The Torch - FSU College of Education Magazine, Fall 2022

THE TORCH

DEAN

Damon P. S. Andrew

EDITOR-IN-CHIEF

Joshua Duke

CONTRIBUTORS

Charlotte Hayes

Kevin Derryberry

Chloe Harden

PHOTOGRAPHY

Chloe Harden

Colton Flynn

LAYOUT & DESIGN

University Communications Creative Services

FROM THE DEAN

Greetings from the FSU College of Education!

We are wrapping up a busy and productive semester at the college, and I am incredibly proud and impressed with the way that our faculty, students, and staff have rebounded from the pandemic. The college has continued its upward trajectory, and there is a constant sense of excitement surrounding the Stone Building and Tully Gymnasium.

In this issue of The Torch, we take a look at some of the exciting things that our faculty, students, and alumni have accomplished lately. Many of these projects and stories have their roots pre-pandemic, and it is always a wonderful to see the results of hard work. It is just another reminder that even in the most difficult times, we can come together to achieve something great.

Of course, the world is still not without its challenges and sorrows. This year, the Tallahassee community lost a great leader, Jimbo Jackson, who was a Leon County commissioner and beloved long-time principal of Ft. Braden School. We honored his life and legacy at our inaugural ElevatED Cooperating Teacher Awards. You can read more about Jackson in our tribute to him in this issue.

Many of the stories in this issue deal with the impact our students and faculty have on their communities. Working and improving the lives of others is one of the greatest pursuits any of us can undertake. Mr. Jackson showed us that, and the people who make up our college live that truth almost every day in some way or another.

I hope that you enjoy reading this issue of The Torch. As always, I encourage you to keep in touch and share with our College the good work that you’re doing in your own communities. You can do so by emailing us at education.communications@fsu.edu.

Go Noles!

facebook.com/fsueducation twitter.com/fsueducation issuu.com/fsu_education bit.ly/FSUCOE

instagram.com/fsueducation youtube.com/fsueducation education.fsu.edu

Damon P. S. Andrew, PhD, FNAK, FNAKHE Dean and Professor College of Education Florida State University

LEADERS AMONG LEADERSHIP

By Joshua Duke

School leaders are no strangers to dealing with challenges. For years, school leadership has dealt with issues of teacher recruitment, retention, student success, and safety. More recently, they have also had to address important conversations about equity and social justice. These historic and new challenges require a different approach to education and preparation of school leadership. And much like the challenges facing school leadership, the FSU Educational Leadership & Administration (EDA) program has evolved to help graduates emerge and find success in leadership roles across the country.

Dr. Christopher Small is the director of the online M.S./Ed.S. programs, and he has helped the program climb the national rankings. He attributes the success of the program to its mix of relevant research and practice-based opportunities in local schools and districts. Students in the program take part in evaluating, recruiting, and hiring teachers; examining and evaluating student data to develop growth-mindset approaches to instructional planning; and cultivating teacher efficacy. Afterwards, students engage in reflective conversations to evaluate and provide context for leadership decision making. The program also uses virtual leadership simulations to enhance student learning around “courageous leadership conversations and building supporting school climates for students, teachers, and stakeholders,” says Small.

STUDENT FOCUS

But beyond the curriculum and experiences, Small believes that the program’s reputation has gained so much attention due to the way it treats students. “We are intentional about building relationships with students from start to finish and creating spaces for them to network and support each other as a learning community,” says Small. “We work to set high expectations for our scholars, but also provide the resources and scaffolding needed to ensure high success rates.”

“I chose the Educational Leadership & Administration program because of my passion for furthering my aspirations as a teacher and aspiring school leader,” says Heather Jackson, current student in the program. “I appreciate the sense of community and camaraderie in the virtual family. The professors in the program go out of their way to support each student and ensure we are growing in our knowledge and gaining leadership experiences.”

Fellow student Christie Owen shares the same high praise for the EDA program. “This program is tailored to fit the demands of life as an educator, while simultaneously pushing us to be better leaders,” she says. “Everything I have learned so far in the program I have been able to apply in real world situations, ranging from training in ethics, cultural competency, and cultivating other teacher leaders to build a positive culture within a school.”

Dr. Christopher Small

FACULTY LEADERS

The program faculty also boast a rich range of diversity, strengths, and backgrounds. Current faculty include award-winning school administrators and former turnaround school leaders, as well as researchers that have a long history of school and instructional research. “The richness of our courses being taught by such a variety of faculty allow for students to glean from experts in the field that have also lived the day-to-day and year-to-year experience of school principals,” says Small.

In addition to the faculty’s diverse range of research topics, students frequently mention how much they appreciate their instructors’ attentiveness. Dionne Caines is another current student in the program, and she says that she feels supported by her professors. “They genuinely care about the academic success of each student,” Caines says. “Although the program is online, the professors are intentional about making connections with us through periodic Zoom meetings throughout the semester. Often the meetings were related to course work; however, some meetings were optional, simply to just check in to see if we’re okay.”

Jackson agrees with the sentiment. “I feel like I have my own team cheering me on every step of the way each semester.”

Owen says that beyond the support from faculty members, she also feels encouraged to work closely with peers. “The networking aspect of the program has helped me meet other educators who I

can collaborate with locally, as well as get to know educators who give me insight on what certain programs and policies look like in other school districts,” she says.

UPWARD PROGRESS

Despite the program’s nationally recognized successes, Small says the program continues to evolve and improves. Particularly, he believes that the online program can continue to support and reach school districts across the state, providing resources and training to leaders. He also wants to continue supporting students, and he aims to continue to increase the Florida Educational Leadership Examination (FELE) first-time pass rates, especially for students of color. The program plans to accomplish this while maintaining an enrollment of around 100 graduate students.

For Caines, a high FELE first-time pass rate was one of the main reasons why she chose the program. “That was proof that Florida State’s Educational Leadership & Administration program would more than prepare me to be an impactful leader in my district,” she says.

Increasing FELE pass rate and growing the program might seem like a tall order, but considering the challenges facing school districts, Florida State University’s Educational Leadership & Administration is proud to play its part as a model of excellence in the state and beyond. With faculty like Small and students like Caines, Jackson and Owen, the future of the EDA program looks bright. n

Heather Jackson

Christie Owen

Dionne Caines

New Faculty Endowments

By Joshua Duke

Drs. Vanessa Dennen and Lyndsay Jenkins have had impressive careers, and this year, each faculty member celebrated their latest accomplishment: being named an endowed professor. Endowed professorships often rank as the highest academic honor a university can award a faculty member, and both Dennen and Jenkins have distinguished themselves as excellent scholars, mentors, and teachers.

Dennen was named the Mack and Effie Campbell Tyner Distinguished Professor. She teaches in the Instructional Systems & Learning Technologies program in the department of Educational Psychology and Learning Systems. “This is my 20th year at FSU, and I’ve been reflecting a lot on what I’ve done during the last two decades,” says Dennen. “Receiving an endowed professorship this year really affirmed my growth and accomplishments as a leader and a scholar during this time. It also felt like a vote of confidence in my contribution to the college and my field.”

Jenkins, who is also in the department of Educational Psychology and Learning Systems, was chosen as the Michael and Jean Shahnasarian Endowed Associate Professor. She teaches in the School Psychology and Counseling Psychology programs, as well as serves as the associate chair for the department. Her accomplishment is made all the sweeter by the fact that this is a new endowment for the college. “I still have not fully gotten used to saying I am an endowed associate professor. It’s surreal!” says Jenkins.

INVESTIGATING BULLYING

Jenkins has spent much of her career investigating bullying. Her research areas include bullying, cyber bullying, sexual harassment, and racial microaggression. In addition to her research, she also focuses her attention on developing interventions for children and adolescents who are bullied or victimized by their peers.

“I find it fascinating that we can harness the power of witnesses to proactively intervene to stop social aggression,” she says. “A major reason why people do not intervene is that they do not know what to do or they do not feel confident that their actions can make a difference. I am on a mission to find out how we can teach youth and young adults about the importance of intervening and the powerful role that they can play in the prevention of social aggression.”

While a great deal of attention has been placed on bullying, Jenkins says that “there is a surprising lack of support and specific programs designed to help youth who have been chronically bullied.” She received grant support to develop a pilot program utilizing small group interventions. “The initial results suggest that the youth in the program benefited from the skills they learned as well as the social support from their group mates,” she says. She hopes to eventually receive additional support to evaluate this intervention on a larger scale.

