The Torch - FSU College of Education Magazine, 2013 by FSU Anne's College

The

TORCH

2013

COLLEGE OF EDUCATION MAGAZINE

EDUCATION Beyond

THE BORDERS

Committee on Global Engagement showcase how the College is transforming education across the globe.

FROM THE W

DEAN

elcome to the latest edition of The TORCH magazine. As we continue to improve the style and content of our publications, this TORCH features modern design and stories showcasing the accomplishments of our faculty, staff, students, and alumni. Our College is diligently working to continue to be an innovative and renowned institution in the field of education. Several articles throughout these pages focus on our international education and global engagement initiative, the groundbreaking research conducted by our faculty, and the

success of our students in the classroom. The College is also proud to feature our alumni and the legacy you are leaving behind. (See Alumni Progress Reports) We always love to hear your feedback and the updates of your life post graduation. Please keep us informed. We hope the next time your travels bring you to Tallahassee you will stop by your alma mater. Thank you for your constant support of the College and your continued involvement. All my best,

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

The

ey o

nd t he Bo rde rs C O E Fa c u lt y

in ST

H ig h er Ed

1 ACTIVE

Sem

Di s t

Sp Th

Impacting education around the world

25 INVESTIGATIVE Conducting research that makes a difference

33 INSPIRED

Profiles in student leadership

39 ENGAGED

Events and philanthropy

g Po we

r of Books

ir it

i n g u is h e d Al u m

13 GLOBAL s

At the forefront of key policy issues

ino

tin g

c pa

in e

h in

R e s e a rc

2013

TORCH

51 BENCHMARKS Faculty and staff achievements

55 PROGRESS REPORTS Alumni news and notes

AT THE FOREFRONT OF KEY POLICY ISSUES 1

KEEPING OU R CAMPUSES SAFE: THE GUN CONTROL DEBATE By Ken Higgins

Shootings that have occurred on school and college campuses in recent years have triggered new debates over the best ways to ensure the safety of students, faculty, and staff. The issue has been a political hot potato for decades and it does not appear a resolution will happen anytime soon. While many national discussions on how to address gun violence on campuses and elsewhere continue, allowing guns on campus still remains unpopular among education leaders. Following the Sandy Hook Elementary School shooting, officials and school districts started to receive increased pressure from parents to take more action regarding the safety of children and teachers at schools. Discussions regarding arming teachers have sparked vocal objections; however, in some states, parents strongly support the idea. Law enforcement presence at schools in Leon County has increased, like at many other schools in the nation, in response to recent shootings. To increase safety, the Tallahassee Police Department and Leon County Sheriff’s

Office have started patrolling all school grounds and school zones more often and at random. This is in addition to the full time presence of school resource officers and security officers. Similar concerns have been raised for college campuses’ safety. More than three hundred university presidents have signed an open letter to both the President of the United States and Congress urging action regarding gun control. With the support of lobbyists and pro-gun groups, some state legislators have already introduced or passed laws that would allow the possession of guns on college campuses. Officials are looking to conduct more research about gun violence and its causes. FSU’s College of Criminology and Criminal Justice professor, Dr. Gary Kleck, played a key role in the U.S. Supreme Court’s landmark decision on the Second Amendment right to bear arms — the 2008 District of Columbia v. Heller case regarding handgun possession in Washington, D.C. Kleck’s research drew media attention The TORCH

.G Dr ar y

K le

ck, F SU De

partment of Crimi

n ol o

gy, P

ho to

c re di t :

Bo b

in the wake of more violent shootings and increased suicides with guns. According to his thirteen published studies, there is no meaningful connection between the rate of firearms ownership and the rate of suicides. He further noted “an increase in gun ownership does not raise the number of people who kill themselves—only the number who do it with a gun.” Supreme Court Justice Breyer cited Kleck’s study and said there were good reasons for making a definitive judgment. In response to the Heller case, Kleck said, “We know the D.C. handgun ban didn’t reduce homicide.” In a higher education policy brief in the American Association of State Colleges and Universities (AASCU), Thomas L. Harnisch, Assistant Director of State Relations and Policy Analysis, further discusses allowing guns on campus. He states that most college administrators, law enforcement personnel, students, gun-control advocates and editorial boards have raised serious questions about allowing concealed weapons on campus. Foremost in their reasoning is that when the challenges that are often inherent in college life – including drug use, alcohol abuse, stress and social obstacles – are overlapped with weapons there could be potentially lethal consequences for all people in the campus community. The argument continues that introducing guns on college campuses may increase the safety risks to students, faculty, and staff. The presence of firearms could lead to conflicts between roommates, classmates, and others on campus, escalating to the point where one or more individuals could be injured or killed as a result of gun violence. 3

“An increase in gun ownership does not raise the number of people who kill themselves—only the number who do it with a gun.” A message from FSU President Eric Barron states “Safety is critical at Florida State University. Everything this institution works to accomplish is predicated upon the assumption that we can study, work and live in an atmosphere free from undue fear, risks or criminal activity.” According to the Seminole Safety Guide published by the Florida State University Police Department (FSUPD), FSU campus is patrolled by a variety of methods, including marked and unmarked patrol vehicles, bicycle patrol, and foot patrol. FSU Police Officers receive frequent, realismbased training concerning the response to an active shooter – a person actively shooting at and harming persons on campus. FSUPD trains to quickly engage and eliminate the threat. Police Chief David Perry’s says that the FSUPD is organized into four twelve-hour shifts that work 24 hours a day, seven days a week. Officers conduct visible patrols, respond to reports of crimes, address problems, and provide information and resources to the community. The reality is that there is no law or set of laws that will prevent gun violence. Laws are most effective for lawabiding citizens and criminals are criminals because they do not abide by the laws. Although we have a seriously divided nation regarding the gun control issue, both sides are trying to prevent further gun violence on school and college campuses in our nation. Finding a common ground as soon as possible and establishing laws would reduce and prevent further shooting incidents. Recent tragedies demonstrate that campuses must be vigilant in identifying potential threats and develop coherent security strategies to effectively prepare for campus crises.

Researcher Finds Health Reform Leaves Future Physicians Divided BY AGNES WASILEWSKI In recent years, Health Care Reform

has made it on the list of ‘topics to avoid at the dinner table.’ New policies have generated mixed reviews from the public, but how does reform affect the opinions of those who are dedicating their education to medicine – namely prospective physicians? Dr. Joel Goodin may have an answer. Goodin completed his doctorate in Educational Psychology at the Florida State University College of Education in the program of Cognition and Learning, and specializes in Motivation and Performance. His research focuses on the effect of unexpected events on students. “I study how our normal course of life can be greatly altered by critical life events that may block our goals and cause us to reevaluate our current path,” said Goodin. “When challenges arise, it is sometimes most effective for individuals to modify goals and find success in an alternate course of goal-striving.” Goodin’s most recent research labels new healthcare reform as a ‘critical life event’ affecting medical students and studies their feelings about their future career plans. He also addresses

the primary care physician shortage that will grow as more people seek medical attention with the new reform. His study reports on a nationally representative sample of 1,536 students from 15 medical schools. “Using this survey, I studied how medical students’ perceptions of the health care reform, alongside other psychological variables, influenced medical students’ commitment to their degree and their most likely specialty choice,” said Goodin. The study concluded that medical students are focused on health care reform when making their future career decisions. Among those who responded to the study, 38% were opposed to the reform, 57% reported above-average uncertainty about the future of their careers within the reform, and 9% planned to modify their career choices in response to the reform. “I describe the student population as hesitant and divided, because political philosophy plays such a large role in how most people view the reform,” describes Goodin. The study also showed that students are not abandoning their career paths,

even if they are pessimistic about reform. “Students with higher uncertainty were even more committed to their degrees, while students with higher negativity about the reform were more committed to their specialties,” said Goodin. Though in some cases, uncertainty did motivate students to make changes to their specialties in order to avoid areas most affected by the reform. “[It was a] key finding with regard to how we all deal with the discomfort of uncertain situations and futures. It led me to coin the term ‘activating uncertainty’,” said Goodin. To Goodin, his research is meant to get people talking and elicit action. His main concern is to actively implement systems to increase the primary care physician supply. “We must promote the ‘social mission’ of medicine by determining how to fuel the intrinsic motivation, or natural drive, to help people by connecting our future physicians to communities and decreasing the influence of student debts on career decisions,” says Goodin. The TORCH

JOE OSTASZEWSKI COE alumnus stars on hit TV show

BY PEDRO SALGADO

BEFORE 5

AFTER

A little over a year ago, former Florida State defensive lineman Joe Ostaszewski and his brother Henry were sitting in the critical care unit as their father had an emergency triple bypass surgery after suffering his second heart attack. Joe looked over at Henry and said, “Man, you are huge.” Henry smiled and replied, “What are you? A ballerina?” Ostaszewski, an alumnus of the College of Education’s Sport Management master’s program, has battled his share of weight problems since his football days. He knew something needed to change and so did his brother. Henry brought up the idea of auditioning for NBC’s reality TV show “The Biggest Loser,” but Joe balked at the idea of displaying his 364-pound frame to viewers nationwide. It took some convincing, but Joe finally decided to accept the challenge. He did so for his own health and to set a living example for the Wear Your Soul Foundation; an organization the twin brothers had started a couple of years earlier. That’s how Joe Ostaszewski lost 147 pounds on national television, enough for a fourth-place finish on “The Biggest Loser.” “Henry and I started a Foundation [Wear Your Soul] a couple of years earlier in an attempt and effort to get kids off the

couch and get active in order to fight childhood obesity,” Ostaszewski said.

“We knew we had to get healthy ourselves if we wanted to be good role models for these kids, and there’s no better way to do that than leading by example.” Unfortunately, Henry did not make the cut for the show. Initially, Joe did not want to continue without his brother. But Henry committed to losing weight back at home in tandem with Joe, and that encouraged Joe to go on without him. Like Joe, Henry succeeded. “The power of inspiration is infinite,” Ostaszewski said. “You actually can change lives, other than yours. And it is amazing how people connect to you.” It took grueling hours of sweat and tears, but Joe reached a goal that might have seemed impossible months earlier. At first, his goal was to get below 300 pounds. Once that goal was met, he strived for 250, which he eventually met and surpassed. Now, he and Henry have a message for those who think such weight loss is impossible. “Hey, we know. We are with you. I was big too,” Ostaszewski said.

“Our foundation encourages kids to find a passion, whether it is team sports or recreation,” Ostaszewski said. “Personally, I would rather be outdoors hiking than in the gym. Hiking is fun. A treadmill is not. They have to find something they enjoy doing for exercise, and mix it up from time to time.” Through his foundation, Joe hopes to address what has become an epidemic among children. According to the Centers for Disease Control and Prevention, obesity has more than doubled in children and tripled in adolescents in the past 30 years. Today, more than one-third of children and adolescents are overweight or obese. With eight- to 18-year olds spending an average of 7.5 hours a day consuming electronic games and technologies, a sedentary lifestyle is increasingly the norm. “Growing up with the baby boomers, we were always outside playing. Today, children don’t even go outside to play,” Ostaszewski said. He has taken a keen interest in Michelle Obama’s Let’s Move! Campaign, an initiative to fight childhood obesity. “I would love to meet with Michelle Obama and work with her and the Let’s Move! initiative,” Ostaszewski said. “If I could get Michelle and President Barack Obama’s stamp of approval, that would be just about all I need.” The TORCH

CYBERBULLYING Sticks and Stones May Break the Bones, but Facebook Can Hurt Forever

BY KATE CAMPBELL

W hile most parents would say they are familiar with or have heard about adolescent bullying, today their children are faced with a much greater foe than the schoolyard bully of the past - the cyberbully.

of online harassment. Shockingly, in this same period, more than one in ten students also admitted to engaging in harassing activity towards their peers. Anonymity and lack of accountability often inspire the worst.

Cyberbullies have set aside sticks and stones and instead use technology to threaten or embarrass their victims 24/7 through social media, e-mails, texts, blogs, chat rooms, or websites. Cyberbullying is not limited to the schoolyard; it can follow children into their homes. Parents may not be fully aware of how at risk their child is of cyberbullying.

Ghyslain Raza can speak of the worst. In 2003, the then 14-year-old Raza used a makeshift lightsaber to attain unwelcomed Internet fame. Today, over a billion viewers have seen the amateur footage of Raza imitating a Jedi knight from Star Wars in his high school TV studio. The video went viral when one of Raza’s classmates posted it on the Internet without his knowledge. The massive cyberbullying attack that followed was horrifying. It took Raza 10 years to break his silence and speak up about his experience.

