2012 UGA-COE Annual Report by University of Georgia College of Education

ANNUAL REPORT 2012

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Contents 2

A Quiet Leader Arthur M. (Andy) Horne led the College of Education to new heights.

Amazing Students Four College of Education students are profiled for their outstanding contributions.

8 10

Birth Through Five The College of Education program prepares educators to teach and assess needs of preschool children.

Alumni Spotlight Robin Bohannon discusses his experiences as a student and his impressions after returning to visit.

Planned Giving Leave a major impact on your favorite program in the College of Education with planned giving.

Why I Give Will Robinson proudly gives back to his alma mater.

Endowments Endowments are established or enhanced through private gifts to the College.

Among the Best In the Country The College of Education ranks among the top education institutions in the nation.

Meet Our New Faculty The College of Education welcomed 13 new faculty members for the 2012-13 academic year.

Highlights of some of the current projects being investigated by COE researchers

Meet Craig H. Kennedy The 15th dean takes the helm of the College of Education.

Research Projects At-a-Glance

Recognition of the many alumni, friends, and organizations who contribute generous private support to the college

The Professors Are In The College of Education has an innovative partnership with the Clarke County School District.

Honor Roll of Donors

2012 Alumni Awards Four graduates have been recognized for their career achievements and community leadership.

Annual Report Publication Team: Office of College Advancement | Contributing writers: Michael Childs, Julie Sartor | Contributing photographers: Michael Childs, Paul Efland, Peter Frey, Dorothy Kozlowski, Robert Newcomb, Dot Paul, Julie Sartor, Kelly Wegel, and Cassie Wright Design: The Adsmith | Thanks to the College of Education Deanâ&#x20AC;&#x2122;s Office units for contributing content.

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A quiet leader Five years ago, Dean Arthur M. (Andy) Horne listened to the challenges, created problem-solving teams, and led the College of Education to new heights by empowering other people.

By Michael Childs

ndy Horne never envisioned being dean of the nationally ranked University of Georgia College of Education. But over the past five years in that position, he guided the college to an improved national reputation and more productivity in both

outreach and research. A longtime UGA Distinguished Research Professor in counseling, Horne spent nearly three decades researching, teaching, mentoring, and speaking around the world about reducing violence in schools and families, particularly emphasizing bullying intervention and prevention. He retired in 2008 but had been re-employed part-time as director of an education policy center when he was asked to serve as interim dean. Following a national search then-Provost Arnett Mace asked him to become permanent dean and lead the college forward following the college’s reorganization that saw 19 departments merged into 9. “After the reorganization, many faculty members seemed to be in the doldrums,” said Horne. “So we developed a strategic plan that has guided us over the past four years, but it was not one like we have ever had before. It was organic. It was transparent. And it helped us to determine our priorities.” The college’s new strategic plan tied budgets and annual reports together to address strategic goals, such as increasing the emphasis on research and outreach to complement teaching, making it a flexible, living plan for moving the college forward based on rapidly changing real-world priorities, according to Horne.

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A longtime UGA Distinguished Research Professor in counseling, Horne spent nearly three decades researching, teaching, mentoring, and speaking around the world about reducing violence in schools and families, particularly emphasizing bullying intervention and prevention.

Clarke County School District are an example of the emerging professional education model required of colleges of education today, according to Horne. Under Horne’s guidance, the college also developed an annual State of Education Conference—a two-day event held each fall that features keynote speakers and breakout

“One thing we did was to ask faculty

we have endeavored to support and encourage

sessions. The conference is designed for

members to more accurately track their time.

faculty, staff, and students to maintain and

educators, researchers, policymakers, elected

How much was spent teaching? How much

enhance program quality,” said Horne. The

officials, civic and business leaders, and

for research? How much for service? We

strategic plan has led to several initiatives that

concerned citizens to learn more about

emphasized that if the state was paying the

are having direct impacts on both the Athens

the top education, issues facing the state.

salaries, it had a right to see how that money

community and the state.

Presentations are given by UGA faculty,

was being spent. So we brought a lot of transparency to the way the college operated,”

has been the implementation of a nationally

he said.

innovative model for public school/university

Under Horne’s leadership, the college

statewide leaders in education, and nationally recognized experts in the field of education. “We established the annual State of

partnerships with the Clarke County School

Education conference not only to present our

increased its credit hour production over the

District (CCSD) in the form of “professional

state policymakers with data and to inform

first four years, raised its external funding in

development schools” in which not only

them of the good work that we’re doing, but

research grants and contracts, significantly

UGA student-teachers, but also professors

also to bring in national speakers which allows

improved its business office procedures,

collaborate and engage with CCSD teachers

us to discuss education in a larger scope as to

established an impressive outreach and

and students—with the outcome being

what is being done and what needs to be done

engagement program that has resulted in

mutual learning experiences for students,

to improve K-12 education in Georgia and

significant collaborations with local and

faculty, and CCSD personnel.

across the nation,” said Horne.

regional school systems, and reviewed its

The success of the partnership helped

Horne has also overseen the development

academic programs to provide resources for

the college and school district win two

of the Osher Lifelong Learning Institute

emerging fields while modifying or reducing

competitive federal Race to the Top grants

(OLLI) at the University of Georgia. The

programs less current or relevant in today’s

totaling nearly $1 million to support new

nonprofit, member-led group stimulates minds

education world.

teachers and better use the expertise of veteran

and forges friendships through continuing

teachers. These efforts of collaboration and

education for people in the greater Athens

professional engagement between UGA and

area, age 50 and older. Courses are taught by

“We have tried to address the problems and concerns that the college has faced, and 4

One of the highest profile initiatives

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“He’s a very good listener, a very good creative problem solver, a very good team builder. He’s somebody who leads quietly by empowering other people.”

The legacy of Andy Horne Dean, College of Education empowering other people,” said Denise Spangler, department head of mathematics and science education. He has recently seen a cavalcade of recognitions for his work of nearly three

Denise Spangler Department Head, Mathematics and Science Education

decades. He received the 2012 Lifetime Contributions Award from the Council of Counseling Psychology Training Programs, the 2011 Award for Lifetime Contributions to Prevention Psychology, and was named

current and retired faculty from UGA and

2011 Group Psychologist of the Year. In 2010,

other institutions.

he received the American Psychological

With more than 800 members, OLLI@ UGA received a $1 million endowment from

Association’s (APA) Counseling Psychology Social Justice Award.

The Bernard Osher Foundation in November

Since 1999, he has received more than

2011. It is one of 117 Osher Lifelong Learning

$7 million in research funding that includes

Institutes nationwide.

grants from the Centers for Disease Control

To help build the college’s reputation and

and Prevention, Arthur Blank Foundation,

secure more private resources, Horne also

U.S. Department of Education, and National

created a new Office of College Advancement.

Institute of Mental Health. Horne is a Fellow

The move combined staff members in

of UGA’s Institute for Behavioral Research

development and communications into a

and several divisions of the APA.

single unit which manages the college’s

A recent report on the most cited and

visual identity, develops communications

downloaded articles in the peer-reviewed,

materials, interacts with news media, hosts

leading journal in group psychology and

events and programs for alumni, and

therapy, Group Dynamics, indicated that

develops relationships with key donors and

Horne was co-author of two of the top 10

prospective donors.

and three of the top 50 articles over the past

Horne credits the ongoing support provided the college by senior administrators

decade. Now, the 70-year-old Horne looks

across campus for the college’s successful

forward to slowing down the hectic pace of

accomplishments.

his life over the last few years and spending

“But even more importantly, it has been

more time with his wife, Gayle, who is a

the tremendous leadership that we have

retired school psychologist. The couple will

had in our college from our associate deans

likely live part of the year in their house in

and department heads and the excellent

Oregon.

contributions of our faculty and staff during

He says he will remain active with

trying times,” he said. “It has been a truly

the APA, where he has just begun his term

gratifying experience to be associated with

as president of the Society of Counseling

such talented and supportive colleagues.”

Psychology.

Horne’s leadership has undoubtedly

And he expects to continue to speak

led to the college’s rise in achievement and

around the world about his research on

reputation by creating an atmosphere in

bullying intervention and prevention.

which people feel comfortable saying what

In fact, he says he may engage in some

they think.

short-term projects working with schools

“He’s a very good listener, a very good

both in the United States and a couple of

creative problem solver, a very good team

international locations, where he has worked

builder. He’s somebody who leads quietly by

on previous visits.

ACADEMIC // Assessed academic programs to provide resources for emerging fields while modifying or reducing programs less current or relevant in today’s education world // Increased credit hour production // Located funding for four endowed professorships bringing the college’s total to six—the most at one time in the history of the COE // Filled 47 faculty positions to maintain and enhance academic programs // Secured permission for the COE to use clinical faculty titles and oversaw the development of COE guidelines for these titles ADMINISTRATION // Developed a five-year Strategic Plan (201015) that guides decisions about resources // Reduced the size of the Business Office while simultaneously increasing efficiency // Effectively managed budget reductions every year of his term with no personnel terminations // Made numerous improvements to COE facilities (i.e., Rivers Crossing refresh, digital signage across three buildings, benches on the grounds around Aderhold Hall) OUTREACH // Expanded an outreach and engagement program that has impacted people, schools, and institutions locally, regionally, and statewide including: ∙∙ A Professional Development School District partnership with the Clarke County School District ∙∙ Dozens of new professional development workshops for school counselors, teachers, and administrators on UGA campuses in Athens, Griffin, and Gwinnett County ∙∙ The Annual State of Education conference // Secured a $1 million endowment in 2011 to support The Osher Lifelong Learning Institute (OLLI) at The University of Georgia // Formed Office of College Advancement by merging staff in development and communications toward a common goal of building reputation and securing private resources RESEARCH // Increased external funding with research grants and contracts totaling more than $17 million in Fiscal Year 2011 // Re-invigorated a culture of research in the college by increasing internal funding opportunities and programs for faculty and students // Created The Institute for Interdisciplinary Research in Education and Human Development to encourage and support teams of researchers to collaborate across colleges and provide opportunities for interdisciplinary research // Supported the development and implementation of workshops and short courses on advanced topics in research methodology and statistics offered through The Institute

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Amazing Students Dana TeCroney Department of Susan Bleyle Department of Language and

