Ph.D. in Education, University of North Texas
I am a native Mongolian. Having traveled, lived and studied in a number of countries, I have settled in the USA since early 2000. In addition to teaching at UW Bothell, I also teach in the education doctorate program at the University of Liverpool (England) and consult with graduate students and academics on research design and statistics. My terminal degree emphasized education studies and research methods, with a heavy focus on quantitative research and statistics, and they provide a robust framework within which to develop and implement relevant learning experiences to help meet students’ immediate needs and serve as a foundation for advanced study in graduate school.
As a Deweyan scholar, I deeply believe in the power of experiences in shaping not only who we are, but also what and how (and how much) we learn. In lectures and discussion, I seek to employ relatable examples to bring existing cognitive structures to the forefront to aid students in making connections between new and existing knowledge. I use experiential learning as well as in-class discussion to provide hands-on learning experiences that help students understand their world(s) using statistics and to promote critical habits of mind in the analysis and application of statistics in practice.
I feel that constructivist and adult learning pedagogies are typically best suited for teaching and learning in university settings. Problem-based learning, interaction, and engagement are primary aspects of my teaching practice. I find these pedagogical approaches to complement experiential learning while providing opportunities for input/feedback to me as an instructor. I gauge student feedback, direct and indirect, to modify my methods to suit student needs.
Recent Courses Taught
BHLTH/BMATH 215 Health Statistics
BIS 232 Data Visualization
BIS 315 Understanding Statistics
BNURS 597 Statistics for Professional Practitioners
My scholarship has focused primarily on graduate education, teaching and learning, and educational technology.
- Wong. S W. J., & Baaska, A. (2017). The effects of concept mapping on student nurses’ learning of medical-surgical nursing. In Proceedings for the International Conference on Society, Psychology and Education (ICSPE 2017) (pp. 81-90).
- Al-Sharef, T., Anderson, B. & Strivens, J. (2016). Educational Technology in Kuwait: Pre-service Teachers’ Perception and Intent. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 1130-1135). Association for the Advancement of Computing in Education (AACE).
- Anderson, B., Cutright, M., & Anderson, S. (2013). Academic involvement in doctoral education: Predictive value of faculty mentorship and intellectual community on doctoral education outcomes. International Journal of Doctoral Studies, 8, 195-215.
- Anderson, S., & Anderson, B. (2012). Preparation and socialization of the education professoriate: Narratives of doctoral student-instructors. International Journal of Teaching and Learning in Higher Education, 24(2).
- Lane, F., Anderson, B., Ponce, H. F., & Natesan, P. (2012). Factorial invariance of LibQUAL+® as a measure of library service quality over time. Library and Information Science Research, 34, 22-30.
- Anderson, S., Anderson, B., & Lee, J. (2011). Flexibility, connection, and structure as predictors of online and face-to-face learning preference among nursing and education students. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1803-1810). Chesapeake, VA: AACE.