Kayla Oglesby, a Master of Arts in Teaching (M.A.T.) secondary science student, was selected as part of a competitive process to participate in the nano@illinois Research Experience for Teachers (RET) June 16-July 22 at the University of Illinois at Urbana-Champaign. While there, she will have the opportunity to interact with a diverse set of in-service and pre-service science, technology, engineering and mathematics (STEM) teachers and community college faculty from across the nation to learn about and conduct cutting-edge research in nanotechnology. Oglesby’s award totals nearly $10,000 and includes a stipend, materials and support for classroom activities, travel, housing and a portion of meals.
“Winning this award is very exciting as it will enable me to travel, meet and collaborate with other STEM professionals, while learning a variety of STEM techniques to implement in my classroom,” said Oglesby. “Most importantly, I am able to share this once in a lifetime opportunity with my students, colleagues and friends as they follow my adventures on Twitter.”
RET participants will conduct research in world-class labs and engage in other activities for weeks on a full-time basis, with four follow-up sessions during the school year. Each teacher will develop a high-quality, multi-day instructional module with associated instructional resources that is grounded in the research conducted and the research area in which the teacher has worked throughout the summer. In addition to teaching this module to students and collecting data on its integration in her classroom, Oglesby’s module will be shared nationwide through nanotechnology hubs.
“Though Kayla herself represents an underrepresented population in STEM (a female from the rural southeast), she will have the ability to use this experience to also broaden the experiences of her students, who are also underrepresented in STEM and on college campuses across the nation,” said Lacey Huffling, Ph.D., assistant professor in the College of Education’s Department of Teaching and Learning and Oglesby’s faculty mentor. “Kayla will not only gain a unique and memorable experience, but she will also contribute to the atmosphere of the RET through her eagerness for learning.”
“As far as nanotechnology, I have not had much practice within this field of science. Yet, I am eager to learn, I am determined and I enjoy learning new things that not only affect my life but my students, my school and my family. I often tell my students who believe that they will forever be ‘stuck’ in this small town that small things can lead to big opportunities,” added Oglesby.
The College of Education has awarded more than $10,000 in seed grants for spring 2016. The announcement was made this week by Alisa Leckie, Assistant Professor in the Department of Teaching & Learning and Brandon Hunt, Associate professor in the Department of Leadership, Technology & Human Development both co-chairs of COE’s Research Committee.
Two grants were awarded. The first went to Associate Professor Alma Stevenson, Department of Curriculum Foundations & Reading, and Assistant Professor Lacey Huffling, Department of Teaching & Learning, for their project “Developing Scientific Literacy: A Socioculturally Responsive and Ecological approach to Science learning”. Their project gathers data about curriculum, professional development and student learning during a week long science, literacy and math summer camp for migrant middle school students.
The second grant went to Assistant Professor Chelda Smith, and Assistant Professor Melony Allen both in the Department of Teaching and Learning for their study focused on “Examining pre-service teachers’ learning outcomes while being immersed in a co-teaching environment”. With co-teaching as an anticipated mandate for Georgia teachers, their project models and evaluates this structure which can enhance learning experiences for our Early Childhood teacher candidates.
The Seed Grants are funded by COE. The purpose of the grants is to provide initial, or seed, funding for research proposals that support the institutional research agenda of COE, including the advancement of the college’s mission and conceptual framework commitments, and have a significant impact on the college’s outreach to P-12 and community constituents and enhance the College’s capacity to conduct significant education research.
Dr. Alma Stevenson
Dr. Lacey Huffling
Dr. Chelda Smith
Dr. Melonie Allen
Associate Professor Lina Soares, Department of Teaching and Learning, received the University-wide award for Excellence in Contributions to Instruction for 2015-2016 during Fall Convocation earlier this month. The award is one of three annual Awards in Excellence which include Excellence in Instruction, Excellence in Research/Creative Scholarly Activity and Excellence in Service. The program was established in 1985 to “recognize and reward faculty for exceptional achievements and to provide opportunities for faculty development.”
Soares won the Jack Miller Award for Educator of the Year in 2014 which she said led to her nomination for the Award for Excellence. “I am very honored and feel proud to receive an award from my peers because it is the University Faculty Development Committee that makes the determination,” Soares said. Her work centers on critical pedagogy and critical literacy, content-area literacy, adolescent literacy, teacher education and gifted education.
The Award for Excellence in Contributions to Instruction focuses on the faculty member’s contributions to the teaching-learning process at the institutional level. The award winner must demonstrate excellence in the classroom as well as “making contributions to the discipline and to the overall institutional mission.”
“Dr. Soares is a respected and valued member of the COE faculty. As a College focused on preparing educators and educational leaders we’re honored to have one of own recognized for this special award, especially in the area of the teaching-learning process,” said COE Dean Thomas Koballa.
