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I M PAC T I N G
LIVES
2016-2017 Annual Report
DEAN’S OFFICE
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Dr. Arlinda J. Eaton Dean
Dr. Pam Cole
Associate Dean for Undergraduate Studies
Dr. Dana Fox
Associate Dean for Graduate Studies & Research
Dr. Leigh Funk
Associate Dean for Assessment & Accreditation
Dr. Paula Guerra
Special Assistant to the Dean for Diversity
Dr. Traci Redish
Special Assistant to the Dean for Technology
AC A D E M I C D E PA RT M E N TS
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Dr. Neporcha Cone Interim Chair – Elementary and Early Childhood Education Dr. Corrie Davis Director – Collaborative Graduate Programs Interim Chair – Inclusive Education Dr. Traci Redish Chair – Instructional Technology Dr. Ugena Whitlock Chair – Educational Leadership Dr. Desha Williams Interim Chair – Secondary and Middle Grades Education
SERVICE UNITS
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Dr. Megan Adams Dr. Sanjuana Rodriguez Co-Directors – Academy for Language & Literacy Dr. Kristy Brown Director – Clinical Experiences, Placements & Partnerships Dr. Adrian Epps Director – Advancing the Teaching of Mathematics and Science (ATOMS) Center Dr. Kimberly Gray Interim Director – Clinical Experiences, Placements & Partnerships Dr. Joya Carter Hicks Director – Universal Design Lab Ms. Stephanee Stephens Director – iTeach Dr. Maurice Wilson Director – Education Student Services Teacher Education Advisement – Rachel Blase, Associate Director Graduate Programs in Education – Melinda Ross, Graduate Admissions Coordinator Teacher Resource & Activity Corner – Kellie Hebblethwaite, Manager
TABLE
OF CONTENTS MESSAGE FROM THE DEAN
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IMPACTING LIVES THROUGH RESEARCH
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Research Fellows Program Enhances Faculty Scholarship The BCOE Outstanding Dissertation Award Bringing the World to KSU
6 7 8
IMPACTING LIVES THROUGH PARTNERSHIPS
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iTeach: Innovating and Iterating iTeach MakerCamps Youth Art Galleries: A Creative Partnership
10 12 14
IMPACTING LIVES THROUGH INITIATIVES
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Leading the Way with the KSU Principal Academy Coming Soon: The Bagwell College Hall of Fame Preparing for Launch: Doctoral Studies in Higher Education Administration
16 17 18
IMPACTING LIVES THROUGH CONTINUOUS IMPROVEMENT
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A Building Dedicated, A Legacy Continued Thanking our Donors Naming Opportunities
20 21 22
IMPACTING LIVES THROUGH STUDENTS AND ALUMNI
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Featured Students 2017 Honors Celebration Awardees Featured Alumni Alumni Receive Teacher of the Year Honors
24 27 28 30
IMPACTING LIVES THROUGH FACULTY AND STAFF
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Welcome New Faculty and Administrators Faculty and Staff Recognition Faculty Research – External & Internal Grant Awards Faculty Scholarship – Publications Faculty Scholarship – Presentations
32 33 36 40 44
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Bagwell College of Education | bagwell.kennesaw.edu
Message From the Dean
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bove all, the Bagwell College of Education remains dedicated to impacting lives. We seek to make a difference for the communities we serve, the field of educator preparation, as well as our students, alumni, staff, and faculty. On the pages that follow, you will see evidence of our many types of impact. I am inspired by the stories we have compiled for the 2016-17 Annual Report and look forward to sharing them with you. Featured is the inaugural cadre of Research Fellows, faculty who will be supported for one year with funds from the Chantal and Tommy Bagwell endowment that was reported in last year’s publication. Elsewhere in this report, you will find the story about the naming of the Education Building that occurred as a result of the Bagwell’s generosity. A focus on partnerships is a hallmark of our college, and 2016-17 was not unlike previous years in that regard. Beautiful art galleries can now be visited in both Kennesaw Hall and the Chantal and Tommy Bagwell Education Building as a result of a new collaboration among the Art and Design School in the College of the Arts, the Zuckerman Museum, and the Bagwell College of Education. Partnering with nearby school districts, the Department of Educational Leadership has made plans to launch the KSU Principal Academy in June 2018. Excitement prevails in the college around the expansion of our academic footprint. Based on the development of a Higher Education Administration concentration in the Educational Leadership Ed.D. program that was approved by the Graduate Policies and Curriculum Committee, the first cohort of doctoral students is scheduled to begin next year. Now that the college has a ten-year history of offering doctoral programs, faculty have established guidelines for recognizing annually, if appropriate, an Outstanding Dissertation Award. Our engagement with the community is at an all-time high with iTeach, a self-sustaining unit of the college, providing professional learning in instructional technol-
ogy for school districts through contracts totaling nearly $5 million. The unit is known for its highly successful summer MakerCamps for both elementary and middle school students held on the KSU campus. We were honored in 2016-17 to host six visiting scholars from Poland, Spain, and Uruguay, an affirmation of the college’s commitment to global engagement. The lives of faculty, staff, and students were greatly enriched through the interactions they had with these international scholars. Another year of remarkable work of faculty, staff, students, and alumni in the Bagwell College of Education is chronicled in this report. On page 17, you will read about a new initiative to be implemented in fall 2017. Alumni with an outstanding record of making a difference in the lives of children, youth, and adults will be inducted into the BCOE Hall of Fame. As we look toward next year, we will seize more opportunities to sustain our leadership position in preparing professional educators who make a difference. Our continuous improvement is substantially enhanced through the generosity of the college’s faculty, staff, students, alumni and friends. We are eternally grateful for the ongoing support we receive from all of you. It unequivocally matters and positions Bagwell for continued success in impacting lives.
Professionally yours,
Arlinda J. Eaton, Dean
IMPACTING LIVES
through research
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Bagwell College of Education | bagwell.kennesaw.edu
Research Fellows Program Enhances Faculty Scholarship
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he Bagwell College of Education Research Fellows Program, funded by an endowment established by Chantal and Tommy Bagwell, launched with the Fall 2017 semester. By facilitating enhanced opportunities for faculty scholarship, the program advances the university’s commitment to increased research activity in keeping with KSU’s recent Carnegie designation as an R3 doctoral institution. Each fellowship, which can include up to two faculty members, supports a single course release each semester of the academic year along with compensation during the summer. The fellows will share their progress during open presentations at the midpoint of the academic year, and they will also submit draft manuscripts for publication at the completion of their research. The BCOE Faculty Development and Awards Committee recommended to Dean Arlinda Eaton the first four fellowships in May 2017 following a competitive selection process that evaluated applicants’ proposals based on creativity, quality, rigor and alignment with the missions of both the college and university. “These initial fellowships comprise compelling research projects that will undoubtedly impact stakeholders at all levels of education, from P-20 students to those who teach and lead them,” said Dean Eaton. IVÁN M. JORRÍN-ABELLÁN “Enhancing Hopscotch: A Webtool to Bridge Paradigmatic and Pragmatic Approaches to Teaching and Learning Qualitative Research Methods in Graduate Research Courses” Jorrín-Abellán, associate professor in the Department of Secondary and Middle Grades Education, first introduced his Hopscotch Model in 2015. It is supported by a webtool that helps guide novice researchers through a multistep process to generate qualitative research designs and has been used by hundreds of graduate students at KSU and in universities around the world. “Using feedback from a formal evaluation of the original Hopscotch, completed during the summer of 2017, I will build upon the model’s initial success to create an enhanced 2.0 version during my fellowship,” Jorrín-Abellán said. The Hopscotch 2.0 will incorporate refined multimedia resources, capabilities to generate graphical representations and a new itinerary to also help those interested in developing quantitative research designs. In addition, it will provide collaborative online spaces in which users of the model can share and discuss their work with others. LAURIE BRANTLEY-DIAS “Developing and Validating a Rubric for Multidimensional Critical Incident Reflections” In collaboration with a colleague at the University of Western Ontario, BrantleyDias, associate professor in the Department of Instructional Technology, is creating the Multi-Dimensional Critical Incident Reflection (MCIR) Rubric. “This fellowship extends my ongoing research on a reflection model and a technology-enhanced reflection process that teacher candidates can use for
determining when and how to appropriately analyze and act upon critical classroom incidents,” said Brantley-Dias. The multiphase project began with an extensive review of relevant literature and existing reflection instruments. Results will inform the development of an MCIR Rubric prototype, tested and fine-tuned in stages to create a reliable instrument for effective critical incident reflection. The rubric will serve both pre- and in-service teachers, offering a guide for analyzing practice and setting professional goals. ARVIN JOHNSON “The KSU Principal Academy” This fellowship is paving the way for the KSU Principal Academy, a new BCOE initiative that will provide high-quality professional learning for current and aspiring school leaders (see page 16 ). Johnson, assistant professor in the Department of Educational Leadership, is developing a curriculum to serve the specific needs of three Atlantaarea school districts that have committed to participate in the Principal Academy’s inaugural class, set to begin in June 2018. “The program’s collaborative framework stems from my own experience as a principal as well as my research on principal leadership and school transformation indicating that principals benefit greatly from opportunities to share strategies and successful practices with their peers,” Johnson said. KATE ZIMMER AND MELISSA DRIVER “Project AVATAR” Co-principal investigators Zimmer and Driver, assistant professors in the Department of Inclusive Education, are implementing Project AVATAR (Advancing Virtual interaction in Teacher preparation for Actual Reality) in collaboration with colleagues at the University of Texas Rio Grande Valley and the
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University of Massachusetts Boston. “The goal of this project is to study the use of mixedreality simulation to promote pre-service teacher acquisition and implementation of high-leverage practices throughout the transition from teacher candidate to novice teacher,” Zimmer said. “Project AVATAR is founded on existing research that points to virtual simulation as a promising approach to teaching future teachers classroom management strategies because it allows for repeated practice, real-time feedback and controlled levels of student behavior through the use of avatars, which are computer animated characters controlled by humans.” As Driver explained, “Like flight simulators used to train airline pilots prior to flying an actual airplane, mixed-reality simulations provide an active opportunity for teacher candidates to interact with avatars in order to practice behaviors expected in their future career.”
The BCOE Outstanding Dissertation Award
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ennesaw State University’s first doctoral program was instituted by the Bagwell College of Education in 2007, leading both the college and the university into an era of heightened, innovative scholarship. More than 100 doctoral students have since graduated and 132 candidates are currently enrolled in the Bagwell College’s 7 Ed.D. degree programs, which prepare practitioner-scholars to conduct research that advances knowledge and informs practice and policy within diverse P-20 educational settings. The journey toward a doctoral degree ends with the completion of the doctoral dissertation, an arduous academic feat requiring hundreds of hours of research and writing, countless revisions and extraordinary intellectual discipline. During the 2016-17 academic year, Dean Arlinda Eaton charged the BCOE Student Development and Awards Committee with laying the groundwork for a new initiative, the Outstanding Dissertation Award. “We will be honored,” she said, “to begin the tradition of recognizing exceptional doctoral-level scholarship that embodies the distinction of the Bagwell College of Education Ed.D. degree.” A subcommittee chaired by David Buckman, assistant professor in the Department of Educational Leadership, developed guidelines for the annual award, which will be conferred for the first time at the spring 2018 BCOE Honors Ceremony. For the inaugural year, two awards will be presented: the archive award in recognition of an outstanding dissertation completed
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prior to 2016, and the current award in recognition of an outstanding dissertation completed during the previous two calendar years (January 1, 2016-December 31, 2017). The winners will each receive an Outstanding Dissertation Award plaque and a $500 prize. The selection process will begin during the fall 2017 semester with a call for applications issued by an award committee, comprising one elected representative from each of the five doctoral degree-granting departments in the BCOE—Educational Leadership, Elementary and Early Childhood Education, Inclusive Education, Instructional Technology, and Secondary and Middle Grades Education. The committee will also include the BCOE Associate Dean for Graduate Studies and Research and an elected representative from the BCOE Teacher Leadership doctoral program. Candidates for the award must first be nominated by the chair of their dissertation committee. Nominees themselves will submit a cover letter explaining how their dissertation meets award criteria, along with an electronic link to the dissertation, accessible through KSU’s Digital Commons. “We are eager to see the first student honored with this prestigious award,” said Dana Fox, BCOE Associate Dean for Graduate Studies and Research and member of the subcommittee charged with developing the award guidelines. “Over time, the award-winning dissertations should become exemplars of the highest-quality research generated by Bagwell doctoral students.”
Dr. Nihal Khote, Associate Dean Dana Fox, Dr. David Buckman, Dr. Nita Paris, Dr. Olga Koz
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Bringing the World to KSU
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partnership of educators from universities in Poland, Spain and Uruguay visited KSU during the spring 2017 semester as part of the Bagwell College of Education’s burgeoning Visiting Faculty Program. These mutual exchanges between faculty from abroad and Bagwell teacher candidates, faculty and staff complement both the college and university’s commitment to global engagement. “The Visiting Faculty Program furthers Kennesaw State University’s international mission of ‘developing international, intercultural and interdisciplinary competencies through innovative curriculum, partnerships, research, creative activity and community engagement,’ ” said Binbin Jiang, BCOE Director of Global Engagement. Visiting faculty conduct research, collaborate with KSU faculty on projects related to research and teaching, observe classes at the university and other schools in the community, and learn about K-16 education in the United States, particularly in Georgia. At the same time, “the KSU community gains a better understanding of education systems and practices in various international settings,” noted Jiang, who plans to increase the number of countries involved in the program.
UNIVERSITY RZESZÓW, POLAND An ongoing partnership, established with a 2015 Memorandum of Understanding between Poland’s University Rzeszów and the Bagwell College of Education, began when Jiang and three KSU students traveled to UR to participate in a month-long English education program in June 2016. In return, four UR faculty spent several weeks last February and March in Kennesaw, where they visited college classes and local school districts and interacted with BCOE faculty to explore common interests and potential research projects. Monika Zielinska described the visit as an “open window” through which KSU faculty and staff could view the education system in Poland. “Wherever we went, we were asked about the culture of our country. Students were also curious about our culture of studying,” she said. Zielinska added that her visits to elementary schools, where she both observed and taught classes, were the most beneficial aspect of her time in Kennesaw. For Marlena Pieniazek, whose research interests include the volunteer activities of university students, connecting with KSU’s Volunteerism and Service Learning Support services was a major interest. “Talking to all the people who primarily deal with volunteer organizations was extremely valuable to me. Right after my return, I decided to implement some of the system solutions to improve the quality of my students’ work,” she said. Observing a Montessori class taught by Feland Meadows, Bagwell’s Goizueta Endowed Chair and professor of Elementary and Early Childhood Education, was a highlight for Magdalena
Left to Right: Dr. Binbin Jiang, Monika Zielinska, Dean Arlinda Eaton and Dr. JaKub Czopek
Wasylewicz, who was impressed by the professor’s “knowledge, passion and relationships with students and use of modern media.” The plethora of KSU’s campus resources, especially the Writing Center, was notable to Jakub Czopek. “We don’t have anything like that,” he said. “Maybe a center to help students write in an academic way, that would be a good thing for University Rzeszów.”
UNIVERSIDAD COMPLUTENSE DE MADRID, SPAIN Monica Fontana Abad’s three-month experience at KSU helped strengthen her knowledge of research, particularly in terms of incorporating novel teaching methods in her own doctoral-level classes. Abad returned to her country with plans to introduce her students to Associate Professor Iván Jorrin Abellán’s Hopscotch Model (see p. 6), thus bolstering their ability to generate reliable qualitative research designs. She was also inspired by the work of Bagwell’s Research Consortium and the Montessori classrooms.
INSTITUTO DE FORMACIÓN DOCENTE, PANDO, URUGUAY During Raisa López’s weeklong visit to KSU, the professor was struck by the “diversity of international research conducted at KSU.” López, who comes from a university system consisting of single buildings located in different regions of Uruguay, described the KSU campus as “dazzling,” adding, “The idea that there is a place where all the areas coexist and also have a library, gymnasium and food court is really very interesting.” Summing up the essence of the Visiting Faculty Program, López offered this parting perspective: “These opportunities bring us closer to understanding that education is universal and that no matter where we are, our goal is the same – to be better, to achieve the best in our students.”
IMPACTING LIVES
through Partnerships
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ITEACH:
Innovating and Iterating To be successful in the 21st century, students must learn to identify problems, explore inventive ways to solve them and be able to face failure along the way. With help from the Bagwell College of Education’s iTeach unit, an increasing number of K-12 educators are designing creative educational environments that are ideal for fostering these skills. “The goal of iTeach is to be the model for transformational teaching and learning with technology,” said Stephanee Stephens, who took the helm of the program in February 2016. Under her direction, iTeach has broadened the territory it serves both inside and outside of Georgia, to states as far away as Texas and Maryland. “We work hard to ensure that we are not just traditional ‘trainers,’ but rather a team of educators who can and will do the work of modeling and co-planning so that we can bring best practices to students across Georgia and beyond.” Initially called the Educational Technology Training Center (ETTC), the program was one of 16 state-funded centers established in 1996 by the Georgia Department of Education to provide technology integration workshops and online tutorials for K-12 in-service teachers. The program had gone through two name changes—first to the Educational Technology Center and then to the iTeach Center—when funding for the statewide network of centers ended. However, demand for the Bagwell-based iTeach Center services remained strong, enabling then-director Dr. Brent Williams to continue providing much-needed technology professional learning to metro Atlanta educators through contracts funded by school districts. The program’s name was shortened to iTeach when Stephens succeeded Williams, and the delivery model shifted from workshops and tutorials to embedded coaching. This refinement has led to tremendous growth, with Stephens now managing 57 contract-funded coaches, an increase from the 14 on staff when she became director. Although she inherited the program’s name, Stephens has her own idea of what the “i” in iTeach stands for: innovation and iteration. “We show teachers how to innovate and iterate to meet the needs of students every day, every week and every year,” she said. “Because students and their needs change constantly, teachers have to identify these changing needs and adapt their practices, sometimes minute by minute. That’s what we help them learn how to do.” iTeach coaches are veteran educators who begin the process of transformation by listening to what school districts, schools and teachers themselves say are their strengths, weaknesses and instructional needs.
