SCSU College of Education 2019-2020 in Review

CONTENTS

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A Message from the Dean Mission Statement, Vision, Core Values Academic Departments Spring 2020 Census College of Education 2020 Statistics Washington Week The Dean's Leadership Group What is GEAR UP? Student Success Showcase Teaching from a Distance Library Science Program Earns Accreditation An Elementary School Rises Faculty Spotlight Faculty Scholar Activity

DEAR FRIENDS AND ALUMNI...

I am very proud to bring to you our new vibrant annual magazine promoting the thoughts, works and developments of our College. I hope that as a friend, a recent or past alum or someone interested in our work that this magazine receives you well and offers some insight into the ongoing work of our faculty and students.

I do believe that education in its many forms is a very strong answer to the injustices that occur in our societies across the world. Education—and by that I mean the teaching and learning of humans of every age and background with exceptionalities and capabilities as a collaborative enterprise—is a very strong answer, but it is not a clear solution given we are not operating in a free, unbiased, equal, just or apolitical pedagogical environment. We know that education and being “educated” are deeply divided.

I have heard from several of you and acknowledge the many important statements and proposals of work that will impact our students, and our educational school communities.

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As educators of educators we can have a significant impact on the lives of students at a very early age; as collaborators we can sustain that throughout the formal education continuum and beyond. We can establish forums to challenge each other and the ways of others. We can help change the structures of schools, libraries and associated systems, and the injustices inherent in the curriculum, assessments, pedagogy and leadership of such systems. We have a university “lab” school on campus that we hope can help address some of these challenges in the early years for children locally and become a nationwide model.

In listening, I believe that we need to remain firm to our College of Education mission and call each other to action: We are a passionate educational community committed to excellence, impact and continuous improvement through lifelong learning in our local and global society.

Please keep in touch. Let me know how you can support our ongoing work and mission.

My very best wishes,

Stephen J. Hegedus, Ph.D. Dean, College of Education

SH

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We are a passionate educational community committed to excellence, impact, and continuous improvement through life-long learning in our local and global society.

VISION We will be a premier leader in education recognized for its commitment to diversity, innovation, identity, professional leadership, and dedication to access for each and every learner. Our ambition is driven by the pursuit of knowledge, respecting experience, and realizing new forms of engagement.

GOALS Provide an engaging, relevant, high-quality academic experience.

Develop environments, systems, and resources that support creativity, innovation, research, and scholarship.

Build collaborative synergies with schools, learning centers, and agencies.

Establish efficient, effective, and well-managed systems to maximize fiscal, human, and physical resources.

2020

MISSION STATEMENT

CORE VALUES COLLABORATING WITHIN AND ACROSS DIVERSE CONTEXTS We demonstrate the skills, experience, and mindsets (professional dispositions) to work within and across the multicultural and increasingly technological contexts of the 21st-century global society. We work collaboratively within and across diverse communities at the university as well as locally, nationally, and internationally. We conduct our work in a professional, fair, and ethical manner to promote the learning, health, and development of all students and clients.

APPLYING SKILLS TO IMPACT LEARNING AND DEVELOPMENT We strive to positively impact the learning and development of all children in schools, individuals within agencies and higher education, and clients receiving health care or counseling. We engage in effective planning; develop measurable outcomes; thoughtfully differentiate instruction/care; personalize professional practice; appropriately assess for understanding and growth; interpret data accurately and use findings in decision-making; reflect on practice; and embrace as well as readily employ emerging technologies.

LEADING FOR EXCELLENCE We model to students the values, attitudes, and skills necessary to act ethically and effectively as leaders in their professions. Our students exhibit and encourage communication excellence, professional dispositions, and positive pro-social behaviors. Not only can our students demonstrate competency in evidence-based decision making. they also articulate how people work and interact together within an organization and identify the ways in which individual actions impact different systems.

LEARNING THROUGH INQUIRY, EXPERIENCE, AND REFLECTION We value and strive for pedagogical, professional, and scholarly practice that is premised on research-based evidence, personal reflection, and authentic experience in our professions. We exhibit the characteristics of curious learners and are able to identify connections that exist across other disciplines. Our behavior, habits, and speech are respectful and supportive of the knowledge, activities, circumstances, and experiences of those we work with and serve.

COLLEGE OF EDUCATION ACADEMIC DEPARTMENTS

Counseling and Psychology Dr. Margaret Generali, Chair

The mission of the Department of Counseling and School Psychology is to prepare clinical mental health counselors, school counselors, and school psychologists who will contribute significantly to the lifelong development and well-being of children, youth, adults, and families in a multicultural society.

Curriculum and Learning Dr. Adam Goldberg, Chair

The Curriculum and Learning Department offers certification programs in elementary education and cross endorsement. Qualified teachers can customize a pathway in our sixth-year program for classroom teacher specialists or interdisciplinary sixth-year educational coach program. We've built programs and created endless possibilities to serve educators looking to grow without being bogged down by administrative duties.

Educational Leadership & Policy Studies Dr. Cynthia McDaniels, Chair

The Department of Educational Leadership and Policy Studies (EDL) prepares educational leaders to assume prominent positions of leadership in school systems.

The department has a strong commitment to excellence, continuous school improvement, and social justice in our local and global society.

Information and Library Science Dr. Hak Joon Kim, Chair

The library profession is constantly evolving to manage the almost daily advances in technology – as well as the increasing sophistication of library users. Southern's information and library science programs will give you solid experience in library science while offering an array of electives in areas like digital libraries, information architecture, network management, and instructional design.

Special Education Dr. Kara Faraclas, Chair

The mission of the Department of Special Education is to prepare special educators who will critically evaluate, select and apply evidence-based practices to effectively identify, assess and instruct learners with exceptionalities sensitively and compassionately across educational settings in collaboration with families and other school professionals.

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Southern Connecticut State University SPRING 2020 CENSUS

A TOTAL OF 9,212 STUDENTS ENROLLED IN SPRING 2020.

Undergraduate

80.9 PERCENT OF STUDENTS ARE UNDERGRADUATES, COMPARED TO 19.1 PERCENT OF GRADUATES.

Graduate 0

2,500

5,000

7,500

63 PERCENT OF THE STUDENT POPULATION IS FEMALE AND 37 PERCENT MALE.

36 PERCENT OF ALL STUDENTS, UNDERGRADUATES AND GRADUATES, ARE PEOPLE OF COLOR.

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SCSU FACTBOOK

91%

11:1

RETENTION RATE FOR FALL 2019 TO SPRING 2020

STUDENT TO FACULTY RATIO

77%

OF ALL STUDENTS ARE ENROLLED FULL-TIME

NEW STUDENTS IN SPRING 2020

45

335

146

FRESHMEN

TRANSFER STUDENTS

GRAD STUDENTS

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WASHINGTON Each year high-achieving students from the College of Education participate in the American Association of Colleges for Teacher Education’s (AACTE) Washington Week in Arlington, VA as part of the organization’s Annual Day on the Hill.

