2001 UGA COE EDUCATION magazine

THE UNIVERSITY OF GEORGIA

College of Education 2001 Calendar FALL SEMESTER 2000

December 14-15 ■ Safe Schools Summit. Georgia Center. Two-day conference of educational leaders and specialists to produce positive strategies for creating and managing safe schools. Safe School experts share firsthand experiences in reducing high-risk aggressive behaviors, assisting schools in the aftermath of violence, and fostering school-wide hope and resiliency.

SPRING SEMESTER 2001

January 12-14 ■ 14th Annual QUIG Conference on Interdisciplinary Qualitative Studies. “Social and Economic Justice: Deconstructing Myths and Masks through Qualitative Research.” Georgia Center.

Keynote Speakers: Elliot G. Mishler,

Harvard Medical School; Vicky Steinitz, University of Mass-Boston; Vanessa Siddle Walker, Emory University; and Maurice Daniels, University of Georgia 26 ■ New Literacies and Digital Technologies: A Focus on Adolescent Learners. Georgia Center. 8:30 a.m. to 5 p.m. Speakers: Allan Luke and Carmen Luke, University of Queensland; Colin Lankshear and Michele Knobel, Universidad Nacional Autonoma de Mexico; James Gee, University of Wisconsin-Madison.

26-27 ■ Department of Educational Leadership Alumni Conference.

February

UGA College of Education Louis A. Castenell, Jr. Dean Jeri Benson Associate Dean for Academic Affairs George Hynd Associate Dean for Research Development and Outreach Michael Padilla Associate Dean for Educator Partnerships

9-10 ■ Beginning Teacher Academy.

Panama City Beach, Fla. 22-24 ■ Beginning Teacher Academy.

Atlanta.

Education A Call to Action

partnerships forchildren

www.coe.uga.edu/coenews Visit our online newspaper for daily updates and in-depth coverage of news, announcements and events in the College of Education. See how COE faculty, students and alumni are making a difference around the state, nation and world.

Make us your home page.

NON-PROFIT U.S. POSTAGE

PAID College of Education Aderhold Hall Athens, GA 30602

Permit No. 165 Athens, Georgia

News from the College of Education

INSIDE EDUCATION 2001 Editor Michael Childs Contributing Editor Charles Connor Copy Editor Julie Patton Contributing Writer Kathleen Folkerth Design A.W. Blalock

9

16

18

FEATURES 4 A Call to Action Building Partnerships for Children

Education is published annually by the University of Georgia College of Education, Office of Outreach,for the faculty, staff, students, alumni and friends of the college .

6 SETWEB Alternative Certification Online 8 Easing the Shortage College Initiates Business to Teaching Program

Office of Outreach Director Dr. Donna Q. Butler

6

9 Reading Research

Secretary Carolyn Taylor

10 A GSTEP in the Right Direction

College Leading $41 Million Project To Reinvent Teacher Education

12 Connecting with the Real World Faculty Integrating Contextual Teaching, Learning Into Courses 15 Does A Healthy Workplace Pay Dividends?

Education Researchers Seek The Answers In Study With Home Improvement Giant

16

Research Shows Muscle Pain from Exercise Shouldn’t Cost You Sleep

NEWS National Recognition Administration Faculty, Staff Awards Honor Roll of Donors Alumni Honors Students

2 ■ EDUCATION 2001

Distance Education Coordinator Dr. Charles Connor Public Information Director Michael Childs

Two Major Grants Fund Studies To Find Best Methods

7 17 18 20 22 23

Photography Ellen Climo Wingate Downs Paul Efland Rick O’Quinn

Intern Heather Edelblute The College of Education welcomes your comments and noteworthy items. Please send correspondence to: Public Information Director College of Education G-4 Aderhold Hall University of Georgia Athens, GA 30602 706/542-5889 FAX 706/542-0360 mchilds@coe.uga.edu Visit the College’s news Web site: www.coe.uga.edu/coenews and the College’s home page: www.coe.uga.edu

ABOUT THE COVER PHOTO Tiffany McQueen,a master’s student in the UGA College of Education department of counseling and human development services, plants seeds with 4-year-olds Sanqwan and Sangora Allen at UGA’s McPhaul Center. The center was one of the stops on the Child Watch 2000 Tour, a chance for community leaders to get an up-close look at what children need from parents and community.

23

G

reetings from the College of Education at the University of Georgia! We know that you, as College alumni and friends, will enjoy reading about the exciting work being done by faculty, students, and staff.

It has been a year of reflection, reform and reorganization for the College. As we enter the 21st Century, we are called to create a vision for the College of Education that will lay the groundwork for us to become a Top 10 college with an enhanced international reputation.

We reflected on the outstanding characteristics of our graduates – their leadership, knowledge of their disciplines and commitment to scholarship – and it is clear the College has produced many outstanding leaders who make a difference in the lives of Georgia’s citizens and others around the world.

From this reflection, we crafted a strategic plan that focuses primarily on reform in education, connecting with professionals in the state through partnerships among the College, organizations and school districts, and the communities they serve. Additionally, we were able to frame three themes that map out our uniqueness within all programs and to create pathways which encourage interdisciplinary work. All departments fit into the themes of improving teacher quality, contributing to education reform in Georgia, and developing our infrastructure through external funding. Furthermore, other colleges on campus such as Arts and Sciences, Family and Consumer Sciences, and the School of Social Work, have joined us in pioneering a break-through model to radically transform the way schools, communities, and the University work together to advance children’s learning.

The College’s founding scholars would be impressed by how much we have accomplished since their initial 1908 strategic plan and encouraged by our renewed commitment to our land-grant mission of blending instruction, research, and outreach. Educators face challenging and exciting opportunities today, and by rethinking the ways in which we work together, we can make a tremendous difference in the professional development of teachers, administrators and other professionals – a difference that will positively impact education in our state.

To accomplish goals set forth in the strategic plan, we restructured the dean’s office to foster a more integrated approach to administering College efforts. First, we expanded the role of the associate dean for academic affairs to include fostering student leadership and improving the professional climate for greater faculty productivity. Secondly, we created the position of associate dean for research development and outreach, combining the research and service missions of the College in an effort to strengthen our programs throughout the state and to increase our research productivity. Thirdly, we created the position of associate dean for educator partnerships to further integrate our research into schools and agencies and to promote models of excellence in collaboration.

In the following pages you will see many examples of how the College is making a difference by working to better prepare teachers, administrators, and other professionals; conducting leading-edge research that will provide answers to tomorrow’s questions; and reconnecting with those we serve.

You will also see examples of why graduates of the College are considered among the best professionals in the state, nation, and world.

We’re creating an exciting future for the College of Education. In the coming months, we will devote more time to increasing the stature of the College: recruiting talented senior scholars and outstanding junior faculty, recruiting superb students and ensuring that our student body is as diverse as the population of Georgia, raising funds to support our work and promoting the outcomes of our strategic plan.

Your interest in and support of the University of Georgia College of Education is appreciated! You are invited to visit our Web site at www.coe.uga.edu to learn more about our progress throughout the year.

A Message from the Dean

Sincerely,

Louis A. Castenell, Jr. Dean

Photo by Rebecca Breyer/Athens Daily News Used by permission EDUCATION 2001 ■ 3

INSIDE EDUCATION 2001 Editor Michael Childs Contributing Editor Charles Connor Copy Editor Julie Patton Contributing Writer Kathleen Folkerth Design A.W. Blalock

9

16

18

FEATURES 4 A Call to Action Building Partnerships for Children

Education is published annually by the University of Georgia College of Education, Office of Outreach,for the faculty, staff, students, alumni and friends of the college .

6 SETWEB Alternative Certification Online 8 Easing the Shortage College Initiates Business to Teaching Program

Office of Outreach Director Dr. Donna Q. Butler

6

9 Reading Research

Secretary Carolyn Taylor

10 A GSTEP in the Right Direction

College Leading $41 Million Project To Reinvent Teacher Education

12 Connecting with the Real World Faculty Integrating Contextual Teaching, Learning Into Courses 15 Does A Healthy Workplace Pay Dividends?

Education Researchers Seek The Answers In Study With Home Improvement Giant

16

Research Shows Muscle Pain from Exercise Shouldn’t Cost You Sleep

NEWS National Recognition Administration Faculty, Staff Awards Honor Roll of Donors Alumni Honors Students

2 ■ EDUCATION 2001

Distance Education Coordinator Dr. Charles Connor Public Information Director Michael Childs

Two Major Grants Fund Studies To Find Best Methods

7 17 18 20 22 23

Photography Ellen Climo Wingate Downs Paul Efland Rick O’Quinn

Intern Heather Edelblute The College of Education welcomes your comments and noteworthy items. Please send correspondence to: Public Information Director College of Education G-4 Aderhold Hall University of Georgia Athens, GA 30602 706/542-5889 FAX 706/542-0360 mchilds@coe.uga.edu Visit the College’s news Web site: www.coe.uga.edu/coenews and the College’s home page: www.coe.uga.edu

ABOUT THE COVER PHOTO Tiffany McQueen,a master’s student in the UGA College of Education department of counseling and human development services, plants seeds with 4-year-olds Sanqwan and Sangora Allen at UGA’s McPhaul Center. The center was one of the stops on the Child Watch 2000 Tour, a chance for community leaders to get an up-close look at what children need from parents and community.

23

G

reetings from the College of Education at the University of Georgia! We know that you, as College alumni and friends, will enjoy reading about the exciting work being done by faculty, students, and staff.

It has been a year of reflection, reform and reorganization for the College. As we enter the 21st Century, we are called to create a vision for the College of Education that will lay the groundwork for us to become a Top 10 college with an enhanced international reputation.

We reflected on the outstanding characteristics of our graduates – their leadership, knowledge of their disciplines and commitment to scholarship – and it is clear the College has produced many outstanding leaders who make a difference in the lives of Georgia’s citizens and others around the world.

From this reflection, we crafted a strategic plan that focuses primarily on reform in education, connecting with professionals in the state through partnerships among the College, organizations and school districts, and the communities they serve. Additionally, we were able to frame three themes that map out our uniqueness within all programs and to create pathways which encourage interdisciplinary work. All departments fit into the themes of improving teacher quality, contributing to education reform in Georgia, and developing our infrastructure through external funding. Furthermore, other colleges on campus such as Arts and Sciences, Family and Consumer Sciences, and the School of Social Work, have joined us in pioneering a break-through model to radically transform the way schools, communities, and the University work together to advance children’s learning.

The College’s founding scholars would be impressed by how much we have accomplished since their initial 1908 strategic plan and encouraged by our renewed commitment to our land-grant mission of blending instruction, research, and outreach. Educators face challenging and exciting opportunities today, and by rethinking the ways in which we work together, we can make a tremendous difference in the professional development of teachers, administrators and other professionals – a difference that will positively impact education in our state.

To accomplish goals set forth in the strategic plan, we restructured the dean’s office to foster a more integrated approach to administering College efforts. First, we expanded the role of the associate dean for academic affairs to include fostering student leadership and improving the professional climate for greater faculty productivity. Secondly, we created the position of associate dean for research development and outreach, combining the research and service missions of the College in an effort to strengthen our programs throughout the state and to increase our research productivity. Thirdly, we created the position of associate dean for educator partnerships to further integrate our research into schools and agencies and to promote models of excellence in collaboration.

In the following pages you will see many examples of how the College is making a difference by working to better prepare teachers, administrators, and other professionals; conducting leading-edge research that will provide answers to tomorrow’s questions; and reconnecting with those we serve.

You will also see examples of why graduates of the College are considered among the best professionals in the state, nation, and world.

We’re creating an exciting future for the College of Education. In the coming months, we will devote more time to increasing the stature of the College: recruiting talented senior scholars and outstanding junior faculty, recruiting superb students and ensuring that our student body is as diverse as the population of Georgia, raising funds to support our work and promoting the outcomes of our strategic plan.

Your interest in and support of the University of Georgia College of Education is appreciated! You are invited to visit our Web site at www.coe.uga.edu to learn more about our progress throughout the year.

A Message from the Dean

Sincerely,

Louis A. Castenell, Jr. Dean

Photo by Rebecca Breyer/Athens Daily News Used by permission EDUCATION 2001 ■ 3

A call to action

Partnerships for Children A

new air of excitement and sense of purpose can be found everywhere in the College of Education, a new way of looking at our mission, ourselves, our role within the University, and our relationship to the community and the state. The new vision began with an idea conceived by Dean Louis Castenell and has grown, with the College of Education in the lead, into a University-wide plan for action called Partnerships for Children.

The plan has as its ultimate goal the world-class education of Georgia’s children, their protection, development, well-being and prosperity. The model developed to achieve this goal is one of collaboration, involving formal partnerships among schools, the community – including students and families – and the University for the purpose of education renewal. It is a model Dean Castenell envisions being demonstrated first in northeast Georgia, then spreading across the state.

In speaking to a group of civic, community, business and education leaders recently, Castenell described the model and the evolution of the idea. “One of the reasons I decided to come to Dean Louis Georgia,” he said, “is Castenell, right, because of the wonspeaks to Athens derful opportunities area school and and resources that community exist here. While leaders. Above, some parts of the Athens-Clarke country are flat or County Mayor are in economic and Doc Eldridge reviews partnership proposal.

population decline, Georgia is a center of prosperity and growth. There are opportunities to do great work here, to have a real positive impact on the future of the citizens and of the state.”

“I see a real desire for education re f o rm in Georg i a , now among the leading states in the nation in education re f o rm eff o rts. We have a governor and legislat u re that are supporting education re f o rm. Our HOPE Scholarship program is known and admired acro s s the country, and the state has a technology infrastru ct u re for the support of education that has few peers in the nation.”

When Castenell was investigating the possibility of coming to the University of Georgia, he received copies of the College annual report and its strategic plan, developed under the leadership of his predecessor, Dean Russell Yeany. In those documents and in interviews with faculty and the leadership of the College and the University, Dean Castenell says he saw a collection of great expertise and resources and a desire for bold action.

“As I studied the strategic plan and became closely acquainted with the talent we have in the College, I asked myself the question: Why cannot we – a nationally ranked Top 20 college of education, and a nationally ranked category-one research university – why cannot we have a number-one nationally ranked public school system right here in our own community?

Why can we not have two in northeast Georgia? Why can we not develop a model for education renewal of the state?”

“We know what works in education, and we know what doesn’t. Don’t we have a civic and professional obligation to become more involved in communities to make that knowledge available to education and community leaders for the benefit of our children? In my own mind there could be only one answer.”

The University of Georgia is uniquely qualified to lead state reform efforts. It is the state university, with the state of Georgia as its campus. UGA has statewide impact through the largest campus-based public service program in the nation, having programs and activities in nearly every city and county in the state. The University is unique in its collection of outstanding resources, including world-renowned faculty, state-of-the-art facilities, and international technological capabilities.

“We are dedicated to the well-being

of our citizens, our communities and our state,” Dean Castenell said. “What we are proposing is a way to collect and focus our many resources and those of local agencies in a manner that the community can best use those resources.

“Our future at the beginning of the 21st Century would have been unimaginable even as recently as the time of our grandparents’ birth. There are signs everywhere of health, happiness, prosperity, and success. And yet, the evidence is undeniable, and it is a frightening prospect for many, that there are dangerous, life-altering, life-threatening obstacles facing our children on the road to their future. Our proposal is to overcome those obstacles by building a bridge to the future.

“We know that obstacles can come from many sources and can require a wide range of resources and services to address them. There can be issues of nutrition, safety, community organization, and family health, to name but a few. It is for this reason that the initiative must involve programs and resources from across the UGA campus.”

Early in the inception of the project, Dean Castenell sought and received enthusiastic collaboration with the deans of the College of Arts and Sciences, the College of Family and Consumer Sciences, and the School of Social Work. Through campus-wide involvement, the Partnerships for Children action plan will be able to focus on students’ learning in schools, strong family support and community involvement. But at the heart of it is quality education, because education is the key to unlocking the door to the future. What research findings and demographic data tell us about education is that: • Those who have it do demonstrably better than those who don’t, across all economic backgrounds, ethnic groups, geographic locations, and age brackets.

• Those who have it are more likely to be employed, be head of a household, make more money, not be in prison, and be alive at any age.

• Those who have it are more likely to be contributing, stabilizing elements in the community.

• Those who get it are more likely to pass it along to their children.

Children of the State of Georgia are entitled to the same high quality education as children anywhere. By rethinking the ways in which we work together, school districts and the College of Education can

make a tremendous difference that will positively impact the education of Georgia’s children. The College will work as an equal partner with school districts, helping districts to identify obstacles and opportunities that we can address together.

Partnerships for Children has received enthusiastic response, not only from the leaders of the College and the University, but from education and community leaders everywhere it has been presented. Colleges and schools from across the UGA campus have expressed great interest in joining the initiative. To date, almost a dozen local school systems have signed partnership agreements with the College. It is this level of enthusiasm from all participants that will carry us forward to exciting times and ensure the success of Partnerships for Children as the College of Education continues to lead the University in this historic enterprise. ■

Outreach to Georgia Communities and Beyond When people think of the University of Georgia, they often think of the campus in Athens. But the fact is that UGA has programs reaching into every city and county in Georgia and to many locations around the world. The College of Education has long been a part of this effort through its research, instruction and service programs. Our faculty are involved in more than 300 collaborative projects with school districts, business and industry, government agencies and civic organizations across Georgia, and in dozens of projects of national and international scope.

Now, the College has a web site describing many of its educational partnerships and activities. Visitors can search for projects by name or key word, county or school district or can click on maps to find a list of projects in any location in Georgia.

Learn more about the important ways in which the College is engaged throughout the state, the nation and the world on the Community Connections link at:

Should you have questions or desire more information about the Partnerships for Children action plan for education renewal, please contact the College Director of Outreach, Dr. Donna Butler, at (706)542-4051 or email to dqbutler@coe.uga.edu.

EDUCATION 2001 ■ 5

A call to action

Partnerships for Children A

new air of excitement and sense of purpose can be found everywhere in the College of Education, a new way of looking at our mission, ourselves, our role within the University, and our relationship to the community and the state. The new vision began with an idea conceived by Dean Louis Castenell and has grown, with the College of Education in the lead, into a University-wide plan for action called Partnerships for Children.

The plan has as its ultimate goal the world-class education of Georgia’s children, their protection, development, well-being and prosperity. The model developed to achieve this goal is one of collaboration, involving formal partnerships among schools, the community – including students and families – and the University for the purpose of education renewal. It is a model Dean Castenell envisions being demonstrated first in northeast Georgia, then spreading across the state.

In speaking to a group of civic, community, business and education leaders recently, Castenell described the model and the evolution of the idea. “One of the reasons I decided to come to Dean Louis Georgia,” he said, “is Castenell, right, because of the wonspeaks to Athens derful opportunities area school and and resources that community exist here. While leaders. Above, some parts of the Athens-Clarke country are flat or County Mayor are in economic and Doc Eldridge reviews partnership proposal.

population decline, Georgia is a center of prosperity and growth. There are opportunities to do great work here, to have a real positive impact on the future of the citizens and of the state.”

“I see a real desire for education re f o rm in Georg i a , now among the leading states in the nation in education re f o rm eff o rts. We have a governor and legislat u re that are supporting education re f o rm. Our HOPE Scholarship program is known and admired acro s s the country, and the state has a technology infrastru ct u re for the support of education that has few peers in the nation.”

When Castenell was investigating the possibility of coming to the University of Georgia, he received copies of the College annual report and its strategic plan, developed under the leadership of his predecessor, Dean Russell Yeany. In those documents and in interviews with faculty and the leadership of the College and the University, Dean Castenell says he saw a collection of great expertise and resources and a desire for bold action.

“As I studied the strategic plan and became closely acquainted with the talent we have in the College, I asked myself the question: Why cannot we – a nationally ranked Top 20 college of education, and a nationally ranked category-one research university – why cannot we have a number-one nationally ranked public school system right here in our own community?

Why can we not have two in northeast Georgia? Why can we not develop a model for education renewal of the state?”

“We know what works in education, and we know what doesn’t. Don’t we have a civic and professional obligation to become more involved in communities to make that knowledge available to education and community leaders for the benefit of our children? In my own mind there could be only one answer.”

The University of Georgia is uniquely qualified to lead state reform efforts. It is the state university, with the state of Georgia as its campus. UGA has statewide impact through the largest campus-based public service program in the nation, having programs and activities in nearly every city and county in the state. The University is unique in its collection of outstanding resources, including world-renowned faculty, state-of-the-art facilities, and international technological capabilities.

“We are dedicated to the well-being

of our citizens, our communities and our state,” Dean Castenell said. “What we are proposing is a way to collect and focus our many resources and those of local agencies in a manner that the community can best use those resources.