Dr. Vanessa Dennen

SOCIAL MEDIA USAGE

Dennen’s current research focuses on another common element of student life: social media. This area of research saw an increase in demand during the early days during the pandemic, when Dennen became a leading voice on how to effectively build communities online. Now that schools have returned to face-to-face instruction, Dennen’s research still has plenty of important insights to provide, particularly as she works to better understand teenagers’ normal social media habits and “to better support their needs and accomplishments in digital environments.”

Her interest in technology extends to other areas, as she looks to understand how technology can be better integrated into classrooms. Currently, her research group is also looking at “studying norms and best practices for synchronous learning, especially when a webcam is used.” While the project started during online instruction caused by the pandemic, the “study has rapidly become an area of interest that I think I’ll continue to work on for a while,” she says.

Many of her research areas are linked together, Dennen says, and she and her team are working to identify “norms, literacies, activities and outcomes in mediated environments.” Understanding how individuals use technology, particularly social media, can be “used to support informal learning and professional development”

BUILDING THE FUTURE

With two decades at FSU, Dennen has a lot of pride in what she has accomplished, but

Dr. Lyndsay Jenkins

she says that the thing she is most proud of is the “research community that I’ve built with my students. One of my advisors told me when I graduated that as a professor, you should build the community that you want to work with around yourself. I took his advice to heart.”

“Collectively, my group has had a lot of successes,” she says. “We are researching and publishing. My students are graduating and getting great jobs. And the group itself is a wonderful source of support. The active members rotate around as people graduate and new students arrive, but ongoing relationships and collaborations that live on long after graduation are formed through this group, and it’s been such a positive part of the FSU experience for us.”

Jenkins has also made her mark on the college. “One of my proudest accomplishments is the development and continued directorship of Seminoles ASPIRE.” Seminoles ASPIRE promotes mental health at Florida State University Schools (FSUS) through a multitiered approach. The program delivers programming to FSUS students designed to promote healthy social and emotional skills. Through the small group counseling and individual counseling sessions, Seminoles ASPIRE sees nearly 100 students each year.

“For the most part, students participating in the counseling services would not be able to receive counseling otherwise,” Jenkins says.

Not only do students at FSUS benefit from Seminoles ASPIRE, but Jenkins’ graduate students also gain invaluable experience

through the program. Doctoral students in the counseling psychology and school psychology Ph.D. program run the group and individual counseling services, and specialist students from the school psychology M.S./ Ed.S. program help run Seminoles ASPIRE. “I am proud of Seminoles ASPIRE because so many individuals are benefiting from the partnership,” she says.

THE COLLEGE COMMUNITY

Beyond Seminoles ASPIRE, Jenkins is proud to simply be a part of the College of Education community. “The FSU College of Education is a special place because it is evident that people within the college care about each other and about the community in which we reside,” she says.

Dennen echoes the sentiment, adding that the college “has consistently been focused on helping people achieve their goals. The college is more than just a place that houses academic programs. It is a collection of people and resources that support learning, exploration, and growth.”

Thanks to supporters like Michael and Jean Shahnasarian and Mack and Effie Campbell, the college continues to grow and provide resources to faculty members, building a stronger community that helps individuals achieve their goals. “I’ve certainly benefitted from my interactions with our faculty, students, staff, leadership, and alumni over the years,” says Dennen. “Their support has been important to my career growth. That makes me want to reciprocate and help others in the college reach their goals, as well.” n

Diving Into Education

MELISSA MATZ, FLORIDA TEACHER OF THE YEAR

By Joshua Duke

For Melissa Matz, the path to become the 2023 Florida Teacher of the Year started at the edge of a swimming pool. “I began teaching swimming lessons while in high school, and one of the first groups I taught were preschoolers,” Melissa says. Day after day, she would teach her young students how to make that jump and discover the joy of swimming. “I loved helping them find their courage by giving them the skills they needed to become swimmers.”

It wasn’t just her students who were gaining a new skill, however. Melissa herself was undergoing her own transformation. The realization dawned on her how much this experience mattered to her. “Every day brought new progress as we practiced their swimming skills. I was able to build their confidence while allowing them to grow and develop new skills.” As her students made waves in the pool, the ripples set in motion in Melissa’s mind: teaching was something she could do for the rest of her life.

Fast forward to 2022, as Melissa took to the stage in Orlando at the Teachers of the Year Gala to accept the 2023 Florida Teacher of the Year. Just a few weeks later, she stepped out onto the field at the Florida State University football game against Boston College on September 24. The first sold out crowd in Doak S. Campbell Stadium in years cheered on Melissa and the Florida Educators of the Year: Carolyn Davis, the Florida Principal of the Year; Stacia Kasper Werner,

the Florida Assistant Principal of the Year; Dr. Kamela Patton, Florida Superintendent of the Year; Greg Lyon, Florida School-Related Employee of the Year; and Sarah Painter, the 2022 Florida Teacher of the Year.

As part of being named 2023 Florida Teach of the Year, she serves as the Christa McAuliffe Ambassador for Education and meets with teachers across the state. For the next year, she will sit on the board of the Florida Education Foundation as a representative of teachers, attend State Board of Education meetings, work alongside Florida Department of Education staff, speak at conferences, and much more.

While she will be out of the classroom during this time, Melissa still very much feels like a teacher, and in many ways, this experience evokes her time teaching preschoolers how to swim: a chance to cheer on others, find their courage, and jump in. “It means so much to me to be able to share my passion for teaching and my love of encouraging others to learn as well. I look forward to elevating and celebrating the teaching profession and promote the outstanding contributions of other Florida educators.”

A PROVEN FORMULA

Melissa teaches seventh-grade math at Lakeside Junior High, located in Clay County. While some students struggle with math, Melissa has found that grounding math in the world around her helps her students make sense of

L–R: Anastasios Kamoutsas, FDOE Chief of Staff; Carolyn Davis, 2022 Florida Principal of the Year; Sarah Painter, 2022 Florida Teacher of the Year; Greg Lyon, 2022 School-related Employee of the Year; Dr. Kam Patton, 2022 Florida Superintendent of the Year; Stacia Kasper Werner, 2022 Florida Assistant Principal of the Year; FSU President McCullough; Melissa Matz, 2023 Florida Teacher of the Year; FSU First Lady Vartikar; FSU CoE Dean Damon Andrew

complicated concepts. “I make math relatable to my students, and with every lesson I use real-world applications.” It’s a concept that she learned from her own algebra teacher growing up, and the idea stuck with her as a proven way to help her students.

“Most importantly, learn from others, share ideas and work collaboratively with your colleagues,” she says. As she tours the state, she hopes to do just that, learning what works for others and sharing those ideas with other teachers.

She also encourages teachers to continue to search for ways to reach and instruct students. In her mind, it is important to “be a lifelong learner yourself, building on your craft with experiences and lessons you learn along the way.”

Melissa herself has taken her own advice, participating in professional development seminars through the Florida Department of Education. Melissa doesn’t just preach the idea of lifelong learning; she also lives it. She was recently accepted into the Educational Leadership & Administration master’s program, where she will be offered a tuition waiver as part of Project ElevatED. She follows in the footsteps of every Florida Teacher of the Year since Project ElevatED started in 2019 by coming to the FSU College of Education. Dean Damon Andrew applauds Melissa and her predecessors on their willingness and excitement to continue their education. “When Florida names its teacher of the year, we are proud to be the go-to institution of higher education for the winners,” he says. “While we offer some of the best educational leadership and teacher preparation programs in the country, it is just as much of a delight for our faculty members and students to work alongside such amazing teachers like Melissa.”

TEACHING PASSION

Becoming Florida Teacher of the Year is obviously a major accomplishment in Melissa’s life, yet talking with her, one gets the sense that being a teacher is the greatest accomplishment on its own. “Teaching is more than just a

career or profession,” she says. “Teaching is having the hope and belief in a better tomorrow. Being a teacher, I not only get to engage and inspire my students, but I get to grow as a person because of it.”