Literacy Education / Ph.D. in Language Education

Susan Bleyle can trace her passion for language to her paternal grandmother, who taught French, Italian, and Latin. She didn’t have the opportunity to get to know her grandmother well, so she says, “I would love to have one afternoon to share our love of languages and exchange stories about our lives as educators in very different times and places.” Susan is one of the founding faculty members in Georgia Gwinnett College’s English for Academic Purposes program. Last year, she took a leave of absence from GGC and completed her first year of doctoral course work as a full-time student, thanks to a UGA College of Education Graduate Research Assistantship. For more than 15 years, she has worked with immigrant and refugee communities, primarily as an English teacher. She has taught at refugee resettlement agencies and in higher education. Hoping to complete her doctoral program at the same time her son graduates from high school, Susan wants to develop her skills while at UGA to contribute to the TESOL profession as a research and teacher educator. She serves on the editorial board of the Journal of Language and Literacy Education, a peer-reviewed online journal based in her department, and stays involved with the Language and Literacy Education Graduate Organization. Beginning the second year of her doctoral program, Susan seems to have quickly adopted UGA’s tripartite mission of teaching, research, and service. Her grandmother would be proud. 6

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Mathematics and Science Education / Ph.D. in Mathematics Education

Dana TeCroney says that a Cadillac brought him to UGA, but the people kept him here. While working as an adjunct instructor at a university in New York, Dana was checking out Ph.D. programs, and a professor encouraged him to visit UGA on a return trip from Miami. “After spending one afternoon [at UGA], I had seen a beautiful campus, talked with motivated and energetic Ph.D. students, and sang bluegrass traditionals at a professor’s house,” Dana said. Since he parked his Cadillac in Athens, he has been quite active in the department of mathematics and science education. He has served as colloquium chair for the Mathematics Education Student Association, co-authored a grant funded by the National Council of Teachers of Mathematics, and received the Outstanding Teaching Assistant and Outstanding Teaching Awards. Beyond the walls of Aderhold Hall, Dana can be found herding goats with the Tanyard Creek Chew Chew project, playing ultimate Frisbee, camping, working in his garden, or just about anything that gives him an opportunity to enjoy the great outdoors. Growing up on a dairy farm, Dana likes to be working outside. The professor who encouraged him to visit UGA also showed him that enthusiasm and fun should be part of learning. He takes this lesson, combined with his love of the outdoors, to show students how to make math fun and useful with things like water-balloon launchers and sidewalk chalk and string. “The people in [my] department are some of the best in our field, yet they are humble and helpful,” Dana said. “I knew Athens would be among the best four or five years of my life.”

Shannon Dooley Department of Kinesiology / B.S.Ed. in Sport Management / B.B.A. in Marketing

Michelle Yun Kim

Department of Elementary and Social Studies Education / B.S.Ed. in Early Childhood Education

“How does she do it?” That’s what people ask about Shannon Dooley. The Roswell native is in the Honors Program and pursuing two

As a native of South Korea, Michelle Yun Kim appreciates learning environments that encourage students to embrace their heritage. During a recent studentteaching experience, she noticed the effort teachers put into engaging their students and recalled when she was the only English language learner in her sixth-grade class. “I could see [my teacher’s] passion for teaching because she constantly strove to provide an equal opportunity for me to be engaged in the learning environment,” Michelle said. “Instead of forcefully trying to assimilate me into the culture, she valued the Korean traditions I brought to the classroom and taught me to not forget my heritage on a daily basis.” Michelle immigrated to the United States with her mother and sister more than a decade ago, leaving other family behind in Korea. Her father has now moved to the U.S. as well, so she treasures her time spent with family. Her college achievements have earned her memberships in Phi Theta Kappa, Sigma Alpha Lambda, and the National Society of Collegiate Scholars. She has been on the Dean’s List every semester since beginning college. She is scheduled to graduate next spring and fulfill her dream of becoming an educator through the early childhood education program. After graduation, Michelle plans to teach in Georgia or possibly abroad and eventually return to UGA for her master’s degree. “I want to see how different countries value their education systems and discover how they are different from ours,” Michelle said.

degrees: a B.S.Ed. in sport management and a B.B.A. in marketing. You’d think her studies would keep her busy enough, but not this young lady. She has devoted her college years to the UGA Athletic Association, UGA Miracle—Benefitting Children’s Healthcare of Atlanta, and countless other leadership activities. Currently, she is UGA Football Game Day Host Secretary, coordinating hosts to offer hospitality to recruits and their families on game days and other recruiting events. “As I begin senior year, I could not be more thankful for my experiences at UGA,” Shannon says. “The University of Georgia is a place that I call home, and I look forward to cherishing the time that I have left as a student.” Shannon founded WISE on Campus, UGA Chapter, under the umbrella of the Atlanta chapter. WISE stands for Women in Sports and Events, the only professional national organization to support women in sports and events that provides a community for shared experiences. She has served as Alpha Chi Omega’s vice president of social affairs and Panhellenic Assistant Delegate. Shannon doesn’t take summers off either. Over the past four years, she has worked at the YMCA Camp High Harbour Advanced Leadership Academy, studied in South Africa through the Global LEAD International Leadership and Service Program, and spent a summer in a collegiate leadership development program based on the National Student Leadership Forum on Faith and Values in Washington, D.C. “After graduation, I hope to be able to make a difference in the sport industry and ultimately give back to others who have helped me get to where I am now,” Shannon says.

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Meet Craig H. Kennedy By Michael Childs

Thereâ&#x20AC;&#x2122;s a noticeable excitement in the voice of Craig H. Kennedy when he talks about his new post as dean of the University of Georgia College of Education and the future he sees for the college.

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“T

he college is a leader in the discovery of new knowledge, training the next generation of professionals and providing service

to the people of Georgia. I look forward to

working with the faculty, students, staff, and university leadership in making it one of the nation’s top education schools,” he said.

“Faculty in the college are already ranked among the most productive researchers in the nation, and Dr. Kennedy has the skills and experience to take the college and its research enterprise to an even higher level of prominence.”

Kennedy, former senior associate dean

Jere Morehead, Senior Vice President for Academic Affairs and Provost

and a professor of special education and pediatrics at Vanderbilt University’s Peabody College of Education, knows what that looks like. For the last four years, Peabody has been ranked the nation’s top school for graduate programs in education. In the first few months of his deanship,

college and its research enterprise to an even higher level of prominence.”

150 scholarly articles, book chapters, and books and presented more than 300 papers at national and international conferences.

Kennedy said he wants to understand the

Morehead said Kennedy’s background

college’s departments, staff, students, and

and trajectory made him an ideal choice to

He has been principal or co-investigator on

faculty and the organization’s place not just

lead the college.

projects receiving more than $16 million

in the University of Georgia, but in the state of Georgia. “The University of Georgia has a nationally important leadership role to

“The Peabody College is the top school of

in extramural funding and has served as a

education in the United States, and he’s held

member of nine editorial boards and as an

the position of being the No. 2 person there,”

associate editor for three journals.

he said. “His experience provides a significant

Kennedy has received the Research

play in ensuring access to quality education

infusion of opportunities for our faculty here

Excellence Award from Peabody College,

and conducting research that provides

at UGA.”

the Educator of the Year award from the

a foundation for optimal learning and human development. I am confident that Dr.

Kennedy, who began his new position at the first of the year, said he will look to

Nashville Mayor’s Advisory Council for People with Disabilities, the B.F. Skinner

Kennedy’s leadership will guide the college

increase the national visibility of the COE. “I

New Researcher Award from the American

effectively in its important missions,” said

want policy leaders and researchers around

Psychological Association, and the Alice

UGA President Michael F. Adams. “The College of Education plays a vital role in preparing teachers and other professionals while also conducting outreach

the country to know about the excellent work

H. Hayden Award from the Association for

occurring in the College of Education,” he said.

Persons with Severe Handicaps.

Prior to joining the dean’s office at Peabody College, where he also served as

He earned a bachelor’s degree in psychology from the University of California,

and research whose impact extends well

associate dean for research, Kennedy was

Santa Barbara, and a master’s degree and

beyond the state,” said Jere Morehead, senior

chair of its top-ranked special education

doctoral degree in special education from the

vice president for academic affairs and

department from 2007-09.

University of Oregon and the University of

provost, who announced the appointment

His research focuses on aggression and

on November 8. “Faculty in the college are

self-injury in people with autism as well as

already ranked among the most productive

social relationship development and inclusive

researchers in the nation, and Dr. Kennedy

education for students with autism and related

has the skills and experience to take the

disabilities. He has published approximately

California, Santa Barbara, respectively.

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Jessica Bishop Department of Mathematics and Science Education / Ph.D., University of Texas-Austin Research interests: Clinical interviews, teaching experiments, and hierarchical linear modeling

Laine Bradshaw

Jennifer Brown

Denise Davila

Department of Educational Psychology and Instructional Technology / Ph.D., University of Georgia

Department of Communication Sciences and Special Education / Ph.D., Florida State University

Department of Language and Literacy Education / Ph.D., The Ohio State University

Research interests: Childhood language development and disorders, family-centered early intervention, autism spectrum disorders (ASD), and professional development

Research interests: Diversity, multicultural childrenâ&#x20AC;&#x2122;s literature, critical literacy, and social justice education

Research interests: Psychometrics and diagnostic classification models

Meet Our New Faculty The College of Education welcomed 13 new faculty members for the 2012-13 academic year. These scholars bring outstanding talent and expertise to our already excellent faculty. We look forward to the strong future they will help to create for the college.

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InHeok Lee Department of Communication Sciences and Special Education / Ph.D., Vanderbilt University Research interests: Systematic instruction and observational learning by students with disabilities, increasing peerrelated prosocial behaviors in classrooms, and single-case design

April Galyardt

Bernadette Heckman

Sonia Janis

Jennifer Ledford

Department of Educational Psychology and Instructional Technology / Ph.D., Carnegie Mellon University

Department of Counseling and Human Development Services / Ph.D., Washington University

Department of Elementary and Social Studies Education / Ed.D., Georgia Southern University

Department of Communication Sciences and Special Education / Ph.D., Vanderbilt University

Research interests: Health disparities research in chronic pain, HIV/AIDS, obesity and diabetes, and substance-use disorders

Research interests: Social studies education, teacher education, critical race theory, narrative inquiry, multi-race studies, and multicultural education

Research interests: Systematic instruction and observational learning by students with disabilities, increasing peer-related prosocial behaviors in classrooms, and single-case design

Research interests: Building probability models to describe complex behavior relevant to problems in education; intersection of statistics, statistical machine learning, psychometrics, and the science of learning

Jiyoon Lee

Bridget Ratajczak

Mardi Schmeichel

Ryan Smith

Department of Language and Literacy Education / Ph.D., University of Pennsylvania

Department of Communication Sciences and Special Education / M.Ed., University of Georgia

Department of Elementary and Social Studies Education / Ph.D., University of Georgia

Department of Mathematics and Science Education / Ph.D., North Carolina State University

Research interests: Language assessment, second language acquisition, task-based language teaching and learning, social impact of language testing, and research methodology

Research interests: Infant and toddler development and behavior issues, positive behavior supports, social-emotional development, Spanish-speaking children and their families, and autism

Research interests: Equity, social studies education, and discourses operating in educational research

Research interests: Ways students use technology in learning mathematics, how teachers use technology to teach mathematics, and how to better prepare teachers to effectively use technology in the mathematics classroom

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Birth through Five By Michael Childs

niversity of Georgia special education associate professor Cynthia Vail sees the big picture.

