COE open applications for 2017-2018 Faculty Research Support Awards

The COE Research Committee would like to invite you to apply for a Faculty Research Support Award for the Fall 2017 cycle.  These funding opportunities are intended to support your research endeavors for the 2017-2018 academic year.  Applications are due November 26, 2017. The total funding amount available for all awards for the Fall 2017 cycle is $5,000.  All funds must be disbursed before June 30, 2018.

Please click the following link for information and guidelines: COE Research Support Awards Form (Fall 2017)

If you have any questions, please contact Antonio Gutierrez de Blume (, 2017-2018 COE Research Committee Chair, or Tracy Linderholm (, COE Associate Dean for Research and Graduate Education.

We look forward to receiving your proposals!

Glaze speaks at HudsonAlpha Institute

Amanda Glaze, Ph.D.

Amanda Glaze, Ph.D. , assistant professor in the Department of Teaching and Learning, was invited to speak at HudsonAlpha Institute for Biotechnology in Huntsville, Alabama on September 27. HudsonAlpha is a nonprofit institute dedicated to innovating the field of genomic technology and sciences across a spectrum of biological challenges.

Glaze spoke to the HudsonAlpha science education team about issues related to teaching and learning of culturally sensitive topics. She also toured the institution as a guest.

Reynolds serves as editor on book for critical investigation of rural education

William Reynolds, Ed.D., associate professor in the Department of Curriculum, Foundations, and Reading, served as editor for a book published June 2017. 

Forgotten Places: Critical Studies in Rural Education critically investigates and informs the construction of the rural, rural identity and the understanding of the rural internationally. This book promotes and expands the notion of critical understandings of rural education, particularly in the areas of race, class, gender and LGBTQ, with conceptualizations of social justice. While there have been many volumes written on critical issues in urban education, only a small number have been produced on rural education, and the majority of those are not critical. By contrast, Forgotten Places not only discusses “schools in the country,” but also expands conceptualizations of the rural beyond schools and place as well as beyond the borders of the United States.

It also tackles the artificial duality between conceptualizations of urban and rural. Forgotten Places includes scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple readings of these artifacts within the context of critical/transformational pedagogy. This book fills a significant gap in the scholarly work on the ramifications of the rural.

Parks serves as co-chair of symposium

Fayth Parks, Ph.D.


Fayth Parks, Ph.D., associate professor in the Department of Leadership, Technology, and Human Development, was co-chair of the symposium titled: Past, Present, and Future of HIV/AIDS Science and Practice in Psychology at the American Psychological Association Convention. The symposium was designated a 125th APA Anniversary Talk.  

The 125th APA Annual Convention offered a special track of continuing education sessions dedicated to APA’s 125th anniversary. The convention took place August 3-6.


COE faculty receive funding for pilot study on fostering social justice education

Sabrina Ross, Ph.D.

Ming Fang He, Ph.D.

College of Education’s (COE) Sabrina Ross, Ph.D. and Ming Fang He, Ph.D. will begin a pilot study this fall to explore the processes and outcomes associated with the development of a university sponsored professional learning community to foster social justice education in P-12 settings.

“A professional learning community (PLC) is a group of educators who meet regularly, share knowledge and work together to improve teacher expertise and student achievement,” said Ross. “A university sponsored PLC receives support–in terms of time commitments from university faculty and staff and/or educational resources or support–from a partnering university.”

Recently funded by an internal seed grant totaling $6,538 from Georgia Southern University’s Faculty Research Committee (FRC), the pilot study will include current COE graduate students working within traditional school settings and will provide learning support using online platforms including the University’s Folio system, as well as additional tools such as blogs and social media outlets.

Read more…

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