“Our future at the beginning of the 21st Century would have been unimaginable even as recently as the time of our grandparents’ birth. There are signs everywhere of health, happiness, prosperity, and success. And yet, the evidence is undeniable, and it is a frightening prospect for many, that there are dangerous, life-altering, life-threatening obstacles facing our children on the road to their future. Our proposal is to overcome those obstacles by building a bridge to the future.

“We know that obstacles can come from many sources and can require a wide range of resources and services to address them. There can be issues of nutrition, safety, community organization, and family health, to name but a few. It is for this reason that the initiative must involve programs and resources from across the UGA campus.”

Early in the inception of the project, Dean Castenell sought and received enthusiastic collaboration with the deans of the College of Arts and Sciences, the College of Family and Consumer Sciences, and the School of Social Work. Through campus-wide involvement, the Partnerships for Children action plan will be able to focus on students’ learning in schools, strong family support and community involvement. But at the heart of it is quality education, because education is the key to unlocking the door to the future. What research findings and demographic data tell us about education is that: • Those who have it do demonstrably better than those who don’t, across all economic backgrounds, ethnic groups, geographic locations, and age brackets.

• Those who have it are more likely to be employed, be head of a household, make more money, not be in prison, and be alive at any age.

• Those who have it are more likely to be contributing, stabilizing elements in the community.

• Those who get it are more likely to pass it along to their children.

Children of the State of Georgia are entitled to the same high quality education as children anywhere. By rethinking the ways in which we work together, school districts and the College of Education can

make a tremendous difference that will positively impact the education of Georgia’s children. The College will work as an equal partner with school districts, helping districts to identify obstacles and opportunities that we can address together.

Partnerships for Children has received enthusiastic response, not only from the leaders of the College and the University, but from education and community leaders everywhere it has been presented. Colleges and schools from across the UGA campus have expressed great interest in joining the initiative. To date, almost a dozen local school systems have signed partnership agreements with the College. It is this level of enthusiasm from all participants that will carry us forward to exciting times and ensure the success of Partnerships for Children as the College of Education continues to lead the University in this historic enterprise. ■

Outreach to Georgia Communities and Beyond When people think of the University of Georgia, they often think of the campus in Athens. But the fact is that UGA has programs reaching into every city and county in Georgia and to many locations around the world. The College of Education has long been a part of this effort through its research, instruction and service programs. Our faculty are involved in more than 300 collaborative projects with school districts, business and industry, government agencies and civic organizations across Georgia, and in dozens of projects of national and international scope.

Now, the College has a web site describing many of its educational partnerships and activities. Visitors can search for projects by name or key word, county or school district or can click on maps to find a list of projects in any location in Georgia.

Learn more about the important ways in which the College is engaged throughout the state, the nation and the world on the Community Connections link at:

Should you have questions or desire more information about the Partnerships for Children action plan for education renewal, please contact the College Director of Outreach, Dr. Donna Butler, at (706)542-4051 or email to dqbutler@coe.uga.edu.

EDUCATION 2001 ■ 5

TEACHING LEARNING

NATIONAL RECOGNITION

SETWEB College Now Offers Special Ed Endorsement Online

A

new Internet-based College of Education program in special education is helping certify more Georgia instructors while giving teachers the flexibility they desire for professional development. It’s called Special Education Training on the Web (SETWEB) and is intended for people who already have a teaching certificate but are teaching special education on a provisional basis.

In a little more than a year’s time, most teachers can take the courses they need for certification without having to drive back and forth to Athens after a long day of work or having to interrupt summer vacation.

Karen McCarthy, a Loganville mother of a one-year-old son, found just what she was looking for in SETWEB after examining options at other schools.

McCarthy, who is working as a special education resource teacher this fall at Bethlehem Elementary in Barrow County,

Gifted Endorsement Offered Online Educators already holding a teaching certificate in some area can take four courses online to earn a Gifted In-Field Endorsement through the College of Education’s new GCTWEB Internet-based program.

The Gifted, Creative, Talented Training on the Web program from the department of educational psychology will begin January 2001 (Spring Semester).

Visit the GCTWEB site at http://www.coe.uga.edu/gctweb/ or email course instructors Dr. Bonnie Cramond and Elizabeth Connell Pee at gctweb@coe.uga.edu for details and information about requirements and deadlines.

6 ■ EDUCATION 2001

is one of 85 students who enrolled in SETWEB’s first semester this past summer.

“I didn’t want to leave my child in day care this summer. With SETWEB I’ve been able to stay at home,” she said. “I’m saving an hour’s drive and money in day care.”

The program has been a success, according to special education associate professor William N. Bender, who developed and taught the first course. “Both face-to-face and by e-mail, the feedback students are giving us is that they’re extremely satisfied,” Bender said. “This is going to be a model of how a lot of education will be done in the future. We’re meeting a need on their part.”

Meeting that need is one way the College feels it can help solve a statewide and national problem – the lack of teachers certified to teach special education classes.

“It’s almost an emergency situation, particularly in rural areas, but even in some urban areas,” says John Langone, special education department head.

“Some school systems are well into the school year before they can find teachers for special education classes.”

Working under a charge by Dean Louis Castenell, Jr., to create a program that could help solve the problem of insufficient numbers of certified Georgia teachers in special education, the SETWEB development team was formed.

Composed of Langone, Bender, associate

professor of special education Phil McLaughlin, College coordinator for distance education Charles Connor, and a web development technical team from the College Office of Information Technology under the direction of Fred Brackett, the team created SETWEB, a set of five web-based courses, two teleconferences, one three-day academy, one on-site practicum course and one optional five-day summer institute.

Currently, the College offers some 30 individual distance education courses, but SETWEB is the first of what Connor hopes will be many program sequences.

A certification sequence in gifted education is under development and will begin in January 2001. Connor agrees with other COE faculty that online courses are becoming the best way to serve teachers off-campus who are in need of additional training.

“The College has 45,000 graduates and a lot of them would like to come back for an additional degree or certification,” Connor said. “But they’re working. They’re not young kids any more who can leave their jobs and families and move back to Athens.

They’re our graduates. We want to serve them, and technology is

now providing a way to do that.”

Course developers say that chat rooms for real-time conversations between students, instructors, and other experts in the field and the use of discussion boards have changed the misconception that online courses have to be impersonal.

“It’s a very rich environment, and as technology improves, it will be even richer in the future,” Connor said. “Some students report to us that these are the best courses they have ever had.”

Professors find the experience is unique for them, too. “It is very different.

I love it,” Bender said. “It’s interesting that there is more distance between professor and student inside a traditional classroom when you’ve got 85 students than when you’ve got 85 students in this kind of setting. The intimacy that the Internet can spawn is happening in this course. The course design forces interaction.” He added that he receives “tons of e-mail, 50 or 60 a day,” compared to about three a day from students in a traditionally taught course.

Students like Karen McCarthy also have enjoyed this method. “I like it,” McCarthy said. “In the beginning, I was worried about self-discipline, but now I take one day a week to work on the class, and I know that’s what I’ll do.”

The development team plans to refine the program each semester in response to the feedback they get from students and faculty. But already, many involved in SETWEB are hoping to see the program evolve into something more than add-on certification.

“Many of the individual courses and course sequences going online in the College are appropriate for inclusion in a student’s master’s degree program,” Connor said. In the next three to five years, we plan on putting a number of complete programs online, including master’s degree programs.”

Bender agrees.

“I’d love to see development of an online master’s program,” Bender said.

“Everyone in our department is committed to trying to make a diff e re n c e in the lives of individuals with disabilities. I’m convinced this program will do it.” ■ For information on SETWEB visit: http://www.coe.uga.edu/setweb/

Three Graduate Programs Rank Among Top 5 in Nation

T

hree graduate programs in the College of Education rank in the Top 5 in the nation, according to U.S. News & World Report’s 2001 rankings of America’s Best Graduate Schools: secondary education, counseling/personnel service and vocational/technical all rank fourth in the country, the magazine reported.

Two more COE graduate programs rank in the Top 10: elementary education and curriculum/ instruction both rank seventh.

It is the third year in a row that elementary and secondary teacher education have received a Top 10 ranking. Four more of the College’s graduate programs rank among the Top 25 best in the nation: educational psychology at 15th, special education at 16th, higher education/administration and administration/supervision both at 23rd.

Overall, the College of Education ranks 26th nationally out of 187 graduate programs and is the only university in Georgia to appear on the list. Only two other public institutions in the Southeast – The University of Virginia and the University of North Carolina-Chapel Hill – rank ahead of UGA. Complete articles and rankings are available on www.usnews.com.

Additional UGA rankings: • U.S. News and World Report ranks UGA 20th among the best public colleges and universities in the magazine’s 2001 edition of America’s Best Colleges Guidebook.

• Kiplinger Magazine’s October 2000 issue ranks UGA 15th, higher than any other school in the state of Georgia, on this year’s list of the Top 100 Best Values in Public Colleges and Universities.

Elementary Education 1. Michigan State University 2. Ohio State University 3. Teachers College, Columbia University (NY) 4. University of Illinois-UrbanaChampaign 5. University of Wisconsin-Madison 6. Indiana University-Bloomington 7. University of Georgia

Secondary Education 1.

2.

3.

4.

5.

6.

Michigan State University University of Wisconsin-Madison Ohio State University University of Georgia Stanford University (Ca.) Teachers College, Columbia University (NY) 7. University of Illinois-UrbanChampaign

Counseling/ Personnel Service 1. University of MarylandCollege Park 2. University of Florida 3. University of MinnesotaTwin Cities 4. Ohio State University 4. University of Georgia 6. University of Wisconsin-Madison 7. University of Illinois-UrbanaChampaign

Curriculum/Instruction 1. University of Wisconsin-Madison 2. Michigan State University 3. Teachers College, Columbia University (NY) 4. Stanford University (Ca.) 5. University of Illinois-UrbanaChampaign 6. Indiana University-Bloomington 7. University of Georgia

Vocational/Technical 1. Ohio State University 2. Penn State University 3. University of Illinois-UrbanaChampaign 4. University of Georgia 5. University of MinnesotaTwin Cities 6. Virginia Tech 7. Texas A&M University EDUCATION 2001 ■ 7

TEACHING LEARNING

NATIONAL RECOGNITION

SETWEB College Now Offers Special Ed Endorsement Online

A

new Internet-based College of Education program in special education is helping certify more Georgia instructors while giving teachers the flexibility they desire for professional development. It’s called Special Education Training on the Web (SETWEB) and is intended for people who already have a teaching certificate but are teaching special education on a provisional basis.

In a little more than a year’s time, most teachers can take the courses they need for certification without having to drive back and forth to Athens after a long day of work or having to interrupt summer vacation.

Karen McCarthy, a Loganville mother of a one-year-old son, found just what she was looking for in SETWEB after examining options at other schools.

McCarthy, who is working as a special education resource teacher this fall at Bethlehem Elementary in Barrow County,

Gifted Endorsement Offered Online Educators already holding a teaching certificate in some area can take four courses online to earn a Gifted In-Field Endorsement through the College of Education’s new GCTWEB Internet-based program.

The Gifted, Creative, Talented Training on the Web program from the department of educational psychology will begin January 2001 (Spring Semester).

Visit the GCTWEB site at http://www.coe.uga.edu/gctweb/ or email course instructors Dr. Bonnie Cramond and Elizabeth Connell Pee at gctweb@coe.uga.edu for details and information about requirements and deadlines.

6 ■ EDUCATION 2001

is one of 85 students who enrolled in SETWEB’s first semester this past summer.

“I didn’t want to leave my child in day care this summer. With SETWEB I’ve been able to stay at home,” she said. “I’m saving an hour’s drive and money in day care.”

The program has been a success, according to special education associate professor William N. Bender, who developed and taught the first course. “Both face-to-face and by e-mail, the feedback students are giving us is that they’re extremely satisfied,” Bender said. “This is going to be a model of how a lot of education will be done in the future. We’re meeting a need on their part.”

Meeting that need is one way the College feels it can help solve a statewide and national problem – the lack of teachers certified to teach special education classes.

“It’s almost an emergency situation, particularly in rural areas, but even in some urban areas,” says John Langone, special education department head.

“Some school systems are well into the school year before they can find teachers for special education classes.”

Working under a charge by Dean Louis Castenell, Jr., to create a program that could help solve the problem of insufficient numbers of certified Georgia teachers in special education, the SETWEB development team was formed.

Composed of Langone, Bender, associate

professor of special education Phil McLaughlin, College coordinator for distance education Charles Connor, and a web development technical team from the College Office of Information Technology under the direction of Fred Brackett, the team created SETWEB, a set of five web-based courses, two teleconferences, one three-day academy, one on-site practicum course and one optional five-day summer institute.

Currently, the College offers some 30 individual distance education courses, but SETWEB is the first of what Connor hopes will be many program sequences.

A certification sequence in gifted education is under development and will begin in January 2001. Connor agrees with other COE faculty that online courses are becoming the best way to serve teachers off-campus who are in need of additional training.

“The College has 45,000 graduates and a lot of them would like to come back for an additional degree or certification,” Connor said. “But they’re working. They’re not young kids any more who can leave their jobs and families and move back to Athens.

They’re our graduates. We want to serve them, and technology is

now providing a way to do that.”

Course developers say that chat rooms for real-time conversations between students, instructors, and other experts in the field and the use of discussion boards have changed the misconception that online courses have to be impersonal.

“It’s a very rich environment, and as technology improves, it will be even richer in the future,” Connor said. “Some students report to us that these are the best courses they have ever had.”

Professors find the experience is unique for them, too. “It is very different.

I love it,” Bender said. “It’s interesting that there is more distance between professor and student inside a traditional classroom when you’ve got 85 students than when you’ve got 85 students in this kind of setting. The intimacy that the Internet can spawn is happening in this course. The course design forces interaction.” He added that he receives “tons of e-mail, 50 or 60 a day,” compared to about three a day from students in a traditionally taught course.

Students like Karen McCarthy also have enjoyed this method. “I like it,” McCarthy said. “In the beginning, I was worried about self-discipline, but now I take one day a week to work on the class, and I know that’s what I’ll do.”

The development team plans to refine the program each semester in response to the feedback they get from students and faculty. But already, many involved in SETWEB are hoping to see the program evolve into something more than add-on certification.

“Many of the individual courses and course sequences going online in the College are appropriate for inclusion in a student’s master’s degree program,” Connor said. In the next three to five years, we plan on putting a number of complete programs online, including master’s degree programs.”

Bender agrees.

“I’d love to see development of an online master’s program,” Bender said.

“Everyone in our department is committed to trying to make a diff e re n c e in the lives of individuals with disabilities. I’m convinced this program will do it.” ■ For information on SETWEB visit: http://www.coe.uga.edu/setweb/

Three Graduate Programs Rank Among Top 5 in Nation

T

hree graduate programs in the College of Education rank in the Top 5 in the nation, according to U.S. News & World Report’s 2001 rankings of America’s Best Graduate Schools: secondary education, counseling/personnel service and vocational/technical all rank fourth in the country, the magazine reported.

Two more COE graduate programs rank in the Top 10: elementary education and curriculum/ instruction both rank seventh.

It is the third year in a row that elementary and secondary teacher education have received a Top 10 ranking. Four more of the College’s graduate programs rank among the Top 25 best in the nation: educational psychology at 15th, special education at 16th, higher education/administration and administration/supervision both at 23rd.

Overall, the College of Education ranks 26th nationally out of 187 graduate programs and is the only university in Georgia to appear on the list. Only two other public institutions in the Southeast – The University of Virginia and the University of North Carolina-Chapel Hill – rank ahead of UGA. Complete articles and rankings are available on www.usnews.com.

Additional UGA rankings: • U.S. News and World Report ranks UGA 20th among the best public colleges and universities in the magazine’s 2001 edition of America’s Best Colleges Guidebook.

• Kiplinger Magazine’s October 2000 issue ranks UGA 15th, higher than any other school in the state of Georgia, on this year’s list of the Top 100 Best Values in Public Colleges and Universities.

Elementary Education 1. Michigan State University 2. Ohio State University 3. Teachers College, Columbia University (NY) 4. University of Illinois-UrbanaChampaign 5. University of Wisconsin-Madison 6. Indiana University-Bloomington 7. University of Georgia

Secondary Education 1.

2.

3.

4.

5.

6.

Michigan State University University of Wisconsin-Madison Ohio State University University of Georgia Stanford University (Ca.) Teachers College, Columbia University (NY) 7. University of Illinois-UrbanChampaign

Counseling/ Personnel Service 1. University of MarylandCollege Park 2. University of Florida 3. University of MinnesotaTwin Cities 4. Ohio State University 4. University of Georgia 6. University of Wisconsin-Madison 7. University of Illinois-UrbanaChampaign

Curriculum/Instruction 1. University of Wisconsin-Madison 2. Michigan State University 3. Teachers College, Columbia University (NY) 4. Stanford University (Ca.) 5. University of Illinois-UrbanaChampaign 6. Indiana University-Bloomington 7. University of Georgia

Vocational/Technical 1. Ohio State University 2. Penn State University 3. University of Illinois-UrbanaChampaign 4. University of Georgia 5. University of MinnesotaTwin Cities 6. Virginia Tech 7. Texas A&M University EDUCATION 2001 ■ 7

TEACHING LEARNING

BUSINESS TO TEACHING Program Addresses Georgia’s Teacher Shortage

R

esponding to a teacher shortage in Georgia, the College has initiated a program designed to attract new people into the field by offering a rigorous, but fast-track certification for those who already have a college degree in another field.

“This is really cutting-edge,” said Michael Padilla, associate dean for educator partnerships, who led the development of the Business to Teaching program. The program reflects a national movement that has brought 125,000 people from other professions into classrooms across the nation, according to the Washington-based National Center for Education Information (NCEI).

“People from all walks of life are stepping forward to meet the projected demand for teachers. States are aggressively meeting the challenge by creating new teacher training and licensing avenues,” said Dr. C. Emily Feistritzer, NCEI president and co-author of a study on alternative teacher certification.

“We are already facing critical teacher shortages in certain areas,” said Sherry Field, associate professor of social science education and project director of the ambitious three-year Business to

8 ■ EDUCATION 2001

Teaching program. In addition to providing new paths to certification, the program calls for an emphasis on recruiting potential teachers from the business world. The College plans to hire a marketing and recruiting director to target this population.

“Almost every institution has an alternative teaching certification program, but the central focus has not been on finding people in the marketplace who would like to give back to the community or who have reached a point where they’re looking for a big change,” Field said.

Once accepted into the program, people who hold college degrees will be allowed to immediately begin teaching their subjects. Math majors could teach algebra or biology majors could oversee science classes. One night a week and during the summer, these teachers-in-training take UGA courses toward certification.

The two themes of induction and technology make up the core of the project. The induction of new professionals into teaching includes initial teacher education and mentoring during the first years of teaching. “It’s an exhausting job and mentally challenging, requiring stamina and enthusiasm,” Field said of teaching. “We don’t want to surprise people.”

Technology will be an important teaching tool and a primary mode of delivery for the program. Many of the

courses will be available on the Internet or through other distance learning methods, making it easier for those balancing course work with job or family responsibilities. Weekend seminars and evening classes, many to be held at the new Gwinnett Center campus in Lawrenceville, will also be offered.

The project’s focus is on five critical need areas. Science, mathematics and occupational studies (an umbrella for vocational, technical and business education) for grades 7-12 are being offered to those who have a related bachelor’s degree but no teaching experience. Special education and teaching English to speakers of other languages (ESOL), both for grades K-12, are offered to those certified to teach but needing additional certification.

Programs in special education and occupational studies began this past summer, and science and mathematics started this fall. ESOL will begin Spring Semester of 2001.

Those involved in the individual programs say the Business to Teaching project is just what they need.

“Every time I teach an ESOL class I get frantic messages from people trying to get in,” said Betsy Rymes, assistant professor of language education. “Our ESOL classes are always over-enrolled.

There’s a huge demand for them, so it’s natural for us to think of alternative ways to offer them.”

“The possibilities are enormous,” said Field. “We’re very enthusiastic about being able to fill a critical need in the state. If the program works as we anticipate, we will be able to say we’ve made a difference.”

The project is funded by an $800,000 grant from the U.S. Department of Education and the University System of Georgia. The money will pay for the initial phases in the development of an Academy for Mid-Career Change, to become a permanent resource for the state and a national model for recruitment, preparation and induction of business-toteaching professionals. ■ For more information on the Business to Teaching Program and contact information, please visit the College’s home page at: http://www.coe.uga.edu

LEARNING RESEARCH

TWO LARGE GRANTS FUND RESEARCH IN READING EDUCATION

Stahl Directs $5 Million Project To Improve Reading Fluency In Early Elementary Students

S

Labbo To Lead $5.5 Million Project To Improve Young Children’s Reading Achievement

L

inda Labbo believes she knows how to translate what is already known about teaching young children to read into demonstrated gains in the classroom. The U.S. Department of Education has provided a $5 million grant to support her in doing just that.