Adolescents today are digital natives. They spend a substantial part of their time within online virtual environments. The most widely used among these are social networking sites like Facebook, MySpace, and Twitter. Cyberbullies utilize many of the online resources adolescents frequent to harass their victims — making them much harder to elude than the bullies stalking the hallways at school. It isn’t just high school kids using these social networks either. A 2009 7

survey by the Pew Research Center’s Internet and American Life Project reported that 38 percent of 12-yearolds in the United States participate in social networks. Furthermore, in June of 2011, Consumer Reports estimated that about 7.5 million people who use Facebook are younger than 13. Websites are legally prohibited by the Children’s Online Protection Act of 1998 to collect personal data or to track anyone younger than 13. Social media sites avoid legal actions by requiring all users to be at least 13 years old. Research shows how ineffective this is at keeping youngsters out. The fact is — kids are online and this might put them at risk. The Cyberbullying Research Center found that between the years of 2004 and 2010 almost one in every three adolescents experienced some form

“What I saw was mean. It was violent. People were telling me to commit suicide,” says Raza in an interview with Fox News. “No matter how hard I tried to ignore people telling me to commit suicide, I couldn’t help but feel worthless, like my life wasn’t worth living.” Raza not only sought counseling, he also dropped out of school as a result

“I hope our students will never have to deal with cyberbullies in their schools, but if they do, I want to be confident they know what’s at stake and how to raise awareness of their colleagues, students, and parents.” of the cyberbullying. It is important to note that there were virtually no repercussions for the student who posted the video without Raza’s consent. The Cyberbullying Research Center has found that there are many ways this type of harassment can affect a child. They may develop depression or get angry, become nervous and feel uneasy about going to school, feel isolated and as an outcast by their peers, and may even become suicidal. Although most cyberbullying occurs outside of school, the trauma often accompanies the victim in the classroom. This can greatly disrupt the learning environment. Incidents of cyberbullying are growing more and more prevalent and severe. It is time for parents, educators, and authorities to take action. How can we combat this type of bullying? The best method is awareness. Parents need to educate themselves and their children on how

to properly use these social networks and technologies. Many parents help their kids set up an account and monitor their online activity through a mutual password. Unfortunately, this method isn’t foolproof, as more tech savvy children can easily slip around such restrictions and passwords. Above all else, parents must keep children accountable for their words and actions online. Teachers must also become more knowledgeable of the occurrences of cyberbullying and the legislation in their state. For instance, the Jeffrey Johnson Stand Up for All Students Act of 2008 prohibits bullying and harassment of any public K-12 student or employee. Teachers need to learn how to identify the signs of cyberbullying in the classroom and how to educate their students in proper online etiquette. Dr. Dina Vyortkina teaches in the College’s Blended and Online Learning and Teaching program (BOLT) and

serves as the program’s coordinator. Vyortkina believes it is important to incorporate cyberbullying awareness into our curricula for teachers, school leaders, and school counselors. “Educators should be trained how to proactively prevent cyberbullying, to recognize its signs, and to effectively advise parents and students who become victims of this crime on appropriate actions. I invite students to reflect on the importance of this issue and come up with ideas on how they can address cyberbullying in their classroom or school. I also share many helpful resources provided by the state or national agencies,” said Vyortkina. “I hope our students will never have to deal with cyberbullies in their schools, but if they do, I want to be confident they know what’s at stake and how to raise awareness of their colleagues, students, and parents.”

The TORCH

ONE STOP

SHOP T ucked away in suite 2301 on the second floor of the Stone Building, the Office of Academic Services and Intern Support (OASIS) serves

as a multi-faceted and essential component of the College of

Education. Manned by 14 staff members and two graduate students, OASIS was created to provide an extensive array of professional and administrative services to students and faculty in the College and throughout the University.

OASIS assists with a wide range of

possibility and we make a concerted

but will return to OASIS for graduation

academic

beginning

with

effort to help limit the ‘run-around’

checks, classroom field experience and

admission

and

students may sometimes experience.

internship coordination and placement

undergraduate

We want them to feel that our office

around the Tallahassee area, across the

student advising, scholarships, internship

can provide them with highest level of

state and, on occasion, overseas.

and field experience placement, and final

customer service – a ‘one stop shop,’ if

degree clearance.

you will.”

recruitment continuing

services, and through

OASIS strives to put students first in all it does.

“Occasionally, when a student requires

As freshmen and sophomores, COE

a specific need and goes in search of

students come through the doors

“It is important for us to build relationships

assistance, they can sometimes feel lost

of OASIS for a number of academic

with our students and maintain those

in the shuffle between university offices,”

advising

course

relationships long after they have left

said Jim Allen, Co-Director of Academic

schedule advising, mapping, drop/add,

the College,” Allen said. “Focusing on

Support Services and Undergraduate

withdrawals, and other academic special

student needs and emphasizing student-

Studies.

requests. As juniors and seniors, these

centeredness helps us develop those

same students will be assigned faculty

relationships. These are also concepts

advisors

that President Barron has continued

“In OASIS, we are very mindful of this

needs,

within

including

their

departments,

Jim Allen and student in OASIS

BY EMILY HUDSON to emphasize around campus. OASIS

opportunities to meet with potential

and graduates for all their student service

embraces

incorporates

employers and learn job search skills

needs.”

them in how we process, organize, and

through workshops. And it handles

structure our service to our students.”

assessment and reporting of student-

Jim Allen finds it inspiring to work

related data for the College and other

with such a student-focused group of

accrediting agencies.

professionals in OASIS and throughout

Patrick

these

Malone,

and

Director

Intern

Support, plays a key role.

the College. Teamwork is one of the hallmarks of

“We offer a great amount of guidance

OASIS.

“The OASIS undergrad advising staff

and advice in getting a student teaching application ready for sending to the

Ekaterina

Rybakova,

English

local schools and also learning about

Education graduate and now a graduate

the placement process, remembering

student and advisor in English Education,

to apply for graduation, and how to

said the staff of OASIS make it an

apply for certification with various state

effective and user-friendly resource.

Departments of Education,” Malone said. “The staff in OASIS will not only help OASIS assists graduates who are

you in any situation, whether serious or

applying for out-of-state jobs by verifying

minute, but they will do it promptly with

that they have completed an accredited

a smile on their face,” Rybakova said.

teacher certification program. It also

“I have yet to go to the office without a

works closely with the FSU Career Center

pleasant greeting and quick attention

in support of the annual Education and

to my needs. OASIS is what keeps the

Library Career Networking Fair, which

College of Education running smoothly,

provides teacher education candidates

and it is a hidden gem for undergraduates

alone shares a wealth of knowledge and experience – over 40 combined years of experience working with students at FSU and within COE,” he said. “That is an enormous amount of insight and institutional knowledge available to assist our students, faculty, and staff in the College of Education.”

The TORCH

“

END THE

CHARADE: LET ATHLETES

MAJOR IN SPORTS”

PROFESSOR EMERITUS WRITES VIRAL ARTICLE 11

he Chronicle of Higher Education published an article written by Dr. David Pargman, professor emeritus of Educational Psychology, and the controversial piece has generated national attention. “End the charade: Let athletes major in sports” was the focus of a Time magazine online article and a NPR interview for one of their national shows.

BY EMILY HUDSON The Chronicle article by Pargman discusses the idea of allowing young talented student athletes to choose a major that is relevant to their true passion and career goals. Many NCAA Division I student athletes attend a particular university campus on the basis of its reputation for athletic success in their sport, as well as the renown of its coaching staff. Pargman poses the question – Why not let these athletes study football, basketball, or baseball with the very same approval and encouragement offered to those majoring in dance, voice, theatre, or musical instruments. In the article, Pargman writes, “Why treat preparation for professional sports careers differently? Why not establish a well-planned, defensible, educationally sound curriculum that correlates with a career at the elite level of sports.” Pargman observes how supportive our culture is of professional athletes and believes parents would take pride in their child whose realistic ambition is to someday be employed by the NFL, MLB, or NBA. In this proposed major, student athletes would be able to learn necessary physical and mental skills from distinguished collegiate coaches — all recognized experts in their specialty sport whose expertise is tantamount to those professors on campus who have built enviable reputations in their respective fields.

Student athletes typically identify a major in their first two years of study and, more often than not, they select a major in which they have minimal interest since their prominent passion and primary motive in attending the campus of their choice is to prepare for a professional athletic career. In keeping with his idea, Pargman proposes a realistic curriculum for the so-called sport major. Junior year coursework would include: anatomy and physiology, introduction to sports psychology, laboratory in heavy resistance training, elements of contract law, and health education. Some senior year coursework would include: introduction to human nutrition, introduction to sports coaching, elements of business law, and management of performancerelated stress. Coursework would even include vetted seasonal and on-the-field practice in their respective sport akin to the on-stage performances required by dance, voice, and musical instrument exhibitions. All work completed during their major would relate to their future professional careers. Ultimately, Pargman believes this alternative would be more honest and more productive than what is currently taking place. This article caught the attention of National Public Radio (NPR). NPR host

Michel Martin spoke with Pargman about his ideas and proposal in an interview broadcasted on December 6, 2012. In the interview, Martin asks Pargman about his feelings regarding the media and reader response to his article. Pargman explains that he never expected such a reaction. He has received numerous emails and phone calls Pargman responds, “…A lot of people are supportive, and some are antagonistic to this notion. There are colleagues of mine, very good friends, who have said to me: Where do you come off equating a major in football or basketball with majoring in a physical science like chemistry or physics, or in language like English literature? There’s just no comparison. And I would say to them, when they say that, I say, have you ever looked at a football playbook?” In addition to the NPR interview, Sean Gregory with Time magazine wrote an online article on November 27, 2012, that examined Pargman’s ideas. Gregory is a senior writer with Time and covers sports. If you are interested in more information regarding Pargman’s article, you can contact him at pargman@fsu.edu.

The TORCH

GLOBAL IMPACTING EDUCATION AROUND THE WORLD 13

Team Tackles Literacy in

ETHIOPIA A

team from Florida State University’s Center for International Studies in Educational Research and Development (CISERD), one of five centers in the Learning Systems Institute, is working to develop curriculum for teachers in Ethiopia.

The project, called Ethiopia-READ, received funding through the US Agency for International Development and is being implemented by the Research Triangle Institute and its partners, including CISERD. These organizations are now working to better the education system and literacy rate in Ethiopia alongside the Ethiopian education ministry, which has found that many students cannot read at grade level. The project began in September 2012, and CISERD got involved in January,

explained Flavia Ramos-Mattoussi, principal investigator on Ethiopia-READ and associate director of CISERD.

“From April until September, many faculty members are going back and forth from Ethiopia,” she said. Nenette Milligan, a teacher at Conley Elementary School, recently returned from Ethiopia, and Shannon HallsMills, an assistant in the School of Communication Science and Disorders at FSU, visited Ethiopia. In addition, there are reading specialists and faculty members from the College of Education involved in this project. Ethiopia-READ is expected to continue until 2017 and reach 15 million Ethiopian children. “I’ve been teaching at Hartsfield Elementary School for nine years, doing intervention and reading with at-risk

students,” Milligan said. “I was able to become a very effective teacher and FSU heard about what I did and talked me into it. I was really privileged.” The team is focusing primarily on five regions of Ethiopia that speak seven different mother tongue languages, including Afan Oromo, Amharic, Hadissa, Somali, and Tigrigna. They will be providing teaching instruction in both the modern tongue languages and English. “None of us speak any of the mother tongue languages,” Ramos-Mattoussi said. “In each region, we have a leading specialist and a linguist in the team. We’re working very closely with the linguist and local teachers to see how they develop their curriculum.”

BY LINDSAY MARSHALL The TORCH

E EDUCATION Beyond THE BORDERS Q AND A WITH THE DEAN AND THE COLLEGEâ&#x20AC;&#x2122;S AD HOC COMMITTEE ON GLOBAL ENGAGEMENT As FSU and the College of Education embark on the Big Ideas developed by the leadership of both entities, it is clearly evident that international education is a high priority. Both the University and the College strive to be leaders in preparing and educating students in global engagement and knowledge through multi-cultural experiences to be successful in the diverse world we live in and better educate future generations. Recently, Dean Driscoll created and appointed a committee to oversee the Collegeâ&#x20AC;&#x2122;s global initiatives; allowing further development of ideas and opportunities for students and faculty within the College. I interviewed the Dean and the Ad Hoc Committee on Global Engagement to learn more about the committee members, the purpose of this committee, the goals and initiatives being constructed, and to talk about the importance of international education. The Committee members are: Psychology

and

Learning

Jim Klein (Educational

Systems),

Jeffrey

Milligan

(Educational Leadership and Policy Studies), Carolyn Herrington (Educational Leadership and Policy Studies), and Rebecca Galeano (School of Teacher Education). Every member plays a vital role in this Committee and each is proud to be a part of the enhancement of international education within the College and the University.

