Vita
Kimberly Wombles
Instructor, English (and psychology adjunct)
Cisco College
Kim.Wombles@cisco.edu
Education
Continuing education
Dec 20, 2010 Micro Expression Training Tool: METT Advanced F.A.C.E. Training, by Paul Ekman, Satisfactory
Completion
2010-2009 Abilene Christian University
Undergraduate biology and chemistry
MS Psychology
2008 Walden University
Thesis: The Relationship of Personality Traits, Explanatory Style, Religious Coping Methods, and Spiritual Well-
Being to Adaptive Coping and Satisfaction with Life among Persons with Chronic Pain
Graduate work: 18 hours English, 6 hours Education, 3 hours History
1996 - 1995 Fayetteville State University
BA English and History
1991 Hardin-Simmons University
Undergraduate courses
1988 - 1986 Cisco Jr. College
Employment History:
Cisco College
Abilene, Texas
2010 Instructor of English and adjunct instructor of psychology
2005 Adjunct instructor
Courses taught:
Developmental reading and writing
Freshman Composition 1 & 2
American Literature
British Literature 1
General Psychology, Lifespan
Fayetteville Technical Community College
Fayetteville, North Carolina
1996-1997 Adjunct instructor
Courses taught:
Developmental reading, grammar, and writing
Professional Memberships:
Texas Community College Teachers Association
Texas Computer Education Association
National Council of Teachers of English
Professional Conferences:
“Training Our Composition Students to be Skeptics: Woo Fighters in the Making,” Cisco College Core
Curriculum Conference (C5), Cisco, Texas, May 19-21, 2011
Publications:
Thinking Person’s Guide to Autism edited by Shannon Des Roches Rosa, Jennifer Byde Myers, Liz Ditz and Emily
Willingham (Nov 18, 2011)
“Questionable Autism Approaches: Facilitated Communication and Rapid Prompting Method.” 153-
158.
“Autism and Biomed Protocols: A Primer on Pseudoscience.” With Emily Willingham. 163-168.
Perspectives Anthology: Poetry Concerning Autism and Other Disabilities edited by James P. Wagner and Marc
Rosen.
“Skin Jumpy.”
Professional Conferences Attended:
Cisco College Core Curriculum Conference (C5), Cisco, Texas, May 19-21, 2011
Autism Speaks Volunteer Leadership Conference, Philadelphia, Pennsylvania, July 14-16, 2011
Volunteerism:
Autism Speaks: Abilene Walk Now For Autism Walk Committee, Team Development Chair
Hospice of the Big Country: patient volunteer and bereavement followup and assessments
Hope Fund/American Cancer Society: October 2011
Events Organized:
"Beat the Back to School Jitters" August 10, 2011 Autism Speaks fundraising event.
"Pink it out Contest" and fundraising for breast cancer October 2011 on Abilene campus.
Continuing Education:
February 2, 2012
Autism Kick-Off
Region 14
6 hours continuing education
January 11, 2012
Attended HFA's 'New Perspectives' Program
Beyond Kübler-Ross: New Perspectives on
Death, Dying and Grief
Two-hour program plus 30-minute local discussion
Two-Point-Five (2.5) Contact Hours of Continuing Education
August 30, 2011
Autism Risk and Safety
Region 14
3 hours Continuing Education
July 2011
Certificate, Hospice Volunteer Training
March 11, 2011
Autism Kick-Off
Region 14
6 hours Continuing Education
March 3, 2011
Basics of ABA
Region 14
10 hours Continuing Education
March 9, 2010
Autism Extravaganza
Region 14
6 hours Continuing Education.
My Statement of Philosophy of Education
I had the good fortune to begin my college education at Cisco, with my first instructor, my father, Robert Gates. I
grew up roaming the halls of the various buildings that Cisco College inhabited and watched the Abilene campus
expand. We grew up together and are in our middle age, together, now. I watched my parents teach electronics
and nursing students, watched them immerse themselves in the college, in their students, in their fellow
instructors. It meant so much to me that the only job I ever really considered, the only one, was being a college
instructor as well.
My philosophy of education is predicated on these experiences. What should education be at the
community/junior college level? My role as an instructor is to take a disparate group of students, who vary in age,
culture, experience, academic proficiencies, and motivation and teach them a specific set of skills and knowledge
set based on the course requirements. If I do my job well, the students leave my class at the end of the semester
having met the course requirements, having been motivated at least that the subject material was valuable and
will add to their quality of life. If I do it really well, and I do my best, they look forward to coming to class each time,
they are active participants in their educational experience, they are intellectually challenged and stimulated, and
they leave class each time feeling like it was worth their time and effort.
Many of our students will not go on to earn a bachelor’s degree; they have come to us to learn a particular job
skill and it is our job to prepare them to enter the job market, either for the first time or with a new career in mind.
I believe that if we can also spark a love of learning, an appreciation for gaining knowledge, that we will have
done a good job at helping them achieve more satisfying lives.
Kim Wombles
Updated 02/06/2012