The Torch - FSU College of Education Magazine, 2014

Dr. Young-Suk Kim: An Award-Winning Year

Florida Standards: The Stepping-Stone to Higher Education

THE

2014

TORCH

COLLEGE OF EDUCATION MAGAZINE

Education in the Muslim World A Day in the Life: COE Students in Their Own Words The TORCH

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FROM THE

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elcome to the 2014 edition of The TORCH magazine. We strive to provide you with an aesthetically pleasing publication that focuses on intriguing stories featuring the outstanding accomplishments of our faculty, staff, students and alumni.

Throughout these pages, you will read about the significant impact the College is making locally, abroad and in the field of research. You will also see stories from current students and updates from your fellow classmates.

We are proud of our continued upward movement in national rankings. We hope that you will continue your support as we strive to achieve greater excellence in our journey to become a Top 25 school (Read more on page 2).

Your voice matters and we would love to hear your feedback. Be sure to keep us informed of your life post graduation. We hope that you will pay your alma mater a visit next time you’re in town.  Thank you for all you do in carrying the torch for education.

All my best,

Marcy P. Driscoll, Ph.D. Dean, College of Education Leslie J. Briggs Professor of Educational Research

DEAN

IMPACTING EDUCATION AROUND THE WORLD

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GLOBAL

INSPIRED

PROFILES IN STUDENT LEADERSHIP

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CONDUCTING RESEARCH THAT MAKES A DIFFERENCE

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INVESTIGATIVE

EVENTS AND PHILANTHROPY

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ENGAGED

PROGRESS REPORTS

ALUMNI NEWS AND NOTES

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FACULTY AND STAFF ACHIEVEMENTS

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BENCHMARKS

CONTENTS

AT THE FOREFRONT OF KEY POLICY ISSUES

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ACTIVE

AT THE FOREFRONT OF KEY POLICY ISSUES

ACTIVE 11

ON THE PATH TO SUCCESS: FLORIDA STATE’S TOP 25 ASPIRATIONS THE NEW AGE OF LEARNING: TECHNOLOGY IN EDUCATION FLORIDA STANDARDS: THE STEPPING-STONE TO HIGHER EDUCATION

ON THE PATH TO SUCCESS:

FLORIDA STATE’S TOP 25 ASPIRATIONS

By Jennie Harrison

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s a result of last year’s passage of the Career and Professional Education Act, or “preeminence bill,” FSU has launched its mission to be among the top 25 public universities in the country. FSU is designated as one of only two preeminent universities in Florida and therefore qualifies to receive additional financial support from the state.

Along with the preeminence bill, Governor Rick Scott also signed a state budget that supports the university’s top three priorities: support for the continuation of preeminence funding, facilities funding and support for veterans’ initiatives.

Currently ranked #40 by U.S. News and World Report’s (USNWR) “Best Colleges” rankings for public colleges and universities, FSU has risen two places since last year. To continue the upward momentum, the university plans to invest in career placement and planning, entrepreneurial initiatives, and STEM (science, technology, engineering and mathematics) programs, as well as increasing graduation and retention rates, via an increased state pledge of $75 million distributed in $15 million increments over the next five years. FSU is aiming to match this figure through a number of fundraising initiatives, including the 25 for 25 Campaign geared towards current FSU faculty and staff along with alumni outreach efforts.

While the university continues its climb to the Top 25, the College of Education is poised to do the same. Currently ranked 39th in the nation on the USNWR’s list of “Best Graduate Schools” of 2015 for education schools, the COE has moved up five places from #44 in just one year.

“Our continual upward movement in the rankings speaks to our commitment to providing our graduate students with excellent faculty, facilities and partnerships within our community," said Dean Marcy Driscoll. “This ranking reflects our increasing success in securing research grant funding, which is a heavily weighted component of the scoring.”

Just last year, FSU researchers brought in $230

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million in contracts and grants.

“With more grant funding, we are also able to attract and retain highly qualified doctoral students,” continued Driscoll. Because the number of doctoral degrees awarded annually is an important metric calculated in the ratings, securing financial support for doctoral students in the form of scholarships and fellowships is a priority for the College.

Other USNWR metrics the COE plans to focus on over the next year include: research expenditures, retention and graduation rates, academic reputation, and alumni giving. These benchmarks are closely aligned to other university performance metrics, such as preeminence and Board of Governors performance funding.

While the College of Education has always aspired to be a top institution in teaching, research and service, it is our hope that our Top 25 focus and the metrics used for those rankings will help us to evaluate how best to utilize specific resources to achieve greater excellence. T

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THE NEW AGE OF

LEARNING: TECHNOLOGY

IN EDUCATION

By Ken Higgins

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he influx of technology in recent times has changed education significantly. Through useful technological tools, information is being delivered and absorbed rapidly in all levels of education. This integration of new technology opens the door to more dynamic learning and teaching experiences. Thus, effective implementation of technology in and out of the classroom helps teachers to improve student learning, boost engagement and increase comprehension.

The College of Education at Florida State University is a leader in the use of technology for enhanced learning, proactive instruction and student preparation, especially for careers that require high technological skills. Our innovative facilities, such as the Tech Sandbox and the Sport & Exercise Psychology Lab, provide students with a plethora of practical learning opportunities unique to FSU’s College of Education.

Located in the Stone Building, the Tech Sandbox provides students and faculty the opportunity to gain hands-on experience with the latest technology. “The facility is a modern, open learning space that houses technologies that are currently in use or will be used in PreK-12, continuing and higher education, and other organizations,” says Dr. Dina Vyortkina, Director of the Office of Information & Instructional Technologies (OIIT).

The purpose of the Tech Sandbox is to prepare graduates for successful professional careers using a dynamic learning environment where

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students and faculty can practice using various instructional technologies.

The Tech Sandbox contains such tools as tablets, 3D technology, SmartBoards, LiveScribe pens, a Smart interactive projector, Google Glass and Leap Motion. These tools aid students in dynamic learning, which involves reading, writing, collaboration and experience with “hands-on” activities. More information and a complete list of available tools in the Tech Sandbox can be found at www.coe.fsu.edu/TechSandbox.

Another state-of-the-art facility inside the College of Education with cutting edge technology is the Sport & Exercise Psychology Laboratory. Faculty use technologies from this lab to promote highquality teaching, learning, and research in the field of sport and exercise psychology. Dr. Gershon Tenenbaum, professor and coordinator of the

Google Glass

The Tech Sandbox has helpful tools like SmartBoards, Kinect and many others.

Sports Psychology program and one of the most distinguished researchers in the field, oversees the various innovative research projects being conducted in the Sport & Exercise Psychology Laboratory.

According to Nataniel Boiangin, a Master’s student in the Sports Psychology program and head coach of the FSU Ice Hockey team, “the various technologies in the Sport & Exercise Psychology Laboratory are used in the classroom to further facilitate and broaden students’ education and skillset for both research and application in the field.” These tools include Biofeedback, Camera System, Mobile Eye XG and DynavisionD2. Mobile Eye XG is an eye-tracking technology that measures the duration and frequency of a person’s gaze through a pair of glasses. DynavisionD2 is a technology that can help improve one’s perceptual vision, reaction time and executive function. These technologies are also made available to undergraduate sports psychology classes, other departments within the College of Education and various colleges on campus.

The continued implementations of new educational technologies will not only help to

develop critical thinking in learners of all ages, but will also create new teaching and learning opportunities. Research supports the idea that exposing children to technology at an early age helps them to better understand technological concepts in the future. The ultimate decision of how much technology should be provided in classroom interaction still resides with the educators, yet schools are constantly adopting new teaching and learning tools to support curricular goals. T

Bluetooth laser projection keyboards allow you to type almost anywhere.

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FLORIDA STANDARDS: THE STEPPING-STONE TO

HIGHER EDUCATION

By Kelli Gemmer

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n an effort to provide students with the best education, Florida is continually looking to set new standards that will raise the bar for education and student achievement. As these standards change, so does the definition of what it means to be “college-ready.” This brings about significant changes to the higher education landscape, especially for teacher preparation programs.

The development of the latest standards began in 2009 when Florida was awarded $700 million as part of the Race to the Top competitive grant program for the improvement of public education. As part of this program, Florida and 44 other states opted to implement new standards developed by the National Governors Association, the Council of Chief State School Officers (CCSSO) and other stakeholders, including teachers, school administrators, parents and experts. These entities shared a common goal as they developed these standards without intervention by the federal government. Referred to as the Common Core State Standards, these benchmarks were released in February 2010 and were adopted by Florida on July 27, 2010.

The Common Core State Standards represent the first significant attempt at creating a national set of education standards. They create consistency

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across grade levels, states, and countries by establishing clear and consistent standards for English/Language Arts and Mathematics in an attempt to provide more focus on skills that help students move up and keep them from falling behind.

However, the public had many concerns when informed about Florida’s adoption of the Common Core State Standards. As a result, the Florida Department of Education (FLDOE) allowed public input to create new standards in Fall 2013 through three channels: public meetings throughout the state, a website specifically dedicated to public input, and direct email to the FLDOE for comments and concerns. Additionally, Governor Rick Scott issued an executive order that separated Florida from the Partnership for Assessment of Readiness for College Careers (PARCC), a national consortium working with Common Core to develop assessments of the standards, in August 2013.

This separation allowed Florida to design a test specifically for its own needs instead of using the assessment designed for Common Core.

After reviewing thousands of suggestions from parents and teachers, the standards were amended accordingly and the finalized new standards were

adopted under the name Florida Standards. Florida Standards are very similar to Common Core State Standards, with minimal deletions, amendments and additions.

The Florida Standards Assessments (FSA) differ from the Florida Comprehensive Assessment Test, or FCAT, which was the assessment used previously, in a number of ways. FSA will focus on a broader approach for student learning, including an increased emphasis on analytical thinking. Thus, the most significant difference is that the test will have more than just multiple-choice questions; it will include questions that involve more interaction such as creating graphs, showing your work on math problems, and writing responses in reading sections. These tasks will require students to engage in the complete understanding of a topic and not just memorization. The new assessments will be administered for the first time in the 2014-2015 school year. The hope is that this new emphasis on analytical thinking will help prepare students for college, a career and life.

