value each other’s opinions and communicate in a respectful manner
• keep confidential discussions the community has of a personal (or professional) nature
• use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the University of Oklahoma community.

Religious Holidays

It is the policy of the University to excuse absences of students that result from religious observances and to provide without a penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays, without penalty.

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html. 

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at [email protected] or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/

Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.

Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

Tamara Roberson

Education

• 2010 Walden University, Ed. D., Specializing in Administrative Leadership for Teaching and Learning
• 1992 University of Central Oklahoma, M.Ed., School Administration
• 1986 University of Central Oklahoma, B.S., Elementary Education

Current Positions

• 2014 – Present Adjunct Professor, University of Oklahoma, Norman, OK.
• 1994 - Present School Administrator (Principal) Midwest City-Del City Schools, Midwest City, OK.

Frequently Taught Extended Campus (Advanced Programs) Courses

• Multicultural Issues in Human Relations
• Cultural Diversity in Human Relations
• International Intercultural Relations
• International Training and Development
• Conflict Resolutions
• Issues in Human Relations Training

Major Areas of Teaching and Research Interest

• Adult & Informal Learning
• Quantitative Research
• Civic Engagement
• Community & Organizational Change

Representative Publications

• Roberson, Tamara S. (March, 2018). Grant Writing: Grant writing resources and advice on writing school and classroom grants. Midwest City, Oklahoma.
• Dyer, Kari B. & Roberson, Tamara S. (November, 2017).  Working Together: 
  Building a positive school culture.  Oklahoma School Counselors Association Annual Conference, Broken Arrow, OK.
• Roberson, Tamara S. (January, 2014). PreK – 5^th Writing for the Common Core, Professional Development Workshop for Educational Reform, Midwest City – Del City Schools.
• Roberson, Tamara S. (September, 2013). PreK – 5^th Response to Interventions (RTI), Professional Development Workshop for Educational Reform, Midwest City – Del City Schools.
• Roberson, Tamara S. (2012). Riley’s Race. Philadelphia, PA: Xlibris Corporation
• Roberson, Tamara S. (2010). The relationship between principal personality type and elementary school student achievement. MI: UMI

Representative Presentations

• Dyer, Kari B. & Roberson, Tamara. (February 2021) Utilizing the zones of regulation within the classroom: A refresher. Pleasant Hill Elementary Professional Development. Forest Park, OK.
• Dyer, Kari B. & Roberson, Tamara. (August 2020). Social emotional learning: A crash course. Pleasant Hill Elementary Professional Development, Forest Park, OK.
• Dyer, Kari B. & Roberson, Tamara. (January 2020). Student dysregulation: Recognizing triggers of students and of ourselves as practitioners. Pleasant Hill Elementary Professional Development, Forest Park, OK.