Bagwell College of Education | bagwell.kennesaw.edu
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The dynamics of innovation and iteration are also at play in “makerspaces,” another hallmark of the iTeach brand. on tinkering, innovating and collaborative learning experiences. Stocked with gadgets across the spectrum of technology—from programmable robots to basic wooden blocks—iTeach coaches take makerspaces to schools, giving students the opportunity to explore new concepts in a fun, engaging environment while their teachers can observe the educational value of this concept in real time. Stephens has overseen an expansion of makerspace activities, including a weeklong iTeach MakerCamp for K-8 students on the KSU campus, inaugurated in June 2016. And in fall 2017, a new ADA-compliant iTeach Maker Bus was added to the program’s repertory. “This mobile makerspace will enable iTeach coaches to impact even more students and teachers, in communities both near and far,” said Dean Arlinda Eaton, who was instrumental in securing funding for the vehicle. Fittingly, the successful evolution of iTeach is a shining example of the innovative, iterative process the program inspires others to embrace. As iTeach continues to flourish, so will many thousands of students within its reach—resilient problem-solvers in the making who are preparing for the 21st-century challenges ahead of them.
Stephens refers to this as “voice and choice,” and it serves as a starting point for the goal setting and co-planning that lead to change. The personalized learning model used by iTeach coaches with in-service educators is what teachers are then encouraged to incorporate in their own K-12 classrooms. According to Stephens, such an approach requires revamping the traditional one-size-fitsall, lecture-based content delivery that simply doesn’t work for many students. Giving students “voice and choice” means setting individual goals for and with each student based on their needs, skills and interests, and giving them a say in how those goals will be achieved. Personalized learning in a high school government class, for example, might mean allowing students to choose from a menu of options to complete an assignment. Alternatives could include creating a podcast, video, flowchart, op-ed piece, or a traditional written essay, with mastery of a given topic being the targeted outcome for all students. From math to language arts departments, this more flexible framework invigorates the learning environment. “We see more students who want to come to school because they’re engaged with the content,” Stephens said. The dynamics of innovation and iteration are also at play in “makerspaces,” another hallmark of the iTeach brand. The term, coined in tandem with the tech-inspired, global “Maker Movement” that emerged in the early 2000s, refers to shared creative zones that offer access to high-tech and low-tech tools for hands-
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ITEACH MAKERCAMPS FOR K-5 AND MIDDLE SCHOOL STUDENTS
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hen middle school students from across Atlanta arrived for their first day of KSU’s iTeach MakerCamp in June, they were greeted by a team of enthusiastic coaches who gave them each a brown paper sack containing tools and guidelines for tackling the week’s first “Mystery Bag Challenge”: to build a tall tower out of 12 plastic drinking straws and 12 inches of masking tape. The tallest structure, at a height of 44 inches, had been fortified with a triangular base, as explained by the budding architect who built it.
The “makers” then headed to a computer lab, where they worked in pairs to build homemade robots using traditional arts and crafts supplies and a high-tech robotics kit. After a thirty-minute break for snacks, kickball and cornhole on the campus green, morning activities came to an end amid a collection of automatons—including a fire truck, a disc-shaped spacecraft and a twodimensional faux Starbucks beverage—that could move, flash lights and make sounds based on sequences programmed by their creators. With lunch and afternoon activities
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yet to come, MakerCamp was off to a winning start. “This blend of traditional summer camp activities with no-tech to high-tech fabrication supports an environment in which students can have fun while they learn,” said iTeach director Stephanee Stephens, who implemented the camp in summer 2016. For two full weeks in June—one designed especially for K-5 students and another for students in grades 6-8—MakerCamp transforms the Bagwell College of Education into an exciting makerspace that encourages “design thinking,” a trial and error process that, paired with the right tools, can help bring to life an array of original ideas. At MakerCamp, these tools are abundant. Green screens, video equipment and a podcasting studio provide outlets for media production activities. A laser cutter and 3-D printer are sophisticated means to ends limited only by the imagination. Osmos, spheros, Code-a-pillars and Squishy Circuits are among the gizmos that help campers learn and practice skills related to electronic circuits, computer coding and programming. Crocheting needles, a sewing machine and rubber bands yield textile products ranging from scarves to doll clothes to tie-dyed shirts. And rounding out the stockpile is a collection of markers, paper, glue, pipe cleaners and assorted other classic hands-on supplies. Accessibility is a priority, so iTeach offers need-based
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scholarships to MakerCamp and has even taken the experience on the road. During summer 2017, iTeach coaches held an abbreviated MakerCamp at the Cobb County School District’s STEMapalooza Conference and full-week MakerCamps in Wheeler County, Georgia and Florence, Alabama. With momentum like this, Stephens and her team of coaches look forward to continued growth for MakerCamp and the iTeach unit’s other endeavors. “Infinite possibilities exist for the future of learning and work for students, and we can’t wait to help them MAKE it a success no matter what their passions or talents,” she said.
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Youth Art Galleries: A Creative Partnership!
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lbert Einstein said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Through a collaboration between the Bagwell College of Education, the Bernard A. Zuckerman Museum of Art (ZMA) and the KSU School of Art and Design’s (SOAAD) art education program, the joyful creations of local P-12 art students will abound in two new permanent exhibition spaces located on the first floor of Kennesaw Hall and the fourth floor of the Chantal and Tommy Bagwell Education Building. Katy Malone, head museum educator at the ZMA, envisioned the galleries as a means of forging positive relationships between the university and art educators in the Atlanta area. For April Munson, assistant director of the School of Art and Design and associate professor of art education, the program seemed like a wonderful way for KSU student teachers to showcase the work being done in their pre-service classrooms. Malone and Munson proposed the initiative to BCOE Dean Arlinda Eaton, who needed no further convincing. “The Youth Art Galleries benefit KSU students, faculty and staff, as well as a number of our friends in the community,” she said. “This is a winning partnership for all.” The BCOE provides space and funding for the galleries, the SOAAD connects the program with community art educators and the ZMA facilitates the framing, matting and exhibition rotations. Debuting in November 2016 with the artwork of Marietta High School and Wheeler High School students, the galleries have also featured pieces created by Dodgen Middle School, North Cobb High School, Kell High School and Osborne High School students. In addition to the art, exhibitions display the student teacher’s lesson plan, giving observers an
overview of projects from start to finish. Exhibitions rotate three times a year, each kicking off with an opening reception for the artists, KSU student teachers, collaborating teachers from participating schools and family members. Spring and fall semester rotations are open to KSU student teachers and alumni, and the summer rotation is open to any Georgia teacher. To be considered for the galleries, teachers must submit an application, a one-page lesson plan outlining the goals and requirements of the assignment, and a digital image of a completed sample of the project. Malone, who views the galleries as an extension of the ZMA, believes the collaboration will inspire excellence among prospective participants. “My goal is for the galleries’ reputation to grow, so hopefully the submission process becomes competitive and inclusion in the exhibitions becomes even more prestigious,” she said. With mythical archetypes, reproductions of Vincent Van Gogh’s “Starry Night” painting and self-portraits of middle school students among artwork brightening the galleries’ walls, it comes as no surprise that this collaboration has garnered plenty of enthusiasm. “A father approached me at the first reception and remarked, ‘I never knew my daughter could do this. She’s amazing,’ ” said Munson. “And the overwhelmingly positive feedback from faculty and staff in the Bagwell College of Education has been incredible. While we expected viewers to appreciate the gallery spaces, those in the BCOE have been exceptionally gracious for the opportunity to see work from local schools in their buildings.”
IMPACTING LIVES
through Initiatives
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Left to Right: Dr. Susan Padgett-Harrison, Dr. Arvin Johnson, and Dr. Sheryl Croft
LEADING THE WAY WITH THE KSU PRINCIPAL ACADEMY
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rvin Johnson, assistant professor in the Department of Educational Leadership (EDL), knows that being a principal takes hard work and dedication. Capping off 12 years as a school administrator, he led an impressive turnaround of a low-performing middle school in Florida, which generated praise from local and state leaders. In preparation for that challenging job, Johnson had taken part in two leadership development programs for current and future school principals. “Collaborating with other school leaders through such programs was helpful to me, especially because the role of principal can be so isolating,” Johnson said. “My experiences as an educator, the existing relationships that KSU has with local school districts and the expertise of the EDL faculty sparked the idea of developing the KSU Principal Academy.” As a Bagwell research fellow, Johnson is laying the groundwork for the Principal Academy’s yearlong course of study, designed to provide high-quality professional learning for participants. The program will begin in June 2018 with a 4-day, 20-hour series of workshops and continue throughout the academic year with virtual professional learning community meetings and one-on-one meetings facilitated by Bagwell faculty. Its first cohort will include current and aspiring principals from three Atlanta-area school
districts that collectively enroll approximately 85,000 students: Bartow County, Cherokee County, and Paulding County. The KSU Principal Academy will offer a customized curriculum, developed to target the needs of individuals, their schools and the school districts they serve. General topics will include, but not be limited to, research-based practices in educational leadership, educational policy, technology implementation, and alignment with the Georgia Educational Leadership Standards and the Georgia Professional Standards Commission. One additional benefit is that completion of the program can be applied toward certificate renewal in Georgia. An advisory board consisting of EDL faculty and leadership from participating school districts will oversee the academy’s operations and provide feedback. These ongoing partnerships, which Johnson hopes to expand in the future, will help fulfill a long-term goal for the KSU Principal Academy to strengthen connections between Bagwell’s Department of Educational Leadership and local school systems while serving as a catalyst for multidistrict collaboration and problem-solving. “For higher education to remain relevant, we have to partner with local school districts to stay in touch with the real needs of current educators,” he said.
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COMING SOON: THE BCOE HALL OF FAME
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ou can find them in diverse urban centers, tiny rural communities and vibrant locales around the globe. They inspire students, staff and colleagues. They advocate for those in need, championing quality education for all. Through research, they identify and implement innovative best practices in teaching and educational leadership. Many are on their feet all day, and their work never ends. Above all, they are committed to excellence, both inside and outside of the classroom. They are the outstanding alumni of the Bagwell College of Education, soon to be recognized in a new BCOE Hall of Fame. “This initiative has the potential to bring honor and distinction to the college, attract high-performing students to the college’s programs, motivate current students and graduates and build a strong affiliation between the Bagwell College of Education and its alumni,” said Dean Arlinda Eaton. The Student Development and Awards Committee recommended the nomination process and criteria for induction into the BCOE Hall of Fame, expected to launch during the 2017-2018 academic year. Final details will be sent to Bagwell alumni by the KSU Alumni Association, with information also available on the BCOE website in fall 2017.
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Preparing for Launch:
Doctoral Studies in Higher Education Administration
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rom organizational structure to resource management to legal issues, today’s college and university leaders face complex challenges in a dynamic, intensely scrutinized academic landscape. To address their unique concerns, Bagwell’s Department of Educational Leadership has redesigned its Ed.D. in Educational Leadership to include a concentration in higher education administration (HEA), which, pending approval from the University System Board of Regents, will welcome its first cohort in the fall 2018 semester. While the existing doctoral program has enrolled candidates from the broad P-20 range since its inception, this new offering will more thoroughly prepare practitioner-scholars to contribute to the success of postsecondary institutions. Simultaneously, a coexisting concentration will focus on the particular issues of P-12 educators. The 3-year, 60-hour HEA concentration will blend online and monthly campus-based programming to accommodate the needs of working professionals. According to Nicholas Clegorne, associate professor of higher education in the Department of Educational Leadership, an innovative curriculum will be structured around thematic units taught by Unified Instructional Teams (UnITs). “Within these UnITs, faculty will coordinate courses and assignments for an integrated, collaborative approach to content delivery,” he said. At the program’s instructional core are two educators with expertise in higher education leadership who recently joined Bagwell’s faculty: Clegorne, who came to KSU from Virginia Tech and Chinasa Elue, an assistant professor hailing from Kent State University. With their experience and dedication, the HEA concentration is well on the way to nurturing leaders who will advance the field through scholarship and strategic vision.
NICHOLAS CLEGORNE —
WITHIN THESE UnITs, FACULTY WILL COORDINATE COURSES AND ASSIGNMENTS FOR AN INTEGRATED, COLLABORATIVE APPROACH TO CONTENT DELIVERY.
IMPACTING LIVES
through Continuous Improvement
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A Building Dedicated, A Legacy Continued
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n 1996, Clarice Bagwell made a generous gift to Kennesaw State University that forever linked the family name to the university’s college of education, known thereafter as the Clarice C. and Leland H. Bagwell College of Education. Two decades later, Mrs. Bagwell’s son and daughterin-law sustained a long tradition of giving with their $3 million naming gift for the BCOE’s new education building. “My wife said to me, ‘You just need to go ahead and do that. We don’t need someone else’s name on the Bagwell College,’ ” recalled Tommy Bagwell. “And I said, ‘You know, you’re
College of Education will be able to respond to the greatest needs of its students and faculty, and will create a prestigious endowed chair position to enhance the innovative pedagogy and professional preparation offered to aspiring and experienced educators.” The event was the culmination of a dream years in the making for KSU’s Bagwell College of Education, a top producer of teachers in Georgia. In 2011, this dream came closer to reality when the state’s General Assembly approved funding for a new facility to accommodate the college’s rapid growth.
right. We should continue to reinforce Mom’s legacy.’ ” On October 19, 2016, the new name became official when faculty, staff, students and guests gathered for the dedication ceremony of the Chantal and Tommy Bagwell Education Building. “Continuing the legacy of his parents, Tommy and his wife Chantal are committed volunteers and thoughtful benefactors,” said Dean Arlinda Eaton. “In naming the Chantal and Tommy Bagwell Education Building, they have created endowments to benefit the college in perpetuity. With this gift, the Bagwell
Five years later, the 78,756 square-foot Chantal and Tommy Bagwell Education Building, which opened in August 2015, houses 12 general classrooms, three computer labs, eight model classrooms, student study areas, the Academy for Language and Literacy, conference rooms, the dean’s office, two departments and a research suite. This expansion of existing space in Kennesaw Hall has doubled the college’s physical capacity to more than 140,000 square feet. Within and beyond the walls of the new building, the BCOE will impact lives indefinitely through high-quality teaching and research thanks to endowments like those established by the Bagwell family. For Tommy Bagwell, who sees education as “the great leveler, the great enabler,” such legacies are worth continuing.
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Thanking Our Donors for Their Generosity 2016-2017 Donations $5,000 - $10,000 Beta Epsilon Chapter, Alpha Delta Kappa Dollar General Literacy Foundation Leitalift Foundation, Inc. $1,000 - $4,999 Anonymous AT&T Corporation Dr. Debra J. Coffey Credit Union of Georgia Dr. Arlinda J. Eaton & Mr. Ronald J. Martinez Dr. Ann W. Pullen Ms. Catherine A. Warren Dr. R. Ugena Whitlock $500 - $999 Mr. George Brooks Dr. Linda M. Lyons Dr. Stanley Mulaik Ms. Dolores Peterson-Wise Sheriff Neil and Mrs. Penny Warren Ms. Sara F. Whitfield $250 - $499 Dr. Tak C. Chan Dr. Darren Crovitz Dr. Mike Dishman Dr. M. Leigh Funk Mr. Gerald L. Johnson Dr. Robert C. Montgomery Mr. Burleigh L. Singleton Dr. Ann D. Smith Dr. Maurice L. Wilson $100 - $249 Ms. Cheryl Ashley-Serafine Dr. Susan L. Banke Dr. Douglas Bell Dr. Angela D. Blaver Dr. Donna Blinkhorn Mr. Stanley S. Brann Mr. William R. Brantley Ms. Jordan P. Cameron Dr. James E. Carter Dr. Jennifer S. Dail Mr. U. S. Davidson Dr. Michelle D. Deveraux Dr. Adrian L. Epps
Mr. James F. Ervin Dr. Linda Evans Dr. Gregory Ewing Ms. Viena Fernandes Dr. Jillian C. Ford Ms. Michelle B. Goodsite Ms. Kellie M. Hebblethwaite Dr. William G. Hess Mr. Antonio E. Holliday Sr. Dr. Shannon Howrey Dr. Daphne Hubbard Mr. Glenn La Vine Mr. & Mrs. Hank Lane Dr. Kimberly S. Loomis Ms. Helen M. Maddox Dr. C. Gwen McAlpine Ms. Sandra Montalo-Gibson President & Mrs. Samuel S. Olens Ms. Arlean Paige Ms. S. N. Parr Ms. Michelle L. Pearce Mr. Douglas R. Pekkanen Mr. Christopher G. Ragsdale Ms. Cathi M. Reece Ms. Jermal L. Riggins Dr. Grant M. Rivera Dr. Roy H. Rowe Jr. Ms. Ayesha Saleem Mr. James E. Shells Mr. Lee E. Townsel Sr. Ms. Patricia Tubbs Dr. Ikechukwu Ukeje Dr. Anissa L. Vega Ms. Barbara E. Vella Dr. Mark Warner Ms. Jacquelyn B. Whitt Mr. Brent L. Wilson Mr. Clarence E. Zachery Sr. $1 - $99 Dr. Linda B. Akanbi Ms. Melinda R. Akin Ms. Stefanie Barnes Ms. Patricia E. Beardsley Ms. June Bekken Ms. Bryandra R. Bell Dr. Patricia L. Bullock Ms. Rachel M. Cangemi
Ms. Gillian B. Conner Ms. Lori K. Cuppari Mr. Brandon J. Davis Ms. Ashley Dearcop-Shaw Dr. Stacy R. Delacruz Ms. Lakisha M. Edwards Ms. Kelli E. Fisher Ms. Annette D. Ford Ms. Julia S. Fuller Ms. Nancy L. Gillis Ms. Carol H. Hight Ms. Elizabeth K. Horner Ms. Jillian L. Horsey Ms. Pamela How Ms. Nancy G. Hull Ms. Lisa Y. Jenkins Ms. Sara E. Johnston Dr. Charlease P. Kelly-Jackson Mr. John F. Lamarca Ms. Alissa M. LaRocque Dr. Aaron H. Levy Mr. Edward K. Martin Ms. Michelle S. Mitchell Ms. Diane J. Moeller Mr. Rafael A. Montalvo Dr. Clarice M. Moran Dr. Nita A. Paris Ms. Dana K. Parker Ms. Karen R. Prestwood Ms. Melinda D. Ross Roswell Eye Clinic Ms. Melissa J. Ryerse Ms. Katrina R. Salamone Ms. D. Michelle Smith Ms. Cheryl P. Somoza Dr. Lucy Lynn Stallings Ms. Jill B. Steward Mr. Barry R. Stone Ms. Karen A. Stott Ms. Catherine L. Straka Ms. Mavis H. Strong Ms. Elizabeth A. Thomas Ms. Sherry R. Thomas Ms. Rebecca L. Tidwell Ms. Lisa L. Tolbert Dr. Anete Vasquez Dr. Jo Williamson
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NAMING OPPORTUNITIES ―
Naming Opportunity
Gift Amount Beginning At:
Building College of Education Building Lobby Courtyard
Gift Amount Beginning At:
Center of Excellence Funded* Funded* $500,000 $250,000
Academy for Language and Literacy
Instructional Support $25,000 $50,000 $50,000 $75,000 $10,000 – 75,000
$500,000
Faculty Support Faculty Offices Conference Rooms
General Classrooms Model Classrooms Seminar Room Computer Labs Student Study Areas
Naming Opportunity
$10,000* $25,000 – 50,000
Administrative Support Dean’s Suite Department Suites
$250,000 $150,000
Research Support Doctoral Suite Endowed Chairs
$50,000 $1,000,000 - Two Funded*
Global Engagement Suite Research/Grants Suite
$25,000 $100,000
*
For Information on naming opportunities, please contact Debra Day at [email protected].
