(Administrator with Faculty Rank)
Dr. Molly Lane is a Doctoral Dissertation Chair and Associate Professor in the School of Leadership, Education and Communication at St. Thomas University. She started her career in educational consulting where she designed and developed technical training materials for Fortune 500 companies. She became interested in educational technology after working for a number of years in corporate training. This prompted her to pursue both a master’s and a doctorate in Educational Technology at Purdue University. During her graduate studies, Dr. Lane worked in faculty development at Purdue’s Center for Instructional Excellence and taught graduate level courses in educational technology.
In 2004, Dr. Lane began working in online higher education as an Education faculty member and dissertation chair. She has extensive experience teaching online and chairing both qualitative and quantitative dissertation committees for distance education students. She has designed, developed, and evaluated online and face-to-face courses, workshops, and training programs in higher education and corporate settings. Dr. Lane is a life-long learner with professional interests in coaching, collaborative learning, evaluation, mentoring strategies for doctoral students, and technology-based tools for online learning.
- Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
- Irlbeck, S., Lane, M. M., & Thornton, N. (2011, October). Is it time to think about a career ladder in the ID/IT field? Panel discussion presented at the annual conference of the Association for Educational Communication and Technology (AECT). Jacksonville, FL.
- Lane, M. M. (2013). Helen Ginn case study. In P. A. Ertmer, J. Quinn, & K. D. Glazewski (Eds.), The I.D. casebook: Case studies in instructional design (4th ed.). New York, NY: Pearson.
- Stepich, D. A., Ertmer, P. A., & Lane, M. M. (2001). Problem-solving in a case-based course: Strategies for facilitating coached expertise. Educational Technology Research and Development, 49(3), 53-69.