2016 Annual Report by University of Georgia College of Education

Reflecting on

research Experiential learning gives students a better understanding

2016 ANNUAL REPORT

Sometimes, the best way to learn is by doing As a college that prepares educators, health scientists, clinicians, and policymakers, one of our best assets is the ability to teach our students in ways that push the boundaries of traditional learning. By engaging in research, study abroad programs, internships, and service-learning, our students graduate with a deeper, richer learning experience. This is a facet of our programs that has been in place for years, but now it holds even more significance as the University of Georgia begins a university-wide initiative for all undergraduates. Starting this fall, students are required to engage in experiential learning opportunities—a requirement that will ultimately enrich the experience of every student here on campus. We have long known that learning in a variety of environments and situations

enhances knowledge, and this new requirement is an opportunity for us to build and expand our groundbreaking programs. We are already proud of our successes— including being ranked in the top 10 nationally for our teacher education and counseling programs—and now our faculty continue to push the boundaries of innovation and learning environments.

This means we are working with children in the community who have been diagnosed with autism while creating new research on treatment methods. We are creating and reassessing teaching methods and new curricula while researching how students and teachers learn. We are exploring mental issues faced by immigrants and physical issues faced by adults with disabilities—and researching new ways to overcome them. Our experiential programs allow students to reflect upon what they are learning, creating pathways for new knowledge. In the following pages, explore these lessons with our faculty and students and gain a deeper understanding of our continued push for excellence.

Craig H. Kennedy, PhD Dean and Professor

Graduates by department

An experience by the numbers The next chapter

A look at College of Education graduates for the 2015-2016 academic year.

626

1,215 TOTAL NUMBER OF GRADUATES*

373

UNDERGRADUATE

55 SPECIALIST

MASTER’S

161 DOCTORATE

*Does not include partner programs in art, dance, music, agriculture, and family and consumer sciences. Source: U.S. News & World Report 2016 “Best Graduate Schools” issue and the College’s Office of Academic Programs.

2016 Annual Report

179

CAREER & INFORMATION STUDIES

COUNSELING & HUMAN DEVELOPMENT SERVICES

COMMUNICATION SCIENCES & SPECIAL EDUCATION

263

332

EDUCATIONAL THEORY & PRACTICE

EDUCATIONAL PSYCHOLOGY

LANGUAGE & LITERACY EDUCATION

KINESIOLOGY

LIFELONG EDUCATION, ADMINISTRATION & POLICY

MATHEMATICS & SCIENCE EDUCATION

OTHER PROGRAMS: 22*

*Programs such as general education, social foundations, and higher education

A culture of excellence

Our faculty are lauded for their expertise in teaching and learning, sport, special education, counseling, and leadership training.

NUMBER OF NEW FACULTY MEMBERS STARTING IN FALL 2016

216

NUMBER OF FULL-TIME FACULTY

The College of Education is ranked...

3rd

157

NUMBER OF TENURE-TRACK/ TENURED FACULTY; OF THOSE, 128 ARE TENURED

4th

34th

436 NUMBER OF TEACHERS PREPARED

NUMBER OF ADMINISTRATORS PREPARED

During the past decade, the College of Education has prepared approximately 6,021 teachers, 724 administrators, and 747 support personnel.

NUMBER OF SUPPORT PERSONNEL PREPARED

(Support personnel include school counselors, speechlanguage pathologists, school psychologists, and media specialists.)

8th

ELEMENTARY TEACHER EDUCATION

OVERALL NATIONAL RANKING AMONG COLLEGES OF EDUCATION

For the 2015-2016 academic year

TECHNICAL/ VOCATIONAL EDUCATION

6th

SECONDARY TEACHER EDUCATION

Enhancing our workforce

3rd

STUDENT COUNSELING AND PERSONNEL SERVICES

CURRICULUM AND INSTRUCTION

3rd

NATIONAL RANKING AMONG ONLINE GRADUATE EDUCATION PROGRAMS

The student experience The UGA College of Education connects students to real-world experiences. The opportunities for students are as diverse as our student body itself: Working in local schools and alongside athletic trainers and physical therapists, helping clients at on- and off-campus clinics, and holding internships in leadership positions across the state. And

this is in addition to the many labs, volunteer opportunities, and organizations already available to our students. But don’t take our word for it. Some of our top students are happy to share their College of Education experiences and how they have enhanced their overall education.

‘Education can change your life’ After he was awarded the Michael E. Penland Family Award, Cris Escalera created a weekly exercise program in a local underserved neighborhood and organized a health fair for residents. “Through the grant we bought a bunch of equipment—medicine balls and mats, for example—to increase flexibility and balance, which are the main exercises recommended for everyone,” says Escalera, a senior exercise and sport science major. “We finish up having a conversation about a health topic or issue.” In addition to his neighborhood outreach, Escalera stays involved on campus as a member of the Arch Society, a recipient of a Center for Undergraduate Research Opportunities (CURO) research assistantship, and a graduate of the UGA Center for Leadership and Service’s LeaderShape

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Institute. He also coaches soccer at a local middle school, and the job is the perfect blending of his interests: sharing knowledge about exercise, his love of soccer, and the ability to be a mentor. “I feel like I’m the person I am now because of my coaches and teachers in the past. I want to say, ‘Hey, I came from a similar circumstance as you; you just have to work hard at it,” he says. “We’re hoping to get the kids out to the UGA campus, maybe take them to a dining hall or Ramsey and the Biomechanics Lab and see what it’s like to be a UGA student.”

2,474

Number of students who have participated in the College’s award-winning Professional Development School District since its start in 2011.