These changes to standards and testing must be accompanied by changes in teacher instruction.

According to the Common Core Standards Initiative website, “Teachers know best about what works in the classroom. That is why these standards establish what students need to learn but do not dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards� (Common Core State Standards Initiative, 1).

In other words, the Common Core State Standards provide clear goals and expectations for students across states, districts and classrooms, but it does not tell teachers how to teach the material they are given. Teachers must utilize new and creative instructional strategies that may differ from what they’ve used in the past. As students will be required to think analytically and creatively, so must teachers.

As a result of these changes in instruction, modification to teacher preparation programs must be made as well. Our teachers cannot be The TORCH

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expected to enter a new era of testing standards with the knowledge of standards that are no longer in effect, especially considering the significant impact of student performance on teacher evaluations. FSU’s School of Teacher Education has been preparing for these changes for some time now. “Taking into account the developmental nature of children and cultural diversity, teacher candidates must be able to effectively utilize a variety of instructional strategies that challenge students and help them develop critical thinking skills,” says Dr. Angie Davis, teaching faculty in the Elementary Education program. “The Florida Standards were created to better prepare students for college, career and life. As teacher educators, our mission is to prepare teacher candidates to analyze the content standards in order to develop curriculum and instruction that enable Florida’s children to achieve these goals.”

Though often a source of dispute, many educators agree that a set of education standards is necessary to ensure that students have equal opportunity across the board. Standards that are consistent across the country provide all interested stakeholders, teachers, parents and 7

students with clear expectations that help ensure students are prepared to succeed in college and/ or in the workforce.

The education gap between K-12 and postsecondary education is wider than most secondary teachers believe. According to the 2012 ACT National Curriculum Survey, 89% of high school educators believe that their students were “well” or “very well” prepared for college while only 26% of college educators believe the same. Nearly one-fourth of all first-year students at a public four-year college take a remedial course. The hope is that these new standards will cut remediation rates, increase college retention rates, and place students in the United States on an equal field nationally and internationally.

The creation of educational standards still faces much debate; however, much of the dispute is due to confusion and misunderstandings surrounding the creation and implementation of these standards. According to Dr. Elizabeth Jakubowski, associate professor of Mathematics Education: “The narrow focus on the kind of instruction occurring has obscured the idea of the standards

guiding and informing what students are to learn. Curriculum standards are statements regarding the content and the progression of how it should be organized and do not specify how it should be taught. Years of research on how students learn mathematics helped to shape the progression of the content. Confusing the standards with implementation, student activities and policy is forcing rhetoric that threatens opportunities for systemic improvement in mathematics teaching.”

The political rhetoric behind these new standards in both mathematics and language arts is obscuring the true goal of the individuals who developed the Common Core Initiative: to provide students with an education that will allow them to compete internationally. These students are the future of our country and deserve the best education we have to offer. T Editor’s note: The 2010 Common Core Standards and the 2014 Florida Standards for both Mathematics and English Language Arts can be found at www.fldoe.org/bii/curriculum/sss.

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IMPACTING EDUCATION AROUND THE WORLD

GLOBAL 99

EDUCATION IN THE MUSLIM WORLD LEARNING ACROSS THE POND: HIGHER EDUCATION’S 2014 LONDON PRACTICUM

EDUCATION IN THE

MUSLIM WORLD

By Kelli Gemmer

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he College of Education has always strived to make an international impact in the field of education, especially with regard to research.

With the Top 25 goal in mind, global engagement continues to be a main priority of the College. “I think that the effort to internationalize the College of Education and to bring a more international experience and perspective to the students we teach is very important,” says Dr. Jeffrey Milligan, professor of Educational Leadership and Policy, director of the Center for International Studies in Educational Research and Development (CISERD) and interim director of the Learning Systems Institute (LSI).

Following the attacks of 9/11, western countries began to take further interest in education and educational systems in predominantly Muslim countries. Several faculty members in the College of Education, including Milligan, have conducted comprehensive research in these areas of the world that focuses significantly on education development and reform.

Milligan’s research on education in Muslim societies has focused on two areas in particular. In his first area of research, Milligan examined how educational policy was deployed in the southern Philippines throughout most of the 20th century to mitigate tensions between the Christian majority and the Muslim minority present there. “The Muslim minority in the

southern Philippines has long been poor, marginalized and disaffected – conditions which have contributed to recurring conflict, first with the U.S. military from 1898 to roughly 1920 and subsequently with independent Philippine governments,” explains Milligan. “The latest iteration of that conflict has been going on since the early 1970s and represents one of the longest running Muslim secessionist movements in the world. From the beginning of the U.S. occupation, the present education was seen as a tool for integrating the Muslim minority and contributing to its development, but biases in those policies have also contributed to Muslims’ sense of marginalization.”

Milligan’s second area of research has been on the efforts to “integrate” Islamic education in Muslim societies, particularly in areas of Southeast Asia such as Indonesia, Malaysia and the Philippines. “Many Muslim communities around the world are attempting to integrate instruction in secular subjects with religious studies in order to produce individuals who are equipped with the knowledge and skills necessary to succeed in the modern world but at the same time grounded in the spiritual values that are so central to the identity of these communities,” says Milligan.

While his research has focused on secular integration in the context of Southeast Asia, this phenomenon is The TORCH

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taking place all over the Muslim world in varying degrees.

Dr. Helen Boyle’s research addresses these same issues in Africa, specifically Nigeria, Mali, Ghana and Morocco.

Boyle, an associate professor of Educational Leadership and Policy and research faculty at LSI, has discovered through her research that, “In West Africa, and in other places, there seems to be a movement afoot whereby traditionally Islamic schools are adopting secular curricula into their overall program of studies, and they are offering to parents and communities an alternative choice to public schools.” These alternative choices can range from foreign language to mathematics to full government curriculum.

This development is significant for the region since some of the government agencies, particularly in Nigeria, are not able to provide access to schooling to all children who need it. Thus, Boyle explains that, “The idea of another venue or another set of schools that can provide education to children 11

– whether Islamic or Christian or other – is a very interesting development and a very, perhaps, necessary avenue to pursue in the endeavor to reach millennium development goals and universal primary education.”

Dr. Ayesha Khurshid, an assistant professor of Educational Leadership and Policy, also addresses the lack of access to schooling in her research. Her particular focus is on women’s education issues in Muslim countries, specifically in Pakistan. Her research dispels the modern assumption held by western states and international development agencies that the local Muslim communities resist educating women in their communities. “In countries like Pakistan, Bangladesh, Iran and Malaysia, it was the Islamic scholars and different Islamic reformist movements that introduced the idea of modern education, both for men and women, as an Islamic right and responsibility,” explains Khurshid. “Thus, modern education in these countries is viewed as a product of Islamic teachings and

history. Whereas education does remain inaccessible to a part of the population, this is largely a result of poverty and access rather than lack of interest in education.”

Khurshid asserts that the challenges faced by educators in predominantly Muslim countries vary, as these countries – which range from Egypt to Pakistan to Indonesia – are quite diverse themselves. “Some of the major issues are poverty, access to schools, and law and order situations in places like Afghanistan,” explains Khurshid. Most parents want to educate their children but are unable to at times due to lack of resources or unavailable schools.

“Another issue,” according to Khurshid, “is the global push to implement educational reforms in these countries to improve the deteriorating condition of the educational system.” The problem exists in the fact that teachers, administrators and managers are not given proper training to implement these reforms.

Khurshid argues that more attention should be paid to how

locals have been working on education for a very long time.

“There are a number of local projects/movements in Muslim countries that provide quality education to girls and boys and present it as an Islamic responsibility,” says Khurshid. “For example, in Pakistan, the Citizens Foundation and Developments in Literacy, and in Turkey, the Gulen movement, among others, represent a wide array of such efforts.” Generally speaking, active collaboration is needed between the national governments, international development agencies and local communities to fix the educational problem long term.

Expanding the depth of research on education in the Muslim world, the College of Education also has faculty conducting research in West Africa. Dr. Peter Easton, associate professor of Educational Leadership and Policy, worked and resided in West Africa for ten years as a Peace Corps volunteer, and later a technical assistant in adult literacy and rural development

programs. He recently published a book with UNESCO Press that assessed the social circumstances under which people are motivated to become literate but are not able to do so, titled, “Sustaining Literacy in Africa: Developing a Literate Environment.”

Dr. Stephanie Zuilkowski, assistant professor of Educational Leadership and Policy, also studies education in Africa. Her article in the British Journal of Educational Psychology examines the effects of early childhood malaria treatment on dropout patterns of

students attending madrasas and government schools in Gambia.

Currently, she is conducting research on secondary madrasa dropouts in Banda Aceh and Serang, Indonesia.

The COE faculty’s research on these topics of education in the Muslim world is arguably more indepth than any other university in the United States. The College has faculty researching educational issues in almost all areas of the Muslim world: Southeast Asia, the Middle East, North Africa, Pakistan and West Africa. “We have also been deliberately recruiting a cadre of graduate students and visiting faculty with research interests in this area in an effort to cultivate this mutual interest in our research focus,” says Milligan. Thus, our researchers at FSU have an unusual depth of expertise on this topic. “To our knowledge,” begins Milligan, “there is nothing else like it in the United States.” T

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LEARNING ACROSS THE POND: HIGHER EDUCATION’S 2014 LONDON PRACTICUM

By Kelli Gemmer

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nstitutions of Higher Education are different around the world and global awareness is extremely important to the FSU College of Education. “Actually visiting higher education institutions and stepping foot on various campuses, especially those unlike FSU, is an important part of students’ development in understanding the field of higher education,” says Dr. Kathy Guthrie, associate professor of Higher Education.

In response to this educational necessity, the Higher Education Program at Florida State University established its first international practicum in 2012. The practicum course was originally created in the 1960’s to help students observe and gain professional experience in the practices of higher education administration through campus visits and analysis of contemporary issues in student affairs. “It is a tradition that started back with Dr. Mel Hardee, who is a pioneer in the Student Affairs field and was instrumental in starting the graduate program here at Florida State,” says Guthrie.

