Ken Morris M.ED

Ken Morris M.ED

About me

Completed graduate school at Liberty University and received a Masters of Education with a concentration in Adult Teaching & Learning (Ed. Psych) in May 2012.  Currently, I serve/work in the U.S. Army Reserves at the U.S. Army Medical Center & School (Academy of Health Sciences) -–Ft. Sam Houston as an Instructor/Writer for the Patient Administration Branch (PAB) attached to the Office of the Surgeon General (OTSG, Pentagon). In addition, I graduated with a Bachelors of Arts degree in Sociology with a focus in Case Management back in May 2006 from the University of Texas at San Antonio. Also attended St. Philip’s College and received an Associates of Arts in Liberal Arts/Sociology.

Currently Enrolled: Marriage & Family Counseling Graduate Program

 

 Professional Work History:

  • Emergency Room Coordinator (BAMC) 2002

  • Case Manager, Lovelace Healthcare (Albuquerque, NM)-2006

  • Lecturer, The University of New Mexico-2007

  • Assistant Professor of Military Science, St. Mary's University & UIW-2009

  • Adjunct, St. Philips College (ACCD)-2010

  • OIC of Admissions & Dispositions (Active Duty Tour), SAMMC-2011

  • Adjunct, Sanford Brown College: 2012-2015

  • Instructor & Writer, U.S. Army Medical Center & School-2014 (Present)

  • Adjunct, University of the Incarnate Word Prep-2014 (Present)

  • Brightwood College SA: 2016-(Present)

     

    Certifications, Licenses and Credentials:

    *National Certification (NASASPS), Certified Higher Educational Professional (CHEP)

    *Instructors Trainers Course (ITC), AMEDD C&S: Educational Methods & Techniques

    *Patient & Assoc. Healthcare Administration Qualified (70E): Academy of Health Sciences  

    *Trinity University Residency (AMEDD Captains Career Course), San Antonio, TX: Applied Leadership & Healthcare Administration

Activity

How do you separate aged and very influential students’ (set in their ways), from pouring over thier behavior issues to my very impressionable younger students? This has been a very concerning trend as of late.

 

Any methods or techniques for students that are either hearing or visually impaired?
What additional activities can you integrate within a smaller classroom setting (6-10 seats)? But still make it very active, safe, and fun...
Starting to see a great divide! Made several attempts "mixing" groups (intro courses), but at times certain students still feel left-out, disengaged, or display a separatist/independent attitude. I do have quite a few combat veterans intermixed within several younger generational groups, but still see very slow progress of classroom interaction from student-to-student. What is there to do?
Are there any other suggestions/methods to build professional independence and appearance? Really enjoyed the Hygiene Hy-Jinx! Especially my Student-Success students.
Discussion Comment
This is a very interesting method. As an Army Reserve Medical Officer, I can utilize this "DOTS" system for various training modules as well as classroom simulation. A VERY interesting, inexpensive, and simple technique for training!
My campus receives several Reserve/National Guard members coming back from combat situations. At times, they can be aggressive and militant to their fellow classmates and instructor(s). What are some techniques to handle these VERY SENSITIVE situations?

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