JOHN H. LOUNSBURY COLLEGE OF EDUCATION
NEWSLETTER SUMMER 2018
GEORGIA COLLEGE GEORGIA’S PUBLIC LIBERAL ARTS UNIVERSITY
CONTENTS FACULTY AND PROGRAM NEWS 4 Planting the Seeds
JOHN H. LOUNSBURY COLLEGE OF EDUCATION
Dr. Nicole DeClouette
NEWSLETTER
6 edTPA Learning Community
Summer 2018
6 SR Education Ranking
Dean Joe Peters
7 Shout-Outs
Editors Aubrie L. Sofala Sarah Weese Photo Credits Anna Leavitt Aubrie L. Sofala
7 Success in the undergraduate elementary program
FEATURE STORY 8 Teaching by Doing Education faculty member receives teaching excellence award
STUDENT NEWS Campus Box 70 Milledgeville, GA 31061
gcsu.edu/education
9
Early childhood education
10 Student teachers inspire school classrooms to give back
University Printing | 07/2018
11 Department of Teacher Education noteworthy program experiences
ALUMNI NEWS 12 A mother's wish turns into lifetime focus on education
DEAN’S MESSAGE I was conversing with my family the other day about the advances in robotics and artificial Intelligence (AI). My son, president of a successful online pharmacy, is installing a robotic system to fill prescriptions more accurately and much more quickly than the traditional pharmacist. This will allow his company to remain the leader in the least expensive prescriptions. My son-in-law, a research scientist in the AI/machine learning/computer vision field at Georgia Tech, is investigating cutting edge technological advances and publishing articles such as Embodied Question Answering; Learning Cooperative Visual Dialog Agents with Deep Reinforcement Learning; and The Promise of Premise: Harnessing Question Premises in Visual Question Answering. This work could certainly impact the education community. The discussion prompted a reminiscence about the rapid advances in technology since I used to go into my father’s workplace when I was a child to watch punch cards go through an IBM 7000 mainframe computer, or watch my father manually wire up the plugboard. It also reminded me of a historic quote in “Mindstorms” that is still relevant today. “In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.” (Papert, 1980, p. 5). The McKinsey Global Institute predicts that robots will steal millions of jobs in the future . Although the Institute actually predicts a growth in the need for teachers, the advances in technology could easily change the future teacher demand with things like Intelligent Tutoring Systems (ITS). ITS use AI techniques to simulate one-to-one human tutoring with feedback specifically matched to the student’s needs. AI is also currently used to form the optimal grouping of children, as well as expert facilitation among students involved in collaborative problem-solving. Virtual agents already serve as peers, coaches, and tutors. Intelligent virtual reality is also a growing area where virtual teachers take students on otherwise unattainable explorations such as deep in the ocean, far into space, or down to the highly microscopic structures of a cell. At this point, you are probably asking yourself why this is relevant to us in the College of Education at Georgia College. Our graduates are already in very high demand across the state.
Additionally, teacher shortages will continue to fuel the need for our graduates. My answer is simple. We are not only preparing teachers for today’s classrooms, but for an entire career in education. We are preparing them to be effective today and to adapt to the rapid classroom changes that will occur in their future. This leads me to the very core of a Georgia College education. As the state of Georgia’s Public Liberal Arts University, our graduates not only learn about how to be effective teachers in our cohorts, but they become empowered individuals, prepared to deal with future changes, the ever-increasing complexities associated with classrooms and schools, and the increasing diversity of student populations. Yes, our graduates have an indepth knowledge of instruction and learning, but they also have a broad knowledge that emphasizes communication skills, problem-solving skills, analytical skills, and the ability to apply their knowledge and skills in current and future settings. They understand their professional development needs and engage in lifelong learning to stay abreast of change. As many of us confirmed at the Council of Public Liberal Arts Colleges (COPLAC) Institute on Preparing the Next Generation of Educators, professional programs are unique because they are taught in a liberal arts context. Our graduates are prepared to handle change. This change may not be as drastic as Papert suggested below, but in any event, our teachers will be ready. “I believe that the computer presence will enable us to so modify the learning environment outside the classrooms that much if not all the knowledge schools presently try to teach with such pain and expense and such limited success will be learned without organized instruction. This obviously implies that schools as we know them today will have no place in the future.” (Papert, 1980, pp. 8-9)
Best wishes,
Joe Peters Dean of Education joseph.peters@gcsu.edu
NOTES 1
Papert, S. (1980). Mindstorms: children, computers, and powerful ideas. New York, NY: Basic Books.