College Naming Gift: Clarice C. and Leland H. Bagwell College of Education Building Naming Gift: Chantal and Tommy Bagwell Education Building One Endowed Chair: funded by the Goizueta Foundation One Endowed Chair: funded by Chantal and Tommy Bagwell One Faculty Office: BEB226 funded by Dr. Debra Coffey
IMPACTING LIVES
through Students and Alumni
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FE ATUR ED
LESSONS FROM A SUPERHERO
Charles Conley has not yet graduated from KSU, but his talent as an educator was revealed in heroic fashion during Atlanta’s 2016 popculture convention, Dragon Con. The early childhood education major was wearing his exquisitely handcrafted Batman costume when he took the opportunity to share an important lesson with a young boy, about 5 or 6 years old. With only his lower face exposed below the mask’s rim, Conley saw the boy whispering to his mother and pointing to the Batman of color before his very eyes. What unfolded from there made Conley realize how powerful the influence of a role model can be. “I approached and he was a little intimidated at first, as any little kid is when meeting a life-sized armored character,” he said. Conley knelt down and offered the boy a high five. “With all the force he could muster, he slapped my hand, with the biggest smile on his face. He told me he wanted to ask me something so, still kneeling, I leaned in with my ear. ‘Batman,’ he said timidly, ‘You’re brown, just like me! Does that mean that I can be a real superhero someday, too? I don’t see a lot of brown superheroes.”
Moved by the little boy’s reaction, Conley lifted his cowl to show his face, breaking his “#1 Batman rule.” With tears in his eyes, he said to the boy, “Being a brown superhero is a very special thing, and I know you’re going to make a great one.” “When he told me he was so excited to see a brown Batman, that touched me,” Conley said. “That I could be a positive influence, not only because I’m Batman, but I’m just being me as a person of color for another kid who is a person of color.” Conley later wrote about this encounter in a Facebook post that garnered around 13,000 likes, 1,100 comments and 5,700 shares. Like Batman, Conley is a champion of justice, actively working to fight racism and police brutality. The aspiring fifth grade teacher plans to promote another important cause in the classroom, one he passed along to his Dragon Con mentee: “You can be any superhero you want to be, and don’t ever let anyone tell you differently.”
CHARLES CONLEY
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WHEN HE TOLD ME HE WAS SO EXCITED TO SEE A BROWN BATMAN, THAT TOUCHED ME.
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STUD EN TS
BAGWELL GRADUATE STUDENT AND ALUMNA WINS TWO PRESTIGIOUS CEC AWARDS Jasmine Ennis, a Bagwell College of Education doctoral candidate, has been recognized with two prestigious professional awards from the Georgia Council for Exceptional Children (CEC). (1) She is the 2017 CEC Teacher of the Year, and (2) the CEC TED Policy and Advocacy Committee selected Ennis as one of four doctoral students to participate in the CEC Special Education Legislation Summit last July. The prestigious Georgia CEC Teacher of the Year Award recognizes a CEC member who currently provides direct services to students with exceptionalities. The Georgia CEC Teacher of the Year is an outstanding member of the profession whose work exemplifies the best in special education teaching.
The TED Policy and Advocacy Committee Award is designed to help students engage with practitioners, faculty, parents, and students from all over the country to discuss pressing educational policy issues in educating students with exceptionalities. The summit culminated with a day on Capitol Hill, during which time the doctoral students met with their legislators to communicate CEC’s achievements and policy priorities for the forthcoming year. “I work to form encouraging relationships with my students by holding high expectations and creating a loving environment where they can reach their full potential,” Ennis said. “I continue to be a lifetime learner myself, always open to new ideas to further my students’ academic futures, while leading them to become contributing citizens of the world.” Ennis received her B. S. in English Education from KSU in 2009 and returned last year to complete her doctoral degree. Congratulations Jasmine! We are proud of you!
A NOTE ABOVE Music has been her saving grace. For Christina Vehar, who graduated in May in choral music education, earning her undergraduate degree was an incredibly long journey full of hope, loss and determination. A 2008 Harrison High School graduate, Vehar learned a month after high school graduation that her mom, Diane, had breast cancer. She decided to delay her start at KSU for a year to take care of her mom.
“It’s what I needed to do and wanted to do,” she said. “When I came to KSU, I think I had a different perspective than many of my classmates. I had a different outlook on life.” Vehar arrived at Kennesaw State in 2009 to pursue a degree in elementary education. After nearly four years on that path, she changed her major to choral music education, essentially starting her bachelor’s degree all over again.
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An elementary education course on how to incorporate music into the classroom was her first clue that she may have found a new calling. While most music education majors spend years training and performing musically before coming to college, Vehar had never taken a vocal lesson or played the piano. She played the violin for a short time, sang in her elementary choir and performed in musical theatre in high school. But with little musical training, Vehar braved the immensity of learning new musical skills. “Christina knew those hurdles would not be permanent, and pushed out of her comfort zone and worked so much harder, knowing that it would help her later in her career,” said Alison Mann, associate professor of choral music education and Vehar’s academic advisor. After completing her first three semesters in her new major, her family suffered another devastating blow when her dad passed away unexpectedly.
Two years later, her mom faced another round of chemotherapy after a thyroid cancer diagnosis – the second of three cancer diagnoses, and an amputation – that she would endure while Vehar was in college. “My professors were so supportive and cared about me,” she said. “They wanted to build me as a musician but they also wanted to build me as a person,” she said. Watching Vehar develop as a musician and an educator over the years, Mann explained that, despite so much going on in Vehar’s personal life and the academic hurdles in music, she showed up every day with a rare sense of focus. Despite the struggles their family has endured, the Owl spirit spread through the Vehar family. Younger brother, Daniel, graduated from KSU in 2014, and younger sister, Liz, is currently pursuing a degree in communications.
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2017 HONORS
CELEBRATION AWARDEES
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ach year, faculty in the Clarice C. & Leland H. Bagwell College of Education select outstanding students from our degree programs based on distinguished achievements in the major field (including having earned an exceptional GPA), as well as notable accomplishments in extracurricular, civic, or professional activities. Students selected to receive the Outstanding Scholar award, as well as their honored faculty members, are recognized at an Honors Celebration each spring.
Undergraduate Programs
Bachelor of Science in Early Childhood Education B-K Janie Alberta Gilstrap Faculty Honoree: Dr. Douglas Bell Bachelor of Science in Early Childhood Education P-5 Whitney A. Boring Faculty Honoree: Dr. Sanjuana Rodriguez Bachelor of Science in Early Childhood Education P-5 Charlotte Cormier Faculty Honoree: Dr. Natasha Thornton Bachelor of Science in Middle Grades Education LaQuincia Shuantrese Brown Faculty Honoree: Dr. Kadian Callahan
Graduate Programs
Master of Arts in Teaching - TESOL Lisa Petsko Faculty Honoree: Dr. Maria Montalvo Master of Education in Early Childhood Education Carolyn Watterson Faculty Honoree: Dr. Lee Langub Master of Education in Instructional Technology Rebekah Yoder Faculty Honoree: Dr. Anissa Lokey-Vega Master of Education in Middle Grades Education Kelsey Dierdorff Faculty Honoree: Dr. Anete Vásquez Master of Education in Reading Schament Reid Faculty Honoree: Dr. Toni Strieker Master of Education in Secondary Education Holly Hoover Faculty Honoree: Dr. Jennifer Dail Master of Education in Special Education Sydni Corinne Ross Faculty Honoree: Dr. Katherine Zimmer
Master of Education in Teacher Leadership Dianna Shuford Faculty Honoree: Dr. Angela Blaver Master of Education in TESOL Kathryn Elisabeth King Faculty Honoree: Dr. Amanda Richey Education Specialist in Educational Leadership Ulysses J. Smallwood Faculty Honoree: Dr. Susan Padgett-Harrison Education Specialist in Instructional Technology Shana Vidal White Faculty Honoree: Dr. Jo Williamson Education Specialist in Secondary Education Linda J. Turner Faculty Honoree: Dr. Nita Paris Education Specialist in Special Education Cleopatra Sorina Iliescu Faculty Honoree: Dr. Joya Carter Hicks Education Specialist in Teacher Leadership Lisa Herron Davidson Faculty Honorees: Teaching Team of Dr. Suzann Wilcox & Dr. Terrell Johnson Doctor of Education in Educational Leadership Dr. Abigail May Faculty Honoree: Dr. Arvin Johnson In Memoriam: Dr. Mary Chandler Doctor of Education in Educational Leadership Dr. Leslie Pourreau Faculty Honoree: Dr. Anissa Lokey-Vega Doctor of Education in Secondary Education Krista Bowen Faculty Honoree: Dr. Megan Adams Doctor of Education in Special Education Dr. Cherry M. Stanard Faculty Honoree: Dr. Joya Carter Hicks Doctor of Education in Teacher Leadership Dr. Amy Vitala Faculty Honoree: Dr. Jo Williamson
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FEAT U RE D
FULL STEAM AHEAD:
USING INNOVATIVE TEACHING METHODS IN THE CLASSROOM Bagwell College of Education alumna Claudia Fitzwater is an innovative teacher – even the governor thinks so. Earlier this year, Governor Nathan Deal announced Fitzwater as one of three Georgia educators to win the 2016 – 2017 Innovation in Teaching Competition. Fitzwater, who earned a master’s degree in educational leadership with a concentration in technology from Kennesaw State University in 2011, is an elementary Spanish teacher at Drew Charter School in Atlanta. Fitzwater entered the competition with an interdisciplinary project-based learning (PBL) unit about digital storytelling. Her students participated in the design process to create digital storybooks in Spanish. Fitzwater’s project uses foreign language as a vehicle to learn and connect different disciplines such as science, technology, engineering, art and mathematics to create a final product. Students move from text analysis, storyboarding, paper and pencil puppet drafts to 3D puppet prototypes, e-book design using tablets, puppetry performances and finally publication of digital storytelling books on a YouTube channel. “Puppetry is a vital element of the project because it helps students get in the role of the narrator and presenter as they prepare and gain experience to use their voices to record their own stories,” Fitzwater said. Rather than only teaching and learning isolated vocabulary in Spanish, students are engaged in a project that allows them to learn and use the language in a meaningful way and participate in the STEAM curriculum. “My main goal with this project is to provide my students with opportunities to create, communicate and collaborate under the STEAM umbrella by bringing inclusion and interdisciplinary learning experiences into my class,” she said. “We need creative scientists in the future, and I think art is a good way to foster that creativity.” Fitzwater enjoyed studying at KSU. “I have a lot of gratitude for Kennesaw State University,” she said. “I had a great experience. While I was attending KSU, I was an international exchange teacher and KSU was my first experience in an academic program abroad. I am thankful for all the teachers and the support I received. My master’s from KSU has helped me to focus on PBL and technology integration as an educator.”
APPLE DISTINGUISHED EDUCATOR AWARD
Andrea Rioux, a 2012 graduate of the Bagwell College of Education masters’ degree in instructional technology program, was selected for the Class of 2017 Apple Distinguished Educator Award. In 1994, Apple created the Apple Distinguished Educators (ADE) program to recognize K–12 and higher-education pioneers who are using Apple technology to transform teaching and learning. These are the educators who are looking to change the world. They are active leaders from around the world helping other educators rethink what’s possible with iPad and Mac to make learning deeply personal for every student. Apple Distinguished Educators are true innovators. They are: trusted advisors working closely with Apple to foster innovation in education; passionate advocates who share their expertise in using technology to engage students in new ways with other educators around the world;
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ALUM NI
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authentic authors providing best practices and leadership in education through published lessons, courses, books and more; global ambassadors working together to develop and promote powerful ideas for improving teaching and learning worldwide. The ADE program has inducted 2,133 members worldwide from 45 countries. The Americas account for 820 members of the total. Currently, Rioux is the Instructional Technology Specialist at Autrey Mill Middle School in Fulton County where she sponsors the photography club.
ALUMNA RECEIVES PBS AWARD Shana White, technology coordinator at Creekland Middle School in Gwinnett County and adjunct teacher for Georgia Virtual School, was named Georgia’s 2016 Lead PBS LearningMedia Digital Innovator. This national program recognizes P-12 educators from across the country whose innovative use of technology transforms student learning. As the Lead Innovator for Georgia, White received a year’s worth of professional development opportunities, including an all-expense paid trip to Denver, Colorado for the annual PBS LearningMedia Digital Summit and the International Society for Technology in Education Conference. “Shana is a hard-working educator who seeks ways to innovatively deliver content and add relevance for students,” Principal Eddie Maresh said. Her knowledge of technology and sound pedagogy can be seen in the many successful initiatives she has implemented, including “Plan and Play,” a series of monthly professional development sessions during which teachers can tinker with new, fun and engaging technology that can be integrated into classrooms. She also takes students on virtual field trips with a device called Google Expeditions, uses the digital tool Google Sheets to help administrators manage smoother dismissals at the end of the school day, and conducts information sessions that help parents optimize their access to the county’s learning management system. Most recently, White was selected as one of 46 members of ASCD’s (Association for Supervision and Curriculum Development) 2017 Emerging Leaders Class. This highly competitive two-year program recognizes and prepares promising educators to influence education programs, policy and practice on both the local and national levels. White, who received her Ed.S. in Instructional Technology from KSU in 2016, says her degree has informed and improved her efforts to create meaningful and engaging educational experiences for others. “I learned what purposeful and successful technology integration should look like in the classroom and school wide,” she said. “Technology provides both teachers and students the opportunity to amplify their story, become empowered, exercise their autonomy and disrupts status quo learning habits in our schools.”
P R I N C I PA L E D D I E MARESH —
SHANA IS A HARD-WORKING EDUCATOR WHO SEEKS WAYS TO INNOVATIVELY DELIVER CONTENT AND ADD RELEVANCE FOR STUDENTS.
