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Alexa Summers
Overland Park, Kansas 66213
Phone: 913-469-2288
Email: asumme10@jccc.edu
Education
Degrees
Fort Hays State University (FHSU), Hays, Kansas
2021 Masters of Science, Computer Science
University of Missouri—Kansas City (UMKC), Kansas City, Missouri
Research Title: IC-SAFE
Supervisor: Dr. Sejun Song
2020 Bachelors of Science, Computer Science
University of Missouri—Kansas City (UMKC), Kansas City, Missouri
Certificates
University of Missouri—Kansas City (UMKC), Kansas City, Missouri
Skills
• Databases (Workbench, Developer, MySQL, SQLite, Oracle’s Application Express)
• Web Development (HTML, CSS, JS, JQuery, PHP)
• Video game development (Unity, C#)
Professional Training
• Japanese Studies Association Faculty Development Workshop, JCCC (2022)
• Midwest Conference on Asian Affairs, KU (2022)
• Establishing Classroom Norms for Teaching seminar, UMKC (2022)
• Shaping Engaging Classrooms seminar, UMKC (2022)
• Civil Discourse in the Classroom seminar, UMKC (2021)
• Managing Classroom Disruption seminar, UMKC (2021)
• JCCC Summer Teaching Institute, JCCC (2021)
• Active Learning seminar, UMKC (2021)
• MOS PowerPoint Associate (2020)
• MOS Word Associate (2020)
• MOS Word Expert (2020)
• iTeach, JCCC (2020)
• Certification in Online Teaching and Learning, UMKC (2020)
Research Experience
InSpace VS. Zoom Research
School of Advanced Professional Studies, Fort Hays State University (FHSU), Hays, Kansas
• Researched the difference between Zoom and InSpace.
• Hosted professional development session to discuss findings and promote a different option.
• Collected feedback to improve professional development session for future presentation.
2021
IC-SAFE
School of Computing and Engineering, University of Missouri—Kansas City (UMKC), Kansas City, Missouri
• Researched algorithms to detect anxiety in dementia patients.
• Conducted and studied gyroscope data to differentiate between tremors and other activities.
• Final paper accepted to IEEE ICC 2022
2019
Natural Disaster Prediction Project
School of Geosciences, Tel Aviv University (TAU), Tel Aviv, Israel
• Studied data obtained from smart phones pertaining to surface pressure, temperature, and humidity to create mesoscale analyses.
• Related collected data to the threat and effects of Global Warming.
Teaching
Assistant Professor of Web Development
Division of Computer Science and Information Technology
Johnson County Community College
(GAME 102 Business of Games)
(GAME 104 Introduction to Game Development)
(GAME 105 Beginning Game Creation)
(GAME 121 Game Programming I)
(GAME 131 User-Centered Design)
(GAME 180 Artificial Intelligence for Games)
(GAME 221 Game Programming II)
(GAME 234 Serious Game Design)
(WEB 110 HTML & CSS)
(WEB 234 Web Apps I)
(WEB 238 Interactive Scripting: jQuery)
(WEB 124 Web Scripting: Javascript II)
(WEB 126 Technical Interface Skills)
(WEB 231 User Experience)
Adjunct of Computer Science
Division of Computer Science/Electrical Engineering
University of Missouri—Kansas City
(CS 371 Database Design, Implementation and Validation)
(CS 456 Human Computer interface)
(CS 490WD Web Development)
(CS 5565 Introduction to Statistical Learning)
(CS 490/5590 Video Game Creation)
(IT 321 Introduction to Computer Resources Administration)
Academic Honors and Awards
Lighthouse Award Finalist
Fort Hays State University (FHSU), Hays, Kansas
2022
Sunflower Grant
Johnson County Community College (JCCC), Overland Park, Kansas
2020
UMKC Graduate Scholarship
School of Computing and Engineering University of Missouri—Kansas City (UMKC), Kansas City, Missouri
2014-2015
Wes Fry Speech Scholarship
Rotary Club of Lenexa, Lenexa, Kansas
Service
ADA Committee (2022-present)
Girls Who Code instructor (2021-present)
Jewish Family Services (2018-present)
Conference and Professional Presentations
Johnson County Community College (JCCC), Overland Park, Kansas
Science City -- Union Station, Kansas City, Missouri
Linda Hall Library -- University of Missouri - Kansas City (UMKC), Kansas City, Missouri
InSpace -- Fort Hays State University (FHSU), Hays, Kansas
Education Background
I graduated high school from Blue Valley Northwest, where I was heavily involved with our thespian troupe, National Honors Society, and the freshman mentorship program. Post-graduation, I continued taking classes at Johnson County Community College to complete my computer science pre-requisites to transfer to a four-year university.
