Dr. Oomen-Early has taught full-time in the Department of Health studies since 2000. She was instrumental in the development of the HS Undergraduate Online Program, which in 2001, was one of three UG online programs in health education in the nation. She now oversees both the UG HS Online Program and the new Masters Online Program (est. 2005). In addition to directing the online programs, Dr. Oomen-Early teaches and is active in scholarship within the field. Most recently, her research has involved best practices in e-learning and instruction, domestic violence, using electronic data collection methods in qualitative research, and cultural perceptions of health and illness. She won TWU’s Distinction in E-learning Award in Spring 2007.
EDUCATIONAL BACKGROUND
Dr. Oomen-Early received her B. A. in English/Secondary Education (minor in health) from Brigham Young University in 1994. After teaching high school English and health in public, private, and alternative school settings, she completed a M.S . in Health Science (focus on School Health) from Brigham Young University in 1997. Inspired by her work with adolescents, she moved to Denton to pursue a Ph.D. in Health Education from Texas Woman's University in 1997-she was drawn to TWU for its reputation and pioneer-heritage within the field of health education!
WORK AND SERVICE OUTSIDE OF ACADEMIA
Dr. Oomen-Early has also worked in other health-related settings including Weider Nutrition International. She has volunteered for various non-profit organizations including : The Susan G. Komen Breast Cancer Foundation, All As One International (an international relief organization for children), American Red Cross, Girls Scouts of America, and the American Cancer Society. She has worked in a consulting capacity for organizations and treatment facilities involved in the care of women with eating disorders and has most recently assisted other academic programs in higher education with the development and implementation of e-learning program models. She sits on various technology and online learning committees at TWU and is active in the HEDIR Technology Forum in the American Association of Health Education (AAHE).
COURSES TAUGHT
Within the last year
Undergraduate
HS 3053: Community Health*
HS 3133: Women’s Health*
HS 3083: Program Evaluation*
Graduate
HS 6043: Adv. Research Methods*
HS 5103: Teaching Methods in Health Education*
HS 8112: Advanced Qualitative Research* (for Capella University)
Within the last 10 years
Undergraduate
HS 2813: Cultural Perspectives on Health
HS 1373: Community Health
HS 2013: Health Communications
HS 1901/1902 Healthy Lifestyles*
HS 4353: Grant Writing/Senior Seminar*
HS 3002: Responding to Emergencies
HS 3083: Program Evaluation
HS3073: Program Planning and Development*
HS 3133: Women’s Health*
HS 3033: Medical Terminology*
HS 2813: Drugs and Health*
HS 4121: Internship Prep*
Graduate
HS 5013: Data Collection and Analysis*
HS 5083: Program Evaluation*
HS 5483: Psychosocial Aspects of Health
HS 6043: Methods in Health Ed Research*
HS 6453: Strategies in Health Education Delivery
*Indicates online instruction
RESEARCH INTERESTS
E-learning and health education; women’s health (esp. domestic violence, autoimmune thyroid disease; breast cancer, eating disorders , HIV/AIDS, and diabetes type 2); cultural perceptions of health and illness
PUBLISHED RESEARCH: (As of Spring 2007)
Yick-Flanagan, A., & Oomen-Early, J. (2007). A fifteen year examination of domestic violence and Asian Americans
in the empirical knowledge base: A content analysis. Journal of Interpersonal Violence. (publication date TBD—notified March 2007)
Gallien, T., & Oomen-Early, J. (2007). Personalized versus collective feedback in the online health course: Does type of instructor feedback affect student satisfaction, performance, and perceived connectedness with the instructor? The International Journal of E-Learning (publication date TBD-notified March 2007)
Johnston, J., Killion, J., Oomen, J.(2005).Student satisfaction in the virtual classroom. The Internet Journal of Allied Health Sciences and Practice. Volume 3 Number 2.
Wiginton, K.L., Rhea, D.J., & Oomen, J. (2004). Using the Anger Response Inventory to evaluate the effect of shame and guilt on interpersonal communication skills. American Journal of Health Education, 35(3), 152-157.
Oomen, J.S., Owen, L.J., & Suggs, L.S. (1999). Culture Counts: Why current treatment models fail Latina women with type 2 diabetes. The Diabetes Educator. Vol. 25. pp. 220 - 225.
IN REVIEW
Burke, S. and Oomen, J. (In review). Finding the courage to leave: Attitudes and experiences with intimate partner abuse among Hispanic/Latina women. Submitted to for review to Violence Against Women on 2/01/06.