Throughout the three-day event, scholars attend workshops and training to help them develop skills and learn about advocacy preparation. After a full-day of orientation, they trek to Capitol Hill to meet with members of Congress and discuss important educational issues. For the remainder of the event, students have the opportunity to network with deans of schools and colleges of education, their faculty and students, local principals and educators, as well as representatives from organizations such as the Education Trust, The Bill and Melinda Gates Foundation, and the United Negro College Fund, among others.

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WEEK

In the words of Dr. Lynn M. Gangone, president and CEO of AACTE: "Washington Week is one of our premier programs, and AACTE is very proud to gather our colleagues and students from throughout the states to focus on policy and advocacy. I strongly encourage all of our members—administrators, faculty and staff—to attend and to make their voices heard."

The College of Education also supports the Holmes Program, a branch of AACTE set on increasing diversity by giving opportunities to minority students pursuing graduate degrees in education.

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Formed in 2017, the Dean’s Student Leadership Group (SLG) comprises the new wave of education leaders.

Faculty across the university involved in educator preparation nominate a large pool of students for their strong leadership potential in all aspects of PreK-12 education. After an interview process, the SLG is selected for their outstanding personal and academic qualities, as well as for demonstrating their leadership in school and community contexts. In addition to undergraduate students, the Dean’s SLG includes master’s and doctoral students.

Under the guidance of Dr. Stephen Hegedus and Dr. Angela LopezVelasquez, faculty liaison from the Department of Special Education and Reading, the SLG are involved in activities at the College of Education, the university, and the community at large.

This includes advocacy efforts with the American Association of Colleges for Teacher Education (AACTE) both nationally and at the state level to further develop their leadership skills.

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WHAT IS GEAR UP? Funded by the U.S. Department of Education, GEARUP Connecticut Alliance is a program aimed at increasing the number of low-income students in higher education. To do this, the U.S. Department of Education provides six-to-seven year grants to the Gaining Early Awareness and Readiness for Undergraduate Program (GEARUP) to bring support services to middle and high schools located in poor neighborhoods. The program follows sixth and seventh-grade students through high school graduation.

In 2012, Connecticut received a sevenyear, $31.5-million GEAR UP grant, partnering Connecticut State Colleges & Universities (CSCU) with local school districts to implement the project.

These local Alliances include Manchester Community College with East Hartford Public Schools; Naugatuck Valley Community College with Waterbury Public Schools; and Southern Connecticut State University with New Haven Public Schools.

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Through these local alliances, students from low-income, high-need communities of Connecticut receive early college awareness and support activities like tutoring, mentoring, academic preparation, financial education and college scholarships to improve access to postsecondary education.

The Connecticut Alliance began serving both sixth and seventh-graders at the target middle schools in Waterbury, and seventh-graders only at the target middle schools in East Hartford and New Haven. In addition, the program provides professional development to teachers in schools via specialized workshops, and college awareness and financing seminars to parents.

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MEET THE GEAR UP

Team at SCSU

4

6

Imma Cannelli

Dr. Debra Risisky

GEAR UP Administrator after retiring as Deputy Superintendent of New Haven Public Schools

Evaluator

Dr. Joy Fopiano Principal Investigator and Project Director

Dr. Klay Kruczek Math Coordinator

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Dr. Craig Hlavac Arts Coordinator

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GEAR UP OVER THE YEARS: TUTORING & MENTORING Phase One: School-Based Programming

Phase Two: Southern on the Green

Phase Three: Campus-Based Programming

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GEAR UP CONTINUED...

In spring 2016, based on the Math Clinic’s success, the program was adapted, expanded, and renamed for the spring semester. Our Summer Academy Principal, Mr. Dave Vecca, returned for GEAR UP College at SCSU in his role as Principal. He supported the implementation of the expanded programming and supervised instruction, staff, SCSU mentors, afternoon activities, student behaviors and transportation. He and the Project Director, Dr. Joy Fopiano, used grades, progress reports and attendance records to help determine the focus for the participating students.

The Spring 2016 GEAR UP College at SCSU program was expanded from twice a week to four days a week. English and technology, cultural arts, and study hall were added to math as educational options.

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Students were given the choice of selecting required academics—English, math, or both—in order to participate in cultural arts classes. Students could also choose the number of days they would attend weekly— either two or four days a week.

The program was held in Buley Library, taking advantage of a new computer lab filled with brand new Mac desktops and other relevant library resources. Students were each given his or her own official SCSU login, which allowed access to computers and to university resources (such as library materials). An additional component of this expanded programming was SAT preparation. Twice weekly, students worked with Dr. Klay Kruczek on math lessons, drills and exercises to address accuracy and speed when taking the test.

For the remaining two days, students worked with Steve Leete, a secondary English teacher who joined the GEAR UP team that summer.

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SCSU CREDIT-BEARING COURSES One of the overarching goals of GEAR UP is college preparation, and our site provided this service beginning in Summer Academy 2016. The pilot was offered to 19 students based on a review of their grades, attendance, school tardiness, and PSAT scores to predict readiness to participate in IDS 110: Experiencing the Arts. This course was taught by Dr. Kevin O’Neill, an SCSU adjunct professor from the School of Education who teaches the course during the year.

Spring 2017 was the first semester that our students were offered the opportunity to take college credit-bearing courses during the school year. Those that were in IDS 100 were offered MUS 117: Intro to Music Technology, a course from our Tech Fluency component of the required Liberal Education Program (LEP). Two new sections of IDS 110 were offered to start the students on a designed sequence. The following summer five classes were offered at Summer Academy: IDS 110: Experiencing the Arts (two sections), MUS 117: Music Technology, REC 241: Outdoor Leadership, and COM 101: Professional Presentations. The Recreation and Communications course are also part of the LEP program.

During senior year, courses were offered as part of the GEAR UP College at SCSU programming. For fall semester, the courses were IDS 110, MUS 117, two sections of PSY 100: Introduction to Psychology, and ENG 110: English Composition I. This English course is the prerequisite course to ENG 112, the composition course required for all SCSU students for the Liberal Education Program.

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In addition, for students in ENG 110, this course fulfilled their senior English course requirement within New Haven Public Schools (NHPS).

For spring semester, five classes held English 112: Writing Arguments, MUS 117: Introduction to Music Technology, EDU 200: Teachers, Schools & Societies, MAT 100P: Introductory and Intermediate Algebra, and THR 100: Understanding Theatre. All courses were part of the LEP program, and students who started in the original group had the opportunity to graduate high school with a full semester of SCSU LEP requirements. In total, 105 students have earned a minimum of three academic credits at Southern prior to their high school graduation.

SUMMER ACADEMY A key required component of all GEAR UP activities is summer programming. At SCSU, summer programming began in 2013 and was named Summer Academy. Programming was delivered five days a week for four weeks.

Math, English, and science were included in the day along with career-development courses. SCSU GEAR UP had a STEAM focus from the beginning, adding arts to the traditional STEM family of programming.

Artists were hired and students selected whether to learn dance, spoken word, drawing, and other related arts. Cultural aspects of our population were factored in when hiring artists and planning activities.

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STUDENT ENROLLMENT AND RETENTION DATA AT SCSU There are currently 43 students enrolled for Fall 2020.