Practicum is a required part of the Higher Education Master’s degree track. “The purpose of this course is for students to explore different types of institutions and compare how different structures and campus cultures create environments and respond to various situations when working with students,” explains Guthrie. Students can visit local institutions only, global institutions only or they can participate in both local and global visits. This year, students toured institutions in the Tampa Bay area, but the location varies each year. The global location has been London, England, for the last three years, but they plan to explore other international sites in future years.

In May, 12 students from the 2015 Higher Education cohort participated in the weeklong FSU HESA 2014 London Practicum. They had site visits at two traditional English universities, the University

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The HESA group visiting Parliament. of Reading and Oxford University, where they met with representatives who provided a glimpse into Great Britain’s traditional higher education system.

The third institution that the group visited was Richmond, the American International University.

Unlike traditional English institutions, Richmond has dual-accreditation, meaning that graduates can receive an American BA/BS degree or a U.K. BA/BS degree because the university is accredited in both countries.

Students also toured Leighton Park School, a day and boarding school for ages 11-18 in the town of Reading. They learned about the U.K. equivalent of the SATs called A-levels. These are tests that students complete in their final two years of secondary education and are the main influence of college admission decisions.

Following the institution tours, the group visited the Foundation for International Education (FIE) where they met with a team of professionals who discussed what it is like for study abroad students in London. Among these professionals was Dr. Grahaeme A. Hesp, a graduate of the Higher Education doctoral program and director of academics for FIE.

WHAT I LEARNED AT THE

2014 LONDON PRACTICUM

By Cassandra Winland, 2nd year Master’s student in Higher Education, graduate assistant with University Housing

The HESA group visiting Richmond University.

The cohort’s final meeting was with Dr. Paul Gentle from the Foundation for Leadership in Higher Education, which works with U.K. Higher Education administrators and aims to improve leadership at the university level. Dr. Gentle provided further insight on admission, academics and university access in the U.K. The practicum not only focused on international education, but also provided cultural enrichment through outings around London and the surrounding area. The cohort visited the British Museum, Parliament, the London Eye and Brighton Beach.

Ben Cecil, a second year Master’s student and graduate assistant in the Center for Global Engagement says, “The week we spent in the U.K. was not only a chance to explore the differences and unique attributes of the U.K. higher education system, but also immerse ourselves in a new culture and learn from the city and professionals around us.” T

The HESA group at Brighton Beach.

The students who went on the trip were all a part of group projects that focused on three different topical areas: academic advising in the U.K., international students studying in the U.K. and access to U.K. higher education.

As a part of the academic advising group, I focused heavily on academic major selection for students and learned a great deal. Traditional U.K. institutions have a one-track system of sorts. Whatever the student comes to university to study is typically what they earn their degree in. The A-level tests taken during Sixth Form impact this as well. If a student takes A-levels in biology and chemistry, they are funneled into that area of study at the university level.

This is somewhat of a contrast to the U.S. system in that students have the ability to come to university undecided and change their academic major. However, this one-track system isn’t always the case. For example, as Richmond University is a liberal arts institution, it is parallel to a U.S. institution in the ability to change academic direction or focus.

In regards to access to higher education, I believe critiques of the U.K. system are quite similar to those of the U.S. system. There is a group of institutions in the U.K. known as the Russell Group. These institutions are considered elite research institutions that garner much of the financial support from the government. A person might compare this group to the Ivy League. There are certainly issues of access to these institutions.

Overall, I would say that throughout the practicum trip, I focused on the differences between the U.S. and U.K. systems. Several of my cohort members and I would have conversations about how we consistently looked at everything through an American lens. With some reflection stateside, those differences don’t seem so extreme and I can better focus on the similarities. The trip gave our cohort an amazing hands-on opportunity to explore the higher education system in the U.K. and I would venture to say all of us are still digesting all the information gained!

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CONDUCTING RESEARCH THAT MAKES A DIFFERENCE

INVESTIGATIVE 15 15

COLLABORATORY: A COLLABORATIVE ONLINE RESEARCH LABORATORY FOR 21ST CENTURY LITERACIES RESEARCH DR. YOUNG-SUK KIM: AN AWARD-WINNING YEAR

COLLABORATORY: A COLLABORATIVE ONLINE RESEARCH

LABORATORY FOR 21ST CENTURY

LITERACIES RESEARCH

By Kelli Gemmer

A

s society evolves, so does the definition of literacy. The 21st century has brought perhaps the biggest change to literacy with more channels for communication than ever before.

As such, it is crucial that our teaching of literacy addresses these changes and incorporates these new channels for communication.

According to Dr. Shelbie Witte, associate professor of English Education in the School of Teacher Education, “As teachers, we have a responsibility to prepare our students to live in the 21st century world, to communicate effectively through a multitude of channels, to be critical of the information they receive through those channels, and to consider the ethical responsibilities of participating in a culture of technologies.” This idea inspired a team of researchers in the English Education program to develop an initiative for 21st century literacies research.

In the summer of 2013, the English Education program received an endowment of money to use at their discretion. “Instead of spending the endowment on teaching tools and travel,” says Witte, “we wanted to do something more – something that would make an impact.” The decision came after the English Education program hosted their first collaborative event, the 21st Century Literacies Lecture Series, in September 2013 at Florida State University. Over 400 people attended this collaborative event where several different colleges and programs shared their research.

The event featured Dr. Donna Alvermann as the keynote presenter, a distinguished research professor of Language and Literacy Education at

the University of Georgia. Dr. Alvermann explained in her presentation that if we don’t attend to young people’s uses of digital, visual, aural and print texts in relation to popular media culture, we might miss and/or misinterpret communication in this “sequel to literacy” era. The event also included poster presentations from FSU graduate students across colleges pertaining to 21st century literacies in their fields of study along with a diverse panel of experts discussing their perspectives on theory to practice applications. After the well-received event, researchers in the English Education program decided to build on this momentum by establishing The The TORCH TORCH

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The 21st Century Literacies research team. L-R: Dr. Shelbie Witte, Jose Paco Fiallos, Katie Rybakova, Dr. George Boggs, Amy Piotrowski, Susan Kent, Rikki Roccanti (Not pictured: Dr. Katherin Garland) the 21st Century Literacies Research Initiative, an online environment for professors, practicing teachers, educators and bloggers to collaborate about different ways of approaching traditional English literacy in the 21st century. “Many of the best ideas come from hearing other people’s research and then forming a collaboration to build upon common connections,” remarks Witte.

The initiative builds upon pre-existing faculty and graduate student research. It consists of a research team, comprised of the following individuals: • Dr. Shelbie Witte, associate professor and coordinator of English Education • Dr. George Boggs, assistant professor of English Education • Dr. Katherin Garland, assistant professor of English Education • Katie Rybakova, doctoral student in English Education • Amy Piotrowski, doctoral student in English Education • Rikki Roccanti, doctoral student in English Education • Susan Kent, doctoral student in English Education • Jose Paco Fiallos, doctoral student in English Education, teawcher and curriculum designer for Leon County Schools 17

The initiative also includes a large number of collaborators outside of Tallahassee who share information about their current research and ideas through blog posts. “The initiative is a way for educators to collaborate in the future about research—a collaboration laboratory, or a ‘collaboratory,’ so to speak,” says Witte. The hope is that educators from all over the world will work together on new theories and practices regarding the teaching of literacy in the 21st century.

The online “collaboratory,” located at www. initiativefor21research.org, is a place to communicate, find resources and suggest innovative theory practices. One example of 21st century theory to practice connections is through reading ladders, instructional scaffolds that provide ways to approach traditional English texts taught in today’s 6-12 classroom through engaging motivational texts.

These include but are not limited to videos, songs, websites, poetry, young adult literature, news reports, movie trailers and connections to real world events.

The team is expanding on 21st century literacies research outside the web in several ways. Dr. Katherin Garland, assistant professor of English Education, was recently awarded the First Year Assistant Professor grant. This grant is supporting a small study of high school language arts teachers of

high-poverty African-American students, which examines 28 teachers’ beliefs about teaching and using popular culture in everyday instruction. This research, which is still underway, highlights any perceived challenges or support for using popular culture.

Garland also examined the effects of media and literacy in her dissertation where she observed a veteran teacher in a rural high school who created a DOE approved course entitled, “Literature in the Media.” The teacher taught popular film, television and music the same way one would teach printed literature. The result was that students either developed or extended existing literacy practices, such as analyzing, evaluating or critical practices.

“Overall, it is my hope to support secondary language arts teachers’ efforts for integrating popular culture (e.g., film, television and music) in their instruction,” says Garland.

The team is continuing the 21st Century Literacies Lecture Series event, scheduled for Fall 2015, with a focus on urban education. The keynote presenter will be Ernest Morrell, National Council of Teachers of English (NCTE) past president, professor of English Education, and director of the Institute

for Urban and Minority Education at the Columbia University Teachers College.

Through these various initiatives, the team hopes to become established as a Center for 21st Century Literacies Research at Florida State University.

Ultimately, the goal of the initiative is to create a common place where people can come together and collaborate about literacy and research in the 21st century. The team is always looking for volunteers for the event and contributors for the website. If you would like to share your research or theories pertaining to 21st century literacies research at the lecture event or become a part of this initiative through guest blogs, speaker presentations, donations or in any other way, please contact Dr. Witte at switte@fsu.edu. T

Dr. Katherin Garland, assistant professor of English Education

Dr. Shelbie Witte, associate professor and coordinator of English Education

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Dr. Young-Suk Kim, associate professor of Reading and Language Arts in the School of Teacher Education.

DR. YOUNG-SUK KIM:

AN AWARD-WINNING YEAR

By Kelli Gemmer

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his year, College of Education researcher and professor, Dr. Young-Suk Kim, was presented with two prestigious awards: the Developing Scholar Award at Florida State University and the Presidential Early Career Award for Scientists and Engineers (PECASE).