2 McKinsey Global Institute. (2017) Jobs lost, jobs gained: Workforce transitions in a time of automation. San Francisco, CA: McKinsey & Company. 3 Percy, S. (2016, October). Teachers wanted, needed, underappreciated. Georgia Trend. Retrieved from http://www.georgiatrend.com/October-2016/TeachersWanted-Needed-Underappreciated/
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 3
The Formation of a Grassroots Parent Organization in Selela Village
I
n July 2017, Dr. Nicole DeClouette traveled with students to study the intersection of disability and culture in Tanzania.
They spent two weeks visiting schools and community
centers supporting children and adults with physical and
intellectual disabilities. The intention of the group’s travel to Selela Village, in particular, was to support the work of Mama Ngeni, a Maasai woman who is working to educate the locals in how to care for their children with disabilities. These children used to be left in the bush for the hyenas and lions. Though that practice is now illegal, Mama Ngeni still encounters children with disabilities who are left home alone, tied up, or left in cages. The goal for the day at Selela was simply to play games with the children and provide lunch for the families. Instead, what ensued was a four-hour meeting that led to the creation of a grassroots parent organization. This trip to Tanzania made the students question many things they had previously known, like the meaning of inclusion and the disability categories that are used so ubiquitously in the western world. Students can now take their new understandings and think about how they translate into practice, and they will always remember the seeds they planted that led to the birth of the parent organization. The trip served as a method to educate pre-service and inservice teachers about diversity in teaching beyond the walls of the traditional classroom. The expected outcome for students who study abroad is ultimately to translate their learning into improved culturally-relevant practice.
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 5
Faculty members form learning community to boost teacher candidate edTPA performance In 2013, a small group of faculty members in the College of Education formed an edTPA Professional Learning Community to address the impending mandate of the edTPA as a consequential performance assessment required for licensure. Since inception, the group has met monthly to discover how the edTPA could support teacher candidates into becoming education professionals who are highly reflective, promote and
Online graduate programs rank highly in affordability, quality
expect high levels of achievement in all students, and are advocates for students as individuals. The group included
Degree programs in the John H. Lounsbury College of Education
representatives from all of the initial certification programs in
ranked in the top 10 of SR Education Group's 2018 Best Online
the Department of Teacher Education. Members of the learning
Colleges report. For the ranking, SR Education Group researched
community initially decided to begin researching the overall
and analyzed accredited online schools across the nation, taking
purpose and function of edTPA and concentrated on moving
into consideration academic strength factors as well as annual
faculty dialogue from resistance to embracing the value of a reliable measure of preparedness of candidates for their first years of teaching. The group also worked to increase its understanding of edTPA language demands and to determine where edTPA fit into the current Teacher Work Sample and each program’s course work without losing the uniqueness of
tuition rates. Inclusion on this list shows high academic standards and a commitment to affordability, two key factors important to prospective students. Georgia College's Master of Arts in Teaching program ranked No. 2 in Best Online Colleges Offering Master in Teaching Programs. The list included 25 schools that teach at an affordable rate and
programs and their alignment with the conceptual framework.
offer an annual tuition rate under $8,000. Other institutions
In addition, group members analyzed the appropriate
ranked included Georgetown College, Valdosta State University,
handbook for their content area and compiled a list of reflective
and the University of Missouri.
prompts to aid candidates in understanding the language of edTPA. The edTPA learning community also developed the
The Master in Teaching degree program was also ranked No. 6
procedures and processes for implementing the edTPA across
for Most Affordable Online Colleges for Masters in Teaching. The
the John H. Lounsbury College of Education.