The expert in early childhood education

directs UGA’s Birth through Five Program with a dedication to producing highly

UGA College of Education program prepares educators to teach and assess needs of preschool children

prepared educators—well-versed in researchand evidence-based teaching practices—who will meet the needs of all young children in Georgia. “It’s undeniable that the younger you can begin education, the better,” she said.

four years of teaching service to programs

in that area.

that include infants, toddlers, or preschoolers

Over the course of that funding, 47

with disabilities.

“Research shows that the first five years

professionals were prepared to work with

is a critical period of rapid growth and

infants, toddlers, and young children and

grant of $1.23 million to continue and expand

development for children. Highly prepared

their families. Each earned a B.S.Ed. in special

the Birth through Five Program for graduate

teachers are needed to foster this growth.”

education with an emphasis in Birth through

students as well.

Vail developed the Birth through Five

Five and could be certified to take positions

In 2011, Vail received a second federal

The program is involved in UGA’s

undergraduate program at UGA in 2008 with

in Early Intervention (Babies Can’t Wait),

Professional Development School District

an initial grant of nearly $800,000 from the

Early Head Start, Head Start, Pre-K, preschool

partnership with Clarke County School

U.S. Department of Education in response to a

special education, and kindergarten.

District (CCSD), specifically working with

critical need in Georgia to prepare responsive, early education and care providers after the 12

state decided to develop a teacher certification

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Grant funds supported tuition for students who committed to provide two to

CCSD’s Early Learning Center (ELC) and Office for Early Learning.

UGA students read and discuss books with young children in Clarke County School District’s Early Learning Center. Photos by Peter Frey.

The Birth through Five Program is a dual program. Graduates are certified in Birth through Five as well as special education so they graduate prepared to work with all children—those with and without disabilities from infancy through kindergarten.

The ELC is home to the school district’s early childhood education programs.

College of Education faculty members are training Clarke County School District classroom teaching teams in peer-coaching strategies.

These include the state lottery funded PreKindergarten Program, federal Early Head

coaching strategies. “We want to see if there

through Five as well as special education

Start and Head Start, Preschool Special

is an increase in those particular skills on

so they graduate prepared to work with all

Education, Striving Readers, and Early

the part of the teachers and whether we will

children—those with and without disabilities

Reading First. Through collaboration among

see a concurrent change in behavior in their

from infancy through kindergarten.

these programs, CCSD serves more than

students based on the peer coaching,” said

1,200 students. About 150 of these children

Vail.

are served at the ELC. College of Education faculty including

“That’s really important,” said Vail. “The earlier we can identify children who have

“We’re influencing the practice of those teachers and teaching them what we teach

delays, the earlier we can provide services and the less likely it is that they’ll need help later.”

Bridget Ratajczak, Rebecca Lieberman-Betz,

our student teachers. They can reinforce the

and Stacey Neuharth-Pritchett teach UGA

high-quality best practices in the classroom,”

is still new in the state, and UGA is a model

Birth through Five classes and supervise

said Vail. “Our research model will tell us

program in preparation of those teachers

UGA practicum students at the ELC. UGA

whether this coaching will work. A lot of the

at the state, and national levels. Although

faculty and students work collaboratively with

most recent research has implemented more

the two-year program for undergraduates

the center’s staff in assessing and teaching

of an expert coach model, but I have done

is housed in the college’s special education

young children.

peer coaching in the past in which we saw

program, it focuses on preparing teachers to

that you can definitely have teachers working

work with all children, Vail said.

What started out as an outreach project—professional development that prepares CCSD teachers to be well-versed

together on more of an equal basis. “I think this has potential to be a

Birth through Five teacher certification

“At the graduate level there are multiple ways it can be added on to an early childhood

in positive behavior supports and proactive

powerful model if we can show change. These

education or special education degree,” she

strategies in working with children with

teachers are together all the time, and they can

said. “Funds are available to pay $5,000 per

and without disabilities—has now become a

encourage each other to use evidence-based

semester for full-time students. There’s a

research project.

strategies throughout the day, whereas with an

service obligation: for every year of funding,

expert coach, there is less time together.”

they have to work in the field for two years in

This fall, College of Education faculty members are training Clarke County School District classroom teaching teams in peer-

The Birth through Five Program is a dual program. Graduates are certified in Birth

inclusive classrooms where they’re teaching kids with and without disabilities.”

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Among the Best in the Country

of students pass the teacher licensure (GACE) exam

degrees conferred in 2012:

1,325

54.5%

undergraduate

45.5%

graduate

fast facts

615 542 249 101

new teachers prepared

in other fields such as health-related and community-based professions

advanced degrees awarded to practicing teachers

126

endorsements given in K-5 mathematics, gifted, reading and ESOL

professionals in the following fields: Communication Sciences & Disorders (19); Administration (36); School Counseling (22); School Library Media (22); and School Psychology (2)

= 10

12,527 graduates in the last decade overall rankings All rankings are from the U.S. News & World Report 2013 â&#x20AC;&#x153;Best Graduate Schoolsâ&#x20AC;? issue.

among public colleges in the South

among public colleges in the nation

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overall nationally

Top 10

Enrollment Data 2012:

specialty rankings

Bachelor’s Programs

2,517 Doctoral Programs

2nd

Counseling/Personnel Service

900

2nd

Master’s programs

785

Technical/Vocational

5th

Specialist programs

121

Elementary Education

Non-degree programs

5th

Higher Education Administration

5th

Founded in

1908

Secondary Education

the COE OFFERS 14 undergrad majors and 34 graduate programs. Photo provided courtesy of Hargrett Rare Books & Manuscript Library / University of Georgia Libraries.

over

10th

Curriculum/Instruction

Living alumni

Top 25

59,000

specialty rankings

13th

Special Education

19th

Educational Psychology

21st

Specialty rankings All rankings are from the U.S. News & World Report 2013 “Best Graduate Schools” issue.

in number of Top 25 Programs

in number of Top 10 Programs

Administration/Supervision

Health-Program Rankings

52nd

Speech-Language Pathology (ranked in 2012) 15

Dorothy White 2011 Professor-In-Residence Clarke Central High School

The professors are in By Michael Childs

UGAâ&#x20AC;&#x2122;s innovative partnership with the Clarke County School District is already paying off with an $875,000 grant from Georgiaâ&#x20AC;&#x2122;s Race to the Top Innovation Fund, but the long-term impact may be even more important for both institutions. Photos by Dot Paul

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ne of the accomplishments of the University of Georgia College of Education that Andy Horne values most during his

five-year tenure as dean has been the multifaceted partnership with the Clarke County School District (CCSD) which has attracted the attention of national and international educators. The initiative is based on an innovative model for public school/university partnerships that features Professional Development Schools” (PDS) in which UGA faculty and students collaborate and engage with CCSD school faculty and students—with the end result being mutual learning experiences for students and faculty of both institutions. The idea for developing a Professional Development School District (PDSD)

UGA students listen to a Clarke Middle School teacher discuss teaching strategies during a UGA class taught at the school by Professor-in-Residence Dorothy White.

originated from the work of a committee of educators from both organizations who created a framework for maximizing their joint resources. Their ideas began to take shape with the opening of J. J. Harris Elementary Charter School in 2009, and expanded to a PDSD in 2011. The committee created what has become one of the hallmarks of the PDSD model—a new post called “Professor-in-Residence,” a UGA faculty member who contracts for a 2–3 year period to be at the school 50 percent of the time during the academic year. Lew Allen, a faculty member in the college’s department of elementary and social studies education, was named the first UGA Professor-in-Residence (PIR) at J.J. Harris

“One of the great benefits of this partnership is that our UGA professors and CCSD teachers can share their experiences, problems they face, and methods and strategies to determine what’s working and what’s not.” Janna Dresden Director, Office of School Engagement

Elementary in 2009. Fowler Drive (Beth Tolley) and J.J. Harris White) and Hilsman (Kathy Thompson, Gayle Andrews) middle schools, and the Career Academy (Roger Hill), according to Janna Dresden, director of the COE’s Office of School Engagement and a faculty member in the department of elementary and social studies education. “The interesting thing is that we all don’t do the same thing. I bring what I am as an educator. What my background is. Which is

improve the quality of education for all students through a student-centered approach which fosters: • Engagement in learning • Interdisciplinary understanding and problem solving • Critical inquiry and higher order thinking skills • Authentic learning, connected to real world issues • A sense of civic responsibility The partners will accomplish this mission by: • Engaging in shared inquiry focused on teaching and learning

In 2011, five CCSD schools had PIRs: elementary schools (Allen), Clarke (Dorothy

The mission of the partnership is to

whole school improvement,” said Allen. “And everybody else does the same. Dorothy White is in mathematics education, so she works

• Facilitating the professional development of faculty in both institutions • Providing opportunities for clinically rich experiences in educator preparation

elementary school teacher, so she’s working

• Sharing our expertise to innovate and to solve problems

with third-grade students this year. Gayle

• Integrated decision making

with math teachers. Beth Tolley has been an

Andrews and Kathy Thompson at the middle schools are interested in teacher education, so they’re having their classes meet at Hilsman and finding ways for their students and the teachers to learn together.”

“People ask what the PIRs do, and the answer is it depends on what the school wants them to do,” said Allen. “We enter the partnership with an open mind. The school

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leaders themselves get to decide what the partnership looks like.” The partnership also features a district-wide PIR, Sally Zepeda, a professor in the department of lifelong education, administration, and policy, who works with principals and assistant principals, facilitating work around teacher evaluation, according to

“People ask what the PIRs do, and the answer is it depends on what the school wants them to do. We enter the partnership with an open mind. The school leaders themselves get to decide what the partnership looks like.” Lew Allen, Department of Elementary and Social Studies Education

Dresden. “What really defines a Professor-inResidence is that a portion of their salary is paid for by the Clarke County School District,” said Dresden. “The CCSD pays 25 percent of the professor’s annual salary. It also pays a full or partial summer unit. We’re not the only partnership that does this, but we’re pretty unusual. One of the great benefits of this partnership is that our UGA professors and CCSD teachers can share their experiences, problems they face, and methods and strategies to determine what’s working and what’s not. What’s making a difference? It’s very organic,” she said. The two UGA faculty members credit Horne’s leadership and investment of resources in the partnership as reasons for its success. “There has been a sea change in policy from the dean’s office,” said Allen. “Before when we wanted to partner with a school, we were told to find a grant to do it. Now, it’s ‘Yes. That’s part of our mission. That’s who we are as a college of education.’” CCSD Superintendent Phillip Lanoue was so impressed with the partnership after its first year that he said he wanted all schools involved in it at some level. So the UGACCSD team developed four levels or models of UGA involvement: Model 1: • All schools in CCSD have the opportunity to participate in Professional Development activities with District-wide Professor-inResidence. • All schools in CCSD have the opportunity to contract with the College’s Office of Outreach and Engagement for specific Professional Development activities (with a specific faculty member and/or around a specific topic for a specific period of time).