57.3%

retention rate

22.4% of the GEAR UP cohort came to Southern.

For the 2020 spring semester, 29 out of 48 students had GPAs over 3.0 and, of those, 11 made the Dean’s List.

POPULAR MAJORS Some of the current majors of those enrolled for Fall 2020.

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STUDENTSUCCESSSHOWCASE S Students Attend National CEC Convention

In early February, special education majors Mary Luz Heidtmann, Jessica Maier, Veronica Bennett and Meaghan Reilly accompanied Dr. Kara Faraclas, Chair of the Department of Special Education, to the Council for Exceptional Children Convention in Portland, Oregon. Students had opportunities to meet and learn from national experts in the field of special education about innovative, research-based strategies for working with individuals with exceptionalities.

Graduate Student Starts Business to Support At-Home Learning

Valerie Lewis, a graduate in the MS/EBD program, started a business this spring to support families in engaging their young children in fun, educational activities at-home learning during the COVID-19 pandemic. She created, sold and handdelivered over 200 sensory learning kits to families. Each kit comes complete with easy to follow step-by-step directions and materials to engage young children in early math, reading, and motor activities.

Special Education Majors Volunteer at ACES Whitney Academy Matt Osoro, Arielle Eighmy, Leah Patterson, Heather Natter-Gauthier and Mary Luz Heidtmann volunteered at ACES Whitney Academy in the spring of 2020. This volunteer program coordinated by Dr. Kara Faraclas gives students practical, hands-on experiences working with adolescents with a range of disabilities in a therapeutic school setting.

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A+ Megan Garner received the Outstanding Senior Award in recognition of her outstanding academic performance and her research in the area of inclusion for learners with disabilities. Garner's honors thesis, completed under the direction of thesis adviser Dr. Judith Terpstra in the Department of Special Education, is related to increasing inclusion in high school sports. Garner interviewed coaches and teachers to gather information about strategies and opportunities for students with disabilities to participate in this aspect of after-school activities.

Anna Cullen received the Millie McDermot Service Award in recognition of her excellent academic standing in the Department of Special Education and her dedicated service work in the Best Buddies club, where she served as president. Cullen will be starting graduate school at SCSU in the fall.

School of Psychology graduate student Megan Viento, '20, presented her poster series A Multicultural Competence Assessment: Do Training Programs Teach Enough? at the National Association of School Psychologists (NASP) in 2020 and the 4th Annual Graduate Student Research and Creative Activity Conference at SCSU.

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STUDENT TEACHING FROM A

Student Jessica Fressle, an education major and a member of the women’s basketball team, is tackling the challenges of student teaching online.

When Jessica Fressle isn't on the basketball court, the senior from Levittown, N.Y. student teaches fifth-grade math at Pond Hill Elementary School in Wallingford, Conn. and volunteers with the Hamden Transition Academy, helping students with disabilities.

This is a challenge we weren't prepared for, and the amount of learning that will come from it can only be beneficial in the future.

Now, because of the COVID-19 pandemic and the sudden shift to online learning, Fressle is teaching her students from her home in Levittown.

"The transition to distant learning has been a challenge for all classroom teachers, parents, and students," Fressle says. "As a student-teacher, my responsibilities are limited; however, I am continuing to plan and teach all math concepts to my amazing fifth graders. Teaching math through online learning and without real interaction has been a challenge, but I have learned new technology tricks that have helped me reach my students the best way possible."

According to Fressle, one of the challenges faced by teachers in the virtual classroom is the ability to measure each student's level of understanding accurately. Her students, however, have done "an incredible job throughout this difficult transition," despite the the lack of socialization and inperson support, which, Fressle points out, can impact academic performance.

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"This is a sudden change for everyone, and young students have also been extremely affected," Fressle says. "I have been tutoring my [9- and 10year-old] cousins who have autism, and they have struggled with the adjustment of schedule change and online work. My heart breaks for all the students who are struggling with this transition for so many reasons."

Fressle is hopeful that good will come out of this challenge, and that it will help us to value what we have and what we are able to do.

"As a teacher, it makes us appreciate being in the classroom with our students every day," Fressle says. "There aren't many jobs when you leave at the end of the day and think, 'Wow, that was a great day!' And all you did was your normal routine. Just like other people in their career, this is a challenge we weren't prepared for, and the amount of learning that will come from it can only be beneficial in the future."

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In addition to student teaching, Fressle is the president of the Student Council for Exceptional Children, dedicated to advancing the success of children with exceptionalities, and a member of Southern's Future Teachers organization.

Fressle has wanted to be a teacher since her preschool graduation, where she was asked what she wanted to be when she grew up.

Fressle was subsequently inspired by her elementary school teachers, particularly her second-grade teacher, who taught her "you can do anything you want in life, no matter how others label you." In second grade, Fressle was placed in a special education class due to her difficulty with reading.

She believes the meaningful connections she forges with her students is one of the most rewarding aspects of teaching.

"It's amazing to see how a strong and positive student-to-teacher connection can help enhance academic learning," Fressle says. "I think it's the key to being a great teacher."

Although Fressle's semester in the classroom was cut short, she has nevertheless found efficient ways to adapt to distance learning and use technology in ways she did not foresee.

However, she still worries that education majors might be getting too stressed out about academics: "Don't take this time for granted, and make sure your kids or students are mentally, emotionally and safely transitioning during this time. It is just as important to play, paint, read, and watch movies as it is to be a good student. Find the balance and light in this time of darkness."

As a basketball team captain, Fressle has drawn on her experience in the classroom to cultivate her leadership skills. To her, teaching and basketball are intertwined: "Sometimes students or teammates need verbal instruction, and [at] other times they just need a leader to follow by example. So much of being an athlete prepares us for the real world. It is something we often take for granted but being a college athlete is one of the greatest privileges we can have."

Fressle owes her resilience in dealing with difficult situations to her training on the basketball court: "My coaches have embedded the idea that no matter how many times we get knocked down, we always get back up. Being on the women's basketball team for the past four years has taught me that adversity is a challenge made to be overcome.

Right now, we are facing adversity in a way no one could even imagine, but with my team by my side I know I will come out stronger than ever."

Jessica Fressle student teaching.

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Library Science Program Earns Accreditation e rEnR C atTe SUTni t yI V E R S I T Y SSo O ut U ThH N oCnne O Nct N iEcut C T ISt CU A Tv eEr sUiN

Southern’s state-of-the-art Master of Library and Information Science (MLIS) degree program earned full accreditation this spring by the American Library Association (ALA) — and has emerged the only accredited program of its kind in Connecticut and one of just three in New England. With an emphasis on technology, the program is designed to prepare professionals to implement and manage library and information services. As COVID-19 continues to shape the way people interact with physical spaces, like libraries, it also will help future librarians steer the changing landscape.

“This is a significant achievement for Southern following seven years of hard work, planning, and new decisions,” says Stephen J. Hegedus, dean of Southern’s College of Education. “The work and planning are aligned with our commitment to social justice and meeting the needs of our regional and state partners through an affordable and accessible degree program. This is the product of a shared commitment and dedication to the library communities and our students by the faculty and senior administration at Southern.”