The 2015 Jack Miller faculty and Betty-Ware Wray staff awards were announced at the College of Education’s annual Fall Faculty and Staff Meeting on August 13, kicking off the 2015-16 academic year.
The Jack Miller Faculty Awards are given annually to recognize and reward faculty for demonstrated excellence in the areas of teaching, service and scholarship/creative activity. The awards are determined by a faculty member’s performance based on specific criteria. This year, awards were made in all areas as well as the Jack Miller Educator of the Year Award.
Jack Miller was a former dean of education at Georgia Southern and in 1994 endowed the award. He is now President of Central Connecticut State University.
Betty-Ware Wray was a beloved member of the COE faculty. Her family endowed an award to annually recognize a COE staff member who has excelled in job performance and university service.
Associate Professor Dawn Tysinger, Department of Leadership, Technology and Human Development won the Jack Miller Educator of the Year Award. Tysinger is a faculty member in the school psychology program.
Associate Professor Meca Williams-Johnson, Department of Curriculum Foundations & Reading, won the Jack Miller Award for Teaching. Williams-Johnson teaching and research interests include school reform, student motivation, teacher efficacy, African-American education, multicultural curriculum and black feminist theory.
Assistant Professor Alma Stevenson, Department of curriculum, Foundations and Reading, received the Jack Miller Award for Scholarship and Creative Activity. Stevenson’s research interests include diverse learners, sociocultural and linguistic perspectives on science education, K-6 language and literacy development, classroom discourse analysis, critical discourse analysis (CDA) and ESL/Bilingual education.
Associate Professor Jeffrey Tysinger, Department of Leadership, Technology and Human Development, received the Jack Miller Award for Service. Tysinger is a faculty member in the school psychology program.
Director of the Graduate Academic Services Center (GASC) Lydia Cross, won the 2015 Betty-Ware Wray staff award. GASC is a freestanding advising and recruitment center for COE graduate students.
COE students are prepared for the new teacher performance-based assessment, called edTPA, which is now a state requirement for all new teacher certification in addition to the Georgia Assessment for the Certification of Educators (GACE) content exam.
“Our faculty began piloting edTPA during spring 2013 with students in our Special Education program, commented COE Dean Thomas Koballa. “We involved additional students and programs over the next few semesters while also making any needed program changes to ensure the goals of edTPA are fully embedded in all programs,” he explained.
The new assessment is a portfolio-based capstone completed during student teaching that requires a teacher candidate to demonstrate their ability to plan, teach, and assess their teaching effectiveness and ability to positively impact student learning. The submitted portfolio includes teaching materials, video clips of their teaching, and reflections justifying their planning, teaching and assessments of student learning.
COE students generally have given edTPA positive reviews. According to recent graduate student in special education Cynthia Jersey, “edTPA influenced my actual teaching because it caused me to justify every part of my lesson plans, which ensured that the material that I was teaching to my students was appropriate based on the state standards and their strengths and needs. It also required me to make sure my instruction was supported by research.”
“We’ve worked hard to integrate edTPA into the curriculum,” said Pat Parsons, director of field experiences and clinical practice. “Our pilot programs gave us valuable feedback from both students and faculty so we feel confident our teacher candidates are well prepared,” Parsons said.
Some students feel COE already prepares teacher candidates so well for the classroom that edTPA isn’t necessary. “My courses in COE prepared me for edTPA before edTPA was even introduced because the education program at Georgia Southern is devoted to preparing future educators through a rigorous, experience-saturated undergraduate program,” said recent graduate Stephanie Dorminey, a graduate student middle grades mathematics education and currently a 6th and 7th grade mathematics teacher at Langston Chapel Middle School in Bulloch County. “I applaud the faculty for integrating edTPA into the curriculum almost seamlessly. Faculty support was abundant throughout the edTPA process,” she added.
“We need to keep in mind that a teacher education program is only the beginning in the making of a successful teacher,” Koballa said. Teachers are life-long learners and are continually updating and expanding their knowledge and skills. “In the business world, we don’t expect a recent graduate to perform at the same level as a 10 year veteran of a company,” he continued, “and the same is true for educators,” he added. “We’re continually looking at how we can improve student preparedness and better serve their needs once they’ve graduated,” he said.
COE credits much of its success in preparing future educators to its strong and lasting relationship with the 36 partner schools and 40 additional clinical sites hosting educator candidates. “These institutions are committed to improving their communities and elevating learning for everyone on so many different levels,” Koballa added. “It’s truly a collaboration,” he added, not just between the College of Education and community, but between the entire university and the community as well. It benefits everyone,” he added.