‘It’s given me more experience with how research works’ Senior Lauren Husney came to UGA knowing she wanted to be in the College of Education. But her experience in the classroom and assisting on research studies helped her clarify her career path as an audiologist. Husney, an Honors Program student who also participates in CURO, has spent two semesters assisting on research projects with Kristin Sayeski, assistant professor in the Department of Communication Sciences and Special Education. A current project studies speech sounds, while another examined the best way to learn and implement teaching methods. “I definitely am a person who learns by going out and experiencing things,” says Husney, a communication sciences and disorders major. “If I do it, I can use my own experience and link that to what I’ve done in class.” Working on research projects has also given Husney a chance to understand how a project works behind the scenes—forms to fill out, permission to be granted, and recording of data, for example. “I feel like it’s given me more experience with how research works, and all the steps that have to be put in,” she adds. “When I learn about a study in class, I can relate to that, having been part of a research study done here and knowing what has to be done for it to be quality research.”

HOURS OF TRAINING In the 2015-2016 academic year, our students logged thousands of hours of hands-on learning in schools, clinics, hospitals, and community settings.

385,650 Field hours for teacher candidates

27,870 Field hours for allied health students

9,300

‘It brings a sense of reality to what we are learning’ There’s irony in sitting in a classroom and learning how to be a teacher, says Natalie Tilly. “Teaching is a complex job that revolves around knowing how to interact with kids. If we don’t get a chance to interact with kids during pre-service teaching, then we are learning about teaching simply for ourselves and not for our future students,” says Tilly, an Honors student who is pursuing both her bachelor’s and master’s degrees in elementary education. For Tilly, being in a classroom with elementary-age children is a natural extension of what she learns in her

own college-level classes. Her recent field experience included working as an America Reads tutor at a local elementary school, working in an afterschool program, and teaching exercise to 3-year-olds at the University’s Child Development Center. “A lot of things you learn in a classroom (psychology theories, teaching strategies, etc.) seem very abstract and can appear to exist only in that specific classroom setting until I work with students and experienced teachers and see those strategies and methods in action,” she says. “It brings a sense of reality to what we are learning.”

1,631

Number of students who participated in experiential learning though clinical practice placement in the 2015-2016 academic year

Number of students who took part in one of the nine international programs offered by the College

Field hours completed by school counseling candidates

574 Average number of clinical practice hours logged by students across all degree programs

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Reflecting on research: Changing behavior

COMMUNICATION SCIENCES AND SPECIAL EDUCATION

Modeling practices based on research

Partnership with the local school district benefits children with autism Along with research and training for the next generation of behavior analysts, the College’s CABER Clinic has a new partnership with the Clarke County School District that benefits teachers, graduate and undergraduate students, and the children they serve. CABER, the Center for Autism and Behavioral Education Research, has two model classrooms at Alps Road Elementary School that serve students in K-5 diagnosed with autism while also serving as a training ground for master’s and doctoral students to put researchbased practices into action. “A behavior analytic approach to staff training is behavior skills training where you show someone and have them practice with feedback. That is what we’ve been able to do with the model classroom,” says Rachel Cagliani, a doctoral student in the Department of Communication Sciences and Special Education. “Typically you would have

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school district employees staffing a model classroom, but we (students) are staffing it. So the benefit is not only for Clarke County, but also for the University.” The department accepts undergraduate and graduate students for programs in special education and communication sciences and disorders. A fundamental belief links the research-based programs in this department: That all people should be as independent as they can be. Recently, professor Kevin Ayres launched a program to train students in board-certified behavioral analysis, which puts research-based practices to work in collaborative classrooms. As a result, students train with children and gain real-world experience in behavior-modification methods. Cagliani along with Erinn Whiteside, another doctoral student, lead the classroom and model techniques for master’s degree students. The partnership plans to also bring in

Clarke County teachers who can learn from these methods and apply them in their own schools. Whiteside says the collaboration gives both students and teachers a unique learning opportunity. And as a result, they can see the benefits in the children they serve. “In a clinical setting, we have control over many of the variables, but in the classroom there are a lot of other things—other kids or staff, for example—that we have to think about,” she says. “This is much more of a real-world experience. This partnership and model classroom link research-based practices and the real-life experiences of a teacher. “With our model, we’re able to bring people in and everything we’re doing is evidence based,” adds Cagliani. “Our goal is not just to be effecting change with the kids we’re working with, but to effect that change with other teachers and kids they’re working with.”

FACULTY HIGHLIGHTS: Assistant professor Joel Ringdahl was named to a four-year post with the Child Psychopathology and Developmental Disabilities study section of the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Professor Anne Marcotte was elected a Fellow of the American Speech-LanguageHearing Association. Marcotte also serves as interim head of the Department of Language and Literacy Education.

DEPARTMENT HIGHLIGHTS:

This past academic year saw the launch of a new research center in the College of Education. The Center for Autism and Behavioral Education Research (CABER) focuses on research, training educators and practitioners, and providing needed services to the community for individuals with autism spectrum disorders or other developmental disabilities, and children who are struggling academically or behaviorally.

Research that focuses on

THE WAYS WE COMMUNICATE Active projects include: A Pyschoacoustic Approach to Dysphonic Voice Quality Perception

Analysis, Interpretation, Instruction, Management (AIIM)

$1.4M

$1.2M

Collaborative Personnel Preparation in Autism (COPPA) Project

Responsive Early Education for Diversity (REED)

This research works to develop a framework to better understand the rules and relationships that govern voice quality perception.

$1.2M

This project prepares elementary school teachers to work with children on the spectrum using evidencebased practices.

This project prepares graduate students to evaluate and plan intervention programs for K-12 students with autism spectrum disorder.

$1.2M

This program supports training for educators who want to work with high-need infants, toddlers, young children, and their families.

Professor Kevin Ayres works with graduate students in the Center for Autism and Behavioral Education Research.