I completed the requirements in May of 2018, and transferred to University of Missouri, Kansas City for my Bachelor's of Science in Computer Science. I started my Master's of Science in Computer Science in Spring of 2020, which is also the semester I graduted with my Bachelor's. Alongside both of those milestones, this was the semester I became a Graduate Teaching Assistant at UMKC. After obtaining this position, I decided I wanted to further my education with a Graduate Certificate in College Teaching and Career Preparation, and enrolled in the program in August of 2020.
I obtained my Masters degree in Fall of 2021, and my graduate certificate in May of 2022.
In 2024, I completed my Education Specialist degree in Digital Leadership at Fort Hays State University.
Undergraduate Courses
Human Anatomy (BIOL 140)
CPR I- Basic Life Support (EMS 121)
Forensic Science & Crime Scene Investigation (ADMJ 221)
Fundamentals of Crime Scene Investigation (ADMJ 154)
Fencing (HPER 175)
Principles of Cell & Molecular Biology (BIOL 135)
Archery (HPER 185)
Business Law I (BUS 261)
Precalculus (MATH 173)
Fundamentals of Baking (HMGT 223)
Desktop Photo Manipulation I: Photoshop (CDTP 135)
Topics in CAD II (DRAF 242)
Programming Fundamentals (CS 134)
Concepts & Programming Algorithms in C++ (CS 200)
Composition I (ENGL 121)
Composition II (ENGL 122)
Introduction to Humanities (HUM 122)
Calculus I (MATH 241)
Calculus II (Math 242)
Discrete Structures I (CS 210)
Discrete Structures II (CS 211)
American National Government (POLS 124)
Statistics (MATH 181)
Basic Data Structures using C++ (CS 250)
Engineering Physics (PHYS 220)
Engineering Physics (PHYS 221)
University of Missouri, Kansas City (Bachelor's of Science in Computer Science
Ethical Issues of Computing and Engineering (ANCH 308)
Data Structures (COMP-SCI 303)
Database Design & Implementation (COMP-SCI 371)
Applied Probability (COMP-SCI 394R)
Introduction to Algorithms and Complexity (COMP-SCI 404)
Introduction to Networking and Applications (COMP-SCI 420)
Introduction to Operating Systems (COMP-SCI 431)
Programming Languages Design & Implementation (COMP-SCI 441)
Foundations of Software Engineering (COMP-SCI 449)
Software Engineering Capstone (COMP-SCI 451R)
Introduction to Artificial Intelligence (COMP-SCI 461)
Special Topics: Unity Certified Programmer (COMP-SCI 490)
Special Topics: Intro to Cryptology (COMP-SCI 490CR)
Special Topics: Web Development (COMP-SCI 490WD)
Internship (COMP-SCI 491)
Graduate Courses
Introduction to Database Management Systems (COMP-SCI 470)
Design and Analysis of Algorithms (COMP-SCI 5592)
Introduction to Statistical Learning (COMP-SCI 5565)
Special Topics: VR App Development with Unity Engine (COMP-SCI 5590)
Special Topics: Internet of Things and Embedded Systems (COMP-SCI 5590)
Directed Reading: IC-SAFE Research (COMP-SCI 5597)
University of Missouri, Kansas City: (Graduate Certificate of College Teaching and Career Preparation)
Curriculum and Teaching for the College Classroom (EDUC-C&I 5640)
The College Student (EDUC-UL 5556)
Preparing Future Faculty I (SGS 5651A)
Preparing Future Faculty II (SGS 5651B)
Preparing Future Faculty III (SGS 5652A)
Preparing Future Faculty IV (SGS 5652B)
Preparing Future Faculty V (SGS 5653A)
Preparing Future Faculty VI (SGS 5653B)
Fort Hays State University: (Education Specialist in Digital Leadership)
The Scholarly Mind (APS 924)
Scholar Skills for the Practitioner (APS 925)
The Strategic Thinker (APS 926)
Strategic Planning (APS 927)
Policy, Law, and Education (APS 963)
Designing Professional Learning (APS 941)
Foundations of Research (APS 933)
Practicum in Digital Leadership (DGLS 979)
Capstone (APS 997)
The Digital Citizen (DGLS 924)
Message Design (DGLS 930)
Culture Shaping (DGLS 941)
Culture Shifting (DGLS 942)
The Driver of Innovation: The Learner (DGLS 943)
The Driver of Innovation: The Leader (DGLS 944)
Digital Innovation and Strategy: Change Management (DGLS 956)
Digital Innovation and Strategy: Coolhunting (DGLS 957)
Trends and Issues in Cybersecurity (INF 850)
Advanced Topics in Human-Computer Interaction (INF 851)
Leadership in Digital Data (DGLS 967)
Closing the Loop (DGLS 968)
Diversity Statement
This is why it is my mission to create a positive and nurturing environment within my classroom. Although I have very few female students, it is important for me to pass along tips pertaining to confidence and being the loudest person in the room. Otherwise, we feel invisible, “...where an individual or group’s humanity and relevance are unacknowledged, ignored, and/or diminished in value or importance” (Brown, 2022). Although I teach video game programming and less about the industry as a whole, because I am the only female in my department, it is my responsibility to help my students find their confidence when surrounded by people who simply will not listen.