The grant was recently awarded to the associate professor of reading education’s project to raise young children’s reading achievement by preparing future teachers to use the most proven literacy methods and latest computer technology.

The five-year study will use interactive, digital and multimedia “case-based” research to raise pre-service teachers’ understanding of how to teach reading and writing most effectively, says Labbo, project director.

“We are going to identify the instructional practices which are supported by scientific research and which have stood the test of time in the classrooms of effective teachers,” says Labbo. “We will establish – for the first time – guidelines for use of technology for K-3 classroom reading instruction, and we’ll test this pre-service delivery system and subsequent classroom instruction through a program that assesses effects on both teacher candidates and children’s literacy achievement.”

The results of this research will be disseminated through a “Best Practices in Literacy” Web site which the researcher says will be used by many pre-service teacher education programs, teachers and in-service programs.

While computer innovations have swept the nation in work and business, they have made only partial inroads into classrooms. Although 63 percent of K-12 classrooms in the U.S. have Internet

Linda Labbo

access, only 20 percent of public school teachers feel prepared to use computers in class.

“We think we can improve teachers’ abilities to make the best use of computers in classrooms in ways that will lead to the higher reading achievement of children,” she says.

During the first year of the project, the researchers will develop digital cases that demonstrate best practices in literacy instruction by collaborating with about a dozen K-3 classroom teachers in urban and other settings.

In the second year, formative experiments will allow researchers to revise the cases, prepare guidelines and supplemental materials, and build a web site.

The next three years will involve widespread intervention studies with about 70 collaborating Southeast Literacy Consortium members at 25-30 sites who will use cases in pre-service programs to evaluate gains in pre-service teachers’ understanding of best practices in reading instruction. The evaluation will involve tracking an estimated 750 teachers and 16,500 students to study the effects of the intervention and students’ reading achievement over several years.

Co-principal investigators on the project are: Charles Kinzer of Vanderbilt University, Donald Leu of the University of Connecticut and William H. Teale of the University of Illinois-Chicago. ■ Linda Labbo can be reached at llabo@coe.uga.edu

teven Stahl has spent several years studying how early elementary school students develop fluency in reading. It is one of the subtle steps in a child’s development that is crucial to learning science and social studies in later grades, he says.

Now, with a recently awarded $5 million grant from the National Institute of Child Health, the education professor is leading a new collaborative project to confirm his theories on how to improve the reading fluency of young children.

Fluency has long been a neglected area of reading research despite studies showing that 44 percent of students in one sample were dysfluent even with grade-level stories read under supportive testing conditions, he says. Children typically develop fluency in reading in the second or third grade. By the fourth grade, children are expected to learn independently from text, and the curriculum begins to shift from information that is generally known to children to information that is new.

“What I hope to do is figure out the best way to teach kids how to be fluent readers and to do it in a way that will transfer to a national scale,” he says.

Stahl may already be well on his way to creating that national model. His previous research has produced dramatic results.

Using the Fluency-Oriented Reading Instruction (FORI) program, students in 14 different area classrooms gained on the average nearly two years in reading growth in their second-grade year. Over the two years of the study, all but two of 184 children who began the second-grade year reading at a primer level were reading at a second-grade level or higher at the end of the year.

However impressive these results, and the research has been widely cited, the study lacked a control group and a measure of silent reading comprehension.

Stahl hopes to confirm his previous findings in the new study.

What makes Stahl’s approach different than conventional reading instruction? Simply put, it gives students more Continued on page 10 EDUCATION 2001 ■ 9

TEACHING LEARNING

BUSINESS TO TEACHING Program Addresses Georgia’s Teacher Shortage

R

esponding to a teacher shortage in Georgia, the College has initiated a program designed to attract new people into the field by offering a rigorous, but fast-track certification for those who already have a college degree in another field.

“This is really cutting-edge,” said Michael Padilla, associate dean for educator partnerships, who led the development of the Business to Teaching program. The program reflects a national movement that has brought 125,000 people from other professions into classrooms across the nation, according to the Washington-based National Center for Education Information (NCEI).

“People from all walks of life are stepping forward to meet the projected demand for teachers. States are aggressively meeting the challenge by creating new teacher training and licensing avenues,” said Dr. C. Emily Feistritzer, NCEI president and co-author of a study on alternative teacher certification.

“We are already facing critical teacher shortages in certain areas,” said Sherry Field, associate professor of social science education and project director of the ambitious three-year Business to

8 ■ EDUCATION 2001

Teaching program. In addition to providing new paths to certification, the program calls for an emphasis on recruiting potential teachers from the business world. The College plans to hire a marketing and recruiting director to target this population.

“Almost every institution has an alternative teaching certification program, but the central focus has not been on finding people in the marketplace who would like to give back to the community or who have reached a point where they’re looking for a big change,” Field said.

Once accepted into the program, people who hold college degrees will be allowed to immediately begin teaching their subjects. Math majors could teach algebra or biology majors could oversee science classes. One night a week and during the summer, these teachers-in-training take UGA courses toward certification.

The two themes of induction and technology make up the core of the project. The induction of new professionals into teaching includes initial teacher education and mentoring during the first years of teaching. “It’s an exhausting job and mentally challenging, requiring stamina and enthusiasm,” Field said of teaching. “We don’t want to surprise people.”

Technology will be an important teaching tool and a primary mode of delivery for the program. Many of the

courses will be available on the Internet or through other distance learning methods, making it easier for those balancing course work with job or family responsibilities. Weekend seminars and evening classes, many to be held at the new Gwinnett Center campus in Lawrenceville, will also be offered.

The project’s focus is on five critical need areas. Science, mathematics and occupational studies (an umbrella for vocational, technical and business education) for grades 7-12 are being offered to those who have a related bachelor’s degree but no teaching experience. Special education and teaching English to speakers of other languages (ESOL), both for grades K-12, are offered to those certified to teach but needing additional certification.

Programs in special education and occupational studies began this past summer, and science and mathematics started this fall. ESOL will begin Spring Semester of 2001.

Those involved in the individual programs say the Business to Teaching project is just what they need.

“Every time I teach an ESOL class I get frantic messages from people trying to get in,” said Betsy Rymes, assistant professor of language education. “Our ESOL classes are always over-enrolled.

There’s a huge demand for them, so it’s natural for us to think of alternative ways to offer them.”

“The possibilities are enormous,” said Field. “We’re very enthusiastic about being able to fill a critical need in the state. If the program works as we anticipate, we will be able to say we’ve made a difference.”

The project is funded by an $800,000 grant from the U.S. Department of Education and the University System of Georgia. The money will pay for the initial phases in the development of an Academy for Mid-Career Change, to become a permanent resource for the state and a national model for recruitment, preparation and induction of business-toteaching professionals. ■ For more information on the Business to Teaching Program and contact information, please visit the College’s home page at: http://www.coe.uga.edu

LEARNING RESEARCH

TWO LARGE GRANTS FUND RESEARCH IN READING EDUCATION

Stahl Directs $5 Million Project To Improve Reading Fluency In Early Elementary Students

S

Labbo To Lead $5.5 Million Project To Improve Young Children’s Reading Achievement

L

inda Labbo believes she knows how to translate what is already known about teaching young children to read into demonstrated gains in the classroom. The U.S. Department of Education has provided a $5 million grant to support her in doing just that.

The grant was recently awarded to the associate professor of reading education’s project to raise young children’s reading achievement by preparing future teachers to use the most proven literacy methods and latest computer technology.

The five-year study will use interactive, digital and multimedia “case-based” research to raise pre-service teachers’ understanding of how to teach reading and writing most effectively, says Labbo, project director.

“We are going to identify the instructional practices which are supported by scientific research and which have stood the test of time in the classrooms of effective teachers,” says Labbo. “We will establish – for the first time – guidelines for use of technology for K-3 classroom reading instruction, and we’ll test this pre-service delivery system and subsequent classroom instruction through a program that assesses effects on both teacher candidates and children’s literacy achievement.”

The results of this research will be disseminated through a “Best Practices in Literacy” Web site which the researcher says will be used by many pre-service teacher education programs, teachers and in-service programs.

While computer innovations have swept the nation in work and business, they have made only partial inroads into classrooms. Although 63 percent of K-12 classrooms in the U.S. have Internet

Linda Labbo

access, only 20 percent of public school teachers feel prepared to use computers in class.

“We think we can improve teachers’ abilities to make the best use of computers in classrooms in ways that will lead to the higher reading achievement of children,” she says.

During the first year of the project, the researchers will develop digital cases that demonstrate best practices in literacy instruction by collaborating with about a dozen K-3 classroom teachers in urban and other settings.

In the second year, formative experiments will allow researchers to revise the cases, prepare guidelines and supplemental materials, and build a web site.

The next three years will involve widespread intervention studies with about 70 collaborating Southeast Literacy Consortium members at 25-30 sites who will use cases in pre-service programs to evaluate gains in pre-service teachers’ understanding of best practices in reading instruction. The evaluation will involve tracking an estimated 750 teachers and 16,500 students to study the effects of the intervention and students’ reading achievement over several years.

Co-principal investigators on the project are: Charles Kinzer of Vanderbilt University, Donald Leu of the University of Connecticut and William H. Teale of the University of Illinois-Chicago. ■ Linda Labbo can be reached at llabo@coe.uga.edu

teven Stahl has spent several years studying how early elementary school students develop fluency in reading. It is one of the subtle steps in a child’s development that is crucial to learning science and social studies in later grades, he says.

Now, with a recently awarded $5 million grant from the National Institute of Child Health, the education professor is leading a new collaborative project to confirm his theories on how to improve the reading fluency of young children.

Fluency has long been a neglected area of reading research despite studies showing that 44 percent of students in one sample were dysfluent even with grade-level stories read under supportive testing conditions, he says. Children typically develop fluency in reading in the second or third grade. By the fourth grade, children are expected to learn independently from text, and the curriculum begins to shift from information that is generally known to children to information that is new.

“What I hope to do is figure out the best way to teach kids how to be fluent readers and to do it in a way that will transfer to a national scale,” he says.

Stahl may already be well on his way to creating that national model. His previous research has produced dramatic results.

Using the Fluency-Oriented Reading Instruction (FORI) program, students in 14 different area classrooms gained on the average nearly two years in reading growth in their second-grade year. Over the two years of the study, all but two of 184 children who began the second-grade year reading at a primer level were reading at a second-grade level or higher at the end of the year.

However impressive these results, and the research has been widely cited, the study lacked a control group and a measure of silent reading comprehension.

Stahl hopes to confirm his previous findings in the new study.

What makes Stahl’s approach different than conventional reading instruction? Simply put, it gives students more Continued on page 10 EDUCATION 2001 ■ 9

LEARNING RESEARCH Stahl Directs Reading Fluency Project Continued from page 9 practice reading and more repeated practice reading.

The teacher begins by reading a story aloud to the class and discussing it.

This discussion puts comprehension right in front, so the children are aware that they are reading for meaning. Next, the teacher reviews key vocabulary, does comprehension exercises and repeats reading activities around the story. Then the story is sent home to be read with the child’s parents listening. For children who struggle, the story is sent home additional times during the week.

Children who do not have difficulty with the story do other reading at home on these days.

On the second day, the children re-read the story with a partner who monitors the reading. Then they switch roles.

Although the repeated reading is an important part of FORI, it is not the only reading the children do. Fifteen to 20 minutes per day are set aside for children to read books that they choose.

These are usually easy to read and are read for enjoyment. Children are also required to read at home for a minimum of 15 minutes per evening. This reading is monitored through reading logs signed by parents.

The new study will be a five-year project involving more than 400 students in 27 different classrooms at schools in Atlanta, Athens and Brunswick, N.J. Stahl and Paula Schwanenflugel, a professor of educational psychology, will examine what skills children need to develop fluency, create a classroom pedagogy to encourage and streamline fluency and develop approaches for remedial readers, including computerbased intelligent tutoring systems.

Robin Morris, a researcher at Georgia State University will study the remedial part of the project and Melanie Kuhan, a COE grad and researcher at Rutgers University will assist in the New Jersey trials. ■ Steven Stahl can be reached at sstahl@coe.uga.edu 10 ■ EDUCATION 2001

TEACHING LEARNING

A GSTEP In The Right Direction College Leads $41 Million Project To Reinvent Teacher Education in Georgia

T

he College of Education is one of eight institutions around the nation awarded grants from the U.S. Department of Education to better p re p a re teachers for the challenges of today’s classrooms. And in doing so, it could transform teacher education in Georgia.

The Georgia Systemic Teacher Education Program (GSTEP) is a dynamic partnership that will link the University of Georgia, Valdosta State University, Albany State University, seven community colleges, 11 school districts, two business partners – Charter Communications and CompassLearning – and state education agencies to focus on improving teacher quality.

The program was approved for a total of $6.49 million over the five years of the grant. Funding for the first year’s initial phase of the project is $878,294. Partnerships must match federal funds with cash or in-kind support and GSTEP is expected to generate more than $7 million per year in state and partner donations.

Those funds, along with the federal grant, make this collaboration a projected $41 million venture over the five-year period.

“It’s what we have to do to go the next mile and really improve teacher education,” said Michael Padilla, associate dean for educator partnerships and GSTEP project director. “The qual-

ity of teaching is critical. It’s more critical than class size. It’s more critical than curriculum. If you want to improve student achievement, you have to have good teachers.”

Others at UGA involved in the project are: Hugh Ruppersburg, associate dean of the Franklin College of Arts and Sciences; Sally Hudson-Ross, language education; Christy Desmet, English; Charles Kutal, chemistry; and Elliot Gootman, mathematics.

“It is imperative for the University of Georgia to have a direct and positive impact on the students and teachers in the public education system,” said UGA President Michael F. Adams.

“I firmly believe that the College of Education at UGA has a crucial role to play in improving the quality of K-12 education in this state. I congratulate Dr. Padilla and his colleagues for their commitment to hands-on collaboration with these local school systems and other institutions in the University System.”

Research shows that the key to improving teacher quality is better preparation, better transition into the profession and better professional development. Providing more support for beginning teachers is a high priority since most who leave the profession do so within the first five years.

“We define the experience of the ‘beginning teacher’ as a seamless, sixyear process from entry into college through the second year of teaching,”

says Padilla. “During these six years, we will work to improve beginning teachers’ content, pedagogical and technological knowledge and skills.

We will increase and improve the quantity, quality and variety of clinical experience. And we will create an induction program that connects each graduate with a trained in-school mentor and to resources and individuals in other schools and in higher education.”

Development teams will work to reduce the teacher shortage through recruitment and scholarships, especially focusing on students from underrepresented groups and those committed to teach in high-need areas.

Scholarships will be funded by GSTEP and business partners and by the Georgia HOPE Scholarship program.

A school district is considered highneed if at least one of its elementary or secondary schools has 50 percent or more of its students from families with incomes below the poverty line, more than 34 percent of its secondary teachers not teaching in the content area in which they were trained, or if 15 percent or more of its teachers have left in the last three years.

To ensure that GSTEP accomplishes its two major goals and systemically changes teacher education, teacher education programs in all three universities will be redesigned with the help of other stakeholders in the project.

“One of the most important aspects of this undertaking is the cooperation of all the partners – Arts and Sciences faculty, Education faculty, school teachers and RESA (Regional Education Service Agencies) people to address the specific needs of constituents,” says Sally Hudson-Ross, an associate professor in language education and one of the project’s creators.

“We’re envisioning courses that will be

taught by people from all those different constituencies and that will be very healthy.”

Cooperative support from GSTEP, professional groups, and state government will be used to encourage the best teachers to assume leadership in mentoring and in modeling state-ofthe-art practices for their colleagues.

Ongoing professional development training will be a cornerstone of GSTEP. To encourage experienced and beginning teachers to become leaders, the project will promote National Board for Professional Teaching Standards certification after the third year of teaching.

The project will get valuable assistance from its business partners, both giants in technology.

Charter Communications operates the fourth largest cable television system in the nation, providing traditional TV and innovative digital cable services, including Internet access through digital cable networking.

Charter will provide services and products for Internet hookups for beginning teachers, faculty and schools involved in the project. In addition, they will provide technical assistance and serve on the GSTEP advisory board.

CompassLearning provides instructional software to educators around the world. These educational materials are specifically designed to help teachers assess student performance and to personalize learning.

CompassLearning will contribute software, hardware and installation services. ■

GSTEP Goals ...produce teachers with strong content knowledge in the subject they teach; ...immerse student teachers in extensive clinical experiences so that they are well-prepared for the challenges of the classroom; ...establish mentoring and other supportive activities for beginning teachers;and ...integrate technology in the training program so beginning teachers can use technology effectively in the classroom.

EDUCATION 2001 ■ 11

LEARNING RESEARCH Stahl Directs Reading Fluency Project Continued from page 9 practice reading and more repeated practice reading.

The teacher begins by reading a story aloud to the class and discussing it.

This discussion puts comprehension right in front, so the children are aware that they are reading for meaning. Next, the teacher reviews key vocabulary, does comprehension exercises and repeats reading activities around the story. Then the story is sent home to be read with the child’s parents listening. For children who struggle, the story is sent home additional times during the week.

Children who do not have difficulty with the story do other reading at home on these days.

On the second day, the children re-read the story with a partner who monitors the reading. Then they switch roles.

Although the repeated reading is an important part of FORI, it is not the only reading the children do. Fifteen to 20 minutes per day are set aside for children to read books that they choose.

These are usually easy to read and are read for enjoyment. Children are also required to read at home for a minimum of 15 minutes per evening. This reading is monitored through reading logs signed by parents.

The new study will be a five-year project involving more than 400 students in 27 different classrooms at schools in Atlanta, Athens and Brunswick, N.J. Stahl and Paula Schwanenflugel, a professor of educational psychology, will examine what skills children need to develop fluency, create a classroom pedagogy to encourage and streamline fluency and develop approaches for remedial readers, including computerbased intelligent tutoring systems.

Robin Morris, a researcher at Georgia State University will study the remedial part of the project and Melanie Kuhan, a COE grad and researcher at Rutgers University will assist in the New Jersey trials. ■ Steven Stahl can be reached at sstahl@coe.uga.edu 10 ■ EDUCATION 2001

TEACHING LEARNING

A GSTEP In The Right Direction College Leads $41 Million Project To Reinvent Teacher Education in Georgia

T

he College of Education is one of eight institutions around the nation awarded grants from the U.S. Department of Education to better p re p a re teachers for the challenges of today’s classrooms. And in doing so, it could transform teacher education in Georgia.

The Georgia Systemic Teacher Education Program (GSTEP) is a dynamic partnership that will link the University of Georgia, Valdosta State University, Albany State University, seven community colleges, 11 school districts, two business partners – Charter Communications and CompassLearning – and state education agencies to focus on improving teacher quality.

The program was approved for a total of $6.49 million over the five years of the grant. Funding for the first year’s initial phase of the project is $878,294. Partnerships must match federal funds with cash or in-kind support and GSTEP is expected to generate more than $7 million per year in state and partner donations.

Those funds, along with the federal grant, make this collaboration a projected $41 million venture over the five-year period.

“It’s what we have to do to go the next mile and really improve teacher education,” said Michael Padilla, associate dean for educator partnerships and GSTEP project director. “The qual-

ity of teaching is critical. It’s more critical than class size. It’s more critical than curriculum. If you want to improve student achievement, you have to have good teachers.”

Others at UGA involved in the project are: Hugh Ruppersburg, associate dean of the Franklin College of Arts and Sciences; Sally Hudson-Ross, language education; Christy Desmet, English; Charles Kutal, chemistry; and Elliot Gootman, mathematics.

“It is imperative for the University of Georgia to have a direct and positive impact on the students and teachers in the public education system,” said UGA President Michael F. Adams.

“I firmly believe that the College of Education at UGA has a crucial role to play in improving the quality of K-12 education in this state. I congratulate Dr. Padilla and his colleagues for their commitment to hands-on collaboration with these local school systems and other institutions in the University System.”

Research shows that the key to improving teacher quality is better preparation, better transition into the profession and better professional development. Providing more support for beginning teachers is a high priority since most who leave the profession do so within the first five years.

“We define the experience of the ‘beginning teacher’ as a seamless, sixyear process from entry into college through the second year of teaching,”

says Padilla. “During these six years, we will work to improve beginning teachers’ content, pedagogical and technological knowledge and skills.