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Model 2: • As above plus • Placement of UGA students in classrooms for field work and/or student teaching Model 3: • As above plus • One or more College of Education courses taught on-site Model 4: • As above plus • A Professor-in-Residence Another unusual aspect to this partnership is that it did not originate and is not dependent on grant funding. “Many professional development schools

experienced mathematics or science teacher. After an orientation, the graduate students will teach part-time, freeing up a part of each day for the experienced teachers to work with first-, second-, and third-year teachers in the schools. Beginning full-time teachers are the main targets of the program.

One of the unique aspects of the partnership is the willingness of top leaders in both the college and the school district to meet regularly.

are grant-funded. But so often when you get a grant to develop a partnership, when the grant goes away so does the work,” said Dresden. “We wanted this partnership to be sustainable. So we stayed away from grants and have tried to build it into the infrastructure of both institutions.” “We wouldn’t say ‘no’ to a grant, but we don’t hire people on grants because that means they go away in a couple of years,” said Allen. “We look for grants that help us build our capacity.” And that is exactly what they had in mind when they sought and won a competitive three-year $850,000 federal Race to the Top grant to support new teachers and better utilize the expertise of veteran teachers. The Teach to Learn program will use the grant to hire UGA graduate students who will spend 20 hours a week during a 10-month assistantship in one of CCSD’s four middle and two high schools working with an

“This is innovative because it links a teacher induction program with a teacher residency program,” said Dresden. “That’s where a teaching career is made or broken, in those first couple of years. Many people leave teaching because they don’t receive the support they need to become good teachers.” One of the unique aspects of the partnership is the willingness of top leaders in both the college and the school district to meet regularly. Two of the college’s associate deans, Ron Cervero and Jim Marshall, meet every month with the superintendent and assistant superintendent. “They’re not just saying, ‘Go do this, and we’ll keep our fingers crossed that it works out.’ They’re actually part of the process, making sure it works out,” said Allen. “That’s huge. That’s a big investment on the dean’s part.”

Keri Valentine (above), a UGA doctoral student in learning design and technology, and Meghan Clark (below), a UGA junior in mathematics education, work with Clarke Middle School students.

UGA students Lindsay Anderson (left) and Catherine Jarvis, both seniors in the COE's Birth through Five Program, interact with Pre-K students at the CCSD Early Learning Center. Photo by Peter Frey.

Research Projects At-a-Glance Faculty and staff members in the College of Education are involved with funded research and development projects valued at more than $17.5 million (FY11). Their work examines a wide variety of issues in teacher and school administrator preparation, curriculum and teaching in content areas such as literacy, mathematics and science, matters of physical activity across the lifespan, and the prevention of chronic disease.

Improving the Teaching and Learning of English Language Learners: The Instructional Conversational Model

academic achievement of both ELLs and native-English speaking students

This four-year project examines the effectiveness of a teaching method

Education Sciences

based on small-group dialogue in improving the academic achievement of English language learners (ELL) in upper elementary grades. The Instructional Conversation (IC) model is a regularly-scheduled, teacherled event with small groups of students with a clear instructional goal. It provides intensive, differentiated, experiences for students in key areas for second-language acquisition and academic development by increasing the rate and intensity of vigorous interactions with peers and expert teachers. In previous quasi-experimental studies, IC has been found to improve the

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but has never been evaluated using a randomized control trial. Funding: $2.9 million, U.S. Department of Education, Institute of Principal Investigator (PI): Pedro Portes, The Goizueta Foundation Distinguished Chair of Latino Teacher Education and executive director of the Center for Latino Achievement and Success in Education Co-PI: Karen Samuelsen, assistant professor, educational psychology and instructional technology Website: www.coe.uga.edu/clase/instructional-conversation

Kevin McCully, professor of exercise science (center, standing), has a new obesity prevention class that pairs UGA students with disabled community members to help them get exercise. Mary Christensen (right) watches as her son Mark Christensen (left), a clerk for the UGA Athletic Association, is attached to an electrical pulse generator that stimulates his leg muscles. His student partner is Mike Hendrixson. Photo by Paul Efland.

Muscle Plasticity, Fitness, and Health after Spinal Cord Injury

Fossil Finders: Using Fossils to Teach about Evolution, Inquiry and Nature of Science

COE kinesiology researchers are working with colleagues from the

Research on teaching the nature of science and scientific inquiry for

Shepherd Center in Atlanta to test the health benefits of exercise in people

teachers is a critical issue raised by several prominent national education

with spinal cord injuries. As a result of improved health care, people with

organizations. Barbara Crawford is one of the few researchers in the

spinal cord injuries are living better and longer lives. But with longer lives

nation addressing the inconsistency between the nature of scientific

comes an increasing risk of cardiovascular disease and diabetes in people

inquiry and classroom teaching of scientific inquiry. Crawford’s research

with spinal cord injuries. These are preventable illnesses associated with

findings connected to teachers’ knowledge of models and modeling

the reduced activity levels that result from paralysis. The study investigates

indicate that software scaffolds can support prospective teachers

a four-month resistance training program using electrical stimulation of

in building and testing dynamic models of scientific phenomena,

paralyzed leg muscles. Tests of glucose tolerance (a measure of diabetes)

something prospective teachers report never having done in their

and MRI testing of muscle size, fat infiltration into muscle, and muscle

undergraduate science coursework.

energy producing capacity are made before and after the training.

Funding: $1.5 million, National Science Foundation (award transferred

Funding: $1.76 million, National Institutes of Health

from Cornell University)

PI: Kevin McCully, professor, kinesiology

PI: Barbara Crawford, professor, mathematics and science education

The Georgia STEM Accessibility Alliance (GSSA)

iSKILLS: The Audio/Visual Guidance Repository for Life Skills

The COE and Georgia Tech’s Center for Assistive Technology and Environmental Access are collaborating on a project to create the Georgia

Kevin Ayres leads a three-year collaborative project to develop an

STEM Accessibility Alliance (GSAA), a five-year initiative aimed at giving

application that turns handheld communication devices into self-

students with disabilities greater access to STEM (science, technology,

prompting tools to assist individuals with autism and developmental

engineering, and mathematics) programs and an increased capacity to

disabilities with daily living tasks. This cross-disciplinary initiative

succeed in these programs from high school through graduate school.

involves UGA faculty members specializing in an array of fields from

Funding: $1.5 million, National Science Foundation PI: Noël Gregg, UGA Distinguished Research Professor, Institute for

special education to speech pathology to educational technology and artificial intelligence.

Interdisciplinary Research in Education and Human Development

Funding: $1.2 million, U.S. Department of Education, Institute of

Co-PI: Michael Hannafin, GRA Eminent Scholar and director, Learning

Education Sciences

& Performance Support Laboratory

PI: Kevin Ayres, associate professor, communication sciences and special

Website: http://blog.georgiabreakthru.org

education Co-PI: Lloyd Rieber, professor, educational psychology and instructional technology Website: http://iskills.uga.edu

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PERSIST: Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers During the last 10 years, the pending shortage of beginning science teachers has been a topic of discussion among school district administrators, teacher educators in higher education, and policy makers. One response has been the creation of induction programs to support and ultimately retain promising teachers. These programs range from school-based programs that serve all teachers to programs created specifically for science teachers. In this project, Julie Luft is studying the impact of induction programs, and the development of science teachers in their first five years of teaching is examined. The findings from this study have the potential to impact the retention of high-quality content specialists, which includes, but is not limited to, the development of subject-specific induction programs and policies about institutions of higher education working more closely with their graduates. Funding: $895,883, National Science Foundation (award transferred from Arizona State University) PI: Julie Luft, The Athletic Association Professor of Mathematics and Science Education

UGA student Brittany Masterson, a senior in the COE's Birth through Five Program, reads a book to a Pre-K student at the CCSD Early Learning Center. Photo by Peter Frey.

Obesity-Related Funding The UGA Obesity Initiative was launched in January 2012: http://obesity.ovpr.uga.edu

Project PEER: Peer Education, Exercising, and Eating Right

Psychological Predictors of Compensatory Responses to an Exercise Intervention

This four-year project integrates research, education, and extension

Most individuals trying to lose weight will increase physical activity as

components to address the U.S. Department of Agriculture’s

part of their strategy. For many, however, adding structured exercise

Cooperative State Research, Education, and Extension Service

does not result in weight loss. Compensatory increases in eating and

(CSREES) goal of improving the nation’s nutrition and health.

decreases in non-exercise physical activity appear to be significant

Translational research is needed to find effective interventions to

factors limiting the effectiveness of exercise interventions. In this

combat the obesity epidemic. The transition to adulthood is a time

two-year project, Michael Schmidt is studying whether a number of

which has been linked with weight gain and is commonly referred to

psychological and eating behavior traits predict these compensatory

on college campuses as the “freshman 15.” The university environment

behavior changes – information that could be used to help tailor and

(i.e. captive audience, communal living) and a peer educator program,

target weight management exercise interventions. The project advances

which are successful in extension and outreach programs, have the

research efforts on adult and childhood obesity and its related diseases

potential to impact public health in a cost-effective and sustainable

with the aim to improve the health of Georgia’s citizens and decrease

manner. The aim of the project is to determine the effectiveness of a

the cost of health care in the state.

peer-delivered, self-efficacy-based behavioral intervention to enhance nutrition and physical activity behaviors and weight management success in female university freshmen over an academic year. A general education course will be developed targeting obesity prevention with peer educators trained as weight management coaches for course credit. The novel partnership between academic and student affairs units will enhance sustainability, and if proven successful, this initiative could serve as a model program. Funding: $960,000, U.S. Department of Agriculture PI: Ellen Evans, associate professor, kinesiology 22

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Funding: $408,375, National Institutes of Health PI: Michael Schmidt, assistant professor, kinesiology Co-PIs: Ellen Evans, associate professor, kinesiology; James MacKillop, associate professor, psychology; and Stephen Rathbun, professor, epidemiology and biostatistics

NSF Early Career Grants The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundationâ&#x20AC;&#x2122;s (NSF) most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations.