In the corporate world, it is difficult to express feelings without the concern of getting into trouble, and this is even more so when a deep-rooted and unrecognized bias exists. Not only does the difficulty come with being a female, but also with being young. I have been written off time and time again for being younger than my colleagues, despite having more up-to-date knowledge and experience. I have received many comments about my age, especially in terms of becoming a teacher-- I started teaching at the age of 21. Now that I have my master’s degree at 23, people ask me often what I am going to do with my life. Teaching is not an acceptable answer since I have obtained a computer science degree and “could be doing something more worthy”. This is yet another reason why I wish to place an emphasis on diversity—I want my students to do what makes them happy. Like stated in Dare to Lead, “we fail the minute we let someone else define success for us” (Brown, 2019), therefore, it is my mission for my students to define their own successes.
To support my stance on diversity, I have fully integrated this concept into my research, teaching, and service efforts. I volunteer as an instructor with Girls Who Code, where we teach girls from grades 3-12 how to program. In our group, we cover a wide range of topics, chosen based on the students’ interests, which helps expose them to different avenues. This involves an educational component about breaking into the industry when feeling unwelcome, invisible, unmotivated, or simply too young. This is part of a larger research effort to better understand the mindsets of high school females with a desire to pursue a computer field. Lastly, I am expanding beyond diversifying the gender and aspects, and am working with Access Services to incorporate more about accessibility into all of my courses. This is extremely important because many developers see accessibility as a “waste time”, however, it is a shared right to access computers, and it is crucial to make this technology available to all. As far as I know, this curriculum is not currently a part of any program I teach in, and therefore, I have started integrating this aspect.
References
Random House Large Print Publishing.
Brown, B. (2022). Atlas of the heart: Mapping meaningful connection and the language of human experience.
Random House Large Print.
Clement, J. (2021, August 19). Global game developer gender 2021. Statista. Retrieved February
2, 2022, from https://statista.com/statistics/453634/game-developer-gender-distribution-
worldwide/
Teaching
Graduate Courses
Introduction to Statistical Learning (COMP-SCI 5565)
Special Topics: Video Game Creation (COMP-SCI 5590)
Undergraduate Courses
Database Design & Implementaton (COMP-SCI 371)
Human Computer Interface (COMP-SCI 456)
Introduction to Computing Resources Administration (INFO-TEC 321)
Special Topics: Web Development (COMP-SCI 490WD)
Special Topics: Video Game Creation (COMP-SCI 490)
Business of Games (GAME 102)
Introduction to Game Development (GAME 104)
Beginning Game Creation (GAME 105)
Game Programming I (GAME 121)
User-Centered Design (GAME 131)
Artificial Intelligence for Gaming (GAME 180)
Game Programming II (GAME 221)
Serious Game Design (GAME 234)
HTML & CSS (WEB 110)
Web Apps I (WEB 234)
Interactive Scripting: jQuery (WEB 238)
Web Scripting: JavaScript II (WEB 124)
Technical Interface Skills (WEB 126)
User Experience (WEB 231)
Teaching Philosophy
As a full-time professor at an institution I attended, I take pride in working alongside the instructors who made an impact on my education. Throughout my schooling, I have been exposed to many different teaching styles, and have been able to extrapolate various methods that provide the best educational experience for learners of all kinds. This includes incorporating step-by-step auditory instructions during lectures, hands-on activities, and visual aids into my classes. While some of this can be difficult in web development due to the abstract nature of the field, I take the time to check in with students to see how I can improve their learning. With each piece of feedback, I adjust my current and future classes to foster a stronger learning environment for all kinds of learners. The most widely beneficial aspect to my classes is real-world experience, which is able to satisfy the learning needs of individuals in various ways. My classes work to create simulated client interactions, which students can apply to future employment opportunities. This kind of learning was inspired by Kolb’s Experiential Theory, which follows the cycle of trying out newly learned information by having an experience, reflecting on that experience, interpreting and learning from it, and repeating the process (Konak, 2014). Learning is said to happen if and only if all of the cycle’s stages have been reached, thus, my classwork is based on encouraging the successful completion of the cycle in order to get the most out of the experience (Konak, 2014). These projects not only provide real-world applications, but gives my students something meaty for their portfolios and resumes, as well as something to reference for potential future clients.