We will increase and improve the quantity, quality and variety of clinical experience. And we will create an induction program that connects each graduate with a trained in-school mentor and to resources and individuals in other schools and in higher education.”

Development teams will work to reduce the teacher shortage through recruitment and scholarships, especially focusing on students from underrepresented groups and those committed to teach in high-need areas.

Scholarships will be funded by GSTEP and business partners and by the Georgia HOPE Scholarship program.

A school district is considered highneed if at least one of its elementary or secondary schools has 50 percent or more of its students from families with incomes below the poverty line, more than 34 percent of its secondary teachers not teaching in the content area in which they were trained, or if 15 percent or more of its teachers have left in the last three years.

To ensure that GSTEP accomplishes its two major goals and systemically changes teacher education, teacher education programs in all three universities will be redesigned with the help of other stakeholders in the project.

“One of the most important aspects of this undertaking is the cooperation of all the partners – Arts and Sciences faculty, Education faculty, school teachers and RESA (Regional Education Service Agencies) people to address the specific needs of constituents,” says Sally Hudson-Ross, an associate professor in language education and one of the project’s creators.

“We’re envisioning courses that will be

taught by people from all those different constituencies and that will be very healthy.”

Cooperative support from GSTEP, professional groups, and state government will be used to encourage the best teachers to assume leadership in mentoring and in modeling state-ofthe-art practices for their colleagues.

Ongoing professional development training will be a cornerstone of GSTEP. To encourage experienced and beginning teachers to become leaders, the project will promote National Board for Professional Teaching Standards certification after the third year of teaching.

The project will get valuable assistance from its business partners, both giants in technology.

Charter Communications operates the fourth largest cable television system in the nation, providing traditional TV and innovative digital cable services, including Internet access through digital cable networking.

Charter will provide services and products for Internet hookups for beginning teachers, faculty and schools involved in the project. In addition, they will provide technical assistance and serve on the GSTEP advisory board.

CompassLearning provides instructional software to educators around the world. These educational materials are specifically designed to help teachers assess student performance and to personalize learning.

CompassLearning will contribute software, hardware and installation services. ■

GSTEP Goals ...produce teachers with strong content knowledge in the subject they teach; ...immerse student teachers in extensive clinical experiences so that they are well-prepared for the challenges of the classroom; ...establish mentoring and other supportive activities for beginning teachers;and ...integrate technology in the training program so beginning teachers can use technology effectively in the classroom.

EDUCATION 2001 ■ 11

TEACHING LEARNING

TEACHING LEARNING Clockwise from far left: Bob Parry of Overhead Door gives UGA profs Jim Wilson, Cliff Smith, Nancy Knapp and Bill Barstow tour of plant; Paul Rier of Oliver Rubber Co., explains tire research to COE prof Stuart Foster; Bob McMillen of Nakanishi Manufacturing Corp. explains plant operation to COE profs Wanda Stitt-Gohdes and Jim Wilson; Jim Tidmore, vice president of distribution at McLane Southeast, talks to COE profs John Hoge, Pat Nickell, Sherry Field, Derrick Alridge and Stuart Foster.

Connecting with the...

Real World Educators Learn What Students Need To Be Taught To Succeed In Today’s Workplace

M

ore than three dozen College of Education faculty recently found themselves back in school as students. But there were no classrooms. No books. No blackboards.

Their schooling was in the “real world” of local business, industry, retail stores and manufacturing plants – even out on the streets in ride-alongs with police officers.

Faculty members spent three-day group tours and week-long individual summer internships talking with workers and bosses about today’s jobs and the skills needed to perform them.

It’s all part of the College of Education’s three-year, $1.8 million Contextual Teaching and Learning Project (CTL), a pilot program with a deceptively simple goal: to prepare future teachers to make teaching and learning more relevant to work and other real-life contexts.

The pilot is partly a response to business and industrial leaders who in recent years have raised concerns about the preparedness of new employees for the demands of today’s jobs.

Local businesses and industries eagerly participated in the CTL project because they see it as an opportunity to inform UGA teaching faculty about critical employment needs and opportunities in their respective workplaces, said Rich 12 ■ EDUCATION 2001

Cary of the Athens Area Chamber of Commerce.

“We hope to impress upon those who train teachers that basic skills in math, reading, applied technology, critical thinking and problem solving, as well as the ability to work together and focus on the workplace are the fundamental employee attributes that are critical,” said Cary.

“Reading for information, locating information, applied math, applied technology are among the key subjects,” he said. “Most entry level manufacturing jobs require skill levels in these areas that reflect 8th, 9th or 10th grade courses. If teachers and students can understand that these skill levels are easily within reach, and lead to excellent employment opportunities, we think the completion rates and learning levels will increase.”

Workers are also concerned. In a June 2000 study by Rutgers University’s Center for Workforce Development, a majority of American workers polled gave schools nothing better than a grade of “C” for how well they are preparing students with the skills needed to succeed in today’s new economy.

These concerns are exactly what the CTL project aims to address. A joint project of the College’s Schools of Teacher

Education and Leadership and Lifelong Learning, CTL has involved 40 education faculty members from nine different departments and another half-dozen from UGA’s College of Arts and Sciences.

Faculty members have worked with businesses, industries, the Athens Area Chamber of Commerce and school partners (academic and occupational teachers and administrators) in six counties in Georgia and other states.

Connecting classroom to workplace The project goals include connecting classroom activities to workplace contexts, emphasizing hands-on learning methods, and identifying how math, science and other academic subjects are used in real life. CTL concepts and strategies already have been integrated into two required courses for education majors, said project coordinator Dottie Harnish, a research scientist in the College’s Occupational Research Group.

Students in Nancy Knapp’s educational psychology class are required to spend two hours a week in a local school to observe teaching activities to provide a context for course readings and discussions about learning theories. Derrick Alridge’s foundations of education class includes problem-based approaches where students must use actual social issues being dealt with in schools as case studies for the course.

Project faculty member John Schell, of occupational studies, offers a new core CTL Seminar course: Disciplinary Knowledge – Basic Principles and Ways of Knowing. He created a learning community in which students visited the Centers for Disease Control in Atlanta. There, students saw relevant examples of science, social studies and math in disease control settings and problem cases. In addition, two of Schell’s students were able to arrange summer internships with the CDC as a result of the seminar.

Elizabeth Pate, CTL project faculty member in the middle school education program, redesigned her course in academic service learning to require students to develop projects that will aid the community in which they live and

work. One student’s project promoted family fire escape safety by making a video showing a family developing a fire escape plan and then practicing the plan. The video was given to the local fire station and is now part of their fire safety materials that are distributed to local schools.

Another student’s project involved a collaborative effort between the Gwinnett County Solicitor’s Office and Gwinnett County Schools. The project centered around a 30-minute interactive puppet show developed for first and second graders depicting a class bully and methods he eventually uses to deal with his anger. Students are then encouraged to pledge not to use violence to solve problems.

Pate’s work in developing these service learning classes has earned the attention of other educators here and across the nation. She was recently asked to help another Georgia university implement service learning as a component of all their classes. She was also named one of 10 finalists for the national 2000 Thomas Ehrlich Faculty Award for Service Learning.

“All of these experiences have helped me understand what is working well with students in middle schools and what is not working for them, and what we could and should be doing for all students,” she said.

As a result of the CTL project, Pate now collaborates with more than 35 middle schools across Georgia, 30 local businesses, industries and agencies, and other colleges across the UGA campus, including Agriculture, Arts and Sciences, Law, Pharmacy and the Institute of Ecology.

“This kind of interaction across departments, schools and colleges does

not occur frequently but is so important for breaking down the ‘boxes’ of academic discipline that are such a large part of education institutions,” said Harnish. “Life is interdisciplinary, and the CTL approach provides a multi-disciplinary way of looking at learning and the diverse, real world contexts within which it occurs.”

This fall most project faculty members have integrated CTL activities into their own teaching of pre-service students – either in existing or new courses – and will be a part of the ongoing learning of education students as they progress through teacher preparation programs in science, social studies, language arts, math, middle school, and occupational studies. ■ For more information, visit the Contextual Teaching and Learning Project Web site at: http://www.coe.uga.edu/ctl/

CTL Faculty Internships In the first two years of the CTL project, 10 UGA faculty members completed week-long internships at work sites in Athens and elsewhere: Elliot Gootman, mathematics (A&S), Nakanishi Manufacturing,Athens; Jim Wilson, math education, Genesis Concepts, Atlanta; Jonathan Arnold, genetics (A&S), Paradigm, Inc., Raleigh, N.C.; Steve Oliver, science education, a construction company, Athens; John Schell, occupational studies, Ocean Alliance Cape Ann Whale Watch, Gloucester, Mass.;

STORY PAGE 14

Wanda Stitt-Gohdes, occupational studies, Belk department store, Athens; Elizabeth Pate, middle school education,Athens-Clarke County Police Department; Fenice Boyd, language arts education, the Athens Banner-Herald newspaper; Deborah Tippins, science education, Cofer Nursery and Landscaping,Athens; Bettye Smith, occupational studies/family and consumer sciences, Athens Classic Center conferences and catering department.

EDUCATION 2001 ■ 13

TEACHING LEARNING

TEACHING LEARNING Clockwise from far left: Bob Parry of Overhead Door gives UGA profs Jim Wilson, Cliff Smith, Nancy Knapp and Bill Barstow tour of plant; Paul Rier of Oliver Rubber Co., explains tire research to COE prof Stuart Foster; Bob McMillen of Nakanishi Manufacturing Corp. explains plant operation to COE profs Wanda Stitt-Gohdes and Jim Wilson; Jim Tidmore, vice president of distribution at McLane Southeast, talks to COE profs John Hoge, Pat Nickell, Sherry Field, Derrick Alridge and Stuart Foster.

Connecting with the...

Real World Educators Learn What Students Need To Be Taught To Succeed In Today’s Workplace

M

ore than three dozen College of Education faculty recently found themselves back in school as students. But there were no classrooms. No books. No blackboards.

Their schooling was in the “real world” of local business, industry, retail stores and manufacturing plants – even out on the streets in ride-alongs with police officers.

Faculty members spent three-day group tours and week-long individual summer internships talking with workers and bosses about today’s jobs and the skills needed to perform them.

It’s all part of the College of Education’s three-year, $1.8 million Contextual Teaching and Learning Project (CTL), a pilot program with a deceptively simple goal: to prepare future teachers to make teaching and learning more relevant to work and other real-life contexts.

The pilot is partly a response to business and industrial leaders who in recent years have raised concerns about the preparedness of new employees for the demands of today’s jobs.

Local businesses and industries eagerly participated in the CTL project because they see it as an opportunity to inform UGA teaching faculty about critical employment needs and opportunities in their respective workplaces, said Rich 12 ■ EDUCATION 2001

Cary of the Athens Area Chamber of Commerce.

“We hope to impress upon those who train teachers that basic skills in math, reading, applied technology, critical thinking and problem solving, as well as the ability to work together and focus on the workplace are the fundamental employee attributes that are critical,” said Cary.

“Reading for information, locating information, applied math, applied technology are among the key subjects,” he said. “Most entry level manufacturing jobs require skill levels in these areas that reflect 8th, 9th or 10th grade courses. If teachers and students can understand that these skill levels are easily within reach, and lead to excellent employment opportunities, we think the completion rates and learning levels will increase.”

Workers are also concerned. In a June 2000 study by Rutgers University’s Center for Workforce Development, a majority of American workers polled gave schools nothing better than a grade of “C” for how well they are preparing students with the skills needed to succeed in today’s new economy.

These concerns are exactly what the CTL project aims to address. A joint project of the College’s Schools of Teacher

Education and Leadership and Lifelong Learning, CTL has involved 40 education faculty members from nine different departments and another half-dozen from UGA’s College of Arts and Sciences.

Faculty members have worked with businesses, industries, the Athens Area Chamber of Commerce and school partners (academic and occupational teachers and administrators) in six counties in Georgia and other states.

Connecting classroom to workplace The project goals include connecting classroom activities to workplace contexts, emphasizing hands-on learning methods, and identifying how math, science and other academic subjects are used in real life. CTL concepts and strategies already have been integrated into two required courses for education majors, said project coordinator Dottie Harnish, a research scientist in the College’s Occupational Research Group.

Students in Nancy Knapp’s educational psychology class are required to spend two hours a week in a local school to observe teaching activities to provide a context for course readings and discussions about learning theories. Derrick Alridge’s foundations of education class includes problem-based approaches where students must use actual social issues being dealt with in schools as case studies for the course.

Project faculty member John Schell, of occupational studies, offers a new core CTL Seminar course: Disciplinary Knowledge – Basic Principles and Ways of Knowing. He created a learning community in which students visited the Centers for Disease Control in Atlanta. There, students saw relevant examples of science, social studies and math in disease control settings and problem cases. In addition, two of Schell’s students were able to arrange summer internships with the CDC as a result of the seminar.

Elizabeth Pate, CTL project faculty member in the middle school education program, redesigned her course in academic service learning to require students to develop projects that will aid the community in which they live and

work. One student’s project promoted family fire escape safety by making a video showing a family developing a fire escape plan and then practicing the plan. The video was given to the local fire station and is now part of their fire safety materials that are distributed to local schools.

Another student’s project involved a collaborative effort between the Gwinnett County Solicitor’s Office and Gwinnett County Schools. The project centered around a 30-minute interactive puppet show developed for first and second graders depicting a class bully and methods he eventually uses to deal with his anger. Students are then encouraged to pledge not to use violence to solve problems.

Pate’s work in developing these service learning classes has earned the attention of other educators here and across the nation. She was recently asked to help another Georgia university implement service learning as a component of all their classes. She was also named one of 10 finalists for the national 2000 Thomas Ehrlich Faculty Award for Service Learning.

“All of these experiences have helped me understand what is working well with students in middle schools and what is not working for them, and what we could and should be doing for all students,” she said.

As a result of the CTL project, Pate now collaborates with more than 35 middle schools across Georgia, 30 local businesses, industries and agencies, and other colleges across the UGA campus, including Agriculture, Arts and Sciences, Law, Pharmacy and the Institute of Ecology.

“This kind of interaction across departments, schools and colleges does

not occur frequently but is so important for breaking down the ‘boxes’ of academic discipline that are such a large part of education institutions,” said Harnish. “Life is interdisciplinary, and the CTL approach provides a multi-disciplinary way of looking at learning and the diverse, real world contexts within which it occurs.”

This fall most project faculty members have integrated CTL activities into their own teaching of pre-service students – either in existing or new courses – and will be a part of the ongoing learning of education students as they progress through teacher preparation programs in science, social studies, language arts, math, middle school, and occupational studies. ■ For more information, visit the Contextual Teaching and Learning Project Web site at: http://www.coe.uga.edu/ctl/

CTL Faculty Internships In the first two years of the CTL project, 10 UGA faculty members completed week-long internships at work sites in Athens and elsewhere: Elliot Gootman, mathematics (A&S), Nakanishi Manufacturing,Athens; Jim Wilson, math education, Genesis Concepts, Atlanta; Jonathan Arnold, genetics (A&S), Paradigm, Inc., Raleigh, N.C.; Steve Oliver, science education, a construction company, Athens; John Schell, occupational studies, Ocean Alliance Cape Ann Whale Watch, Gloucester, Mass.;

STORY PAGE 14

Wanda Stitt-Gohdes, occupational studies, Belk department store, Athens; Elizabeth Pate, middle school education,Athens-Clarke County Police Department; Fenice Boyd, language arts education, the Athens Banner-Herald newspaper; Deborah Tippins, science education, Cofer Nursery and Landscaping,Athens; Bettye Smith, occupational studies/family and consumer sciences, Athens Classic Center conferences and catering department.

EDUCATION 2001 ■ 13

TEACHING LEARNING

HEALTH RESEARCH

Faculty, Students Create

A WHALE OF A LESSON

ohn Schell has had a “whale of a time” incorporating Contextual Teaching and Learning (CTL) principles into one of his graduate level classes. Literally.

“My first encounter with the humpback whales was transforming,” he said.

“I experienced a deep connection with the miracle of the continuation of life. It was, in fact, a spiritual experience. I was mesmerized by the majesty of the whales as they watched us watch them.”

Schell, associate professor of occupational studies, said his experience held a rare connection for him with both the past and the future. “Humpbacks are not exceedingly large, but that is definitely a relative comparison. A full-size humpback is about the size of a school bus, 40 to 50 feet long and weighing about 40 to 45 tons. These whales have inhabited the world for millions of years, but I learned that their continued existence is in question.

Today, the entire world population of whales is threatened by a variety of toxic chemicals flowing into the ocean from urban and industrial sources.”

It was a chance encounter on a whale-

J

14 ■ EDUCATION 2001

watching excursion off the coast of Massachusetts in the summer of 1998 that led Schell to take two classes of UGA students out to sea in order to learn more about how to teach students on land.

Visiting with Cynde Bierman, the onboard naturalist with the excursion, Schell learned about the Ocean Alliance / Whale Conservation Institute, and Bierman learned of Schell’s instruction and research interests.

In the summer of 1999, Schell Clockwise from left: Patricia Bridges, doctoral student in adult education, works with a Massachusetts middle school student on board ship; Debra Bozarth, undergraduate student in science education, and OA intern watch whales from ship; a whale feeds on stunned fish in wake of another whale’s tail-whipping dive into area; John Schell (back row, R) poses with his EOCS 6990 class as they prepare to go whale watching off coast of Massachusetts.

returned to Massachusetts to do a faculty internship with the OA/WCI for the CTL project, a three-year, $1.8 million pilot program funded by the U.S. Department of Education aimed at

preparing future public school teachers to make teaching and learning more relevant to work and other real-life contexts. The internship involved Schell bringing his Situated Cognition class to Massachusetts for a week as educational consultants to WCI naturalists in the redesign of their on-boat education program. The class designed learning experiences that connected the whale-watching experience with larger ecological issues.

“This year we involved UGA students in working with the public and with school teachers who are clients of the OA/WCI,” said Schell. “Our mutual objective is to promote conservation and a clean environment through educating adults and children.”

The focus of this year’s class was on preparing middle school children for a whale-watching experience. UGA students worked in teams with local teachers in the Gloucester and Rockport (Mass.) areas on the delivery of a whale lesson based on communities of practice theory.

Schell’s excursion classes have included 20 practicing middle school teachers who were master’s and doctoral students from the departments of occupational studies and adult education and a preservice teacher in science education.

Schell defines situated cognition as natural learning that takes place in natural settings. “The theory of situated cognition is based on two primary positions that have emerged from research. First, learning is essentially a social phenomenon.

And second, learning is rooted in the context in which it is learned. Both perspectives represent a fairly radical departure from traditional views of psychological learning and the classroom as the optimal place for learning.”

Another theme of the course is aligning the assumptions of situated learning with the art of teaching. “If we know something about how individuals learn naturally, how can we as teachers apply these ideas to make the facilitation of learning more effective?” ■ For more on John Schell’s CTL classes, visit: http://www.coe.uga.edu/ctl/Whale%2 0Site/index.html

Researchers (L-R): Allison McGrath, Mark Wilson, David DeJoy and Bob Vandenberg.

Researchers Study How Workplace Health Affects Business Performance

A

team headed by education researchers David DeJoy and Mark Wilson of the School of Health and Human Performance has set out to answer a difficult but important question in today’s mean-and-lean business world: Does a healthy workplace benefit both employees and business performance? The answer is often assumed to be yes, but there is little data to support it.

With a three-year $850,000 grant from the National Institute for Occupational Safety and Health (NIOSH) through the Centers for Disease Control (CDC), the researchers seek to provide scientifically valid data to support or refute that assumption.

“You know, we really believe that promoting a healthy workplace is good for the business bottom line. We’re kind of zealots in a sense,” says DeJoy, professor of health promotion and behavior. “But no one has ever really tested it.” DeJoy defines a healthy workplace as an organization that has well-designed jobs, a positive organizational climate, and one that pays attention to job security, career development and equity issues, and has the policies and values to support those three areas.

“There is research on the impact of workplace health on such things as job satisfaction, employee turnover rates, and employee psychological stress,” he says. “And there are many studies on

the financial side, but they have typically not focused on people factors.

What our project is trying to do is put the two together.”

To test their healthy workplace model, the researchers found a corporate partner in Atlanta-based Home Depot, Inc. One of the nation’s fastestgrowing companies and the leading home improvement retailer, Home Depot was founded on a premise that encourages employee participation, communication and empowerment, says DeJoy. DeJoy and Wilson assembled a Workplace Health Group that includes project director Allison McGrath from the department of health promotion and behavior and Bob Vandenberg, associate professor of management in the UGA Terry College of Business.