For a full list of sponsored projects, please see page 24

Depar tment Facts DEPARTMENT HEAD:

Professor Cynthia O. Vail Term: 2015-2018 This department focuses its research on the needs of people who can benefit from a range of approaches to teaching and learning or communication. Outreach units in this department directly benefit the public, such as the UGA Speech and Hearing Clinic and the Applied Behavior Analysis Clinic.

NEW FACULTY:

Katy O’Brien PhD, University of Minnesota Assistant professor, speech language pathology Research interests: Cognitive rehabilitation after traumatic brain injury and concussion, metacognition and memory, and personal narratives.

DEGREE PROGRAMS:

• Communication Sciences and Disorders BSEd, MEd, MA, EdS, PhD • Special Education BSEd, MEd, MAT, MA, EdS, PhD

NON-DEGREE PROGRAMS:

• Certificate in Dyslexia • Board Certified Behavior Analyst • Preschool Special Education Endorsement

Erinn Whiteside (left) and Rachel Cagliani lead model classrooms at Alps Road Elementary School. PHOTO BY REBECCA KATZMAN

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Reflecting on research: Mental health

COUNSELING AND HUMAN DEVELOPMENT SERVICES

An advocate for ‘invisible’ students

Graduate program allows PhD candidate to delve into time-sensitive topic Nearly 700,000 undocumented youth brought into the United States before age 16 now live in a state of limbo. Protected under the Deferred Action for Childhood Arrivals policy, or DACA, they may attend school and get a temporary work permit. But their lives are in no way settled, says Jennifer Merrifield, a doctoral student in the College’s counseling psychology program. “It’s a big load to take on to say, ‘What if?’” That’s why Merrifield is researching the resiliency of immigrant students. As someone who has friends and family members affected by DACA and other policies, Merrifield is intimately aware of the challenges faced by undocumented students. Because this topic is so time sensitive, her research is at the forefront of the issue. Merrifield is one of many graduate students in the College of Education’s Department of Counseling

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and Human Development Services, which combines academic, clinical, and practical experiences to train students for careers in counseling and student affairs. The department emphasizes social justice, underserved populations, and inclusion. Growing up in the migrant farming community of central California, Merrifield’s parents moved to Georgia when she was entering middle school. Her mother led efforts to establish an education program for children of migrant farmworkers across the state, and that activism inspires Merrifield’s research. Merrifield and other students in the counseling program take part in many experiential learning opportunities, often outside their classes. For example, Merrifield counsels at the VA hospital; works with counselors at CETPA, the only Latino mental health agency licensed to provide treatment in English and Spanish in Georgia;

and volunteers at El Refugio, a safe house near Stewart Detention Center where family members stay. She and other students recently began a counseling program at the Athens Latino Center for Education and Services, and she also takes part in !BIEN! Research, a select team of graduate students generating and disseminating multicultural research. All this work focuses on one common goal: The more we understand the stressors affecting undocumented students, the better we can address issues going forward. “There’s a lot of social anxiety and trust issues, and if you’re constantly hyper vigilant, it’s similar to PTSD,” Merrifield says.” That means you’re always stressed, which leads to hypertension and other health problems—and these are people who aren’t getting their physical health treated either. It’s a big issue. It’s multi-faceted.”

FACULTY HIGHLIGHTS: Associate professor Jolie Daigle was elected to the editorial review board of the Journal of Counseling and Development, the quarterly journal of the American Counseling Association. Anneliese Singh, an associate professor, was named to the Center for LGBTQ Studies’ Scholars of Color list. She was also given the 2016 Award for Distinguished Contributions to Psychology in the Public Interest (Early Career) by the American Psychological Association and will be honored this year as a grand marshal in the Atlanta Pride Parade. Associate professor Laura Dean was awarded the Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member by the Student Affairs Administrators in Higher Education. Dean also received the 2015 Ted K. Miller Award for Excellence from the Southern Association for College Student Affairs. Professor Pamela Paisley received the Lifetime Achievement Award from the Georgia School Counselor Association. Bernadette D. Heckman, an associate professor, was named to the editorial board of The Counseling Psychologist, the flagship journal of the Society of Counseling Psychology of the American Psychological Association.

Research that focuses on

RESILIENCE & OPPORTUNITY Active projects include: Identity, Development, Risk, and Resilience Among Gender-Diverse Populations

$643,000

This project aims to better understand the identity development of transgender individuals in order to reduce the health-related inequities found among this underserved and marginalized population. Linking Integrated Health Networks for Kids in Schools

$1.4M

This project helps prepare master’s-level students for careers in counseling and behavioral health while strengthening existing resources and partnerships across Northeast Georgia.

¡Bien! Research

$2.9M

This ongoing research project supported by the Goizueta Foundation focuses on multicultural issues and Latino values as they relate to education, service, and counseling psychology.

Local children take part in a program through ¡Bien! Research.

For a full list of sponsored projects, please see page 24

Depar tment Facts DEPARTMENT HEAD: Professor Brian A. Glaser Term: 2014-2017 This department’s unique approach combines academic, clinical, and practical experiences with faculty who have a deep knowledge of the subjects. One of the top counseling programs in the country, the department serves as a state, regional, and national training site for careers in counseling rooted in social justice, underserved populations, and access and inclusion.

NEW FACULTY: Georgianna Martin Assistant professor, student affairs PhD, University of Iowa Research interests: Social class identity and college experiences of low-income, first-generation college students; impact of out-of-class experiences on learning.