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Southern’s former Master of Library Science (MLS) program was accredited for 45 years, from 1970 to 2015. True to its name, the new online MLIS program, which launched in fall 2016, builds upon the expertise of the former program but features a curriculum that teaches students to “embrace, utilize and critically assess both current and emerging information technologies.”

It consists of six core courses, including a field-based internship, five courses focused on specializations of a student’s choice, and one concluding capstone experience, which enables students to showcase and apply their knowledge and skills.

“This accreditation is very important,” Hak Joon Kim, chairperson of the Department of Information and Library Science, says. “All librarian jobs in the United States and Canada require an ALAaccredited degree to even apply.

Southern’s program truly is unique.”

Kim noted that while the program has been a success so far, the journey was not without its obstacles — most notably building a program from the ground up and attaining accreditation during a pandemic.

“It takes years to even develop a new course — and we developed 20 of them to launch this program,” Kim says.

The department had prepared for an on-site visit from ALA this spring to conclude the accreditation process but quickly switched gears because of the pandemic.

“We had prepared everything for their visit,” Kim says. “ALA had never had to deal with this — Corona — and so we had to prepare for a virtual 3day site visit instead. Everyone needed to meet online — faculty, administrators — and we shot videos instead. For the first time ever, ALA did a virtual, onsite visit, even lunch.

We were caught in the middle of the pandemic, but they accommodated us and vice versa. ALA believed in us, and we had 45 years of history with them.”

In addition to its status as one of a kind in Connecticut, Kim said the MLIS program is set apart by the fact that it “closes the loop” — meaning it continually improves as the department compares learning outcomes with data sets, each semester.

“And we always ask faculty, ‘How can the program can be better?’” Kim said.

Students’ opinions also factor in.

MLIS student Tanner Mroz sat on the Department Curriculum Committee (DCC) and has served as a graduate assistant; as such, he’s contributed student input and curriculum feedback.

“I did my undergrad at Southern,” says Mroz, ’19, who majored in English and minored in Spanish prior to beginning graduate studies. “I worked at Wallingford Public Library and knew people who went to Southern, and they said [the MLIS program] was a great experience.”

An avid lifelong reader, Mroz’s ultimate goal is to work in a public library, but he acknowledges that at least for now, in light of COVID-19, libraries must move away from “brick and mortar and just books.”

The digital component of Southern’s MLIS program, which offers courses such as Digital Librarianship — the study of and practice in designing, constructing and evaluating digital libraries for today's digital media curation — can help future librarians guide libraries in this process.

“At the end of the Digital Librarianship course, we picked something we were passionate about,” Mroz says. “I picked music, because I have a lot of cassettes, and then I chose to create an inserts library for the cassettes. We were developing a virtual library experience, which is especially relevant because of COVID. I think there’s a lot of creative opportunity now to help brick and mortar libraries so we can supplement them, not replace them.”

Hegedus concurs: “Libraries play a critical role in our society both in the academic communities and at the municipal level. Their identities continue to evolve with the needs of society. We are proud to offer a new library science accredited master's program — the only one in Connecticut — that will benefit all library organizations.”

The Department would like to express its sincere thanks for the support of Southern’s President, the Provost, the Dean of the College of Education, the ILS Advisory Board, and the Connecticut Library Community. ILS looks forward to the future growth of the program and its continuous updating in line with the needs of the profession.

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AANN EELEMENTARY LEEMMENNTA TARY ELELEM NTAR SSCHOOL SCC HOOOOLL RRISES RIIS ESS

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For Southern students, the e Obama unity fo fforr School provides an opportunity all-important experiential learning. tudents and The elementary school’s students nefi fi ft their teachers, in turn, benefit through additional supportt in the eachers classroom from student-teachers and field workers — as welll as the taff f and ff experience of Southern’s staff l tto faculty. An over-arching goal: serve as a national model, highlighting best practices and promoting educational innovation.

The new elementary school is a collaboration between Southern, the New Haven Board of Education, and the city of New Haven. As such, it is a rarity — uniting a public university with a public school system.

“A lot of times, the schools found on college campuses are private enterprises, so they are selective. You pay tuition to go. The faculty’s kids attend,” says Stephen Hegedus, dean of the College of Education. In contrast, the Obama School is part of New Haven Public Schools, a magnet program that accepts students from regional school districts but primarily serves New Haven. The Obama School is designed to educate close to 500 students. It opened with classrooms for kindergarten through fourth grade. Looking forward, three preschool classrooms will be added, bringing 60 three- and four-year-old children into the fold.

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Principal Susan DeNicola with some of her charges.

“Part of our social justice mission is to create access for all kids.

It just makes sense to me for the Obama School to have this connection with Southern, a public university in New Haven that has had a 100-plus-year mission dedicated to teacher and educator preparation of the highest-quality,” says Hegedus.

The Obama School — formerly known as the Strong 21st Century Communications Magnet — has evolved dramatically over many years. About six years ago, aided by grant funding, it became a magnet school with an educational focus on communications, technology, and STEM (science, technology, engineering, and mathematics). Students receive instruction in Chinese and American Sign Language — and the elementary school was named a “School of Distinction” by EdSight.CT.gov for 2018-19, the most recently available data.

“With our technology, we’ve been able to open up the world to the kids,” says Susan DeNicola, ’86, M.S. 90, 6th Yr. ’99, principal of the school for the past nine years.

But while the curriculum changed, the school, which had moved numerous times, was still located in an old building on Grand Avenue. It was welcoming and homey, teachers say. But there were serious issues. The building, situated on four streets, had a roof plagued with leaks. The playground was dilapidated, too dangerous for the children to use. Most-often mentioned: a lack of natural light. “In the other building we had very few windows — and what windows we did have were clouded up, so the kids could not see out. We had no ideas if it was pouring,” says DeNicola. “We had no idea if there was a hurricane.”

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Now located on campus at 69 Farnham Ave., the Obama School is designed so sunlight streams into all interior spaces. A multistory, outside, STEM room is lined with windows to bring light into the interior, including the cafeteria.

Most classrooms are situated to provide views of West Rock and the surrounding forest of 200-plusyear-old trees. Cozy, built-in seating is located outside of classrooms, providing an ideal spot for tutors to work with students who might need additional support.

There are dedicated music and art rooms as well as a STEM resource laboratory. A sensory room houses a ball pit, trampoline, and other activities, for students who need a physical outlet or support. There is a gym with basketball hoops — and an ageappropriate playground is adjacent to an outside STEM classroom with space for growing plants.

The building also is designed with Southern students and faculty in mind. A centrally located Faculty Innovation Lab visually demonstrates the school’s focus on teacher preparation.

I think of the school as a course textbook in a lot of ways,” says Laura Bower-Phipps, professor of curriculum and learning at Southern.

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Dean Hegedus observing World Read Aloud Day at the Barack Obama Magnet University School.

In addition to inviting her students to tour the building, BowerPhipps teaches a course — “Responsive Curriculum and Assessment” — in the Faculty Innovation Lab space. In the spring 2020 semester prior to the shift to online learning, 16 Southern students were placed at the Obama School: six were studentteachers and 10 were completing field experiences, the final step before taking a student-teacher assignment.