Established by President Clinton in 1996, the PECASE award is the highest honor bestowed by departments of the U.S. government on scientists and engineers in the early stages of their independent research careers. Kim was one of 102 researchers named by President Barack Obama as the nation’s top researchers. In addition, she was one of only two recipients honored by the U.S. Department of Education.

Awardees are selected for their innovative research and commitment to community service through scientific leadership, public education or community

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outreach. Kim was honored in May 2014 for her research in language and literacy development – specifically early literacy predictors, reading fluency and comprehension, and writing. “I am deeply honored to receive this prestigious award and humbled by all the achievements of other recipients and former recipients,” remarked Kim. “This award brings attention to scientists conducting important research early in their careers.”

The award ceremony took place at the White House where she met President Obama and fellow recipients. President Obama stated in the White House press release, “The impressive achievements of these early-stage scientists and engineers are promising indicators of even greater success ahead.”

Just a few months after learning of her PECASE honor, Kim was awarded the Developing Scholar Award from the Florida State University Council

on Research and Creativity. This award is based on evaluation of scholarly activities at FSU by mid-career associate professors. Recipients are selected by their peers based on evidence of a clearly established program of teaching, research and creativity lasting a number of years. The ceremony took place at the university’s annual Faculty Awards Dinner, held last spring.

Kim is an associate professor of Reading and Language Arts in the School of Teacher Education and is also a faculty member at the Florida Center for Reading Research (FCRR). She has been at the Florida State University College of Education since 2007. Her expertise includes functional linguistics, children’s language use and development, literacy development, and complex statistical modeling, including structural equation modeling and multilevel modeling.

Kim holds Master’s degrees in Teaching English as a Second Language and Korean Studies. She received her Ed.M. in Human Development and Culture from Harvard University and Ed.D. from Harvard University in Language and Literacy, and Quantitative Policy Analysis in Education.

Formerly a classroom teacher at the elementary

and high school level both in the United States and Korea, Kim also worked at the Boston Children’s Hospital at the Learning Disabilities Clinic. At FSU, she has taught classes in development of reading and assessment of language and literacy skills, including Language and Literacy Assessment, Foundations of Developmental Reading, Diagnosis of Reading Disabilities, and Development of Assessment of Emergent Reading and Writing.

Her research examines associations between children’s language and literacy development for children from various backgrounds (e.g., English, Korean and Spanish). She is currently a principal investigator and co-investigator for several projects with a focus on development of reading fluency, reading comprehension and writing funded by the Institute of Education Sciences (IES), U.S. Department of Education, and the National Research Foundation of Korea. T

Dr. Kim (first row, seventh from left) and fellow PECASE recipients with President Obama at the White House in Washington, D.C. The TORCH

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PROFILES IN STUDENT LEADERSHIP

INSPIRED 21 21

SPORT MANAGEMENT STUDENT AHEAD OF THE GAME A DAY IN THE LIFE: COE STUDENTS IN THEIR OWN WORDS

SPORT MANAGEMENT STUDENT

AHEAD OF THE GAME

By Kelli Gemmer

Jessica Geymayr donning her staff badge as a client services and special events intern for the Washington Redskins at Fedex Field in Maryland.

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Geymayr with the Florida Marlins vice president of facilities, Jeff King, at Marlins Park.

Geymayr with Anthony Siciliano, vice president of the Sport Management Student Association, and legendary former FSU head football coach, Bobby Bowden, in October 2013.

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essica Geymayr, a senior Sport Management student, has always known that she wanted to work in the sport industry. Her work as an athletic trainer in high school reinforced this dream.

Although Geymayr started at Florida State as a Communications major, she changed to Sport Management within the first two weeks.

The College of Education’s Department of Sport Management prepares students to work in the diverse sport industry, related service organizations and academic institutions. “Sport Management is the major for the business side of sports,” says Geymayr. The program has students working in a range of areas: equipment management, ticket sales, grounds, operations, media, business development, events, game day operations, community relations, marketing, team operations and more.

“There is a spot for everyone in this industry,” she continues. With 4 years of athletic experience, Geymayr knows this better than anyone. She worked with Florida State University’s Recruiting Department for two years beginning in her freshman year in 2011. “I was able to connect with the operations side of sport and gain experience in that area working directly with the current athletes, incoming athletes, the coaching staff and the athletic director.”

The summer following her freshman year, Geymayr studied abroad in London, England, for the 2012

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Olympics with the Sport Management department.

“It was the perfect time to study in London and a great program,” says Geymayr. “We even got to stay a week later just to explore and see some Olympic Events.” She studied with Dr. Jeffrey James and Dr. Cecile Reynaud, leaders in both FSU’s Sport Management program and the industry.

In spring 2013, Geymayr began her first internship with XPE Sport Inc., an NFL Combine training facility in Boca Raton, Florida. She became aware of this company through FSU football players, EJ Manuel and Rodney Smith, who were looking forward to attending the facility. Determined to find an internship in her dream field, she contacted the owner. While he had never had an intern previously, he decided to bring Geymayr on board.

Every two weeks, Geymayr drove from Tallahassee to Boca Raton at her own expense to help facilitate the training of collegiate football players preparing for the NFL Combine. Although this wasn’t for college credit or pay, she was rewarded for her services with a trip to the 2013 NFL Combine in Indianapolis, Indiana. “All of the hard work was worth it when I saw our boys get drafted,” says Geymayr.

Geymayr then attained a job with the Tampa Bay Buccaneers in the summer of 2013. She worked as a training camp assistant where she gained broad experience that helped her understand the

work of every department in the sport world.

In spring 2014, she interned with 180 Communications, an athletic Public Relations firm based out of Tallahassee that works directly with athletes representing their products. “It was a great experience to see the media side of things,” begins Geymayr. “I was able to gain experience in social media training and the communications area.”

Geymayr’s most recent accomplishment is an internship she completed this summer with the Washington Redskins. She lived in Ashburn, Virginia, (the site of the main offices and summer practice) for the entire 2014 summer. Geymayr worked with client services and special events where she helped plan events for suite owners and donors.

“It was the best experience, and every day there was something new to learn.”

Geymayr is also a leader in academia and extra-curricular activities. She joined the newly organized Sport Management Student Association and was elected fundraiser chair in the fall of 2012. “As fundraising chair, I was able to help the organization raise money for our networking trips.”

The following year, she was elected president of the Sport Management Student Association.

During her time as president, Geymayr grew the organization by over 300% and increased their profits from only $100 to over $2,000.

On top of all this, Geymayr holds a 3.4 GPA and volunteers at the animal shelter more than once a week. She also has experience in résumé building help, student interview practice, social media

training, and introductory training to LinkedIn and TeamWorkOnline – the best site for attaining an internship or job in sport.

“I would love to help all students, not just my fellow sport management students,” says Geymayr. “When I was lost and did not know much about my area, I had to learn it all on my own.” Geymayr’s hard work is proof to students that with determination and dedication, anything is possible. “If you work hard enough, you will network and make those connections which can lead to many opportunities for a job and growth.”

Graduating in the spring of 2015, Geymayr hopes to receive a full-time position within the NFL. “I love where I am, the department I’m in, and the work I’m doing,” says Geymayr. If the Washington Redskins don’t have an opening, they have assured Geymayr that they will help with job placement. “You can’t be too picky when working in sports – especially the NFL,” begins Geymayr. “There are only 32 options.”

Although Geymayr loves working with client services and special events, her dream job is to work in the operations side of NFL, specifically player development. This means helping players better themselves as leaders by giving back to the community, starting up kids’ camps, etc. While that side of the sport industry can take a while to get into professionally, Geymayr – a leader in her school, community and industry – definitely has the devotion and drive to accomplish her dream. T

Geymayr on the FSU Football practice field with a panoramic view of Doak Campbell Stadium.

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A DAY IN THE LIFE:

COE STUDENTS IN THEIR OWN WORDS A Day in the Life of an Undergraduate Student

By Christina Giarrusso, English Education

B

eing an English Education major sort of means being tossed into a little family of diverse people who are passionate about learning. I discovered this on my first day when we were asked why we wanted to become teachers. All of our answers were unique, all of our stories so different, but we were all headed into the same career.

On most days, I eat a brain food-filled breakfast, dress like an almost teacher, and walk the fifteen minutes of beautiful campus scenery to the Stone building. I usually arrive half an hour early, partially to practice and demonstrate punctuality, partially to socialize with friends, and partially our first year of teaching so that we never feel because it’s relaxing to spend time with people isolated or defeated. In the upcoming months, I will who understand the struggles and successes in get to do a test drive of classroom life through an internship. I will not be alone, no matter how much this major.

Class time is full of discussions about new ideas, I may feel like that; I have a wonderful community resources and methods in teaching. I walk out of of passionate teachers-to-be that I know will be class feeling confident and prepared, overcoming willing to listen to me and talk to me about how the moments when I am overwhelmed by the they see things.

After the whirlwind of undergraduate study, common fears of pre-service teachers: making presenting research at the mistakes, being disliked, doing “Having a community to fall back Florida Council of Teachers of a bad job and being told that you’re not cut out for this job. on is so important, and I think it is English, passing my professional After class on some days, I vital to collect as many ideas and exams, taking my English and head to a Council of Teachers contacts as possible before we start English Education courses, of English at FSU (CTEFSU) our first year of teaching so that we and finally interning, I plan to go to graduate school for meeting where I am the vice never feel isolated or defeated.” either a Master’s in English president. It’s a small club, but we fully believe in collaborating and bringing or English Education. I’d love to substitute teach experiences and ideas to the table so that we at the same time to gain more experience. Then, can become the best teachers we can be in the I want to be a secondary school English teacher, future. Having a community to fall back on is so and eventually, I would be honored to have the important, and I think it is vital to collect as many opportunity to go back to school to become a ideas and contacts as possible before we start professor of English.

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A Day in the Life of a Master’s Student

By Cameron Lindahl, Educational Policy & Evaluation

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So you’re a graduate student…but what do you do?” When confronted with this question, I usually get overzealous and fumble through a few research projects I work on, coursework or my thesis topic. I recently have resorted to the answer, “I do research in education.”