BY EMILY HUDSON The TORCH

Dean Marcy DRISC0LL Q: What was your purpose in forming the Ad Hoc Committee on Global Engagement? What projects and goals would you like to see implemented by the Committee?

Driscoll: My charge to the committee [and my purpose for forming it] was to lead the COE in developing a strategic vision for our international initiatives. In other words, is it enough for faculty just to develop their own professional connections with international scholars or to engage in projects that just relate to their own areas of expertise and interest? Or, do we have specific goals that we want to achieve with respect to impact of our international initiatives? I would argue for the latter, that there are some specific things we want to achieve and particular areas of the world in which we would seek to have an impact. This is partly to do with establishing and enhancing our reputation as a College and what are we known for.

focus

their

research

on education in the Islamic world and I think we are fast becoming recognized experts in this area. So, it makes sense to build on a foundation already laid with projects in the Middle East and Southeast Asia. Indonesia is the largest Islamic nation in the world, yet it has a secular government which lends to interesting tensions for education. We have made some 17

students whose native language is

share interest and expertise in this

something other than English.

area that will enhance our current strengths.

For example, several of our faculty members

strategic hires of new faculty who

An international theme is embedded throughout the College-wide strategic

With respect to our overall global

plan.

stance, I believe about a third of

gives prominence to this theme and

our graduate student population

offers a strategy for helping us to

is international, mostly from Korea

achieve our goals.

and China. Here again are potential opportunities to capitalize on. It is also important for our teacher education students to experience cultures other than their own because K-12 classrooms all over the U.S., especially in Florida, are becoming increasingly

diverse;

with

many

Establishing the committee

Jim KLEIN

Milligan: We cannot ignore the rest of the world. Within the educational system in the state of Florida and in the nation, a large number of the population are immigrants and speak multiple languages.

Economically

and politically what happens in other countries has a tremendous impact on the United States and the state of Florida. We are preparing educators to go into schools where they will teach children from a variety of countries, cultural backgrounds, experiences, and so on. I believe they cannot be effective teachers if they are not educated and aware of the experiences those children bring to the classroom. If you do not know your students, you cannot teach them.

Herrington: The world is becoming so small and yet understandings of different peoples and cultures

Q1: COE faculty members are consistently present in international work. Why is being â&#x20AC;&#x153;globally engagedâ&#x20AC;? important to you? Why do you believe it is equally important for students of COE and of FSU to be globally engaged and conducting international work/studies? Klein: Globalization has changed the way universities approach teaching, research, and service. Leaders at FSU know that being globally engaged will make us more competitive with other institutions and help us reach preeminence status.

I first recognized the importance of

can still be very difficult. Different

global engagement as a member of

economic

the International Board of Standards

cultural

for

and

practices are all potential barriers to

Instruction (IBSTPI). My interactions

cooperation. Yet, at the same time,

with scholars, practitioners, and

opportunities to visit other countries

students from outside of the U.S., as

and to engage in open dialogues

well as my travel to Asia, Australia,

across cultural divides have never

and Europe, have contributed to my

been more available and are powerful

professional and personal growth.

forces. Florida State University has

Furthermore, our student population

such a rich past in global outreach

in the College is very globally

and influence that it is a privilege to

diverse. Faculty must find ways to

continue that tradition.

Training,

Performance

engage students from these diverse backgrounds.

systems, values,

and

languages, religious

Galeano: Whether we want to or not, we cannot live in an isolated bubble. What happens in distant places The TORCH

Jeffrey MILLIGAN

affects us all. Without consideration of the global context, the pressing

issues that face the world will not be resolved.

There are complex

pressing global issues in the world that urgently need addressing and international educational experiences that prepare a generation of leaders that can tackle these issues is of utmost urgency.

Q2: What was your purpose in joining the Ad Hoc Committee on Global Engagement? Klein:

Iâ&#x20AC;&#x2122;d like to assist others in

having positive, global experiences. The Ad Hoc Committee on Global Engagement can help the COE be more systematic in how we identify opportunities

for

students

and

faculty and obtain resources for

E global engagement.

For example, one of our recent

graduates from the Instructional Systems masterâ&#x20AC;&#x2122;s program (who was born in South America) recently

completed an internship in China. He

for Foreign Language Teachers, I

perspective to the students we teach

strongly believe in the importance

is very important. I want to support

of international experiences for all

this endeavor.

future educators and for those who

experience

learned of this opportunity because

Galeano: I wanted to join the

one of our former graduates (an expat

committee in order to promote

working in China) visited Tallahassee

international

to interview potential interns. This

College

experience suggests that the COE Ad

I work with Foreign and Second

Hoc Committee could be an avenue

Language Education majors and itâ&#x20AC;&#x2122;s

for initiatives related to student

virtually impossible to be a second

internships abroad.

language teacher without extended

Milligan: I think that the effort

experiences

to internationalize the College of Education and to bring a more 19

and

international

which

experiences

Education

living you

for

students.

contexts

experience

other

languages and cultures. Although we know that this is important

will influence educational policy and practice.

Q3: What international initiatives is the Committee currently working on? Klein:

The

committee

recently

developed criteria for an international travel

scholarship

provide

COE students with new cultural experiences and to enhance their degree program. The scholarship is

Carolyn HERRINGTON Klein: There are a number of well-

known scholars outside of the U.S.

who would like to visit FSU and many COE faculty members want to work abroad. I would like the Ad Hoc Committee to recommend policies and procedures for a global faculty exchange program.

Milligan:

Iâ&#x20AC;&#x2122;m fully supportive of

E the general thrust of the idea of internationalization.

I think the

College has a very admirable history. The College has done a lot over the years,

especially

international

development

and

international

education.

This is continuing,

especially in the work of Educational Leadership

and

Policy

Studies,

but also in other departments as well. I would like to see the efforts

to provide more international or global perspectives become a larger

part of the formal curriculum in a variety of programs. We can do

being offered to help our students

ideas, experiences, and research that

have a unique experience with cultural

is being done abroad that we ought

immersion as a means of enhancing

to be interested in and learning from

their future careers. During the 2013-

as we develop our own educational

All international work is important

14 academic year, the Committee will

practices and policies.

and is expanding horizons.

work with the COE scholarship office to implement this award.

Milligan: is

believe

increasingly

interdependence externally

what

are

establishing

policy for awarding grants that COE that

and

Galeano:

there

students can use to find educational

much

experiences

influence

happens

that

will

have

substantial impact on their future careers as researchers or teachers.

Florida and outside of Florida in education that you do not fully understand what is going on without our understanding of what people are

Q:4 What long-term projects and goals do you want to see implemented by the Committee?

more international research and collaborative research internationally.

If you

go from the U.S. to Western Europe, you will find a comparable level of material prosperity and development. I think it is extremely important for students to have more exposure to the developing world; this is where the large number of immigrant populations is coming from â&#x20AC;&#x201C; Latin America, Southeast Asia, Africa, etc.

going through. There are a lot of good The TORCH

Rebecca GALEANO

Galeano: Personally, I would like to

see an investment in the numbers of students who undertake international experiences and who do international research. I would also like to see the creation of an infrastructure that could support international faculty research.

Q: What international work are you currently participating in and planning? Klein:

The

COE

approached by

the

has

been

Singaporean

government to offer our master’s degree in Instructional Systems to a cohort of students. For the past several months, I have been trying to negotiate with the bureaucracy to determine how to best offer such a program. I have also been working toward getting international representation on the Instructional Systems Alumni Advisory Council. are just starting a new project in

in other departments – is focusing on

and

the Philippines that studies the

research of education development

Singapore who will assist with the

capacity of science technology and

and reform in the Muslim world.

planning of the Instructional Systems

education. We are also just starting

40th anniversary conference and

a new project in Indonesia on the

Herrington: I grew up in the U.S.

reunion. Work on the Singaporean

development of community colleges.

military. My father was in the Army

cohort program mentioned above

A proposal for developing capacity in

and we traveled around the world.

will continue in the coming months. I

higher education in El Salvador is in

So, in many ways, I have always been

am also committed to strengthening

the works.

participating in international work. I

This

past

summer,

representatives

from

added

Korea

our relationship with the Singaporean Army’s

Training

and

Doctrine

Command (TRADOC) and to finding opportunities for our students to be more globally engaged.

Milligan: Ethiopia READ is our primary project in Ethiopia. 21

We are looking to conduct USAID education

evaluations

worldwide,

primarily in reading and access in conflict zones.

A group of faculty

studied in France when I was much younger and have done work in a number of other European and Asian countries.

in the College - myself, Ayesha

Two

Khurshid, Peter Easton, Helen Boyle,

work I have done in Indonesia with

Stephanie Zuilkowski, and colleagues

Professor Milligan and in South

recent

examples

include

THE DEAN AND THE COMMITTEE ARE EAGER FOR THE COLLEGEâ&#x20AC;&#x2122;S PRESENT AND FUTURE PROJECTS IN INTERNATIONAL EDUCATION TO CONTINUE TO SHOWCASE HOW THE

COLLEGE IS TRANSFORMING EDUCATION

Across th e Globe. Korea. In Indonesia, the university

Editorial Board of the Asian Pacific

Peru. In the summer of 2013, in

system is struggling to develop a

Review. The journal is celebrating its

collaboration

research

across

10th anniversary and the editors have

students in FSLE, Darien Buford and

its public and private universities.

asked for an assessment of progress

Walter Aguilera, I prepared a report

University leaders are interested

to date. Also, they have asked that I

on the equity of instructional teams

in better understanding the role of

help identify the major educational

in the 178 indigenous schools in the

applied and basic research and the

policy issues confronting Asia over

Peruvian Amazon. My husband, Juan

role university-based research can

the next 10 years and the role the

Carlos Galeano (professor of Spanish,

play in local economic development.

journal might play in disseminating

Department of Modern Languages),

I have had an opportunity to discuss

research. They have also asked that

and I just finished our fifth year co-

how universities might think about

I work with them to help map out

directing our service abroad program

initiatives to incentivize and to

a research agenda for the journal

in the Iquitos area of the Peruvian

manage faculty as they develop a

that would help it in playing an

Amazon where we supervise FSU

greater mix of teaching and research.

influential role in supporting positive

student internships in city hospitals,

Likewise,

educational reform.

educational

culture

there

broadly

interest

university faculty and administrators in reaching out to local governmental and business leaders to further the twin and inter-related goals of

economic

and

educational

development. In the Fall of 2013, I will be traveling to Seoul to meet with the

Galeano: For the past two years, I have been working on a research

with

two

graduate

institutions,

NGOs,

community service organizations, and outlying communities.

project that seeks to fortify a school system known as Centros Rurales de Formacion en Alternancia (CRFA Schools) in the Loreto Region of The TORCH

SHOUPING

IMPACTING HIGHER EDUCATION AROUND THE WORLD

hile directing a major Florida-based research initiative and serving as professor and program coordinator of Higher Education at Florida State University, Shouping Hu is helping his native China take quality higher education to the masses. “Worldwide, the rapid expansion of higher education enrollment during the past two decades has created dramatic changes marked by the system going from elite higher education to mass higher education, all in a short period of time,” Hu said. Hu has been a key resource in China’s efforts to conduct research and organize education reform. In 2012, he made visits to the University of Macau, Fudan University and East China Normal University, among others, to discuss an array of issues related to the quality of undergraduate education. “The Chinese government is very concerned about the quality of undergraduate education and has placed great emphasis on this issue,” Hu said. “Along with researchers and administrators from the top research universities in China, I am often invited to be a speaker at conferences to discuss research and practice related to the improvement of undergraduate education.”

Hu said researchers should pay attention to several key questions regarding developments in Higher Education: What factors are related to student readiness for higher education? What roles can

K-12 education play? What roles can education institutions play? What roles can policy makers play? He notes that China and the United States have common variables such as urban/rural disparities and regional differences. “There is a good deal of research and rich tradition in higher education research on college students in the United States, and we know quite a bit about effective educational practices that could be used to improve the quality of undergraduate education: such as student-faculty interactions, managing expectations, and supportive campus environments,” Hu said. “In China, the research tradition in the sense of empirical research in higher education has been relatively weak in the past.” Hu, whose research career began two decades ago when he was a Higher Education graduate student at Peking University, said Chinese researchers, administrators, and policymakers would like to learn from the American experience. He has immersed himself in that experience ever since his doctoral studies at Indiana University, where he worked on projects such as the College Student Experience Questionnaire (CSEQ) and the National Survey of Student Engagement (NSSE). He went on to serve on the faculty at Seton Hall University before coming to FSU, where he is now bringing his work full circle by sharing his expertise with his peers back in China.

BY LAUREN VONDERHARR

HU “The most rewarding aspect of this field is that I am doing something I enjoy and something that I am good at alongside great colleagues and students,” Hu said.

Hu seeks to do research “that is meaningful and can make a difference with helping students find the linkage between research, policy and practice,” he said.