The partnership extends to Southern’s Center of Excellence on Autism Spectrum Disorders. “They have helped us out quite a bit.

Training our teachers and bringing support to the school,” says DeNicola. The Obama School has two self-contained classrooms for students who are on the autism spectrum, serving up to 24 students. The collaboration between Southern’s Center of Excellence and New Haven Public Schools was established years ago by the center’s cofounder and former director, Ruth Eren.

Services include professional-development opportunities for teachers, support-service providers, and paraprofessional as well as training and information sessions for parents and caregivers.

“Our center team and the larger college community are eager to continue this collaboration, and excited about the myriad possibilities that exist for ongoing, bidirectional learning,” notes Kari Sassu, 6th Yr. ’15, associate professor of counseling and school psychology, and director of strategic initiatives at the center. e rEnR C atTe SUTni t yI V E R S I T Y SSo O ut U ThH N oCnne O Nct N iEcut C T ISt CU A Tv eEr sUiN

Hegedus concurs: “Having a presence there is important not only to help the teachers and the families but also to try to advance our overall knowledge of helping students who are on the spectrum.”

These and similar goals have the educators at Southern and the Obama School eagerly looking to the future and students’ return to campus. Like their peers, fourth grade teacher Kayla Seeley, ’12, M.S. ’17, and second grade teacher Karissa L. O’Keefe, ’04, M.S. 13, have thoughts about potential initiatives.

Among their vision: Mentoring visits from Southern athletics teams.

Collaborations with the Department of Communications Disorders.

Halloween trick-or-treating on campus. Visits to Buley Library, the new science building, and the Lyman Center for the Performing Arts. Both stress the importance of showcasing college as the future to their young charges.

Principal DeNicola looks to the future as well: “We hope to really utilize campus, so our students get the most benefits . . . and we want to involve our student-teachers to the point that they feel like this [points around the school] is home.

We want to be the teaching school.

The school that teaches teachers.”

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FACULTY FA F ACU CU SPOTLIGHT

Rehabilitation of Horses at an International Equine Sanctuary

A

A s pa As p part arrtt of o f he h her err re rresearch esse ea arrc ch h in the Literacies of St S te ew wa arrd dssh hiip p an a nd d Su S usstta aii Stewardship and Sustainability, Dr. Regine Randall, ffr ro om m th tthe he e De D ep pa arrttm me en ntt o from Department of Curriculum & Learning, co c on nssu ulltte ed d wi w itth h a Co C on nn ne e consulted with Connecticut agricultural science tte ea ac ch he err to t o de d ev ve ello op p a gr g r teacher develop grant for better un u nd de errsstta an nd diin ng g ho h ow w th tthe he e training methods of both understanding how na n attu urra all an aand nd d cl c la assssiic ca all ho h o natural classical horsemanship can be used to rre eh ha ab biilliitta atte e ho h orrsse ess at a t an a n international equine rehabilitate horses ssa an nc cttu ua arry y.. Th T hiiss wo w orrk kw sanctuary.

This work will take place during the ssummer m me mm err of o f 20 2 02 211 in i n Ma M alla a 2021 Malagda, Spain. Understanding such techniques can dramatically improve our ability to care for and handle horses that have suffered from neglect, trauma, or abuse. Further,

Dr. Randall, working in conjunction with Michelle's House in New Haven, has also acquired a microgrant from the Connecticut Association of Reading Research to fund a children's and teen library at the facility. Michelle's House is a community affiliate of Yale-New Haven Hospital which provides support for individuals with sickle cell disease. One goal of creating a children's and teen library with diverse texts and resources is to facilitate academic

this knowledge of special care and handling

tutoring for K-12 students with high absenteeism in

practices is transferable to other domestic and

school due to illness and treatment.

wild animals.

Finally, one of the aims of this project is to enhance instruction in agricultural science and technology programs to better prepare high school students for the complexities of careers related to conservation, husbandry, and preservation.

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Milestones Behavioral Services Partners with the Center of Excellence on Autism Spectrum Disorders

The Center of Excellence on Autism Spectrum Disorders Provides Online Support

In 2018, the Center of Excellence on Autism

The Autism Center of Excellence has been

Spectrum Disorder partnered with Milestones

providing ongoing tele-outreach to parents,

Behavioral Services (MBS), a center-based school

teachers and caregivers interested in supporting

in Orange, Connecticut for individuals on the

individuals with ASD during quarantine.

spectrum, in an ongoing effort to establish a pathway to post-secondary options for students

On April 10, 2020, the Center Director Fred R.

with ASD. Pre-service special educators from

Volkmar gave an online presentation, The

SCSU engage with students with ASD from MBS

Changing Face of Autism: A Developmental

in social and volunteer work opportunities on

Perspective, to review factors that have

campus. The collaboration allows for a

contributed to improved outcomes of autism,

bidirectional gain, as students from SCSU and

including earlier diagnosis and improved

MBS learn about the more effective ways by

intervention. Fred Volkmar MD., Jane Brown,

which to engage with each other and the larger

Ed.D., and Ellen B. Keane, J.D. also gave a talk on

campus community. The Center team engages

April 17, 2020, Title IX Meets ADA, to discuss ways

with the students, MBS staff, and also collects

to approach conduct issues of students with

data to evaluate the success of this initiative.

autism while attempting to reconcile diverse perspectives of the ADA and Title IX. Both were in lieu of planned on-campus talks as part of Autism Awareness Month.

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New Training Teaches Strategies to Better Care for Children with Autism Sit for Autism is a two-hour training that provides tools and skills to short-term caregivers of individuals on the spectrum.

Historically, Sit for Autism has been offered as an in-person training wherein the individuals attending not only receive instruction, but also a “Sit Kit” that provides some tools they can employ when engaged in short-term care. Numerous trainings have been conducted over the years all around Connecticut, and over 500 participants have benefited from their contents.

The Bureau Chief of Special Education in Connecticut, who heard about Sit for Autism, expressed his interest in ways to expand the program to meet the needs of more parents. We are excited to announce that, in collaboration with the State Department of Education and the Connecticut Parent Advocacy Center, this training will be “scaled up” to a train-thetrainer model this year, which will allow for

Sit for Autism is a twohour training that teaches short-term caregivers strategies to keep children with ASD physically and emotionally safe.

this valuable information to reach a much greater number of people. Due to COVID-19, we had to delay the start date; however, we anticipate the train-the-trainer model will begin in August 2020.

New Model for SCSU Students with Autism Dr. Fred Volkmar, in collaboration with faculty in the Center for Excellence in Autism, is working with the Treatment and Education of Autistic and related Communications Handicapped Children (TEACCH) at the University of North Carolina to develop a new model for supporting new SCSU students with autism spectrum disorder in their first semester of college.

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Change from Within: Building Capacity for Educational Justice Over the past year, a collaborative team of faculty, students, and practicing educators,

The Change From Within team consists of: Victoria Louis: SCSU elementary education graduate,‘19, and first-grade teacher at Jumoke Academy in Hartford.