As rewarding as it is to her to be a teacher, she also understands the importance of education to her students. For Melissa, education is a transformational force in the lives of her students that “will open doors and endless possibilities. It can build new skills that students will use for the rest of their lives.” Ultimately, she believes that “education enables you to pursue your passions and empower yourself.”

That belief drives Melissa to be the best role model she can for her students. “When they are struggling, I find ways to help them. I make it my mission to find the most effective way that works best to help them to succeed. I never give up on my students.”

Regardless of whether they are preschoolers learning to swim or seventh-grade students, “all students need a champion, someone who believes that they can succeed, especially if they don’t believe in themselves,” she says. Florida is fortunate that it found its champion in Melissa to inspire teachers and students alike. n

Pathways to Success: JEFFERY AGUILAR

By Charlotte Hayes

We have all had a teacher who went above and beyond to make an impact in our life. For hundreds of elementary school students in Hillsborough County, that teacher was Jeffery Aguilar. For more than 30 years, Aguilar was a mover and shaker in the field of Exceptional Student Education (ESE).

Aguilar’s journey began when he earned his bachelor’s degree in 1984 in Psychology from Florida State University. He then went on to earn his master’s in 1986 from the College of Education in Counseling and Human Systems. The lessons he learned through his educational programs set him up for success. With each new stop, he was presented with new opportunities and new insights to continue improving his practice. While his roles changed throughout his career, his vision to make a difference in the lives of students has remained steadfast.

Teaching students with special needs is no small feat, but Aguilar has never been one to shy away from challenging situations.

Aguilar’s commitment to teach, lead and motive students and educators in Hillsborough County is inspiring. In fact, he was recognized for his exceptional teaching skills in 2016 when he was nominated for Hillsborough County Public School’s Excellence in Action award.

Another momentous occasion took place in 2016 for Aguilar: he married Vincent Pawlowski. Both gentlemen retired in 2020 and still reside in Tampa, Florida. In 2021, Robert and Margaret Pawlowski set up the Jeffery Aguilar Endowed Internship in Special Education to honor their son-in-law’s lifelong dedication and years of hard work as an ESE teacher.

For the 2022–23 academic year, the Jeffery Aguilar Endowed Internship in Special Education was awarded to Liz Vera, a current master’s student in the Special Education program. Originally from Pennsylvania, Vera came to FSU specifically for the Special Education Program. When asked why she chose FSU, Liz said:

Our College of Education has one of the best programs in the United States. Some of the benefits of the program include certificates in ESOL, ASD, and reading, semesterly practicum placements, and the five-year master’s opportunity. Not only does the program have so many benefits, but the professors are fantastic. Many of the professors here are leaders in the special education field. They encourage and support all those that enter the program.”

Attending FSU would not have been possible without scholarships like the Jeffery Aguilar Scholarship. Vera wrote that this scholarship “means everything to my education and my future.”

Outside of the classroom Vera is passionate about music. She was a member of the Marching Chiefs throughout her undergraduate career and credits her experience with the Marching Chiefs as how she “found [her] family at FSU before [her] program started, and how [she] learned many of [her] leadership skills.” She has goals to earn a doctorate in curriculum

development. “I love learning and I love helping others learn,” she says. “It is truly my greatest passion in life. I am grateful for all scholarship donors that allow me to grow in this passion every day at FSU.”

The Jeffery Aguilar Endowed Internship in Special Education is a fitting tribute to an individual who spent so much of his life helping others bring out the best in themselves. Even in retirement, Aguilar can continue making a difference in the lives of individuals and the field of special education. n

Liz Vera

– Liz Vera, Jeffrey Aguilar Endowed Internship in Special Education recipient

Remembering Jimbo Jackson

By Joshua Duke

Alumni from the FSU College of Education travel to all corners of the world to make their mark, but there is plenty of work to be done closer to campus. Some of the alumni who stay fall in love with the Spanish moss and old trees lining quiet roads. Others, like Jimbo Jackson, have always been a local; FSU has always been their school. To this group, Tallahassee is more than just a temporary stop on their life’s roadmap. It is their home, and they make it their mission to make our community a better place.

Jimbo Jackson epitomized what it means to be a homegrown hero. He spent three decades as an educator and principal at Ft. Braden School and nearly six years as Leon County commissioner. He spent his life fighting to improve his community, which too often is overlooked. He earned his bachelor’s and master’s from FSU in Physical Education Teaching and returned for a master’s in Educational Leadership & Administration in 2003.

Tragically, he passed away in May 2022 due to complications from long COVID at the age of 55. The Tallahassee community

has spent months mourning a man who championed the needs of his students and constituents. Much has been said and written about Jackson–how he led his school and Ft. Braden community, how he treated his students with respect and kindness, and how the only thing he loved more than Ft. Braden was his family.

The FSU College of Education decided to honor his legacy in its own way during the first annual ElevatED Cooperating Teacher Awards, which invited cooperating teachers that work with our School of Teacher Education students. The college created the Jimbo Jackson Educational Leadership Award to recognize an outstanding leader in our community. The inaugural award went to Dr. Allen Burch. Burch is the long-time principal of Lincoln High School, and during his tenure, he has graduated over 6,000 students. In addition, he has mentored or helped develop 12 current assistant principals or principals in Leon County Schools.

The event also recognized three outstanding cooperating teachers, nominated by FSU students based on their experiences

Jimbo Jackson, Leon County Commission

in their classrooms. The three winners of the ElevatED Cooperating Teacher Award were Cathy Mahoney from Oakridge Elementary School, Jennifer Bronwen West from Cobb Middle School, and Zellanye Hutchins from Gretchen Everhart School.

A LIFE OF SERVICE

The Jimbo Jackson Educational Leadership Award will continue to honor his legacy for years and years to come. However, the spirit of Jackson very much lives on in the community he loved and worked for, carried by his peers, friends and family. Rocky Hanna, superintendent of Leon County Schools, reflects on his relationship with Jackson. “He led from the heart,” says Hanna. “He was a product of our public schools, and for him to have an opportunity to go back and lead the school that he attended was really special to him and that community.”

Hanna says that even as he faced declining health, Jackson “was more focused on what was going to happen to Ft. Braden, his school and his community than he was about his own personal situation. And that just speaks to his character that Jimbo had. He was always putting others above himself. It was never about him; always what he could do to help someone else in life.”

Beyond his selflessness, Jackson also tried to move beyond political divisions and instead focused on doing the right thing, Hanna says. When Jackson informed Hanna that he was running for county commissioner, Hanna recalls being surprised at the announcement. “I was like, “I’ve never noticed you had an interest in politics,’ and he didn’t. He never really did have an interest. But he had an interest in protecting and supporting

the community that he was born and raised in.”

The thing that Hanna remembers most about his friend, however, was his level-headedness and insight. “Jimbo was never too high, never too low–just a very calm demeanor. I could really rely on Jimbo.” Hanna says that when he would have an issue, the two of them would “go for a ride or have a cup of coffee or sit down and discuss it over lunch, and he was always able to give me a perspective that I maybe had not considered.

“Jimbo was just always this calm and steady force as a leader, and I really admired his leadership,” Hanna says.

GENERATIONAL PERSPECTIVE

Jamie Holleman is the Student Choice Coordinator for Leon County Schools, but her relationship with Jackson extended far beyond a professional capacity. Her brother and Jackson were best friends in high school, and to Holleman, Jackson was “like a little brother, but I had him on such a high pedestal that I looked up to him like a big brother and a pillar in our community. I was honored to be his friend.”

She remembers that his family owned a convenience store that was a favorite spot for all of her friends. “His family’s story and all of our stories are interwoven together,” she says. “He grew up humbly like we all did, and he stayed humble, and so he had our respect and our loyalty because he never forgot where he came from.”

Having grown up in the area together, Holleman watched her friendship strengthen with Jackson, particularly as he served as principal for five of her grandchildren at Ft. Braden School.

Superintendent Rocky Hanna, Jennifer Bronwen West, Zellanye Hutchins, Dr. Allen Burch, Cathy Mahoney, Beth Jackson, and Dean Damon Andrew at the first annual ElevatED Cooperating Teacher Awards

One day, she recalls that the school nurse was out on vacation, and he volunteered to fill the position. “It amazed him, the power of a lollipop,” she jokes. “The kids would come to the clinic with whatever ailment they had, and he would give them a lollipop, and they would be all better–it was a miracle!

