JOHN H. LOUNSBURY COLLEGE OF EDUCATION
NEWSLETTER FALL 2017
CONTENTS FACULTY AND PROGRAM NEWS
JOHN H. LOUNSBURY COLLEGE OF EDUCATION
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Call Me MiSTER
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Dr. Lounsbury published by the Association for Middle Level Education
NEWSLETTER Fall 2017 Dean Joe Peters Editors Revel Pogue Aubrie L. Sofala Photo Credits Anna Leavitt Aubrie L. Sofala
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GC Launches New Graduate Programs
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Shout-Outs
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Combined Programs Insert
11 Social Justice Dialogue Kicks Off 12 Inside the Montessori Academy
STUDENT NEWS 14 Re-establishment of honor society on campus 14 Students travel to Tanzania
ALUMNI NEWS 15 College of Education alumna’s research published Campus Box 70 Milledgeville, Ga. 31061
gcsu.edu/education University Printing | 06/2017
DEAN’S MESSAGE Dr. Rui Kang and I are writing a chapter on Dunhuang as a Model for EthnoSTEM Education for the book “The Dunhuang Grottos and Global Education: Philosophical, Spiritual, Scientific, and Aesthetic Insights.” While researching the history of what occurred at the grottoes, I became very aware of the power of diversity associated with this trade route intersection along the Silk Road. Documents found in a hidden cave in Dunhuang demonstrate that it was a cosmopolitan center for various cultures such as the Han, Tibetan, Mongolian, Indian, Central Asian, Arabic, Greek and Italian populations. UNESCO lists the area as a World Culture Heritage site, citing that: “Perhaps the most lasting legacy of the Silk Roads has been their role in bringing cultures and peoples in contact with each other and facilitating exchange between them. On a practical level, merchants had to learn the languages and customs of the countries they travelled through in order to negotiate successfully. Cultural interaction was a vital aspect of material exchange. Moreover, many travelers ventured onto the Silk Roads in order to partake in this process of intellectual and cultural exchange that was taking place in cities along the routes. Knowledge about science, arts and literature, as well as crafts and technologies, was shared across the Silk Roads, and in this way, languages, religions and cultures developed and influenced each other. One of the most famous technical advances to have been propagated worldwide by the Silk Roads was the technique of making paper, as well as the development of printing press technology.” (para. 15) In addition to papermaking, printing and book binding, there were major advances in mathematics, astronomy, medicine, engineering, farming and other areas; all of which were refined and improved upon because of the influence of other cultures. It is no wonder that this past May, the Chinese government hosted the Belt and Road Forum for International Cooperation where they brought world leaders to China to discuss the emerging Silk Road Economic Belt and the 21st-century Maritime Silk
Road, also known as the One Belt and One Road Initiative. This new Silk Road encompasses over 60 countries, will further connect Asia and Europe and includes others from Oceania and East Africa. Many see this as just an economic and trade initiative but, like the ancient network of Silk Road trade routes that were central to cultural interaction, this too will be an important cultural exchange. For example, there is an alliance of over 100 universities that will promote mutual research, cross-cultural understanding, foster openness and tolerance, promote training and cooperative education and focus on international higher learning. There will be 3,000 additional scholarships to bring students from other countries to China as a way to collaborate in support of the One Belt and One Road Initiative. Gathering this diverse group will surely produce some important breakthroughs in information technology, medicine, infrastructure construction, transportation, communication, energy, economic development, language study and many more areas; not only for China, but for all countries along the routes. Our country has a rich history of diversity, grounded in the assemblage of various people and cultures. Maybe it is time to augment the narrative on what problems there are because of a lack of diversity and call attention to the power that is available when people enthusiastically embrace diversity. As the College of Education begins another sequence of the Social Justice Dialogue Series, it will be interesting to see how we can find ways to expand our own awareness of others. As a result, will we try a new approach in the classroom, find better activities to promote culturally-sustaining pedagogy, or stimulate discussions on how we can be effective in the diverse classrooms that our teachers and school leaders will encounter when they complete their programs?