DEGREE PROGRAMS: MEd • College Student Affairs Administration • Professional Counseling (Community Counseling) • Professional Counseling (School Counseling) EdS • Professional Counseling (School Counseling) EdD • Student Affairs Leadership PhD • College Student Affairs Administration • Counseling and Student Personnel Services • Counseling Psychology

Graduate students created a counseling program at the Athens Latino Center for Education and Services, one of several ways they take part in experiential learning. PHOTO BY REBECCA KATZMANN

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Reflecting on research: Student literacy

• EDUCATIONAL THEORY AND PRACTICE • LANGUAGE AND LITERACY EDUCATION • MATHEMATICS AND SCIENCE EDUCATION

A solution for the ‘summer slide’

Research turns into real-world success for nonprofit tackling literacy Experiential learning is a key part of coursework in the College’s three departments focusing on teacher preparation. Beyond working with a mentor teacher or writing their own lesson plans, students in the departments of Educational Theory and Practice, Mathematics and Science Education, and Language and Literacy Education may volunteer at afterschool or tutoring programs and take part in research led by faculty. Many of these studies focus on how students learn and how teachers can better prepare to lead a classroom. For example, associate professor Jennifer Graff in the Department of Language and Literacy Education played a significant role in a study that investigated a strategy to prevent “summer slide.” She went on to author a paper about the study and then served as a volunteer consultant with Books for Keeps,

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the successful nonprofit inspired by the research. Now in its fifth year, Books for Keeps will soon be in every elementary school in Clarke County, as well as several targeted schools in other underserved areas. Executive director Leslie Hale spends much of her year fundraising and buying books in preparation for several weeks at the end of the school year when Books for Keeps hosts book giveaways. The results of the research continue to have an effect on children: When kids can pick out their own books, they will be more engaged in reading and are more likely to have higher reading achievement over several years. The College continues to maintain a partnership with Books for Keeps, now working on ways to measure outcomes over periods of time. Books for Keeps is also changing how students view reading, says

Hale, by allowing children to be in control of what and how they read. In this way, reading directly connects to their lives and dreams. Books for Keeps recently partnered with Camp DIVE for one of its signature book giveaways. Camp DIVE, a College of Education summer initiative through the Professional Development School District, provided cutting-edge curriculum developed by faculty and assisted by College students to nearly 90 Clarke County children. But because this was the first book giveaway most of the students had experienced, some were skeptical. “Some of them were saying they weren’t going to (pick out) any books. We never hear that at the schools we serve,” says Hale. “For those students, reading is cool. Reading is fun ... there isn’t this attitude of, ‘I’m not going to do that.’ Reading is fun at a Books for Keeps school.”

FACULTY HIGHLIGHTS: Cynthia Dillard, head of the Department of Educational Theory and Practice and the Mary Frances Early Professor of Teacher Education, received the Henry T. Trueba Award from the American Educational Research Association. Professor Stephanie Jones was one of five University of Georgia faculty members named Josiah Meigs Distinguished Teaching Professors, the university’s highest recognition for instruction. Professor Donna Alvermann was appointed to the International Literacy Association’s Literacy Research Panel and will also contribute articles to the Journal of Adolescent & Adult Literacy. Julie A. Luft, Athletic Association Professor of Mathematics and Science Education, was one of 16 researchers, educators, scientists, and science educators selected to craft new guidelines for science teachers. The report, “Science Teachers’ Learning: Enhancing Opportunities, Creating Supportive Contexts,” was produced by the National Academies of Sciences, Engineering, and Medicine.

Research that focuses on

LEARNING &

UNDERSTANDING Active projects include: Advancing Secondary Mathematics Teachersâ&#x20AC;&#x2122; Quantitative Reasoning

$740,000

LISELL-B: LanguageRich Inquiry Science with English Language Learners

Investigating Proportional Relationships from Two Perspectives

This project aims to understand and support teaching the language of scientific investigation practices to middle and high school students, with a special emphasis on English language learners.

This project researches ways to increase the use of quantitative reasoning in the teaching and learning of mathematics.

$1.3M

$2.6M

This project investigates how future mathematics teachers make connections among equations, number relationships, linear functions, and statistical samples.

Mathematics education students are working with faculty to understand more about how to view number relationships.

For a full list of all sponsored projects, please see page 24

Depar tment Facts

DEPARTMENT HEADS:

Professor Barbara Crawford Mathematics and Science Education Term: 2014-2017 This department’s internationally known faculty and rising young scholars make up one of the largest and most respected groups of mathematics and science education faculty in the world. Cynthia Dillard, the Mary Frances Early Professor of Teacher Education Educational Theory and Practice Term: 2015-2018 Faculty in this department blend research, teaching, and service through community engagement. Programs at all degree levels include early childhood, middle grades, and secondary social studies education. Professor Anne Marcotte Language and Literacy Education Interim department head This department focuses on three areas: English education, literacies and children’s literature, and TESOL and world language education. Faculty blend cutting-edge instruction with innovative tools and instruction.

DEGREES OFFERED:

Our teacher preparation programs offer degrees ranging from BSEd to PhD in content areas that include: • Early Childhood Education • English Education • Language and Literacy Education • Mathematics Education • Middle Grades Education • Reading Education • Science Education • Social Studies Education • TESOL/World Language Education And dual bachelor degrees in: • History/Social Studies • English/English Education • Biology/Science Education • Mathematics/Mathematics Education

NEW FACULTY FOR 2016:

Amy Ellis Associate professor, Mathematics and Science Education PhD, University of California-San Diego and San Diego State University Areas of research: Mathematics education, student learning and thinking, algebraic reasoning, quantitative reasoning, mathematical generalization, proof and justification. Morgan Faison Clinical assistant professor, Educational Theory and Practice PhD, Emory University Areas of interest: Elementary education, culturally responsive pedagogy, AfricanAmerican teachers, equity in teacher education, teacher induction and narrative inquiry methodology. Tisha Lewis Ellison Assistant professor, Language and Literacy Education PhD, State University of New York-Albany Research interests: Family and adolescent literacy, digital and multimodal literacies, reading specializations. Petros Panaou Clinical assistant professor, Language and Literacy Education PhD, Illinois State University Research interests: Reading engagement, motivation and communities, multicultural education, and multiple literacies and multimodal texts. Usree Bhattacharya Assistant professor, Language and Literacy Education PhD, University of California-Berkeley Research interests: Languages and globalization, multilingualism, language policy, literacy, and language ideology and socialization.