Karen Watkins, professor of adult education and interim director of the school of leadership and lifelong learning, is assisting with the project, as are several health promotion and behavior graduate assistants.

Working with about 5,000 employees in 21 Home Depot stores in Florida, the researchers first gave a baseline questionnaire, then paired up stores, randomly assigning one to treatment and one to control. In the stores selected for the six-month intervention, the researchers put together problem-solving teams that involve everybody – from the workers at the

bottom to top management – who will offer different perspectives on what’s going on at the work site.

These problem-solving teams will be taught to use a five-step process to identify key issues, prioritize those issues, develop strategies to deal with them, and implement those strategies.

“Empowerment is a key concept.

They need to feel they’ve got control over the process, over the decisions that are made and over ways they are going to improve this work site,” says DeJoy. “So these problem-solving teams will be looking at the work organization factors, but they’re also looking at the financial factors. And there’s an understanding that if you don’t have the financial, you don’t have anything.”

For DeJoy, the possibility of changing the management mindset is the most intriguing and interesting part of the project. “If we ARE successful, I think there’s going to be a lot more inducement for business to be proactive in this area and to elevate healthy workplace organization to its core values,” he says.

Wilson, an associate professor in health promotion and behavior, agrees.

“If we can prove that a healthy workplace is good for both employees and business performance with an already successful and employee-friendly market leader like Home Depot, what are the possibilities of helping to save struggling or less competitive businesses? It’s going to be very important to business survival.” ■ Visit the Workplace Health Group web site at: http://www.coe.uga.edu/ workplacehealth

EDUCATION 2001 ■ 15

TEACHING LEARNING

HEALTH RESEARCH

Faculty, Students Create

A WHALE OF A LESSON

ohn Schell has had a “whale of a time” incorporating Contextual Teaching and Learning (CTL) principles into one of his graduate level classes. Literally.

“My first encounter with the humpback whales was transforming,” he said.

“I experienced a deep connection with the miracle of the continuation of life. It was, in fact, a spiritual experience. I was mesmerized by the majesty of the whales as they watched us watch them.”

Schell, associate professor of occupational studies, said his experience held a rare connection for him with both the past and the future. “Humpbacks are not exceedingly large, but that is definitely a relative comparison. A full-size humpback is about the size of a school bus, 40 to 50 feet long and weighing about 40 to 45 tons. These whales have inhabited the world for millions of years, but I learned that their continued existence is in question.

Today, the entire world population of whales is threatened by a variety of toxic chemicals flowing into the ocean from urban and industrial sources.”

It was a chance encounter on a whale-

J

14 ■ EDUCATION 2001

watching excursion off the coast of Massachusetts in the summer of 1998 that led Schell to take two classes of UGA students out to sea in order to learn more about how to teach students on land.

Visiting with Cynde Bierman, the onboard naturalist with the excursion, Schell learned about the Ocean Alliance / Whale Conservation Institute, and Bierman learned of Schell’s instruction and research interests.

In the summer of 1999, Schell Clockwise from left: Patricia Bridges, doctoral student in adult education, works with a Massachusetts middle school student on board ship; Debra Bozarth, undergraduate student in science education, and OA intern watch whales from ship; a whale feeds on stunned fish in wake of another whale’s tail-whipping dive into area; John Schell (back row, R) poses with his EOCS 6990 class as they prepare to go whale watching off coast of Massachusetts.

returned to Massachusetts to do a faculty internship with the OA/WCI for the CTL project, a three-year, $1.8 million pilot program funded by the U.S. Department of Education aimed at

preparing future public school teachers to make teaching and learning more relevant to work and other real-life contexts. The internship involved Schell bringing his Situated Cognition class to Massachusetts for a week as educational consultants to WCI naturalists in the redesign of their on-boat education program. The class designed learning experiences that connected the whale-watching experience with larger ecological issues.

“This year we involved UGA students in working with the public and with school teachers who are clients of the OA/WCI,” said Schell. “Our mutual objective is to promote conservation and a clean environment through educating adults and children.”

The focus of this year’s class was on preparing middle school children for a whale-watching experience. UGA students worked in teams with local teachers in the Gloucester and Rockport (Mass.) areas on the delivery of a whale lesson based on communities of practice theory.

Schell’s excursion classes have included 20 practicing middle school teachers who were master’s and doctoral students from the departments of occupational studies and adult education and a preservice teacher in science education.

Schell defines situated cognition as natural learning that takes place in natural settings. “The theory of situated cognition is based on two primary positions that have emerged from research. First, learning is essentially a social phenomenon.

And second, learning is rooted in the context in which it is learned. Both perspectives represent a fairly radical departure from traditional views of psychological learning and the classroom as the optimal place for learning.”

Another theme of the course is aligning the assumptions of situated learning with the art of teaching. “If we know something about how individuals learn naturally, how can we as teachers apply these ideas to make the facilitation of learning more effective?” ■ For more on John Schell’s CTL classes, visit: http://www.coe.uga.edu/ctl/Whale%2 0Site/index.html

Researchers (L-R): Allison McGrath, Mark Wilson, David DeJoy and Bob Vandenberg.

Researchers Study How Workplace Health Affects Business Performance

A

team headed by education researchers David DeJoy and Mark Wilson of the School of Health and Human Performance has set out to answer a difficult but important question in today’s mean-and-lean business world: Does a healthy workplace benefit both employees and business performance? The answer is often assumed to be yes, but there is little data to support it.

With a three-year $850,000 grant from the National Institute for Occupational Safety and Health (NIOSH) through the Centers for Disease Control (CDC), the researchers seek to provide scientifically valid data to support or refute that assumption.

“You know, we really believe that promoting a healthy workplace is good for the business bottom line. We’re kind of zealots in a sense,” says DeJoy, professor of health promotion and behavior. “But no one has ever really tested it.” DeJoy defines a healthy workplace as an organization that has well-designed jobs, a positive organizational climate, and one that pays attention to job security, career development and equity issues, and has the policies and values to support those three areas.

“There is research on the impact of workplace health on such things as job satisfaction, employee turnover rates, and employee psychological stress,” he says. “And there are many studies on

the financial side, but they have typically not focused on people factors.

What our project is trying to do is put the two together.”

To test their healthy workplace model, the researchers found a corporate partner in Atlanta-based Home Depot, Inc. One of the nation’s fastestgrowing companies and the leading home improvement retailer, Home Depot was founded on a premise that encourages employee participation, communication and empowerment, says DeJoy. DeJoy and Wilson assembled a Workplace Health Group that includes project director Allison McGrath from the department of health promotion and behavior and Bob Vandenberg, associate professor of management in the UGA Terry College of Business.

Karen Watkins, professor of adult education and interim director of the school of leadership and lifelong learning, is assisting with the project, as are several health promotion and behavior graduate assistants.

Working with about 5,000 employees in 21 Home Depot stores in Florida, the researchers first gave a baseline questionnaire, then paired up stores, randomly assigning one to treatment and one to control. In the stores selected for the six-month intervention, the researchers put together problem-solving teams that involve everybody – from the workers at the

bottom to top management – who will offer different perspectives on what’s going on at the work site.

These problem-solving teams will be taught to use a five-step process to identify key issues, prioritize those issues, develop strategies to deal with them, and implement those strategies.

“Empowerment is a key concept.

They need to feel they’ve got control over the process, over the decisions that are made and over ways they are going to improve this work site,” says DeJoy. “So these problem-solving teams will be looking at the work organization factors, but they’re also looking at the financial factors. And there’s an understanding that if you don’t have the financial, you don’t have anything.”

For DeJoy, the possibility of changing the management mindset is the most intriguing and interesting part of the project. “If we ARE successful, I think there’s going to be a lot more inducement for business to be proactive in this area and to elevate healthy workplace organization to its core values,” he says.

Wilson, an associate professor in health promotion and behavior, agrees.

“If we can prove that a healthy workplace is good for both employees and business performance with an already successful and employee-friendly market leader like Home Depot, what are the possibilities of helping to save struggling or less competitive businesses? It’s going to be very important to business survival.” ■ Visit the Workplace Health Group web site at: http://www.coe.uga.edu/ workplacehealth

EDUCATION 2001 ■ 15

HEALTH RESEARCH

COLLEGE LEADERSHIP Glynn Appointed New Director of School of Teacher Education

Research Shows Muscle Pain from Exercise Shouldn’t Cost You Sleep

M

any people find they sleep better after exercise. But what if the exercise results in muscle pain? An experimental study co-authored by Patrick J. O’Connor, associate professor of exercise science, found that exercise resulting in muscle pain does not disturb sleep.

“This investigation extended prior research by taking pain-free men and causing them to have exercise-induced muscle pain. The experiment showed conclusively that exercise-induced muscle pain does not cause sleep problems,” says O’Connor. “This is good news for people suffering from muscle pain who would rather not take night-time pain medicine.”

The findings, published in the Spring 2000 issue of The Journal of Pain, differ from what was found in less well-controlled studies and challenge the notion that people who are experiencing muscle pain always suffer from an associated sleep disturbance.

O’Connor and two former UGA students, Michael J. Breus and Stephen T. Ragan, investigated the effects of eccentric muscle actions on sleep. The performance of high intensity, unaccustomed eccentric exercise results in small tears in the muscle, causing muscle pain that usually sets in about 6-12 hours after eccentric exercise and peaks about 24-48 hours post-exercise. Despite experiencing moderate intensity arm and leg muscle pain, men in the study did not take longer to fall asleep, nor did they wake up more often in the middle of the night or have more slow-wave sleep.

Reports of sleep problems are common among people suffering from arthritis or chronic low back pain. A 1997 Louis Harris poll reported that nighttime pain and sleeplessness affects about 15 million Americans.

“The findings also imply that people suffering from exercise-induced muscle pain who are losing sleep should consider investigating other reasons why they may be experiencing sleeplessness,” says O’Connor. ■ Patrick O’Connor can be reached at poconnor@coe.uga.edu) Patrick O’Connor’s research findings on muscle pain drew national attention.

16 ■ EDUCATION 2001

Denise Glynn, professor of elementary education,is the new Director of the School of Teacher Education.

She has previously served as head of the department of elementary education.

Since joining UGA’s faculty in 1984,Glynn has received the College Faculty Award for Teaching Excellence and the D. Keith Osborn Faculty Senate Award for Teaching Excellence. She also has been recognized as a UGA Honors Day Outstanding Teacher and is currently a member of the UGA Office of Instructional Support and Development campus-wide Peer Consultation Team,which mentors UGA faculty in the area of teaching.Glynn is senior author of Teaching and Learning in the Middle Grades, the leading middle school education textbook.

Interim School Directors Named Karen Watkins Leadership & Lifelong Learning Karen Watkins, professor of adult education and director of graduate programs in human resource and organizational development, was appointed to serve as Interim Director of the School of Leadership and Lifelong Learning.Previously, Watkins was an associate professor of educational administration at the University of Texas at Austin where she directed the graduate program in adult and human resources development leadership.

College Reorganizes Leadership To Meet New Challenges Focusing on the development of new educational partnerships with Georgia public schools and increasing research productivity, Dean Louis Castenell has put together a new administrative team to help the College reach the goals of its strategic plan.

In forming his new team,Castenell expanded the role of the associate dean for academic affairs and created two new associate dean posts.The appointments include UGA’s first associate dean position devoted exclusively to the development of educator partnerships.

George W. Hynd Associate Dean for Research Development & Outreach Previous position: Director of School of Professional Studies, research professor in special education; UGA experience: holds faculty appointments in the department of psychology at UGA and the department of neurology at the Medical College of Georgia, has directed a clinic for school-aged children and adolescents at UGA for the past 15 years; National recognition: research at UGA on neurobiological basis of childhood learning and behavior disorders typically seen in school-aged children, National Institutes of Health-funded research has examined variations in brain structures known to be associated with familial language and reading disorders, received Lightner Witmer award from the American Psychological Association for early career achievements; Previous experience: faculty member at Northern Arizona University, elementary school teacher in Los Angeles, school psychologist in Guam; Education: Ed.D. in psychology, University of Northern Colorado, 1976;M.S., B.S., Pepperdine University in Los Angeles; Joined UGA faculty: 1979 Quote: “I am delighted to have the opportunity to work with Dean Castenell in facilitating the efforts of our faculty in moving forward in innovative directions in the research and outreach arenas.”

Kent Gustafson Professional Studies Kent Gustafson,professor and department head of instructional technology, was named Interim Director of the School of Professional Studies. Gustafson’s research interests are in evaluation of education and training programs, and professional education.He teaches classes in pre-service media and technology education,instructional design and development,program and project management,and diffusion of educational innovations.

EDUCATION 2001 ■ 17

HEALTH RESEARCH

COLLEGE LEADERSHIP Glynn Appointed New Director of School of Teacher Education

Research Shows Muscle Pain from Exercise Shouldn’t Cost You Sleep

M

any people find they sleep better after exercise. But what if the exercise results in muscle pain? An experimental study co-authored by Patrick J. O’Connor, associate professor of exercise science, found that exercise resulting in muscle pain does not disturb sleep.

“This investigation extended prior research by taking pain-free men and causing them to have exercise-induced muscle pain. The experiment showed conclusively that exercise-induced muscle pain does not cause sleep problems,” says O’Connor. “This is good news for people suffering from muscle pain who would rather not take night-time pain medicine.”

The findings, published in the Spring 2000 issue of The Journal of Pain, differ from what was found in less well-controlled studies and challenge the notion that people who are experiencing muscle pain always suffer from an associated sleep disturbance.

O’Connor and two former UGA students, Michael J. Breus and Stephen T. Ragan, investigated the effects of eccentric muscle actions on sleep. The performance of high intensity, unaccustomed eccentric exercise results in small tears in the muscle, causing muscle pain that usually sets in about 6-12 hours after eccentric exercise and peaks about 24-48 hours post-exercise. Despite experiencing moderate intensity arm and leg muscle pain, men in the study did not take longer to fall asleep, nor did they wake up more often in the middle of the night or have more slow-wave sleep.

Reports of sleep problems are common among people suffering from arthritis or chronic low back pain. A 1997 Louis Harris poll reported that nighttime pain and sleeplessness affects about 15 million Americans.

“The findings also imply that people suffering from exercise-induced muscle pain who are losing sleep should consider investigating other reasons why they may be experiencing sleeplessness,” says O’Connor. ■ Patrick O’Connor can be reached at poconnor@coe.uga.edu) Patrick O’Connor’s research findings on muscle pain drew national attention.

16 ■ EDUCATION 2001

Denise Glynn, professor of elementary education,is the new Director of the School of Teacher Education.

She has previously served as head of the department of elementary education.

Since joining UGA’s faculty in 1984,Glynn has received the College Faculty Award for Teaching Excellence and the D. Keith Osborn Faculty Senate Award for Teaching Excellence. She also has been recognized as a UGA Honors Day Outstanding Teacher and is currently a member of the UGA Office of Instructional Support and Development campus-wide Peer Consultation Team,which mentors UGA faculty in the area of teaching.Glynn is senior author of Teaching and Learning in the Middle Grades, the leading middle school education textbook.

Interim School Directors Named Karen Watkins Leadership & Lifelong Learning Karen Watkins, professor of adult education and director of graduate programs in human resource and organizational development, was appointed to serve as Interim Director of the School of Leadership and Lifelong Learning.Previously, Watkins was an associate professor of educational administration at the University of Texas at Austin where she directed the graduate program in adult and human resources development leadership.

College Reorganizes Leadership To Meet New Challenges Focusing on the development of new educational partnerships with Georgia public schools and increasing research productivity, Dean Louis Castenell has put together a new administrative team to help the College reach the goals of its strategic plan.

In forming his new team,Castenell expanded the role of the associate dean for academic affairs and created two new associate dean posts.The appointments include UGA’s first associate dean position devoted exclusively to the development of educator partnerships.

George W. Hynd Associate Dean for Research Development & Outreach Previous position: Director of School of Professional Studies, research professor in special education; UGA experience: holds faculty appointments in the department of psychology at UGA and the department of neurology at the Medical College of Georgia, has directed a clinic for school-aged children and adolescents at UGA for the past 15 years; National recognition: research at UGA on neurobiological basis of childhood learning and behavior disorders typically seen in school-aged children, National Institutes of Health-funded research has examined variations in brain structures known to be associated with familial language and reading disorders, received Lightner Witmer award from the American Psychological Association for early career achievements; Previous experience: faculty member at Northern Arizona University, elementary school teacher in Los Angeles, school psychologist in Guam; Education: Ed.D. in psychology, University of Northern Colorado, 1976;M.S., B.S., Pepperdine University in Los Angeles; Joined UGA faculty: 1979 Quote: “I am delighted to have the opportunity to work with Dean Castenell in facilitating the efforts of our faculty in moving forward in innovative directions in the research and outreach arenas.”

Kent Gustafson Professional Studies Kent Gustafson,professor and department head of instructional technology, was named Interim Director of the School of Professional Studies. Gustafson’s research interests are in evaluation of education and training programs, and professional education.He teaches classes in pre-service media and technology education,instructional design and development,program and project management,and diffusion of educational innovations.

EDUCATION 2001 ■ 17

FACULTY RECOGNITION

ALUMNI RECOGNITION

Faculty Earn Recognition for Excellence national Professional Service to Health Education Award for 2000 presented by the American Association for Health Education for his research into the effectiveness of a victim impact panel on the re-arrest rate of drunken drivers.

An article co-authored by Sally Zepeda, assistant professor of educational leadership, was selected as one of two “Highly Commended Papers” in the 1999 volume of the International Journal of Educational Management.

An article co-authored by Jo Blase and Joseph Blase, professors of educational leadership, was selected as the “Outstanding Paper” of the 1999 volume of the Journal of Educational Administration.

University Awards and Honors

COE prof Randi Stanulis works with 4th-grade kids on a science project at Barrow Elementary School in Clarke County.

National and International Recognition Louis Castenell, Jr., dean of the College of Education, was named to the board of directors of the National Board for Professional Teaching Standards.

Derrick P. Alridge, assistant professor of social foundations of education, was recognized at the 52nd annual meeting of the American Association of Colleges of Teacher Education (AACTE) with their Outstanding Writing Award for his article, “Conceptualizing a Du Boisian Philosophy of Education: Toward a Model for African-American Education.”

Robert C.Wicklein, associate professor and graduate coordinator in the department of occupational studies, received the Teacher Educator of the Year award from the Council on Technology Teacher Education (CTTE).

Michael Ferrara, associate professor of exercise science and director of the athletic training program, was elected president of the World Federation of Athletic Training and Therapy.

Richard Hayes, professor and head of the counseling and human development services department,received a Fulbright grant to collaborate with Japanese educators in the development of a school counselor preparation program over the next two years. He is working with faculty from the University of Tokyo and and their partner schools in Japan this fall.

Stuart W. Fors, head of the department of health promotion and behavior, received the 18 ■ EDUCATION 2001

Randi Stanulis, associate professor and head of the early childhood education program, received one of UGA’s highest instructional honors, the Richard B. Russell Undergraduate Teaching Award.

Noel Gregg, director of the UGA Learning Disabilities Center and the UGA Regents Center for Learning Disorders and professor of special education, was appointed Distinguished Research Professor by the UGA Office of the Vice President for Research. The honor is reserved for academicians whose work is recognized as being of the highest level of creativity by national and international leaders in the discipline.

Allison Babyak, assistant professor of special education, and Pamela Orpinas, assistant professor of health promotion and behavior, were named Lily Teaching Fellows for 1999-2000 by the Office of Instructional Support and Development.

College Awards and Honors Sylvia Hutchinson, former associate dean of the College and current professor in the Institute of Higher Education, was named Aderhold Distinguished Professor for exemplary contributions in teaching, research and service.

Penelope Oldfather, associate professor of elementary education,and Elizabeth St. Pierre, assistant professor of language education,received D. Keith Osborn Awards for Teaching Excellence.

Lynn Bryan, assistant professor of science education,and Paul Schutz, assistant professor of educational psychology, were recognized at UGA Honors Day this past spring with College Outstanding Teaching Faculty Awards.

Sherry Field, associate professor of social science education, received the 2000 Faculty Fellow Award, and Judith Preissle, professor of social foundations, was awarded the 2000 Russell Yeany Research Award.

Outstanding Alumni Purcell Receives CASE International Award First it was the teacher. Now, the pupil has claimed the same honor. Luann Purcell, assistant superintendent for pupil services in Houston County Schools, has received the highest honor bestowed by the International Council of Administrators of Special Education (CASE).

This marks only the second time in its 15-year history that a Georgia educator has won CASE’s Harrie M. Selznick Distinguished Service Award. Georgians now have a claim on it for two years running. Last year’s winner, Bill Swan,of the College’s educational leadership department, was Purcell’s doctoral professor.