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ALUMNI RECEIVE HONORS
Patricia Bussey, Carmel Elementary School Lauren Abrams, Clark Creek ES STEM Academy Clyde Lowery, Cherokee High School Maria McCall, Liberty Elementary School Ashley Mounts-Gray, Hasty ES Fine Arts Academy Tenille Turner, Macedonia Elementary School Andrew McEntyre, Mill Creek Middle School Erika Graves, Hickory Flat Elementary School Deborah Rufa, Etowah High School Mary Kenney, Oak Grove ES Fine Arts Academy Maureen Boll, Little River Elementary School Shelly Brumbelow, Indian Knoll Elementary School Chessa McGinnis, Ball Ground ES STEM Academy Joel Roth, River Ridge High School
COBB COUNTY SCHOOL DISTRICT
Kyla McRorie, Acworth Elementary Lindsay Robichaux, Big Shanty Elementary Faye Keen, Bryant Elementary Blair Ivey, Bullard Elementary Lisa Darrow, Davis Elementary Jill Clark, Frey Elementary Lindsay Corris, Hayes Elementary Samantha Brown, Hollydale Elementary Kelley Williams, Keheley Elementary Michele Dunn, Kennesaw Elementary Cynthia Wood, Nickajack Elementary Allison Gurski, Pickett’s Mill Elementary Cecily Merchant, Sedalia Park Elementary Amber Henning, Smyrna Elementary Michelle Svagdis, Sope Creek Elementary Kaylene Brooks, Teasley Elementary Alyssa Brantley, Timber Ridge Elementary Erin Renna, Varner Elementary Lynn Boykin, East Cobb Middle School Sarah Rabun, Griffin Middle School Quanda Brown, Lindley 6th Grade Academy Robin Wann, Mabry Middle School Debra Yesner, Pine Mountain Middle School Kathy Peters, Simpson Middle School Paullette Allard, Harrison High School
MARIETTA CITY SCHOOLS
Sara Cleveland, Sawyer Elementary School Elizabeth Huff, Lockheed Elementary School
PAULDING COUNTY SCHOOL DISTRICT Justin Summey, East Paulding High School
Carmel Elementary School STEM enrichment specialist Merry Willis was selected by the U. S. Department of State and the J. William Fulbright Foreign Scholarship Board to receive a Fulbright Distinguished Award in Teaching grant to study in New Zealand from February through June of 2017. During this time, she observed how technology impacts student learning throughout the country and focused on developing classroom resources, collaborative relationships, and cross-cultural professional development for teachers in New Zealand and the U.S. “This experience was absolutely amazing,” said Willis of her time in New Zealand. “I have been able to visit schools all over New Zealand and talk to students and teachers about how they are using technology to impact student learning and achievement. I will use these observations and conversations, as well as the readings and university discussions and lectures I have attended at Victoria University to develop resources for teachers to use to facilitate global connections with their students and students and teachers in New Zealand.” She was regularly invited to speak to teachers, schools, community groups and students and had the opportunity to teach lessons in different schools on programming, robotics, engineering, science and even about the United States. She learned that schools in New Zealand are structured differently than those in the U.S. “Each school is independent and managed at the school level by a board and the principal,” she said. “As part of their national curriculum, they are focused on educating the whole child in a way that produces well-rounded students who are invested in their community, the environment and their classmates.” Willis believes this experience gave her insights to reflect upon her teaching practices and look at how she can better engage her students to be creative problem solvers. The Fulbright award is one of many honors Willis has received during her career. After graduating from Kennesaw State University with a B. S. in Education, she began teaching at Carmel Elementary School where she was named 2011 Teacher of the Year. Other recent honors include being named a 2015-16 Microsoft Innovative Educator Expert and Master Trainer, as well as 2015-16 Museum of Aviation National STEM Academy’s STEM Teacher of the Year.
CHEROKEE COUNTY SCHOOL DISTRICT
MERRY WILLIS WINS PRESTIGIOUS FULBRIGHT AWARD
2016-2017 TEACHERS OF THE YEAR
IMPACTING LIVES
through Faculty and Staff
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WELCOME NEW
FA C U LT Y A N D A D M I N I S T R AT O R S
ERIN C. ADAMS, PH.D. Assistant Professor Elementary & Early Childhood Education
CHINASA ELUE, PH.D. Assistant Professor Educational Leadership
BRIAN R. LAWLER, PH.D. Assistant Professor Secondary & Middle Grades Education
SUSAN L. BANKE, PH.D. Clinical Assistant Professor Educational Leadership
DANA L. FOX, PH.D.
Associate Dean Graduate Studies & Research
MARIA MONTALVO, ED.D. Clinical Assistant Professor Inclusive Education
DAVID G. BUCKMAN, PH.D.
NICHOLAS A. CLEGORNE, PH.D.
Assistant Professor Educational Leadership
Associate Professor Educational Leadership
TRISTAN L. GLENN, PH.D.
NIHAL KHOTE, PH.D.
Assistant Professor Inclusive Education
SUZANNA ROMAN, M.ED.
Clinical Assistant Professor Secondary & Middle Grades Education
Assistant Professor Inclusive Education
NORA SCHLESINGER, PH.D.
Assistant Professor Elementary & Early Childhood Education
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2016-2017 FACULTY AND STAFF
FACULTY RECEIVE PRESTIGIOUS AWARDS DIRECTOR OF UNIVERSAL DESIGN LAB IS A GOVERNOR’S TEACHING FELLOW After a highly competitive application and selection process, Dr. Joya Carter Hicks (Associate Professor, BCOEINED) was selected as one of 13 faculty members from institutions of higher education across the state to serve as a 2016-17 Governor’s Teaching Fellow (GTF). Since that time, she has been researching innovative ways of bringing technology into the classroom. “The GTF award allows me a safe, interdisciplinary space to design, implement and assess new instructional innovations that have a direct impact on the special education courses I teach and the Universal Design Lab (UDLab) where I direct assistive technology,” Hicks said. “For some time I’ve been reading about Virtual Reality Learning and how it could be a game changer for students with disabilities because it allows students to manipulate objects and experience environments that would otherwise be difficult or impossible in real life.” “I did a practice lesson at GTF using a three-dimensional (3-D), computer-simulated environment with Virtual Reality headsets. There were some kinks, but it was such an awesome experience sharing teaching vulnerabilities with the GTF group,” she said. “I have since lectured on Virtual Reality Learning and how it can meaningfully serve as assistive technology for students with disabilities.”
FACULTY MEMBER WINS UNIVERSITY SYSTEM OF GEORGIA AWARD Dr. Anissa Lokey-Vega (Associate Professor, BCOE-IT) is the 2017 recipient of the University System of Georgia Board of Regents Teaching Excellence Award for Online Teaching. The Teaching Excellence Award honors outstanding teaching that significantly improves
student achievement. Selected from a group of distinguished educators nominated by their respective universities, LokeyVega impressed the award committee with her commitment to ensure quality in online education. According to Lokey-Vega’s award letter, [The committee] “felt that your work in both credit and non-credit courses (MOOCs) is remarkable, and appreciated your narrative about how you became passionate about teaching.” She received a $5,000 award and a certificate of achievement at the annual Regents’ Scholarship Gala at the St. Regis Hotel in Atlanta on March 31, 2017. Dr. Lokey-Vega serves as the inaugural chair of the Bagwell College Research Consortium Committee, a faculty driven initiative that provides support to BCOE faculty and graduate students for research design, implementation and data analysis.
BAGWELL PROFESSOR WINS KSU FOUNDATION DISTINGUISHED TEACHING AWARD Dr. Nita Paris (Professor, BCOESMGE) was the 2016 recipient of the Kennesaw State University Foundation Distinguished Teaching Award, the principal campus award for excellence in teaching. After a successful career as a middle grades science teacher and administrator, Dr. Paris joined the Bagwell College of Education faculty in 2000 as an assistant professor in the secondary and middle grades education department. Moving quickly through the ranks at KSU, Dr. Paris became associate dean of graduate studies in 2008 and was promoted to full professor in 2011. During her time as associate dean, she was a key contributor to the development of the first doctoral program offered at Kennesaw State University. Because she missed the direct contact with students, in 2011, Paris returned to teaching full time, serving as the Ed.S. and Ed.D. in Adolescent Education coordinator.
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CO-DIRECTOR OF THE ACADEMY FOR LANGUAGE AND LITERACY WINS NATIONAL AWARD Dr. Sanjuana Rodriguez (Assistant Professor, BCOE-EECE) was selected by the National Council of Teachers of English (NCTE) Latinx Caucus as the inaugural recipient of the Nuestra Gente Award for outstanding teaching and research as an early career scholar. She received a $500 award to support her research agenda and was recognized at an awards ceremony during the NCTE national convention in Atlanta, GA. The Nuestra Gente Award was established in 2015 to honor a Latinx graduate student or junior faculty member to support his or her continued education and research agenda. Dr. Rodriguez’ research focuses on early literacy development of culturally and linguistically diverse students, writing development, and literacy development of English learners. Her passion for teaching began as a practitioner in a kindergarten classroom, working alongside teachers as a literacy coach. Rodriguez serves on the nominating committee for the elementary section of NCTE and is a member of the editorial review board of Language Arts, one of NCTE’s flagship journals. She joined the Bagwell College of Education faculty in 2014 as an assistant professor of literacy and reading education and is currently serving as the co-director of the Academy for Language and Literacy.
FACULTY RECOGNITION Dr. Erin Adams (Assistant Professor, BCOE-EECE) was the BCOE representative at the Perspectives on Global Issues Workshop – Sustainability held at the European Academy at Otzenhausen, Germany in May. She was selected from a pool of highly qualified applicants. Through a combination of seminarbased discussions, site visits, interactive discussions with policy makers and most importantly, group-based dialogue, participants engaged in a wide-ranging inter and cross-cultural professional learning community. Dr. Megan Adams (Assistant Professor, BCOE-SMGE) received the 2017 BCOE Outstanding Early Career Faculty Award. She is the lead faculty member for Fast Start Academy, a program designed to help students from low-socioeconomic circumstances learn to read and provide pre-service elementary school teachers
with the experience of working with readers who are two grade levels behind. Adams was selected to participate in the University System of Georgia Scholarship of Teaching & Learning (SoTL) Fellows Program. Throughout the course of the fellowship, participants become familiar with existing scholarly research on teaching and learning, and are encouraged to develop a long-term SoTL research agenda of their own. Equally important, participants leave with resources to use and share on their own campuses as SoTL mentors and advocates. Dr. Sohyun An (Associate Professor, BCOE-EECE) was the 2016 recipient of the Kennesaw State University Foundation Early Career Award. Dr. Harriet Bessette (Professor, BCOE-INED) and Dr. Nita Paris (Professor, BCOE-SMGE) received the Best Paper Award at the International Organization of Social Sciences and Behavioral Research Spring 2017 Conference for Using Written and Visual Metaphors to ‘Trouble’ Teaching. Dr. Sandra Bird (Professor, COTA-AD) was curator of the From Mecca to America: Cross-cultural Exchange in the Art Classroom Exhibition. Dr. Mei-Lin Chang (Assistant Professor, BCOE-SMGE) was elected historian of the American Psychology Association Division 15 Educational Psychology Committee. Dr. Debra Coffey (Associate Professor, BCOE-EECE) is the Georgia field coordinator for the Literacy Research Association and the regional coordinator for the International Alliance for Invitational Education. She is the vice-president for community engagement for the Kennesaw Chapter of Phi Kappa Phi. Dr. Coffey is secretary of the Teacher Education Division and the College Literacy Division of the Association of Literacy Educators and Researchers. She is chair-elect for the Clinical Research and Practice Division of the Association of Literacy Educators and Researchers. Dr. Brian Culp (Associate Professor, WCHHS-HPE) is the nominations and elections committee chair for the National Association for Kinesiology in Higher Education (NAKHE). He was named to the Fulbright Specialist Program by the U. S. State Department and is the 2017 Delphine Hanna Lecturer for NAKHE.
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Dr. Stacy Delacruz (Associate Professor, BCOE-EECE) is member-at-large of the board of directors and chair of the awards committee for the Organization of Teacher Educators in Literacy Special Interest Group of the International Literacy Association. Dr. Michael Dias (Associate Professor, CSM-EEOB) is the teacher accreditation coordinator for the National Science Teachers Association. He also serves as chair of audits for the Specialized Professional Association Reports for the Council for the Accreditation of Educator Preparation. Locally, Dr. Dias is on the STEM Academy Advisory Board and KSU Liaison for Paulding County High School. Dr. Arlinda Eaton (Dean, BCOE) serves on the Executive Board of the American Association of Colleges for Teacher Education (AACTE) and is a member of AACTE’s Committee on Professional Preparation and Accountability. She serves as the Region II representative of the Executive Committee of the Teacher Education Council of State Colleges and Universities (TECSCU) and as a member of the governing board of The Renaissance Group (TRG). Dean Eaton is a member of the Georgia Professional Standards Commission’s CAEP Task Force. Dr. Adrian Epps (Associate Dean, CSM & ATOMS Center Director, BCOE & CSM, BCOE-EDL) was selected to serve a three-year term on the Academic Assembly Council of the Advanced Placement Program at the College Board. Dr. Julia S. Fuller (Assistant Professor, BCOE-IT) is program co-chair for the Georgia Educational Technology Consortium Conference Steering Committee. Dr. M. Leigh Funk (Associate Dean, BCOE-INED) was selected as a CAEP (Council for the Accreditation of Educator Preparation) national assessment reviewer and a CAEP on-site reviewer.
Dr. Shannon Howrey (Associate Professor, BCOE-EECE) serves as treasurer of the executive board of the Professors of Literary Teacher Education. Dr. Iván Jorrín Abellán (Associate Professor, BCOE-SMGE) serves on the steering committee for the Spanish National Association of Educational Technology. Dr. Charlease Kelly-Jackson (Associate Professor, BCOE-EECE) is a member of the awards committee for the Association of Science Teacher Educators. She serves the Georgia Association of Teacher Educators as a member of the executive committee. Dr. Jihye Kim (Assistant Professor, BCOE-SMGE) is serving as the primary investigator for a research collaboration between the American Cancer Society and Kennesaw State University to advance the understanding of cancer survivorship, cancer patient caregiving, and cancer prevention and screening. Dr. Leigh Langub (Associate Professor, BCOE-EECE) is the editor of Research Highlights in Technology and Teacher Education. She serves as chair of the Early Childhood Education Special Interest Group for the Society for Information Technology and Teacher Education. Dr. Marielle Myers (Assistant Professor, BCOE-EECE) serves on the program committee for the Georgia Council of Teachers of Mathematics Annual Conference. Dr. Anete Vásquez (Associate Professor, BCOE-SMGE) is the treasurer of the Georgia Association of Teacher Educators. Dr. Amy Vitala (Lecturer, BCOE-IT, pictured left) received the 2016 Outstanding Part-time Faculty Teaching Award from the Kennesaw State University Foundation.
Dr. R. L. Garner (Associate Professor, COTA-AD) is a member of the new media committee of the American Art Therapy Association. Dr. Joya Carter Hicks (Associate Professor, BCOE-INED) was selected as a Governor’s Teaching Fellow (see article on page 33). Dr. Hicks was chosen as a member of the 2017 class of Leadership Coweta sponsored by the Coweta County Chamber of Commerce. She is president-elect of the KSU Faculty Senate and received the 2017 BCOE Outstanding Diversity Award.
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Dr. Ugena Whitlock (Professor, BCOE-EDL) is the president-elect of the Georgia Educational Leadership Faculty Association. She also was elected factotum by the Professors of Curriculum Society. Dr. Binyao Zheng (Professor, BCOE-SMGE) was the recipient of the 2017 BCOE Outstanding International Engagement Award.
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Bagwell College of Education | bagwell.kennesaw.edu
Abbreviation Key: KSU & BCOE STAFF RECOGNITION Ms. Helen Maddox, (BCOE Instructional Technology Coach – IT) received the Bagwell College of Education Distinguished Staff Award at a college-wide celebration held in April 2017. Maddox has secured more than $350,000 in ‘free’ software licenses and technology-driven equipment to better prepare our teacher candidates to work with twenty-first century students.She has a passion for bringing the latest technology to our students, faculty and staff and was instrumental in the creation of our Universal Design Laboratory where teacher candidates learn to use technology to facilitate the learning of all students in the classroom. Maddox’s positive attitude and impressive customer service skills are exemplary. As Dean Eaton put it, “Helen, you are awesome. The assistance you provide our faculty and students is phenomenal.”
BCOE = Bagwell College of Education EECE = Elementary and Early Childhood Education EDL = Educational Leadership INED = Inclusive Education IT = Instructional Technology SMGE = Secondary and Middle Grades Education CETL = Center for Excellence in Teaching and Learning CHSS = College of Humanities and Social Sciences ENG = English FL = Foreign Language HIS = History COTA = College of the Arts AD = Art and Design MU = Music CSM = College of Science and Mathematics CB = Chemistry and Biochemistry EEOB = Ecology, Evolution and Organismal Biology MATH = Mathematics OWL = Owlteach PHY = Physics SAS = Statistics and Analytical Science WCHHS = WellStar College of Health and Human Services ESSM = Exercise Science & Sport Management HPPE = Health Promotion & Physical Education
2016-2017
G R A N T S A N D AWA R D S
Note: In addition to faculty from the Bagwell College of Education (BCOE), this section contains grants and awards won by faculty in other colleges who are teacher educators and an integral part of the Educator Preparation Provider (EPP) community at KSU as follows: College of the Arts (COTA), College of Humanities and Social Sciences (CHSS), College of Science and Mathematics (CSM), and WellStar College of Health and Human Services (WCHHS). A complete list of college and department abbreviations appears in the key above.