At the end of every school year, elementary students get to choose 10 books to take home for the summer. The nonprofit that organizes the book giveaways was created using data from research tied to the Collegeâ&#x20AC;&#x2122;s Department of Language and Literacy Education. PHOTO BY KRISTEN MORALES

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Reflecting on research: International study

• TEACHER PREPARATION • KINESIOLOGY • SPECIAL EDUCATION

Re-learning how we learn

Study abroad experiences push students into new areas of thinking Students in the College of Education have the option of gaining real-world classroom, physical therapy, and special education experience through study abroad programs. One of the many locations they travel is Ghana, where Cynthia B. Dillard, head of the Department of Educational Theory and Practice, brings about a dozen students every December for an intensive week of research on schools and culture. After spending a semester learning about conducting research—as well as the Ghanaian culture, its scholars, and educational system—students choose a research topic to explore during the trip. Once they are immersed in the culture, students

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often find themselves questioning their own beliefs about education, the European-centric system we grow up with in the United States, and even how we learn in general. In Ghana, lessons learned in school emulate what is taught at home. As a result, there is a collaborative feel among parents and teachers and a fluidity in the learning spaces. For example, students performing a traditional dance for visitors, family and villagers sing about the importance of washing your hands— something that may or may not be taught at home. But as a result of their lyrics, both children and adults learn the lesson. “These are messages you’d think you’d learn at home, but not always,” says Carolyn Burroughs,

who recently received her master’s in early childhood education and traveled to Ghana last December. “So if you learn it at school, you can take it home and everyone learns.” Dillard, who is also the College’s Mary Frances Early Professor of Teacher Education, says this is an eye-opening experience for her students. “The Ghana Study Abroad in Education! experience quite literally ‘turns the ship’ around for students,” she says. “Participants often share that the program is life-changing for them, transforming their perspectives about teaching, learning and research that is truly culturally relevant and centered in creating socially just spaces for all learners.”

‘The Ghana Study Abroad in Education! experience quite literally “turns the ship” around for students.’ Cynthia B. Dillard, program founder

An experience in the making 180 Number of College of Education students who took part in international programs in the 20152016 academic year.

25 Countries that hosted College of Education students through international programs. Our study abroad programs are not just for teacher candidates! Students studying athletic training, exercise science, and special education can also take international courses for credit.

9 International programs offered by the College of Education that hosted students in the 2015-2016 academic year: • Modena Italy Study Abroad Experience in Early Childhood, Elementary, and Middle School Education • Study Abroad in Athletic Training: Taiwan Maymester • Study Abroad in Scotland • Ghana Study Abroad in Education! • Strength & Conditioning in Scotland • Consortium for Overseas Student Teaching (COST) Programs are available around the world; in the past year, students took part in programs in Ireland, New Zealand, the Netherlands, and Spain.

“No matter how many groups I take to Ghana, I am always so grateful to bear witness to this type of teacher education—one that makes local connections and has a global reach.” Cynthia B. Dillard, department head and founder, Ghana Study Abroad in Education!

AN INTERNATIONAL STORY IN PICTURES Our study abroad programs are not only memorable for our students, but they create a ripple effect among other students, family, and friends when shared through social media. Here are a few moments caught by College of Education students on the most recent trip to Ghana:

The Ghana Study Abroad in Education! program not only brings students to classrooms in Ghana, but also gives them a sense of the countryâ&#x20AC;&#x2122;s history and culture.

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Reflecting on research: Exercise and sport

KINESIOLOGY

Investigating the role of exercise supplements A collaborative study looks at mitochondria’s role on performance Whether it’s a vitamin pill or a protein shake, dietary supplements are a common part of an athlete’s regimen. But not all supplements are created equally—and some have zero effect on an athlete’s performance. This was the issue posed by Nathan Jenkins, assistant professor in the Department of Kinesiology, doctoral student Michael Southern, and other faculty and students in the department. Past studies, both in the department and elsewhere, looked at antioxidant supplements. This time, they took aim at the new supplement MitoQ, which claims to “deliver powerful antioxidant support to mitochondria.” The study was one of dozens undertaken by the department each year in labs that investigate a range of exercise, body composition, and motor skills issues. Research

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includes undergraduate projects funded through UGA’s Center for Undergraduate Research Opportunities, graduate- and postdoctoral-level research, and nationally funded projects. Also, classes in exercise health for children and adults with disabilities or older adults give students a chance to experience working in a health-related field years before they graduate. The MitoQ study took advantage of the collaborative nature of the kinesiology labs. Blood from study participants was drawn in one lab; down the hall in Jenkins’ lab it was examined for levels of novel cardiovascular health markers. And next door in kinesiology professor Kevin McCully’s lab, participants’ muscles were assessed for changes in their mitochondria. The results could save athletes and others a little money, says Jenkins.

“We found this antioxidant supplement neither helps nor hurts the training,” says Jenkins, who oversaw a complex process of isolating blood particles and examining them as part of the study. “It’s different from other studies that show antioxidants can blunt the effects of training, but the other interpretation is that it doesn’t do you any good to go out and buy this supplement.” The study was a true learning experience for Southern, who assisted with much of the logistics. Not only did he get to see how multiple labs can work together, but he also worked with research subjects and handled bloodwork. “The logistics of this project, on a scale of one to 10, it was like a nine,” he says. “This definitely was a very intense project. But it really was a team effort.”