Hu’s agenda at Florida State remains centered on the principles of the projects he collaborated on at Indiana – investigating related national data sets on college students to understand college student characteristics, engagement and learning outcomes.

He is currently heading an Institute of Educational Sciences-funded research project concerning the effect of merit aid programs on student college choice and success. The three-year initiative (201114) aims to assess the value of Florida’s Bright Futures Program given primary goals of “efficacy and replication.”

“The Higher Education program at FSU has a rich history and strong reputation, and it is a good fit for me as a researcher and faculty member,” says Hu. “The leadership in the College of Education has been very supportive of the program, and the program is in a strong position to further grow its reputation and enhance its prestige.”

Looking to the future, Hu anticipates a heightened focus on these issues. “We need to pay close attention the role of higher education in promoting opportunities for all students and the equity issues related to the opportunities for students of different backgrounds,” he said.

The TORCH

E V I T A G

I T S E V

CONDUCTING RESEARCH THAT MAKES A DIFFERENCE 25

JEANNE WANZEK

Recognized Nationally for Reading Research

BY EMILY HUDSON reading practices that all students need since it is not always clear which students will have difficulties. “Waiting is where we fail,” said Wanzek.

Jeanne Wanzek was drawn to Florida State University by the opportunity to join the Florida Center for Reading Research (FCRR), where her work achieved national recognition. The Council for Exceptional Children (CEC) and the Donald D. Hammill Foundation presented Wanzek, Associate Professor FCRR and Special Education, with the Distinguished Early Career Research Award in April of 2013. The award is given to those who have made outstanding scientific contributions in special education research within the first 10 years of receiving their doctorate.

Learning Systems Institute and the College of Arts Sciences.

“I was very grateful to receive this award. I do the work for the children and for future educators. To have others notice who you are in your field is rewarding because it validates your hard work,” Wanzek said. “I have been very fortunate. A lot of the work I do is not just my own. It requires teams of people, colleagues, graduate students, and staff that I work with. I learn so much from them and they make my work better.”

“I love that I am able to be in schools with children with my research,” Wanzek said. “I need those moments because in my teaching I do not have as much interaction with younger students.”

The FCCR was established in January of 2002 and is administered by the

“I chose FSU because of this facility,” Wanzek said. “There were so many resources related to my research available here.” The FCRR facilitates research in Florida schools and provides opportunities to work directly with kids every week.

Her research has two areas of focus: early reading intervention for students who are at-risk, and instruction of students with reading disabilities. For the at-risk students, Wanzek said it is important to start at the early elementary level and to develop good

But even with good instruction, some students simply need to learn a different way, so she also studies the efficacy of alternative teaching methods. Some students require intensive interventions to learn to read. These interventions can be tailored to students’ needs in terms of pacing as well as allowing additional opportunities for instruction, modeling, student practice, and specific feedback. As a researcher and former teacher, Wanzek knows that if students struggle with reading for a long time they can become frustrated and lose their motivation. Because reading is such a fundamental skill, finding ways to overcome reading disabilities is critical to student success. “The passion for reading intervention comes from how much reading affects the rest of your life,” Wanzek said. “It was discouraging to see so many children who received poor instruction not because they had poor teachers but because their teachers did not always know the best way to teach reading. Some students learn to read without much effort. We see those kids and think our instruction is working. There are so many students who need more help with reading. Research could affect even more students, and instructing teachers of teachers who will educate children how to read affects many students.” The TORCH

Lara

Perez-Felkner RESEARCHING WOMEN IN STEM BY EMILY HUDSON 27

hile women now constitute a clear majority of students entering and graduating from universities, they continue to steer away from some of the fields that are increasingly valued and desired in the labor market. Lara Perez-Felkner of the Florida State University College of Education wants to understand this divergence. PerezFelkner’s research found that only 5% of college women declare majors in physical sciences, engineering, mathematics, or computer sciences, as compared to 23% of college men — the National Science Foundation supports these findings. The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is an important issue in Florida, where PerezFelkner has seen more interest in STEM among policymakers than anywhere else she’s been. Pushed by Fla. Gov. Rick Scott and the Florida Legislature, Florida’s STEM initiative seeks to build the STEM labor force and increase incentives for majoring in STEM.

“There are initiatives going at the state and national level to bridge the gap between education, employment, and economic sustainability at the individual and family level,” Perez-Felkner said. “STEM is a large part of this. It is interesting. Understanding who is going into these fields, what states have higher rates, and how we structure the pipeline to get students into these fields and retain them are all questions to ask and look into.” Assistant professor of Higher Education in the Educational Leadership and Policy Studies department and faculty affiliate in Sociology, Perez-Felkner dissects the gender disparities in STEM and in STEMrelated sciences, especially physical sciences, engineering, mathematics, and computer sciences (PEMC). She cites several hypotheses about the scarcity of women in STEM. “The climate in these areas is often chilly. Women entering are not warmly received the way men are,” Perez-Felkner said.

“In addition, these fields tend to push people out. Many classes in these fields are called ‘weed out’ classes to filter individuals out. Beyond that, women are a minority and continue to be, especially among the faculty. There are dynamics that indirectly push women out of these areas.” Perez-Felkner said women report feeling unwelcomed or that they don’t belong. This pattern persists in spite of programs designed to change these feelings. Some argue that women are not as attracted to or as engaged in these fields. A paper published by Perez-Felkner and colleagues in Developmental Psychology last year uses the most recent nationally representative cohort of U.S. youth to demonstrate the importance of subjective orientations to particular subject domains – like math – and how these orientations predict differences in selection of college majors for girls and boys. In this paper, “Female and Male Adolescents’ Subjective Orientations to Mathematics and The Influence of Those Orientations The TORCH

in high school are not going into the most math-oriented fields. There are very strong women, young women, who are not going to the sciences but going into social and behavioral sciences,” explains Perez-Felkner. “I think it is like any complex decision we make in our society. There is not one single solution to turn this around, but rather a set of issues to address. Our next steps are to push further on the main explanations found in the field and hone in on how to keep women and other underrepresented groups in the pipeline, in the U.S. and abroad.”

on Postsecondary Majors,” the authors make important distinctions between the STEM fields, comparing decisions to enter the physical sciences, engineering, mathematics, and computer science (PEMC) fields – the most gendersegregated sciences – to decisions to enter other science fields. Perez-Felkner and her colleagues found that women and men in PEMC “resemble one another on subjective orientation measures – engagement, math mindset, perceived math ability, valuing math, and participation in math.” These results suggested to her that “the gender gap can be better explained by focusing on within-gender differences in choice of scientific field, including those with strong preparation for STEM fields who choose less math-focused sciences.” In other words, girls who had higher engagement, interest, mastery and confidence in math in 10th grade were more likely than otherwise similar girls to choose PEMC and other scientific majors in college. The study also considers high school

type and variation, race, ethnicity, social class, parent education, child grade point average, and ability test scores. “When I look at just those who went into PEMC fields, both men and women, there is not much difference. Both are similarly interested, engaged, have high math test scores, and are strong students,” said Perez-Felkner. “We found that clearly there are high ability women in mathematics who did not have the confidence or feel as strong in this area so these women did not take high-level math courses in high school to then branch out to the ‘cousin sciences.’ The research determined that subjective differences shaped where they went – PEMC or other fields.” Being a STEM undergraduate student herself, Perez-Felkner could relate personally to the findings. “I was a strong math and science student in school, began college as a biology major, and ended up a social scientist. It was both startling and not surprising to see these clear results in our research. Some of the strongest math performers

To change the mindsets of potential women in STEM, Perez-Felkner believes educators and those who work with youth need to start early intervention. Young women will make their decisions early on. She believes that in a country where citizens feel like they have a lot of choices, and where students do not have to choose a major until their second year of college, young women track themselves out of certain careers, specifically the science and math careers. As suggested by other work in the field, if young women are taking advanced math and science courses in high school and receiving messages early on that they cannot be fully realized as individuals in these careers, they will not continue on to be engineers or computer scientists. Perez-Felkner said factors that can help change these trends include easily accessible information about careers in the sciences, internships, job shadowing, and more open and unbiased communication about jobs in these areas prior to math and science course tracking in secondary school. If young women can learn about and experience careers first-hand, their interest in these fields may not fade or change.

Perez-Felkner and her team plan to pursue further research that carefully considers mathematical ability both objectively and subjectively, evaluating the potential explanatory power of studentsâ&#x20AC;&#x2122; subjective orientations and values. Another paper she is working on with her graduate student Kirby Thomas focuses on the role of college type in broadening participation. Many students are going into scientific fields at the community college and other non fouryear institutions. Perez-Felkner will look at what those students are choosing and will examine socio-economic, raceethnicity, and institutional factors.

Having served as a visiting scholar in Khmer studies in Cambodia, PerezFelkner plans to address her set of hypotheses through comparative international research. Gender role stereotypes may not be as entrenched as they are in the United States, and may operate differently. Careers, math scores, and cultural frameworks vary across nations. The biological argument is that one would see the same results no matter what country one travels to; however, this is not happening, Perez-Felkner said. Instead, cultural differences motivate the

gender gap. She interviewed young men and women studying science courses in Cambodian universities to find out what they hope to study, what their next step in career and life choices will be, and to examine the cultural elements of those answers. Her hope is to find ways to encourage more women and underrepresented young people to pursue STEM careers, enabling them to contribute to and participate in educational efforts that will ultimately strengthen the economy of Florida and the nation. The TORCH

FRANCES PREVATT:

PROVIDING HOPE FOR COLLEGE STUDENTS WITH ADHD

College professor is conducting pioneering and encouraging research and intervention to assist college students struggling with Attention Deficit Hyperactivity Disorder (ADHD). Frances Prevatt, professor in Educational Psychology and Learning Systems (EPLS), has been doing research, service, and training in the Adult Learning Evaluation Center (ALEC) for eight years. Prevatt serves as the Executive Director of ALEC; a Center within the College that serves both University students and the local community. Her interest in this subject matter developed as a result of her work with ALEC. Prevatt’s original work was primarily with students who had learning disabilities. As Prevatt saw more and more students with ADHD, she began to find herself more intrigued and interested with the disorder. “There was very little research at that time, and we had little empirical support for our work. We learned by doing, by going to conferences, and by trying different things with our clients,” Prevatt explained. While her work began with merely evaluating students with ADHD, it grew into an intervention called ADHD Coaching. “It is estimated that 5% of adults may have ADHD. On a campus of 40,000 students, we have a fair number of individuals to work with and learn from. Several of my students did master’s theses and dissertations involving ADHD coaching.

We have learned a great deal from each one of these,” furthered Prevatt.

RESEARCH THROUGH COACHING Coaching in ALEC is done primarily by doctoral students in the College’s combined program in Counseling Psychology and School Psychology. Under the joint supervision of Prevatt and Eve Wettstein - the Clinical Director of ALEC, two to three doctoral students sign up per semester to do a practicum. Each coach works with about six clients per semester. “Most of our clients are college students, and many have just received their first diagnosis of ADHD. Many of them are bright and hard-working, and come from supportive families who have helped them be successful up until now,” stated Prevatt. A common pattern seen by those visiting ALEC is students coming from a structured home who suddenly find

BY EMILY HUDSON an immense amount of freedom in the college setting. Homework and studying at the dining room table with parents is no longer accessible but social outings are easily available. Midterms, finals, and papers take the back seat and suddenly pile up. “At the end of the first semester, this A/B high school student may drop to a first semester college GPA of less than 2.0. They find their way to ALEC and are diagnosed with ADHD and realize they just don’t have the coping skills to make it on their own in college,” explained Prevatt. “We give them that support and teach them how to do for themselves, just as mom or dad did for them in high school.” The program lasts eight weeks, one session per week. Coaches help their clients go through a list and pick two to three primary goals to work on. Two of the most popular chosen are time management and self-organization. The coach selects small weekly tasks to help their clients accomplish their goals. Some of these tasks include using a planner to enter all due dates, setting reminders on the student’s smart phone, setting up automatic bill pay, or creating a study schedule. At the end of each week, coaches discuss what worked, what did not work, what

barriers occurred, and model problem solving and effective coping skills. “ADHD is not cured, but clients learn successful strategies for managing their symptoms. Based on pre and post coaching surveys, we found that after 8 weeks of coaching, our clients showed increased self- esteem, lower anxiety and depression, and heightened satisfaction with their school and work,” Prevatt said. “Additionally, they showed better concentration, study skills, time management, organization, test-taking behaviors, and learning strategies.” Through her research, Prevatt has found distinct factors that assist in this coaching of ADHD. Motivation, recognizing anxiety and depression commonly seen in conjunction with this disorder, and diet, exercise, and sleep are

crucial and key to success. Coaching also emphasizes between session assignments (BSA’s) which allow the coach and client to mutually agree on tasks to be completed. Those students who put more time and effort into those tasks do significantly better at the end of treatment.