“It only took a couple of hours and a bag of lollipops later to realize more kids came to the clinic that day than ever. They just wanted a lollipop!” she laughs.

Holleman says that his sense of humor made him an endearing figure, but it was his commitment to others that elevated him to a role model in his community. “He was always a phone call away. The minute he or I would get word that clothes or food was needed for one of our families, he would drop everything and work together to make sure that the family was provided for.”

“LOVE PEOPLE FIRST”

So much more can be said and written about Jimbo Jackson. However, despite his commitment to his community and the love shared from everyone, the final word belongs to those who knew him best: his family. We reached out to his family to offer them a chance to share their thoughts on Jimbo Jackson. It is only fitting that those who loved him most—and those he loved the most—get the last word.

Beth Jackson, wife: Jimbo reminded me to love people first. Getting to know their story was of utmost importance. He made me braver and made me smile. He was my very best friend. He enjoyed life in a way that was contagious.

Drew Button, stepson: Jimbo reminded me to keep going even when life gets tough.

Allie Richards, daughter:

My dad was a people person. He didn’t just know your name. He knew your story, your family, where you came from, and where you were going. Just knowing someone’s name wasn’t enough for him; he invested in the people around him and got to know them personally. He could tell you about all the students and families of the Ft. Braden School community, past and present. The Ft. Braden community was his passion. He is the reason I became an educator and hopefully I can be half the leader he was one day. Those lucky enough to have known my dad are better because of it.

Luke Button, stepson: In three words, Jimbo was generous, smart, and very liked by everyone.

Ashley Rutherford, daughter:

One of my favorite things about being his daughter is being known as “Jimbo Jackson’s daughter.” To this day, at least once a week maybe twice, someone recognizes me, or I meet someone that knew him. And then they proceed to tell me what a great man he was or how he impacted their life. And let me tell you, Tallahassee is a small town, and everybody knows him. I live for these moments now. People who don’t even know me respect and value me just because of what he meant to them. Looking back now, this speaks volumes to how he treated and loved others around him. He was the “take his shirt off his back” type of guy and he truly loved serving this community. He made me a better person every day, and I’m so thankful he was in my life for my 32 years on this earth. n

Jackson had a great relationship with his students, including with Holleman’s grandchildren, with whom he would take selfies.

A Sky Full of STARS

WENDY STINSON, FSUS KINDERGARTEN TEACHER

By Joshua Duke

“There is never really a typical day,” Wendy Stinson says. “That’s why I absolutely love kindergarten.” Despite the days not being the same, there are some constants in her classroom. For one, the Florida State University School kindergarten teacher always greets her young students in the hall with a hug and a greeting. Another constant is her students stating the classroom motto to start class: “I am a SuperSTAR! I shine bright! I am cute! I am smart! I am sweet! I am kind! I follow directions because I am a SuperSTAR!”

The other constant? Excellence from Wendy Stinson. This year, she was named the Mary J. Brogan Excellence in Teaching Award winner, which recognizes an extraordinary district teacher of the year that goes above and beyond for their students. The award was made all the more special to Wendy, as she fondly visited the Mary J. Brogan Museum with her children growing up. “It

Wendy Stinson

Drawing by Cole Lucera, one of Stinson’s students

was a full circle moment for me when I realized I was being recognized for what I truly love to do,” she says. “My heart was so full that evening, and I display my award proudly above my desk in my classroom.”

Winning a statewide award is not the end for Wendy. Even with her more than 13 years in the classroom, she still feels like she has work to do and wants to keep striving for excellence. She shares that sentiment with her students, asking them only to do their best. “School is a place to practice, not to be perfect,” she tells her students.

LEARNING FROM EXPERIENCE

Many of the ideas she shares with her students come from her personal experience: always trying their best, never giving up, and being kind. These life lessons helped her find success in life and achieve her own dreams.

For instance, while she always wanted to be a kindergarten teacher, the road to her dream profession was far from straightforward. As a young child, she had difficulty learning how to read and write. However, that struggle also inspired and fueled her. “I was in first grade when I decided I wanted to help other children like myself,” she says. “I became a teacher to help students like myself who struggled, felt intimidated and insecure while learning.”

The teachers who helped her became her inspiration. “I knew I wanted to be like those teachers, the teachers who helped students with their insecurities and helped them realize we can all learn and grow.”

She can still recall her first-grade teacher, Carol Winger. “It’s been almost 47 years and I still have the fondest feelings for her. That’s the power of a dynamic teacher.” She recalls that in 2018, while Wendy was hosting a practicum student from FSU, she received word that Mrs. Winger would be visiting her classroom. “I remember the day she came to visit, and I felt like I was in Hollywood meeting a celebrity for the first time. I shared my story with her, and when I told her the year, she told me it was her very first year teaching.”

It was a lesson that stuck with her: every interaction with one of her own students could “leave an impact that will last a lifetime.”

TEACHING LOVE

Despite knowing from an early age that she wanted to be a teacher, her path was not always straightforward. She began her career by teaching Pre-K early special education for several years but took some time off to raise her own children. During

that time, she started volunteering in her children’s kindergarten classrooms. “This is when my love for kindergarten was reignited, and I knew this was where I needed to be.”

She began teaching kindergarten at the same time her youngest son started kindergarten, and she has been happily nurturing her young students ever since. “Teaching kindergarten is what I truly love to do and creating a love for learning while helping to build a foundation for my student’s educational career is what I consider my passion.”

That passion and love for her job has propelled her to the stars, and she stresses that individuals looking to work with young children should focus on building relationships. “When students and parents know that you genuinely love and want the very best for their children, the bonds of trust begin to form, creating a team that works together successfully,” she says.

That desire to create a unique bond separates the profession of teaching from other professions, Wendy said. “Teaching is so much more than instruction and learning. I truly believe it is difficult for learning to take place when students do not feel safe and/or comfortable.”

The reward for loving what she does? Getting love in return, she says. “I love hearing, ‘Mrs. Stinson, I love you! You’re the best teacher ever!’ Being a kindergarten teacher truly brings me so much joy and happiness daily.” Even after her students leave her classroom, she keeps in touch and celebrates their accomplishments. It is, after all, easy to spot her students. They are the ones lighting up classrooms as they shine brightly, forever Mrs. Stinson’s SuperSTARs. n

Wendy Stinson, Mary J. Brogan Excellence in Teaching Award winner

When did you first discover your passion for Education Policy and Evaluation?

In high school, I read about how Nigerian legends: Obafemi Awolowo, Augustus Taiwo Solarin and Nnamdi Azikwe transformed the lives of countless Nigerians through education, and this spurred me to think about how education can play a better and critical role in the development of Nigeria and other developing nations. After embarking on few educational projects, it became clear to me, in a more practical way, the huge role education can play in improving the lives of people. This inspired me to continuously attend and organize educational programs for the youths in my community.

When I was an undergraduate student in Educational Management at Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria, I read about the eight Millennium Development Goals (MDGs), now the 17 Sustainable Development Goals (SDGs). Goal 2 of the MDGs discussed the exigent need for children around the world, especially in developing nations, to have access to quality basic education and acquire basic skills necessary for work and life. This inspired me to embark on a project which involved providing learning materials for pupils and giving prizes to pupils with excellent academic performance. The positive impact of this project on students, coupled with the smiles on their faces, remains one of the most fulfilling achievements for me.

As a result, I got inspired to embark on a master’s degree program in Educational Management, with a specialization in economics of education, to acquire more knowledge about policies and programs. I took a step further to do a Ph.D. in Education Policy and Evaluation with a special focus on improving educational access, learning outcomes, and school completion rates of children in developing countries. My Ph.D. program has enabled me to acquire high-quality research knowledge and skills which will be useful for developing evidence-backed interventions. These interventions could improve the quality of basic education for children around the world, especially in developing countries.

Tell us about a memorable experience you’ve had so far at FSU (preferably here at the COE)

On a beautiful Thursday morning in Spring 2022, I received an email that I got the highly competitive College of Education (COE) International Travel Scholarship worth $5000. I was so ecstatic, and I informed my professors. My professors were quick to congratulate and encourage me to work harder to do my fieldwork and finish my dissertation strongly. Initially, I applied to seven scholarships to support my Ph.D. research, but five of the applications were rejected. For the 6th application, I got a $600 dissertation research grant from Graduate School, which was not enough to cover my travel expenses. Getting the $5000 COE travel scholarship was a memorable experience that I have had so far at FSU, as it helped to support my research.