Examining the Role of Context in the Mathematical Learning of Young Children Can the way children learn mathematics informally at home and in their communities help elementary school teachers be more effective in teaching them in the classroom? Amy Noelle Parks thinks so and is working on a five-year ethnographic study of a group of children in a local school district as they move from preschool to first grade to find out how. In addition to examining the ways in which the childrenâ&#x20AC;&#x2122;s thinking and participation in math change as they move into increasingly formal classroom settings, the study explores their thinking in two other contexts: in formal interviews with researchers and in home and community settings with their parents. The study will follow 20 students over three years. The extended period of observation will enable Parks to study the impact of a variety of

CCSD Enrichment Specialist Katherine Brown teaches her students at J.J. Harris Elementary School as UGA teacher students observe. Photo by Michael Childs.

contexts on the mathematical performances of the same children. Funding: $542,871, National Science Foundation PI: Amy Noelle Parks, associate professor, elementary and social studies education

Learning to Support Productive Collective Argumentation in Secondary Mathematics Classes Doing mathematics involves more than simply solving problems; justifying mathematical claims is an important part. Recently, the Common Core State Standards for Mathematics have again raised the issue of making and critiquing arguments as a central practice for students studying mathematics. Teachers must be prepared to support their students in learning to argue appropriately in mathematics. This learning often occurs during class discussions called

Characterizing Critical Aspects of Mathematics Classroom Discourse The research in mathematics discourse has examined important issues in the characterization of effective teaching ranging from teacher goal setting to supporting student thinking. Much of this research has focused on describing the elements of discourse that investigators have suggested as contributing to teaching and learning. This five-year research study focuses on the development of an analytic framework and metrics that can reliably measure critical aspects of mathematical discourse. These metrics examine both the function of the discourse in the classroom and the mathematical intellectual work that the discourse supports. The resulting framework and redesigned teacher education courses will provide models on which other teacher education programs might build. The redesign of the pre-service and in-service

collective argumentation. But research has not shown how teachers

courses effectively integrates the research into education.

learn to support their students in engaging in collective argumentation.

Funding: $672,846, National Science Foundation (transferred from

This five-year project will document how mathematics teachers learn to support their students in engaging in collective argumentation from their teacher preparation into their first two years of teaching.

San Diego State University) PI: Jessica Bishop, assistant professor, mathematics and science education

The results will help create professional development materials for prospective and practicing teachers that will enhance their support for productive collective argumentation. Funding: $535,007, National Science Foundation PI: AnnaMarie Conner, assistant professor, mathematics and science education

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Clarke County School Enrichment Specialist Katherine Brown discusses teaching strategies with UGA students during one of several UGA teacher preparation classes held in the CCSD as part of the UGA-Clarke Professional Development School District. Photo by Michael Childs.

NSF-Funded Conferences Mini-Symposia: The Results of the African Diaspora: Developing Black Scholars in Science Education for the 21st Century in the United States, Part II Using a conference and work group format, project investigators will convene 15 black science educators, scientists, and doctoral student scholars and assign them to small work groups to design and conduct multi-site micro-research studies on learning activities that promote elementary, middle school, and secondary science learning and teaching. A mentoring network will be established among project participants, partnering experienced educators and scientists with upcoming scholars.

An Interdisciplinary Conference on Assessment in K-12 Mathematics: Collaborations between Mathematics Education and Psychometrics This 2011 conference allowed mathematics education researchers, psychometricians, and mathematicians from across the country to focus on the range of possibilities for and inherent challenges in pursuing research at the intersection of mathematics education and psychometrics. The two-year project provided an opportunity for educators, researchers and scholars to discuss three questions: • What opportunities do current and emerging psychometric models afford, and how can they be used for measuring mathematical knowledge? • What mathematical knowledge is important to measure, and how

Work groups will investigate different learning and teaching approaches

much of that knowledge can be measured using current psychometric

used in K-12 rural and urban school settings to identify effects on

models and testing methods?

student science learning using quantitative, qualitative, or mixed-design studies in the two-year project. Funding: $100,000, National Science Foundation PI: Mary Atwater, professor, science education, Research Office

• What new psychometric models might be needed for measuring mathematical knowledge? Funding: $99,844 PI: Andrew Izsák, associate professor, mathematics and science education Co-PI: Allan Cohen, director, Institute for Interdisciplinary Research in Education and Human Development

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Select Instruction and Public Service Projects

Criterion-Referenced Competency TestsModified (CRCT-M) Assessment 2010-11 The Georgia Center for Assessment helped to develop the CRCT-M

Georgia ESOL for Content-Area Teachers (GECAT) Project: Professional Development for Teachers of English Learners

for the Georgia Department of Education. This is a grade-level alternate assessment designed for students who receive special education services and who meet specific eligibility criteria. The CRCT-M was created for the state as an avenue for students

The GECAT Project is a five-year Title III initiative to provide

who struggle, due to their disability, to demonstrate grade-level

professional development to north Georgia educators working with

proficiency in the same time-frame as their peers. Items on the

English language learners. The grant is a partnership with Barrow

CRCT-M have been enhanced to increase the accessibility for eligible

County Schools, Habersham County Schools, and West Hall High

students, allowing them to demonstrate more consistently what

School. The project’s goals are to: 1) increase the number of ESOL-

they know and can do. The CRCT-M assesses the same grade-level

endorsed educators in Georgia schools; 2) adapt and improve ESOL

Georgia Performance Standards as the general CRCT. The CRCT-M

endorsement curricula for Georgia in-service educators; and 3)

is available in the content areas of reading, English language arts,

improve the academic achievement of English learners in Georgia

and mathematics in grades 3 through 8.

schools. Participating educators receive graduate tuition waivers to take the three-course ESOL endorsement through UGA. Funding: $1.86 million, U.S. Department of Education

Funding: $1.5 million, Georgia Department of Education PI: Stephen Cramer, associate director, Georgia Center for Assessment Website: www.coe.uga.edu/gca

PI: Linda Harklau, professor, language and literacy education

Georgia Writing Assessments 2011-12 Improving Teacher Quality Higher Education Program

The Georgia Center for Assessment, as the contractor for the Georgia

Each year, the College of Education receives funding from the federal

Advisory Committees, Benchmarking Committees, Bias Review

government to support the professional development of teachers in

Committees, and Standard Setting Committees for grades 5, 8, and 11

language arts, mathematics, reading, science, and/or social studies at

writing assessments. The Official Code of Georgia Annotated requires

UGA and other higher education institutions across Georgia. These

that writing assessments be administered to students in grades 3, 5, 8,

projects can also address teachers’ use of technology, alternative

and 11. GCA provides over 750,000 independent ratings on writing

assessment strategies, or innovative teaching strategies, all with the

samples each year. The goal is to create developmentally appropriate

goal to strengthen and deepen teachers’ content knowledge in their

assessment procedures to enhance statewide instruction and student

academic subjects with emphasis on how deepened content knowledge

performance in the language arts.

impacts teaching practices and student learning.

Department of Education, facilitated Core Development Teams,

Funding: $1.3 million, Georgia Department of Education

Funding: $1.6 million, U.S. Department of Education

PI: Stephen Cramer, associate director, Georgia Center for Assessment

PI: Kathy Thompson, clinical associate professor, elementary and

Website: www.coe.uga.edu/gca

social studies education

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Alumni Spotlight Robin Bohannon

“

During my time as an undergraduate and graduate student, one professor, Dr. Malcolm McCoy, was instrumental in shaping my future, not only as an audiologist, but also in having my own practice. He was a professor who cared about his students as individuals, knew each one, and provided the support and guidance to see every one through their coursework. It was his memory that led me to my contribution to the UGA Speech and Hearing Clinic and allowed me the opportunity to give back to the University, the College of Education, and the audiology profession.

“When I was invited to visit the Clinic, I was totally impressed with the improvements that had been made since I graduated, the numerous services provided to the community, and the research being conducted by a good friend, Dr. Al De Chicchis. It is my hope that with the additional resources from myself and others that the clinic can continue to improve and grow to enhance the lives of the individuals who need hearing and speech services as well as the students who provide them.”

E. Robin Bohannon, AuD, CCC-A (BSEd ’72, MEd ’73), earned his

practicing audiologist in Augusta with his own practice, Augusta

bachelor’s degree in Speech Pathology and Audiology and a master’s

Hearing & Balance. He is married to Harriette Kirk Bohannon (BSHE,

in Audiology Education from UGA. He later received his doctorate

Child Development, ’74). Robin has a $25,000 endowment supporting

in audiology from Pennsylvania College in Philadelphia. He is a

the UGA Speech and Hearing Clinic.

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Planned Giving Leaving a Legacy

Why I Give

Will Robinson

What if you could make a major impact on your favorite program in the College of Education, add a measure of security to your own finances, lower your tax burden, and provide more inheritance for your heirs all at the same time? Would you be interested? Planned giving is a great way to accomplish all of the above in one process. Planned gifts are sometimes referred to as “stop-and-think” gifts because they require some planning and, often, help from your professional advisors. Unlike cash donations, they are typically made from assets in your estate rather than disposable income and come to fruition upon your death.

“

Charitable lead trusts

I donate to the College of Education and department of kinesiology to support both the ongoing research that yields valuable scientific data for the rehabilitation community and newly developing programs which produce stronger candidates to enter into the allied health professions.”

Endowment funds

Will Robinson, PT (BSEd ’95), earned a degree in exercise and

Retirement plan assets

he has been actively involved in the field of physical therapy. He

The most common planned gift is a bequest in your will or living trust. Other planned gifts include the following:

Charitable gift annuities Charitable remainder trusts

Life insurance policies Remainder interest in your home Contact Aldon Knight, executive director of college advancement, at aknight@uga.edu or 706-542-2267 for more information about how you can make a gift to the College of Education.

sport science from the College of Education. Since graduating, currently resides in Seattle, Wash., where he is the Rehabilitation Services Supervisor for Swedish Medical Center – Ballard.

Private ﬁnancial support, from individuals like Will, provides the margin of excellence that distinguishes great universities from good ones. College of Education Annual Fund gifts help to bridge the gap between state support and the annual operating budget. Private gifts focus on college programming and critical areas such as scholarships, research, international study, and critical discretionary needs.

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Endowments An endowment in the College of Education can be created and funded over a period of years. Endowments are designed to provide perpetual income to the program of the donor’s choice, thereby giving that program a margin of excellence through funding over and above University budgets.