• Dyer, Kari B. & Roberson, Tamara. (September 2019). Practical classroom management. Pleasant Hill Elementary Professional Development, Forest Park, OK.
• Dyer, Kari B. & Roberson, Tamara. (September 2019). Utilizing the Zones of Regulation within the classroom/help recognizing student dysregulation. Pleasant Hill Elementary Professional Development, Forest Park, OK.
• Dyer, Kari B. & Roberson, Tamara (November 2017). Working together: Building a positive school culture, Oklahoma School Counselor Association Annual Conference, Northeastern State University – Broken Arrow, OK.
• Dyer, Kari B. & Roberson, Tamara. (January 2018). The effects of trauma on students and adults. Pleasant Hill Elementary Professional Development Day, Forest Park, OK.
• Roberson, Tamara S. (September, 2019). Mentoring: Career teachers mentoring new to teaching teachers. Midwest City, Oklahoma.
• Roberson, Tamara S. (October 2018- May, 2019). Facilitator /Trainer – Preparing the assistant principal: Are you ready for your building assignment? Professional Development, Midwest City – Del City Schools Administration, Oklahoma.
• Dyer, Kari B. & Roberson, Tamara (November 2017). Working together: Building a positive school culture, Oklahoma School Counselor Association Annual Conference, Northeastern State University – Broken Arrow, OK.
• Roberson, Tamara S. (September, 2010). Presenter - Learning from the ineffective teacher. Professional Development, Midwest City – Del City Schools, Oklahoma.  
• Roberson, Tamara S. (September, 2010). Presenter - The importance of lesson planning and student achievement: introduction part 1. Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2010). Presenter - The importance of lesson planning and student achievement, part 2: Setting the stage for learning: anticipatory set. Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2010). Presenter - Are we accomplishing our mission? progress monitoring, assessments and accountability. Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2010). Presenter - Lead and learn presentation to mid-del association of elementary principals: Coaching cycle: Diagnose – teach objectives, assess, gather results, adjust instruction; start over. Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (April, 2009). Presenter - Quality time analysis. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (February, 2009). Presenter - How to help children build better language skills. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (February, 2009). Presenter - Testing preparation for state testing. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (January, 2009). Presenter - How to use data to enhance classroom instruction. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (December, 2008). Presenter - Differentiated instruction in the classroom part 2. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (October, 2008). Presenter - Differentiated instruction in the classroom part 1. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (September, 2008). Presenter - Climate of high expectations for all students in the classroom. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (September, 2008). Presenter - Review of academic performance index (API). Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (August, 2008). Presenter - Intergrading math and children’s literature in the classroom. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (August, 2008). Presenter - Implementing policies and procedures: ensuring quality time on task (QTA) Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (March, 2008). Presenter - School improvement: make and take ideas for using differentiated instruction in the classroom. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (February, 2008). Presenter - Strategies for enhancing reading for students with English as a second language. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (January, 2008). Presenter - Differentiated reading instruction. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (January, 2008). Presenter - Differentiated classroom instruction to enhance learning across the curriculum. Parkview Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (November, 2007). Presenter - School improvement strategies for improving AYP scores on state testing. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (October, 2007). Presenter - School improvement: mapping grade levels curriculum. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (September, 2007). Presenter - School improvement: surveying the daily classroom schedule. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (September, 2007). Presenter - School improvement: date driven decision making. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (September, 2007). Presenter - Using benchmark data to drive instruction. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (August, 2007). Presenter - Strategies for teacher using data driven instruction to re-teach PASS skills not mastered on benchmarks. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (March, 2007). Presenter - No child left behind: expectations of 2014 and strategies to achieve the demands mandated. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (March, 2007). Presenter - Edusoft training for teachers to use computerized data for benchmarks. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (March, 2007). Presenter - Using vertical team meetings with special teachers to collect data. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (December, 2006). Presenter - Modified assessments. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (December, 2006).  Presenter for in-service for the classroom teachers role in adhering to DHS regulations. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (September, 2006). Presenter - Special education: inclusion. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (September, 2006). Presenter – Academic Performance Index (API) in-service for teachers: using frequent assessment in the classroom. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (August, 2006). Presenter - Using guided reading instruction in the classroom. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (August, 2006). Presenter – Research on effective schools. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (January, 2006). Presenter – A recipe for success: strategies to closing the achievement gap using our school data. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (May, 2006). Presenter - Using discussion and data to assign students to next year’s teachers. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.
• Roberson, Tamara S. (March, 2006). Presenter for follow up on benchmark data: objectives not mastered. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma. 
• Roberson, Tamara S. (February, 2006). Presenter for follow up on benchmark data for the higher achieving students. Epperly Heights Elementary Professional Development, Midwest City – Del City Schools, Oklahoma.

Representative Honors and Awards Received

• Who’s Who Among American Young Women of America (1997).
• Midwest City – Del City Schools Service Award (May, 2006).
• Recognized by Midwest City – Del City Schools for Mastery and Understanding of the Effective School Correlates (2009-2010).
• Recognized by Midwest City – Del City Schools for the MVP Award (2009-2010).

Major Professional Affiliations & Committees

• Mid-Del School Foundation Board Ex-Officio Member, 2018-2019
• Grant Committee Member, Greatest Stories Never Told: Fly with Banning traveling Exhibition, 2017-2018
• Program Committee Member, Pleasant Hill Elementary Black History Program: The Hallelujah Flight, 2015
• Council Member, Governor Fallin’s Oklahoma Economic Development Council – 2011-2012
• Committee Member, Mid-Del Association of Elementary School Principal’s – 2008-2010
• Chairman, Safe & Healthy School Committee, Mid-Del Schools, 1997 – Present
• Committee Member, Title I Committee, Mid-Del Schools, 1997 – Present
• Committee Member, Professional Development Team, Mid-Del Schools, 1997 – Present
• Committee Member, Staff Development Team, Mid-Del Schools, 1997 – Present
• Committee Member, Mid-Del Discipline Committee, Mid-Del Schools, 1997 - Present
• Committee Member, Technology Team, Mid-Del Schools, 1997 – Present
• Committee Member, Mid-Del School Calendar Committee, 1990 - Present
• Committee Member, Mid-Del Schools School Improvement Committee 1997 - Present
• Committee Member, Mid-Del Schools Elementary Curriculum Council 1988 – 1997
• National Association of Elementary School Principals (NAESP)
• Mid-Del Association of Elementary School Principals (MDAESP)
• Association of Supervision and Curriculum Development (ASCD)
• Cooperative Council for Oklahoma School Administration (CCOSA)
• Oklahoma Association of School Administrators (OASA)
• National Association for the Education of Young Children (NAEYC)
• American Educational Research Association (AERA)