What made you choose FSU for your degree?

My burning passion to improve the quality of basic education

in the world, especially in developing countries, inspired me to apply to Florida State University. I was excited to learn from world-class faculty members in the Department of Educational Leadership and Policy Studies , especially Dr. Stephanie Zuilkowski, who has conducted and published groundbreaking empirical studies that aim to improve the quality of basic education in developing countries and in the United States.

What would you like to do after graduation?

My career goal is to work for an international organization that is developing, implementing, and evaluating evidence-based interventions that will improve children’s educational access, learning outcomes, and school completion rates. After my graduation, I want to work with an international organization as a senior researcher, project or program evaluator, or education policy analyst. Alternatively, I would like to work at a college in the U.S.A. as a professor of Education Policy and Evaluation, focusing on improving educational access, learning outcomes, and school completion rates of children around the world.

What is your favorite part of the Education Policy & Evaluation program?

Learning how to conduct policy analysis and evaluate programs is my favorite part of the Education Policy and Evaluation program. I remember I was taught how policy analysts assess policy alternatives’ ability to solve an educational issue. In addition, I had the opportunity to learn about different approaches that could be used to evaluate education programs. All these made me see how education policy analysts help the government evaluate policy alternatives that could most likely be used to solve educational issues and how program evaluators help the government assess programs’ outcomes. After taking policy analysis and program evaluation classes with other relevant classes, I feel prepared to be an education policy analyst or education program evaluator in the education sector.

What advice would you give someone interested in studying Education Policy & Evaluation?

I would suggest that anyone who wants to study Education Policy and Evaluation should check the department’s website for admission requirements. They should ensure they have qualifications, test scores, and supporting documents that could make them meet or surpass minimum requirements. Additionally, the individual should read the degree requirements to know about funding opportunities, the courses offered, the number of credit hours they need to do to graduate from the program, and so on. Furthermore, the individual, especially the person who wants to do a Ph.D. program, should read about the faculty profile to know the professor with whom he/she has similar research interests and is willing to work with. Also, once the individual applies and gets into the program, he/she should be ready to work hard, pass through the program’s rigor, and persevere, irrespective of the challenges. Finally, I would advise anyone who wants to pursue a graduate program in Education Policy and Evaluation to engage in campus activities to unwind from the stress of the rigorous graduate program. n

Program

Sport Management B.S.

Hometown Juno Beach, Florida

Student Spotlight: PAIGE KARM

When did you first discover your passion for your area of research?

I grew up playing several sports and attending many professional sporting events. Over time, my love for sports grew, and around age 13, I realized that I could work in the sports industry.

Tell us about a memorable experience you’ve had so far at FSU?

My most memorable experience so far at FSU would be participating in the Global Sport Management Program in London, England. I attended Wimbledon and the Open, which are major sporting events I’ve learned about in my classes. I made memories that will last a lifetime.

What made you choose FSU for your degree?

I was drawn to FSU’s sport management program because it is one of the best in the country. I also knew that having 20 Division I teams on campus would allow for several opportunities to get involved in sport management on campus. Additionally, FSU was the farthest I could get from home without leaving the state.

What would you like to do after graduation?

After graduating this fall, I will be staying at FSU to complete my master’s degree. After graduating with my master’s degree in the fall of 2023, I hope to begin my career within the sports industry. In the long run, my career goal is to become the first female general manager in the National Hockey League.

What is your favorite part of the sport management program?

My favorite part of the sport management program is the faculty. I have never seen professors so invested in the success of their students, and I have experienced firsthand how compassionate and caring the sport management professors are!

What advice would you give someone interested in studying sport management?

Advice that I would give to someone interested in studying sport management would be to get involved early. The department hosts two amazing clubs, Sport Management Student Association and the Women in Sport Association. Getting involved with these RSOs gave me a leg up when building my professional network and understanding all aspects of the professional sports industry.  n

Faculty Achievements

DEAN DAMON ANDREW ’S textbook “Research Methods and Design in Sport Management” has been localized and released for Serbian-speaking audiences. He was named the 2022 winner of the prestigious Stotlar Award from the Sport Marketing Association. The award recognizes “an academician who makes exceptional contributions to sport marketing education.” Dean Andrew was recognized at the SMA conference in Charlotte, North Carolina.

DR. TIMOTHY BAGHURST, Professor of Education and the Director of Interdisciplinary Center for Athletic Coaching (FSU COACH) was promoted to president of the  National Association for Kinesiology in Higher Ed (NAKHE). Dr. Baghurst presented at the NAKHE 2022 Annual Conference, his first presentation as the group’s new president-elect. His presentation was entitled “Specialization Isn’t Just a Problem for Athletes: Rethinking Academics and Administration.”

He also spoke with NPR on the doping scandals during the 2022 Winter Olympics. Dr. Baghurst is a former anti-doping administrator for the International Racquetball Federation. He was also featured as a guest on the Beyond The Bench podcast.

Additionally, Dr. Baghurst was interviewed for and cited in an article on sciencenewsforstudents.org. The article, written by Avery Hurt, is called “To excel at basketball, it’s mind over matter,” and it discusses the psychological impact of athlete performance. Dr. Baghurst was also featured in a  Women’s Health article. The  article , which discusses the pay that U.S. Olympic Athletes earn, cites a quote from a  WUSA9 article for which Dr. Baghurst was interviewed.

Dr. Baghurst spoke to the coaches of the Leon High School football program. Topics discussed included coaching philosophy and values, periodization, and components of a practice.

DR. CAMERON BEATTY, Assistant Professor in the Department of Educational Leadership and Policy Studies, was featured as a guest speaker on the  SACSA Podcast. The show features interviews from prominent faculty across the SACSA region. Hosted by Dr. Michelle Boettcher, the podcast members discuss the most pressing issues facing higher education. Listen to the episode, which features Dr. Beatty.

Dr. Beatty was also a featured expert on The

Hunt Institute’s new webinar entitled “Racial Battle Fatigue and the Lack of Representation in Mental Health Services for Postsecondary Students.” Dr. Beatty discussed the mental health needs and challenges associated with racial battle fatigue

Additionally, Dr. Beatty was recognized with the 2022 Dr. Susan R. Komives Research Award from NASPA. He also received the ACPA Coalition and Networks Advocate Award.

DR. BETSY BECKER, professor emerita, received a lifetime achievement award from the Society for Research Synthesis Methodology ahead of her retirement. She was also elected the Program Chair of the Educational Statisticians SIG within AERA.

DR. MEGAN BUNING, teaching specialist for FSU COACH, published an article on Sport Coach America entitled “Reverse Engineering the Mental Game,” as well as a new article on Sport Coach America. The article, “Get in the Loop: Creating Useful Habits to Improve Performance ,” discusses the psychology behind effective habit building. In addition, Dr. Buning, served as the methodologist on the article titled “Student veterans’ perspectives of higher education contexts: Beyond the non-traditional student” published in the journal College Teaching.

Dr. Buning appeared on the Educational AD Podcast to share some of her recent research findings. The episode can be heard here. She also discussed how isolation and the COVID-19 pandemic has potentially impacted Winter Olympians and their mental health in a CNN article on the topic.

Dr. Buning was invited to present as part of a coaching series presented by Cutting Edge Coaching. She presented “Training Mindfulness in Practice to Increase Focus in Games.”

DR. SONIA CABELL, Associate Professor of Reading Education/Language Arts, published “Evidence-based features of writing instruction in widely used kindergarten English language arts curricula” in Literary Research and Instruction.

DR. KATHLEEN CLARK, Professor of Mathematics Education and Director of Florida State University’s School of Teacher Education, was selected to participate in the  Faculty Fellowship Program in Israel. Dr. Clark is the first person from FSU to be selected for the competitive program.

DR. SHENGLI DONG, Associate Professor of Psychological and Counseling Services, received a National Institutes of Health grant along with colleagues from Northeastern University and FAMU. The grant aims to prevent depression and enhance wellbeing for Chinese American adolescents through mobile health application. FSU Florida Center for Interactive Media (FCIM) will assist development of the mobile health application.