FACULTY HIGHLIGHTS: Professor Rose ChepyatorThomson received the Richard F. Reiff Internationalization Award for her success in bringing an international voice to the University of Georgia campus. Professor Phillip Tomporowski was a recipient of the university’s Engaged Scholar Award for his contributions in public service, outreach, and community service. Tomporowski was also named to a two-year term as associate editor of The Translational Journal of the American College of Sports Medicine. Senior lecturer Ilse Mason received the University of Georgia’s 2016 Creative Teaching Award. Professor Rod Dishman received the 2016 Citation Award from the American College of Sports Medicine for his contributions to the field of exercise science. Ellen Evans, professor and director of the Center of Physical Activity and Health, was named to the university’s inaugural class of Women’s Leadership Fellows.

Research that focuses on

HEALTH & LEARNING Active projects include: Physical Activity & Learning Program

$666,194

This research project provides after-school enrichment aimed at improving childrenâ&#x20AC;&#x2122;s health and stimulating their learning in reading and mathematics. Muscle Plasticity, Fitness, and Health after Spinal Cord Injury

$1.7M

Kinesiology researchers are working with colleagues from the Shepherd Center in Atlanta to test the health benefits of exercise in people with spinal cord injuries.

NCAA-DOD Grand Alliance: Concussion Assessment, Research, and Education Consortium

$415,453

Part of a landmark initiative to study and prevent concussions, this project marks what is considered to be the most comprehensive investigation of sport-related concussion. Physical Activity During the Transition from Elementary School to High School

$117,006

This study aims to identify the key factors that cause physical activity levels to decrease as children transition from childhood to adolescence.

Children in the Physical Activity and Learning Program.

For a full list of sponsored projects, please see page 24

Depar tment Facts DEPARTMENT HEAD:

Professor Janet Buckworth Term: 2014-2017 This department creates new knowledge related to physical activity, sport, and physical education. Faculty members apply research, principles, and methods from the behavioral, biological, medical, and physical sciences in degree programs covering topics in exercise science, physical education, and sport management. This department is also home to more than a dozen labs studying movement and its effects on the body.

NEW FACULTY:

Robert Lynall Assistant professor, athletic training Ph.D., University of North Carolina at Chapel Hill Research interests: Sport- and militaryrelated concussions, head-impact biomechanics in sport, youth concussion assessment, management, and safe return-to-play.

DEGREES OFFERED:

BSEd • Athletic Training • Exercise and Sport Science • Health and Physical Education • Sport Management MS • Kinesiology (Athletic Training; Biomechanics; Exercise Physiology; Exercise Psychology; Motor Behavior; Sport Management and Policy; Sport Pedagogy; Strength, Conditioning, and Fitness) PhD • Kinesiology (Athletic Training, Biomechanics, Exercise Physiology, Exercise Psychology, Motor Behavior, Sport Management and Policy, Sport Pedagogy)

Doctoral student Michael Southern (left) gained valuable lab experience working on a multifaceted project with kinesiology assistant professor Nathan Jenkins. PHOTO BY CASSIE WRIGHT

2016 Annual Report 17

Reflecting on research: Creativity and assessment

EDUCATIONAL PSYCHOLOGY

Taking a creative approach to learning

Programs teach students—and their teachers—creative problem solving. Some kids come for basketball. Some enjoy the snacks. But the two dozen students who gather in the library after school at H.B. Stroud Elementary in Athens all have one thing in common: They have an aptitude for math. This is where educational psychology professor Tarek Grantham’s Math Hall and Ball program comes in. Grantham developed the program as a teacher and now uses it as a way to challenge fourth- and fifth-graders who might benefit from an extra challenge in the subject. The program is also a way for graduate students in the Department of Educational Psychology to research creative ways to introduce rigor into the classroom. The department has four areas of focus, all of which relate to learning aptitude and measurement: gifted and creative education, applied cognition and development, school psychology, and quantitative meth-

18 2016 Annual Report

odology. The department only enrolls students at the graduate level, and programs like Stroud’s give master’s, specialist, and doctoral candidates a chance to intersect experiential learning and research opportunities. Grantham and lecturer Meg Hines have programs in place at Stroud that work on several levels. Initially, Grantham and Hines designed a First Year Odyssey seminar aimed at nurturing academic and creative potential in underidentified student populations. (Odyssey classes give first-year UGA students a unique in-depth experience.) Later, Hines and Grantham expanded the class to help develop creative strategy lessons with teachers, and to work with educational psychology graduate students to start a Community Problem Solving Team. At the same time, Grantham involved graduate students in Math Hall and Ball. The Community Problem Solv-

ing Program is a component of the Future Problem Solving Program, an international program created by former College of Education professor Dr. E. Paul Torrance to stimulate critical and creative thinking skills. In just two years, Stroud’s CmPS team has proven its worth, winning at the state level and traveling to Michigan for the international competition. Grantham and Hines’ involvement with Stroud Elementary has shown promise in several ways. For example, not only are teachers learning about nontraditional ways to identify gifted children, but now more children have entered the school’s gifted program. Also, the partnership gives educational psychology graduate students a place to conduct their research, with topics such as gifted eligibility, academic acceleration of minority students, critical reflection, and teachers’ perceptions of creativity and rigor.

FACULTY HIGHLIGHTS: Professor Tarek Grantham received the UGA Student Government Association’s Outstanding Professor Recognition Award for his work on diversity and equity issues. Professor George Engelhard received the 2015 Qiyas Award for Excellence in Educational Assessment at the National Center for Assessment’s second international conference in Riyadh, Saudi Arabia. Laine Bradshaw, an associate professor, received the Jason Millman Measurement Scholar Award from the National Council on Measurement in Education. Professor Amy Reschly was elected a member of the Society for the Study of School Psychology. This elite group of scholars is devoted to recognizing and promoting scholarship and research.