“

We had many wonderful years at UGA and in Athens. It felt like it was the right thing to do to honor our years of being a part of such a special place – a place where we grew as young adults, a place where so many of our dreams were formed, a place where they began to come to fruition, a beginning to a life that would become one of success for both of us, and we treasure those years that we spent there together.” Lois Shortt (BSEd ’46)

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These endowments were established or enhanced through private gifts to the College:

Faculty and Student Awards Alice E. Memorial Klein Fund Arthur Lucas Memorial Fund Arthur M. Horne Graduate Research Award College of Education Faculty Award for Teaching Excellence Edie Klein Leadership Award Edwin D. Pusey Prize Ira E. Aaron Award for Teaching Excellence and Collegiality Louise E. Kindig Research Award Russell H. Yeany Individual Research Award

Professorships and Chairs Athletic Association Professorship in Mathematics and Science Education Bebe Aderhold Professorship in Early Childhood Education

Theodore K. Miller and Roger B. Winston Jr. Research Award Thomas J. & Sara L. Cooney Travel Award for Research Presentation

Charles H. Wheatley - Georgia Research Alliance Chair in Technology-Based Learning

Student Scholarships and Fellowships

E. Paul Torrance Professorship in Creativity & Gifted Education

Aleene Cross Scholarship in Family and Consumer Sciences Education

Elizabeth Garrard Hall Professorship in Early Childhood Education

Ann E. Jewett Distinguished Graduate Assistantship

Goizueta Foundation Chair for Hispanic Teacher Education

Barbara J. Rankin Scholarship

Mary Frances Early Teacher Education Professorship Omer Clyde & Elizabeth Parr Aderhold Professorship in Education Omer Clyde & Elizabeth Parr Aderhold Professorship in Research Methodolgy

Bothe-Marcotte Scholarship Carol J. Fisher Scholarship in Language Education Carol J. Fisher Undergraduate Scholarship in Language Education Carroll Wade McGuffey Scholarship College of Education Centennial Scholarship College of Education Scholarship

Coral Jo Bishop Fellowship D. Keith Osborn Scholarship in Elementary Education David J. Mullen Sr. Memorial Scholarship Del Jones Memorial Trust Dr. Lester E. Sanders Scholarship Fund Elizabeth Barber Young Banner Scholarship Elizabeth Todd Scholarship Fund Elmer Jackson Carson Scholarship Flora Rogers Scholarship Fund Floyd and Emily Jordan Scholarship Fund George M. and Barbara E. Gazda Counseling Scholarship Geraldine A. Patrick Scholarship Health & Human Performance General Fund Ira E. Aaron International Study Scholarship Irene & Curtis Ulmer Doctoral Scholarship in Adult Education James L. Dickerson Scholarship Fund Jan L. Branham Endowment Fund Jim Mann Family Scholarship Joan B. Neal Women’s Physical Education Scholarship Jonathan Robert Scruggs Scholarship in Teacher Education Lois Johnson & William Jasper Shortt Fellowship in Physical Education

Michael J. Hendrickson Academic Scholarship in Recreation and Leisure Studies Coach Mike Castronis Scholarship Owen Scott Graduate Fellowship in Educational Psychology Paul R. Kea Scholarship Paul Tappan Harwell Scholarship Fund

Program Support Cam D. Dorsey Fund for Education Carol J. Fisher Language and Literacy Education Endowed Support Fund Christopher-Leighton Ballew Adult Education Fund

Phil Gray Scholarship

College of Education Endowment for Excellence

Rachel Sibley Sutton Scholarship

College of Education Faculty Support Fund

Ray E. Bruce Scholarship Fund

Dorothy Simmons O’Dell Fund

Rose Sanders Stanley Memorial Scholarship

Friends of Clinic Endowment for Speech and Hearing Therapy

Ruby Maude Anderson Scholarship Fund SNS - GSTC Scholarship Sylvia McCoy Hutchinson Endowment for Staff and Children of Staff Tommye McCoy Scholarship for Honors Education Virginia I. & Francis A. Norman Jr. Doctoral Scholarship

George R. Gilmer Fund Kappa Delta Pi Academic Support Fund Katie Elizabeth Turner Memorial Support Fund Ocie T. Dekle Graduate Support Fund in Elementary Education Osher Lifelong Learning Institute Endowment

Sharon Green Webber Scholarship in Communication Sciences & Disorders

Raymond Babineau Vocational Education Academic Support Fund

Wells Fargo Scholars Program

Reading Department Endowment

Women Pioneers in Education Scholarship

Robinson Fund

Lectures Clifford Gray Lewis Fund for Health & Human Performance E. Paul Torrance Lecture Fund

Marion J. & Molly M. Rice Graduate Student Support Fund in Social Science Education

Mary Hepburn Lecture Fund in Social Studies Education

Martha Nell Allman Graduate Assistanship

Mary Sartalamacchia Macagnoni Lectureship Fund

Stinchcomb Graduate Assistantship Support Fund for PEMDC Sue W. Cromartie Elementary Education Fund If you are interested in information about creating an endowment, please contact Aldon Knight, executive director of college advancement, at aknight@uga.edu or 706-542-2267.

Mary Ella Lunday Soule Fund

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Honor Roll of Donors The University of Georgia College of Education proudly recognizes the many alumni, friends, and organizations who contribute generous private support to the college and its strategic initiatives. Your gifts help us to better prepare the next generation of education leaders and scholars for our state, nation, and world – and we thank you. This list reflects gifts to the College of Education of $100 or more from July 1, 2011 through June 30, 2012.

Dean’s Club $1,000 + Dr. Harold Thomas Barnett Dr. and Mrs. Edgar R. Bohannon Dr. and Mrs. Ray E. Bruce Brenda Scruggs Carter and Dr. Harrison S. Carter

Dr. and Mrs. Arthur M. Horne Professor Noah Y. Hsu Dr. Juanita Johnson-Bailey and Marvin Bailey

Dr. Louis A. Castenell

Mr. Steven W. Marcotte and Dr. Anne Katherine Bothe

Ms. Kimberly Champlin

Joanna Massar

Sara Lucas Cooney and Dr. Thomas J. Cooney

Faye Daube Miller and Mr. Herbert Miller

Dr. Carolyn Carson Dahl and Mr. Dennis Dahl

Dr. Theodore K. Miller and Mrs. Gay S. Miller

Dr. Kathleen L. Davis

Dr. Marie R. Mullan

Drs. Doris Yaddow and Gerald R. Firth

Dr. and Mrs. Francis A. Norman III

*Dr. Carol J. Fisher Ronald Lee and Martha Black Fritchley Sara O. Glickman and Dr. Carl D. Glickman

Philip W. and Carol A. Hendrickson

Mr. Matthew Douglas Stinchcomb

Dr. Ronald M. Cervero

Dr. and Mrs. Joseph P. Stoltman

Dr. Bradley C. Courtenay and Nancy Talton Courtenay

Dr. R. Curtis Ulmer Sr. Sharon Green Webber and M. Thomas Webber Jr.

Dr. Robert Anthony Fecho

Dr. Elmer D. Williams

Mr. and Mrs. Gregory P. Hauck

Drs. John T. and Patricia S. Wilson

Dr. Gardner James Hobbs

Drs. Roger Bradley Winston Jr. and Pat Graham Winston Dr. Russell H. Yeany Jr. and Mrs. Brenda Yeany Dr. Jun-Chae Yoon Erla Gortatowsky Zuber and Harry A. Zuber

*Mr. J. Elbert Phillips

Dr. Prentiss M. Hosford Mr. Arthur Johnson and Mrs. T’Leatha Renee Suitt-Johnson Denise Ann Companik Juliana and Patrick Juliana Mr. John Kauffman Cindy McGinnis and John Christopher Kirksey

Dr. Diane L. Potter

College Club $500 +

Faye Ruth Kirschner and Chris Addy

Mr. and Mrs. Dean B. Rydquist

Anonymous

Robert W. and Carol A. Krueger

Mr. and Mrs. Steve Scruggs

Dr. Jane Murray Agee

Dr. Judith Louise Long Dr. Richard L. Lynch and Mrs. Genevieve A. Lynch

Mrs. Lois Johnson Shortt

Mr. and Mrs. George M. Barkley

Mr. and Mrs. Thomas Gore

Dr. Stanton James Singleton

Dr. and Mrs. William E. Barstow

Mr. David Norman Greene

Cathy E. and Philip Solomons Jr.

Dr. Ola M. Brown

Mr. and Mrs. Mack H. Guest III

Dr. Denise Spangler

Ms. Allison Williams Gulati

Dr. and Mrs. John E. Steinbrink

Mr. Frank Wayne Bryant and Dr. Karen Bryant

Linda Hughes Hardie

Mr. Jonathan Cary Stinchcomb

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Dr. and Mrs. John W. Culbreath

William H. and Erica L. Carter

Mr. and Mrs. Eric Orbock Peter James Paul and Mrs. Linda Wohlford Paul Dr. Donald O. Schneider

Mr. and Mrs. Michael C. Striplin

Maria Spence and Thomas L. Bower III

Betty Hooks Underwood and Dr. Bobby T. Underwood

Leigh Beasley Bowles and Mr. Eugene G. Bowles III

MG Luis R. Visot

Jane Hodge Bradford and Mr. Charles Bradford Jr.

Century Club $100 +

Linda Whitten Braun and Mr. Max Braun

Detra Thurmond and Ray M. Abernathy Dr. John D. Agee Dr. Stephen Kwasi Agyekum and Mrs. Victoria Agyekum Mrs. Shirley Hurst Akin Angela Sue Giddens Akins Mr. and Mrs. James W. Alexander Dr. and Mrs. Gilles O. Allard Mr. and Mrs. James A. Allen

Dr. Barney Cambon Brewton Jr. Beverly Brown and David G. Brisendine Jr. Virginia Adams and Kevin M. Broderick Mrs. Faith Kipp Brown Mr. and Mrs. Charles A. Brown Robert Moren Brown Sr. and Joelen Cowan Brown *Mr. and Mrs. Daniel H. Bull Jr.