list included 25 schools that offered degree programs for under
Through this work the teacher candidates have performed as well as or better than their colleagues across the state and nation over the last three years of full implementation. The work of the edTPA PLC was published in January 2018 by the
$7,000. Other institutions ranked included Albany State University, Kennesaw State University, and Drury University. The 2018 Most Affordable ranking represents online schools across the nation that are making an effort to provide economical options for students. SR Education Group manually researched
edTPA Coordinator, Dr. Holley Roberts, in the chapter,
the tuition of every college offering fully online degrees to
“Mandates Revisited: One Coordinator’s Story of Cultivating
determine and rank the most affordable choices. SR Education
Collegiality and Inquiry Through a Professional Learning
Group is passionate about making quality education attainable
Community” in the book, Implementing and Analyzing
for everyone and believes that objective information about
Performance Assessments in Teacher Education (Many, J.
education, careers, and educational financing should be free and
Bhatnagar, R., 2018).
easily accessible. JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 6
anyone who is looking to become a teacher due to my overall experience. The mentor leader and professors I had expected me to go above and beyond what was expected in order to be the best teacher for my students. By being in the field as many hours as we were, I was able to know my students personally and academically. This helped me guide my instruction in order to best teach my students. Without this program, I would
SUCCESS IN THE UNDERGRADUATE PROGRAM
SHOUT-OUTS
I would recommend this program to
not be as prepared for teaching in my own classroom as I am now. – Laurel Trust
Dr. Holley Roberts has accepted the position of Associate Dean of the College of Education, beginning July 1.
88.46%
The six-year graduation rate of teacher
Alumnus Clay Thomason was chosen Teacher of the
candidates starting in Fall 2010
Year for Holcomb Bridge Middle School. Dr. Desha Williams begins, July 1 as the chair
95.44%
The graduation rate of teacher candidates who entered the two-year Early Childhood Education major in 2013
of Teacher Education. Williams is a professor of mathematics education and has extensive administrative experience. Dr. Rob Sumowski has been appointed by the
85.71%
The graduation rate of teacher candidates who entered the two-year Early Childhood Education in 2014
Georgia Professional Standards Commission to its five-member PBIS Endorsement Task Force, which is responsible for researching the viability of adding an endorsement in PBIS to Georgia Teaching Certificates and making a formal recommendation to the Georgia Professional
97%
Percent of graduates that took a teaching job after graduation in 2015-2016
Standards Commission. The Teacher Education Department was the
86%
University’s Teaching
Percent of graduates that took a teaching job after graduation in 2014-2015
TOP THREE DISTRICTS WHO HIRE THE MAJORITY OF COLLEGE OF EDUCATION GRADUATES #2 Houston County School District
THREE SCHOOL DISTRICTS, CHARTER ORGANIZATIONS, OR PRIVATE DISTRICTS WHERE TEACHER CANDIDATES COMPLETE STUDENT TEACHING
#3 Gwinnett County School District
Baldwin County School District
#1 Bibb County School District
Jones County School District (based on 2010-2015 data)
Putnam County School District
Excellence for a Department/Program award winner. Dr. Nicole DeClouette, along with Executive Director of the Life Enrichment Center Barbara Coleman, received the Outstanding Service-Learning Collaboration in Higher Education award at the 2018 Gulf South Summit in April.
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 7
TEACHING by
DOING Education faculty member receives teaching excellence award
At the core of Dr. Betta Vice’s philosophy to teaching is an idea that teaching and learning should be indisputably, inherently, and unequivocally fun.
believes is the most effective way— constructivism, meaning learners are actively involved in the process of constructing meaning and knowledge as opposed to passively receiving information. For the education veteran who has more than 40 years of teaching experience, she sees it as a way to dismantle the “teaching to the test” mentality.
“I teach learning by doing,” said Vice. “Whatever strategy I’m teaching, they engage in that themselves. I don’t lecture. I never lecture. It’s more of a workshop model as my teachers learn as their students would.” For her work, she recently was honored with the 2018 Felton Jenkins, Jr. Hall of Fame award for Faculty Excellence in Teaching for State Universities. The University System of Georgia system-wide award honors individual faculty and staff for a strong commitment to teaching and student success. It’s this goal of student success that continues to drive Vice.
“I was very fortunate I majored in education in what some call the golden age of education in the late 70s,” said Vice, associate professor, Secondary MAT Program. “I didn’t realize it then, but I was trained in the constructivist philosophy of teaching. It was just expected that my first teaching job involved simulation, projectbased learning. I was just trained to do it that way, and I realized that when it came to testing, I always had 97 percent of my students passing on state exams.”