In reality, my role as a graduate student in the College of Education and my assistantship with the Florida Center for Reading Research (FCRR) are much more challenging and exciting than they sound.

On a typical day, my first stop is FCRR where I work for the Regional Education Laboratory to discuss coursework or engage me in critical Southeast (REL-SE). The projects I assist with at the thinking through my personal research interests.

REL-SE are focused on bridging the gap between the Additionally, my classmates are always there for research and practice of school leaders. The experience support. I am confident that a stroll through the gives our team of graduate research assistants the department would persuade any potential student rare opportunity to assist in the development and to pursue a graduate degree at FSU, simply due to implementation of rigorous research while working the passion of everyone there.

After my work at FCRR and class, I take a quick closely with experienced research faculty. My break for dinner and the gym to supervising professor, Dr. La’Tara Osborne-Lampkin, in “In short, the most exciting element reset my brain before plunging particular, gives us hands-on of being a graduate student is into my homework and thesis experience by valuing our working with people that make development. The hours at night input and guiding us through Florida State University the best fly by easily, because at FSU I’m a part of a team that depends on the process of research learning community possible.” me. In short, the most exciting projects. In addition, the element of being a graduate student is working REL-SE provides opportunities for us to work and correspond directly with external research with people that make Florida State University the organizations, and state and local educational best learning community possible.

Upon graduation, I will pursue my dream of becoming agencies. This experience teaches students how to navigate the political environment of the field a teacher, and one day a school principal. Thanks while establishing professional networks for our to FSU, I will begin my career prepared to conquer the challenges associated with positively impacting careers after graduation.

I then pursue my coursework for the Master’s our next generation. in Educational Policy and Evaluation program in the College of Education. Though my courses are consistently challenging, my professors have always been willing to carve time out of their busy schedules The TORCH

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A Day in the Life of a Doctoral Student

By Gregory Moore, Instructional Systems

W

hat’s interesting about being a doctoral student is that you have a bit of freedom to set your own goals each day; therefore, I don’t really have a “typical” day. I do have many of the responsibilities that you would expect a first year doctoral student to have, such as coursework and research projects; however, how I structure my time is often up to me.

I typically start out my day by reading articles on game-based learning, assessment design and development, and educational data mining, which are I still have at least three more years here at FSU, my research interests. This is a low intensity activity with many classes and a dissertation standing that gives me time to wake up. After I feel sufficiently between graduation and me. Thus, I have plenty awake, I head to campus for a class, a meeting of time to determine what I would like to do after I or simply because I graduate. Right now, I’m not “When you feel passionate about something, want to get out of my sure whether or not I’d like to as I do with my research interests in gameapartment to do some be a professor or work in the writing. Meetings can based learning and assessment, you find industry. Either way, I feel like I be with fellow students your work challenging and often enjoyable.” will be prepared when the time for group class projects comes. T or with my professors, Dr. Valerie Shute and Dr. Fengfeng Ke, for game-based research projects.

If I’m just doing some writing, I’ll typically head to a local coffee shop, where I’ll work on a mix of coursework and research. It might be a lame stereotype, but I find that coffee shops are great for productivity. At around 5 P.M., I usually leave campus and head home. If I’ve been productive during the day, I can sometimes call it a night at this point; however, most often I continue to work at home for a few more hours.

This might sound like I’m working a lot, which I am, but it is satisfying work. When you feel passionate about something, as I do with my research interests in game-based learning and assessment, you find your work challenging and often enjoyable. Additionally, I take plenty of short breaks throughout the day.

These breaks might include going for walks or playing games (this counts as studying for a games researcher, right?). Whatever it is, these breaks minimize stress and ensure that I’m living and studying in equal measure.

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EVENTS AND PHILANTHROPY

ENGAGED

REMEMBERING J. STANLEY MARSHALL AN ONGOING CONVERSATION: CELEBRATING 40 YEARS OF ISD AT FSU COE WEEK 2013 2013 DISTINGUISHED ALUMNI AWARDS SCHOLARS & DONORS The TORCH

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REMEMBERING J. STANLEY MARSHALL

By Kelli Gemmer

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r. J. Stanley Marshall, former dean of the College of Education and former FSU president, passed away on June 8, 2014 at the age of 91.

Marshall left a lasting mark on the Florida State University College of Education that extends internationally.

Following his service in World War II, Marshall became an educator and statewide leader in higher education.

He joined our faculty in 1958 when he established the Department of Science Education along with programs to educate secondary school teachers in the sciences. That same year, he became head of the department he created.

During his time as head of the Department of Science Education, Marshall gained an international reputation by consulting widely in science education, primarily in the Middle East. Marshall served as an advisor to Encyclopedia Britannica Films, the National Science Foundation and the U.S. Department of Education.

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In addition, he was elected a fellow and served on the Commission on Science Education of the American Association for the Advancement of Science. His work reshaped science teacher education programs.

In 1965, he became the associate dean of the College of Education.

He then went on to serve as dean of the College of Education in 1967 until he was appointed Florida State’s ninth president. He served as president from June 1969 to August 1976 during a difficult time at Florida State. Marshall recounted this era of student protests and faculty dissension in his 2006 book, “The Tumultuous Sixties: Campus Unrest and Student Life at a Southern Institution.”

In addition to his academic and institutional accomplishments, Marshall was a role model for entrepreneurs in education. He was the founding editor of the Journal of Research in Science Teaching as well as co-author to popular elementary science textbooks published by Scott Foresman.

After retirement, he established the James Madison Institute in 1987 and served as its president and CEO from 1987 to 2000.

Utilizing his expertise in science, Marshall later founded Sonitrol, a Tallahassee-based company that provides electronic security and fire protection for businesses and homes in the area.

“Whether as a teacher, administrator, statewide leader in higher education or educational consultant on the world stage, Marshall lived an engaged life of excellence and

integrity. Our faculty, staff and students are grateful to have been associated with him,” said Interim FSU President Garnett S. Stokes.

Marshall’s contributions to science education, higher education and the university are numerous. In his honor, Florida State University has constructed the J. Stanley Marshall plaza in front of the HCB classroom building. The plaza includes a lifesize bronze statue of Marshall, which was originally unveiled as part of Legacy Walk II in 2008. J. Stanley Marshall is a legacy on this campus who will be remembered for his unconquered spirit and devotion to this university. T

AN ONGOING CONVERSTATION: CELEBRATING 40 YEARS OF ISD AT FSU

By Jennie Harrison

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014 marked the 40th anniversary of the Instructional Systems program at FSU. This milestone was commemorated by a three-day event that included receptions, an FSU baseball game, and a professional development and networking conference at the stateof-the-art FSU Turnbull Conference Center.

The conference, which was held on April 23-25, served as an excellent opportunity for alumni and current students in the program to connect and further their knowledge and skills in the field of Instructional Systems.

Chris Keeney, an alumnus of the Master’s program, assisted with the planning of the event as part of the conference leadership team.

“The conference was designed with the needs of both the program’s students and alumni in mind,” said Keeney. “We wanted to arrange for speakers and presenters who are graduates of the program, and to reach out to as many alumni as possible.”

Approximately 200 alumni from four different continents filled the Turnbull Center, including leaders in the field who agreed to participate as session facilitators or presenters. These sessions included roundtable discussions and presentations on research and practice, keynote addresses, and “speed coaching” – a peer-to-peer sharing of advice and expertise in a speed-dating format.

“The presentations alone were worth the trip,” remarked Keeney.

“I was able to learn more about what graduates of our program

are doing in the working world and was able to walk away with great information and contacts.”

Event co-chairs Cathy Tencza, Sue Ebbers and Jim Klein were able to organize event sponsors, presenters and volunteers from the program’s active alumni base and students. “The energy of the event was fueled by the unique mix of shared passions and diverse backgrounds,” Tencza recalled. “We were all instructional designers at heart, even though some of us were still students, others were retired, and many had moved on to other fields. We shared a love of learning, theory, craft and our IS Program. I loved hearing about all the different ways people had applied what they learned at FSU.” Poster presentations during the event provided an opportunity for current students to showcase their research efforts and connect with alumni. “It was exciting to share my research with peers and professionals during the

conference’s poster session,” said Alison Moore, a current doctoral student. “Discussing my dissertation topic with former classmates, new connections and well-known scholars was truly a gift.”

Efforts from alumni, faculty and students all contributed to the success of the event. “Each day of the conference I was continually taken aback by how much I gained from the experience,” remarked Moore. “Where else except FSU’s IS program could I grab coffee with fellow graduate students, former internship supervisors, rock star practitioners, textbook authors and founders of our field? It’s a very special group of people here.”

To learn more about the Instructional Systems program at FSU, please visit http://coe. fsu.edu/insys. T

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COE WEEK

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The Cottingham Colloquium showcased an expert panel of speakers on topics pertaining to successful innovative practice and research in psychological services. Alumni, friends, faculty, staff and students attended.

Harold F. Cottingham Colloquium The 15th Annual Sport Management Conference featured sessions presented by highly respected professionals in the sport industry, including former students who are now members of the profession.

The conference also hosted an Internship/Job Fair for Sport Management students.

15th Annual Sport Management Conference The Dean’s Symposium is an annual event that brings together educational researchers and scholars, state policy-makers, school administrators, teachers and teacher educators, agency officials, and Florida State faculty and students to discuss educational issues of critical importance to our state and the nation.

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International Day featured multiple events celebrating how the College is transforming education across the globe.

International Day Established more than 25 years ago, the College of Education Distinguished Alumni Awards provide an avenue of honoring graduates of the College who have distinguished themselves through scholarly, creative, and humanitarian achievement and service to their profession.

The annual awards were given in eight categories this year.

COE WEEK Distinguished Alumni Awards Dinner

2013 The annual Faculty and Staff Appreciation Ice Cream Social was a hit featuring tasty treats from Big Easy Snowballs.

Ice Cream Social

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The Student/Donor Scholarship Breakfast recognizes students who have received scholarships and gives them the opportunity to meet with the donors that help make it all possible.

