Download Image Dr. Evelyn (Lynnan) Mocek Assistant Dean for Assessment and Curriculum lynnan.mocek@westpoint.edu Biography Evelyn aka Lynnan Mocek is the Assistant Dean for Assessment and Curriculum (AARS) and teaches PL100 within the department of Behavioral Sciences and Leadership. She received her Ph.D. in Communications Media and Instructional Technology in 2016, with her dissertation focused upon how syllabi's information is shared with and retained by students. Dr. Mocek previously had received a MA in Adult and Community Education in 2000 and a BA in Occupational Therapy in 1982. As her educational journey indicates, Lynnan has had a varied career. Initially she was a registered Occupational Therapist (OT) and certified Hand Therapist with various roles within the medical environment for over 20 years. During that time, she became an educator initially teaching OT and ultimately moving into higher education administration with multiple roles focused on curriculum, program review, and assessment. Dr. Mocek joined the USMA community and Dean's staff in 2019. Ongoing Research Projects Current collaborative focus is on the role of microcommunities and student success. Continued additional research into the impact of a visual infographics addendum of key syllabi data on student retention of course expectations etc. Publications & Presentations Mocek, L., Kimball, RA., & Jones-Kellogg, R. (2021). Teaching and Learning in a COVID-19 World. In M. G. Ender, R. A. Kimball, R. M. Sondheimer, & J. C. Bruhl (Eds), Teaching and Learning the West Point Way (317-319). Routledge. Gessler, E. C., & Mocek, E. (2019). Application of the Organizational Change Model for curricular process revision and institutional practice. Organization Development Journal, 37(4), 69-79. Gessler, E. C., & Mocek, E. (2018). Disrupting poor curricular processes: A three-prong model approach with reflections and suggestions for institutional change. Planning for Higher Education, 46(4), 10-17. Mocek, E.A. (2017). The effects of syllabus design on information retention by at-risk first semester students. Syllabus, 6(2), 1-17. Mocek, E. A. (2016). The effects of syllabus design on course information retention by at-risk first semester college students. [Doctoral dissertation, Indiana University of Pennsylvania]. Proquest. Mocek, E.A., Morrow, J., & Wetzler, E. (2020, March 12-14). Using Online verses In-class Daily Study Quizzes in General Psychology for Leaders. Eastern Psychology Association Conference, Boston, MA. https://www.easternpsychological.org/i4a/pages/index.cfm?pageID=3501 (Conference cancelled) Mocek, E.A., & Gessler, E. (2019, March). Application of the Organizational Change Model for Curricular Process Revision and Institutional Practice. Southern States Communication Association, Montgomery, AL. Mocek, E.A., & Paz, V. (2018, August). Show & Tell: Infographics to Keep and Sustain Engagement. American Accounting Association, Annual Meeting, National Harbor, MD. Mocek, E.A., & Paz, V. (2018, May). Show & Tell: Infographics to Keep and Sustain Engagement. American Accounting Association, Mid-Atlantic Region Meeting, Baltimore, MD. Mocek, E.A (2018, January). Revised Academic Integrity Process: Use of a New Online Process; Class Syllabi Reimagined. Technology Day, Indiana, PA. Mocek, E.A (2017, August). Revised Academic Integrity Process: Use of a New Online Process; Class Syllabi Reimagined. Technology Day, Indiana, PA. Mocek, E.A., & Dunagan, C. (2016, November). Engage Your Online Students with an Infographic Syllabus. Online Learning Consortium, Orlando, FL.