“I let my students know that it’s OK to make mistakes—it happens,” said Vice. “I’ve had colossal failures the first time I tried simulations in class, but you learn to pick it up and try again.”
In her courses in the John H. Lounsbury College of Education, Vice teaches future educators the way she learned and
Part of Vice’s advantage is her breadth of experience in her education career. She’s taught in inner city, suburban, rural, and
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 8
private schools—meaning there’s rarely an issue that her current or past students have that she can’t give advice on.
“I’m not ‘Pollyannaish’ about it,” said Vice. “Teaching in today’s world is a tough job, and I let them know what they’ll experience.” While awards and recognitions are nice milestones, Vice said what means more are the notes, emails, and feedback she receives from students. “There aren’t a lot of awards for teachers, but the ones that warm my heart are the emails from my students,” said Vice. “For the award, there were several submitted letters from past students. I always have a lot of former students who contact me asking for help or just checking in. It’s always exciting to receive those.” Vice said there are still many years of work to be done in the realm of teacher education, and she doesn’t mind leading the way. “My impetus? It’s ensuring the future educators of this world are prepared,” said Vice. “When I taught in high school, I impacted 150 students a year. Now, my teacher candidates are teaching 150 students, so its meaningful to have the ability to influence even more students. That’s why I do it.”
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Early childhood education majors learn how to bring education alive with Atlanta ďŹ eld trip Junior early childhood education cohorts
music perfectly developed a platform for
traveled to Atlanta for a field trip related
the story. The music added emotion and
to their creative expressions class. The
energy into the story. As future
day was packed with experiences and
educators, the students were shown how
was split into three different segments.
this engagement tool can be used in the
The day started with a workshop with
classroom.
the Alliance Theater. The focus of this segment was integrating drama into
The last part of the trip was a tour of the
literacy. The artist/teacher in residence
High Museum of Art. As a group, they
took a simple story and showed students
looked at a few specific pieces. Each
multiple ways to use this story with
one started with a moment to personally
different aged students. These activities
examine. Then, as a group, the students
allowed students to explore as teachers
discussed. The guide for the day
and as students. The activities also
explained how she moves the
allowed them to bring the story to life.
conversation by restating the students’ statements and then furthers the depth
The next session included two parts.
of the comment. After repeating this
First, the students began with sitting in
process with a few other pieces,
on an Atlanta Symphony rehearsal for its
students were allowed to explore the
Dr. Seuss program. This was a unique
museum on their own. Throughout the
experience because it was a closed
entire day, they were simultaneously
rehearsal. The program integrated the
teachers and students. They learned
stories of Dr. Seuss with music. The
how to use art within the classroom as
symphony performed "Sam I Am,"
well as how to support and encourage
which followed a woman and a boy who
art within their students.
played the two main characters. The
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 9
Student teachers inspire school classrooms to give back Three Georgia College student teachers implemented a servicelearning project to educate students about the various components of recycling. The project allowed them and their students to collaborate with PepsiCo to collect, count, chart, and package aluminum cans and plastic water bottles to go toward the Gray Elementary Recycle Rally. The project included all third-grade and two fourth-grade classrooms. The students engaged in reflective-based exploration that integrated all subject areas and included research regarding
targeting their emotions to instill
one another, Mrs. Karlinski and Mrs.
the effects/benefits of recycling,
genuine care into the hearts of young
Bivins’ fourth-grade classrooms set an
creative writing experiences, student-
children.”
initial goal of 150 containers and
led, collaborative discussions to
quickly beat their goal by collecting
determine goals and execution of the
Fourth-grade student Alexis Tomberlin
project, and the creation of
said she would want her community to
informative posters to reach out to the
know about the benefits of recycling.
school community.
502 containers. Fourth-grade student Arrie Martin had time to reflect on the project and its
“Always recycle because you can save
importance.
