Patricia Donohue is an Assistant Professor in the Graduate College of Education at San Francisco State University (SFSU) where she serves as the Program Coordinator for the Instructional Technologies Program. She oversees the Master of Arts in Education: Instructional Technologies degree, two instructional design and technology certificates, and the supplementary credential in instructional technologies. Dr. Donohue teaches courses in: Theoretical Foundations of Instructional Technologies, Design Usability and Formative Evaluation, Teaching and Learning with Emerging Technologies, Instructional Systems Design, and courses in mobile learning and social learning methods.
Dr. Donohue received her Ph.D. in Communications and Information Sciences (CIS) from the University of Hawai`i at Manoa. The CIS degree is an interdisciplinary program with a primary and secondary area of emphasis required. Dr. Donohue’s Primary emphasis area was Human-Computer Interaction and her Secondary emphasis was in Communications Theory. She was a graduate of San Francisco State University with an M.A. in Education: Instructional Technologies, a Bachelor of Arts degree with a major in English and minor in Biology, and Standard Secondary Credential with the same major/minor emphases. Dr. Donohue taught for five years in public schools at the secondary level at Castlemont High School, an urban school in Oakland, California and for Middletown Unified School District, a highly rural school in Lake County, California. She went on to teach Community College and graduate level courses at two universities prior to joining the faculty at SFSU.
Dr. Donohue’s research interests arose out of eight years work for two federal grants promoting new technologies and their application to STEM education in K-12. She has continued her interests in the applications of technologies and effective environments for improved learning. Dr. Donohue’s current research is investigating use of Studio-Based Learning approaches and the development of a Design Studio for collaboration between faculty and students. She has, for the past 10 years been interested in the cultural applications of technology and pedagogy; particularly facilitating “Native Ways of Knowing” using virtual instruction. One of her goals is to increase the number of students entering engineering and emergent technology fields, recognizing that ethnic, cultural, and gender barriers often triple the challenges to entrance. As part of her efforts to grow an ITEC Design Studio, Dr. Donohue sponsors student experiments in the application of technologies to enhance learning. For example, two such projects are: 1) A Kinect 3-D virtual game for manipulation of geometry concepts, and 2. Interactive music performance tools for a large-size class or MOOC.
Dr. Donohue maintains membership in several professional organizations. She was a member of the first ISTE *NETS writing team to develop the Technology Standards for Teachers. She has presented at numerous national conferences and been an invited speaker to the California Curriculum and Instruction Steering Committee symposium. Through her work on two federal grants, a Technology Innovation Challenge Grant from the U.S. Department of Education, and a National Science Foundation Rural Systemic Initiative grant, Dr. Donohue was involved in the design and formation of two continuing websites for teacher professional development and content delivery in STEM: Hawaii Networked Learned Communities (hnlc.org) and NatureShift Linking Learning to Life (natureshift.org).