Levrini graduated from the College in 2008 with a Ph.D. in Counseling Psychology and School Psychology and has a full time ADHD coaching practice in Reston, Virginia. Succeeding with Adult ADHD was designed for individuals with ADHD to give them self-help strategies to manage their symptoms.

A paper detailing 5 years of ADHD coaching research in ALEC was recently published in the Journal of Attention Disorders.

Due to the success and reception of that book, the duo has signed a contract to write a new book. Tentatively titled The Process of ADHD Coaching, the book is set to be released in 2014. It will be a textbook for graduate level classes teaching therapists how to work with individuals with ADHD, and for current therapists and counselors who work with individuals with ADHD.

To date, this article by Prevatt is the largest and most extensive study on ADHD coaching in college students published anywhere.

NATIONAL RECOGNITION Prevatt’s first book on ADHD was written with one of her colleagues, Abigail Levrini.

“The book will describe the work that we do. It will give real examples of cases, including transcripts of cases, and provide forms and specific directions for how to conduct ADHD coaching,” furthered Prevatt. In addition to the book deal, Prevatt and Levrini traveled to Chicago to film a video for the American Psychology Association’s psychotherapy video series. Produced by Chicago’s Governors State University’s film school. The pair conducted an interview where Prevatt explained ADHD coaching to a panel of professors and college students. Following the interview, the production team filmed Levrini conducting an abbreviated sample of the 8 week coaching series with two clients. After filming, Prevatt and Levrini met with the producer and selected segments from the video to highlight. Those highlights were discussed at another panel along with a question/answer session about their techniques. The video will be completed in early 2014. For more information on ALEC, visit

COE.FSU.EDU/ALEC.

The TORCH

INSPIRED

PROFILES IN STUDENT LEADERSHIP

MoST Graduate Student Wins 2012

NANCY MCGEE

AWARD BY LAUREN VONDERHARR

ikki Fuqua was just five years old when she began telling people she wanted to be a teacher. Fast-forward to 2013 and Fuqua is not only still committed to her dream of becoming an educator, but she was recently recognized as the most auspicious pre-service teacher in her field. The Florida Council of Teachers of English (FCTE) awarded her the 2012 Nancy McGee Award. Presented for the first time in 1992, only one award winner is chosen each year by the FCTE to distinguish promising pre-service teachers specializing in English education and provide the recipient with a cash prize to attend the Fall Professional Development Institute. Fuqua was nominated by Dr. Shelbie Witte, Assistant Professor and Program Coordinator of English Education, for her outstanding work as a graduate student in the Master of Science Teaching (MoST) program and her demonstration of great potential during hands-on instruction/fieldwork in local schools. The Nancy McGee Award has been bestowed upon Fuqua during a critical milestone in her life. During this time, Fuqua was job searching for 2013-2014 academic year. Fuqua was at a period

in her career that was “scary and very exciting at the same time.” Essentially, the award strengthened and reaffirmed Fuqua’s resolve to become an educator. “It reinforces the decision I made to become a teacher and also reminds me that I am doing a good job. I sometimes doubt myself, as I’m sure all teachers do—especially the new ones,” admits Fuqua. “This award reminds me that I was trained really well for this profession and I should be confident in my ideas.” Fuqua graduated from the Florida State University College of Education MoST program in December of 2012. Since graduation, she has been dedicated to her students at Lincoln High School in Tallahassee, Fla., where she works as a long-term substitute for three English IV College Preparatory classes and three Advanced Placement Literature classes. “I really like English because I love talking about books and I believe English is very important because people won’t take you seriously if you can’t speak or write well. It doesn’t mater what profession you’re in; you need to know how to express yourself,” says Fuqua.

thrives and continually finds new ways to keep students engaged. When asked to describe the most rewarding aspects of her work, Fuqua explains, “I enjoy seeing my students get really excited about something we’re reading. My English IV classes are reading Never Let Me Go right now, and there is a particular chapter where everyone gets really invested in the plot and starts reading ahead. I love that!” Fuqua credits her success to her Methods class and influences from her cooperating teacher from a graduate internship. She aims to structure classes based on ideas that prepare students not just for a standardized test or routine exam, but in an effort to build meaningful life skills as well. Fuqua blends just the right amount of structure, real-world application and levity for an awardwinning teaching style characteristic of the many successful Florida State University College of Education graduates. “There is ALWAYS room for fun in my classroom. I love all my classes for different reasons, but one thing I love about all of my students is how much they make me laugh!”

Despite the end-of-the-semester rush of final grades and AP exams, Fuqua The TORCH

EDGAR CORRAL FROM ENGINEERING TO ENGLISH EDUCATION EDGAR CORRAL IS A FIRM BELIEVER IN

hands-on learning, especially when the student’s hands are holding a gaming controller. An English Education major, Corral has focused his undergraduate research on gaming as an educational tool, or “gamification” of the classroom. “This research is about taking games out of the context of the home and incorporating them into the classroom to engage students, motivate and stimulate social development,” Corral said. “Many universities are looking into establishing projects that focus on games as a resource in learning.” Gamification is a hot topic in education research, with common applications such as helping students perform faster mathematical computations or build vocabulary. Researchers and educators are exploring it as a method for instruction and knowledge retention, as well as assessment. The Florida State University College of Education is staying in the forefront of gaming research through Tech Sandbox, a creative space and learning resource where students can

experiment with various instructional technologies – from SMART boards to 3-D technologies – and learn how they can be applied to teaching, learning, assessment, and research. “I got involved with the Tech Sandbox through the work-study program at FSU, and have learned so much about cutting-edge technologies and how they can work in the education field,” Corral said. “At certain times, we have projects that we all work on together as a staff team, which is where I got the idea of ‘Gamification’ for my research.” Corral’s faculty mentor Dina Vyortkina, who manages the Tech Sandbox, has found Corral to be a forward-thinking team player who is not afraid to challenge the status quo. “Edgar is very diligent and detailoriented,” Vyortkina said. “He is genuinely interested in technology and focused on how it can be used for teaching and learning. He is very proactive and always comes forward with ideas and suggestions.” Corral and Vyortkina represented the COE in March of 2013 at the 13th Annual Undergraduate Research

BY LAUREN VONDERHARR Symposium with an oral presentation entitled Gamification: Gaming in Education. The symposium showcased innovative poster and oral presentations by 125 student researchers from disciplines across the university community. Corral enjoyed sharing with the FSU community the ways in which gaming can help students develop into career-ready individuals, as well as learning from the other presenters. “It is a great feeling to create a common understanding and generate new ideas,” he said. “I think everyone’s insight into education is important. With gaming in education specifically, everyone has different views, and each one is helpful for me to find resources.” Corral’s ability to speak and relate to different audiences has served him well in his position at the COE Tech

Sandbox, where he helps students and faculty incorporate technology into education. He has found his greatest challenge to be finding games capable of truly engaging students while aligning Common Core Standards with game protocols. “As I developed my findings, I found more and more games that were developed by higher education organizations like the National Science Foundation,” Corral said. “With a growing bank of resources, each piece of information began to fit into the research puzzle to develop a cohesive product and understanding.” Corral’s success with gamification research is the culmination of a varied academic career that he began as a Mechanical Engineering major before dabbling in Studio Art and

then finding his niche in the English Education program. After graduating with a bachelor’s degree in English Education, he intends to apply to Florida State’s English Education master’s program, although he might follow a route that takes him through the Peace Corps or even the military. “Corral is a motivated student that will surely succeed regardless of the path he chooses,” Vyortkina said. Wherever his journey takes him, Corral said he will be motivated by the words of the Edith Ann, the straighttalking, precocious little girl played by Lily Tomlin on the 1960s comedy show, Laugh-In — “I like a teacher who gives you something to take home to think about besides homework.”

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Alyssa Maige: The Healing Power of Books

As a young girl, Alyssa Maige found solace and inspiration through reading. She identified with the characters and escaped into their worlds, where her observations of their struggles often helped her confront her own. Having discovered the therapeutic effect of books early on, Maige made bibliotherapy the focus of her undergraduate research as an English Education major at Florida State University. Bibliotherapy, or the concept of reading as a healing experience, has a long history in library science. In recognition of the healing power of books, the Florida Council of Teachers of English (FCTE) in 2012 established the Joan F. Kaywell Award to recognize a young adult novel that has the power to save lives and inspire hope.

Maige and a committee of teachers are working closely with Lisa Scherff, the chair of the award and associate professor of Reading and Language Arts in the School of Teacher Education, to analyze a small list of books from which the award recipient will be chosen.

create a database and library that teachers can employ as a form of counseling for their students. “With this, we are going to be able to say, ‘I know you are going through a hard time or have a problem. Here is book that includes something that may inspire you and find a way to help. Here is a character you may connect with.’ The goal is to encourage that feeling of connection,” Maige said. “Learning through the character’s struggles and how to deal with young adult issues such as identity problems, eating disorders, or abuse is the purpose of this library,” Maige said. “I have gone through so much in my life and found such comfort through books. I am excited that when I have my own classroom I can hand a child a book and be confident that it is going to help them.” Scherff admires Maige’s initiative.

Maige is using her work with the book award to develop and expand her own research, which examines all 65 books originally submitted for the award and determines how they can be incorporated into the classroom as bibliotherapy. The goal is to

By Emily Hudson

“Many students are going through tough times and frequently do not have anyone to talk to. Having a book to turn to can make a big difference in how they handle and deal with these situations,” Scherff said.

Maige presented her bibliotherapy research at the 13th annual Undergraduate Research Symposium in March after learning about it through The Owl, the FSU undergraduate research journal. Her 20-minute presentation sparked a lot of interest. “It was exciting for me to see that people care about books as much I do,” Maige said. “Everyone there was listening intently and closely. They were very engaged. One volunteer for the symposium was a biology major. He stayed and listened to the whole presentation and had a ton of questions. To watch a biology major and a library major have all of these questions and want to understand how bibliotherapy works shows that anyone can connect with this and use this type of therapy.” Maige, who served as president of FSU’s Council of Teachers of English, Florida’s only university affiliate of the national organization, attended the 2013 FCTE conference where the Joan F. Kaywell Award was presented and where she presented her research. Maige plans to obtain her master’s degree at the FSU College of Education.

* * “I love it here. It has been so inspiring. All of the professors are wonderful. I do not see myself going anywhere else. Why would I leave this incredible base of people who I know and are doing great things in my field?” she said.

“When I was receiving my Associate in Arts degree, I was never really given an opportunity to explore what I am passionate about. Since coming to FSU, I have been able to dive in.” She is proud of the work of the Council, which has provided care packages for English teachers at Raa Middle School. “It is imperative the College and English Education give back,” Maige said. “These schools take us in, and we want them to know how much we appreciate them and that we recognize the work they are doing; that we aspire to be like them.” Her drive comes from her vision for the future classroom she will lead and knowing that her research is building the foundations for that classroom.

“I want to give kids an outlet to talk about life through books,” Maige said. “Educators possess great tools to help students, but these tools are rarely used to inspire these students to reevaluate how they process their world. My ideal classroom will provide an atmosphere where students know about those tools, like how powerful the right book can be, and ask to use them. I want my kids to know I care; that they can come to me with any problem and know I will have resources to help.”

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EVENTS & PHILANTHROPY

2012

DISTINGUISHED ALUMNI AWARDS

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.

The College of Education named six recipients of the 2012 Distinguished Alumni Awards. The Distinguished Alumni were honored at a dinner during the second annual College of Education Week. The celebration was attended by College administrators, faculty and staff, nominators and the families of the winners.

BUSINESS & INDUSTRY JANET D. GREENWOOD PH.D. IN COUNSELOR EDUCATION, 1972 Greenwood is co-owner of Greenwood/Asher & Associates, Inc., a global executive search, consulting, and training firm with corporate offices in Miramar Beach, Florida. Prior to starting her company, she was a Vice President, partner, and director with two global executive search firms. She and the consultants in the firm have conducted over 1,000 searches for executives in education, health care, nonprofit, and for Fortune 500 corporate board of directors’ positions and a 97% rate of repeat clients over 20 years. Her work has included international consulting as well as presidential searches for esteemed universities, K-12 institutions, and nonprofit CEO searches.

ELEMENTARY OR SECONDARY SCHOOLS ROSANNE WOOD M.A. IN SOCIAL STUDIES EDUCATION, 1976

Wood is recognized as one of Florida’s pioneer educational innovators. After graduating from FSU with a Master’s Degree in Social Studies Education, she served as a teacher and then principal of SAIL High School in Tallahassee, Florida, for 32 years. Under her leadership, SAIL received national and state recognition for groundbreaking work with students whose interests and talents were not met in traditional public schools. The College Board recognized SAIL as one of 6 best schools in the nation for “Innovation in the Arts.” In 2010-11, SAIL earned an “A” grade, with a 94% graduation rate, as well as the highest science scores and reading gains in Leon County high schools.