Student and Donor Scholarship Breakfast The Technology Showcase featured presentations related to technology in education from COE faculty, students, alumni and guest speakers.

COE WEEK Technology Showcase

2013 College of Education faculty, staff, students, alumni and friends attended the COE Week/ Parents’ Weekend Tailgate prior to the FSU vs. Maryland football game.

Pre-game Tailgate

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2013 DISTINGUISHED

ALUMNI AWARD

WINNERS The Florida State University College of Education proudly recognizes outstanding alumni who have distinguished themselves through scholarly, creative, and humanitarian achievement and service to their profession. Peers nominate the candidates and an esteemed committee of College of Education emeritus faculty selects the winners.

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The College of Education named eight recipients of the 2013 Distinguished Alumni Awards. The Distinguished Alumni were honored at a dinner during the third annual College of Education Week. College administrators, faculty, staff, nominators and the families of the winners attended the celebration.

Business and Industry

Laurence Hewick Ph.D. in Higher Education, 1979

Hewick is president of Hewick Research Inc., which specializes in market research and commercialization. He is also president of the Golden Horseshoe Venture Forum, which brings ideas and business resources together. He is the former chairman of the Chamber of Commerce Science and Technology Committee, former director at the Hamilton Incubator of Technology, and former international advisor to the Slovenia Association on Technology Parks. He has spoken at international economic development conferences around the world. For 15 years, Hewick worked in Canadian academe teaching undergraduate and MBA students in the area of entrepreneurship and venture capital. Currently, he lectures in Slovenia on entrepreneurship and innovation.

Government and Community Service Paul C. Wu M.S. in Educational Leadership, 1969 Ph.D. in Educational Leadership, 1973

Wu began his teaching career at Rickards High School in Tallahassee in 1967 and went on to teach at the University of West Florida until his retirement in 2005 as professor emeritus. He is the past president of: the Florida Association for Supervision and Curriculum Development, the Florida Association for Teacher Educators, and the Florida Association for Staff Development.

Wu’s community service includes serving as the secretary of the NW Council on Aging and membership on the Navy League Board of Directors. He has worked on over 20 Habitat for Humanity homes and is married to Judith McQuade Wu, fellow alumni of the College of Education.

International

Johnson Odharo Ph.D. in Adult Education, 1985 Odharo emigrated from Nigeria to the United States in 1974. After earning his Ph.D. from Florida State University, he worked with the FSU Instructional Systems program as a senior technical advisor in the Botswana Junior Secondary School Improvement Project. He served as senior technical advisor/chief of party in USAID projects for 26 years. His major contributions include developing programs for training teachers for all levels and using instructional technology in training teachers. He has helped to develop and influence policies for training more than 200,000 teachers in Botswana, Ethiopia, Malawi, Liberia and South Sudan.

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K-12 Education

Thomas Weightman B.S. in Physical Education, 1957 M.S. in Education, 1961 Weightman began his teaching career at Gulf High School where he served as basketball and football coach, athletic director, dean of students, and assistant principal. He later served as principal of Cypress Elementary and Gulf Junior High. Weightman was elected superintendent of schools in Pasco County from 1974-1996, was named Florida’s School Superintendent of the Year for 1986-1987, and held the office of superintendent for 22 years – the longest anyone in Florida has continuously held that position. He later became CEO of the Florida Association of District School Superintendents. Following Weightman’s retirement, Governor Jeb Bush appointed him to the Board of Trustees for Pasco Hernando Community College.

Postsecondary Systems: Community College Robert Breuder Ph.D. in Higher Education, 1972

In 1981 at the age of 36, Breuder became the youngest community college president in the nation at Pennsylvania College of Technology (formerly Williamsport Area Community College). He went on to serve as president of William Rainey Harper College and is currently president of College of DuPage. A highly successful fundraiser, Breuder secured the passage of three capital referenda totaling $415 million and introduced 149 degree/certificate programs. At College of DuPage, he has overseen more than $550 million in campus improvements involving more than one million square feet of facilities.

Postsecondary Systems: University James Morrison B.S. in Social Studies Education, 1960 Ph.D. in Higher Education, 1969

Morrison is currently professor emeritus of Education at UNCChapel Hill. He served as vice president (Division J) of the American Educational Research Association (AERA) and received the Distinguished Scholar Award from AERA’s Special Interest Group on Strategic Change. Morrison served as consulting editor of the Review of Educational Research, the American Educational Research Journal and the ASHE-ERIC Research Report Series. He was also founding editor of three peer-reviewed publications: On the Horizon, The Technology Source and Innovate. He is author and co-author of nine books and over 200 journal articles focusing on educational planning and on using information technology tools in educational organizations.

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Distinguished Educator

Jan Visser M.S. in Instructional Systems, 1987 Ph.D. in Instructional Systems, 1990 Visser is an accomplished scientist with published research in both theoretical physics and the science of learning. He has worked internationally for almost half a century. Visser is president and senior researcher at the Learning Development Institute (LDI) and professor extraordinary at Stellenbosch University, South Africa, while formally residing in France. In the 1990s, Visser was UNESCO’s director for Learning Without Frontiers (LWF), a global trans-disciplinary initiative that aimed at slashing barriers to education around the world while helping to construct new visions of learning. LDI, an autonomous not-for-profit organization, is the successor to LWF.

Lifetime Achievement Award William Roetzheim B.S. in Physical Education, 1952

In 1951, William Roetzheim, then an FSU sophomore, did something unprecedented that can never again be matched anywhere in the United States: he single-handedly outscored all gymnastics teams in the National Collegiate Gymnastic Championships. His individual score was higher than the team score of every team in the competition and won FSU its first national athletic team championship in any sport and in any college or university in Florida history. This “one man team” accomplishment prompted the NCAA to change the entire scoring system to prevent anyone from repeating his overwhelming performance.

Roetzheim’s contribution to the sport of Gymnastics is woven throughout his career. He was a member of two USA Olympic Gymnastics Teams (1948, 1952) and was also the first American to bring home gold in the Pan American Games in 1951. Roetzheim served as a superior judge at the Olympic Games in 1984, 1988, 1992 and 1996. He was the first American elected to the Federation International of Gymnastics Men’s Technical Committee, serving from 1984 to 1996.

Roetzheim was inducted into the Gymnastics Hall of Fame in 1975, followed by his induction in the FSU Hall of Fame in 1977. He worked as a successful high school coach and physical education teacher for 14 years (1955-1969). Roetzheim was employed as athletic director and gymnastics coach at the University of Illinois – Chicago from 1969 until his retirement in 1985.

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SCHOLARS L

ike many Florida State University students, Ellen LeDuc (C/O ’59) worked her way through college. As a student, she was lucky to have a good job with the Department of Education, and even recalls being one of the higher paid employees, making $1.25 an hour. She was happy to have the job, but clearing around $6 a day meant that she needed a little extra support to cover expenses.

Thankfully, Ellen qualified for a scholarship program for future teachers that was sufficient to cover registration fees and dormitory room rental. That scholarship helped prepare her for a 26 year career in elementary education, but it also ensured that she felt passionate about scholarships for young people: “I could not have made it through Florida State without some help and I know there are still kids in the same position.”

For Ellen, supporting students through scholarships became a natural extension of her role in the classroom. As she sees it, “I don’t think you can be a teacher without being a giver.” Though retired from teaching, her continued giving to FSU students has been consistent since 1996, when the Ellen H. LeDuc Endowed Scholarship Fund was established by her late husband, Albert LeDuc, in her honor. To date, at least 36 students have benefitted from her philosophy of giving back.

Creating an endowed fund with the FSU Foundation as Ellen has ensures that the College of Education can offer students permanent, continuous scholarships to ease the financial burden of higher education and lay a foundation for a lifetime of giving in and out of the classroom.

A frequent attendee to the College of Education Week festivities each fall, Ellen has been delighted to see her values reflected in the students she supports, and pleased to hear “I hope I can do the same thing you are doing some day” from these students. The generosity of spirit of our educators can also be witnessed in the nearly 150 scholarships available to FSU students. In fact, the College of Education offers more scholarship opportunities than any other single unit on campus at Florida State.

To learn how you can join Ellen in supporting our students, contact Kevin Derryberry, assistant dean for development, at kderryberry@ fsu.edu or (850) 228-5021.

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L

et me first say that I have been overwhelmed by the support and kindness shown by our alumni.

I started as assistant dean for development on June 16th and before the end of the month, I had been welcomed by more than fifty alumni and friends of our College. Now I’m no stranger to FSU; I spent the last four and a half years as director of development for the College of Criminology & Criminal Justice and six years before that in the classroom as a doctoral student in the English Department, but in all my time at FSU, I’ve never found a place so welcoming and supportive as the College of Education.

& DONORS I am also proud to see that this generosity of spirit is matched only by the generosity with which you support Florida State University.

Only graduates of the Colleges of Business and Law donate to FSU at a higher rate than College of Education graduates, and no College can boast more alumni supplied scholarships than the College of Education.

I am thrilled to join Dean Driscoll and Development Officers Sarah Reed and Mel Carty as we prepare for the public launch of FSU’s ambitious new campaign to elevate FSU into the Top 25 of public universities. In addition to continuing to provide the best scholarship program on campus, my office will be dedicated to faculty support, graduate student fellowships and an ambitious capital campaign for facilities at the Florida State University Schools. I look forward to meeting with you and learning about how you wish to support the College of Education.

Kevin E. D. Derryberry Assistant Dean for Development

Ellen LeDuc (left, donor) and Alana Devers (right, student)

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lana Devers, a recent graduate of the College of Education’s Exceptional Student Education (ESE) combined BS/MS program, is a two-time recipient of the Ellen H. LeDuc Endowed Scholarship. As a student on both the Dean’s and President’s lists, Devers believes that Ms. LeDuc’s scholarship had a direct impact on this accomplishment. The support provided by this scholarship allowed Devers to focus on her academics and pursue her dream of becoming an ESE professional.