Hendren Receives 2000 Staff Award for Excellence Becky Hendren, a senior secretary in the language education department, received the College of Education 2000 Staff Award for Excellence. The award carries with it a plaque, a certificate and a cash award of $1,000.

Hendren is often the first contact that undergraduate students have with the language education department,faculty members say. “By the time some of us teach them as seniors, our students know her as a supportive friend who has not only helped them find what they need, but counseled them in times of stress, listened to their stories and been a consistent,dependable part of their college careers.”

Since 1991, Hendren has managed the department‘s annual Conference on Children‘s Literature and the Georgia Children‘s Picture Storybook and Book Awards Program.

She also has managed a summer conference co-sponsored by the department and the Georgia Council of Teachers of English.

Six other staff members were honored as unit winners in the award selection process: Melanie Blakeman, administrative secretary, physical education & sports studies, health and human performance; Donna Bell, administrative secretary, educational leadership, leadership and lifelong learning; Angela Callaway, office manager, special education,professional studies; Betty Tanner, administrative secretary, counseling and human development services, professional studies; Elizabeth Platt, office manager, math education, teacher education; and Kathy Wilson, academic advisor, office of the Associate Dean for Academic Affairs.

The College also recognized 24 staff members for their years of dedication, hard work and commitment to excellence.

Hollingsworth Awarded Jordan Grant

Alumni Receive Honor Teacher Awards

Pam Royston and Carol Strickland Hall, both College of Education graduates, were two of four teachers from across Georgia selected to receive the 2000 Honor Teacher Awards – and $10,000 each – by the Atlanta Journal Constitution for their teaching techniques, community involvement and devotion to educational excellence.

Royston teaches mildly to moderately retarded students at Hart County Middle School.She pairs her students with the elderly in nursing homes, with pre-kindergarten children in day care, and in a variety of situations in which her students can Pam Royston works with special edulearn real-life skills and can learn from others. Her cation students at Hart County Middle work and her students have been featured on TV School; Hilsman Middle School’s Carol news segments in Atlanta and Athens. Royston Hall (top) makes learning fun in says of her techniques, “Regular education kids Clarke County. can learn so much by teaching special needs stuPHOTOS/ATLANTA JOURNAL CONSTITUTION dents as peers. I know you can’t measure compassion,but these regular kids who work with my kids have something that stays with them for the rest of their lives.” Royston, who has been teaching for six years, has a bachelor’s degree in education from UGA. Hall teaches reading and language arts and heads the gifted program at Hilsman Middle School in Clarke County. She says the key to teaching is making things real for her students and letting them use their own creativity to learn in their own individual style. “If you can make learning fun,they’ll want to continue learning. They have to understand that what they’re doing is their future.” Hall has carried her methods to teachers in many foreign countries during the summer months, and she says she has brought back from them methods that she uses in her classroom.She has taught for 19 years, has a bachelor’s in early childhood education,a master’s in reading education,a gifted endorsement, and a specialist degree in reading education,all from UGA. Eight additional teachers were given $5,000 each, money they promised to put to use in the classroom.A panel of judges selected the 12 award winners from 477 nominees. The award ceremony was held May 16.

Gainesville Middle School art teacher Jane Hollingsworth received a Jordan Fundamental Grant from the National Foundation for the Improvement of Education.

The grant is awarded to outstanding public school teachers serving economically disadvantaged students.

Hollingsworth’s entry, “Migration: Biological and Sociological,” crosses over into fine arts, science, social studies, language arts and mathematics and grew out of her experiences during a trip to Mexico with her students last year. She received her master’s and doctorate from the College of Education.

Baucom, Hebert Named Outstanding Student Personnel Alumni Kathi Baucom and Deborrah Hebert received the Outstanding Alumni Awards for 2000 from the COE student personnel program. The program,within the department of counseling and human development services, presents an award annually for the most outstanding master’s and doctoral graduates. Candidates for the award are nominated on the basis of their contribution to administration,counseling, teaching and/or research at the college level.

Hebert (Ph.D. ‘90) is Dean of Student Life at Angelo State University in San Angelo, Texas. A native of Louisiana, she has had a distinguished career in student affairs administration in Louisiana, Virginia, and Texas. She has been active in professional association leadership with the American College Personnel Association, serving as chair of its Administrative Leadership Commission. She accepted her position at Angelo State in 1998.

Baucom (M.Ed.‘74),Assistant Vice Chancellor for Enrollment Management at the University of North Carolina-Charlotte, oversees seven agencies: the Office of Undergraduate Admissions, the Registrar’s Office, the Office of Adult Students and Evening Services, the University Career Center, the University Learning Center, the Office of Academic Information Systems and the Office of Disability Services.

EDUCATION 2001 ■ 19

FACULTY RECOGNITION

ALUMNI RECOGNITION

Faculty Earn Recognition for Excellence national Professional Service to Health Education Award for 2000 presented by the American Association for Health Education for his research into the effectiveness of a victim impact panel on the re-arrest rate of drunken drivers.

An article co-authored by Sally Zepeda, assistant professor of educational leadership, was selected as one of two “Highly Commended Papers” in the 1999 volume of the International Journal of Educational Management.

An article co-authored by Jo Blase and Joseph Blase, professors of educational leadership, was selected as the “Outstanding Paper” of the 1999 volume of the Journal of Educational Administration.

University Awards and Honors

COE prof Randi Stanulis works with 4th-grade kids on a science project at Barrow Elementary School in Clarke County.

National and International Recognition Louis Castenell, Jr., dean of the College of Education, was named to the board of directors of the National Board for Professional Teaching Standards.

Derrick P. Alridge, assistant professor of social foundations of education, was recognized at the 52nd annual meeting of the American Association of Colleges of Teacher Education (AACTE) with their Outstanding Writing Award for his article, “Conceptualizing a Du Boisian Philosophy of Education: Toward a Model for African-American Education.”

Robert C.Wicklein, associate professor and graduate coordinator in the department of occupational studies, received the Teacher Educator of the Year award from the Council on Technology Teacher Education (CTTE).

Michael Ferrara, associate professor of exercise science and director of the athletic training program, was elected president of the World Federation of Athletic Training and Therapy.

Richard Hayes, professor and head of the counseling and human development services department,received a Fulbright grant to collaborate with Japanese educators in the development of a school counselor preparation program over the next two years. He is working with faculty from the University of Tokyo and and their partner schools in Japan this fall.

Stuart W. Fors, head of the department of health promotion and behavior, received the 18 ■ EDUCATION 2001

Randi Stanulis, associate professor and head of the early childhood education program, received one of UGA’s highest instructional honors, the Richard B. Russell Undergraduate Teaching Award.

Noel Gregg, director of the UGA Learning Disabilities Center and the UGA Regents Center for Learning Disorders and professor of special education, was appointed Distinguished Research Professor by the UGA Office of the Vice President for Research. The honor is reserved for academicians whose work is recognized as being of the highest level of creativity by national and international leaders in the discipline.

Allison Babyak, assistant professor of special education, and Pamela Orpinas, assistant professor of health promotion and behavior, were named Lily Teaching Fellows for 1999-2000 by the Office of Instructional Support and Development.

College Awards and Honors Sylvia Hutchinson, former associate dean of the College and current professor in the Institute of Higher Education, was named Aderhold Distinguished Professor for exemplary contributions in teaching, research and service.

Penelope Oldfather, associate professor of elementary education,and Elizabeth St. Pierre, assistant professor of language education,received D. Keith Osborn Awards for Teaching Excellence.

Lynn Bryan, assistant professor of science education,and Paul Schutz, assistant professor of educational psychology, were recognized at UGA Honors Day this past spring with College Outstanding Teaching Faculty Awards.

Sherry Field, associate professor of social science education, received the 2000 Faculty Fellow Award, and Judith Preissle, professor of social foundations, was awarded the 2000 Russell Yeany Research Award.

Outstanding Alumni Purcell Receives CASE International Award First it was the teacher. Now, the pupil has claimed the same honor. Luann Purcell, assistant superintendent for pupil services in Houston County Schools, has received the highest honor bestowed by the International Council of Administrators of Special Education (CASE).

This marks only the second time in its 15-year history that a Georgia educator has won CASE’s Harrie M. Selznick Distinguished Service Award. Georgians now have a claim on it for two years running. Last year’s winner, Bill Swan,of the College’s educational leadership department, was Purcell’s doctoral professor.

Hendren Receives 2000 Staff Award for Excellence Becky Hendren, a senior secretary in the language education department, received the College of Education 2000 Staff Award for Excellence. The award carries with it a plaque, a certificate and a cash award of $1,000.

Hendren is often the first contact that undergraduate students have with the language education department,faculty members say. “By the time some of us teach them as seniors, our students know her as a supportive friend who has not only helped them find what they need, but counseled them in times of stress, listened to their stories and been a consistent,dependable part of their college careers.”

Since 1991, Hendren has managed the department‘s annual Conference on Children‘s Literature and the Georgia Children‘s Picture Storybook and Book Awards Program.

She also has managed a summer conference co-sponsored by the department and the Georgia Council of Teachers of English.

Six other staff members were honored as unit winners in the award selection process: Melanie Blakeman, administrative secretary, physical education & sports studies, health and human performance; Donna Bell, administrative secretary, educational leadership, leadership and lifelong learning; Angela Callaway, office manager, special education,professional studies; Betty Tanner, administrative secretary, counseling and human development services, professional studies; Elizabeth Platt, office manager, math education, teacher education; and Kathy Wilson, academic advisor, office of the Associate Dean for Academic Affairs.

The College also recognized 24 staff members for their years of dedication, hard work and commitment to excellence.

Hollingsworth Awarded Jordan Grant

Alumni Receive Honor Teacher Awards

Pam Royston and Carol Strickland Hall, both College of Education graduates, were two of four teachers from across Georgia selected to receive the 2000 Honor Teacher Awards – and $10,000 each – by the Atlanta Journal Constitution for their teaching techniques, community involvement and devotion to educational excellence.

Royston teaches mildly to moderately retarded students at Hart County Middle School.She pairs her students with the elderly in nursing homes, with pre-kindergarten children in day care, and in a variety of situations in which her students can Pam Royston works with special edulearn real-life skills and can learn from others. Her cation students at Hart County Middle work and her students have been featured on TV School; Hilsman Middle School’s Carol news segments in Atlanta and Athens. Royston Hall (top) makes learning fun in says of her techniques, “Regular education kids Clarke County. can learn so much by teaching special needs stuPHOTOS/ATLANTA JOURNAL CONSTITUTION dents as peers. I know you can’t measure compassion,but these regular kids who work with my kids have something that stays with them for the rest of their lives.” Royston, who has been teaching for six years, has a bachelor’s degree in education from UGA. Hall teaches reading and language arts and heads the gifted program at Hilsman Middle School in Clarke County. She says the key to teaching is making things real for her students and letting them use their own creativity to learn in their own individual style. “If you can make learning fun,they’ll want to continue learning. They have to understand that what they’re doing is their future.” Hall has carried her methods to teachers in many foreign countries during the summer months, and she says she has brought back from them methods that she uses in her classroom.She has taught for 19 years, has a bachelor’s in early childhood education,a master’s in reading education,a gifted endorsement, and a specialist degree in reading education,all from UGA. Eight additional teachers were given $5,000 each, money they promised to put to use in the classroom.A panel of judges selected the 12 award winners from 477 nominees. The award ceremony was held May 16.

Gainesville Middle School art teacher Jane Hollingsworth received a Jordan Fundamental Grant from the National Foundation for the Improvement of Education.

The grant is awarded to outstanding public school teachers serving economically disadvantaged students.

Hollingsworth’s entry, “Migration: Biological and Sociological,” crosses over into fine arts, science, social studies, language arts and mathematics and grew out of her experiences during a trip to Mexico with her students last year. She received her master’s and doctorate from the College of Education.

Baucom, Hebert Named Outstanding Student Personnel Alumni Kathi Baucom and Deborrah Hebert received the Outstanding Alumni Awards for 2000 from the COE student personnel program. The program,within the department of counseling and human development services, presents an award annually for the most outstanding master’s and doctoral graduates. Candidates for the award are nominated on the basis of their contribution to administration,counseling, teaching and/or research at the college level.

Hebert (Ph.D. ‘90) is Dean of Student Life at Angelo State University in San Angelo, Texas. A native of Louisiana, she has had a distinguished career in student affairs administration in Louisiana, Virginia, and Texas. She has been active in professional association leadership with the American College Personnel Association, serving as chair of its Administrative Leadership Commission. She accepted her position at Angelo State in 1998.

Baucom (M.Ed.‘74),Assistant Vice Chancellor for Enrollment Management at the University of North Carolina-Charlotte, oversees seven agencies: the Office of Undergraduate Admissions, the Registrar’s Office, the Office of Adult Students and Evening Services, the University Career Center, the University Learning Center, the Office of Academic Information Systems and the Office of Disability Services.

EDUCATION 2001 ■ 19

GIVING DONORS

GIVING DONORS

The College of Education Honor Roll of Donors 1999-2000.

This Honor Roll of Donors recognizes gifts made to the College of Education through the University of Georgia Foundation from July 1, 1999 through June 30, 2000.

Dean’s Club – recognizing donors who have given a minimum of $1,000 during the year. Gifts at this level also qualify for the University of Georgia Annual President’s Club.

Corporations, Foundations and Organizations – recognizing gifts from these entities at all levels.

Dr. Ira E. Aaron Martha Nell Allman Anonymous Ms. Renee M. Babineau and Mr. Anthony J. Mitchell Mr. and Mrs. Norman S. Barber Betty J. Benson Dr. Robert Branch Brian Christopher Bruce Bob and Maxine Burton Joe B. Buttram Dr. Thomas J. Cooney and Sara Lucas Cooney Dr. Bernice Louise Cooper David and Carolyn Fleming Dr. Helen C. Hall and Billy E. Moppin Dr. George Olin Hallman Dr. Joseph P. Hester Dr. Charles Thomas Holmes and Roselle Massey Holmes Dr. Sylvia McCoy Hutchinson Charles H. Jarvis Virginia Stewart Jarvis Joyce Chambley and James C. Kirk Randall and Rita Manning Dr. Denise Spangler Mewborn David John Mullen, Jr. and Cynthia Shields Mullen Dr. Whitney Lee Myers Janice Bateman Puder Dr. Roger R. Rowell and Charlotte Rife Rowell Dr. Donald O. Schneider and Margaret Lex Schneider Anne Howard and Robert H. Stolz Dr. E. Paul Torrance Dr. R. Curtis Ulmer, Sr. and Irene S. Ulmer Dr. Yancey and Jean Watkins Sharon Green Webber and M. Thomas Webber, Jr. Dr. Patricia S. Wilson Frank L. Wooten, Jr. and Lois Cason Wooten Dr. Russell H. Yeany, Jr.

Action Based Learning in Education AT&T Foundation Athens Sertoma Club Athens Torch Club Bank of America Foundation BellSouth Telecommunications, Inc. Hughie & Selma Black Foundation Camp Thunderbird, Inc. Coca-Cola Company Cullum Constructors, Inc. Dawson, Inc. East GA Radiation Oncology Center First American Bank and Trust Company Fluor Foundation GA 4-H Volunteer Leaders Association-Officers Georgia Council of Teachers of English Homeplace IBM Corporation Kiawah Resort Associates, L.P. The Loft Pacesetters Sunday School Class Phoenix High School Faculty St. Mary’s Health Care System, Inc. The UPS Foundation USX Foundation, Inc. Deferred Giving – recognizing donors who have included the College in their estate plans through life insurance policies, bequests, or pooled-income gifts.

Neal and Nancy Alford Martha Nell Allman Dr. Joan D. Berryman Charles R. Brown Julianne F. and C. Saxby Chambliss Dr. Robert Rhodes Crout Cam D. Dorsey Dr. Carl D. Glickman and Sara O. Glickman Dr. Sylvia McCoy Hutchinson Dr. Virginia M. Macagnoni Dr. Mary Louise McBee Morley G. McCartney Dr. Mary Ann Morgareidge David John Mullen, Jr. and Cynthia Shields Mullen Joan Burkes Land Neal Dr. Julian Stanley Dr. E. Paul Torrance Dr. R. Curtis Ulmer, Sr. and Irene S. Ulmer Aubrey Sego Whelchel 20 ■ EDUCATION 2001

College Club – recognizing donors who have given a minimum of $500 during the year.

Bennett Leland Arp Marilou Halastra Braswell Virginia M. Carver Dr. Louis A. Castenell, Jr. Dr. Beverly Joan Dryden Mrs. C. E. Hewell Hildegard K. Holmes Marion Jones and A. Allan Leonard Dr. Patricia Mooney McCollum and Daniel Thomas McCollum Mr. and Mrs. Lloyd C. McNally, Jr.

Patricia Taylor and Doyle K. Mote Michael J. Poe, Jr. Drs. Barbara Boyt and John W. Schell Dr. Jackie A. Sellers and Brenda Howell Sellers Sara Lee Simons Dr. William Walter Swan Linda L. and David H. Turner Dr. Raye Mitchell White Erla Gortatowsky Zuber Century Club – recognizing donors who have given a minimum of $100 during the year.

Naomi Shearouse Alderman Drs. Jo Beth E. and Lewis Ray Allen Frank Stetson Bachelder Dr. Frances Faust Barger Aurelius Pharr Barnett Wanda Taylor and Earl D. Barrs Dr. Charles Walter Beard Robert P. & Janet L. Benjamin Ruth Mitchell Bilbro Cathleen Jane Blair Janet Andre Block Dr. Robert T. Bowen, Jr. and Jane Hutto Bowen Stewart V. Bowers, Jr. and Jane Probert Bowers Dr. James S. Bradshaw Dr. Randolph Scott Bradshaw and Harriet McKenzie Bradshaw Lesley Martine Broadwell Francine Ennis Brown Dr. Ola Mae Brown Dawne Warren and Randolph H. Bryan Dr. and Mrs. Alphonse Buccino Robert Michael Burns and Mary Nell Williams Burns Joan M. Buttram Mr. and Mrs. James C. Cameron Ruby L. Carson Janice Marilyn Carter Vasa W. Cate, MD Sherry G. & Ross J. Centanni James Wyman Champion Patricia Owens Clay Pauline Floyd and Charles C. Clegg Mr. and Mrs. Leonard F. Cobb Carol Hatcher Cochran Barry V. and Mary M. Cohen Diane Yow and Michael D. Cole Ruth Wagnon and Lafiece D. Collins, Jr. Dr. Mary Jim Combs and Curtis E. Tate, Jr. Vicki Ann Connell and Hoyt Keith Kay Dr. Charles Carter Connor, Jr. and Beverly H. Connor Diane L. Cooper Dr. Mary Kay Corbitt Dr. Carolyn A. Cox Robert Lee and Betty Terry Cox

Dr. Joe W. Crim and Les Lee Linden Crim Helen Lewis Crosland Dr. Carolyn Carson Dahl Jeanne and Waller W. Dalton Brenda S. and Daniel L. Davis Martha Neal Dennis Alice DePass-Miller Terry Rountree and Jimmy W. Donaldson Dr. David Lawrence Dugan Samuel C. Dyess, Jr. Dr. and Mrs. J. Don Edwards Charlotte Hitchcock Efurd Dr. Carolyn Kathryn Ehr Joy Thomas Elder Shirley May Ellis Dr. Mary Arnold Erlanger and Michael C. Erlanger Tobey T. Fisher Dr. Mary Kathryn Floyd Dr. William Roy Forbus, III Johnnie R. Wallace Forgay and Carl A. Forgay Kay Shearer and Stuart W. Fors Jonathan Clark R. Fortson Bruce Howard Fraser Dr. Mary M. Frasier Dr. Susan Henson Frost and John Randall Frost John Galloway Galbreath Dr. LaRetta Matthews Garland COL/Ret. and Mrs. Jeffery Gault Dr. George M. Gazda Dr. Carl D. Glickman and Sara O. Glickman Dr. Lynda Thomas Goodfellow Mary Hill Gould Dr. John B. Gratzek and Kathleen Mullin Gratzek Dr. June Wehrt Gray John Charles Grayson Cynthia L. Greene M. Smitty Griffith Drs. Elaine Olbrych and Kent L. Gustafson Elizabeth Garrard Hall Janis L. Hall Robert Keith Halliday and April Sams Halliday Mr. and Mrs. John F. Halper Ted S. Halpern Steve Harris Dr. Nancy Coleman Hart and Robert Charles Hart Dr. Richard L. Hayes Dr. Jishen He and Dr. Peihua Sheng Clint Luther Hege, Jr. Dolly Bentley Hogan Drs. Arthur M. and Sharon G. Horne Dr. Katrena Diane Howard and Joseph Lee Howard Mark Allan and Joanie Kenny Hoyt Dr. Guy Kenneth Hutcherson Dr. George W. Hynd Jessica Allison Ihle Joseph Gledhill Impink

Thanks to Every Donor!