EXTERNAL FUNDING Principal Investigators: Dr. Michelle Head, Assistant Professor, CSM-CB Dr. Gregory Rushton, Associate Professor, Stony Brook University Dr. Brett Criswell, Clinical Assistant Professor, University of Kentucky Dr. Adrian Epps, Associate Dean, CSM, & ATOMS Center Director Dr. Donna Whiting, CEISMC, Georgia Institute of Technology Project Title: Recruiting and Retaining Teachers in Physics and Chemistry Funding Agency: National Science Foundation-Robert Noyce Scholarship PGM Award: $2,841,528 Principal Investigators: Dr. Michelle Head, Assistant Professor, CSM-CB
Dr. Charlease Kelly-Jackson, Associate Professor, BCOE-EECE Dr. Meltem Alemdar, CEISMC, Georgia Institute of Technology Dr. David Rosengrant, Associate Professor, University of South Florida Project Title: The Pipeline to Teacher Preparation in Physics and Chemistry Funding Agency: National Science Foundation-Robert Noyce Scholarship PGM Award: $1,198,577 Principal Investigators: Dr. Brendan Callahan, Assistant Professor, CSM-EEOB Dr. Neporcha Cone, Associate Professor, BCOE-EECE Dr. Paula Jackson, Professor of Biology, CSM-EEOB Project Title: TELBio: Teaching English Learners Biology Funding Agency: National Science Foundation Award: $1,198,244 Principal Investigators: Dr. Charlease Kelly-Jackson, Associate Professor, BCOE-EECE Dr. Brendan Callahan, Assistant Professor, CSM-EEOB Project Title: Northwest Georgia Mathematics & Science Education
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Partnership Funding Agency: Georgia Department of Education Award: $928,194 Principal Investigator: Dr. W. Ken Harmon, Provost & Vice President for Academic Affairs Project Director: Dr. Susan Stockdale, Professor, BCOE-SMGE Project Title: Woodrow Wilson Fellowship Program Funding Agency: The Woodrow Wilson National Fellowship Foundation/ Rockefeller Brothers Fund Teaching Fellowship for Aspiring Teachers of Color Award: $400,000 Principal Investigator: Dr. Neporcha Cone, Associate Professor, BCOE-EECE Project Title: Exploring Ways to Enhance Science Learning for English Language Learners through Improvement in Teacher Self-efficacy Beliefs Funding Agency: National Science Foundation Award: $296,395 Principal Investigators: Dr. Denise R. Simons, PI, Virginia Polytechnic Institute and State University Dr. Nicholas Clegorne, Co-PI, Associate Professor, BCOE-EDL Project Title: Preparing a 21st Century STEM Workforce: Defining and Measuring Leadership in Engineering Education Funding Agency: National Science Foundation Subaward: $176,917
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Principal Investigators: Dr. Yannis Dimitriadis, University of Valladolid, Spain Dr. Iván Jorrín-Abellán, Associate Professor, BCOE-SMGE Project Title: RESET: Reformulating Educational Scalable EcosysTems Funding Agency: Spanish National Program of Research, Innovation and Development Award: $147,000 Principal Investigators: Dr. Charlease Kelly-Jackson, Associate Professor, BCOE-EECE Dr. Brendan Callahan, Assistant Professor, CSM-EEOB Dr. Roneisha Worthy, Assistant Professor, SPCEET-CCE Dr. Donna Barrett-Williams, Fulton County Schools Project Title: SysTEMic Funding Agency: Improving Teacher Quality State Grant Award: $47,573 Principal Investigators: Dr. Kimberly Gardner, Associate Professor, CSM-MATH Dr. David Glassmeyer, Assistant Professor, CSM-MATH Dr. Roneisha Worthy, Assistant Professor, SPCEET-CCE Project Title: Collaborative for Advancing Mathematical Proficiency III Funding Agency: Improving Teacher Quality State Grant Award: $45,100 Principal Investigators: Dr. Charlease Kelly-Jackson, Associate Professor, BCOE-EECE Dr. Adrienne King, Assistant Professor, CSM-EEOB Project Title: Phenomenal 3D Science in the Schoolyard Funding Agency: Improving Teacher Quality State Grant Award: $44,108
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Bagwell College of Education | bagwell.kennesaw.edu
Principal Investigators: Dr. Anton Puvirajah, Assistant Professor, CSM-EEOB Dr. Laurie Brantley-Dias, Associate Professor, BCOE-IT Dr. Donna Barrett-Williams, Fulton County Schools Project Title: Integrating Elementary Physical Science and Mathematics through a Three-Dimensional Learning Approach Funding Agency: Improving Teacher Quality State Grant Award: $34,507 Principal Investigator: Dr. Arlinda J. Eaton, Dean, BCOE Project Director: Dr. Katherine Zimmer, Assistant Professor, BCOE-INED Project Title: CEEDAR [Collaboration for Effective Educator Development, Accountability and Reform] Funding Agency: Georgia Department of Education Award: $30,000 Principal Investigators: Dr. Brian Lawler, Assistant Professor, BCOE-SMGE Dr. Wendy Sanchez, Professor, CSM-MATH Dr. Belinda Edwards, Associate Professor, CSM-MATH Project Title: Building Capacity in Cobb County for Fourth-Year Mathematics Instruction Funding Agency: Improving Teacher Quality State Grant Award: $29,835 Principal Investigators: Dr. Olaia Fontal, Associate Professor, University of Valladolid, Spain Dr. Alex Ibáñez, Associate Professor, University of the Basque Country, Spain Methodologist: Dr. Iván Jorrín-Abellán, Associate Professor, BCOE-SMGE Project Title: To Know, Understand, Respect, and Value Cultural Heritage: The Evaluation of Learning in Heritage Education Programs Focused on Awareness Processes, Recovery and Socialization of Cultural Heritage Funding Agency: Spanish Ministry of Economy and Competitiveness Project: EDU2015-65716-c2-1-R Award: $27,588
Patrimonial Centrados en los Procesos de Sensibilizacion, Valorizacion y Socializacion del Patrimonio Cultural Funding Agency: Spanish Ministry of Economy and Competitiveness Award: $25,000 Principal Investigators: Dr. Jennifer S. Dail, Associate Professor, CHSS-ENG Dr. Robert Montgomery, Associate Professor, CHSS-ENG Project Title: Invitational Leadership Institute to Invest in Developing New Teacher Leaders Funding Agency: National Writing Project Award: $15,000 Principal Investigator: Ms. Susan Collins, Senior Lecturer, BCOE-EECE Project Title: STEM Summer Camp Funding Agency: Greystone Power Corporation Award: $9,000 Principal Investigator: Dr. Megan Adams, Assistant Professor, BCOE-SMGE Project Titles: Supplies Grant ($3,565) and Summer Literacy Grant ($2,000) Funding Agency: Dollar General Foundation Awards: $5,565 Principal Investigators: Dr. Chinasa Elue, Assistant Professor, BCOE-EDL Dr. Edna Martinez, Assistant Professor, EDL & Technology, California State University, San Bernardino Project Title: Exploring Academic Advising Policies and Practices at Baccalaureate Degree-Granting Community Colleges Funding Agency: National Academic Advising Association Award: $5,000 Principal Investigator: Ms. Susan Collins, Senior Lecturer, BCOE-EECE Project Title: STEM Family Nights Funding Agency: AT &T Award: $4,500
Principal Investigators: Dr. Wendy Sanchez, Professor, CSM-MATH Dr. Brian Lawler, Assistant Professor, BCOE-SMGE Dr. Belinda Edwards, Associate Professor, CSM-MATH Project Title: Open Source Technology for Teaching High School Mathematics Funding Agency: Improving Teacher Quality State Grant Award: $27,580
Principal Investigators: Dr. Chinasa Elue, Assistant Professor, BCOE-EDL Dr. Edna Martinez, Assistant Professor, EDL & Technology, California State University, San Bernardino Project Title: Pre-Tenure Women at Purdue University Fellowship Funding Agency: The Butler Center, Purdue University Award: $500
Principal Investigators: Dr. Olaia Fontal, Associate Professor, University of Valladolid, Spain Dr. Iván Jorrín-Abellán, Associate Professor, BCOE-SMGE Project Title: Evaluacion de los Aprendizajes en Programas de Educacion
KENNESAW STATE UNIVERSITY FUNDING Dr. Sandra Bird (Professor of Art Education, COTA-AD) $17,500 award from the KSU Division of Global Affairs Strategic Internationalization Grant (SIG) for International Community Engagement (ICE) to fund “From Mecca to America: Cross-
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cultural Exchange in the Art Classroom.” Dr. Kadian Callahan (Associate Professor, CSM-MATH) - $12,000 award from the KSU Office of the Vice President for Research to fund “Examining Mathematics Teachers MKT Knowledge Domains during Lesson Planning.” Dr. Joya Carter Hicks (Associate Professor, BCOE-INED) – received an award from The KSU Office of Diversity and Inclusion that provided a course release and stipend that allowed Dr. Carter Hicks to direct the planning, development and opening of the Universal Design Laboratory classroom in the Chantal & Tommy Bagwell Education Building. Ms. Susan Collins (Senior Lecturer, BCOE-EECE) - $5,000 award from the Office of the Vice President for Research to co-sponsor participation in the Carreta Experiential Research Sea Turtle Conservation Project at Wassaw Island. Dr. Brian Culp (Associate Professor, WCHHS-HPPE) and Jennifer Wade-Berg - $10,390 Wellstar College of Health and Human Services professional development grant to conduct the KSU-BJF Program Needs Assessment. Dr. Melissa Driver (Assistant Professor, BCOE-INED) - $7,679 award from the KSU Center for Teaching and Learning to support a randomized control trial aimed at improving culturally and linguistically diverse students’ word-problem solving. Dr. Chinasa Elue (Assistant Professor, BCOE-EDL) - $1,000 travel grant from the KSU Center for Teaching and Learning
to present “Who has Access to the Public Good? The Financial Implications to College for Rural Low Income Students” at the Association for the Study of Higher Education Conference in Columbus, OH. Dr. Iván Jorrín-Abellán (Associate Professor, BCOE-SMGE) - $8,282 award from the KSU Office of the Vice President for Research to fund “Evaluating and Refining the Hopscotch Model and Supporting Webtool: A Model to Bridge Paradigmatic and Pragmatic Approaches to Teaching and Learning Qualitative Research Methods in Graduate Research Courses.” Dr. Lisa Kastello (Assistant Professor, COTA-AD) - $1,500 Quick Starters Faculty Learning Community Travel Grant from the KSU Center for Excellence in Teaching and Learning for travel to China to conduct K-12 interdisciplinary professional development in student centered learning and teaching. Dr. Marrielle Myers (Assistant Professor, BCOE-EECE) - $3,000 travel grant from the KSU Center for Excellence in Teaching and Learning to present at AMTE, AATCE, and ICUE conferences. Dr. Amanda Richey (Assistant Professor, BCOE-INED) - $2,700 grant from the KSU Center for Excellence in Teaching and Learning to fund “Islamophobia and Higher Education: Developing Pedagogy and Awareness” program.
BAGWELL COLLEGE OF EDUCATION FUNDING Ms. Susan Collins (Senior Lecturer, BCOEEECE) - $5,000 award from the Bagwell
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College of Education to co-sponsor participation in the Carreta Experiential Research Sea Turtle Conservation Project at Wassaw Island. Dr. Megan Adams (Assistant Professor, BCOE-SMGE) - $2,500 to fund “Fast Start Academy: Meeting the Needs of Young Readers and Building Pre-service Teachers’ Efficacy.” Dr. Ann Bennett (Assistant Professor, BCOE-SMGE) - $2,500 to fund “A Qualitative Study of the School/Prison Nexus.” Dr. Stacy R. Delacruz (Associate Professor, BCOE-EECE) - $2,500 to fund “Using a Critical Literacy Lens to Explore Textual Representations of the World in Preschool and Pre-kindergarten Classrooms.” Dr. Julia Fuller (Assistant Professor, BCOEIT) - $2,500 to fund “Learner Perceptions of Instructional Strategies implemented in the KSU ITEC MOOC.” Dr. Amanda Richey (Assistant Professor, BCOE-INED) - $2,500 to fund “Hunting for Our Lives: Urban Refugee Education in Jordan.” Dr. Camille Sutton-Brown-Fox (Assistant Professor, BCOE-EECE) - $2,500 to fund “Show and Tell…and Take Action: A Photovoice Project with Elementary School Students.” Dr. Natasha Thornton (Assistant Professor, BCOE-EECE) - $2,500 to fund “A Change is Going to Come: Reading and Writing for Social Action in Grades 3 – 5.”
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F A C U LT Y S C H O L A R S H I P
P U B L I C AT I O N S
BAGWELL COLLEGE OF EDUCATION BOOK CHAPTERS Adams, E. (2017). An hour in our town. In S. G. Grant, J. Lee, & K. Swan (Eds.), Teaching social studies: A methods book for methods teachers (pp. 209-214). Charlotte, NC: Information Age Publishing. Adams, M. G. (2017). Culturally responsible teaching: An example and lessons learned. In M. G. Adams, S. C. Rodriguez, & K. Zimmer (Eds.), Culturally relevant teaching: Preparing teachers to include all learners (pp. 45-60). Lanham, MD: Rowman & Littlefield. Adams, M. G., Rodriguez, S. C., & Zimmer, K. (2017). Summer bridge programs to encourage literacy success for all children. In M. G. Adams, S. Rodriguez, & K. Zimmer (Eds.), Culturally relevant teaching: Preparing teachers to include all learners (pp. 93-104). Lanham, MD: Rowman & Littlefield. An, S. (2016). Navigating higher education as an Asian immigrant female. In K. H. Brown, P. Alvarez McHatton, M. Frazier, & T. Scott (Eds.), Faculty of Color navigating higher education (pp. 35-50). Lanham, MD: Rowman & Littlefield.
Coffey, D. J. (2016). Child learners. In S. L. Danver (Ed.), The SAGE encyclopedia of online education (pp. 175-178). Thousand Oaks, CA: SAGE Publications. doi: http:// dx.doi.org/10.4135/9781483318332.n61 Coffey, D. J. (2016). Commercial teaching tools. In S. L. Danver (Ed.), The SAGE encyclopedia of online education (pp. 198-200). Thousand Oaks, CA: SAGE Publications. doi: http://dx.doi. org/10.4135/9781483318332.n70 Coffey, D. J. (2016). Online content databases. In S. L. Danver (Ed.), The SAGE encyclopedia of online education (p. 815). Thousand Oaks, CA: SAGE Publications. doi: http://dx.doi. org/10.4135/9781483318332.n260 Coffey, D. J. (2016). Personalization of programs. In S. L. Danver (Ed.), The SAGE encyclopedia of online education (pp. 896-897).Thousand Oaks, CA: SAGE Publications. doi: http://dx.doi. org/10.4135/9781483318332.n284 Coffey, D. J. (2016). Tutoring. In S. L. Danver (Ed.), The SAGE encyclopedia of online education (pp. 1140-1144). Thousand Oaks, CA: SAGE Publications. doi: http://dx.doi.org/10.4135/9781483318332. n369
Ford, J. C. (2016). ‘I’m feelin’ it.’: Embodied spiritual activism for my queer Black liberation. In B. Berila, M. Klein, & C. Jackson-Roberts (Eds.), Yoga, the body, and embodied social change (pp. 29-40). Lanham, MD: Lexington Books. Ford, J. C. (2017). ‘No really...Call me crazy’: A teacher educator’s attempt to demonstrate the power of word reclamation, identity creation, and vulnerability. In B. Picower & R. Kohli (Eds.), Confronting racism in teacher education: Counter-narratives of critical practice (pp. 67-73). New York: Routledge. Glenn, T. L. (2017). The sword, the shield, and double-consciousness: Notes on reconciling and negotiating the Black male scholar identity. In K. H. Brown, P. Alvarez McHatton, & M. T. Scott (Eds.), Faculty of Color navigating higher education (pp. 19-34). Lanham, MD: Rowan & Littlefield. Guillory, N. A. (2016). #Black women matter: Intersectionality and Kimberle Crenshaw’s legacy. In D. Taliaferro Baszile, K. T. Edwards, & N. Guillory (Eds.), Race, gender, and curriculum theorizing: Working in womanish ways (pp. 103118). New York, NY: Lexington Books, Rowman & Littlefield. Paris, N. A. (2016). Cognitive development in adolescence. In S. B. Mertens, M. M. Caskey, & N. Flowers (Eds.), The encyclopedia of middle grades education (2nd ed., pp. 89-92). Charlotte, NC: Information Age Publishing. Rodriguez, S. C. (2016). Understanding and teaching emergent bilingual students. In C. Martin & D. Polly (Eds.), Handbook of research on teacher education and professional development (pp. 605-615). Hershey, PA: IGI Global. Rodriguez, S. C. (2017). Strategies for supporting emergent bilingual students. In M. G. Adams, S. C. Rodriguez, & K.
Bagwell College of Education | bagwell.kennesaw.edu
Zimmer (Eds.), Cultural relevance across teaching: Models of inclusive practices across disciplines (pp. 61-72). Lanham, MD: Rowman & Littlefield.
C. Rodriguez, & K. Zimmer (Eds.), Culturally relevant teaching: Preparing teachers to include all learners (pp. 3-13). Lanham, MD: Rowman & Littlefield.
Rodriguez, S. C., Adams, M., & Zimmer, K. (2016). Fostering diverse praxis: Preservice teachers’ perceptions of efficacy. In C. Martin & D. Polly (Eds.), Handbook of research on teacher education and professional development (pp. 210-226). Hershey, PA: IGI Global.
Zong, G. (2017). Which half of the sky? A critical analysis of representation of women in Chinese middle school history textbooks. In E. Brown & G. Zong (Eds.), Global perspectives on gender and sexuality in education: Raising awareness, fostering equity, and advancing justice (pp. 129-146). Charlotte, NC: Information Age Publishing.
Russell, F. A., & Richey, A. B. (2016). Supporting inservice teachers of English learners and their development of an asset-based framework through community asset maps and oral histories in the U.S. In I. Hussein Amzat, & N. P. Valdez (Eds.), Teacher professional knowledge and development for reflective and inclusive practices (pp. 115-125). New York: Routledge. Taliaferro, D., Brandon, L., Guillory, N., & Salaam, T.K. (2016). Four/For colored girls who do curriculum theory. (2016). In D. T. Baszile, K. T. Edwards, & N. Guillory (Eds.), Race, gender, and curriculum theorizing: Working in womanish ways (pp. 147-170). New York, NY: Lexington Books, Rowman & Littlefield. Thompson, W., Coffey, D. J., & Pettet, T. (2016). Augmenting academic writing achievement for all students. In E. Ortlieb, E. H. Cheek, Jr., & V. Wolfram (Eds.), Literacy research, practices, and evaluation, Vol. 7: Writing instruction to support literacy success (pp. 303-330). Emerald Group Publishing Limited. www.emeraldinsight.com/doi/full/10.1108/S2048045820160000007018 Whitlock, R. U. (2016). The practice of radical love: Understanding curriculum as queer theological text. In honor of William F. Pinar, M. A. Doll, (Ed.), The reconceptualization of curriculum studies: A Festschrift (pp. 179-186). New York: Routledge. Zimmer, K. (2017). Enhancing social development for preschool students with autism: A teacher’s guide. Teaching exceptional children. In M. G. Adams, S.
