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Member Profile


Tiffany Wild

PROJECT AFFILIATION:

  • ED MSP Program
    • Roles: Project Director, Project Researcher, ED MSP Co-PI

PROFESSIONAL ROLES

  • Higher Ed: Education 

BIO

Dr. Tiffany Wild began her education career as a middle school science and math teacher. Her interest in visual impairment began when students with visual impairments were placed in her classroom without any support. Those students inspired Dr. Wild to become a Teacher of Students with Visual Impairments (TVI). As a TVI, she has worked as a teachers aide for students with visual impairments in an early learning center and as an itinerant teacher for Project PAVE. Dr. Wild was awarded a prestigious doctoral fellowship with the National Center for Leadership in Visual Impairments to pursue her doctoral degree and her dissertation was awarded the Dissertation of the Year by the Council for Exceptional Childrens Division on Visual impairment.

Currently Dr. Wild is an assistant professor in the Department of Teaching and Learning in the College of Education and Human Ecology and coordinates the program in visual impairment. She also is the president-elect for the Division on Visual Impairment and Deafblind and President of the Ohio Chapter for the Association for Education and Rehabilitation of the Blind and Visually Impaired. Her research focuses on science education for students with visual impairments. Dr. Wild has published and presented both nationally and internationally. It is through her research endeavors that she has been asked to be a co-founding member of the National Center for STEM Education for students with visual impairments, complete research on national STEM programming for the National Federation of the Blind, invitations to present at national, state, and local conventions.
 

EXPERTISE

Science Education
Students with Visual Impairments
Inclusive Education 

RECENT PUBLICATIONS

Kelley, S., Wild, T., Ryan, C., & Blackburn, M. (2015). Looking Back at the Service Delivery Models of Sex Education: Adults with Visual Impairments Report on their Experience. British Journal of Visual Impairment. 33(2), 138-145.

Hilson, M. & Wild, T. (In Print). Science Inquiry and Students with Visual Impairments. Visual Impairment and Deafblind Education Quarterly.

Wild, T., Hilson, M., & Farrand, K. (2014). Preparing for an Inquiry-Based Summer Camp Experience for Students with Visual Impairments: What Do the Campers Think? Journal of Blindness Innovation and Research, 4(2). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir14/jbir040201.html.

Wild, T., Kelley, S., Blackburn, M. & Ryan, C. (2014). Adults with Visual Impairments Report on their Sex Education Experiences. Journal of Blindness Innovation and Research. (4)2. Retrieved from: https://nfb.org/images/nfb/publications/jbir/jbir14/jbir040202.html

Wild, T. (2014). A Candid Conversation with a Sex Education Teacher of Students with Visual Impairments. Council for Exceptional Childrens Division on Visual Impairment Quarterly. 59(2), 19-24. [Invited]

Kahn, S., Wild, T., Woolsey, L, & Haegele, J. (January, 2014). Let's Get Physical: Making Science Accessible for Students with Physical Disabilities. Science and Children, 15(15), 37-43.

Farrand, K., & Wild, T. (2013). The use of Self-Efficacy Instruments: A Tool to Help in Classroom Design. Council for Exceptional Childrens Division on Visual Impairment Quarterly, 58(13), 22-31.

Wild, T., Hilson, M., & Farrand, K. (May 2013). Conceptual Understanding of Geological Concepts by Students with Visual Impairments. Journal of Geoscience Education, 61, 222-230.

Wild, T., Hilson, M., Hobson, S. (March-April, 2013). Conceptual Understandings of Sound by Students with Visual Impairments. Journal of Visual Impairment and Blindness, 107(2), 107-116.

Wild, T. & Hilson, M. (2013). Inquiry-Based Science Education. Council for Exceptional Childrens Division on Visual Impairment Quarterly, 58(1), 8-18. [Invited]