Drs. Lewis Ray and JoBeth Allen

Ms. Patricia Condon Burch

Dr. Jacqueline Allison and Mr. Jerry D. Allison

Dr. Ronald E. Butchart and Amy F. Rolleri

Dr. Mary Eunice Anders and Rev. Charles D. Anders Mr. and Mrs. Donald R. Andersen Lyna Estes Anderson and Mr. Carl H. Anderson Dr. Wayne W. Antenen and Mary Chris Antenen Mr. and Mrs. S. L. Archer IV Jeanette Alhadeff Arogeti Mr. and Mrs. Paul Ascari Ms. Jo Ellen Baker Mrs. Mayer Martin Baker Wanda Whitley Barbee and Mr. Tony W. Barbee Margaret Lea Barrett Drs. Jeanne Barsanti and Craig Greene Dr. Dorothy Ann Battle Dr. Ted A. Baumgartner and Gloria L. Baumgartner

Mr. and Mrs. Gary T. Butts Dr. Robert Lawrence Byalick CMSgt and Mrs. Jeffrey A. Cain Drs. Mary Lynne and Lawrence G. Calhoun Jr. Mr. and Mrs. Alfred A. Camp Mr. and Mrs. William T. Cantrell

Mr. and Mrs. Burkitt D. Collins Catherine Cobb Cook and John David Cook Dr. Diane L. Cooper Mr. and Mrs. Howard L. Cordell Jr.

Mrs. Kate Maxwell Finch

Maria Slowik Coyle and Mr. Hugh B. Coyle Jr.

Harriett Susan Finney

Dr. and Mrs. Arthur L. Crawley Elaine H. Crosby

Dr. William P. Flatt Brenda Bowen Floyd and Mr. Gary S. Floyd

Mr. and Mrs. Charles M. Cross Jr.

Mr. Michael Flueckiger

William Paulk Culbreth and Mrs. Patricia Scott Culbreth

Ms. Rachel Burkhalter Flueckiger

Jackie Louise Daniel

Ms. Emily Gene Carr and Mr. Dale Hoyt

Mrs. Vicki P. Daniels

Dr. Kyle R. Carter and Sarah Hackney Carter

Mr. and Mrs. Tommy R. Davis

Mr. and Mrs. F. J. Chasteen

Dr. Edith Renfroe Belden

Dr. Jennifer B. Chauvot and Mr. Robinson C. Chauvot

Betty J. Benson

Dr. and Mrs. Mark P. Cheek

Dr. Sidney E. Benton

Mrs. Joyce I. Childers

Dr. and Mrs. Gary K. Bertsch Deborah Yater and Carl W. Betsill

Beverly Rollins Chitwood and Mr. William Barnett Chitwood

Anne J. Blakely

Mr. and Mrs. Frank J. Christa

Dr. Carolyn W. Blalock and Mr. Johnny L. Blalock

Dr. Sandra Pryor Clarkson

Edward Joseph Flannery and Mrs. Edlyn A. Flannery

Helen Lewis Crosland and Mr. Ben G. Crosland Jr.

Dr. Mary Martha Carnes

James Wyman Champion and Dr. Peggy Champion

Mr. and Mrs. Marko Ferek Dr. Marc Eugene Fey and Sandra Hamilton Fey

Dr. Dawn Newman Carlson

Dr. Gayle Renee Cawood

*Mr. and Mrs. Samuel N. Evins IV

Dr. Mary Kay Corbitt

Dr. Kathryn Lee D’Andrea and Mr. William J. D’Andrea

Rev. Robert Michael Cavin Sr. and Rev. Janet K. Cavin

Mr. and Mrs. William E. Evans

Dr. Cindy Ann Darden Dr. and *Mrs. Sherman R. Day Harold Charles Days and Mrs. Dorothy N. Days Dr. and Mrs. Richard W. Des Reis Dr. Beverly Joan Dryden and Mr. Kerin L. Dryden Mr. Nathaniel Dunn Cheryl McDavid Dupree and Mr. James M. Dupree

Mrs. Jane Knight Forehand and Jack Joseph Forehand Mr. and Mrs. Joe D. Fowler Sara White Fowler Dr. Eva Constance Fox Mrs. Jane Elkins Fryer Melvin C. Fussell and Mrs. Esther L. Fussell Mr. and Mrs. Gerald Gailey Mr. and Mrs. Ralph L. Gainey John Galloway Galbreath Ms. Paula H. Gault Mr. and Mrs. Merle L. Gay Dr. Lawrence Hal Gerstein Dr. Yvette Q. Getch

Mary Frances Early

Mr. and Mrs. William R. Gibson

Madge Elaine Edens

Patricia Walker and Robert E. Giles Jr.

Charlotte Hitchcock Efurd and Mr. Robert T. Efurd Jr.

Dr. and Mrs. Calvin C. Gill

Dr. Carolyn K. Ehr

Ms. Sarah Elizabeth Given

Mrs. Stephanie S. Eiden

Dr. Brian A. Glaser

Mrs. Ellen Douglass Eidson

Dr. Lynda Louise Goodfellow and Mr. Raymond B. Goodfellow

Mr. and Mrs. Bruce Bland

Patricia Davis Clifton and Dr. Ivery Dwight Clifton

Mr. Mark Boatner

Clifford Lanier and Verlene P. Cobb

Carolyn Ellington

Dr. Elizabeth Bernard Bockman

Mr. and Mrs. Leopold I. Cohen Jr.

Dr. Catherine Dunnington Ennis

Michael Louis Bolen and Mrs. Katherine B. Bolen

Ms. Peggy G. Cole and Dr. Ronald S. Cole

Louis William Ensworth

Anita Graham Marcia Smith and Nicky A. Gravitt

Mr. and Mrs. Bradley D. Bolster

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Corporations and Foundations AT&T Foundation

Gulati Family Foundation Trust

Norfolk Southern Foundation

Southern Nuclear Operating Co.

Atlanta Gas Light Company

Miss Sallie Maude Jones Trust

The Bernard Osher Foundation

Spencer Foundation

Coca-Cola Company

Karesh Family Charitable Fund

Prudential Foundation

Countdown to Kickoff

LaGrange Veterinary Hospital

Raytheon Company

State Farm Companies Foundation

F. Neal Pylant, D.M.D., P.C.

Marvin United Methodist Church Menâ&#x20AC;&#x2122;s Fellowship

Redtree Productions, Inc.

GATA Inc. Greater Houston Community Foundation Grist Mill Farm

Meck International James Starr Moore Memorial Foundation

SMART Technologies ULC

Dr. Sue Womack Henderson

Mr. and Mrs. John Kauffman

Ann Jackson Herman

Meda M. Keefer

Jenny Harvey Herrington

Sarah Mote Killgore

Joui Marlo Hessel

Dr. and Mrs. Jeremy Kilpatrick

Ms. Lena Hightower-Jones

Drs. Yung H. and Chung-Soon Kim

Kimberly Elliott Hill

Dr. Cheryl Pope Kish

Mrs. Martha Beasley Hill

Drs. Pamela Bradley and Douglas A. Kleiber

Patrick Morse Hill Dr. Richard K. and Joan C. Hill Mr. and Mrs. Ken W. Hix Shirley Griffin Hixson and Mr. Everett L. Hixson Sr. Mr. and Mrs. Jerry C. Hogan William Holmes and Mrs. LaVerne D. Holmes Cecilia Webb Hooten Dr. Harry K. Howell Jr. and Carolyn Tallman Howell Ms. Kay Howington Dr. Cheri A. Hoy Mark Allan and Joanie Kenny Hoyt Dr. and Mrs. Yi-Ming Hsu Mr. and Mrs. John C. Grayson

Julie Weigand Hudak

Cynthia L. Greene

Dr. Joan Davis Humphries

Dr. Allan Weir Gurley and Jeanette Allen Gurley

Mr. David Jack Hutchinson

Mr. David Aldon Knight Larry Kelley Kohn and Mrs. Jo Ann Kohn Drs. James F. and Judith Winters Lanfrey Dr. Joan M. Laughton Mr. and Mrs. Bobby W. Lawson Dr. and Mrs. Gene R. Layser Barbara Meek Leach Dr. Maureen J. LeBoeuf and COL(Ret) Joseph N. G. LeBoeuf Jr. Peggy Gaston Ledbetter and Mr. Howard David Ledbetter Dr. Carolyn Lehr Dr. Maurice Levy Dr. Roger William Liska Dr. and Mrs. Marvin L. Long Jr. Drs. Timothy R. and Deborah A. Luckadoo

TimeWarner Foundation UGA NSSLHA The Williams Family Trust

Rebecca Matthees and Patrick C. McCaskey Mr. and Mrs. Edward L. McDaniel Mr. and Mrs. Paul E. McDonald Dr. Thomas Fredrick McDonald and Barbara Terrell McDonald Dr. M. Lane McFarland Joe Miller McKelvey Jr. Charles Allen McKinney and Mrs. Frances K. McKinney Rae Dennis McWhirter and Mr. T. F. McWhirter Jr. Dr. and Mrs. W. T. Mealor Jr. Drs. Jonathan E. and Jane E. Messemer Miss Carolyn Jane Miller Dr. Sam Marshall Mitchell Arthur Benjamin Mohor Jr. Patricia Brown Montarella Daniel Fisher Mooney and Mrs. Carla J. Perri John Hugheston Mooney and Mrs. Helen Baker Mooney Carol Speir Moore and Dr. Abner George Moore Martha Williams Moore and Mr. Joe S. Moore

Dr. and Mrs. David H. Haigler

Marianna Howell Hynson and Mr. Nathaniel Hynson

Mr. Jeffrey Scott Hall and Ms. Lucy Joanna Bush

Dr. Grace McClelland James and Mr. Harold Paul James

Mrs. Vicky S. Hansing

Mr. and Mrs. Stephen D. Jessup

Mr. and Mrs. Steven D. Harris

Dr. George W. Johnson

Robert Henry Mair III and Mrs. Andrea E. Mair

Mr. Thomas Y. Harris III

Dr. and Mrs. Thomas F. Johnson

Dr. and Mrs. Archie P. Malcom

Mr. and Mrs. William M. Harvill Sr.

Ms. Belle Jones

Drs. Andrew E. and Hathia Searles Hayes

Cheryl Ann Jones

Patricia Solomon Marcus

David Stockton Jones and Stacy Bishop Jones

Dr. J. Larry Martin and Mrs. Penny Lee Martin

Ellen Baldwin and Timothy A. Heilig

Dr. Gloria Lynn Jones

Drs. Janet Stillman and Roy P. Martin

Mr. and Mrs. Brett G. Hellenga

Dr. Whitney Lee Myers

John D. and Susan Head Jones

Dr. Joan Lee Maupin

Barry Wayne Hemphill and Mrs. Martha Jane Hemphill

Sheila Wofford and C. Mark Jones

Rebecca Bush and Carlton Charles Maynard Jr.

Maxine Conner Nabors and Mr. W. Michael Nabors

Dr. and Mrs. Harold L. Hayes

The Savannah Community Foundation, Inc.