BOOKS EDITED Adams, M. G., Rodriguez, S. C., & Zimmer, K. E. (2017). Culturally relevant teaching: Preparing teachers to include all learners. Lanham, MD: Rowman & Littlefield. Brown, E, & Zong, G. (2017). Global perspectives on gender and sexuality: Raising awareness, fostering equity, and advancing justice. Charlotte, NC: Information Age Publishing. Taliaferro Baszile, D., Edwards, K., & Guillory, N. A. (2016). Race, gender, and curriculum theorizing: Working in womanish ways. Lanham, MD: Rowman & Littlefield. ISBN:9781498521130
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E. Nelson, & J. K. Chrisman]. The Journal of Social Studies Research, 40(4), 339-342. Rodriguez, S. C. (2016). Transformative texts. [Review of the book Early Biliteracy Development: Exploring Young Learners’ Use of Their Linguistic Resources, by E.B. Bauer & Mileidis Gort, Editors]. Language Arts, 93(6), 457-458. JOURNAL ARTICLES An, S. (2017). AsianCrit perspective on social studies. Journal of Social Studies Research, 41(2), 131-139. An, S. (2017). Preparing elementary school teachers for social studies instruction in the context of edTPA. Journal of Social Studies Research, 41(1), 25-35. An, S. (2016). Possibilities and limitations of elementary social studies methods course to prepare elementary teachers as global citizenship educators. Journal of Research in Curriculum & Instruction, 20(3), 276-286. Bessette, H. J., & Paris, N. A. (2016). Drawing on metaphors of teaching to elicit reflexive thinking. Crtial Issues in Teacher Education, 23, 79-90.
BOOK REVIEWS
Boske, C. & Elue, C. (2017). Are you qualified to be a member of this ‘Elite Group’? Journal of Cases in Educational Leadership, 20(2), 145-162.
Adams, E. (2016). Childhood is a social study. [Review of the book Social Studies and Young Children by E. A. Odhiambo, L.
Bhatnagar, R., Kim, J., & Many, J. (2017). An instrument to study state-wide implementation of edTPA: Validating the levels
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of edTPA integration survey. Journal of Research in Education, 27(1). 24-33. Braden, E. & Rodriguez, S. C. (2016). Beyond mirrors and windows: A critical content analysis of Latino children’s books. Journal of Language & Literacy Education, 12(2), 56-83. Cruz, J., Okoh, O., Gooden, A., Spates, K., Elue, C., & Rousseau, N. (2016). The evolution of Black feminist thought. Departures in Critical Qualitative Research, 5(3), 77-100. doi: 10.1525/ dcqr.2016.5.3.77 Driver, M. K., & Powell, S. R. (2016). Culturally and linguistically responsive schema intervention: Improving wordproblem solving for English language learners with mathematics difficulty. Learning Disability Quarterly, 40(1), 41-53. Ellerbrock, C., Vásquez, A., Cruz, B., & Howes, E. (2016). Preparing culturally responsive teachers: Effective practices in teacher education. Action in Teacher Education, 38(3), 226-239.
Glazewski, K., & Brantley-Dias, L. (2016). When we partner with teachers: A commentary on partnerships, scaffolding and (accidental) emphasis on STEM. International Journal of Designs for Learning, 7(2), i-ii. Bloomington, IN: Indiana University. Hinnant-Crawford, B. N., Faison, M. Z., Chang, M.–L. (2016). Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement. Journal for Multicultural Education, 10(3), 274-293. doi: http://dx.doi.org/10.1108/ JME-05-2016-0032
tives about education and curriculum reforms: Why education and curriculum reforms need to be a continuous process. International Journal for Innovation Education and Research, 4(9) 29-34. Lee, C., Roberts, C., & Coffey, D. (2016). Using purposefully created stories to teach academic vocabulary. Intervention in School and Clinic, 52(5), 304-310.
Kerr, S., & Adams, E. (2017). What do you see? Visual(izing) social studies for all students. Oregon Social Studies Journal, 5(1), 30-41.
Lee, G., & Kim Y. A. (2016). Interrelationship among school characteristics, parental involvement, and children’s characteristics in predicting children’s victimization by peers: Comparison between the United States and three Eastern Asia countries. Journal of International Education Research, 12, 119-128.
Kim, J., & Smith, T. (2017). Exploring measurement invariance by gender in the profile of mood states depression subscale among cancer survivors. Quality of Life Research, 26(1), 171-175. doi:10.1007/ s11136-016-1452-x
Ozu-Cenzig, O., Zepeda, S., Ilgan, A., Jimenez, A., Ata, A., & Akram, M. (2017). Teachers’ psychological well-being: A comparison among teachers in USA, Turkey, and Pakistan. International Journal of Mental Health Promotion, 19(3), 144-158.
King-McKenzie, E. L. (2016). Perspec-
Paulus, T., & Bennett, A. (2017). “I have
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a love-hate relationship with ATLAS.ti”: Integrating qualitative data analysis software into a graduate research methods course. International Journal of Research & Method in Education, 40(1), 19-35.
Wallace, C. S., & Priestley, M. (2016). Secondary science teachers as curriculum makers: Constructing Scotland’s Curriculum for Excellence. Journal of Research in Science Teaching, 54(3), 324-349.
Prieto, J., Martánez-Monás, A., & JorrínAbellán, I. M. (2016). Competency-based curriculum design: An action research experience in secondary education, Qualitative Research in Education, 5(2), 167-199. doi:10.17583/qre.2016.1713
Wilson, P.H., Sztajn, P., Edgington, C., Webb, J., & Myers, M. (2017). Changes in teachers’ discourse about students in a professional development on learning trajectories. American Educational Research Journal, 27(1). doi:10.3102/0002831217693801
Rodriguez, S. C., & Braden, E. G. (2016). Beyond mirrors and windows: A critical content analysis of Latino children’s books. Journal of Language and Literacy Education, 12(2), 56-83. Silveri, S., Allen, E., Baines, J., Flores-Mays, C., Rodriguez, S. C., Thornton, N., & Wynter-Hoyte, K. (2016). Problematic proclivities. English Journal, 105(6), 14-17. Simmons, D. R., Clegorne, N. A., & Woods-Wells, T. (2017). Leadership paradigms in construction: Critical review to inform research and practice. Journal of Management in Engineering, 33(4). ISSN: 0742-597X Smith, M. D., & Glenn, T. L. (2016). Reflecting on the reflection…: Exploring teacher candidates’ assumptions of self and others through facilitated reflection. The Teacher Educator, 51(4), 314-334. Strieker, T. S., Adams, M. G., Lim, W., & Wright, M. S. (2017). Using narrative analysis to understand the relationships and practices of pre-service co-teachers. Georgia Educational Researcher, (Summer, 2017 ed.). Thomson, K., Draper, P., Gilmore, A., Majury, N., O’Conner, K., Vásquez, A. & Waite, J. (2017). Student voice in work integrated learning scholarship: A review of teacher education and geographical sciences. Teaching and Learning Inquiry: The ISSOTL Journal. 5(1). doi: http://dx.doi. org/10.20343/5.1.4 Tran, H., & Buckman, D. (2017). The impact of principal movement and school achievement on principal pay. Leadership & Policy in Schools, 16(1), 106-129.
Yi, Y, & Angay-Crowder, T. (2016). Multimodal practices for ESOL teacher education in TESOL. TESOL Quarterly, 50(4), 988-998. ONLINE JOURNAL ARTICLES Ali, R., & Wright, J. M. (2017). Examination of the QM process: Making a case for transformative professional development model. International Journal on E-Learning. Retrieved from http://www. learntechlib.org/j/IJEL/v/16/n/4/ Bennett, J. S., Driver, M. K., & Trent, S. C. (2017). Real or ideal?: How White privilege is addressed in teacher education. Urban Education. Retrieved from http://journals.sagepub.com/doi/ full/10.1177/0042085917690205 Ellerbrock, C., Vásquez, A., Cruz, B., & Howes, E. (2016). Preparing culturally responsive teachers: Effective practices in teacher education. Action in Teacher Education, 38(3), 226-229. Retrieved from http://www.tandfonline.com/doi/full/10.10 80/01626620.2016.1194780 Ford, J. C. (2016). Very simple. I just don’t lie: The role of honesty in Black lesbian teacher discourse. Journal of Lesbian Studies, 21(4). Retrieved from http:// www.tandfonline.com/action/doSearch?Al lField=Ford&SeriesKey=wjls20 Guerra, P. P., & An, S. (2016). Possibilities and challenges of teaching integrated math and social studies for social justice: Two teacher educators’ collaborative self-study. Georgia Educational Researcher, 13(2), 1-32. Retrieved from http://digitalcommons.georgiasouthern.edu/gerjournal/
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vol13/iss2/1 Harman, R., & Khote, N. (2017). Critical SFL Praxis with bilingual youth: Disciplinary instruction in a third space. Critical Inquiry in Language Studies, 14(1), 1-27. Retrieved from http://www.isls.co/journal. php Jimenez, A., & Zepeda, S. (2017). Building the plane in flight: Establishing post-hoc inter-rater reliability coefficients in an educational context. SAGE Research Methods Cases. Retrieved from https://www. researchgate.net/publication/312993886_ Building_the_Plane_in_Flight_Establishing_Post_Hoc_Inter-Rater_Reliability_ Coefficients_in_an_Educational_Context Jorrín-Abellán, I. M. (2016). Hopscotch building: A model for the generation of qualitative research designs. Georgia Educational Researcher, 13(1), 2-24. doi:10.20429/ger.2016.130104 Kelly-Jackson, C., Szwec, C., Davis, T., & Lebert, K. (2017). Science in my city: Using photography to make science more relevant. National Professional Development Schools (NAPDS): Stories from the Field Blog. Retrieved from http://napds. org/category/stories-from-the-field/ Kim, Y., An, S., Kim, H., & Kim, J. (2016). Meaning of parental involvement among Korean immigrant parents: A mixedmethods approach. The Journal of Education Research. Retrieved from http:// www.tandfonline.com/doi/abs/10.1080/00 220671.2016.1220355 Langub, L. W., & Lokey-Vega, A. (2017). Rethinking instructional technology to improve pedagogy for digital literacy: A design case in a graduate early childhood education course. TechTrends, 61(4), 1-9. doi:10.1007/s11528-017-0185-1 Larkin, I. M., Brantley-Dias, L., & LokeyVega, A. (2016). Job satisfaction, organizational commitment, and turnover intention of K-12 online teachers. Online Learning Journal, 20(3), 26-51. Lokey-Vega, A. L. (2017). Preparing K-12 teachers for online teaching in U.S. schools. Studies in Educational Leadership, 3, 197.
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makers: Constructing Scotland’s Curriculum for Excellence. Journal of Research in Science Teaching, 54(3) 324-349. Retrieved from http://onlinelibrary.wiley. com.proxy.kennesaw.edu/doi/10.1002/ tea.21346/full PROCEEDINGS Callahan, K. M. (2016). The nature of mathematical conversations among prospective middle school teachers in a mathematics content course. In K. V. Adolphson & T. M. Olson (Eds.), Proceedings of the 43rd Annual Meeting of the Research Council on Mathematics (pp. 75-82). Orlando, FL, RCML, USA. Coffey, D. J., & Thompson, W. D. (2016). Promoting conceptual understanding through dialogic writing and multiple levels of mentoring. In N. Dominguez (Ed.), Proceedings of the 9th Annual Mentoring Conference (pp. 857-862). Albuquerque, New Mexico: The University of New Mexico. Lyons, L. M., Jean-Sigur, R. E., & Bell, D. D. (2016). Addressing the needs and challenges of high quality child care service on university campuses: One institution’s collaborative approach. Journal of Ethical and Educational Leadership, 3(8), 1-10. Retrieved from http://cojeel. org/wp-content/uploads/2013/06/JEELVol3No8.pdf
Lawler, B. R., Ronau, R. N., & MohrSchroeder, M. J. (2017). From improvement to transformation. In B. R. Lawler, R. N. Ronau, & M. J. Mohr-Schroeder (Eds.), Proceedings of the 5th Annual Mathematics Teacher Education Partnership Conference (pp. 168-180). Washington, DC: Association of Public Land-Grant Universities.
Strieker, T., Adams, M., Cone, N., Hubbard, D., & Lim, W. (2016). Supervision matters: Collegial, developmental, and reflective approaches to supervision of teacher candidates. Cogent Education, 3(1). Retrieved from http://dx.dol.org/10.1 080/233186X.2016.1251075
Lawler, B. R., Ronau, R. N., MohrSchroeder, M. J. (2017). Overview of the Conference. In B.R. Lawler, R.N. Ronau, & M.J. Mohr-Schroeder (Eds.), Proceedings of the 5th Annual Mathematics Teacher Education Partnership Conference (pp. 10-17). Washington, DC: Association of Public Land-Grant Universities.
Thomson, K., Draper, P., Gilmore, A., Majury, N., O’Conner, K., Vásquez, A., & Waite, J. (2017). Student voice in work integrated learning scholarship: A review of teacher education and geographical sciences. Teaching and Learning Inquiry: The ISSOTL Journal, 5(1). doi: http://dx.doi. org/10.20343/5.1.4 Wallace, C. S. & Priestly, M. R. (2016). Secondary science teachers as curriculum
Warner, M. (2017). Technological pedagogical content knowledge and problem based learning enhance teacher preparation for elementary education. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), 11th International Technology, Education and Development Conference. Valencia, Spain. INTED 2017 Proceedings (pp. 555-562). doi:10.21125/
inted.2017.0027
COLLEGE OF THE ARTS BOOKS Garner, R. L. (2016). Digital art therapy: Material, methods and applications. London: Jessica Kingsley Publishers. JOURNAL ARTICLES
Crow, S. R., & Kastello, L. (2016). The disposition of elementary school children of individualistic and collectivist culture who are intrinsically motivated to seek information. School Library Research, 19, ISSN: 2165-1019 ONLINE JOURNAL ARTICLES Garner, R. L. (2016). Dendritic forms and virtual worlds. Interalia Magazine - The Heart of the Brain, Vol. 28 (November 2016). Retrieved from http://www.interaliamag.org/ articles/rick-l-garner-dendritic-forms-andvirtual-worlds/ Kastello, L. (2016). Online art education: Is it right for YOU? Monthly Mentor. National Art Education Association. Retrieved from http:// naea.typepad.com/naea/2016/01/index.html
COLLEGE OF HUMANITIES AND SOCIAL SCIENCES BOOKS
Crovitz, D., & Devereaux, M. (2017). Grammar to get things done: A practical guide for teachers anchored in real-world usage. New York, NY: Routledge/NCTE. Young, C. A., & Moran, C. M. (Eds.). (2017). Applying the flipped classroom method to English language arts education. Hershey, PA: IGI Global. ISBN:9781522522423 BOOK CHAPTERS Moran, C. M., Young, C. A., Brooks, N., & Romano, A. (2017). Flipping the flip to empower students: Using constructivist principles to reinvent flipped ELA instruction. In C. A. Young & C. M. Moran (Eds.), Applying the flipped classroom method to English language arts education. (pp. 229-254). Hershey, PA: IGI Global. ONLINE JOURNAL ARTICLES
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Moran, C. M. (2016). Telling our story: Using digital scrapbooks to celebrate cultural capital. International Journal of Designs for Learning, 7(3), 88-94. Retrieved from https://scholarworks.iu.edu/journals/ index.php/ijdl/article/view/19211 BOOK REVIEWS
Dail, J. S. & Thompson, N. (2016). [Review of the book Talking back: Remix as a tool to help students exercise authority when making meaning.] The ALAN Review, 43(3), 35-48. WHITE PAPER
Moran, C. M. (2016). Middle Level Research Special Interest Group of the American Educational Research Association. MLER SIG Research Agenda [White paper]. http://mlersig.net/research/mler-sig-research-agenda/
COLLEGE OF SCIENCE AND MATHEMATICS BOOK CHAPTERS Marshall, A. M. S., & Callahan, K. M. (2016).
Mathematics teacher educators’ TPACK and MKT knowledge domains: Designing online discussion blogs. In M. L. Niess, S. Driskell, & K. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. 353-380). Hershey, PA: IGI Global. PROCEEDINGS Callahan, K. M., & Marshall, A. M. S. (2016). Using online discussions with in-class tasks: A blended instructional approach for teacher education. In R. Barcelos Amaral & V. Hoyos (Eds.), Proceedings of the 13th International Congress on Mathematical Education (ICME). Hamburg, Germany. JOURNAL ARTICLES Callahan, K. M., (2016). Prospective middle school teachers’ generalizing actions as they reason about algebraic and geometric representations of even and odd numbers. Teacher Education & Practice, 29(4), 630-641. Eick, C. J., & Dias, M. (2016). Enacting a reform-based science curriculum: Design changes to extend inquiry. International Jour-
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nal of Designs for Learning, 7(1), 37-59. Sanchez, W. B., & Glassmeyer, D. (2016). Connecting parabolas and quadratic functions. Mathematics Teacher, 110(5), 380-386.