Jessica Powell: Assistant Professor of Education, Early Childhood Education

have worked together to create a

Program Coordinator, and co-director of

professional development model called

the SCSU Educational Justice Collective.

Change From Within: Building Capacity for Educational Justice. This program is an intensive, capacity-building model aimed at supporting educators in their journey towards understanding and engaging in culturally responsive and anti-racist education.

Alexia Reyes: Early childhood education graduate, ’19, and Assistant Director at Harmony Childcare Center in South Windsor.

Shanequa Sturgis-Nash: SCSU doctoral student in Educational Leadership and New Haven Public Schools math coach.

Hamden Middle School has partnered with SCSU and the Change From Within program

Meredith Sinclair: Associate Professor of

for the 2019-2020 school year. A cohort of

Secondary English Education and co-

teachers, administrators, and educational

director of the SCSU Educational Justice

professionals from Hamden Middle are

Collective.

working together to bring about positive changes in their school and deepen their understandings around implicit bias, systemic racism, and culturally responsive teaching.

Educational Leadership & Policy Studies Associate Professor Makes Face Masks Associate Professor Jess Gregory has been making COVID-19 face masks for neighbors, including those who serve our communities in the state and local police. She also submitted a paper on how COVID-19 is raising the issue of plagiarism to the forefront while we are all learning from a distance.

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Professor of Curriculum and Learning Honored as a SouthernStrong Awardee Maria Diamantis, professor of curriculum and learning, was nominated for SouthernStrong Awards in April of this year by a student who wrote that she “has been amazing at not only transitioning our classes to online but providing support to students in this time of need! She keeps an open line of communication and continues to make sure her students are doing well and have everything they need during this time.

She emails us frequently even if it is just to check up on us! She even has offered to make her students and their families cloth protective masks and mail them to us if we need them.”

Assistant Professor's Research Interest Focuses on Students with Disabilities Dr. Yan Wei, assistant professor in the Department of Special Education, is conducting research on adolescent literacy instruction for students with learning disabilities. This includes motivation instruction, evidence-based literacy instruction, culturally and linguistically diverse learners, and remediate reading programs in tier-3 intensified classrooms. Dr. Wei is also interested in transition planning and services for high school students with learning disabilities.

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Friendly Forums Dr. Kari Sassu, associate professor in the Counseling and School Psychology Department, has started a series of Friendly Forums in the interest of supporting parents and caregivers of children on the spectrum in their adjustment to the homeschooling experience. The idea of the talks is to provide helpful tips, simple strategies, and creative ideas to help structure the days at home and cope with the stress of competing demands.

The series has included: (1) The importance of structure and flexibility; (2) considerations for attending virtual planning and placement team meetings; (3) tribulations and triumphs of the transition to homeschooling; (4) communication and encouragement of social exchanges; (5) selfcare for the caregiver; (6) collecting and sharing critical information with school teams; and (7) sharing strategies with short-term caregivers.

Associate Professor Reaches Out to International Population During Pandemic Dr. Yavuz, founding director of the SCSU International Youth Leadership Academy (IYLA), has been supporting immigrants, refugees, and international students academically during the pandemic. Particularly, Dr. Yavuz is providing international students and their families with virtual support, educational resources, counseling strategies, skills, and a safe environment for learning.

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Casey McPherson

Counseling & School Psychology

Lauren Tucker Special Education

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Qu Chen

Counseling & School Psychology

Denver Fowler

Educational Leadership & Policy Studies

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FACULTY SCHOLAR ACTIVITY 2019-2020

CENTER OF EXCELLENCE ON AUTISM SPECTRUM DISORDERS Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder S. J., & Bomgardner, E. M. (2019, September). College access, success, and equity for students on the autism spectrum. Journal of Autism and Developmental Disorders. Doi: 10.1007/s10803-019-04205-8 Bean, K. Meers, K., Cook, B., Eren, R. (2019). Babysitting Training Guide for Families of ASD. (2nd) In Volkmar, F.R. (ed) Encyclopedia of Autism Spectrum Disorders. New York, NY: Springer.

Bean, K., Meers, K. (2019). The need for caregiver support for families of children with ASD. (2nd) In Volkmar, F.R. (ed) Encyclopedia of Autism Spectrum Disorders. New York, NY: Springer.

Chawarska,K & Volkmar F.R. (Eds) (In press, July 2020). Autism Spectrum Disorder in the First Years of Life: Research, Assessment and Treatment. New York, NY: Guilford Press.

Meers, K. (2019). Itinerant teacher definition update. (2nd) In Volkmar, F.R (Ed), Encyclopedia of Autism Spectrum Disorders. New York, NY: Springer.

Meers, K. (2019). Resource room definition update. (2nd) In Volkmar, F.R (Ed), Encyclopedia of Autism Spectrum Disorders. New York, NY: Springer.

Jackson, S. and Volkmar, F.R. (2019). Diagnosis and Definition. In Volkmar, F.R. (Ed), Autism and Pervasive Developmental Disorders. 3rd ed., Cambridge, UK: Cambridge University Press. pp 1-24.

Sassu, K. A., (in press, June 2020). Preschools and mind-body health. Perspectives on Early Childhood Psychology and Education, Special Issue: Promoting Wellness in Preschoolers.

Sassu, K.A., Bray, M. A., Gelbar, N.W. & Kerzner, T. (2019, September).Written emotional expression in schools: Processing psychological and emotional stress through narrative writing. In Bray, M.A, & Maykel, C.Eds.), Promoting Mind–Body Health in Schools: Interventions for Mental Health Professionals. Washington, DC: American Psychological Association, Division 16 Book Series.

Volkmar, F. (Editor). (2019) Autism and Pervasive Developmental Disorders. 3rd ed., Cambridge, UK: Cambridge University Press.

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Volkmar, F. (Editor) (in press, September 2020). Encyclopedia of Autism, 2nd ed., New York: Springer Publishing.

COUNSELING & SCHOOL OF PSYCHOLOGY Donohue, M., Lapan, R., Parzych, J. L., & Gaesser, A. (2020, June) [Canceled due to COVID-19].

Redefine school counselor ratios based on outcome research. Presentation to be given at the annual conference of the American School Counselor Association (ASCA), Seattle, WA. Foss-Kelly, L. L., Question, Persuade, and Refer Suicide Prevention Gatekeepers Training, "Question, Persuade, and Refer Suicide Prevention Gatekeepers Training," First Church of Christ Congregational Old Saybrook, CT. (October 2, 2019).

Foss-Kelly, L. L., Generali, M. (2019). Association for Counselor Education and Supervision Annual Conference, "Alcohol and drugs in the classroom? A primary prevention tool for school counselors.," Association for Counselor Education and Supervision, Seattle, WA. (October 10, 2019).

Ginicola, Misty M. (2109). "Two-Spirit identities: What Indigenous culture teaches us about all Queer and Trans people," UCONN Rainbow Center, Storrs, CT. (November 21, 2019).

Ginicola, Misty M. (2019). Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling Monthly Webinar, "Rainbow Counselors: Becoming competent in affirmative and celebratory counseling with Queer & Trans People," ALGBTIC. (September 27, 2019).