POSTSECONDARY SYSTEMS JEAN WILLIAMS PH.D. IN MOVEMENT SCIENCE, 1975 Williams is a professor emeritus at the University of Arizona where she retired after a career of 43 years in higher education. Earlier in her career, she coached nationally ranked fencing teams and taught in the area of pedagogy. Her primary research areas are psychology of injury, group dynamics, and the relationship of psychological states to performance. Dr. Williams has authored/edited eight books and more than 100 research articles and book chapters. She has received numerous awards for excellence in teaching and mentoring. She is a past president, fellow, and certified consultant in the Association of Applied Sport Psychology and a fellow in the National Academy of Kinesiology. In 2010, Dr. Williams was identified as one of eight female trailblazers to have greatly affected the development of the field of sport and exercise psychology.

GOVERNMENT & COMMUNITY SERVICE H.E. MAMAN S. SIDIKOU PH.D. IN ADULT AND NONFORMAL EDUCATION, 1994 Sidikou currently serves as Ambassador Extraordinary and Plenipotentiary of the Republic of Niger to the United States of America. Fluent in French, Spanish, English, Hausa, and Zarma-Songhay, Sidikou specializes in the areas of policy dialogue, humanitarian assistance, education for peace, education program development, and advocacy for leadership mobilization. He has worked extensively with the government of Niger since 1976â&#x20AC;&#x201D;working with the Ministry of Information, the Cabinet of the Prime Minister, as well as the Ministry of Foreign Affairs and African Integration.

DISTINGUISHED EDUCATOR BEVERLEY ALEXANDER MCGHEE M.S. IN EDUCATION, 1951 McGhee is an honor graduate of the Summerlin Institute in Bartow, Florida, and received the five-year Lewis Teachers Scholarship. She earned her teaching credentials from Florida (K-12 and Gifted Education) and the American Montessori Society (Early Childhood, Elementary Education), with post-graduate studies at University of Miami (FL), University of South Florida, and Chaminade University (Hawaii). She is an American Montessori Society Living Legacy, and received Distinguished Educator Awards from the Association of Independent Schools of Florida and the Florida House of Representatives.

LIFETIME 2012

ACHIEVEMENT AWARD

M.S. IN EDUCATION, 1964 Sanders’ extraordinary devotion to scholarship, education, and, most admirably, his noble and selfless service to our country as a member of the United States Air Force has earned him the honorary distinction as the recipient of this year’s Distinguished Alumni: Lifetime Achievement Award. Sanders graduated from Louisiana State University in 1942 with a B.S. in Education. Upon completion of Army Air Corp Pilot’s school and B-24 Bomber school, he was stationed in Sudbury, Suffolk, England. In 1944, Sanders flew on a mission to Ludendorff, Germany to bomb a synthetic oil refinery. After bombing his target despite aggressive ground-fire attacks, Sanders was forced to leave the aircraft by parachute due to engine failure. Sanders was imprisoned in Brussels and was unable to escape for nearly 2 months—among 47 other military prisoners, Sanders was one of the 5 who managed to escape and return safely to London. During his last two years of service, Sanders became a SE jet fighter bomber pilot and retired in 1962 while stationed at Moody Air Base. Sanders enrolled at Florida State University under the G.I. bill and graduated in 1964 with a Masters Degree in Education. He served as a Professor at Brevard Community College until 1980. In 2009, Sanders was invited to return to LSU and he was inducted into the Hall of Honor.

ALFRED M. SANDERS The TORCH

OE WEEK 201

THE COLLEGE OF EDUCATION hosted the second annual College of Education Week in conjunction with FSU Parents’ Weekend Oct. 8 – 13, 2012. COE Week was comprised of six days of symposia, presentations, and events celebrating College of Education students, alumni, faculty, staff, and friends. The week kicked off with International Day and culminated in a pre-game tailgate before the FSU vs. Boston College football game. The following were among the week’s highlights.

INTERNATIONAL DAY Featured multiple events celebrating how the College is transforming education across the globe.

ICE CREAM SOCIAL In appreciation of our faculty and staff

TECHNOLOGY SHOWCASE A day of presentations related to technology in education from COE faculty, students, alumni, FSUS colleagues, FSU Office of Distance Learning, and guest speakers.

DEAN’S SYMPOSIUM Brought together education researchers and scholars, state policy makers, school administrators, teachers and teacher educators, agency officials, and FSU faculty and students to discuss educational issues of critical importance to the state and nation. The 6th Annual Dean’s Symposium topic was “Shared Dreams, Separate Interests: Higher Education Finance and Accountability.”

STUDENT & DONOR SCHOLARSHIP BREAKFAST

This breakfast recognized student scholarship recipients and the donors who generously funded their awards.

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SPORT MANAGEMENT CONFERENCE

The 14th Annual Sport Management Conference featured talks from highly respected professionals in the sport industry, including former students who are now members of the profession.

DISTINGUISHED ALUMNI AWARDS BANQUET Established more than 25 years ago, the COE Distinguished Alumni Awards Banquet provides an avenue of honoring graduates of the College who have distinguished themselves through scholarly, creative, and humanitarian achievement and service to their profession. This past year six alumni were recognized at the awards banquet. 45

COE PRE-GAMETAILGATE

COE Week concluded with our annual tailgate and recognition of students and scholarship donors. College of Education faculty, staff, donors, students, and their families gathered in the courtyard of the Mode L. Stone Building.

Rememberi n g Barbara Edwards

By Emily Hudson

arbara Edwards left a lasting imprint on students, administrators, and faculty at the College of Education that will remain long after her passing on Feb. 5, 2013. Associate Professor and Program Coordinator of the Education of Students with Exceptionalities (ESE) program, Edwards was known for her kindness and compassion and for her many contributions to the field of special education. “She was wonderful to me while I was a student at FSU,” said Jennifer Siemon, one of her former students. “I’m sorry for those current and future students that will not be able benefit from her expertise.” Edwards’ impact on students went well beyond teaching. She dedicated much of her time to advising, receiving an Advising Award from FSU in 1998, a Teaching Excellence Award in 1998, and a Continuing Education Award in 1992.

In 2000, she was a selected participant in the Opportunity Leadership Enhancement Program. She developed and funded the Dr. Barbara J. Edwards Scholarship for Special Education to be granted to a student in the special education program during their coursework at the upper class or master’s level. The scholarship fund now serves as a lasting reminder of her vision and commitment. A fourth-generation educational scholar, Edwards received her bachelor’s degree from Gustavus Adolphus College in 1974 and a master’s degree in Special Education from the University of Iowa in 1975 and was certified as a sevenththrough 12th-grade teacher of students with mental disabilities. In 1985, she earned her Ed.S. in Microcomputer Technology in Special Education from the University of Kentucky, where she went on to earn an Ed.D. in Special Education Teacher Preparation and Special Education Administration in 1989.

Edwards joined the Florida State University College of Education in 1989 as an assistant professor in the department of Special Education and was promoted to associate professor in 1996. She was named assistant dean for Student Services in 2003 and associate dean for Student Affairs in 2005. She returned to her role as an associate professor in the School of Teacher Education in 2008 and began as ESE Program Coordinator in 2009. Edwards was published in Remedial and Special Education, Journal of Visual Impairment and Blindness, Journal of Learning Disabilities, Computers in the Schools, and the Journal of Special Education Technology. She contributed several book chapters and presented at over 30 conferences. She received nine funded grants and contracts totaling over $1.6 million. Throughout her 24 years at FSU, she served on more than 40 College and University committees. Edwards was a member of the American Association of Colleges for Teacher

Education, the Council for Exceptional Children, the Florida Association of Colleges for Teacher Education, the Teacher Education Division, and the Technology and Media Division. She had been a member of the Alpha Kappa Alpha sorority. Edwards is remembered for her accomplishments but also for her collegiality. Mary Frances Hanline, professor of Special Education in the School of Teacher Education, said Edwards always greeted her with a welcoming smile. “As we both settled into our different offices to work, we would continue to

talk across the hallway about professional and personal things,” Hanline said. “The second floor suite of the School of Teacher Education is lonely without her.” Anyone who knew Edwards also knew of her love and devotion to FSU football and her habit of painting a nail on each hand garnet and gold before games. “Our family shared 15 years of Seminole tailgating with her,” said Jeanine ClancyMenchetti of the Florida Center for Reading Research. “You will never meet a greater fan than Barbara was. She was a wonderful woman and is missed by many.”

Bruce Menchetti, associate professor and coordinator of the Special Education program, said Edwards “could be counted on to give fair critique of the coaches and players” and attended every home game. “One of her prized possessions was an autographed photo of Bobby Bowden,” Menchetti said. Dean Marcy Driscoll enjoyed her work and travels with Edwards and remembers her enthusiasm for special education, her students, the College, and for FSU. “Barbara was a wonderful ambassador of the College,” Driscoll said. “She is missed.”

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F S

FLORIDA HIGH EXPANSION

AND CAPITAL CAMPAIGN

Dating back to 1857, Florida State University Schools (FSUS) has undergone many transformations in its 156-year history, and a recently launched capital campaign is about to usher in yet another new era for the school better known as Florida High. The campaign will fund the expansion of the library and the construction of a new performing arts auditorium as well as a Sport Sciences Research Center, all located on the campus in the Tallahassee community of SouthWood. “I cannot wait until we have more space,” said school librarian Jennifer Underhill. “It is just going to be great for our students to have a bigger library that will provide all the necessary functions a new media center will have. [The expansion] is a dream.”

An FSU campus icon at the corner of Call Street and Stadium Drive for nearly 50 years, Florida High relocated in 2000 to SouthWood, where it would have plenty of room for future growth, as well an opportunity to become the first charter laboratory school in the state of Florida. This designation allowed the school to take advantage of community funding through bonds while still representing Florida’s demographics in its student body and serving as a research facility and laboratory for teacher preparation under the direction of FSU’s College of Education.

Construction of the new school was completed in record time but budget constraints allowed for only the most essential educational spaces. With more than 1,700 kindergarten through 12th-grade students whose interest in athletics, chorus, band, and visual and performing arts is blossoming, the school needs additional facilities. Last year, the FSUS library circulated more than 125,000 books, videos, CDs, and other media to students and teachers. Plans call for more storage for print material and added room for computers and other resources, as well as new instructional areas for elementary students and educational resource space for teachers. The new performing arts facility will

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include classrooms, storage, and an auditorium. It will house performing arts classes such as a chorus room equipped with an office, music library and uniform storage. The auditorium will seat about 800 students, enough to accommodate the secondary school, and hold an ensemble of 60 to 80 players.

“Every other leading school has an auditorium of its own, and considering how many events are hosted, it is needed,” said sophomore Andrew Scovera. “There needs to be a comfortable and functional space to host events. The cafeteria simply does not work for a lot of events.” The newly constructed auditorium will host induction ceremonies, music concerts, theatre productions, assemblies, and talent shows. The existing stage, located in the cafeteria, hosts more than 100 events a year that attract not only students but also members of the community. However, it lacks space for concerts and is unavailable during the day while the cafeteria is in use. FSUS is proud to be one of the few schools in the state that still offers physical education every day for elementary

students. The school’s coaching staff has taken an active role in implementing policies and procedures related to concussion and heat-related illness through their work with the Florida High School Athletic Association. Plans for a new Sports Sciences Research Center will create research space for the study of athletic and human performance, health and wellness activities, and laboratory and training experiences to engage students in kindergarten through 12th grade. This facility will provide nutritional, health and wellness screenings for more than 400 student athletes, as well as access to additional fitness equipment.

The research center will also create opportunities for partnerships with FSU’s Institute of Sports Sciences and Medicine and other organizations, corporations and foundations concerned with improving the health and fitness of children. Mike Hickman, Athletic Director for Florida State University Schools said, “We are excited about the potential of this project. In the past we had planned for a small field house with a classroom but this goes so much further beyond that. We are talking about opportunities to teach and explore fitness, nutrition and important

topics like, the effects of performance enhancing drugs, and other areas of sport medicine.” He went on to say, “The new facility will not only accommodate the athletes and equipment for our outdoor sports but it will feature training rooms, fitness equipment and classrooms. We want to teach lifetime activities and serve the entire student body as well as the community.” In addition to funding from grants, corporations and possibly state funding, the school is seeking support from alumni, parents and members of the community to make these projects a reality. “I think the public will be very energized and excited for the potential for more educational experiences for all of our students. All grade levels will benefit from the new facilities in some way,” said FSUS director Lynn Wicker. “This capital campaign has been one of my major goals as director for the past three years. The school really needs facilities that meet all the needs of the students.”