Temple Inland Foundation

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Carolyn George Lunsford and Mr. J. Rodgers Lunsford III Drs. Georgia A. and Robert B. Macbeth

*Dr. Randall and Rita Manning

Dr. and Mrs. Robert C. Moore Ms. Sarah McKay Morgan Mr. William E. Morgan III Dr. Jerome E. Morris and Ms. Mary M. Muse Joyce E. Morway James Andrew Mosteller and Mrs. Linda G. Mosteller Dr. Vivian Mott and Mr. Donald L. Mott Jane Kenney Myer

Heritage Society Anonymous (3) Mr. and Mrs. Wallace R. Abney *Dr. Elizabeth C. Aderhold Neal and Nancy Alford Martha Nell Allman Charles R. Brown Brian Christopher Bruce

Dr. Nancy Ann Greene Nash Ross Edwin NeSmith and Mrs. Margaret M. NeSmith Dr. and Mrs. James O. Niblett Jr.

The Honorable and Mrs. C.S. Chambliss

Sara O. Glickman and Dr. Carl D. Glickman

Ms. Suzanne C. Corbett

Dr. Sylvia McCoy Hutchinson

Dr. and Mrs. Arthur L. Crawley

Dr. Virginia M. Macagnoni

*Mr. Cam D. Dorsey Jr. Mary Frances Early *Dr. Carol J. Fisher

Dr. and Mrs. Kenneth S. Ricker

Mr. and Mrs. James A. Sommerville

Mr. and Mrs. Robert R. Ridout

Vickie Van Vleck and Charles F. Spence

Mr. Elias Rudolph Rigsby Ted James Rikard and Mrs. Cynthia B. Rikard

Drs. Jenny and Steven Oliver

Dr. John Frost Riley

Dr. Duane G. Ollendick

Julie Hinton Rogers and Dr. B. Carter Rogers

Mr. Gavin Paniccia Dr. and Mrs. Walker J. Parish Jr. Dr. Margaret Kay Park Patricia Rocker and Charles E. Parker Sr. Mr. and Mrs. Steven T. Parker Janice Lynn Pasek Dr. Judith Hampton Patterson and James H. Patterson Cheryl Hardwick Peck and Mr. Robert L. Peck Dr. Elizabeth Farren Pond Drs. Kenneth W. and Jonelle Porter Pool Pete John Poulos and Ms. Virginia Dykes Poulos Dr. and Mrs. Glen H. Powell Dr. Gwynn M. Powell Dr. Scotty Kline Powers and Mary Lou Dunson Powers

Jane Canipe Rooks and Mr. Dennis B. Rooks Ms. Mary Rogers Rose Debra Hensley Rowell and Mr. William Thomas Rowell

Dr. James R. Richburg and Victoria Twichell Richburg

Bobby Nelson Stephens and Mrs. Lynda S. Stephens

Julia Coleman Vagovic and Mr. Peter Vagovic Dr. Mary Elizabeth Vahala Mr. and Mrs. Douglas J. Van Ryn Mrs. Sibley Robertson Veal Dr. Ivan George Wallace Nancy Evelyn Wallace Mrs. Charlena E. Waller Mr. and Mrs. Richard W. Walters Mr. and Mrs. Troy C. Wampold Mr. and Mrs. Larry E. Warnock

Sharon Nelson Russell

Dr. Randall Wayne Stowe

Dr. Sherry Weeks and William Edward Weeks

Mary Patterson Saunders

Harriet Hardeman Sutton and Mr. Coleman D. Sutton

Terri Koth and John F. Schraudenbach

Carol Duncan Sweny

Dr. and Mrs. Craig R. Wentworth

Mrs. Cynthia Schweitzer

Drs. Liqing Tao and Li Zuo

Mr. and Mrs. James L. Whitehead Sr.

Mrs. Mary Ann Cain Scogin

Dr. Benjamin Barrow Tate and Leolene Montgomery Tate

Dr. and Mrs. Richard G. Wiggins

Nancy Norris Seagle and Mr. Henry H. Seagle Jr. James Clifton and Betty Hodgson Seymour Danny Shaw Marilyn Brinson Showalter and Mr. Nelson Showalter Dr. Eleanor Kyle Sikes Sara Lee Simons

William McKay Sloan Jr. and Joan Adams Sloan

Dr. James Luttrell Richardson

Mrs. Nancy Evans Stelljes

*Mrs. Mary Elizabeth Womack

Dr. Neil Boydston Satterfield and Mrs. Marion D. Satterfield

Peggy Ruth Purcell

Dorothy Ann Rice

Ruth M. Steegmann and Mr. A.T. Steegmann Jr.

Mr. and Mrs. Eugene B. Webb

Dr. Karen E. Watkins

Dr. and Mrs. Marion A. Skelton

Dr. and Mrs. John C. Reynolds Jr.

Mr. and Mrs. Wayne L. Stebbins

Dr. R. Curtis Ulmer Sr. and *Mrs. Irene S. Ulmer

Betsy Shevlin and Stephen C. Watson

Mr. and Mrs. William Edward Puckett

Dr. Martha Bell Ralls

Mr. and Mrs. Gerald K. Stacy

Dr. Donald O. Schneider Mr. and Mrs. Ronald W. Tidmore

Dr. Andrew Stochel

Suzanne Simpson

Mr. and Mrs. Tommy O. Rainwater

Mary Whatley and Richard P. Spencer II

Patricia P. Price

Mr. Lewis Arthur Stewart Jr.

Mr. and Mrs. Jerry K. Poythress

Dr. F. Neal Pylant

David John Mullen Jr. and Mrs. Cynthia Shields Mullen Mr. and Mrs. Keith M. Oelke

Mary McDougle Nix

Nancy Wilbur Pallansch and Mr. Mark A. Pallansch

Mary Ann Morgareidge

Drs. Jenny and Steven Oliver

Mrs. Judy C. Sloman Dr. Scott Rives Smith Thomas Wayne and Elizabeth C. Smith Charles Raymond Sniffin and Mrs. Jean H. Sniffin Drs. Walter R. and Sue E. Snow

Claude Lee Tate and Mrs. Doris L. Tate Dr. Mary Combs Tate

Mr. and Mrs. Edward N. Weissman

Mr. Mark D. Wilcox and Ms. Catherine J. Wertjes Green Berry Williams Jr. and Mrs. Anita J. Williams

Dr. Frances McBroom Thompson and Mr. Claude Thompson

Mr. and Mrs. Patrick D. Williams

Kathleen Gay Thompson and Mr. Gary N. Thompson

Jane Dunham Willingham and Mr. John F. Willingham

Dr. Nancy Patrice Thompson Sharron Woodard Thrift and Mr. Gary W. Thrift

Mrs. Patricia Baxter Williams

Victor Keith Wilson Frank Charles Winstead Dr. Barbara Carter Wommack

Mr. Mark Edward Toomey and Dr. Judith Preissle

Marie Trapnell Woodward

Sally Durham Trapnell and Dr. Jerry E. Trapnell

Rod R. Wright and Mrs. Barbara A. Johnson Wright

Therese Pace Tuley and Mr. Michael T. Tuley

Mr. and Mrs. Frampton E. Wyndham Jr.

Dr. Susan Margaret Turner

Roy James and Charlotte Sapp Yelton

Mary Frances Turpin

James Allen Zoll and Ms. Laura Zoll

Gilbert Hanson and Norma Junkins Underwood

* - Deceased

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2012 Alumni Awards

Four University of Georgia graduates were recognized for their career

achievements and community leadership with 2012 Distinguished Alumni Awards from the UGA College of Education.

Professional Achievement Award William Schofield Will Schofield, superintendent of Hall County School District, received the 2012 Professional Achievement Award, an honor given to alumni in the midpoint of their careers who have demonstrated significant achievements in their fields. Schofield (BSEd ’86, MEd ’92, EdS ’94), of Gainesville, received the 2008 Leader of the Year Award from the Georgia Association of Gifted Children and the 2008 Ball State Administrator Award from the National Association of Gifted Children.

William Schofield

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“Through the power of his vision, energy, and commitment to excellence, Will Schofield is leading his school system in the development of rigorous programming options that not only meet the needs of the county’s most able students, but are changing the culture of the school system as a whole,” said Sally Krisel, Director of Innovative and Advanced Programs for Hall County Schools and part-time UGA College of Education faculty member.

Crystal Apple Awards Nicole Pfleger & Vicki Tarleton Nicole Pfleger, professional school counselor at Nickajack Elementary School in Smyrna, and Vicki Tarleton, mathematics department head at Columbia County’s Grovetown High School, received 2012 Crystal Apple Awards, given to alumni in K-12 education who have made a significant impact on student, school, or school district performance. Pfleger (BSEd ’05), of Marietta, was named the 2012 National School Counselor of the Year by the American School Counselor Association (ASCA). She led her school’s efforts to become designated as a Recognized ASCA Model Program in 2011. She was the 2009-10 Cobb County Nicole Pfleger

Schools’ Elementary Counselor of the Year.

“Ms. Pfleger’s unique actions have a direct impact on her peers, students, and the entire school climate,” said Carolyn Glaze, Homeless Education Tutor for Cobb County Schools. “Her actions help students who might flounder to flourish academically, socially, and emotionally in school and motivate all of us who work in education to strive for success.” Tarleton (MEd ’97), of Evans, was a finalist for the 2012 Georgia Teacher of the Year. She was also Columbia County Teacher of the Year for 2010-11 and Grovetown High Teacher of the Year for 2009-10.

Vicki Tartleton

“Ms. Tarleton has the ability to make students believe that they can achieve their goals and strives to make Grovetown High School the best it can be in every area,” said Penny Jackson, principal of Grovetown High School.

Lifetime Achievement Award Bruce Bracken Bruce Bracken, a school psychologist and professor at The College of William & Mary, was recognized with the 2012 Lifetime Achievement Award for outstanding success and significant impact in his field. Bracken (MA ’77, PhD ’79), of Williamsburg, Va., is a charter fellow of the American Education Research Association and a fellow of the American Academy of Assessment Psychology and the American Psychological Association’s Divisions 16 and 53. He received Division 16’s Senior Scientist Award in 2008. He is a diplomate of the American Board of Assessment Psychology. The Bracken Basic Concept Scale and the Bracken School Readiness Assessment are two of the widely used assessment tools he has developed for educators and psychologists. He has received nearly $6 million from the Jacob K. Javits Foundation to fund his research. Bruce Bracken

“Dr. Bracken’s research has clearly contributed to what we now know about the early intellectual, conceptual, and social development of children; including most significantly, gifted children,” said George W. Hynd, Provost and Executive Vice President for Academic Affairs at the College of Charleston and UGA Distinguished Research Professor Emeritus. coe.uga.edu

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