Karen Lovette

Karen L.

Covington, GA

Lesson Details



Karen delivers an exceptional lesson experience and ranks in the top 15% of our teachers nationwide.
Teaches students:
Ages 5+

Teaching since:
January 2010

Over ten years customer service experience assisting, volunteering, and teaching students and teachers as a bible educator and secular teacher
Expert computer literacy and fluency in Microsoft Word, Microsoft Office and Internet Explorer
Acquired excellent organizational, administrative, and communicative skills
Consummate team player, however, can function effectively and independently with little to no supervision


ESL Tutoring
Oct 2015 - Present

Worked at various private schools teaching elementary school age and college students English and other subjects creating lessons, actvities and reinforcing reading and other learning elements

Bible Educator
Aug 1993 - Present
Community Hall

Volunteer conducting bible studies, writing and creating lessons, and encouraging bible actvities and bible reading at least once a week.


Education Specialist in Post secondary, Higher Education EdS
Jan 2014 - Present
Argosy Univesity
Jan 2010 - Oct 2012
Argosy University
Cell Biology
Aug 1988 - May 1993
Ursuline College


Professional Proficiency


Nov 2011
Argosy University

When Change Fails to Change Anything: How This Can be Reversed


Karen Lovette

Argosy University

Any type of change can be complicated because most people are creatures of habit. From a young age, we become comfortable with developing a familiar routine. Why? Well it is very simple and not complicated to do. However, Eckel (et.al. 1999) mentioned that those who have undertaken the journey to change an institutional policy often find that the difficulty
in accomplishing change—and, frequently, the reason it fails—is not because of a lack of
either good vision or good ideas about what to do, but rather because the change process is often hard to comprehend and manage. Often well conceived campus initiatives fell because of a process that didn’t take into account a particular group or it ignored the widespread fear it could initiate. However, Hill (2014) mentioned that the successful institutions had three habits that generated successful change. But this analysis will switch these findings to show that if these habits are not practiced, an institution will not be successful. The first was they were unintentional in their actions and the actions wasn’t monitored or managed. An institution has to monitor, keep data, and manage their actions so benefits of the changes will be revealed. Second, the institutions weren’t reflective on their change endeavors being honest and forthcoming about what they could do to change the outcome. Third, they didn’t learn from their actions and adjust their plans. They didn’t know how to be flexible, and their agendas were not dynamic. Also they didn’t have new ways to respond to the challenges of their environment. A successful change in an institution has to be flexible and meet the needs of faculty development, student services, assessments and links to the community (Hill, 2014). Hill (2014) also explained that certain assumptions and values has to be focused on. These assumptions are a shared leadership is essential to institutional change. If the leadership isn’t shared, different insights will not be exposed, and this will stifle the growth of the changes that are wanted in the institution. Teamwork and coalition are central to the change process. If there is little or no support for the institutional change, this can cause stalling and stagnant results. Then Hill (2014) mentioned comprehensive and enduring change starts with conversation. If meetings are not scheduled to keep track of processes of this change, it will not be successfully executed. In addition all of the participants in the change process have to learners and have a learner attitude. They cannot be rigid, unbending, and rigorous because learning takes place with an open mind. Also faculty and administrators must form new alliances to succeed at change. If there are no new alliances, new perspectives and innovative ideas from new members will not come up and may go undetected. Those that have been left out because of their position at the institution, or their race, ethnicity, or gender must be included. The more support an institutional change has, the more likely it will be successfully accomplished.
So some of the changes at the colleges I’ve attended included trans-formative changes in security, technology, and science. Also the integration of women in science departments and careers has been an important change that the staff and students support even now. The percentage has always been low for women in science so many of the faculty encouraged exploring and thinking of contributing to the science department and science discoveries. This encouragement was a big part of me choosing to become a Biology major, at Ursuline College but this trans-formative initiative continues to be a challenge because there is not enough support for the cause. Also more low income, minorities, and other small groups should be included in this initiative.
Furthermore, modern colleges have encouraged young minority students to become more interested in science. A media documentary described that many of the cheerleaders that participated in the super bowl are science majors and are actually very intelligent. This shows that this growth will continue in science and more minorities will be a part of this growth. Then the growth in technology continues because new software and computer programs continue to be used in education on many college campuses, and many online classes are becoming mainstream in using new technology software. There are also hybrid classes that have a combination of campus classes and online classes that use new trans-formative initiatives software to deliver important educational information. It is my opinion that support will definitely be needed for these initiatives to be successful in the future.

Hill, Barbara (2014). Strategies for Successful Change. Retrieved on 2/4/15 from:


Eckel, Peter et.al. (1999). Taking Charge of Change: A Premier for Colleges and Universities. Retrieved on 2/4/15 from:

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Cum Laude for GPA 3.62
Oct 2012
Argosy University


National Education Association
Oct 2015

The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States.

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