“The project was guided by the
the sea animals and the plants and all
mindset that the power of student-
together, the environment. We have
“This project matters because I want
initiated and led projects whose
learned that putting a can in the
to help stop pollution,” he said. “I
intentions are to target the greater
recycling bin does a lot. In other
want to save animals by cutting down
good have the potential to expose
words, ‘A little does a lot’.”
on pollution.”
worlds, putting them in a position to
Working together, Mrs. Sneed and
The implementation of this service-
make a difference—to let them know
Mrs. McDade’s third grade students
learning project has stretched beyond
that their actions, words, and beliefs
set their initial goal for 120
the monotonous collection of
matter,” said recent Early Childhood
cans/bottles. Enthusiastic about their
aluminum cans and bottles. It has
program graduate Jessica Capo. “I
project, they surpassed their goal by
exploded into the realm of advocacy
truly believe that service learning
collecting 1,145 containers in just a
in both students and teachers at Gray
provides the opportunity for students
couple of weeks. Mrs. Pickett and Mrs.
Elementary and encouraged them to
to experience the feelings of
Smith’s third-grade students also set
make a difference for the greater
selflessness, accomplishment, and
their goal for 120 and exceeded it by
good of their community.
genuine fun, while simultaneously
280 containers. Collaborating with
our students to the realities of their
Department of Teacher Education noteworthy program experiences Throughout the Department of Teacher Education, students experience transformative learning opportunities. From school board meeting presentations to being involved with professional organizations dedicated to preparing students to become middle level teachers. Below are some of the noteworthy experiences students are able to take part in. Videotape analysis of teaching and learning: Undergraduate students in the two-year middle grades education cohort program participate in a scaffolded, twoyear process to help them develop the knowledge, skills, and dispositions as researchers of their own practice by video recording, viewing, analyzing, reflecting on, sharing, and discussing their teaching. The teacher candidates participate in several learning experiences in order for them to enhance their ability to “notice” and listen to the vast number of student interactions and classroom events that occur as well as their actions, mannerisms, and language. The experiences allow teacher candidates to discuss questions or challenges related to their practice and continue to develop their ability to notice and listen.
“The Georgia College early childhood program is outstanding because of the hands-on experiences provided in the elementary classrooms. I started working with teachers and classroom mentors at the beginning of my college experience. This allowed me to build peer and teacher relationships and also work directly with children. The program provides a wonderful mentor-led experience through our cohort-style classes. The cohort classes offer a personal approach to learning, and I have gained the confidence necessary to one day reach my professional goals.” - 2018 Early Childhood Senior
Collegiate Middle Level Association (CMLA): All middle grades teacher candidates are members of the Georgia College chapter of the CMLA. GC is also the host site for the 2017-2019 national conferences. Teacher candidates planned and hosted the national CMLA conference at the 2017 annual Association for Middle Level Education (AMLE) national conference in Philadelphia, which was attended by over 100 pre-service teachers from across the country; they are in the process of planning for the 2018 annual AMLE conference in Orlando, Florida.
“Foundational to my beliefs as an educator is having positive, personal relationships with students. Effective learning can be difficult if students do not have a connection with their teacher; they need to know they can trust and depend on me to be equitable, caring, and honest. Being a member of a cohort with a mentor leader, I understand and have experienced why this bond of mutual respect and trust is so important. Also, a part of the cohort
School Board meeting presentations: Senior teacher candidates present at the school board meeting in the county where they are placed for their student teaching. Teacher candidates are responsible for contacting the school board president and/or superintendent to request permission to be on the agenda for the meeting. The purpose of this experience is for teacher candidates to help educate community members about young adolescents and middle schools, share the work they complete during student teaching, and to express appreciation to their partner teachers, students, principals, and community for their opportunity to have them work in their schools.