Best wishes,
Joe Peters Dean of Education joseph.peters@gcsu.edu
Notes 1. UNESCO. (2017). About the Silk Road. Downloaded from http://en.unesco.org/silkroad/about-silk-road
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 3
C A L L
M E
M I S T E R
D
uring the fall 2017 MiSTER Induction Ceremony, the program grew to a total of 10 MiSTERs in the state’s only Call Me MiSTER cohort. The
ceremony was the second annual induction to introduce new MiSTERs and re-dedicate all members to their mission of servant leadership through education. The new MiSTERS include William Cooper (middle grades), Calvin White (math with a teaching concentration) and Zachary Yearby (middle grades). The newest MiSTER, Tevauri Mar-Shall (music education),
MiSTERs renewing their commitment at the Induction Ceremony.
was also recently announced. In June 2017, MiSTERs Brian Johnson, Jerome Brown, William Cooper and Zachary Yearby attended an annual summer institute at Clemson University, where they networked with other Black male educators and experienced the full MiSTER experience. Call Me MiSTER also hosted its third annual Rising MiSTER Academy during the summer. This year, there were 12 high school participants from across the state. These students were able to build lesson plans from scratch, teach them, all while learning more about the program from MiSTERs, current
Dr. Noris Price, Baldwin County Schools superintendent, sharing valuable advice with future educators at the Rising MiSTER Academy.
teachers and even education administrators.
MiSTER William Cooper signing his oďŹƒcial commitment form for this academic year as Dean Joseph Peters looks on in the background.
Dr. Lounsbury published by Association for Middle Level Education
T
he August 2017 edition of the Association for Middle Level Education (AMLE) Magazine featured an article written by Dr. John Lounsbury, dean emeritus of the College of Education. Lounsbury’s article is titled “Reflections on Teaching and Learning: Educators have a responsibility to guide moral development of youth.” Lounsbury came to Georgia College in 1960 after being recruited by former president Dr. Robert E. “Buzz” Lee, who was a colleague during Lounsbury’s time teaching at Berry College.
Lounsbury has spent the second half of his career focused on editing and publishing with his publication credits spanning pages long. He was editor of the National Middle School Association Middle School Journal from 1976 to 1990. Then he became the professional publication editor of the association in 2002, ultimately editing, designing and publishing over 200 books. While Lounsbury retired in 1983 as Dean Emeritus, he continues to research and publish and is revered as a national leader in the field of middle grades education.
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 5
N E W
P R O G R A M S
GC launches new graduate programs Georgia College launched two new graduate programs during the summer term. The M.Ed. in Curriculum and Instruction degree program enrolled 17 future or returning GC alumni. The Ed.S. in Teacher Leadership degree program enrolled 43 future or returning alumni. Both programs are offered by the Department of Professional Learning and Innovation in the College of Education. Dr. Warren Hope is the department chairperson; Dr. Marcia Peck is the program coordinator. Faculty welcomed students to the new degree programs at a meet-andgreet at the Macon Center in August.
C O L L E G E
O F
E D U C AT I O N
S H O U T- O U T S
Dr. Rob Sumowski was named by Sigma Alpha Epsilon to
Sequena Moon, program manager of the High Achievers
serve on its eight-member National Fraternity Laws
Program, received a $12,500 grant from the U.S.
Committee.
Department of Agriculture. The grant allows for a daily dinner meal reimbursement for each attendee of the
Dr. Roddran Grimes and Dr. Rob Sumowski had a proposal
program.
accepted to present at the 27th Annual Georgia Education Research Association Conference in October 2017.
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 6
Early Childhood, Middle Grades and Special Education undergraduate programs JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 7
College of Education Mission Statement The John H. Lounsbury College of Education innovatively and collaboratively develops and empowers educational professionals, P-12 communities and the Georgia College community to promote diversity, equity, advocacy and excellence in learning, teaching, service and scholarship.
College Overview The John H. Lounsbury College of Education (CoE) at Georgia College offers several award-winning undergraduate and graduate degrees. Instructional and school leaders gain valuable opportunities and benefit from the meaningful partnerships the university maintains with schools, districts and other institutions and agencies. The CoE is accredited by the National Council for Accreditation of Teacher Education (NCATE), the Georgia Professional Standards Commission (PSC) and the Southern
Dr. Joseph Peters, Dean
Association of Colleges and Schools (SACS).
Georgia College's undergraduate Early Childhood, Middle Grades and Special Education programs are housed within the Department of Teacher Education in the John H. Lounsbury College of Education. The programs are unique to Georgia College in that they are based on a mentor-led, field-based, cohort model. A cohort is a group of 20 to 25 teacher candidates who begin the program at the same time taking most of their courses together over the two-year period. Each cohort is assigned a faculty mentor leader who teaches, advises and mentors candidates for the duration of the program. The term field-based refers to the location of learning experiences in multiple school settings. Candidates are strategically placed in area
mentor-led
schools at the beginning of the program where they have a wide range of opportunities to experience diverse populations of students and families. Immersing candidates in
field-based
educational or school settings provides opportunities to experience what it’s like to be a teacher. This approach to learning enhances opportunities for developing professional dispositions and building relationships. An application process is required for each program due to their unique design and
cohort
competitive nature. Prior to applying to programs, candidates must first obtain official acceptance to Georgia College and complete all necessary prerequisites. Once these requirements are satisfied, candidates must complete and submit applications to the JHL College of Education. Application packets are available online in October of each year. Completed packets are due no later than the third Friday in January to be considered for the program beginning the following fall.