Ginicola, Misty M. (2019). Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling Monthly Webinar, "Words can hurt: Staying competent in affirming LGBTGEQIAP+ terminology," ALGBTIC. (August 30, 2019).

Parzych, J. L., Delong, V., Catucci, M., & Generali, M. (2019, November). Student success: The role and impact of comprehensive school counseling. Presentation given at the annual Connecticut Association of Boards of Education/Connecticut Association of Public School Superintendents (CABE/CAPSS) Convention, Mystic, CT. Parzych, J.L., Generali, M., Yavuz, O., & Trombly, C. (2019, August). Creating effective principal-counselor relationships and improving success for all students. Workshop facilitated at the Connecticut School Administrator and Counselor Leadership Forum, Southern Connecticut state University, New Haven, CT. Rhoades, E.K. & Starling, N. R. (2020). The Acculturation Model of Ethics Education. Trainers of School Psychologists (TSP) Annual Conference. Baltimore, MD, 2/18/2020.

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Sassu, K. A. (2020, May). Executive function in children with autism spectrum disorders: Practical skills for improving organization and performance. Webinar presented at the New York State Regional Centers for Autism Spectrum Disorders, Autism Virtual Conference.

Sassu, K. A. (2019, October). Practical approaches to improving executive function in individuals with autism. Presentation delivered at the Center for Autism and Related Disabilities’ 19th Annual Autism Conference, Albany, NY. Starling, N., Elias, E., & Coleman, M. (2019). Concentrations in school psychology: Can specialization empower the evolution of the profession Contemporary School Psychology. https://doi.org/10.1007/s40688-019-00264-x Trombly, C., Yavuz, O., Generali, M., & Parzych, J. L. (2020, May) [Canceled due to COVID19]. Leveraging school administrator and school counselor collaboration to promote success for all students. Presentation to be given at the New England Educational Research Organization (NEERO), Portsmouth, NH. Ginicola, Misty M. (2019). Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling Monthly Webinar, "Words can hurt: Staying competent in affirming LGBTGEQIAP+ terminology," ALGBTIC. (August 30, 2019).

CURRICULUM AND LEARNING Bower-Phipps, L. (2020). Responding to Heteronormativity: Lesbian, Gay, Bisexual and Asexual Preservice Teachers’ Dreams and Fears. Current Issues in Education, 21(1), pp. 123.

Marn, T. M., & Wolgemuth, J. R. (2020). Experimental critical qualitative inquiry: Disrupting methodologies, resisting subjects. Post-Qualitative Research and Innovative Methodologies, 35.-15.

Moss, D.M., Simmons, J., Izard, B. & Marx, H. (in press, 2020). Going Global in Teacher Education: Lessons Learned from Scaling Up. In L. Baecher (Ed.) Study Abroad in Teacher Education: Transformative Learning at the Global Scale. New York: Rutledge.

Chandler-Olcott, K., Draper,R. R. Hiebert, E., Hruby, G., MacGill-Franzen, A., McVerry, J. G., O’Byrne, W. I., & Serafini, F. (2020). Defining Instructional Text: Eight literacy scholars discuss framing and trade-offs. Ubiquity: The Journal of Literature, Literacy, and the Arts.

Sinclair, M. & Powell, J. (2020) Becoming Accomplices: Problematizing the Intersection of Reflection an Action Through Pre-Service Teachers Autoethnographis as Praxis. The International Journal of Critical Pedagogy http://libjournal.uncg.edu/ijcp/article/view/1608

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Shaw, L., Marx, M., Arnold, J., & Sableski, M. (2020). An invitation to consider the value of personal stories in cultural narrative. Journal of Children’s Literature, 46(1), 43-48.

FACULTY SCHOLAR ACTIVITY

Sherwood, C.A. (2020). “The goals remain elusive”: Using drawings to examine shifts in teachers’ mental models before and after an NGSS professional learning experience.

Journal of Science Teacher Education.

Torre, C. (2019-20). Member of the Curriculum Development Committee for the new, State mandated, Black and African-American / Puerto Rican and Latino curriculum to be Published and offered at all Connecticut high schools beginning in the 2021 & 2022 academic years.

Diamantis, M. & Goldberg, A. (2019). Doing Mathematics with Language Arts and Science...Oh My!. NCTM Regional Conference, Nashville, TN.October 2019.

Ferraro, M. (2019). Cultivating Language and Identity Through Multiliteracy Practices: Snapshots from a Fifth-Grade Class. 24th Annual Dual Language Conference, Albuquerque, New Mexico.

Ferraro, M. (2020). Cultivating Connections with Bilingual Families in our Communities.

Presented at Connecticut Library Association’s Setting our Sights on Success Conference. Groton, CT. Ferraro, M. (2020). Privileging Teachers’ Voices: A Call to Action to School Leadership.

TESOL International Convention and English Language Expo, Denver, CO. Ferraro, M. (2020). Addressing the Shortage of Dual Language Teachers. Southern New England Regional Dual Language Learners Conference. Framingham, MA. Goldberg, A. (2020). An Assessment/Feedback Activity for ec stem. National Scale TPA Implementation Conference, Austin, TX. Wolgemuth, J. R., Eaton, P. W., Marn, T., Stich, A. E., Kennedy, L. M., Moses II, M. W., Michalovich, A. & Alicea, J. A. (2020, Apr 17 - 21) Methodological Stuckness in Research Participants and Ethics [Paper Session]. AERA Annual Meeting San Francisco, CA. Marn, T. (2019). Doctoral Student Mentoring Session. QR-SIG Sponsored Symposium.

Annual Meeting of the American Educational Research Association (AERA). Toronto, ON Marx, H., Moss, D. (2020). Gaps in the research underpinning teacher education study abroad: Analytical review of research. Paper accepted for presentation to the Annual Meeting of the American Educational Research Association. April 2020

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Marx, H., Witt, A. (2020). The State of the Profession: International Field/Student Teaching Experiences in Undergraduate Teacher Preparation – Images for the Near Future. ATE Council for International Education. Atlantic City, NJ. February 2020.

Henderson, N., Marx, H. Gregory, B. (2020). What to do when...: Conversations we have with students. SCSU Faculty Jorum. January, 2020.

McVerry, J. G. (2020) Basics of Lesson Planning and Instructional Design. Presentation at Feminism and Art Hackathon, Navrongo, Ghana.

McVerry, J. G. (2019). Opening the Syllabi in Higher Education Institute session presented at the 9th Open Education Conference Phoenix, Arizona.

McVerry, J. G. (2019). Virtually Connecting at #OpenEd19 Virtual session presented at th 9th Open Education Conference. Phoenix, Arizona.

Valerie, L.M., Shaw, L., Perez, S., Craig, M., Gilbert, E., Truscinski, M. (2019, August).

Permission, and necessity, to play with language.18th Nordic Literacy Conference & the 21st European Conference on Literacy, Copenhagen, Denmark.

Shaw, L., Craig, M., Gilbert, E., Ostrowski, S., Perez, S., & Valerie, L. (2019, July).