Judith Strickland and Daniel W. Israel Judith Smith Jenkins Dr. Ann E. Jewett Sondra C. Johnson-Young A. Belle Jones Melanie Leach and David Michael Jones John D. and Susan Head Jones Dr. Abbie Williams Jordan Dr. Marian Jean Keller Eileen Marie Kelly Dr. Joseph Jeffrey Kincaid Dr. & Mrs. Daniel J. King Dr. and Mrs. William B. King Dr. Yvonne Marcella King Drs. Pamela Bradley and Douglas A. Kleiber Linda Jean Kotowski Dr. Gene Rolf Layser Dr. Glenda Gaar Lofton Dr. Judith Louise Long Marcia Dalton and William S. Loyd Dr. Richard L. Lynch and Genevieve A. Lynch Dr. Paul H. Madden Robert Henry Mair, III Mrs. Roy W. Mann, Jr. Mrs. Linda Gerstner Manning and Dr. Michael Joseph Dr. Michael Allen Martin and Dr. Sarah Hanvey Martin Dr. Roy P. Martin James F. McClain, Jr. Kathleen P. McIntire Dr. Lynda D. McKee Dr. Kim Ingrid Melton Dr. Richard S. Meltzer and Angela D. Meltzer Dr. Editha Barnes Mills Mary K. Mills Arthur Benjamin Mohor, Jr. Carl D. Monk Dr. Abner George Moore and Carol Speir Moore Dr. Louise Moore Moore Dr. Rebecca Marlene Moore John Albert Moreland, III Inez Park Morgan

Dr. Gwendolyn Brown Mundy Dr. Michael R. Murnane and Rhonda Mitchell Murnane Maxine Conner Nabors Joann Thomas Nicholson and Hammond Burke Nicholson, III Drs. Michael S. and Donna Hardy O’Neal Drs. Michael J. Padilla and Rosemary K. Lund Padilla Mr. and Mrs. Emory H. Palmer Debra Williams and George Alban Palmer Georgia Parthemos Mr. and Mrs. Lloyd Hubert Paschal, Sr. Dr. Judith Hampton Patterson and James H. Patterson Dr. Henry F. Perkins and Laura McClain Perkins Dr. Gary Kent Person Becky Derrick and Hamilton Plaza Judy T. Powell Dr. Judith Preissle Patricia Padgett Price Mark Edwin Prock Dr. William F. Prokasy and Pamela P. Prokasy Peggy Ruth Purcell Robert Lane Purcell Dr. Jack E. Razor Drs. Patricia Mullins and Thomas C. Reeves Claire A. Rehwinkel Dr. Cecil Randy Reynolds Dr. Mikel Freeman Richardson Ted James Rikard Ammee Lyon Robbins Dr. Frances Rozier Roberson Janet G. Robertson Dr. Marion Clay Robinson William Stephens Robinson Janis McGaughey Rodriguez Allen Lloyd Rowell Dr. and Mrs. Robert A. Sadler Dr. Neil Boydston Satterfield Cynthia Coughlin Schmidt Jane Hood Shepard

Getting to Know the College Several minority high school students got a first-hand taste of life at UGA when they visited the campus for the College’s first Triple E Summer Workshop. The group of rising juniors and seniors visited one department in each of the College’s four schools, stayed in campus dormitories and dined in campus cafeterias. Here, the prospects visit the communications science and disorders department.

Genevieve Aspinwall Shirley and Dr. S. Jackson Shi Andrew L. Shotick Marilyn Brinson Showalter Mr. and Mrs. Thomas W. Smith Drs. Phyllis H. and Phillip Belton Sparling Dr. David Craig Spinks Dr. Steven A. Stahl Shirley Pendley and Joe Michael Stepp David Anthony Stola Mrs. C. M. Strauss Lisa Michelle Stueve Dr. Beverly Bradford Swanson Dr. Julie I. Tallman Sarah Rachel Thompson Martha Mason Threatt Patricia Baldwin and W. Harold Tice Dr. Robert James Tierney Jean Anne Toole Donna Cone Trotter Betsy Arrington-Tsao and John P. Tsao Therese Pace Tuley Nelwyn Bagwell Turk Dr. Craig Ellsworth Ullom Dr. Lelia Vaughan Dr. Benny Bernar Wade Dr. Gordon Logue Warren, III Karen E. Watkins Mr. and Mrs. William P. Westbrook, Jr. Dr. Mark F. Wheeler and Jan Bates Wheeler Aubrey Sego Whelchel James Alvin Wilbanks Nancy Gunter and George Hamilton Williams Mrs. Leroy M. Willson Dr. and Mrs. James W. Wilson Dr. Roger Bradley Winston, Jr. Barbara Greene and John Marvin Wolf, Jr. Rod R. Wright and Barbara A. Johnson Wright Barbara Bowen Wyle Dr. Myra Shepper Zarnowski

COE 2000-01 Scholarship Recipients The COE Scholarship Committee announced that 23 scholarships have been awarded for a total of more than $47,000. The committee received 116 applications this year.

Ruby Maude Anderson Scholarship Debra Jean Morris Del Jones Scholarship (undergraduate) Sarah Catherine Bridges Julie Garrison Cathy Lo Andy Ryan Plemmons Kimberly Kaycie Rogers Joanna Warchol Del Jones Scholarship (graduate) Melissa A. Caines Alisa N. England Chad A. Galloway Kelli Grant Linda A. Long Melanie Thomas Mary Murphy Robinson Scholarship Ashlee S. Pou Kimberly Ann Smith Rachel Sibley Sutton Scholarship Todd R. Nickelsen Jessica B. Peace State Normal School Scholarship Maren Amy Gillis Melissa Roechel Payne Student Teaching Scholarship Sarah W. Doster Jennifer Leigh Edge Jennifer Neal Hall Susan Lynn Pate

EDUCATION 2001 ■ 21

GIVING DONORS

GIVING DONORS

The College of Education Honor Roll of Donors 1999-2000.

This Honor Roll of Donors recognizes gifts made to the College of Education through the University of Georgia Foundation from July 1, 1999 through June 30, 2000.

Dean’s Club – recognizing donors who have given a minimum of $1,000 during the year. Gifts at this level also qualify for the University of Georgia Annual President’s Club.

Corporations, Foundations and Organizations – recognizing gifts from these entities at all levels.

Dr. Ira E. Aaron Martha Nell Allman Anonymous Ms. Renee M. Babineau and Mr. Anthony J. Mitchell Mr. and Mrs. Norman S. Barber Betty J. Benson Dr. Robert Branch Brian Christopher Bruce Bob and Maxine Burton Joe B. Buttram Dr. Thomas J. Cooney and Sara Lucas Cooney Dr. Bernice Louise Cooper David and Carolyn Fleming Dr. Helen C. Hall and Billy E. Moppin Dr. George Olin Hallman Dr. Joseph P. Hester Dr. Charles Thomas Holmes and Roselle Massey Holmes Dr. Sylvia McCoy Hutchinson Charles H. Jarvis Virginia Stewart Jarvis Joyce Chambley and James C. Kirk Randall and Rita Manning Dr. Denise Spangler Mewborn David John Mullen, Jr. and Cynthia Shields Mullen Dr. Whitney Lee Myers Janice Bateman Puder Dr. Roger R. Rowell and Charlotte Rife Rowell Dr. Donald O. Schneider and Margaret Lex Schneider Anne Howard and Robert H. Stolz Dr. E. Paul Torrance Dr. R. Curtis Ulmer, Sr. and Irene S. Ulmer Dr. Yancey and Jean Watkins Sharon Green Webber and M. Thomas Webber, Jr. Dr. Patricia S. Wilson Frank L. Wooten, Jr. and Lois Cason Wooten Dr. Russell H. Yeany, Jr.

Action Based Learning in Education AT&T Foundation Athens Sertoma Club Athens Torch Club Bank of America Foundation BellSouth Telecommunications, Inc. Hughie & Selma Black Foundation Camp Thunderbird, Inc. Coca-Cola Company Cullum Constructors, Inc. Dawson, Inc. East GA Radiation Oncology Center First American Bank and Trust Company Fluor Foundation GA 4-H Volunteer Leaders Association-Officers Georgia Council of Teachers of English Homeplace IBM Corporation Kiawah Resort Associates, L.P. The Loft Pacesetters Sunday School Class Phoenix High School Faculty St. Mary’s Health Care System, Inc. The UPS Foundation USX Foundation, Inc. Deferred Giving – recognizing donors who have included the College in their estate plans through life insurance policies, bequests, or pooled-income gifts.

Neal and Nancy Alford Martha Nell Allman Dr. Joan D. Berryman Charles R. Brown Julianne F. and C. Saxby Chambliss Dr. Robert Rhodes Crout Cam D. Dorsey Dr. Carl D. Glickman and Sara O. Glickman Dr. Sylvia McCoy Hutchinson Dr. Virginia M. Macagnoni Dr. Mary Louise McBee Morley G. McCartney Dr. Mary Ann Morgareidge David John Mullen, Jr. and Cynthia Shields Mullen Joan Burkes Land Neal Dr. Julian Stanley Dr. E. Paul Torrance Dr. R. Curtis Ulmer, Sr. and Irene S. Ulmer Aubrey Sego Whelchel 20 ■ EDUCATION 2001

College Club – recognizing donors who have given a minimum of $500 during the year.

Bennett Leland Arp Marilou Halastra Braswell Virginia M. Carver Dr. Louis A. Castenell, Jr. Dr. Beverly Joan Dryden Mrs. C. E. Hewell Hildegard K. Holmes Marion Jones and A. Allan Leonard Dr. Patricia Mooney McCollum and Daniel Thomas McCollum Mr. and Mrs. Lloyd C. McNally, Jr.

Patricia Taylor and Doyle K. Mote Michael J. Poe, Jr. Drs. Barbara Boyt and John W. Schell Dr. Jackie A. Sellers and Brenda Howell Sellers Sara Lee Simons Dr. William Walter Swan Linda L. and David H. Turner Dr. Raye Mitchell White Erla Gortatowsky Zuber Century Club – recognizing donors who have given a minimum of $100 during the year.

Naomi Shearouse Alderman Drs. Jo Beth E. and Lewis Ray Allen Frank Stetson Bachelder Dr. Frances Faust Barger Aurelius Pharr Barnett Wanda Taylor and Earl D. Barrs Dr. Charles Walter Beard Robert P. & Janet L. Benjamin Ruth Mitchell Bilbro Cathleen Jane Blair Janet Andre Block Dr. Robert T. Bowen, Jr. and Jane Hutto Bowen Stewart V. Bowers, Jr. and Jane Probert Bowers Dr. James S. Bradshaw Dr. Randolph Scott Bradshaw and Harriet McKenzie Bradshaw Lesley Martine Broadwell Francine Ennis Brown Dr. Ola Mae Brown Dawne Warren and Randolph H. Bryan Dr. and Mrs. Alphonse Buccino Robert Michael Burns and Mary Nell Williams Burns Joan M. Buttram Mr. and Mrs. James C. Cameron Ruby L. Carson Janice Marilyn Carter Vasa W. Cate, MD Sherry G. & Ross J. Centanni James Wyman Champion Patricia Owens Clay Pauline Floyd and Charles C. Clegg Mr. and Mrs. Leonard F. Cobb Carol Hatcher Cochran Barry V. and Mary M. Cohen Diane Yow and Michael D. Cole Ruth Wagnon and Lafiece D. Collins, Jr. Dr. Mary Jim Combs and Curtis E. Tate, Jr. Vicki Ann Connell and Hoyt Keith Kay Dr. Charles Carter Connor, Jr. and Beverly H. Connor Diane L. Cooper Dr. Mary Kay Corbitt Dr. Carolyn A. Cox Robert Lee and Betty Terry Cox

Dr. Joe W. Crim and Les Lee Linden Crim Helen Lewis Crosland Dr. Carolyn Carson Dahl Jeanne and Waller W. Dalton Brenda S. and Daniel L. Davis Martha Neal Dennis Alice DePass-Miller Terry Rountree and Jimmy W. Donaldson Dr. David Lawrence Dugan Samuel C. Dyess, Jr. Dr. and Mrs. J. Don Edwards Charlotte Hitchcock Efurd Dr. Carolyn Kathryn Ehr Joy Thomas Elder Shirley May Ellis Dr. Mary Arnold Erlanger and Michael C. Erlanger Tobey T. Fisher Dr. Mary Kathryn Floyd Dr. William Roy Forbus, III Johnnie R. Wallace Forgay and Carl A. Forgay Kay Shearer and Stuart W. Fors Jonathan Clark R. Fortson Bruce Howard Fraser Dr. Mary M. Frasier Dr. Susan Henson Frost and John Randall Frost John Galloway Galbreath Dr. LaRetta Matthews Garland COL/Ret. and Mrs. Jeffery Gault Dr. George M. Gazda Dr. Carl D. Glickman and Sara O. Glickman Dr. Lynda Thomas Goodfellow Mary Hill Gould Dr. John B. Gratzek and Kathleen Mullin Gratzek Dr. June Wehrt Gray John Charles Grayson Cynthia L. Greene M. Smitty Griffith Drs. Elaine Olbrych and Kent L. Gustafson Elizabeth Garrard Hall Janis L. Hall Robert Keith Halliday and April Sams Halliday Mr. and Mrs. John F. Halper Ted S. Halpern Steve Harris Dr. Nancy Coleman Hart and Robert Charles Hart Dr. Richard L. Hayes Dr. Jishen He and Dr. Peihua Sheng Clint Luther Hege, Jr. Dolly Bentley Hogan Drs. Arthur M. and Sharon G. Horne Dr. Katrena Diane Howard and Joseph Lee Howard Mark Allan and Joanie Kenny Hoyt Dr. Guy Kenneth Hutcherson Dr. George W. Hynd Jessica Allison Ihle Joseph Gledhill Impink

Thanks to Every Donor!

Judith Strickland and Daniel W. Israel Judith Smith Jenkins Dr. Ann E. Jewett Sondra C. Johnson-Young A. Belle Jones Melanie Leach and David Michael Jones John D. and Susan Head Jones Dr. Abbie Williams Jordan Dr. Marian Jean Keller Eileen Marie Kelly Dr. Joseph Jeffrey Kincaid Dr. & Mrs. Daniel J. King Dr. and Mrs. William B. King Dr. Yvonne Marcella King Drs. Pamela Bradley and Douglas A. Kleiber Linda Jean Kotowski Dr. Gene Rolf Layser Dr. Glenda Gaar Lofton Dr. Judith Louise Long Marcia Dalton and William S. Loyd Dr. Richard L. Lynch and Genevieve A. Lynch Dr. Paul H. Madden Robert Henry Mair, III Mrs. Roy W. Mann, Jr. Mrs. Linda Gerstner Manning and Dr. Michael Joseph Dr. Michael Allen Martin and Dr. Sarah Hanvey Martin Dr. Roy P. Martin James F. McClain, Jr. Kathleen P. McIntire Dr. Lynda D. McKee Dr. Kim Ingrid Melton Dr. Richard S. Meltzer and Angela D. Meltzer Dr. Editha Barnes Mills Mary K. Mills Arthur Benjamin Mohor, Jr. Carl D. Monk Dr. Abner George Moore and Carol Speir Moore Dr. Louise Moore Moore Dr. Rebecca Marlene Moore John Albert Moreland, III Inez Park Morgan

Dr. Gwendolyn Brown Mundy Dr. Michael R. Murnane and Rhonda Mitchell Murnane Maxine Conner Nabors Joann Thomas Nicholson and Hammond Burke Nicholson, III Drs. Michael S. and Donna Hardy O’Neal Drs. Michael J. Padilla and Rosemary K. Lund Padilla Mr. and Mrs. Emory H. Palmer Debra Williams and George Alban Palmer Georgia Parthemos Mr. and Mrs. Lloyd Hubert Paschal, Sr. Dr. Judith Hampton Patterson and James H. Patterson Dr. Henry F. Perkins and Laura McClain Perkins Dr. Gary Kent Person Becky Derrick and Hamilton Plaza Judy T. Powell Dr. Judith Preissle Patricia Padgett Price Mark Edwin Prock Dr. William F. Prokasy and Pamela P. Prokasy Peggy Ruth Purcell Robert Lane Purcell Dr. Jack E. Razor Drs. Patricia Mullins and Thomas C. Reeves Claire A. Rehwinkel Dr. Cecil Randy Reynolds Dr. Mikel Freeman Richardson Ted James Rikard Ammee Lyon Robbins Dr. Frances Rozier Roberson Janet G. Robertson Dr. Marion Clay Robinson William Stephens Robinson Janis McGaughey Rodriguez Allen Lloyd Rowell Dr. and Mrs. Robert A. Sadler Dr. Neil Boydston Satterfield Cynthia Coughlin Schmidt Jane Hood Shepard

Getting to Know the College Several minority high school students got a first-hand taste of life at UGA when they visited the campus for the College’s first Triple E Summer Workshop. The group of rising juniors and seniors visited one department in each of the College’s four schools, stayed in campus dormitories and dined in campus cafeterias. Here, the prospects visit the communications science and disorders department.

Genevieve Aspinwall Shirley and Dr. S. Jackson Shi Andrew L. Shotick Marilyn Brinson Showalter Mr. and Mrs. Thomas W. Smith Drs. Phyllis H. and Phillip Belton Sparling Dr. David Craig Spinks Dr. Steven A. Stahl Shirley Pendley and Joe Michael Stepp David Anthony Stola Mrs. C. M. Strauss Lisa Michelle Stueve Dr. Beverly Bradford Swanson Dr. Julie I. Tallman Sarah Rachel Thompson Martha Mason Threatt Patricia Baldwin and W. Harold Tice Dr. Robert James Tierney Jean Anne Toole Donna Cone Trotter Betsy Arrington-Tsao and John P. Tsao Therese Pace Tuley Nelwyn Bagwell Turk Dr. Craig Ellsworth Ullom Dr. Lelia Vaughan Dr. Benny Bernar Wade Dr. Gordon Logue Warren, III Karen E. Watkins Mr. and Mrs. William P. Westbrook, Jr. Dr. Mark F. Wheeler and Jan Bates Wheeler Aubrey Sego Whelchel James Alvin Wilbanks Nancy Gunter and George Hamilton Williams Mrs. Leroy M. Willson Dr. and Mrs. James W. Wilson Dr. Roger Bradley Winston, Jr. Barbara Greene and John Marvin Wolf, Jr. Rod R. Wright and Barbara A. Johnson Wright Barbara Bowen Wyle Dr. Myra Shepper Zarnowski

COE 2000-01 Scholarship Recipients The COE Scholarship Committee announced that 23 scholarships have been awarded for a total of more than $47,000. The committee received 116 applications this year.

Ruby Maude Anderson Scholarship Debra Jean Morris Del Jones Scholarship (undergraduate) Sarah Catherine Bridges Julie Garrison Cathy Lo Andy Ryan Plemmons Kimberly Kaycie Rogers Joanna Warchol Del Jones Scholarship (graduate) Melissa A. Caines Alisa N. England Chad A. Galloway Kelli Grant Linda A. Long Melanie Thomas Mary Murphy Robinson Scholarship Ashlee S. Pou Kimberly Ann Smith Rachel Sibley Sutton Scholarship Todd R. Nickelsen Jessica B. Peace State Normal School Scholarship Maren Amy Gillis Melissa Roechel Payne Student Teaching Scholarship Sarah W. Doster Jennifer Leigh Edge Jennifer Neal Hall Susan Lynn Pate

EDUCATION 2001 ■ 21

ALUMNI RECOGNITION

STUDENT ACHIEVEMENT

2001 Georgia Teacher of Year and College of Education Grad Mary Eager Urges Involvement In Public Schools For the third consecutive year, a College of Education graduate has been named Georgia’s Teacher of the Year.

Mary Eager, a mathematics teacher at Lumpkin County High School,is the 2001 Georgia Teacher of the Year. She follows Amy Denty of Wayne County last year and Andy Baumgartner of Augusta who went on to be named National Teacher of the Year in 1999. Eager is the 12th College of Education graduate to win the honor since its beginning in 1971.

“Our future attends school today,” says Eager, who earned her Ed.S. from UGA in 1997.

“Each of us has a hope for our tomorrow. This hope calls for action and involvement in the public schools of today.”