model is positive peer interactions through relying on and encouraging each other to maximize our learning. But reaching potential does not come easily. In the cohort, I have had numerous experiences that taught me to question, analyze, explore, and discover multiple perspectives to develop my knowledge.” – 2016 Middle Grades Graduate
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 11
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A mother's wish turns into lifetime focus on education
D
r. Leslie Crawford beams when discussing education and rightly so. He’s quite accomplished in
this area. Crawford co-authored children’s books, traveled across the globe to share his love of teaching with three- and fouryear-old students and faculty, was GC’s first faculty member to receive a Fulbright Scholarship, and was dean of the John H. Lounsbury College of Education. You could say he’s taken every opportunity he could to learn just as his mother had wished. Crawford credits his mother Katherine Skierecki Crawford for instilling a passion for education in him. Considering she did everything possible to be sure he received a good education, Crawford endowed a scholarship for students enrolled in the Call Me MiSTER program at Georgia College. “When I heard about Call Me MiSTER, I was really enthusiastic about it,” Crawford said. “It’s much needed in Georgia as there are so many children who live in poverty in areas that are close to Georgia College; and consequently, they don’t have the opportunity for the kind of education that they should have. I think
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 13
I think that GC is a caring institution, and I really believe in the teacher education program. children to write at an early age was very stimulating. It was amazing that these children could write at such a young age.” Later, when Crawford returned to America, he participated in a letter-writing program Dr. Les Crawford references himself in this student-drawn picture as one of the authors of the book “Someday you will know all about me: Young children’s exploration in the world of letters.”
with a group of primary-aged students. “For three years, I wrote letters to the
that having the kind of teachers we
graduate, Crawford worked in national
students,” he said. “Although they were
prepare is going to be an opportunity to
first-grade reading studies while serving as
with different teachers during that time,
improve students’ education as many of
a research assistant at the university.
the children would write, the letters were
“I researched what we had done on
United States. I would get all of them at
them can become great because their
gathered in bundles and sent off to the
teachers have helped them.” Crawford sees a bright future for
children’s beginning writing and their
one time, answer the letters, and mail
reading ability, measuring the different
them back.”
graduates of the Call Me MiSTER
effects of reading on language
program.
development,” said Crawford. “It was
The letter writing branched out to other
really exciting.”
age groups as well.
only becoming teachers, but I hope they
Although he held numerous positions
“The last year, we started having a number
would go on to become principals or
through the years—including public school
of siblings of the children we initially wrote
superintendents so they take on more
teacher, university faculty positions, chair
to doing this also,” he said. “They saw
“I look forward to those young men not
responsibility and can help develop
of teacher education, and dean of
that their brothers and sisters were having
educational programs for more African-
education and graduate studies, he found
such a good time that they wanted to get
the time to go on a sabbatical to study
in on it, so the older siblings started
American people in our country.”
writing in early childhood in Manchester,
helping their younger brothers and sisters
England.
with the letters.”
teaching young children how to read and
“We were working with three- and four-
When Crawford lived in Fargo, North
write. A University of California, Berkeley
year-olds," Crawford said. "Encouraging
Dakota, he received a particular letter.
After all, Crawford knows a thing or two about teaching. He began his career
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 14
“The envelope said, ‘To Les, Fargo, North Dakota, U.S.A.,"
Belarus State University Institute of Higher Education in
he said. "That’s all it said, and I recognized the writing. So
Minsk with the university administrators from across
the next day I talked with the postman, and I asked him
Belarus.
how he knew where to send this letter. He said, ‘We got together at the post office and said now, who do we know
“They came to the institute to learn of new developments in
that has been getting letters from England?’ The postman
their roles as administrators in higher education and to
said, ‘We’ll try with you to see if it was.’”
develop plans for change and the restructuring of their institutions,” said Crawford. “I informed them how to teach
Crawford thought about things he could tell the students in
in a more democratic way where students would have an
England that would be interesting. So, he wrote that he
opportunity to respond instead of being totally lectured to.”
was walking out onto the lake to fish during the winter. And, a child wrote him back stating, “Les, don’t you know
The liberal arts experience drew Crawford to Georgia
you’re not supposed to walk on a lake. You could fall in.”
College, and he considers his time as dean of the John H.
This is an excerpt in a book that Crawford co-authored with
Lounsbury College of Education and professor “insightful.”
two others on letter writing titled Someday you will know all about me: Young children’s exploration in the world of
“I think that GC is a caring institution, and I really believe in
letters.
the teacher education program,” said Crawford. “Students
Throughout his career, Crawford taught a spectrum of
teacher it’s essential that they have a strong liberal arts
have mentors that they can talk to. In order to be a good students including university administrators. The Fulbright
background. I think if someone is going to GC they are
Scholarship gave Crawford the opportunity to work at
very fortunate."
JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 15
JOHN H. LOUNSBURY COLLEGE OF EDUCATION
NEWSLETTER SUMMER 2018
gcsu.edu/education