Curriculum Vita

2006-Present      College of Education, University of Oklahoma      Norman, OK
M.Ed Instructional Psychology and Technology

2005–2006        Goldsmiths College, University of London             London, UK
Post Graduate Certificate in Education
Primary Education with Primary Modern Foreign Languages (Portuguese) specialism

2000-2004         Heythrop College, University of London               London, UK
BA Hon. Philosophy 2:1

1996-1998         Richmond Upon Thames College                   Twickenham, UK
A-levels in French, Politics and Mathematics

2008-2010         Graduate Student Senate (GSS)             University of Oklahoma
Senator – Educational Psychology Dept.

2008-2009         EdPysch Graduate Organization (EGO) University of Oklahoma
Officer – Media-coordinator

2007-2008         EdPysch Graduate Organization (EGO) University of Oklahoma
Officer – Secretary

2008-2010         College of Education                           University of Oklahoma
Teaching Assistant

• Delivery of classroom instruction in child and adolescent development to undergraduate education majors.
  
• Preparing instructional resources and materials.
  
• Grading and assessment.

2007-2008         College of Education                           University of Oklahoma
Teaching Assistant

• Delivery of classroom instruction in information technology skills to undergraduate education majors.
  
• Collaboratively planning lesson content with course supervisor.
  
• Preparing instructional resources and materials.
  
• Online course management.

2007-2008         College of Education                           University of Oklahoma
Research Assistant

• Assistance with qualitative research into inquiry-based learning and teacher professional identities.
• Presentation and co-authorship of papers on reform and teacher identity
• Obtaining and preparing of course materials.
  
• Other duties as assigned.

2005-2006         Goldsmiths College, University of London            London, UK
Student Teacher

• Delivered curriculum instruction to students aged 5, 8 and 11 in London, England and in Porto, Portugal (in Portuguese).
  
• Collaboratively planned lessons with supervising teacher.
  
• Independently prepared instructional resources and materials.
  
• Used IT on a daily basis to plan and deliver curriculum as well as to perform administrative tasks.

• Vargas, P. M. D. & DeBacker, T. K. (2010). The Effects of an Introduction to Philosophy Course on Developing Epistemic Beliefs. Poster to be presented at the annual meeting of the American Educational Reserahc Association, Denver, CO.
• Hong, J. Y., Oliver, J. S., & Vargas, P. M. D. (2009) Science Teachers’ Professional Identity and Beliefs with Relation to Reform Initiatives. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Anaheim, CA.
  
• Hong, J. Y., & Vargas, P. M. D. (2008). Preservice and Beginning Science Teachers’ Perception of Their Professional Identity in Relation to Reform Initiatives. Paper presented at the annual meeting of the American Educational Research Association, New York City.
• DeBacker, T. K., Crowson, H. M., Vargas, P., Pannells, T., & Burris, A. (2008). The Role of Epistemic Cognition in Classroom Achievement. Paper presented at the annual meeting of the American Educational Research Association, New York City.
  
• DeBacker, T. K., Crowson, H. M., Miranda, R., Burris, A., Farkas, T., Pannells, T., & Vargas, P. (2007, March). The Role of Need for Closure in Motivation and Achievement. Paper presented at the meeting of the Big 12 Educational research Conference, Oklahoma City, OK.

• Carl P. and Erma W. Dunifon Education Scholarship 2008-2009
• Instructional Psychology and Technology Fellow, The University of Oklahoma. 2008-2010.