Research that focuses on

ASSESSMENT &

CREATIVITY Active projects include: Exploring Reading Fluency and the Underlying Behavior

$1.5M

This project uses eyetracking technology to explore two different reading instruction methods and how they affect studentsâ&#x20AC;&#x2122; reading fluency. A Longitudinal Study of 3-D Spatial Skills and Mathematics Development in Elementary School Children

$588,847

This project investigates how spatial skills develop and change during the elementary years, and

examines the relationship between the development of these skills and the development of mathematics competency. Developing Enhanced Assessment Tools for Capturing Studentsâ&#x20AC;&#x2122; Procedural Skills and Conceptual Understandings in Math

$403,496

This measurement study aims to develop, test, and refine a set of assessments for measuring the conceptual understanding and math skills of middle school students with math difficulties.

Researchers are using eye-tracking technology to explore best practices in teaching literacy.

For a full list of all sponsored projects, please see page 24

Department Facts DEPARTMENT HEAD Professor Stacey M. Neuharth-Pritchett Term: 2016-2019 This department trains graduate students to become leaders in the fields of teaching, learning, human development, and behavior. By working closely with research centers such as the School Psychology Clinic, the Center for Autism Behavior Education and Research, the Georgia Center for Assessment, and the Torrance Center for Creativity and Talent Development, faculty and students tackle research that affects learning tools and environments.

NEW FACULTY: Logan Fiorella Assistant professor, applied cognition and development PhD, University of California-Santa Barbara Research interests: Learning strategies, instructional design, metacognition, and STEM education. DEGREES OFFERED: MEd • Educational Psychology MA • Educational Psychology (Applied Cognition and Development, Gifted and Creative Education, Quantitative Methodology) EdS • Educational Psychology PhD • Educational Psychology (Applied Cognition and Development, Gifted and Creative Education, Quantitative Methodology, School Psychology)

Tarek Grantham works with children at Stroud Elementary during the afterschool Math Hall and Ball program. PHOTO BY KRISTEN MORALES

Reflecting on research: Policy and leadership

LIFELONG EDUCATION, ADMINISTRATION, AND POLICY

Focusing on rural education One quarter of our children are not taught in an urban environment. How do we ensure their needs are met? Growing up in a small town in rural Alabama, associate professor Sheneka Williams never considered that her primary education was lacking—until she went to college. Surrounded by students from urban schools, Williams realized there was a fundamental difference in the quality of education provided at rural schools, and because most of the attention—be it via research, politics, or funding—falls to urban schools, she’s made it her mission and her research agenda to investigate ways to overcome these inadequacies. Williams is part of the College’s Department of Lifelong Education, Administration, and Policy, which investigates and teaches four program areas: Adult education, learning and organizational development, qualitative inquiry,

20 2016 Annual Report

and educational administration and policy. Williams’ work, as well as her recent book, aims to address policy on both the district and national levels. “It has an anthropological feel to it, but I’m really interested in the stories of the people,” she says. “You don’t know what you don’t know. So if you never really leave that context, you don’t know your education is sub-par until you go to compete in the global marketplace.” It’s also a tricky balancing act, she adds, because in many rural communities, the school is part of the residents’ identities and many aren’t willing to risk a change. And who are we to tell someone they’re not getting a good education? Williams is one of several department faculty pushing the boundaries in the areas of

educational policy. Others are researching areas of race and gender in leadership, charter schools and school reform, and professional development. And the new Educational Law & Policy Review journal, launched this year by educational administration and policy professor John Dayton, tackles emerging topics in the field. Williams is now looking into how rural schools use Title I dollars and allocate resources compared with urban schools—research that has yet to be tackled by anyone in the field. “I just happen to come from a family who was educated; we lived there and we’re from there and we’re proud to call it home,” Williams says. “So I feel like this work is an ode to the people. It’s a passion. And it’s under-studied.”

Research that focuses on

GUIDELINES

& POLICIES Active projects include: Intermediary Organizations and Education Policy: A Mixed-Methods Study of the Political Context of Research Evidence

$120,332

This research examines how successful large-scale philanthropic organizations promote their education reform priorities, depending on a cityâ&#x20AC;&#x2122;s governance structure and policy processes. It also looks at how changes on the supply side shift the use of research evidence and how social media is used to promote the use of this research evidence. Adult Education Research, Development, and Evaluation Project

$256,889

This project supports several initiatives concerning adult education, including an annual literacy conference,

program reviews, maintaining a website, and developing an ongoing research agenda aimed at better understanding attrition within adult education programs, as well as professional development. A Long Way Coming: Understanding Engineering Educatorsâ&#x20AC;&#x2122; Transformations to Student-Centered Teaching $400,000* This research project, performed in conjunction with the UGA College of Engineering, aims to understand how engineering faculty transition from a traditional teacher-centered approach to a more active learning, student-centered approach. *Collaborative grant

For a full list of all sponsored projects, please see page 24

Depar tment Facts DEPARTMENT HEAD: Professor Kathleen P. deMarrais Term: 2013-2016 This department is known for its pioneering work across Georgia and the world developing researchers and leaders in four program areas: adult education, learning and organizational development, qualitative inquiry, and educational administration and policy.