DR. VANESSA DENNEN, Professor of Instructional Systems & Learning Technologies, received the Best Paper Award at the 20th International Conference on e-Society 2022 for her paper “Teen social media use during COVID-19: Parent perceptions and oversight.”  Dr. Dennen also co-edited the book Global Perspectives on Educational Innovations for Emergency Situations, which is open access and available here. She also authored a book chapter with FSU alumni Dr. Jiyae Bong titled Open, Flexible, and Serving Others: Meeting Needs during a Pandemic and Beyond. Additionally, she appeared as a guest speaker on a webinar by the Instructional Designer Network. The series, “Integrating Specifications Grading in Higher Education: Design for Mastery and Choice,” discusses the concept of specifications grading.

DR. WALTER ECTON, Assistant Professor of Educational Leadership and Policy Studies, published “Heterogeneity in High School Career and Technical Education Outcomes” in the Educational Evaluation and Policy Analysis journal. The article, co-authored with Shaun Dougherty of Boston College, explores the benefits to high school Career & Technical Education on students’ postsecondary education and workforce outcomes. He also won the Association for Career and Technical Education Research (ACTER) Outstanding Beginning Scholar Award.

DR. DAVID ECCLES, Professor and Program Director of the Master’s and Doctoral Programs in Sport Psychology, was recently recognized as an Outstanding Reviewer of the Year for one of the top journals in sport psychology: Sport, Exercise, and Performance Psychology. Dr. Eccles was unanimously recognized for the award. Throughout 2021, he submitted six reviews that received an average rating of 4.7/5.0.

DR. VERONICA FLEURY, Associate Professor of Special Education, published “An

Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices” in the journal Focus on Autism and Other Developmental Disabilities

DR. MICHAEL GIARDINA, Professor in the Department of Sport Management, was a featured expert last month on a WalletHub article covering  March Madness Stats and Facts

DR. KATHY L. GUTHRIE, Associate Professor of Higher Education in the Department of Educational Leadership and Policy Studies, published a new co-edited book: Navigating Complexities in Leadership: Moving Toward Critical Hope, which speaks on navigating the complexities of the leadership process and offers a critical hope for the future. It highlights the voices and experiences of diverse individuals and how the complexities of leadership identity and development play a role in our lives.

Dr. Guthrie was also cited in a volume of the  The Journal of Leadership, Accountability and Ethics (JLAE). Her publication, “Discovering Values and Sense of Purpose Through Leadership Education,” examines student leadership post-graduation and how important ethical concerns such as the learning environment, discovery of values, and sense of purpose are critical for students. She also published “What Mission Statements Say: Signaling the Priority of Leadership Development” in the Journal of Higher Education Policy and Leadership Studies.

DR. ERIK HINES, Associate Professor in the Department of Educational Psychology and Learning Systems, had an article published in the  School Psychology Review Journal Titled, “Using a Culturally Responsive MTSS Approach to Prepare Black Males for Postsecondary Opportunities,” the article discusses the role of school psychologists and school counselors as change agents in the college and career readiness of Black males. In addition, Dr. Hines edited “Equity-Based Career Development and Postsecondary Readiness” for the Journal of College Access.

Dr. Hines appeared at PITT Community College as a guest speaker for the workshop series “The Undisputed Truth for Black Male Achievement.”  He was also a guest on “The Voice of Counseling ,” a series made by the  American Counseling Association for the professional counseling community that showcases essential issues relevant to advocacy, racial justice, and how counselors help to competently create equity in the lives of our clients, students, and the world. The episode can be listened to on  Apple Podcasts, YouTube, and Spotify

Dr. Hines joined the discussion panel for the

Diversity, Equity, and Inclusion Brown Bag Series. He discussed the topic “Promoting Institutional Culture That Fosters Black Excellence in the College of Education.” Additionally, Dr. Hines was funded nearly $1 million by the National Science Foundation’s Robert Noyce Teacher Scholarship Program-Research Track for a grant project that serves the national need of recruiting and retaining highly effective Black male high school STEM teachers. This research project will investigate factors influencing the effectiveness and retention of Black male STEM teachers in highneed school districts.

Dr. Hines gave a public testimony at the Senate Committee on Education at the Capitol. He spoke on SB 1404-School Counselors, which provides certification requirements for school counselors. The bill passed with a 9-0 vote and came into effect on July 1, 2022.

Dr. Hines and Laura Owen (San Diego State University) recently published and co-edited a book titled, Equity-Based Career Development and Postsecondary Transitions: An American Imperative. This book is the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. Further, this text serves as a call to action to ensure the United States’ most vulnerable populations has an opportunity to successfully transition into multiple postsecondary options after high school.

Dr. Hines was elected to the board of directors for the Florida School Counseling Association.

DR. AMAL IBOURK, Assistant Professor in Science Education, co-authored a book chapter in the International Handbook of Research on Multicultural Science Education. The chapter is entitled “Toward Equitable Science Instruction: The Current State of Elementary Science Education in the United States and Policy Considerations.” Additionally, Dr. Ibourk published “‘It is what it is’: Using Storied-Identity and intersectionality lenses to understand the trajectory of a young Black woman’s science and math identities” in the journal of Research in Science Teaching.

Dr. Ibourk’s CAREER proposal, “Developing Elementary Teachers’ Self-Efficacy Toward Justice-Centered Climate Change Teaching,” was approved and funded by the  National Science Foundation. Dr. Ibourk will be investigating ways to support both PSETs’ & in-service elementary teachers’ self-efficacy toward justice-centered climate change teaching, their climate change literacy, and what can be learned about their climate change identity and climate justice.

DR. TAMARA BERTRAND JONES, associate professor of Higher Education, co-authored Black Sisterhoods: Paradigms and

Praxis with Denise Davis-Maye, Jill Andrew, and alumna Sophia Rahming. The book examines how Black women provide support to peers in academic and professional settings.

DR. ROBERT SCHOEN, Associate Professor of Mathematics Education, was named the Kenneth P. Kidd Mathematics Educator of the Year by the Florida Council of Teachers of Mathematics (FCTM). The award was established in 1976 to recognize an individual’s outstanding contributions to mathematics education.

DR. KATHLEEN KRACH, Associate Professor in Educational Psychology and Learning Systems, presented at the  NASP (National Association of School Psychologists) Conference. She presented a discussion on aggressive behavior and different kinds of interventions that school psychologists can employ.

DR. AMY CHAN HYUNG KIM, Associate Professor in the Department of Sport Management, had her research covered in the FSU Institute For Successful Longevity newsletter as the cover story. Her research explores the benefits of Pickleball participation for older adults.

DR. SHAOFENG LI, Associate Professor and Program Leader of Second and Foreign Language Education, hosted an online talk as part of the School of Teacher Education’s Colloquium Series. The talk examined the validity of implicit language aptitude, which is a combination of the cognitive factors that make up one’s ability to unconsciously understand and read/write in their foreign language(s).

Dr. Li also edited the first edition of Research Methods in Applied Linguistics. He also recently published a co-authored article on the effects of immediate and delayed corrective feedback in second language learning in Studies in Second Language Acquisition, a prestigious journal in language education and applied linguistics. He also published a co-authored article on the effects of immediate and delayed corrective feedback in second language learning in Studies in Second Language Acquisition, a prestigious journal in language education and applied linguistics. The information about the article is available here.

DR. LAURA REID MARKS, Assistant Professor of Counseling Psychology and School Psychology, published a paper in The Counseling Psychologist entitled, “Racial Discrimination and Risky Sex: Examining Cognitive-Emotional Factors in Black College Students.” She was also named the National Institute on Minority Health and Health Disparities Research Scholar.

DR. DANIEL MORAGUEZ, Assistant Professor of Educational Leadership and Administration, published an article titled “Pedagogical gaps in the bridge from classroom to field for pre-service principal competence development” in the Journal of Educational Administration. The study captured the pedagogical landscape of principal preparation programs across the country. Program coordinators at over 100 institutions reported their degree of emphasis, pedagogical approaches, and needs for various leadership competences.

DR. JOSHUA NEWMAN, associate dean for research and professor of Sport Management, was named an Active Fellow of the National Academy of Kinesiology and joins only eight other sport management professors who have been named a fellow.