She believes the survival of effective public education is essential to all of us as individuals and as a global society. “So much is being asked of the public schools. Without the best effort from each of us, the mission becomes impossible,” says Eager.

Eager should know something about education – she has taught for 28 years. It is the second time she has been named the Lumpkin County Teacher of the Year. She was named Lumpkin County STAR (Student Teacher Achievement Recognition) Teacher five times, Outstanding Teacher of Technology three times, and was awarded the Ninth Congressional District Excellence in Teaching Mathematics award last year.

“I can see why people think of her as an outstanding teacher,” says Pat Wilson, associate professor of math education at UGA and Eager’s advisor, “but I know her as a thoughtful scholar with important insights into learning and teaching mathematics. Georgia is fortunate to have teachers like Mary who understand mathematics and know how to share their love of mathematics with their students.” State School Superintendent Linda Schrenko said of Eager, “She is the kind of teacher we all strive to be.”

Four Alumni Named to USA Today All-USA Teacher First Team Four College of Education alumni were among the 20 winners named to USA Today All-USA Teacher First Team in 1999.

Rhonda Nachamkin has her first graders at River Eves Elementary School in Roswell learn words by looking them up in dictionaries to foster independent learning. She approaches each unit as if it were a Hollywood production,turning the classroom into an Egyptian tomb, New

York City, or Mount Olympus. Her high energy style keeps her in motion,patting heads and giving “two thumbs up for A-plus work!”

She whispers when students get noisy so they have to quiet down to hear her.

She uses multiple versions of fairy tales to teach reading, spelling and analytical concepts. “I wanted to be a teacher from the minute I watched my first teacher put chalk to the blackboard,” she says. A teacher for 27 years, Nachamkin earned her bachelor’s and master’s degrees from UGA.

Sylvia Dee Shore trains her Clubview Elementary third-graders to monitor water quality and work on water conservation in Columbus, Georgia. In five years, her River Kids Network has spread to 17 schools and more than 1,000 students statewide. She and her class published River Kids Cookbook and an anthology of stu dent “fish tales” for a PTA River Kids fundraiser.

She started the project in 1994 after reading about pollution of the Chattahoochee River. “I knew nothing about water quality,” she says.

Now she has her third-graders performing chemical tests and alerting authorities to water quality problems. “They’re within plus or minus 1% or 2% of my results,” says William Kent, Columbus Water Works environmental programs manager. Whatever the lesson, “she goes that extra step to make it a special project,” says principal Adele Lindsey. Shore received her master’s degree from UGA and has taught for 29 years.

The teaching team of Sandra Duck Eidson and Lela Whelchel at West Hall High School in Oakwood,Georgia, created Bio/Geo, a biologygeometry course. Using graphing calculators and computer-based laboratories, their ninth-grade students teamed up to build DNA models and monitor water quality of a creek behind their school. They drew inspiration from research showing “DNA, the basis of life, is really held together by geometry,” said Eidson,the biology teacher. The two teachers also taught students to use triangles to calculate the height of trees.

The teaching pair found that Whelchel’s organization and Eidson’s exuberance meshed as well as their subjects. “My dream is to see all math and science teachers paired together,” Whelchel said.A teacher for 21 years, Eidson received bachelor’s, master’s and specialist degrees in education from UGA.Whelchel, a teacher for 25 years, earned a specialist degree in education from UGA. Selected from 559 nominees nationwide, the 20 All-USA Teacher First Team winners received trophies and $2,500 for their schools from USA Today.

Harriette Austin Writers Conference Now Third Largest in the Nation What began as an outlet for local writers to meet agents, editors and publishers seven years ago has now become the third largest writer’s conference in the country with more than 400 participants each year.

The Harriette Austin Writers Conference, named for longtime UGA continuing education writing instructor Harriette Austin,has built an impressive reputation among writers and publishing representatives.

“Not only does the writer make publishing contacts, but agents and editors get to know writers, too,” says Charles Connor, program director.

22 ■ EDUCATION 2001

“Here they can meet the writer and see if its someone they can work with, and get a sense of the writer’s productivity and professionalism.”

Connor says the conference is also attractive to agents and editors because Southern writing is “hot”in national markets.

“Georgia and the South have good quality writers. And the industry is always looking for good Southern writing,” he says.

Participants can choose from among 30 or more workshops presented by agents, editors, well-known authors, special experts, and others in the publishing field. Topics include writing

political thrillers, query letters, writing for young adults, creating good characters, writing personal history, and marketing yourself to agents and publishers. Sessions especially for mystery and true crime writers are offered by nationally known forensics experts, crime scene investigative specialists, firearm and ballistics experts, forensic anthropologists and entomologists.

The 8th Annual Harriette Austin Writers Conference will be held in Athens July 20-21, 2001.

You can visit the conference’s web site at: www.coe.uga.edu/torrance/hawc

Moller Awarded National Spencer Fellowship Karla Moller, a doctoral candidate in lan guage education, was awarded a national Spencer Fellowship of $20,000 to complete her dissertation research during the 2000-01 academic year. The fellowship, one of only 30 awarded nationally, is one of the most competitive and prestigious awards in education.

After several years as a language specialist at urban Brown’s Mill Elementary School in DeKalb County, Moller decided to enter the doctoral program.Her research concerns the relationship between children’s exposure to literature dealing with social justice and educational equity and their success in school.

Other Awards and Honors

Two Students Receive UGA Presidential Graduate Fellows The College is home this year to two recipients of the prestigious, new Presidential Graduate Fellows awards from the University of Georgia Research Foundation. Doctoral students Amy Hackenberg and Julie Sanchez will each receive annual stipends of $20,000, plus tuition, to pursue their research and graduate studies for the next three to five years.

Hackenberg,who comes to UGA after teaching in suburban schools in Chicago and Los Angeles, is pursuing a doctorate in math education.

Sanchez taught at a school for stuJulie Sanchez works with doldents with learning disabilities and phins in Hawaii; at right, Amy emotional problems in Raleigh, N.C. Hackenberg.

She is seeking a doctorate in school psychology, specializing in neuropsychology. Sanchez has worked with pigtail macaques at the Emory University Yerkes Primate Center in Atlanta and studied dolphin language at the Kewalo Basin Marine Mammal Laboratory in Hawaii, and researched dolphin population patterns in New Zealand.

The new graduate award program is designed to recruit exceptionally qualified students to UGA.Only 11 such awards were made campus wide for 2000-01,the program’s first year.

the Exercise For Life Program, which has assisted more than 30 older adult men and women (ages 59-84) with exercise programs.

Sapp (L) congratulated by visiting lecturer and former NCAA Director Dick Schultz

Clifford Lewis Scholarship Kimberly Sapp, a junior in physical education and sports studies from Bonaire, was awarded the 2000-01 Clifford Lewis Scholarship. The scholarship is given annually for academic excellence to an undergraduate committed to teaching physical education. Sapp is active on campus and in the Athens community in volunteer work with underprivileged kids through the Alpha Omicron Pi Society. She recently became one of UGA’s first members in the National Society of Collegiate Scholars.

Louise Kindig Award Erick McCarthy received the Louise Kindig Research Award for academic year 2000- 01. A doctoral student in physical education and sports studies from Athens, McCarthy won the $700 research award based on a competitive research proposal. For the past decade, he has taught hundreds of adults and children how exercise and proper nutrition can change their lives. Since coming to UGA in 1998,McCarthy has directed

National KDE Scholarships Two COE students received national Kappa Delta Epsilon scholarships for the 2000-01 academic year. Julie Jackson, a junior from Edison majoring in early childhood education and Martha DeHart, a doctoral student from Athens majoring in occupational studies, were awarded the $500 scholarships. The double honor is unusual because only 12 KDE scholarships are awarded nationally each year, and each KDE chapter is limited to submitting only two nominations.

Jackson’s program of study includes an emphasis on pre-kindergarten through second grade. DeHart is in the vocational special needs program and her dissertation topic is horticulture therapy. DeHart also recently received a scholarship from the Garden Club of Georgia totaling $5,000 for next year.

National AT Scholarship Ron Shinnault, a junior in the athletic training program,won a national scholarship from the National Association of Athletic Trainers. The scholarship recognizes excellence in academic and clinical performance for undergraduate students pursuing a career in athletic training.

Honors Day A dozen COE graduate students were cited for their good work at the UGA Honors Day 2000 on April 12. Those winning Graduate School Outstanding Teaching Awards for 2000 included: Gwynne Ellen Ash, reading education; John Robert Blaszkiewicz, physical education & sports studies; Jennifer (Jen) Mary Brill, instructional technology; Lisa Deanne Davol, physical education & sports studies; Judith Lynn Gieger, mathematics education; Ruth Schooler Leonard, science education; David P. Loy, recreation & leisure studies; Karla Moller, language education; Carol Pe a rs o n, elementary education; Sharon Rigler, language education; Alice V. Sampson, elementary education; Wendy B. Sanchez, mathematics education; G re g o r y Alan Schuknecht, physical education & sports studies; and J. Carson Smith, exercise science.

NSSLHA Chapter Receives National Honor The COE chapter of the National Student Speech, Language and Hearing Association received NSSLHA Chapter Honors for 1999 for activities exhibiting creativeness and commitment in their fund-raising, social and educational activities.

EDUCATION 2001 ■ 23

ALUMNI RECOGNITION

STUDENT ACHIEVEMENT

2001 Georgia Teacher of Year and College of Education Grad Mary Eager Urges Involvement In Public Schools For the third consecutive year, a College of Education graduate has been named Georgia’s Teacher of the Year.

Mary Eager, a mathematics teacher at Lumpkin County High School,is the 2001 Georgia Teacher of the Year. She follows Amy Denty of Wayne County last year and Andy Baumgartner of Augusta who went on to be named National Teacher of the Year in 1999. Eager is the 12th College of Education graduate to win the honor since its beginning in 1971.

“Our future attends school today,” says Eager, who earned her Ed.S. from UGA in 1997.

“Each of us has a hope for our tomorrow. This hope calls for action and involvement in the public schools of today.”

She believes the survival of effective public education is essential to all of us as individuals and as a global society. “So much is being asked of the public schools. Without the best effort from each of us, the mission becomes impossible,” says Eager.

Eager should know something about education – she has taught for 28 years. It is the second time she has been named the Lumpkin County Teacher of the Year. She was named Lumpkin County STAR (Student Teacher Achievement Recognition) Teacher five times, Outstanding Teacher of Technology three times, and was awarded the Ninth Congressional District Excellence in Teaching Mathematics award last year.

“I can see why people think of her as an outstanding teacher,” says Pat Wilson, associate professor of math education at UGA and Eager’s advisor, “but I know her as a thoughtful scholar with important insights into learning and teaching mathematics. Georgia is fortunate to have teachers like Mary who understand mathematics and know how to share their love of mathematics with their students.” State School Superintendent Linda Schrenko said of Eager, “She is the kind of teacher we all strive to be.”

Four Alumni Named to USA Today All-USA Teacher First Team Four College of Education alumni were among the 20 winners named to USA Today All-USA Teacher First Team in 1999.

Rhonda Nachamkin has her first graders at River Eves Elementary School in Roswell learn words by looking them up in dictionaries to foster independent learning. She approaches each unit as if it were a Hollywood production,turning the classroom into an Egyptian tomb, New

York City, or Mount Olympus. Her high energy style keeps her in motion,patting heads and giving “two thumbs up for A-plus work!”

She whispers when students get noisy so they have to quiet down to hear her.

She uses multiple versions of fairy tales to teach reading, spelling and analytical concepts. “I wanted to be a teacher from the minute I watched my first teacher put chalk to the blackboard,” she says. A teacher for 27 years, Nachamkin earned her bachelor’s and master’s degrees from UGA.

Sylvia Dee Shore trains her Clubview Elementary third-graders to monitor water quality and work on water conservation in Columbus, Georgia. In five years, her River Kids Network has spread to 17 schools and more than 1,000 students statewide. She and her class published River Kids Cookbook and an anthology of stu dent “fish tales” for a PTA River Kids fundraiser.

She started the project in 1994 after reading about pollution of the Chattahoochee River. “I knew nothing about water quality,” she says.

Now she has her third-graders performing chemical tests and alerting authorities to water quality problems. “They’re within plus or minus 1% or 2% of my results,” says William Kent, Columbus Water Works environmental programs manager. Whatever the lesson, “she goes that extra step to make it a special project,” says principal Adele Lindsey. Shore received her master’s degree from UGA and has taught for 29 years.

The teaching team of Sandra Duck Eidson and Lela Whelchel at West Hall High School in Oakwood,Georgia, created Bio/Geo, a biologygeometry course. Using graphing calculators and computer-based laboratories, their ninth-grade students teamed up to build DNA models and monitor water quality of a creek behind their school. They drew inspiration from research showing “DNA, the basis of life, is really held together by geometry,” said Eidson,the biology teacher. The two teachers also taught students to use triangles to calculate the height of trees.

The teaching pair found that Whelchel’s organization and Eidson’s exuberance meshed as well as their subjects. “My dream is to see all math and science teachers paired together,” Whelchel said.A teacher for 21 years, Eidson received bachelor’s, master’s and specialist degrees in education from UGA.Whelchel, a teacher for 25 years, earned a specialist degree in education from UGA. Selected from 559 nominees nationwide, the 20 All-USA Teacher First Team winners received trophies and $2,500 for their schools from USA Today.

Harriette Austin Writers Conference Now Third Largest in the Nation What began as an outlet for local writers to meet agents, editors and publishers seven years ago has now become the third largest writer’s conference in the country with more than 400 participants each year.

The Harriette Austin Writers Conference, named for longtime UGA continuing education writing instructor Harriette Austin,has built an impressive reputation among writers and publishing representatives.

“Not only does the writer make publishing contacts, but agents and editors get to know writers, too,” says Charles Connor, program director.

22 ■ EDUCATION 2001

“Here they can meet the writer and see if its someone they can work with, and get a sense of the writer’s productivity and professionalism.”

Connor says the conference is also attractive to agents and editors because Southern writing is “hot”in national markets.

“Georgia and the South have good quality writers. And the industry is always looking for good Southern writing,” he says.

Participants can choose from among 30 or more workshops presented by agents, editors, well-known authors, special experts, and others in the publishing field. Topics include writing

political thrillers, query letters, writing for young adults, creating good characters, writing personal history, and marketing yourself to agents and publishers. Sessions especially for mystery and true crime writers are offered by nationally known forensics experts, crime scene investigative specialists, firearm and ballistics experts, forensic anthropologists and entomologists.

The 8th Annual Harriette Austin Writers Conference will be held in Athens July 20-21, 2001.

You can visit the conference’s web site at: www.coe.uga.edu/torrance/hawc

Moller Awarded National Spencer Fellowship Karla Moller, a doctoral candidate in lan guage education, was awarded a national Spencer Fellowship of $20,000 to complete her dissertation research during the 2000-01 academic year. The fellowship, one of only 30 awarded nationally, is one of the most competitive and prestigious awards in education.

After several years as a language specialist at urban Brown’s Mill Elementary School in DeKalb County, Moller decided to enter the doctoral program.Her research concerns the relationship between children’s exposure to literature dealing with social justice and educational equity and their success in school.

Other Awards and Honors

Two Students Receive UGA Presidential Graduate Fellows The College is home this year to two recipients of the prestigious, new Presidential Graduate Fellows awards from the University of Georgia Research Foundation. Doctoral students Amy Hackenberg and Julie Sanchez will each receive annual stipends of $20,000, plus tuition, to pursue their research and graduate studies for the next three to five years.

Hackenberg,who comes to UGA after teaching in suburban schools in Chicago and Los Angeles, is pursuing a doctorate in math education.

Sanchez taught at a school for stuJulie Sanchez works with doldents with learning disabilities and phins in Hawaii; at right, Amy emotional problems in Raleigh, N.C. Hackenberg.

She is seeking a doctorate in school psychology, specializing in neuropsychology. Sanchez has worked with pigtail macaques at the Emory University Yerkes Primate Center in Atlanta and studied dolphin language at the Kewalo Basin Marine Mammal Laboratory in Hawaii, and researched dolphin population patterns in New Zealand.

The new graduate award program is designed to recruit exceptionally qualified students to UGA.Only 11 such awards were made campus wide for 2000-01,the program’s first year.

the Exercise For Life Program, which has assisted more than 30 older adult men and women (ages 59-84) with exercise programs.

Sapp (L) congratulated by visiting lecturer and former NCAA Director Dick Schultz

Clifford Lewis Scholarship Kimberly Sapp, a junior in physical education and sports studies from Bonaire, was awarded the 2000-01 Clifford Lewis Scholarship. The scholarship is given annually for academic excellence to an undergraduate committed to teaching physical education. Sapp is active on campus and in the Athens community in volunteer work with underprivileged kids through the Alpha Omicron Pi Society. She recently became one of UGA’s first members in the National Society of Collegiate Scholars.

Louise Kindig Award Erick McCarthy received the Louise Kindig Research Award for academic year 2000- 01. A doctoral student in physical education and sports studies from Athens, McCarthy won the $700 research award based on a competitive research proposal. For the past decade, he has taught hundreds of adults and children how exercise and proper nutrition can change their lives. Since coming to UGA in 1998,McCarthy has directed

National KDE Scholarships Two COE students received national Kappa Delta Epsilon scholarships for the 2000-01 academic year. Julie Jackson, a junior from Edison majoring in early childhood education and Martha DeHart, a doctoral student from Athens majoring in occupational studies, were awarded the $500 scholarships. The double honor is unusual because only 12 KDE scholarships are awarded nationally each year, and each KDE chapter is limited to submitting only two nominations.

Jackson’s program of study includes an emphasis on pre-kindergarten through second grade. DeHart is in the vocational special needs program and her dissertation topic is horticulture therapy. DeHart also recently received a scholarship from the Garden Club of Georgia totaling $5,000 for next year.

National AT Scholarship Ron Shinnault, a junior in the athletic training program,won a national scholarship from the National Association of Athletic Trainers. The scholarship recognizes excellence in academic and clinical performance for undergraduate students pursuing a career in athletic training.

Honors Day A dozen COE graduate students were cited for their good work at the UGA Honors Day 2000 on April 12. Those winning Graduate School Outstanding Teaching Awards for 2000 included: Gwynne Ellen Ash, reading education; John Robert Blaszkiewicz, physical education & sports studies; Jennifer (Jen) Mary Brill, instructional technology; Lisa Deanne Davol, physical education & sports studies; Judith Lynn Gieger, mathematics education; Ruth Schooler Leonard, science education; David P. Loy, recreation & leisure studies; Karla Moller, language education; Carol Pe a rs o n, elementary education; Sharon Rigler, language education; Alice V. Sampson, elementary education; Wendy B. Sanchez, mathematics education; G re g o r y Alan Schuknecht, physical education & sports studies; and J. Carson Smith, exercise science.

NSSLHA Chapter Receives National Honor The COE chapter of the National Student Speech, Language and Hearing Association received NSSLHA Chapter Honors for 1999 for activities exhibiting creativeness and commitment in their fund-raising, social and educational activities.

EDUCATION 2001 ■ 23

THE UNIVERSITY OF GEORGIA

College of Education 2001 Calendar FALL SEMESTER 2000

December 14-15 ■ Safe Schools Summit. Georgia Center. Two-day conference of educational leaders and specialists to produce positive strategies for creating and managing safe schools. Safe School experts share firsthand experiences in reducing high-risk aggressive behaviors, assisting schools in the aftermath of violence, and fostering school-wide hope and resiliency.

SPRING SEMESTER 2001

January 12-14 ■ 14th Annual QUIG Conference on Interdisciplinary Qualitative Studies. “Social and Economic Justice: Deconstructing Myths and Masks through Qualitative Research.” Georgia Center.

Keynote Speakers: Elliot G. Mishler,

Harvard Medical School; Vicky Steinitz, University of Mass-Boston; Vanessa Siddle Walker, Emory University; and Maurice Daniels, University of Georgia 26 ■ New Literacies and Digital Technologies: A Focus on Adolescent Learners. Georgia Center. 8:30 a.m. to 5 p.m. Speakers: Allan Luke and Carmen Luke, University of Queensland; Colin Lankshear and Michele Knobel, Universidad Nacional Autonoma de Mexico; James Gee, University of Wisconsin-Madison.

26-27 ■ Department of Educational Leadership Alumni Conference.

February

UGA College of Education Louis A. Castenell, Jr. Dean Jeri Benson Associate Dean for Academic Affairs George Hynd Associate Dean for Research Development and Outreach Michael Padilla Associate Dean for Educator Partnerships

9-10 ■ Beginning Teacher Academy.

Panama City Beach, Fla. 22-24 ■ Beginning Teacher Academy.

Atlanta.

Education A Call to Action

partnerships forchildren

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