In her new position as the Varying Exceptionalities teacher for Ribault Middle School in Jacksonville, Florida, Devers’ dream has been realized. “Since graduating from FSU, the doors to my future have been opened like floodgates,” she remarked. “Without her [LeDuc’s] generosity and support, I would not be where I am today.

She is such a special woman and I felt privileged to have received her endowment twice.”

Devers is just one of many students in the College of Education who have been positively impacted by scholarships and fellowships over the years. Our generous donors make this possible and we are grateful for their support of our students and college. With your continued patronage, we aim to remain #1 on campus for student scholarship opportunities.

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FACULTY AND STAFF ACHIEVEMENTS

BENCHMARKS

RETIRED FACULTY & INCOMING FACULTY & STAFF FACULTY & STAFF ACHIEVEMENTS

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WE BID FAREWELL TO THE FOLLOWING COE FACULTY MEMBERS...

Thomas Ratliffe

School of Teacher Education

Judith Irvin

Educational Leadership and Policy Studies

AND WELCOME THE NEW FACULTY & STAFF

Jamey Baxter

Office of Information and Instructional Technologies

Melanie Carty

FSUS Office of Development

Lisa Beverly

Office of Academic Services and Intern Support

Graig Chow

Educational Psychology and Learning Systems

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Elizabeth Crowe

School of Teacher Education, Panama City Campus

George Green Office of Academic Services and Intern Support

Owais Haseeb Office of Information and Instructional Technologies

Kathleen Krach

Educational Psychology and Learning Systems 43

Kevin Derryberry

Office of Development

Kelli Gemmer Office of Communications and Recruitment

Sarah Ivy

School of Teacher Education

Michael O’Donnell

Office of Information and Instructional Technologies

Courtney Preston

Educational Leadership and Policy Studies

Sarah Reed Office of Development

Sara Simpson

Office of Research

Bernadine Thompson

Office of Academic Services and Intern Support

Jennifer Ramos-DeLeo Office of Development

Daphne Sapp Office of Academic Services and Intern Support

Sarah Stanford

Office of Communications and Recruitment

Wenxia Wang

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FACULTY & STAFF

ACHIEVEMENTS At the College of Education, we pride ourselves on our dedicated staff and nationally renowned faculty, which includes eight distinguished professors and two Fulbright scholars who pursue cutting-edge research that enriches and informs classroom teaching. The following is a list of recent recognitions and awards achieved by our esteemed faculty and staff: EDUCATIONAL LEADERSHIP & POLICY STUDIES Tamara Bertrand Jones, assistant professor of Higher Education and HESA Board Advisor, received the FSU Transformation Through Teaching Award.

Rhonda Blackwell-Flanagan, teaching faculty in Educational Leadership/Administration, received an Honorable Mention for Excellence in Online Teaching from FSU. Helen Boyle, associate professor in Educational Leadership and Policy and LSI, received a grant from RTI International.

Brad Cox, assistant professor of Higher Education, received the Robert M. Gagné Outstanding Research Award and the Committee on Faculty Research Support Award.

Peter Easton, associate professor of Educational Leadership and Policy, published a new book titled, “Sustaining Literacy in Africa: Developing a Literate Environment.”

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Kathy Guthrie, associate professor of Higher Education, received the Inaugural COE Outstanding Teaching Award for Undergraduate Teaching.

Shouping Hu, professor of Higher Education, and assistant professors, David Tandberg and Toby Park, received grant funding from the Bill and Melinda Gates Foundation to study changes to developmental education reform in Florida. Hu was also named the first Louis W. and Elizabeth N. Bender Endowed Professor of Higher Education.

Patrice Iatarola, associate professor of Educational Leadership and Policy, was awarded a planning grant from the Council on Research and Creativity for her proposal, “High School Accountability, Pushing Rigor: Evidence from Florida.”

Jeffrey Milligan, professor of Educational Leadership and Policy and director of LSI, received grants from RTI International and the U.S. Department of State.

David Tandberg, assistant professor and coordinator of Higher Education, received a Council on Research and Creativity planning grant for 2013-2014.

Stephanie Zuilkowski, assistant professor of Educational Leadership and Policy, received a First Year Assistant Professor Award.

SPORT MANAGEMENT Amy Kim, assistant professor of Sport Management, received a First Year Assistant Professor Award.

Joshua Newman, associate professor of Sport Management, received the Multidisciplinary Support Award.

Yu Kyoum Kim, associate professor of Sport Management, received a Sport Marketing Association Research Grant.

Cecile Reynaud, research associate in Sport Management, led the committee responsible for evaluating and recommending that USA Volleyball be officially designated as the National Governing Body (NGB) for the Paralympic sport of sitting volleyball in the United States.

SCHOOL OF TEACHER EDUCATION Christine Andrews-Larson, assistant professor of Mathematics Education, received a First Year Assistant Professor Award.

Ella-Mae Daniel, teaching faculty in Elementary Education, was selected for a Fulbright-Hays Seminar Abroad in Belize for the summer.

Angie Davis, teaching faculty in Elementary Education, received a 2013-14 University Teaching Award, which is selected by students and alumni. Â

Barbara Foorman, Francis Eppes Professor of Reading and Language Arts and director of FCRR, received a grant from the Florida Department of Education.

Katherin Garland, assistant professor of English Education, received a First Year Assistant Professor Award.

Elizabeth Jakubowski, associate professor of Mathematics Education, was appointed to the Tallahassee/Leon County Commission on the Status of Women and Girls (CSWG). She began her 2-year appointment on May 1, 2014.

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SCHOOL OF TEACHER EDUCATION (CONTINUED) Young-Suk Kim, associate professor of Reading Education and Language Arts and FCRR researcher, was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) by President Obama.

Kim also received the Developing Scholar Award by the FSU Council on Research and Creativity as well as a grant from the U.S. Department of Education.

Sandra Lewis, professor and coordinator of the Visual Disabilities program, received a 2013-14 University Teaching Award, which is selected by students and alumni. Lewis also received grants from the Florida Department of Education and the U.S. Department of Education. In addition, she published a new book titled, “ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments.”

Deborah Reed, assistant professor of Special Education and FCRR Researcher, received a First Year Assistant Professor Award.

Jeanne Wanzek, associate professor of Special Education and FCRR researcher, received a grant from the U.S. Department of Education.

Kelly Whalon, assistant professor of Special Education, received a First Year Assistant Professor Award.

Ian Whitacre, assistant professor in Elementary Mathematics Education, received a COE Multidisciplinary Research Grant in collaboration with Dr. Motoko Akiba in ELPS.

Shelbie Witte, associate professor and coordinator of English Education, and two professors from the School of Library & Information Studies – Don Latham and Melissa Gross – wrote an article that was selected by the ALA’s Library Instruction Round Table’s (LIRT) Top Twenty Committee as a “2013 Top Twenty article.” Dr. Witte also received a Leadership Grant Award in conjunction with the School of Library and Information Studies.

EDUCATIONAL PSYCHOLOGY & LEARNING SYSTEMS Betsy Becker, professor of Measurement and Statistics and department chair of EPLS, received grants from the National Science Foundation (NSF) - Research and Evaluation on Education in Science and Engineering (REESE) and the Florida Department of Education.

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Martin Swanbrow Becker, assistant professor of Psychological and Counseling Services, received a First Year Assistant Professor Award.

EDUCATIONAL PSYCHOLOGY & LEARNING SYSTEMS (CONTINUED) Roger Kaufman, professor emeritus, was honored by the International Society for Performance Improvement (ISPI) for his significant contributions to the field of human performance technology and to ISPI.

Vanessa Dennen, associate professor of Instructional Systems, received the Inaugural COE Outstanding Teaching Award for Graduate Teaching and the FSU Excellence in Online Course Design Award.

Fengfeng Ke, associate professor of Instructional Systems, received grants from the National Science Foundation (NSF) and the Spencer Foundation.

Debra Osborn, associate professor of Psychological and Counseling Services, was honored as an ACA Fellow for the American Counseling Association.

Alysia Roehrig, associate professor of Learning and Cognition, received the University Graduate Faculty Mentor Award. She also published a teacherpractitioner book, “No More Sharpening Pencils During Work Time and Other Time Wasters,” with doctoral candidate Elizabeth Brinkerhoff.

Steven Pfeiffer, professor and coordinator of the Combined Doctoral Program in Counseling Psychology and School Psychology, was the keynote speaker at the “Italy Gifted Conference” at the University of Pavia in Milan, Italy. Pfeiffer also received an American Psychological Association (APA) Division 10 Fellowship and was elected to Fellow status.

James P. Sampson, professor and associate dean for Faculty Development & Administration, received the Alliance of Career Resource Professionals Research and Development Award. Dr. Sampson was also elected to Fellow status in the American Psychological Association (APA).

Val Shute, professor of Instructional Systems, received the GlassLab grant funded by the Bill & Melinda Gates and John S. and Catherine T. MacArthur foundations.

Matthew Ventura, research associate, received a grant from the University of Memphis.

FLORIDA CENTER FOR RESEARCH IN SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS (FCR-STEM)

Ronald L. Carr, CPALMS model eliciting activities coordinator, was awarded The 2014 Robert M. Gagné Award for Graduate Student Research in Instructional Design

by The Association for Educational Communications and Technology (AECT).

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FSU-TEACH

FLORIDA STATE UNIVERSITY SCHOOLS MaLynn Kelso, master teacher, received the FSU Transformation Through Teaching Award.

Peter Carafano, FSUS science teacher, received the Outstanding Educator Award from the Honeywell Educators Space Camp in Huntsville, Alabama.

This award is given to the teacher that best represents the program’s ideals of leadership and support.

STAFF Veronica Hill, accounting associate in the School of Teacher Education, was honored for 20 years of sustained service to the College of Education.

Lisa Hodges, accounting associate in Sport Management, was honored for 15 years of sustained service to the College of Education.

Stephen Mozier, academic program specialist in the Office of Academic Services and Intern Support (OASIS), was honored for 15 years of sustained service to the College of Education.

Bryan Richards, administrative specialist in Educational Psychology & Learning Systems, received the 2014 Outstanding Staff Member Award.