IN PROGRESS
Oomen-Early, J. Comparability in online learning: A comparative study of a fully online vs. traditional undergraduate program in health education. (by April 13 to the International Electronic Journal of Health Education)
Oomen-Early, J. & Yick-Flanagan, A. Using the PEN-3 theoretical model to plan for culturally competent domestic violence prevention and intervention services within Asian American and immigrant communities.
Oomen-Early, J., & Murphy, L. University faculty’s perceived barriers to effective online instruction: A qualitative study.
Oomen-Early, J. & Gallien, T. Bridging the virtual divide: Using aysnchrounous audio communication (AAC) to provide instructor feedback in the virtual classroom.
Oomen-Early, J. & Gould, A. Integrating social networking and the online classroom: A case study of using Blogger.com in an undergraduate women’s health course
Oomen-Early, J., Wiginton, K.L., & Bates, D. Prevalence and co-morbidities associated with autoimmune thyroid disease in North Texas: A population based study
Oomen-Early, J., Yick-Flanagan, A., Rager, R., & Burke, S. Readability, completeness and cultural appropriateness of informed consent forms used in health related dissertations involving Asian participants between 2001 – 2006: A content analysis.
Oomen-Early, J., Bold, M., Gallien, T., Wiginton, K., & Anderson, N. Using Asynchronous and Embedded Audio Communication in the online classroom: Measuring student and instructor perceived effectiveness and satisfaction across disciplines.
Coughlin, D., & Oomen-Early, J. The socio-cultural pathogenesis from gestational diabetes mellitus to type II diabetes mellitus: A phenomenological look at becoming diabetic again
PRESENTATIONS (within last 4 years)
Oomen-Early, J. & Gallien, T. (submitted). Bridging the virtual divide: Using aysnchrounous audio communication (AAC) to provide instructor feedback in the virtual classroom. Best Practice session at E-learn Global Conference, October 2007, in Quebec City, Canada
Oomen-Early, J. & Murphy, L. (submitted). Faculty's perceived barriers to effective online instruction: A Qualitative study. Brief Paper session at E-learn Global Conference, October 2007, in Quebec City, Canada.
Oomen-Early, J. Health education gone virtual: Overview of an undergraduate and graduate online program in health education. An electronic poster session at the HEDIR Technology Seminar in association with the AAHE/AAHPERD Convention. Baltimore, MD. (March 2007).
Oomen, J. and Murhpy, L. Perceived barriers to effective online instruction: a qualitative study. A research platform to be presented at the 2007 Annual Conference of the Texas Distance Learning Association (TXDLA) in Galveston, TX. (March 2007).
Oomen, J., and Gallien, T.(Oct. 2005). Providing effective instructor feedback in the virtual classroom: Strategies that improve learner motivation, satisfaction, and performance. Best Practice Workshop, E-Learn Global Conference, Vancouver, Canada
Gallien, T., and Oomen J. (Oct. 2005). Personalized versus collective feedback in the online health course: does type of instructor feedback affect student satisfaction, performance, and perceived connectedness with the instructor? Research Presentation, E-Learn Global Conference, Vancouver, Canada
Oomen, J., and Ward, S. (July 2005). Conducting focus groups and in-depth interviews for data collection. Research workshop, Capella University Graduate Colloquium, Dallas, TX
Oomen, J., and Ward, S. (July 2005) What every researcher should know about working with human participants. Research workshop, Capella University Graduate Colloquium, Dallas, TX.
Burke, S. and Oomen, J. (Nov. 2004). Finding the courage to leave: Attitudes and experiences with intimate partner abuse among Hispanic/Latina women. Poster presentation, American Public Health Association Annual Conference, Washington, D.C.
Wiginton, K.L., Oomen, J., and Rhea, D.J. (July 2004). Using the Anger Response Inventory to evaluate the effect of shame and guilt on interpersonal communication skills. Research presentation, American College Health Association Annual Meeting, New Orleans, LA.
Oomen, J., Doyle, E.I, Gould, A., and Schober-Newman, J.(Dec. 2003). Parochial school girls’ experiences with menarche: Implications for curriculum development; Research presentation, TAHPERD Annual Convention, Research Presentation, Galveston, TX
AWARDS (since 2000)
TWU Distinction in E-learning Award, 2007
TWU Kitty Magee Most Promising Professional Award, 2002
Who's Who Among America's Teachers (since 2000)
Who’s Who Among America’s Graduate Students (1999)