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Early Childhood The Early Childhood Education Program (recently ranked fourth out of 425 programs across the nation by Teacher.org) is designed to prepare prospective teachers of children in grades PreK-5. The program of study supports a foundation in child development, family and community relationships, curriculum development and assessment. In addition, teacher candidates receive content preparation in mathematics, reading and language arts, science and social studies. Professional courses are primarily taken in the third and fourth years.
Nationally recognized by the National Association for the Education of Young Children
Middle Grades Education The Middle Grades Education program is designed to prepare prospective teachers in grades 4-8. In addition to field placements in elementary and middle school classrooms throughout the two years in the program, teacher candidates will take courses to support two areas of concentration: English/Language Arts and a choice of either mathematics, science or social science. Professional courses are primarily taken the third and fourth years.
Nationally recognized by the Association for Middle Level Education
Special Education The Special Education Program (recently ranked 19th out of 400 programs across the nation by Teacher.org) is designed to prepare prospective special education teachers of children with disabilities in grades PreK-12. The program is focused on providing special education services that allow students with disabilities to access the general curriculum, typically in inclusive classrooms. Professional courses are taken the third and fourth years and field placements are
Nationally recognized by the Council for Exceptional Children
across all grade levels.
Secondary Education The John H. Lounsbury College of Education also prepares those who wish to teach at the high school level. High school teachers need a strong foundation in their content area, so individuals start by getting an undergraduate degree in their chosen content field and then complete a one-year masters of teaching program. This program supports initial teaching certification while also gaining a Master’s level degree. More information on the Secondary MAT can be found at www.gcsu.edu/education/teached/secondary-education-mat.
GCSU.EDU/EDUCATION JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 9
C O L L E G E
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E D U C A T I O N
BY THE NUMBERS Certification Pass Rates
97%
Pass rate based on best attempt
Pass rate for Early Childhood Middle Grades Special Ed
Pass rate based on first attempt
edTPA
GACE
55
107
M.A.T.
B.S.
GPA
3.43 3.15
43
88
M.Ed.
Ed.S
B.S. entry
M.A.T. entry
3.64 3.80 B.S. exit
M.A.T. exit
Degrees Awarded Academic Year 2017-18 *This brochure is an overview and does not reflect the program in its entirety.
Contact the Department of Teacher Education: Dr. Desha Williams, Chair
Bessie Storey, Administrative Assistant
desha.williams@gcsu.edu
bessie.storey@gcsu.edu
478-445-3340
Department Phone - 478-445-4577
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 10
S O C I A L
J U S T I C E
S E R I E S
Social Justice Dialogue Series kicks off with Irene Maya Ota
T
he Diversity Committee of the Lounsbury College of Education (COE) kicked off its third academic
year of the Social Justice Dialogue Series for 2017-18 with an Antidiscrimination Response Training (ART), Microaggression Training and several more opportunities for discussions around lunch, dinner and an evening social. The workshops provided the tools to effectively address discriminatory words and acts by empowering individuals who are or may be ”bystanders” to become proactive in social justice strategies instead of remaining passive or silent. The workshops were conducted by Irene Maya Ota, M.P.A., who is the diversity coordinator for the University of Utah College of Social Work and a certified ART trainer, personally schooled by Dr. Ishu Ishiyama, the creator of the ART workshop. In addition, Ota presented to the College of Education faculty and met with administrators, faculty, staff and students of Georgia College. She also spoke to Georgia College students about microaggressions.
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 11
GC partners with local school system to provide Montessori early learning
Inside the Montessori Academy at the Early Learning Center classroom, things look a bit different.
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 12
here are wooden
T
not only a top-notch Montessori childcare
build relationships and families, and early
puzzles bedecked
option for Georgia College faculty and
education is important to us."
staff – but for the larger community as
puzzle pieces including a
"President Dorman had asked for us to
spiraling tail of a pig.
start some sort of childcare for our faculty
The kitchen is equipped with a washing
position, I was very familiar with what had
station and a set of glass cups. The mini
to happen," said Peters. "We started
fridge is stocked with hand-cut
looking for space; and we realized
strawberries – just prepped an hour ago
because of regulations, we weren't going
by the 3-to-5 year olds who are students
to be able to provide a space on
at the Academy.
campus."
according to Gledhill. Not only does
"We knew there was a need for families
With an already burgeoning partnership
assistantships, but Gledhill also plans to
starting out as early as six weeks old,"
between the College of Education and
have students from art, psychology, and
said Carol Gledhill, '05, '13, assistant
the Baldwin County School system, both
nursing utilize the Academy for
director of the Montessori Academy. "We
entities saw an opportunity.
professional development.
the Montessori Academy. From six weeks
"The stars aligned, and everyone wanted
Gledhill said the overall goal for the
to five years old, they are learning
to work together," said Gledhill. "We
through the Montessori approach."