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FACULTY AND STAFF ACHIEVEMENTS

COE FACULTY

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SHINE “We are committed to deepening our community’s selfunderstanding, broadening our awareness of diverse perspectives and ourselves as global citizens, and developing a sense of commitment to higher principles,” according to a Spiritual Life Project representative. In addition to the numerous initiatives in place to support students, the Spiritual Life Project also acknowledges instrumental faculty members that have motivated positive change in their students’ lives with the esteemed Transformation Through Teaching Award. Students nominate faculty for the award based on evidence of “intellectual, inspirational, and integrative” impact. The Spiritual Life Project committee selects only the most deserving and compelling stories for recognition. The 2012 Transformation Through Teaching Award was presented to 17 winners university-wide. All were honored at a dinner hosted by President Barron at his home on November 5, 2012. Three of the 17 honorees belong to the College of Education — Dr. Aubteen Darabi, Associate Professor of Educational Psychology and Learning Systems (EPLS); Dr. Jason Pappas, Assistant Professor and Director of Undergraduate Practicum of Sport Management; and Dr. Bradley Cox, Assistant Professor of Higher Education in Educational Leadership and Policy Studies (ELPS) — each representing their respective programs within the College as supreme mentors with their unique and commendable approaches to higher education.

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Meaning, purpose, and authenticity—these are among the many unknowns that students set out to discover during their academic and professional pursuits. At Florida State University, the Spiritual Life Project is dedicated to fostering students’ search for these ideals. Emphasizing self-understanding and fulfillment, the Spiritual Life Project approaches these issues through numerous channels, including internship teams, department and organizational partnerships, and social media presence.

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At 2012 Transformation Through Teaching Awards

BY LAUREN VONDERHARR The TORCH

JASON PAPPAS

Assistant Professor and Director of Undergraduate Practicum of Sport Management

NOMINATION:

Doctoral student Marlon McPhatter nominated Dr. Pappas for the Transformation Through Teaching Award. McPhatter and Pappas have worked together in a variety of academic contexts, including a research project collecting data from the NFL’s Carolina Panthers. Pappas gave McPhatter the opportunity to present research during one of his Current Issues classes and also requested that he talk to students about lessons learned within the university setting and outside of the classroom. “This experience helped me to focus some of my thoughts about the intellectual, inspirational, and integrative impact we can truly have on our students,” says McPhatter. “Dr. Pappas has been a great mentor for me and how I should conduct myself as an instructor. He is always energetic, positive,

nurturing, and available to work with students in a mentoring role.”

REFLECTION AND LOOKING FORWARD:

For Dr. Pappas, the award validates his style of teaching for the students and motivates him to continually strive to improve teaching standards and positively impact the lives of his students and, subsequently, their journeys on their respective career paths. “Making a positive difference in the lives of students is the foundation for my career. This type of impact resonates with the students and can be something they never forget especially when they start their own careers,” Pappas explains. As for Pappas’ inspiration, he credits Dr. Jeffery James, Sport Management Department Chair — citing his continual

support of the department faculty and epitomizing the need for holding students accountable to a higher standard of learning.

WORDS OF WISDOM:

Dr. Pappas’ approach to teaching values passion, excitement, active learning, and real-world applications. Pappas realizes that it is imperative that students see how their newly acquired knowledge can apply to future careers. Making this connection is vital to engagement and success in any field. “The advice I would give to students would be to try to meet and develop many personal relationships with students, faculty, and staff and colleagues,” says Pappas. “In addition, listening and applying others’ experiences and having a positive attitude while going above and beyond what is required will eventually pay off in the future.”

BRADLEY COX Assistant Professor of Higher Education in Educational Leadership and Policy Studies

NOMINATION:

Doctoral student Rebecca Brower nominated Dr. Bradley Cox for the Transformation Through Teaching Award. Dr. Cox originally reached out to Browers. Intrigued by some of the ideas she had brought to the forefront of class discussion, Cox invited her to work as his research assistant to pursue and develop Brower’s ideas further. Her experience as Cox’s research assistant was a milestone in Brower’s academic career. Browers work as a research assistant primarily focused on the Linking Institutional Policies to Student Success (LIPSS) project. As an older graduate

student that simultaneously balances her role as a wife and mother, the assistantship came at a time that truly refreshed her perspective and positively impacted her as student and research professional. “The fact is, I would have given up on pursuing research if it had not been for Dr. Cox’s mentorship,” explains Browers. Citing a myriad of reasons for nominating Cox for the award, Browers stressed two exceptional aspects of Cox’s approach, “First, he acknowledged my dual roles as a mother and doctoral student and secondly, he encourages intellectual pluralism— he’s someone who actually likes it when students disagree with him.”

Dr. Cox does not limit the scope of his mentorship either— whether or not students are interested in making a career out of educational research, he works hard to educate practitioners so that they can be responsible consumers of research. “He has several research projects and grant applications with different students. The way he involves students in the research process is exemplary,” Browers explains.

REFLECTION AND LOOKING FORWARD:

Over the course of his academic career, Cox has been very fortunate to have not just one, but three mentors that pushed him to

become the esteemed scholar he is today. Cox names Barabara Tobolouski, Robert Reason, and Patrick Terenzini as the most influential academics he has had the honor of working alongside. However, the road to success and being “taken under the wing” of a professional is not always as seamless as final products and accolades may convey. Barbara Tobolouski, his instructor for Qualitative Research, essentially failed Cox on his final paper. Three months later a job opened up with Tobolouski and Cox was selected. “After being hired, I pulled out that final

paper and asked ‘How can I make this better?’” Cox smiled, “And after four years with her help I was able to turn that failing paper into a published peer review article.” Cox is thankful for these opportunities that have cultivated his overall approach to higher education and his teaching philosophy. Additionally, his experience at Florida State University has been enriched by actively supportive colleagues and the culture of intentional support of junior faculty. “I’ve never been able to repay them directly, but a fair way to appreciate them is to do

the same for others,” says Cox.

WORDS OF WISDOM:

Dr. Cox believes in the mantra of his own mentor in order to maintain a productive work-life balance — “Say ‘no’ to good; say ‘yes’ to great.” Additionally, Cox encourages students to take risks in order to reach their full potential—unadulterated by the fear of disappointment. “Once in a while do something that is important, but has a high likelihood of failure,” advises Cox.

AUBTEEN DARABI

Associate Professor of Educational Psychology and Learning Systems

NOMINATION:

Li Jin, a doctoral and international student from China, nominated Dr. Aubteen Darabi for the Transformation Through Teaching Award. After successfully completing preliminaries and defending her concept paper, Li Jin approached Darabi for assistance when she began work on her dissertation on testing instructional strategies for online courses and differences in performance. Darabi was immediately taken by the wonderful academic work at hand—surprised by the degree of self-initiated, well-planned, and precise designs. However, Jin was not completely understood by faculty due to her communication in English as a second language. Certain cultural and social cues often became misinterpreted and created difficulty for Jin when expressing the goals of her work to others. “Socially, being an international student from Iran myself, I totally appreciate what the international graduate students go through to earn a degree,” Darabi empathizes. “I feel their pains of not being able to express themselves while they have the brightest ideas and all they need is a bit of patience and understanding of their cultural differences.”

Darabi helped Jin to refine her approach and assimilate seamlessly into the Western academic environment. Academically, Darabi implements what is known as “cognitive apprenticeship” model of education; this approach is defined by authentic learning and applying students’ practical experiences. After providing the classroom instruction, students are tasked with producing material that can eventually be used for their career portfolios. Thanks to Darabi’s open mind and distinctive approach, Jin was able to successfully complete her dissertation, obtain her degree and publish her work. Jin is currently working at the University of West Virginia as a distinguished leader in her field.

after that intervention that I became eligible for a full scholarship to graduate schools in the U.S. and the rest is history.”

REFLECTION AND LOOKING FORWARD:

WORDS OF WISDOM:

The challenges Li Jin experienced in Western academia definitely hit home for Darabi. As an undergraduate, he found himself consumed with the politics of protests before his university president Dr. Amir Birjandi intervened.

The Transformation Through Teaching Award is a symbol of Darabi’s mission to carry on this legacy of life-changing mentorship and recognizing potential that may not have the opportunity to shine through in conventional constructs. “Personally, it strengthens my core value of enabling people to achieve their goals to feel that sense of accomplishment. Academically, it encourages and motivates me to keep it going. I gain much more than the recipients of my support when they succeed,” says Darabi.

“As I tell all my students, do not shy away from hard work, you may wonder when it will pay off but your professors see and enjoy the self-confidence and the sense of accomplishment building up in you,” explains Darabi. “That is your key to success and our reward for the job!”

“Birjandi personally got involved and saved me through his approach to changing my perspective on life,” Darabi recalls. “It was

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Alumni N ews and Notes

PROGRESS REPORTS 55

SEMINOLE SPIRIT LED WU TO A LIFE OF

SERVICE

BY EMILY HUDSON

ith master and doctoral degrees in Educational Leadership from the Florida State University College of Education, P.C. Wu is following up a 28year career as a professor at the University of West Florida (UWF) with a second career in civic leadership. In August of 2013, Wu was inducted as president of the Florida League of Cities, a position he came to hold after being elected five times to the Pensacola City Council, most recently in 2012. Wu also has served as president of the Northwest Florida League of Cities, which named him Outstanding Municipal Officer of the Year in 2011. Mayor Emeritus of Pensacola John Fogg is among Wu’s many admirers. “My wife, Pat, and I have known P.C. Wu for over 30 years, and his accomplishments are inspiring,” Fogg said. “His community involvement, especially as a city councilman and now as council president, has been incredible. Dr. Wu has a reputation of rising to the top of every organization he joins.”

One of those organizations is the UWF, where Wu received a title of professor emeritus upon his retirement. As director of Teacher Education Centers as well as a professor of Educational Leadership at UWF, Wu received two Outstanding Professor of the Year awards and the Distinguished Faculty Service Award. “I was honored that I had the opportunity to serve as the chair for several doctoral students. I taught master’s degree students who now work as college administrators, superintendents, and former Marine and Navy pilots,” Wu said. FSU was formative not only in Wu’s career but also in his family life. He met his wife, Judith McQuade Wu, also an alumna of the COE, at FSU, and one of their two children, went on to graduate from FSU. While pursuing his doctorate, Wu worked as a math teacher at Rickards High School in Tallahassee. He went on to serve as coordinator of academic advisement at FSU.

Florida Association for Supervision and Curriculum Development, the Florida Association for Teacher Educators, and the Florida Association for Staff Development, as well as a Rotary International Club president and district governor. He is recognized as a Paul Harris Fellow, served on the Florida Commission on Human Relations, worked as a court appointed mediator and has served on many civic and community boards. Judi Wu sees her husband’s commitment to service as an extension of his Seminole spirit. “P.C. is a faithful Seminole,” she said. “He has devoted 38 years to teaching and helping others and has volunteered his time and talents to good government and the welfare of his neighbors throughout Florida,” she said. Wu credits his time at FSU, where he also earned his bachelor’s degree in political science, as pivotal in his development as a leader. “I owe so much of my knowledge, expertise, and leadership/community roles to my experiences at FSU and at the College of Education,” he said.

He has since held dozens of leadership positions, including president of the The TORCH

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Gordon Spragu e

(B.S. ’65 Education) was appointed for a four-year term to the Northwest Florida Transportation Corridor Authority by Fla. Gov. Rick Scott.

Leslie Sampson Waters

(B.S. ’69 Education; M.S. ’70 Education) was elected mayor of the city of Seminole, Fla., in December 2012. In June 2013, Waters was appointed to the Women’s Democracy Network Council.

1970 Joh n Lewis

(B.S. ’71 Education; M.S. ’74 Education), attorney with the law firm of Henderson, Franklin, Starnes & Holt, P.A. in Fort Myers, Fla., was named “Trial Lawyer of the Year” at the annual judicial dinner of the Southwest Florida Chapter of the American Board of Trial Advocates (ABOTA).

Robert Breuder

(Ph.D. ’73 Higher Education Administration), president of the College of DuPage, was selected by U.S. Bank to serve on its advisory board in Chicago. 57

Jim H ylton

(B.S. ’73 English Education) started teaching right after graduation and has been at it ever since. Hylton started teaching overseas in '97, teaching expatriates in Guangzhou, China. Since then, he has taught in Karachi, Pakistan; Bahrain, Kuwait; Cairo (during their first revolution); Beijing; Guatemala; and Bratislava. Hylton is now about to embark to Shanghai, where he will be director of a liberal arts department and teach in a performing arts department.