Permission to play with language: Creating possibilities for writing. Oxford International Roundtable Symposium, Oxford, UK. Shaw, L., Marx, M., Short, K. G., Bolden, T., Lai, T., Morales, Y., Villanueva, G. D., Arnold, J., & Sableski, M. (2019, November). CLA Master Class: Personal stories as cultural narrative in children’s literature, Spirited Inquiry, National Council of Teachers of English (NCTE) Annual Convention, Baltimore, MD. Shaw, L., Randall, R., Raynolds, L. (2019, April). It’s not one or the other: Working with teacher candidates to improve explicit reading and writing intervention with multicultural literature. New England Educational Research Organization (NEERO) Annual Conference, Portsmouth, NH. Torre, C. (2020). Presented at the Cheshire Correctional Institution as part of their celebration of Hispanic Heritage month.

EDUCATIONAL LEADERSHIP & POLICY STUDIES Gregory, J. L. & *Mebane, K. A. (Accepted). The role of ego threat in professional growth: Fulfilling the ethical intentions of the seed model. Educational Practice and Theory.

Gregory, J. L. (2019). School Leadership for Learning: Learning Theory to Improve Professional Practice. Toronto, Ontario.

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Fitzpatrick, D.& Gregory, J. L. (2019, November). Urban magnet school leadership: Alignment of perceptions and a refinement of Blake and Mouton’s managerial grid. Paper presented at the Critical Questions in Education Symposium, Chicago, IL. Haynes, N. M. (2020). "Caribbean Boy from Trinidad: In God's Hands," volume 1.

Haynes, N. M. (in process, expected 2021) Leadership Development Handbook: Socially and Emotionally Competent Framework.

Trombly, C. & Griffith, D. (2020). Preparing principals for leadership beyond the schoolhouse. Advocacy Education: Research-Based Strategies for Teachers, Administrators, Parents, and the Community (Etheridge, E.,Davis, J.M., & Winterbottom, C., editors). Hauppage, NY: Nova Science Publishers.

Trombly, C. (2019). Learning theory-informed educator supervision. Learning Theory for School Leadership (Gregory, J., editor). Toronto, Ontario, Canada: Top Hat. Trombly, C. (2019). Leadership to support the whole educator. ASCD ED Advantage, September 20, 2019. fitzpatrick, D.& Gregory, J. L. (2019, November). Urban magnet school leadership: Alignment of perceptions and a refinement of Blake and Mouton’s managerial grid. Paper presented at the Critical Questions in Education Symposium, Chicago, IL. Haynes, N. M. (2020). Caribbean By from Trinidad: In God's Hands, volume 1.

Haynes, N. M. (in process, expected 2021) Leadership Development Handbook: Socially and Emotionally Competent Framework.

Trombly, C. & Griffith, D. (2020). Preparing principals for leadership beyond the schoolhouse. Advocacy Education: Research-Based Strategies for Teachers, Administrators, Parents, and the Community (Etheridge, E.,Davis, J.M., & Winterbottom, C., editors). Hauppage, NY: Nova Science Publishers.

Trombly, C. (2019). Learning theory-informed educator supervision. Learning Theory for School Leadership (Gregory, J., editor). Toronto, Ontario, Canada: Top Hat. Trombly, C. (2019). Standards and instructional leadership. Learning Theory for School Leadership (Gregory, J., editor). Toronto, Ontario, Canada: Top Hat. Trombly, C. (2019). Leadership to support the whole educator. ASCD ED Advantage, September 20, 2019.

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LIBRARY AND INFORMATION SCIENCE Yang,W., Zhao, b. [Visiting scholar in 2019], Liu, Y. Q., & Bielefield, A. Are Ivy League Library Website Homepages Accessible? Information Technology and Libraries. June 2020.

Yang,W., Zhao, b. [Visiting scholar in 2019], & Liu, Y. impact of Subjective Norms on Assertive Impression Management Motivation. Soft Science. August 2020.

FACULTY SCHOLAR ACTIVITY

Falcone, M., Real, B., and Liu, Y. Q. “Behind the Transmitter: Differences in Archival Practices Between Non-profit and Commercial Radio Stations." Journal of Archival Organization (Accepted with Minor Revisions), April 7, 2020; In press, April 28, 2020.

Real, B. "Private Life, Public Diplomacy: Tibor Hirsch and Documentary Filmmaking for the Cold War USIA." Historical Journal of Film, Radio, and Television, 40, no. 2 (Spring 2020): 297-324.

Real, B. & Bogel, G. “Public Libraries and the Opioid Crisis, Part 1: Context and Commitment." Public Library Quarterly, 38, no. 3 (Fall 2019): 248-69.

Real, B. & Bogel, G. “Public Libraries and the Opioid Crisis, Part 2: Community-Centered Responses." Public Library Quarterly, 38, no. 3 (Fall 2019): 270-89.

Sierpe, e. (2019). “Confronting Librarianship and its Function in the Structure of White Supremacy and the Ethno State”. Journal of Radical Librarianship, vol. 5, pp. 84-102.

SPECIAL EDUCATION Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder S. J., & Bomgardner, E. M. (2019). College access, success, and equity for students on the autism spectrum.

Journal of Autism and Developmental Disorders. 49(12), 4877-4890 DOI: 10.1007/s10803-01904205-8 Bean, K. (2019). Reading comprehension strategies in Autism Spectrum Disorders. (2nd) In: Volkmar, F.R. (ed) Encyclopedia of Autism Spectrum Disorders. New York, NY: Springer.

Howard, E. R. & López-Velásquez, A. M. (2019). The challenges of recruiting and retaining dual language teachers. In DeMatthews, D. and Izquierdo, E. (Eds.), Dual Language Education: Teaching and Leading in Two Languages. New York: Springer.

Wei, Y., Spear-Swerling, L., & Mercurio M. (in press). One Size Doesn’t Fit All: Motivational Strategies for Adolescents and Students with Disabilities. Intervention in School and Clinic.

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Spear-Swerling, L., Wei. Y., Dostoal. H., & Hernandaz. B. (in press). The Print Exposure of Teacher Candidates in Relation to their Achievement and Self-ratings of Early Reading Experience. Reading and Writing.

FACULTY SCHOLAR ACTIVITY

Gerzel-Short, L., Kiru, E., Hsiao, Y., Hovey, K., Wei, Y., Miller, R., (2019). Engaging Culturally and Linguistically Diverse Families of Children with Disabilities.

Intervention in School and Clinic. Online publication.

Hovey, K., Miller, R., Kiru, E., Gerzel-Short, L., Wei, Y., Kelly, J., (2019). What's a Middle School Teacher to Do? Five Evidence-Based Practices to Support Linguistically Diverse Students with learning Disabilities. Preventing School Failure: Alternative Education for Children and Youth, 63(3), 220-226.

Wolbers, K., Dostal, H., Holton, K., Weir, J., & Alsabei, A. (2019). The relationship between elementary deaf and hard of hearing students’ writing performance and writing motivation. Journal of Communication Disorders, Deaf Studies, and Hearing Aids, 7(3), 1-9. https://doi.org/10.35248/2375-4427.19.7.193

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