Montessori Academy is to one day go
realized that the Early Learning Center
past students who are five years old to
with the tiniest of
well.
and staff. Having run a center in my last
The Montessori School is equipped with a wet room that allows students to get their hands dirty, an outdoor area that will one day become a school garden, an infant and toddler playground, and observation rooms for every classroom. Having the university as a partner is also a large resource for the Academy, Georgia College provide graduate
don't like to be called a daycare-- we are
had an entire wing that could be utilized The Montessori Academy at the Early
for the Academy. Superintendent Dr.
Learning Center is the latest product of a
Noris Price has been wonderful and
partnership between Georgia College
shares in the vision that the college has
and the Baldwin County School System.
for the school.”
The Academy focuses on allowing students the freedom to explore topics
While the Academy began as a simple
that interest them, fosters independence
idea for a childcare option for Georgia
in the classroom, and relies on older
College faculty and staff, it grew into a
students to help younger students.
larger university goal.
students through the 12th-grade. She said the future of the school and Montessori approach in Milledgeville is a passion of hers, both as an assistant director of the Academy and GC alumna. "As an alumna, I wanted a chance to give back to Georgia College what they gave me – a firm foundation," said Gledhill. "Now I get to do that every day. I get to
College of Education Dean Joseph Peters
"The community needs to see that
teach kids to strive for better, and it's
oversaw the creation of the Academy, and
Georgia College is more than just a
wonderful to be in a county that has that
he sees it as an opportunity to provide
college," said Gledhill. "We're here to
same vision."
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 13
S T U D E N T
H I G H L I G H T S
Re-establishment of honor society on campus
Upsilon Beta Chapter of Kappa Delta Pi has announced its first chapter initiation at Georgia College. The chapter initiation ceremony was held Oct. 12, 2017, in the Arts and Sciences Auditorium. This society is open to all John H. Lounsbury College of Education pre-education sophomores, juniors, seniors, graduate students and faculty whose goal is to achieve educational excellence for all.
Students travel to Tanzania, look at perceptions of disability Dr. Nicole DeClouette from the College of Education and several students spent two weeks in Tanzania exploring cultural differences in perceptions of disability. Their trip included Swahili lessons and visits to the Irenti Children’s Home, Irenti Rainbow School for Children with Intellectual Impairments and Autism, The Plaster House and Pambazuka Special Needs School.
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 14
A L U M N I
N E W S
College of Education alumna’s research published
T
hree-time Georgia College alumna Jamy
primarily with students with significant
Hamilton Meeks, ’95, ’14 and ’16, recently
developmental delays and ASD, it is imperative
had her research published in Georgia
that I find a way for my students to be able to
Educational Researcher (GER) —the official journal
express their needs and wants in an appropriate
of the Georgia Educational Research Association.
manner,” she said about her research.
The special education teacher researched students
Meeks has worked as a special education teacher in
with autism spectrum disorder (ASD) using a
the Jones County School System for 21 years and
speech-generated device (SGD) on an iPad. Using
currently works at Jones County Pre-K. She has also
the Go Talk Now application the students were
recently been nominated as the Pre-K Teacher of
taught to request a snack during snack time and an
the Year for Jones County.
activity during center time. “I hope that my research can be used among other She used a single subject design, incorporating
professionals to help them understand the
multiple baselines across settings, for two
importance of incorporating SGD's in the
preschool students diagnosed with ASD. The goal
classroom. I used my personal iPad and
was to find out if the use of a SGD increased
downloaded the Go Talk Now application for $70;
communication skills in students with ASD and if
although this application does not provide as much
that communication behavior transferred across
variety as the expensive commercial devices
settings. Both students showed an increase in
available, it helped open my own eyes to the
communication when using the iPad across
possibilities available for my students,” said Meeks.
settings, but the generalizations from one setting to
“The results of my research for one of my
another for the same behavior were inconclusive.
participants led his parents to explore opportunities for a SGD, which they will acquire in the next few
“As a special education teacher who works
months.”
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 15
JOHN H. LOUNSBURY COLLEGE OF EDUCATION
NEWSLETTER FALL 2017
gcsu.edu/education