DR. JASON PAPPAS, Associate Teaching Professor in the Department of Sport Management, was a guest on the Sports and the Law panel at the University of Ottawa. He discussed his book, Masters of the Game, which features the life experiences of sports professionals from a variety of backgrounds.

DR. BETH PHILLIPS, Professor in the Department of Educational Psychology and Learning Systems, co-published the article, “Does preschool children’s self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study” The article was published in the Journal of Experimental Child Psychology, and featured faculty members from the Department of Psychology and the  Florida Center for Reading Research.

DR. LARA PEREZ-FELKNER, Associate Professor of Higher Education, was cited by the European Union in a Policy Report commissioned by the European Parliament’s Policy Department for Citizens’ Rights and Constitutional Affairs, on “ Education and employment of women in science, technology and the digital economy, including AI and its influence on gender equality.” Additionally, the articles “The puzzling relationship between international development and gender equity: The case of STEM postsecondary education in Cambodia” and “Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees” were cited in the report. Several members of Perez-Felkner’s research team are alumni, including  Samantha Nix, who is an alumna of the Higher Education program.

Dr. Perez-Felkner was an author on a 48-page report released by ASHE (The Association for the Study of Higher Education). Entitled “Working Beyond Borders to Cultivate Knowledge and Support for Puerto Rican Colleges

and Universities,” the report highlights several contexts of Puerto Rican higher education, including analyses into post-traditional students, STEM students, and the connection between student success and higher education funding. The ASHE 2021 Institute with Puerto Rican Higher Education Leaders final report is available here.

DR. JENNIFER PERRY presented “Planning For Change: Including Vision Loss as a Covered Condition of Medical Insurance” at the  Mississippi AER (Association for the Education and Rehabilitation of the Blind and Visually Impaired) Conference. The presentation, which proposed a change in Medicaid benefits to expand vision coverage in all states and include vision loss as a standard benefit, will be featured on AER E-Learning, a professional development platform for professionals in the field of blindness. Through the platform, professionals can further their education and re-certify with the ACVREP (Association for the Certification of Vision Rehabilitation and Education Professionals).

DR. ROSE SKEPPLE, coordinator in the School of Teacher Education, received the Faculty Seminole Award from the Office of Student Organizations & Involvement in FSU’s Division of Student Affairs. This award is presented to individuals who go beyond their job responsibilities and are enthusiastic about working with and helping students.

DR. ALYSIA ROEHRIG, Professor of Educational Psychology, has been chosen to serve as the Education Co-Chair on the Colorful Talks board. Colorful Talks is an online series of education modules and conversation tools to help parents promote understanding and compassion.

DR. JENNY ROOT, Associate Professor of Special Education in the School of Teacher Education, co-authored a practitioner article titled “Using the Four Stages of Learning to Assess, Set Goals, and Instruct.” The piece was published in the journal  Teaching Exceptional Children and was co-authored with Dr. Bree Jimenez (University of Texas Arlington), Dr. Jordan Shurr (Queens University), and Dr. Emily Bouck (Michigan State University). Dr. Root also published “Teaching Mathematical Word Problem Solving to Students with Autism Spectrum Disorder: A Best-Evidence Synthesis.” The paper was co-authored with alumni Sarah Cox and Bonnie Ingelin.

Dr. Root published the first findings from her IES-funded Early Career research grant in an article titled “Teacher-implemented modified schema-based instruction with middle-grades students with autism and intellectual disability” in the journal Research and

Practice for Persons with Severe Disabilities. Co-authors include Dr. Sarah Cox (Special Education PhD ‘19) and Addie McConomy, current doctoral student in special education.

In addition, Dr. Root published an article titled “Teaching Autistic Students to Solve Math Word Problems” for The OARACLE, the newsletter for the Organization for Autism Research (OAR). Previously, Dr. Root received an Applied Research Grant from OAR in 2019. She also published the article “Essential Components for Math Instruction: Considerations for Students with Extensive Support Needs” in the journal TEACHING Exceptional Children with co-authors Dr. Alicia Saunders, Dr. Bree Jimenez, and current special education doctoral candidate Deidre Gilley (MS ‘18). Her other publications included an article titled “Teaching word problem solving to Students with Autism and Intellectual Disability” in TEACHING Exceptional Children with co-authors Dr. Sarah Cox (PhD ‘19), Dr. Alicia Saunders, Deidre Gilley (PhD Candidate in Special Education, MS ‘18), and Dr. Amy Clausen.

Dr. Root spoke for the Spring 2022 Science of Math Book Study. The study covers the book How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice.

Dr. Root presented “Applying the Instructional Hierarchy with Learners with Autism and Intellectual Disability” at the University of British Colombia’s Center for Interdisciplinary Research and Collaboration for Autism. View the Presentation here.

Dr. Root won the Robert M. Gagne Research Award at the  2022 Marvalene Hughes Research in Education Conference. She was also a keynote speaker for ACRES 41st Annual National Conference. She spoke on math instruction for rural students with disabilities.

DR. SHERRY SOUTHERLAND, professor in the School of Teacher Education, recently published “Our Shifting Understandings of Culturally Relevant Pedagogy in Physics” in  The Physics Teacher. The paper was also recently featured in a  NewsWise article by  American Institute of Physics. Dr. Southerland was also referenced in a Science Daily article entitled “Making physics instruction more equitable.”

Additionally, Dr. Southerland was named the Outstanding faculty scholar for the UTeach STEM Educators Association.

DR. LAURA STEACY, Associate Professor of Special Education coauthored and published an article in Reading Research Quarterly entitled “Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia.”

DR. NICOLE PATTON TERRY, Director of the Florida Center for Reading Research (FCRR), was named a finalist in the 2022  Institutional Challenge Grant competition.

The Institutional Challenge Grant encourages research institutions to build long-term research-practice partnerships with public agencies or nonprofit organizations to reduce inequality in youth outcomes. Dr. Terry helped the FCRR receive a five year, $27-million contract to operate the Regional Educational Laboratory (REL) for the Southeastern United States. The labs are designed to bridge the gap between educators and policymakers by providing research-based strategies to improve learning outcomes for K-12 students.

Dr. Terry spoke in “Black Voices in Education Research,” a new joint speaker series presented by the White House and the Institute of Education Sciences. The initiative was created to strengthen the nation by improving educational outcomes for Black Americans of all ages and to help ensure that this population would receive an education that prepares them for college and productive careers to contribute to the well-being of society.

Dr. Terry also officially became a member of the 3rd cohort of The Atlantic Coast Conference Leader’s Network.

DR. BRET STAUDT WILLET, Assistant Professor of Instructional Systems & Learning Technologies, received an Outstanding Service Award from the Research & Theory Division of the  Association for Educational Communications & Technology (AECT). Dr. Staudt Willet was recognized during the AECT International Convention for his award  which recognizes outstanding service and commitment to the Research and Theory Division. He also received an Association for Educational Communications & Technology Qualitative Inquiry Award for his work “Early Career Teachers’ Expansion of Induction Support Systems with Social Media,” as well as an Outstanding Service Award from AECT Dr. Staudt Willet recently published an article exploring playful ways to critique the role of technology in our lives titled, “Black Mirror Pedagogy: Dystopian Stories for Technoskeptical Imaginations.” To supplement this work, Dr. Staudt Willet built interactive web apps to help students tap into their creative imaginations through online MadLibs: play Public Service Announcement and Data Dystopia.

DR. EUNHUI YOON, Assistant Professor in the School Counseling and Counselor Education Program, co-authored an article entitled  “Introducing Korean adolescent counselling systems: Implications for future directions.” The piece discusses the current

state of counselling systems available to Korean adolescents that face high levels of stress due to the competitive nature surrounding the Korean education system. The article was published online to Counseling and Psychotherapy Research Dr. Yoon also published a book chapter entitled “Korean LGBTQ+ Adolescents’ School Experiences and What Teachers, School Counselors, and Administrators Can Do.”

GROUP PROJECTS, AWARDS, & RECOGNITION

DR. CAMERON BEATTY, Higher Education Professor ROBERT SCHWARTZ and Teaching Faculty  SALLY WATKINS presented at the ACPA conference.

DRS. ROBERT SCHWARTZ,  CAMERON BEATTY,  BRADLEY COX, and  KATHY GUTHRIE are presented at the NASPA Conference in Baltimore, MD.