In addition to my computer science background, I obtained my Graduate Certificate in College Teaching and Career Planning. This program provided me with information about underrepresented student groups, and how to foster a positive classroom experience for those coming from diverse backgrounds. Mental health is fragile and can be destroyed with just one knock at a person’s confidence. From my coursework, I have been given a glimpse into some of the struggles certain demographics face, and the toll it can take on one's education. With the extra knowledge I have received from top instructors and lecturers, I have learned in a more specialized way how to handle a student’s mental bandwidth with care, how to educate those in need about available resources, and how to customize the classroom experience to create a more welcoming environment. Creating a nurturing classroom with this structure is inspired by Maslow’s Hierarchy of Needs. This theory is based on a pyramid of needs, beginning with physiological aspects, all the way up to self-actualization aspects (Aanstoos, 2019). As we travel up the pyramid and satisfy all the lower levels, like food, water and housing, the higher levels become more attainable, which involve things we spend our lives seeking, such as confidence, belonging, self-worth, and self-awareness (Aanstoos, 2019). By creating a classroom that functions on the same structure as the Hierarchy of Needs, beginning at the base of the pyramid and working my way up, I can help foster those feelings of belonging in both the classroom and in the web development field, a sense of accomplishment, and the confidence to continue with personal growth. Especially being new to the web development department, which has a high number of non-traditional students, fostering this classroom environment is more important than ever.
Lastly, I have been working to complete my Education Specialist degree in Digital Leadership, which I will graduate with in May of 2024. This program has taken a focus on evaluating classroom technology, and introducing new technology to both faculty members and students. My research for this program has been based around the feelings of Zoom for virtual learning, and the use of alternative video conferencing software to improve engagement, and create the face-to-face interactions in virtual learning that went missing at the onset of the pandemic. My capstone project has involved hosting a professional development session regarding my findings, which has sparked a new interest in not only education technology, but also the concept of andragogy in PD sessions. As Knowles (1980) found in his original theorization, adults have different motivations and methods of learning caused by the role they are currently in and past experiences, which have to be considered when teaching them. This is especially important when it comes to classroom technology, which can be quite challenging to encourage faculty with when any kind of change is involved.
Whether I am teaching students, or teaching teachers, those I am educating constantly work alongside me to help create the best version of my class that I can offer. As I work towards my teaching goals of gifting learning to all, promoting positive mental health, and engaging with technology-centered professional development opportunities, I strive to make a difference in the life of those whom I am lucky enough to both teach, and learn from along the way.
References
Knowles, M. (1980). The modern practice of adult educatin: Andragogy versus pedagogy. Rev. and updated ed. Englewood Cliffs, NJ: Cambridge Adult Education.
Konak, A., Clark, T. K., & Nasereddin, M. (2014). Using Kolb’s Experiential Learning Cycle to improve student
learning in virtual computer laboratories. Computers & Education, 72, 11–22.
https://doi-org.proxy.library.umkc.edu/10.1016/j.compedu.2013.10.013
Scholarship
Research Experience
During Spring of 2021, I worked on a data science project called IC-SAFE. The premise of this project was anxiety detection in dementia patients. These patients can struggle to show emotions and ask for support, and my team's effort went towards detecting emotions in order to prevent the long-term onset of depression caused by frequent anxiety. We identified tremor patterns between dementia patients both with and without anxiety, and researched algorithms to differentiate between standard tremors, amplified tremors caused by anxiety, and other basic actions, such as reading and writing. Our final paper was accepted to the 2022 Institute of Elecetrical and Electronics Engineers International Conference on Communications.
Future Research Plans
Presentations
Johnson County Community College (JCCC), Overland Park, Kansas
Science City -- Union Station, Kansas City, Missouri
Linda Hall Library -- University of Missouri - Kansas City (UMKC), Kansas City, Missouri
InSpace -- Fort Hays State University (FHSU), Hays, Kansas
Service
University:
ADA Committee Member (2022-present)
Girls Who Code instructor (2021-present)
Community:
Help@Home Volunteer (2018-present)
Service
University:
ADA Committee Member (2022-present)
Girls Who Code instructor (2021-present)
Community:
Help@Home Volunteer (2018-present)