WELLSTAR COLLEGE OF HEALTH AND HUMAN SERVICES JOURNAL ARTICLES Sliwa, S., Nihiser, A., Lee, S., McCaughtry, N., Culp, B., & Michael, S. (2017). Engaging students in physical education: Key challenges and opportunities for physical educators in urban settings. Journal of Physical Education, Recreation & Dance. doi:10.1080/07303084.2 017.1271266 ONLINE JOURNAL ARTICLES Culp, B. (2017). “Illegitimate” bodies in legitimate times: Life, liberty, and the pursuit of movement, Quest 69(2). Retrieved from http://dx.doi.org/10.1080/00336297.2017.128 7578
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2016-2017
FAC U LT Y P R E S E N TAT I O N S
BAGWELL COLLEGE OF EDUCATION Adams, E. (2016, October). Moving beyond neoclassicism: Finding machianic subjectivity in a Deleuzo Guattarian read of K-12 economics curriculum. Bergamo Conference for Curriculum Theorizing, Dayton, OH. Adams, E. (2016, October). The consequences and affordances of neoclassicism and the GPS economics curriculum. Georgia Educational Research Association Conference, Augusta, GA. Adams, E. (2016, November). Check-cashing, buying socks, and work-study: Preservice social studies teachers talk about socioeconomics in social studies teacher education. College and University Faculty Association of the National Council for the Social Studies, Washington, DC. Adams, E. (2017, March). Facts in the fiction: Using chains in the elementary classroom for ELA and social studies (with ECE 4403 students). Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA. Adams, E. (2017, April). Talking about panopticons in teacher education. American Educational Research Association Annual Meeting, San Antonio, TX.
Georgia Educational Research Association Conference, Augusta, GA. Adams, M. G., Rodriguez, S. C., & Zimmer, K. E. (2016, December). Fostering diverse praxis: Meaningful field experiences to increase pre-service teachers’ perceptions of efficacy. Incorporating culturally relevant pedagogy into online courses. Annual Meeting of the American Reading Forum, Sanibel, FL. Adams, M. G., & Tuttle, C. (2017, January). Engaging learners through writing: Writing as inquiry across the curriculum. Georgia Department of Education, Atlanta, GA. Adams, M. G., & Tuttle, C. (2017, February). Content area and disciplinary literacy. Georgia Department of Education, Atlanta, GA. Alford, K., & Cox, H. (2016, November). App knockout: Tech tools for personalized learning. Georgia Educational Technology Conference, College Park, GA. An, S. (2016, December). An AsianCrit perspective on Asian American inclusion in U.S. history curriculum standards. College and University Faculty Association of the National Council for the Social Studies, Washington, DC.
Adams, M. G. (2017, May). Investigating instructor flexibility through the lens of SoTL: An autoethnographic SoTL approach. International Congress of Qualitative Inquiry, Champaign-Urbana, IL.
An, S. (2017, April). Impact of edTPA on elementary social studies teacher education: A national survey. American Educational Research Association Annual Meeting, San Antonio, TX.
Adams, M. G., Rodriguez, S. C., & Zimmer, K. E. (2016, October). Studying cultural relevance in online courses: A case study.
An, S. (2017, April). Unpacking patriotism in an elementary social studies methods class. American Educational Research Association Annual Meeting, San Antonio, TX.
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Angay-Crowder, T. (2017, March). Multilingual doctoral students’ intertextuality and academic literacies at web seminars. TESOL International Convention, Seattle, WA.
students meet our “criteria”: Exclusive graduate education in educational administration programs. University Council for Educational Administration Conference, Detroit, MI.
Banks, M., Croft, S., & Stenhouse, V. (2016, October). It’s clobberin’ time!!! Educational stakeholders beating a perfect storm of neoliberalism in the urban South. U.S. Sources of Urban Educational Excellence Conference, Atlanta, GA.
Braden, E., & Rodriguez, S. C. (2017, April). A critical content analysis of Latina/o children’s books. American Educational Research Association Annual Meeting, San Antonio, TX.
Basch, K. (2017, March). Culture matters: Using literature to explore and celebrate diversity. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA. Bessette, H. J. (2016, August). Paraprofessionals as partners: Providing equitable experiences for students with exceptionalities. 39th Annual Massachusetts Title I Conference, MA. Title 1 Dissemination Project, Marlborough, MA. Bilyeu, A., & Jsames, M. (2016, November). Moving from emoticons and explanation points to quality content: Successful blogging with students. Georgia Educational Technology Conference, College Park, GA. Bhatnagar, R., Kim, J., & Many, J. (2017, April). Understanding faculty concerns and the change process resulting from adoption of a high-stakes performance assessment. American Educational Research Association Annual Meeting, San Antonio, TX. Borders, M., Cox, H., & Stephens, S. (2017, March). Getting your energy and time back: How using tech in your class can renew your love in the classroom. Future of Education Technology Conference, Orlando, FL. Boske, C., & Elue, C. (2016, November). Not convinced ‘these’
Brantley-Dias, L., Lokey-Vega, A., Fuller, J., & Langub, L. W. (2016, October). What teachers say works and what they learned from participating in a professional learning MOOC. Association for Educational Communications and Technology Conference, Las Vegas, NV. Brown, Z. (2016, November). Professional curation and personalized learning networks. Georgia Education Technology Conference, Atlanta, G Buckman, D. G. (2017, February). State of states: Louisiana educational budget trends roundtable discussion. National Education Finance Conference, Cincinnati, OH. Buckman, D. G., & Tran, H. (2017, February). The relationship between teachers’ pay and student drop out in Florida. National Education Finance Academy Conference, Cincinnati, OH. Carter Hicks, J. (2016, October). Assistive technology: Strategies for facilitating transition services across the P-20 trajectory. Georgia Educational Research Association Meeting, Augusta, GA. Carter Hicks, J., Maddox, H., & Satterfield, P. (2016, December). Hands-on Universal Design for learning model classroom: KSU experience. Georgia Institute of Technology, Atlanta, GA. Chang, M. –L., & Taxer, J. (2017, April). Why do I feel this way?
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Teacher appraisals and emotion regulation strategies in response to student misbehavior. Society for Research in Child Development Annual Conference, Austin, TX. Clegorne, N., Carlson, K., Evans, H., & Simmons, D. (2016, November). The leadership education collaborative: An alternative campus-wide leadership curriculum. International Leadership Association Annual Global Conference, Atlanta, GA. Coffey, D. (2016, July). Promoting enthusiasm for literacy using modules for the study abroad experience. International Literacy Association Conference, Boston, MA. Coffey, D. (2016, November). Enhancing media literacy throughout a study abroad experience. Association of Literacy Educators and Researchers Conference, Myrtle Beach, SC.
Young Adults, Kennesaw, GA. Coffey, D., & Thompson, W. (2016, October). Dialogic writing and multiple levels of mentoring. University of New Mexico Mentoring Institute Annual Mentoring Conference Poster Session, Albuquerque, NM. Coffey, D., & Thompson, W. (2016, October). Promoting conceptual understanding through dialogic writing and multiple levels of mentoring. University of New Mexico Mentoring Institute Annual Mentoring Conference, Albuquerque, NM. Cox H., Hale, A., & Stephens, S. (2017, January). We’ve pledged to stay cutting edge: Becoming future ready and the next steps. Future of Education Technology Conference, Orlando, FL. Cox, H., Jackson, J., & Stephens, S. (2016, November). All good things come in threes: A collection of tools for your every classroom need. Georgia Educational Technology Conference, College Park, GA. Cox, H., Rioux A., & Williamson, J. (2017, June). From tech specialist to tech coach. International Society for Technology in Education Conference, San Antonio, TX. Croft, S. (2016, October). Reconstructing a historical principal leadership paradigm: An exemplar studentcentered and democratically motivated principal leadership. Georgia Educational Research Association Conference, Augusta, GA. Croft, S. (2017, April). Reconstructing pre-Brown principals’ leadership paradigms to inform and expand contemporary principals’ leadership paradigms. American Educational Research Association Annual Meeting, San Antonio, TX. Croft, S., Pogue, T., & Willis, V. (2016, October). Disrupting silos and establishing authentic relationships: Analysis of a university-school collaboration in the urban South. Sources of Urban Educational Excellence Conference, Atlanta, GA. Dail, J., Vásquez, A., Bailey, K., Holt, M., & Smith, K. (2017, February). Connected classrooms: Using Google Drive and applications to create online learning spaces. Georgia Council of Teachers of English Annual Conference, Atlanta, GA.
Coffey, D., & Maddox, H. (2017, March). Exploring literature with virtual field trips. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA. Coffey, D., & Maddox, H. (2017, March). Exploring the legacy of Dr. Martin Luther King, Jr. with literature and technology. Kennesaw State University Conference on Literature for Children and
Davis, A., Gordon, E., Guglielmo, L., McNamara, C., Ritchie, S., & Ryan, E. (2017, March). #MISOGYNY. Southeastern Women’s Studies Association Conference, Atlanta, GA. Delacruz, S., & Howrey, S. T. (2016, July). Building digital literacy bridges: Connecting cultures and promoting cultural competencies through school-based virtual field trips. The Organization of Teacher Educators in Reading, International Literacy Association
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Conference, Boston, MA. Driver, M. K., & Myers, M. (2017, March). Teacher candidate perceptions of working with students with disabilities: Implications for general and special education preparation programs. American Association of Colleges for Teacher Education, Tampa, FL. Driver, M. K., & Zimmer, K. E. (2016, October). Embedding virtual simulations in teacher education: Innovations for preparation and practice. Georgia Association of Teacher Educators, Young Harris, GA. Driver, M. K., & Zimmer, K. E. (2017, March). Embedding virtual simulations in teacher education: Lessons learned and promising practice to improve candidate knowledge. American Association of Colleges for Teacher Education, Tampa, FL.
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Fox, D. L. (2017, February). Innovations in teacher leadership at Kennesaw State University. Northwest Georgia Collaborative, Georgia Professional Standards Commission, Northwest Georgia RESA, Rome, GA. Fox, D. L. (2017, April). Teacher leader preparation. Education Preparation Advisory Committee/Georgia Educator Preparation Programs Spring Conference (jointly sponsored by University System of Georgia and Georgia Association of Colleges of Teacher Education), Peachtree City, GA. Funk, M. L., & Chafin, J. J. (2016, October). Utilizing differentiated practices to promote assessment and continuous improvement. Georgia Association of Teacher Educators Conference, Young Harris, GA.
Driver, M. K., & Zimmer, K. E. (2017, June). Using virtual simulation to prepare preservice special education teachers for inclusive settings. TeachLive® Annual Conference, Orlando, FL. Elue, C. (2016, November). The underutilization of the public good: Examining issues around work life balance and attrition of graduate students. Association for the Study of Higher Education Conference, Columbus, OH. Elue, C. (2016, November). Who has access to the public good? The financial implications to college for rural low income students. Association for the Study of Higher Education Conference, Columbus, OH. Elue, C. (2017, April). The intersection of social media and emotional intelligence: A collaborative autoethnography. American Educational Research Association Annual Meeting, San Antonio, TX. Ford, J. C. (2016, November). The metaphysics of decoloniality: Transmuting energy for self-liberation. National Women’s Studies Association Annual Convening, Montreál, Québec. Ford, J. C. (2017, February). Mixed magic maker madness. Critical Mixed Race Studies Conference, Los Angeles, CA. Ford, J. C. (2017, March). A mindful journey into teaching. Southeast Women’s Studies Association. Atlanta, GA. Ford, J. C. (2017, April). On honoring our humanity: A womanist analysis of the film Moonlight. 2017 Circling the Elements Hip Hop Conference: Hip Hop in Diaspora, Albany, GA.
Funk, M. L., & Chafin, J. J. (2016, December). Assessment quality: Validity and reliability. Georgia Professional Standards Commission Certification and Program Officials Conference, Macon, GA. García-Sastre, S., Villagrá-Sobrino, S. L., & Jorrín-Abellán, I. M. (2016, July). De la transferencia de competencias de la asignatura TIC aplicadas a la Educación en el Grado de maestro/a de Educación Primaria a su desarrollo profesional en centros educativos. XVI Congreso Nacional y VII Congreso Iberoamericano de Peda-
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gogía. Sociedad Española de Pedagogía, Madrid, Spain. Gillis, B., Vásquez, A., & Wood, C. (2016, November). Teaching and modeling action for social justice in university teacher education programs and the communities they serve. National Council of Teachers of English Conference, Atlanta, GA. Glenn, T. L., & Smith, M. D. (2016, November). Cultivating spaces for critical conversations about race and gender. Special Session on Diversity, Teacher Education Division of the Council for Exceptional Children Conference, Lexington, KY.
Hale, A. (2017, January).We pledged to stay cutting edge. Future of Educational Technology Conference, Orlando, FL. Hale, A., Ockwell, T., & Martin, L. (2016, June). The choice is yours! Listening to the voices in your classroom. Fulton County Schools Summer Summit, Atlanta, GA. Hale, A., & Taylor, C. (2017, March). Digital media for all learners. Redefining Learning Conference, Atlanta, GA. Howrey, S. T. (2016, November). Rethinking the American dream: A discourse analysis of pre-service teachers’ changing views on undocumented Mexican immigrants throughout a month-long literature circle experience. National Conference of Teachers of English, Atlanta, GA. Howrey, S. T. (2016, December). Critical discourse analysis as a method to analyze pre-service teachers’ changing views of undocumented Mexican immigration in a month-long online literature discussion group. Literacy Research Association International Conference, Nashville, TN. Howrey, S. T. (2017, March). The hero’s journey in multicultural picture books. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA. Howrey, S. T., Pearce, T. M., Pate, R. S., Sharp, L., Milby, T. M., Reed, M. D., & Barrera, S. (2016, July). Improving literacy instruction to impact teacher and student success. Professors of Literacy and Teacher Education SIG of the International Literacy Association Annual Session, Boston, MA. Hubbard, D. W. (2016, November). Field experience impact on preservice teacher efficacy level for teaching reading in the content areas. Association of Literacy Educators and Researchers Annual Meeting, Myrtle Beach, SC. Hubbard, D. W., Bishop, P., Daniel, L., & Virtue, D. (2016, October). Let us help you publish your research, scholarship, and creative activity! Association of Middle Level Education, Austin, TX.
Glenn, T. L., & Smith, M. D. (2017, March). Framing theory and culturally responsive teacher preparation: (Re)imagining diversity discourse in educator preparation. American Association of Colleges for Teacher Education Conference, Tampa, FL. Hale, A. (2016, November). Diving deeper into digital. Georgia Educational Technology Conference, College Park, GA. Hale, A. (2017, January). My school is future ready but am I? Future of Educational Technology Conference, Orlando, FL.
Jean-Sigur, R. E. (2016, October). Understanding culture and advancing the higher education opportunities of early care providers. National Black Child Development Institute Annual Conference, Orlando, FL. Jimenez, A., & Zepeda, S. (2017, April). Teacher quality of worklife: Exploring the impacting factors. American Educational Research Association Annual Meeting. San Antonio, TX. Johnson, A. D. (2016, July). Principal perceptions of university preparation programs. National Council of Professors of Education Administration Annual Conference, Detriot, MI.
Bagwell College of Education | bagwell.kennesaw.edu
Johnson, A. D., & James, S. (2017, April). Educational leadership program redesign based on faculty, principal, and research implications. American Educational Research Association Annual Meeting, San Antonio, TX. Johnson, A. D., & Kim, J. (2016, October). Principal perceptions on teacher retention and attrition: Implications for educational planning. International Society for Educational Planning Annual Conference, New Orleans, LA. Jorrín-Abellán, I. M. (2016, July). Creación aplicación y uso de un modelo y herramienta web para la generación de diseños de investigación cualitativos. XVI Congreso Nacional y VII Congreso Iberoamericano de Pedagogía. Sociedad Española de Pedagogía, Madrid, Spain. Jorrín-Abellán, I. M. (2017, June). Evaluando Rayuela: Una herramienta web para vincular los enfoques paradigmático y pragmático en la enseñanza de métodos de investigación cualitativa. XXV Jornadas Universitarias de Tecnología Educativa (JUTE). Red Universitaria de Tecnología Educativa, Burgos, Spain. Jorrín-Abellán, I. M., Guillory, N., Adams, M. G., & Koz, O. (2017, June). Herramienta Web para la generación de representaciones visuales de los marcos conceptuales de apoyo a tesis doctorales y trabajos fin de máster. XXV Jornadas Universitarias de Tecnología Educativa (JUTE). Red Universitaria de Tecnología Educativa, Burgos, Spain. Kelly-Jackson, C. (2017, February). Sustaining a PDS partnership: What do we do now? National Association of Professional Development Schools, Myrtle Beach, SC. Kelly-Jackson, C., Daniel, K., Szwec, C., & Williams, K. (2016, November). Preparing preservice teachers for diversity: Sustaining a PDS partnership in an urban school context. International Conference on Urban Education, San Juan, Puerto Rico. Kelly-Jackson, C., Head, M., & Rosengrant, D. (2016, October). Strengthening the pipeline to teacher preparation: Recruiting the next generation of secondary science teachers. Georgia Association of Teacher Educators Conference, Young Harris, GA.
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and attrition from principals’ perspectives. International Society for Educational Planning, New Orleans, LA. Kim,Y. A., An, S., Kim, H., & Kim, J. (2017, April). Meaning of parental involvement among Korean immigrant parents: A mixedmethods approach. American Educational Research Association Annual Meeting, San Antonio, TX. King-McKenzie, E. L. (2017, February). Social studies for environmental sustainability. [Paper planned for presentation]. The International Academic Forum (IAFOR) Conference on Education, Dubai, UE. King-McKenzie, E. L. (2017, May). Teaching social studies for civic and environmental responsibility. [Paper planned for presentation]. 19th Annual International Conference on Education, Athens, Greece. Langub, L. W. (2017, March). Best practice: Accessibility, pedagogy, and aesthetic considerations for online learning. Society for Information Technology and Teacher Education International Conference, Austin, TX. Langub, L. W. (2017, April). Ensuring accessibility: Online/Blended learning best practices. University System of Georgia Board of Regents Teaching and Learning Conference, Athens, GA. Larkin, I., Lokey-Vega, A. C., & Brantley-Dias, L. (2016, November). Online teacher job satisfaction. Michigan Virtual Learning Research Institute Webinar. Lansing, MI. Lawler, B. (2016, October). Classroom strategies to support groupwork. Georgia Council of Teachers of Mathematics Conference, Rock Eagle, GA. Lim, W., Guerra, P., & Kim, J. (2016, July). Using programming language to better understand mathematical symbols, syntax, and notations. International Congress on Mathematical Education, Hamburg, Germany. Lokey-Vega, A. C. (2016, November). Innovations in video for the classroom. International Symposium on Improving Teaching Quality, Chinese Culture University, Taipei, Taiwan.