DR. KATHY GUTHRIE and DR. CAMERON BEATTY co-authored the book entitled Operationalizing Culturally Relevant Leadership Learning. The book, which focuses on leadership development within higher education through the application of the Culturally Relevant Leadership Learning Model, seeks to help leaders in education create learning spaces in higher ed that are socially equitable. The duo appeared on  Student Affairs NOW to discuss their new book.

DR. CAMERON BEATTY and Assistant Professor DR. ALOUNSO GILZENE co-authored a book review of  Bending the Arc Towards Justice: Equity-Focused Practices for Education Leaders, calling it “an excellent resource for educational leaders who want to deepen their understanding of equity-centered practices, with examples and frameworks that are applicable and consider different contexts.”

DR. GILLIAN STEWART GREGORY, Program Director of the FSU COE Office of Research, DR. NICOLE PATTON TERRY were the 2022 Institutional Challenge Grant winners for the William T. Grant Foundation. Their grant is called “University Research Partnerships to Reduce Educational Disparity in College Towns: Building a Model in Tallahassee, FL,” and the grant supports a partnership between Florida State University, Leon County Schools, and Florida A&M University, which aims to address educational disparities, specifically in reading.

DR. LYNDSAY JENKINS and DR. SIMONE MAY presented “The Myths and Realities of Work/Life Balance” for the first Faculty Fellows Initiative of the year. They discussed their

expertise and personal experience about creating and maintaining work/life balance with their peers.

DR. SHAOFENG LI, DR. PHIL HIVER, Assistant Professor of Foreign and Second Language Education, and  DR. MOSTAFA PAPI, Assistant Professor of Foreign and Second Language Education, co-edited a book entitled The Routledge Handbook of Second Language Acquisition and Individual Differences The book consists of 32 chapters providing a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference factors play in second language acquisition.

DR. MEGAN BUNING and DR. DAVID ECCLES, Sport Psychology professor, recently worked together on a publication entitled “The Transition of an Applied Sport Psychology Training Program at a US University from a Face-to-face to a Virtual Mode: An Autoethnographic Case Study.” The paper also featured doctoral students Thomas Gretton and Gabriela Caviedas along with alumna Kristen Weber.

Dr. Phil Hiver, Lara Perez-Felkner and Mia Hines won teaching and advising awards.

• DR. PHIL HIVER: Outstanding Graduate Teaching

• DR. LARA CRISTINA PEREZ-FELKNER: Inclusive Teaching and Mentoring

• MIA HINES: Outstanding Graduate Advising

DR. EUNHUI YOON and DR. SIMONE MAY co-authored a chapter entitled “Preparing LGBTQ+ students for postsecondary transitions through career development” in the book Equity-Based Career Development and Postsecondary Transitions: An American Imperative by Laura Owens and Erik Hines.

DR. ARZU LEUSHUIS and DR. ANGIE DAVIS prepared a workshop for K-12 teachers on ‘Strategies to Help Students to Become Effective Writers’. Dr. Leushuis delivered the workshop at The Florida Literacy Conference.

Alumni Updates

1960s

CAROL HAIR MOORE (Elementary Ed. B.S. ‘62) published the sixth book in her children’s book series. Irene Lee Come Dance With Me, illustrated by Linda Grady, will continue the  I Wish You Ice Cream and Cake book series that Moore has been writing to promote kindness and compassion into her young readers.

1990s

CHRISTOPHER IANSITI (ISLT M.S. ‘94) assumed the role of chair of the Florida State University Foundation Board of Trustees.

2000s

JOHN HOLDEN (Sport Management M.S. ’07, Ph.D. ‘16), assistant professor in the Department of Management at Oklahoma State University, was a guest on the Sports and the Law panel at the University of Ottawa. He discussed his recent publication, “Exploring College Sports in the Time of Covid-19: A Legal, Medical, and Ethical Analysis.”

BARBY MORO (Emotional/ Learning Disabilities B.S./M.S. ’08) was featured in a story by the Tallahassee Democrat. The alumna shared her story as a parent and CEO trying to navigate through the pandemic. Moro won the Distinguished Alumni Award for Government and Community Service in 2015 and was named CEO of  RedEye Coffee in 2020. Read her full story here.

2010s

DR. MARSHALL ANTHONY, JR. (Higher Education Ph.D. ‘19) accepted the position as the Director of Research for TICAS (The Institute for College Access and Success).

BEN CECIL (Higher Ed. M.S. ‘15), a Graduate Research Associate with ACEducation and a Ph.D. candidate at The University of Georgia’s Louise McBee Institute of Higher

Education, was a featured speaker for the FSU Higher Education Student Affairs Leadership course. He discussed the topic of administration and governance in higher education.

DR. SARAH COX (top) (Special Ed. Ph.D. ‘19) and DR. BONNIE INGELIN (bottom) (Special Ed. Ph.D. ‘18) co-authored “Teaching Mathematical Word Problem Solving to Students with Autism Spectrum Disorder: A Best-Evidence Synthesis” in the journal Education and Training in Autism and Developmental Disabilities with Associate Professor  Jenny Root. Dr. Cox also co-authored an article titled “Teacher-implemented modified schema-based instruction with middle-grades students with autism and intellectual disability” in the journal Research and Practice for Persons with Severe Disabilities. Associate Professor of Special Education Dr. Jenny Root and doctoral student in special education Addie McConomy were also on the publication.

JAMIE JACOBY (Child Development - Minor B.S. ‘15) is the 2021–22 Orange County Public Schools Teacher of the Year for her work at Lakeville Elementary.

MICHELLE (ROBINSON) MCNULTY (Higher Education M.S. ‘12) was accepted as a Strategic Data Fellow for the Center for Education Policy Research at Harvard University. The fellowship is a two-year program that develops PK-12 and Higher Education data leaders to strengthen the capacity of the field to use data for improvement. Over the two years, SDP Fellows work within an education agency, institution, or organization and participate in high-impact professional development with Harvard-affiliated staff and faculty.

SAMANTHA NIX (Higher Ed. Ph.D. ‘18) was cited by the European Union in a Policy Report commissioned by the European Parliament’s Policy Department for Citizens’ Rights and Constitutional Affairs, on “Education and employment of women in science, technology and the digital economy, including AI and its influence on gender equality.” The articles “The puzzling relationship between international development and gender equity: The case of STEM postsecondary education in Cambodia” and “Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees” were cited in the report.

SOPHIA RAHMING (Higher Education Ph.D. ’19) co-authored “Black Sisterhoods: Paradigms and Praxis ” with Denise Davis-Maye, Jill Andrew, and Higher Education Associate Professor  Tamara Bertrand Jones The book examines how Black women provide support to peers in academic and professional settings. Rahming also published the journal article “The STEM Glass Ceiling: The Influence of Immigration Status on STEM Trajectories of Afro-Caribbean Women (A Narrative Approach)” in the  Journal of International Students. The paper examines how citizenship and immigration status influenced the STEM trajectories of eight Afro-Caribbean women in STEM education or careers.

ALI RAZA (Higher Ed. M.S. ‘16) was awarded the 2021 Social Justice & Inclusion Award for NASPA Region 4W.

CRAIG STANLEY (Ph.D. ‘14) was appointed as the College of Social Work’s interim dean. Craig had been serving as associate dean for academic affairs for the college.

2020s

TARLAN CHAHARDOVALI (Sport Management Ph.D. ‘21) accepted a new tenure-track faculty position as an Assistant Professor in the University of South Carolina’s Department of Sport and Entertainment Management.

CAILYN HAMSTRA (Elementary Education ‘21) was named as one of the Santa Rosa County Rookies of the Year.

DR. CLAUSELL MATHIS (Science Education Ph.D. ‘20) and ROXANNE HUGHES (Educational Leadership and Policy Studies Ph.D. ‘10) published an article in the Journal of Research in Science Teaching with assistant professor  Dr. Amal Ibourk. Additionally, Dr. Mathis was referenced in “Making physics instruction more equitable” by ScienceDaily.

ERICA WIBORG (Ph.D. Higher Ed. ‘20) was selected as an Emerging Faculty Leader Academy Cohort for the NASPA Faculty Division.

Student Focused. Innovation Driven.

1100 Stone Building 1114 W. Call Street P.O. Box 3064450 Tallahassee, FL 32306-4450