Joh n Penick

(Ph.D. ’73 Education), professor emeritus of North Carolina State University (NCSU) in Raleigh, N.C., and former president of the National Science Teachers Association (NSTA), was presented with NSTA’s most prestigious award, the Robert H. Carleton Award, sponsored by the Dow Chemical Company. The award recognizes one individual who has made outstanding contributions to and provided leadership in science education at the national level and to NSTA in particular.

Susan Stepp

(B.S. ’73 Education) has written and released Honest Advice for Teachers; a ‘Dear Susan’ style (question and answer format) book that gives humorous responses to questions teachers, parents and students pose. Stepp spent 20 years as a teacher. The questions in the 300-plus entries are based primarily on her actual experiences or those of other educators with some creative license and satire thrown into the mix. Information about Stepp and her book is available at www.martinsisterspublishing.com

Kath y Froelich

(M.S. ‘76 Reading/Language Arts) retired from the FSU College of Education in 2012 as an associate-in in the School of Teacher Education. She is now an educational consultant and works with English language teachers in Romania.

Jairo E. Borges -Andrade

(M.S., Ph.D. ‘79 Instructional Systems) is a full professor at the University of Brasilia, which has master’s and doctoral programs in Social Work and Organizational Psychology. He has published two new articles in English related to the effectiveness of training and development and on workplace learning of management competencies. Borges-Andrade is president of the executive committee that is organizing the 34th InterAmerican Congress of Psychology.

N elson Noggle

(Ph.D. ’79) is semi-retired after providing technical assistance and program services in evaluation and measurement to schools and social-service organizations in 34 states and several U.S. territories. He extended those services and leadership/team training to businesses across the United States and in Europe.

Charlie Yontz

(B.S. ‘79 Physical Education) has been teaching in Florida ever since graduating. He currently teaches in Tallahassee, Fla.

1980

Ro y Douth itt

(Ph.D. ’80 International-Intercultural Development Education) is in Chongqing, China, with his own whollyowned foreign educational consulting firm, where he is setting up K-12 international schools to serve the needs of foreign students whose parents are working in China. For the past 33 years, he has been actively involved in international education administration and consulting at the university, technical, and private international schools levels including: University of Kuwait, Egyptian Air Force Academy, Sultan Qaboos University, Saudi Aramco Technical Training Schools, Royal Saudi Naval English Schools, and international private schools in Kyrgyzstan, Vietnam, and China. Douthitt is the founding president of two Seminole Booster Clubs - Triangle Seminole Club and the Smoky Mountain Seminole Club.

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Robert Stevens

(Ph.D. ‘81 Social Science Education) is principal investigator - NIH Translational Research Grant - Medical University of South Carolina and Charleston County School DistrictSchool Wellness Initiative; primary writer and grant steering committee chair - USDOE School Climate Grant (S3) South Carolina Department of Education; and principal investigator and writer - USDOE Elementary School Counseling Grant - Charleston County School District.

Patsy Carr

(M.S.‘89 Learning Disabilities/Emotional Disturbances/ Varying Exceptionalities) spent several years in the private sector working for charities such as Easter Seals and Goodwill before finally stepping back into the classroom. Carr teaches 10th-grade Inter-Related Resource Language Arts at a local high school and works as a mentor for new special education teachers in Gwinnett County, Ga.

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Alex Cha va rry

(B.S. ’90 Math Education) taught math in Miami-Dade County, where he grew up. He has worked for the College Board for the last 12 years.

Jennifer N euman Estes

(B.S.’90 Elementary Education) served as a middle school assistant principal in Crosby, Miss., and Louisville, Ky. She obtained her Education Specialist in Administration from the University of Louisville in 2010 and her Master of Education from the University of Central Florida in 1998. Estes has been a National Board Certified Early Childhood Generalist since 2000 and was recertified in 2010. She is president of Zeta Tau Alpha Louisville Alumnae Chapter, new member advisor for Zeta Tau Alpha at the University of Louisville, and a member of Mensa.

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Susan Ha good

(B.S. ’91 Physical Education; M.S. ’04 Physical Education; Ph.D. ’07 Physical Education), assistant professor of kinesiology and physical education at Valdosta State University, received the College/University Physical Education Teacher of the Year Award from the Georgia Association for Health, Physical Education, Recreation and Dance (GAHPERD) for her performance as an educator, role model, and community leader.

A gustin D. Martinez

(B.S. ’91 English Education) authored The Mares of Lenin Park, winner of Prize Americana. The Mares of Lenin Park is published in paperback and available at Amazon.com, Barnes & Noble, and in distribution from Ingram. It is also available as an ebook and on Kindle.

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Alicia Sierra

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(M.S. ‘91 Higher Education Administration) is currently assistant dean for diversity and community initiatives for Goizueta Business School of Emory University. She spent 10 years in MBA Admissions in assistant and associate director positions at Goizueta Business School of Emory University and four years in Student Services in the Rollins School of Public Health at Emory. Sierra serves on various committees at Emory and is an advisory board member for MathSP. She is a member of Career Ministry at Saint Philip AME Church in Atlanta, Ga., and a member of Delta Sigma Theta Sorority - Stone Mountain, Lithonia Chapter.

Th omas Parkison

(M.S. ’92 Multilingual/Multicultural Education) is a lecturer at Kasetsart University, Thailand.

Joh n Bennett

(M.S.’93 Higher Education) received a Doctorate of Public Administration from Valdosta State University in May.

Je ffrey Rosen

(B.S. ’93 Math Education) is a co-principal investigator for a newly awarded National Science Foundation grant that will develop, implement, and research curriculum for STEM in grades 6-9. The proposal called AMP-IT-UP (#1238089) uses advanced manufacturing to connect the engineering courses to math and science standards and instruction. Rosen also contributed a chapter to the book Robots in K-12 Education.

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Dean Bush

(M.S. ’95 Multicultural/Multilingual Education with an emphasis in Teaching English as a Foreign Language) served on the adjunct staff of Miami Dade College. At the same time and after he specialized in teaching English to employees in aviation, Bush taught English to pilots and air traffic controllers for six years at Pan Am International Flight Academy, followed by a short pilot assessment in Baghdad, Iraq. From 2009 to 2011, Bush worked at Etihad Airways in Abu Dhabi, U.A.E., and at Emirates Airline in Dubai, U.A.E. In his career so far, Bush has traveled to more than 132 cities in 67 countries on all inhabited continents. He is now utilizing his degree and previous work experience in business to teach English to businesspeople in their workplaces and also to lawyers and students of law. Bush has developed a special interest in curricula design, as well as course and materials development for a variety of programs and courses in a number of areas of English for specific purposes.

Robin Sankowski Grenier

(B.S. ’95 Education) teaches at the University of Connecticut in the department of Educational Leadership. She was awarded a Faculty Fulbright Award to teach at the University of Iceland for the Spring 2014 term.

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Erika Lowery

(B.S. ‘96 Social Science Education) received her M.Ed. in Educational Leadership from National Louis University in 2001. She is an educator of World Geography/AP Human Geography at LHS in Harmon, Lewisville, Texas. She was the recipient of the National Council of Geography Education’s Distinguished Teacher award in 2013. She serves on the Texas Council for the Social Studies as vice president (2013), and on the Library Board Chair for the City of Lewisville.

Alex Santos

Ryan N ygren

(B.S. '97 Elementary Education) joined the Peace Corps in 2011 and moved to Nicaragua. Nygren met his wife Vanessa in Nicaragua and has never left. He teaches second grade at the American Nicaraguan School.

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(M.S. ’96 Instructional Systems) is currently running his own instructional design consultancy (Collabor8Learning. com) in Miami, Florida.

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Brian C. Anweiler

(M.S. ’00 Sport Administration) is the Acting Director of Athletics and Director of College-wide Student Life at North Virginia Community College. He has been an adjunct instructor of Economics & Finance in the Sport Industry at George Mason University since 2012. Anweiler previously served as Communications Specialist, Tallahassee Community College (1997-2003); Interim Director of Communications, Tallahassee Community College (20032005); and Director of Athletics, Tallahassee Community College (2002-2009).

Dr. Jam e’l R. Hodges

(M.S. ’02 Higher Education) was recently featured in the Journal of Blacks in Higher Education with his article “Assessing the Effectiveness of Pre-College Outreach Programs for Black Men.” 61

Dan Oltersdorf

(M.S. ’02 Higher Education)’s student housing company, Campus Advantage, is celebrating 10 years. The company is about to embark on a major international project in Russia.

Cath erine Ha rris Small

(M.S. ’03 Counseling and Human Systems; Specialist Degree in School Counseling) recently graduated with a master’s degree from the FSU College of Social Work. She works as a guidance counselor for Riversprings Middle School in Crawfordville, Fla. She is a member of: Phi Lambda Theta International Honor Society; Florida School Counseling Association; American Taekwando Association (received first degree Black Belt in December 2002); Phi Alpha Social Work Honor Society; Association of Students in Social Work; National Association of Social Work; Student Alumni of Florida State University; Student Boosters of Florida State University; and Golden Key Honor Society - FSU Chapter. Small is the district advisor and creator of Ability United, coach of the Riversprings Middle School cheerleaders, and the coach of Spirit Paws.

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Michael L. Lisle, Jr.

Grace Waylen

(M.S.‘05 Educational Leadership) serves as chief financial officer at the Communities In Schools of Jacksonville. He has also served as director of education, Trident United Way; director, Title I / Academic Intervention, Florida Department of Education; executive director, Communities In Schools of Nassau County; human resources coordinator, Columbia/ HCA Putnam Medical Center; management trainee, Publix SuperMarkets; and as a Certified Public Manager. Lisle has board membership with South Carolina School Improvement Council Board of Trustees; Summerville Miracle League; and the American Red Cross - Putnam County Unit.

(M.S. ’09 Elementary Education) has accepted a job as the Shoreline's School District's ELL instructional specialist after teaching for three years as a reading/ ELL intervention specialist in a school just north of Seattle. Her new role consists of mentoring and helping classroom teachers make academic language accessible to all students.

Danielle A. Lyew

Justin E. Jerni gan

(B.S. ’09 Secondary Social Science Education; M.S. ’11 Social Science Education) teaches African American History and World History at the Urban Prep Academy for Young Men in Chicago. She also serves as a teaching assistant at the University of Illinois at Chicago - Urban Health Program and Early Outreach Program.

(Ph.D. ‘07 Multilingual-Multicultural Education) is associate dean of the School of Transitional Studies and associate professor of English for Academic Purposes at Georgia Gwinnett College in Lawrenceville, Ga. He is an active member of Teachers of English to Speakers of Other Languages International, American Association of Applied Linguistics, and the International Society for Language Studies.

2010

Amber M. Sh iph erd

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(M.S.’10 Educational Psychology/Sport Psychology) completed her Ph.D. in Educational Psychology/Sport and Exercise Psychology from Texas Tech University in 2013. Currently, she is a faculty member in the Kinesiology and Sport Studies Department at Eastern Illinois University in Charleston, Ill. Shipherd provides performance enhancement consulting services to athletes, coaches, exercisers, police officers, firefighters, and other performers. She is an active member in the Association of Applied Sport Psychology.

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STAY IN TOUCH WITH THE COE This year, the FSU College of Education made it our mission to truly embody the “social” aspect of social media. FSU College of Education makes it easy for you to keep up with all of the news and updates from the College on your smart phone or computer. The College has made an effort to increase connections with our students, faculty, staff and alumni. We have added new content and made all of our social media outlets more interactive.

To stay connected to the COE and other departments on campus, download the FSU Education iPhone App. With this mobile app, you can apply for scholarships, make a gift, add COE and athletic events to your calendar, learn more about becoming a Seminole through the admissions feature, look up COE faculty and staff to find offices, email, or phone numbers, and store contacts with just a few taps. FSU COE is at your fingertips!

Learn more about our distinguished faculty with the “Get to Know FSU COE” segment on Facebook. Look at our Pinterest for creative teaching tips and inspiration. Alumni can connect and network with the College on LinkedIn. Our Twitter and FSUEdNews blog are constantly updated with education news from FSU COE and beyond. We want you to connect with the COE wherever you go!

FSU EDUCATION IPHONE APP facebook.com/ fsu.education

fsuednews.com

youtube.com/ FSUeducation

TinyURL.com/ FSU-EDU

twitter.com/ fsu_education

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CREDITS DEAN

Marcy P. Driscoll

DIRECTOR

Amber Smalley

EDITORS

Kate Campbell Emily Hudson Nancy Kinnally Agnes Wasilewski

WRITERS

Kate Campbell Ken Higgins Emily Hudson Pedro Salgado Agnes Wasilewski Lauren Vonderharr

LAYOUT & DESIGN Kate Campbell

PHOTOGRAPHERS Tom Cruz Ken Higgins Brittany Knight Ray Stanyard FSU Photo Lab

CONTRIBUTORS

Lindsay Marshall Courtney Stombock Dina Vyortkina

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