DEAN MARCY DRISCOLL

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PRESIDENT ELECT OF CADREI

DEAN TRAVELS TO TURKEY

Dean Marcy Driscoll has been elected by her peers as president-elect of the Council of Academic Deans From Research Education Institutions (CADREI). She will assume the role of president in February 2015. Congratulations Dean Driscoll!

The Dean also traveled to Turkey this summer and met with educators from some of the country’s most prominent universities. She is pictured here at a Turkish restaurant serving (a slightly modified) Turkish cuisine.

ALUMNI NEWS & NOTES

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ALUMNI NEWS AND NOTES

REPORTS

PROGRESS

1950

Gwyn Hyman Rubio (B.A. ‘71 Elementary Education), New York Times bestselling author, published her new novel, “Love and Ordinary Creatures.”

Lee R. Benjamin

(B.S. ‘51 Education, M.S. ‘54 Education) was honored by Northeast High in St. Petersburg, Florida, for his commitment as former principal, teacher, coach and School Board member. The school’s gymnasium was recently renamed the Lee Benjamin Athletic Center.

1960 Carole J. Martin (B.S. ‘67 Special Education) was elected chairperson of Wyoming Service Dogs, a non-profit organization that trains service dogs and assigns them to the hearing impaired and/or emotionally challenged adults.

She was also reappointed by Governor Matt Mead to serve on the Wyoming Board of Speech Pathology and Audiology.

Leslie S. Waters (B.S. ‘69 Elementary

Education, M.S. ‘70 Counseling/School Psychology) was recognized as one of the 2014 Women of Distinction by Girl Scouts of West Central Florida. Waters is currently mayor of the City of Seminole.

1970 Barbara J. Palmer (B.S. ‘70 Education, M.S.

‘74 Educational Leadership/Administration) director of the Agency for Persons with Disabilities, was interviewed by the News Service of Florida for her accomplishments at APD. 51

William “Bill” W. Jablon (M.S. ‘74

Educational Leadership/Administration) was honored with the Southern Association of Independent Schools’ (SAIS) 2013 Distinguished Service Award for his service as headmaster of Maclay School for more than 25 years. Jablon has served at Maclay School in Tallahassee since 1976.

LTG Franklin “Buster” Hagenbeck (M.S. ‘78 Motor Behavior) received the Distinguished Graduate Award at West Point.

Susan Hassmiller

(M.S. ‘79 Health Education) received the Red Cross Harriman Award for Distinguished Volunteer Service, the highest recognition for volunteer service in the American Red Cross. She was also elected to the Institute of Medicine (IOM), one of the highest honors in the fields of health and medicine. Hassmiller is currently the board chair of the American Red Cross of Central New Jersey and senior advisor for nursing at the Robert Wood Johnson Foundation (RWJF).

1980

Jack Moser (Ed. S. ‘80 Education, Ph.D. ‘87

Counseling/Human Systems) published his fifth poetry collection, The Wonder of It All–Poems.

Erin Quainton (B.S. ‘82 Physical Education) became principal at Evergreen Elementary in Ocala, Florida.

Chip Bifano (B.S. ‘83 Recreation Services

Adminstration) was named president of Paul Davis National, a company that is part of the Paul Davis Restoration Inc. franchise network.

Michael Shahnasarian (Ph.D. ‘85

Counseling/Human Systems) published his first fiction novel, “Justice Indicted.”

Sheila S. Bolin

(M.S. ‘83 Educational Leadership/ Administration) was nominated as one of the top 39 conservationists in the world vying for the world’s leading animal conservation award, the Indianapolis Prize.

She is CEO/president of The Regal Swan Foundation, Inc., which received the 2013 John Muir Nonprofit Conservation Award for their swan research and conservation efforts.

1990

Colonel John DeVillier (B.S.

‘92 Social Science Education) became base commander of Wright-Patterson Air Force Base in Ohio.

Jimbo Jackson

(B.S. ‘92 Physical Education, M.S. ‘03 Educational Leadership/ Adminstration) was named the Tallahassee Democrat Person of the Year.

Jackson is principal at Fort Braden Elementary School and won with approximately 20% of the vote.

Marni Bateman Kirkland (B.S. ‘92 English Education) was named district director of K-12 English Language Arts for the Colquitt County School District in Moultrie, Georgia.

Crystal Timmons

(B.S. ‘93 Elementary Education), a University of Florida professor-in-residence in the Duval County school district for the College of Education’s Lastinger Center for Learning, was elected president-elect of the Florida Association of Teacher Educators and will start her one-year term in October.

Christine Woodworth (B.S. ‘93 Leisure Services and Studies) was named one of Working Mother magazine’s “Advertising Working Mothers of the Year.” Woodworth is currently balancing her job as a new mom and director of Digital Communications & Social Media for Sonic Corp.

Duane Brooks (M.S. ‘96 Physical Education), CEO of the Athletic Injury Management (AIM) Foundation, hosted the non-profit foundation’s first annual injury management symposium in Tampa, Florida.

Martha Werner

(M.S. ‘98 Educational Leadership/ Administration) was named the District 13 TEPSAN of the Year by The Texas Elementary Principals and Supervisors Association (TEPSA).

She is principal of Deep Wood Elementary in Round Rock, Texas, and also serves as the president of District 13 TEPSA.

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2000 William Long (B.S. ‘00 English Education)

was appointed comprehensive English teacher and acting English department chair at the Beijing No. 4 High School International Campus in Beijing, PRC.

Barbara Wills (Ph.D. ‘03 Educational Policy,

Planning and Analysis) was named one of Tallahassee’s “25 Women You Need to Know” for her multiple roles in Leon County Schools. She is an assistant superintendent for Leon County Schools, oversees human resources for the district and is involved with the Foundation for Leon County Schools.

Trevor Kincaid

(B.S. ‘05 Social Science Education) was appointed the deputy assistant United States trade representative for Public and Media Affairs at the White House.

Robert “Bobby” Adelson (B.S. ‘07 Social

Science Education) was recognized by the Florida State University Alumni Association as one of the 2014 Thirty Under 30 recipients for his outstanding achievements. Adelson is currently a foreign service officer and U.S. Diplomat, U.S. Department of State at the U.S. Embassy in London, U.K.

Faith Guerry Doles (B.S. ‘07 Early Childhood Education) was recognized by the Florida State University Alumni Association as one of the 2014 Thirty Under 30 recipients for her outstanding achievements. Doles is currently a 3rd Grade Exceptional Student Education teacher with Orange County Public Schools in Winter Garden, Florida.

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Kirby Ross (B.S. ‘07 Rehabilitation Services)

was recognized by the Florida State University Alumni Association as one of the 2014 Thirty Under 30 recipients for his outstanding achievements. Kirby is currently founder and executive director for The Miami Music Museum Inc. in Miami, Florida.

Shannon O’Neil

(M.S. ’08 Sports Administration) published her third novel, “Killer Shine.”

Inspired by Ethan Fisher’s story, O’Neil collaborated with Kidz 1st Fund to help with their mission to raise awareness and funds for a Fanconi anemia cure.

Dominique Gehy (B.S. ’08 Mathematics

Education) received her Ph.D. in Finance from Florida State University and joined the faculty of Hofstra University. Gehy is one of only 28 female, African-American finance business school professors in the United States.

Tenisha Patterson (M.S. ’08 Sports

Administration) was recognized by the Florida State University Alumni Association as one of the 2014 Thirty Under 30 recipients for her outstanding achievements. Tenisha is currently a sports attorney/business manager for Professional Athletes with Definitive Sports Representation in Charlotte, North Carolina.

Paul Alexander Quimby (B.S. ’09

Sport Management) was appointed to a two-year term on the Central Florida Young Professionals Advisory Council (YPAC). Quimby also graduated from Florida State University in 2012 with his J.D. in Law and is currently an attorney at BakerHostetler in Orlando, Florida.

2010 Catherine “Katie Anne” Donnelly Taylor (M.S. ‘10 English Education) is the associate director of Education at WorldStrides, the nation’s largest educational travel company.

Keep Us Posted Let us know how you’re doing and where you are in your career journey!

Send us your news!

Visit the address below and click the SUBMIT NEWS link: http://fsuednews.com/alumni-news/

Alexandra Crawford (B.S. ‘11 Physical

Education, M. Ed. ‘12 Visual Disabilities) was featured in the news for her work with the blind or visually impaired. She currently works at the Central Association for the Blind and Visually Impaired (CABVI) where she teaches individuals who are blind or visually impaired how to stay active and participate in sports and recreation.

-ORMail your news to: 1100 Stone Building 1114 W. Call Street P.O. Box 3064450 Tallahassee, FL 32306-4450

Lois Collins (B.S. ’12 Social Science

Education) started her second year of teaching at Elizabeth Cobb Middle School in Tallahassee.

She teaches 7th grade civics and yearbook.

Alyssa Maige (B.S.

’14 English Education) was invited to participate in the 2014 Annual Convention of the National Council of Teachers of English. Her proposal was selected from more than 2,000 applicants.

Jennifer Riggie

(Ph.D ‘13 Special Education) received the CEC Division for Research Student Award for her paper titled, “Supporting early childhood educators’ use of embedded communication strategies by providing feedback via bug-in-ear technology.”

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CREDITS DEAN

Marcy Driscoll

DIRECTOR

Jennie Harrison

EDITORS

Kelli Gemmer Jennie Harrison

WRITERS

PHOTOGRAPHERS

LAYOUT & DESIGN

CONTRIBUTORS

Kelli Gemmer Jennie Harrison Ken Higgins Sarah Stanford

Kelli Gemmer Ken Higgins Bill Lax

Christina Giarrusso Cameron Lindahl Gregory Moore Rebecca Pfeiffer Jennifer Ramos Cassandra Winland

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NON-PROFIT ORG. U.S. POSTAGE PAID TALLAHASSEE, FL PERMIT NO. 55

Learn Today. Teach Tomorrow.

Lead for a Lifetime.

1100 STONE BUILDING 1114 WEST CALL STREET P.O. BOX 3064450 TALLAHASSEE, FLORIDA 32306-4450 The TORCH

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