Kelly-Jackson, C., & McAlpine, C. G. (2017, January). Piloting a year‐long field experience in PDS Schools. Hawaii International Conference on Education, Honolulu, HI.
Lokey-Vega, A. C. (2017, January). Humanizing the online instructor. Kennesaw State University Distance Learning Center Unconference 2017, Kennesaw, GA.
Khote, N. (2016, October). Deconstructing academic language. DeKalb County Schools District Meeting of ESOL Teachers, Stone Mountain, GA.
Lokey-Vega, A., & Bondeson, K. (2016, November). Accelerate 2016, Project-based online learning: A new prescriptive Model of Instructional Design,” Online Learning Consortium, Orlando, FL.
Khote, N. (2016, October). Scaffolding ELs from social language to academic registers in high school. Georgia Teachers of ESOL Conference, Atlanta, GA.
Lokey-Vega, A., & Bondeson, K., (2017, March). Innovation in design of Project-Based Learning for the K-12 online context. Society for Information Technology and Teacher Education, Austin, TX.
Kim, J. (2016, July). Computer classification testing approach: The effective screening of identifying youth behavioral and emotional risk. International Meeting of Psychometric Society, Asheville, NC.
Lokey-Vega, A., & Brantley-Dias, L. (2016, July). Scaling projectbased learning: Innovating the tutorial-by-example. Annual Coursera Partners Conference Coursera, Hague, Netherlands.
Kim, J., & Johnson, A. (2016, October). School teacher retention
Martinez, E., Elue, C., & Guillaume, R. (2017, April). The intersec-
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Bagwell College of Education | bagwell.kennesaw.edu
tion of social media and Emotional Intelligence: A collaborative autoethnography. American Educational Research Association Annual Meeting, San Antonio, TX.
Redish, T., Williamson, J., & Fuller, J. S. (2016, November). Instructional technology certification in Georgia! Georgia Educational Technology Conference, College Park, GA
McAlpine, G., Delacruz, S., & Steffen, C. (2016, October). A global STEM project within James Banks’ curriculum model. The Curriculum and Pedagogy Conference, Cleveland, Ohio.
Richey, A. B., An, S., Guerra, P., Richards, A., & Diop, O. (2017, March). Islamophobia and higher education: Developing pedagogy and advocacy as an interdisciplinary faculty learning community. Comparative and International Education Society Conference, Atlanta, GA.
McAlpine, G., Strieker, T., & Kelly-Jackson, C. (2017, January). Piloting a year-long field experience in PDS schools. Hawaii International Conference on Education, Honolulu, HI. Myers, M. (2016, November). Critical mathematics for elementary schools: Preparing pre-service teachers to meet the demands of global classrooms. International Conference on Urban Education, San Juan, PR. Myers, M. (2017, February). Funds of knowledge and ‘critical tasks’ in elementary mathematics PST preparation: A robust approach. Association of Mathematics Teacher Educators, Orlando, FL. Myers, M., & Sanchez, W. (2016, October). “In my shoes”…preparing pre-service teachers to advocate for social justice in mathematics education. Georgia Council of Teachers of Mathematics Conference, Rock Eagle, GA. O’Hara-Rosa, K., & Jean-Sigur, R. E. (2016, October). FAME Family Achievement Makes Excellence. Georgia Teachers of English for Speakers of Other Languages Conference, Atlanta, GA. Paris, N. A., & Bessette, H. J. (2016, October). Drawing on metaphors of teaching to elicit reflexive thinking. Georgia Educational Research Association Meeting, Augusta, GA. Paris, N. A., & Bessette, H. J. (2017, March). Using visual research methods to trouble teaching: Accessing the unseen through metaphor. [Best Paper Award.] International Organization of Social Sciences and Behavioral Research, New Orleans, LA. Pettet, T., Thompson, W., & Coffey, D. (2017, February). Poetry, pen-pals, and collaborative discovery groups in elementary science. Texas Association for Literacy Conference, Corpus Christi, TX. Pourreau, L., & Lokey-Vega, A. (2017, March). Perceptions of K-12 online teaching endorsement program effectiveness in Georgia: A case study. Society for Information Technology and Teacher Education, Austin, TX.
Ritchie, S. (2016, July). Troubling the gender binary: A conversation about gender in children’s picture books. International Whole Language Umbrella’s Literacies for All Summer Institute, St. Louis, MO. Ritchie, S. (2016, December). Troubling transnormativity: An analysis of children’s picture books. Literacy Research Association Conference, Nashville, TN. Ritchie, S., & Zsilavetz, C. (2016, November). Advocacy through teacher and community development: Lessons from Pride School Atlanta. National Council of Teachers of English Annual Convention, Atlanta, GA. Roberts, C., Vásquez, A., Edge, C., Greathouse, P., Atkins, H., & Higdon, K. (2016, November). Advocacy in teacher preparation: Preparing teachers for what is or for what could be? National Council of Teachers of English Annual Conference, Atlanta, GA. Rodriguez, S. C., & Thornton, N. (2016, December). Examining teacher candidates’ perspectives about multicultural literature. American Reading Forum Annual Conference, Sanibel, FL. Russell, F. A., & Richey, A. B. (2017, February). The possibilities of community engagement through asset maps and oral history assessments in an online program for in-service teachers of multilingual learners. Journal of Language and Literacy Education Conference, University of Georgia, Athens, GA. Salyer, B. A., & Zong, G. (2016, October). Working under the umbrella of sustainability: Preparing pre-service teachers to create integrated curriculum. Georgia Association of Teacher Educators, Young Harris, GA. Santiago, S., & Siembieda, K. (2017, March). Using technology and hands-on strategies to personalize learning for the gifted student. Georgia Association for Gifted Children, Athens, GA.
Powell, T., Moore, J. A., Mixon-Brookshire, D., Cochran, J, & Bryan, C. (2016, November). Ensuring quality in online courses: A brainstorming session. Online Learning Consortium Accelerate Conference, Orlando, FL.
Schlesinger, N., & Gray, S. (2017, February). The impact of multisensory instruction on learning letter names and sounds, word reading and spelling. Vanderbilt Kennedy Center Annual Pacific Coast Research Conference, San Diego, CA.
Redish, T. (2016, November). Newcomer’s presentation. Georgia Educational Technology Conference, College Park, GA.
Smith, M. D., & Glenn,T. L. (2017, March). (Re)framing (un)safe spaces: Challenges and opportunities for diversity dialogue in educator preparation programs. American Association of Colleges for Teacher Education Conference, Tampa, FL.
Redish, T., & Lokey-Vega, A. (2016, November). PSC Online Teaching Endorsement Standards – Refresh Forum. Georgia Educational Technology Conference, College Park, GA.
Snyder, M., & Lokey-Vega, A. (2017, March). Townhall meeting: Learning effectiveness strand. Society for Information Technology
Bagwell College of Education | bagwell.kennesaw.edu
and Teacher Education, Austin, TX. Stein, K., Kim, J., Smith, T., Leach, C., & Cannady, R. (2016, October). Exploring longitudinal psychological and physical adjustment to breast cancer: Identifying trajectories of change. International Psycho-Oncology Society Congress, Dublin, Ireland. Stephens, S., Ockwell, T., Maddox, H., Carrier, A. M., & Aera, A. (2017, April). Reaching the next generation by integrating technology in the classroom. Georgia Child Care Association Conference, Duluth, GA.
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& Higdon, K. (2016, November). Advocacy in teacher preparation: Preparing teachers for what is or for what could be? National Council of Teachers of English, Atlanta, GA. Whitlock, R. U. (2016, October). Cross generational curriculum theorizing. Symposium Panelist, Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH. Whitlock, R. U. (2017, April). Heeding the wisdom and way of the
Strieker, T. S. (2017, January). Understanding the relationships and practices of preservice co-teachers. Hawaii International Conference on Education, Honolulu, HI. Sutton-Brown-Fox, C. A., & McAlpine, C. G. (2017, January). Photovoice: Cultivating social justice in education via critical photography. Hawaii International Conference on Education, Honolulu, HI. Thomas, G., & Moore, J. A. (2016, November). Interactive video tools for multiple learning environments. Georgia Educational Technology Conference, College Park, GA. Thompson, W, Coffey, D., & Shivers, J. (2016, November). Using Reader’s Theater to enhance comprehension of texts: Novel ways Brod Bagert’s expository poems increase comprehension. Association of Literacy Educators and Researchers Conference, Myrtle Beach, SC. Thornton, N., Rodriguez, S. C., & WynterHoyte, K. (2016, November). Preparing preservice teachers for diverse classrooms: Critical encounters with multicultural literature. National Council of Teachers of English, Atlanta, GA. Thornton, N., Rodriguez, S. C., & Wynter-Hoyte, K. (2017, April). Multicultural literature circles: Promoting teacher candidates’ cultural awareness and understanding. American Educational Research Association Annual Meeting, San Antonio, TX.
King of Chaos: Reflections on the rich legacy of William E. Doll, Jr., to curriculum studies. Panelist. The American Association for the Advancement of Curriculum Studies, San Antonio, TX.
Vásquez, A., & Maddox, H. (2016, October). Celebrating diversity/ Exploring identity. Georgia Association of Teacher Educators Conference, Young Harris, GA.
Whitlock, R. U. (2017, April). Struggles with spirituality: On (not) knowing Bill Doll. American Educational Research Association Annual Meeting, San Antonio, TX.
Vásquez, A., & Maddox, H. (2017, March). Adolescent literature: Exploring identity through diversity, technology, and critical literacy. Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA. Vásquez, A., Roberts C., Edge, C.. Greathouse, P., Adkins, H.,
Whitlock, R. U. (2017, April). The gifts of the sacred: Engaging theology to address educational disparities. Rountable Panelist, American Educational Research Association Annual Meeting, San Antonio, TX. Williamson, J., & Redish, T. (2016, June). How the ISTE technology coaching standards can help you! International Society for Tech-
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Bagwell College of Education | bagwell.kennesaw.edu
nology in Education, Denver, CO. Williamson, J., Redish, T., Fuller, J. S., & Roberts, J. (2016, November). How the ISTE standards and rubric for technology coaches can help you! Georgia Educational Technology Conference, College Park, GA.
ary). Connected classrooms: Using Google Drive and applications to create online learning spaces. Georgia Council of Teachers of English Annual Conference, Atlanta, GA.
COLLEGE OF SCIENCE AND MATHEMATICS
Wright, J. M. (2016, November). Personalized learning with technology. Georgia Educational Technology Conference, College Park, GA.
Callahan, K. M., & Marshall, A. M. S., (2016, July). Using online discussions with in-class tasks: A blended instructional approach for teacher education. 13th International Congress on Mathematical Education, Hamburg, Germany.
Zepeda, S., & Jimenez, A. (2017, April). Evaluating low-performing teachers: Are raters able to be consistent in classroom observations? American Educational Research Association Annual Meeting, San Antonio, TX.
Marshall, A. M. S., & Callahan, K. M. (2016, July). Mathematics teacher educators’ knowledge domains when collaboratively planning for pre-service primary teachers. International Congress on Mathematical Education, Hamburg, Germany.
Zimmer, K. E., Adams, M. G., Rodriguez, S. C., & Delacruz, S. R. (2016, October). Enhancing the preparation of teacher candidates and leaders. Georgia Educator Preparation Program Providers, Atlanta, GA.
Myers, M., & Sanchez, W. (2016, October). “In my shoes”…preparing pre-service teachers to advocate for social justice in mathematics education. Georgia Council of Teachers of Mathematics Conference, Rock Eagle, GA.
Zimmer, K. E., & Alvarez McHatton, P. (2016, November). Developing interdisciplinary teacher preparation programs: Effectively instructing teacher candidates to educate diverse populations. Teacher Division of the Council for Exceptional Children, Lexington, KY.
Sanchez, W. B., Kastberg, S., & Tyminski, A. (2017, February). Next steps for methods: Building support for scholarly practices in mathematics methods courses. Association of Mathematics Teacher Educators’ Annual Meeting, Orlando, FL.
Zimmer, K. E., & Driver, M. K. (2017, June). Innovative practices: Virtual simulations to increase teacher candidates’ knowledge of behavior. Annual TeachLive® Conference, Orlando, FL. Zong, G. (2016, July). Implementing edTPA in middle childhood social studies teacher education: Challenges and opportunities. Association of Teacher Educators Summer Conference, Louisville, KY. Zong, G. (2016, December). Rethinking powerful social studies teaching with edTPA. National Council for the Social Studies Annual Conference, International Assembly, Washington, DC.
Sanchez, W. B., Taylor, C., & Fox, R. (2017, April). Variation and intentionality in teaching mathematics methods courses. National Council of Teachers of Mathematics Research Conference, San Antonio, TX.
WELLSTAR COLLEGE OF HEALTH AND HUMAN SERVICES Culp, B. (2016, July). Academic rank and identity politics. National Association for Kinesiology in Higher Education Leadership Development Workshop, Georgia State University, Atlanta, GA.
COLLEGE OF THE ARTS
Culp, B. (2017, January). The future of kinesiology in higher education. National Association for Kinesiology in Higher Education Conference, Orlando, FL.
Garner, R. (2016, August). Art apps, animation and avatars in the special education classroom. VSA Intersections: Arts and Special Education Conference, Pittsburgh, PA.
Culp, B. (2017, March). 50 million strong by 2029 forum: Shaping our professional future. Society of Health and Physical Education America, Boston, MA.
Kastello, L. (2016, October). Graphic novels: Student-centered, constructivist teaching and learning. Georgia Art Education Association Conference, Brenau University, Gainesville. GA.
Culp, B. (2017, March). Theory to practice: Diversity and inclusiveness in health and physical education. Society of Health and Physical Education America, Boston, MA.
Kastello, L. (2017, March). Art education online: The challenge of change in educating art educators. National Art Education Association Convention, New York, NY.
COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Dail, J., Vásquez, A., Bailey, K., Holt, M., & Smith, K. (2017, Febru-
Approved Educator Preparation Programs BACCALAUREATE
Birth-through-Kindergarten Montessori Concentration Traditional Concentration Early Childhood Education (P-5) Middle Grades Education (4-8) Concentration in Language Arts Concentration in Mathematics Concentration in Reading Concentration in Science Concentration in Social Studies Secondary Education (6-12) Biology Chemistry English History Mathematics Physics P-12 Art Education Health & Physical Education Modern Language & Culture Concentration in Chinese Concentration in French Concentration in German Concentration in Spanish Music Education MASTER OF ARTS IN TEACHING (M.A.T.)
Art (P-12) Biology (6-12) Chemistry (6-12) English (6-12) ESOL (P-12) Foreign Languages: Chinese (P-12) Spanish (P-12) Mathematics (6-12) Physics (6-12) Special Edu: General Curriculum (P-12) Woodrow Wilson Foundation
MASTER OF EDUCATION (M.Ed.)
Early Childhood Education* Educational Leadership* Instructional Technology* Middle Grades Education: Language Arts* Middle Grades Education: Mathematics* Middle Grades Education: Science* Middle Grades Education: Social Studies* Reading Education* Secondary Education: English* Secondary Education: History* Secondary Education: Mathematics* Secondary Education: Science* Special Education: General Curriculum* Teacher Leadership* Teaching English to Speakers of Other Languages*
EDUCATION SPECIALIST (Ed.S.)
Curriculum and Instruction* Early Childhood Education Educational Leadership* Instructional Technology - Advanced & Certification Track* Middle Grades Education: Language Arts* Middle Grades Education: Mathematics* Middle Grades Education: Science Middle Grades: Social Studies* Secondary Education: Chemistry Secondary Education: English* Secondary Education: History* Secondary Education: Mathematics* Special Education: General Curriculum Teacher Leadership*
DOCTORATE (Ed.D.)
Early Childhood Education
Educational Leadership Instructional Technology - Initial & Advanced Track* Middle Grades Education: Language Arts Middle Grades Education: Mathematics Middle Grades: Social Studies Secondary Education: Chemistry Secondary Education: English Secondary Education: History Secondary Education: Mathematics Special Education: General Curriculum Teacher Leadership* NON-DEGREE PROGRAMS - GRADUATE Curriculum and Instruction Certification Only* Educational Leadership Tier I Certification Only* Educational Leadership Tier II Certification Only* Instructional Technology Certification Only* Special Education (General Curriculum) Certification Only* Coaching Endorsement Teaching English to Speakers of Other Languages Endorsement* Gifted In-Field Education Endorsement* Online Teaching Endorsement* Pre-School/Special Education Endorsement Reading Endorsement* Teacher Leader Endorsement* Autism Spectrum Disorder KSU Certificate* Educational Assessment and Measurement KSU Certificate Online Teaching KSU Certificate* Special Education KSU Certificate*
* Available Online
To request further information, please contact: Kennesaw State University Bagwell College of Education 580 Parliament Garden Way, NW Kennesaw, GA 30144 Telephone: 470-578-6117 Fax: 470-578-9104
Kennesaw State University, a unit of the University System of Georgia, is an equal opportunity institution, which does not discriminate on the basis of race, color, sex, sexual orientation, age, religion, national origin or disability.
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