NEW FACULTY: Seung-hyun Han Assistant professor, human resources and organization development PhD, University of Illinois at UrbanaChampaign Research interests: Knowledge management, performance improvement, leadership, quantitative research and mixed-methods study

DEGREE PROGRAMS: MEd • Adult Education • Educational Administration and Policy • Human Resources and Organizational Development EdS • Adult Education • Educational Administration and Policy PhD • Adult Education • Educational Administration and Policy • Qualitative Research and Evaluation Methodologies EdD • Adult Education • Educational Leadership

Sheneka Williamsâ&#x20AC;&#x2122; research focuses on policies related to schools in rural communities. PHOTO BY SARAH BAUGH

2016 Annual Report 21

Reflecting on research: Technologies for learning

CAREER AND INFORMATION STUDIES

Classroom technology that’s student-focused New lesson plans integrate curriculum with phones, tablets, and more Lenie George is making it his mission to enhance the K-12 experience for both teachers and students. George is the primary lead for Hart County’s “Bring Your Own Technology” initiative, which provides technology-based professional development for teachers through UGA’s Archway Partnership. He is also pursuing a PhD in learning, design, and technology from the College’s Department of Career and Information Studies. The department’s programs emphasize innovation in learning, instruction, scholarship, and research, with degrees in technology-enhanced education for K-12 schools and workforce education. “I love watching kids get really engaged and enter that state of flow where nothing matters and they’re creative,” he says. “You have to facilitate that environment and part of that is establishing

22 2016 Annual Report

relationships with teachers so they are excited about opening up their lesson plans and classrooms.” George’s six years teaching high school mathematics in Chicago and four years working with the Archway Partnership have helped him see the benefits of using technology in the classroom. Smartphones and other devices have been a hot topic for several years, but the key is finding ways to incorporate them into the curriculum. One of the biggest hurdles, says George, is getting teachers to feel more comfortable with using these devices, which may include smartphones, laptops, or robots. For the past year, George has been working with the teachers at South Hart Elementary School in Hartwell, Georgia, and their enthusiasm for classroom technology has flourished. George now understands why many of them were hesitant about using new de-

vices in the classroom—they were unsure how best to incorporate them into their lesson plans. George, along with advisor T.J. Kopcha, is integrating STEM activities into classroom content and examining the effect “bring your own technology” has on student attitudes and learning. George’s lesson ideas feature student-created projects, like video and podcast production, giving students innovative ways to show proficiency in subject areas such as math, science, and history. “Lenie is full of innovative ideas about how to integrate technology into math and science,” says Kopcha, associate professor of learning, design, and technology. “Working with him is a creative, energizing experience on many levels. I think we immediately connected over our experiences in the classroom and our ideas for supporting learning with technology.”

Research that focuses on

INNOVATIONS IN

TECHNOLOGY Active projects include: Research projects in the Department of Career and Information Studies link real-world experiences with research through partnerships with companies and government entities.

FOR EXAMPLE: • A partnership with South Korea-based North Star Developers Village investigates how an e-portfolio system enhances a student’s clinical experience in medical school.

• A project with the Georgia Department of Education helps provide resources and guide engineering and technology teachers through a certification process. • A National Science Foundation-funded project that’s a partnership among several units at UGA, it’s examining the effectiveness of providing skills training to students starting a graduate education program.

Associate professor Ikseon Choi (left) and staff researcher Brian Way explain new tablet-based assessment technology to Chad Schmiedt, associate professor in UGA’s College of Veterinary Medicine.

For a full list of all sponsored projects, please see page 24

Depar tment Facts DEPARTMENT HEAD: Professor Robert Branch Term: 2016-2019 This department develops leaders in learning, design, and technology; and career and workforce development. Programs emphasize creativity and innovation in learning, instruction, research, and outreach. Faculty draw from both in-school and out-of-school models for instruction and ideas.

FACULTY HIGHLIGHTS: Instructor Gretchen Thomas received the 2016 Service-Learning Teaching Excellence Award from the University of Georgia. Thomas and fellow faculty member Theodore J. Kopcha, an associate professor, received a Learning Technologies Grant from UGA’s Center for Teaching and Learning. This grant was used to deliver two service-learning courses for UGA students focused on creating maker spaces. Professor Thomas Reeves’ latest book, “MOOCs and Open Education Around the World,” was awarded the first place book award from the Division of Distance Education of the Association for Educational Technology and Communications. Associate professor Ikseon Choi was among the authors of the article “Failing to Learn: Towards a Unified Approach for Failure-Based Learning” that won the Outstanding Journal Article Award by the Association for Educational Communications and Technology’s D&D Awards.

DEGREES OFFERED: Learning, Design, and Technology MEd, EdS, PhD Workforce Education MEd, MAT, EdS, PhD, EdD

Lenie George, a doctoral student in the Department of Career and Information Studies, works with associate professor T.J. Kopcha to integrate STEM activities into lesson plans. PHOTO BY CHAD OSBURN

2016 Annual Report 11

Grants R E S E A R CH

A sampling of new or active externally funded projects, organized by funding source. Some figures represent multiyear amounts. *Denotes a collaboration with other institutions

American Association for the Advancement of Science

Re-Focus $14,800 PI: Julie Luft, mathematics and science education Co-PIs: David Knauft, plant pathology; Charles Kutal, chemistry 1 year

The Eurasia Foundation

Partnering for Digital Innovation in Modern Language Education and Cross-cultural Communication $26,970 PI: Victoria Hasko, language and literacy education 1 year

Georgia Department of Education

Georgia Writing Assessments $789,909 PI: Jeffrey Barker, Georgia Center for Assessment 1 year Physical Activity & Learning (PAL) Program $666,194 PI: Phillip Tomporowski, kinesiology Co-PIs: Martha Carr, educational psychology; Jennifer Gay, health promotion and behavior; Bryan McCullick, kinesiology; Paula Schwanenflugel, educational psychology; Emilie Smith, family and consumer sciences 5 years Georgia Student Growth Model $285,757 PI: Amanda Ferster, Georgia Center for Assessment 1 year

24 2016 Annual Report

Georgia Kindergarten Inventory of Developing Skills (GKIDS) 2015-2016 $206,070 PI: Jeffrey Barker, Georgia Center for Assessment 1 year

Gwinnett County School System

Gwinnett County High School Gateway Scoring FY 2015-2016 $614,734 Jeffrey Barker, PI, Georgia Center for Assessment 1 year

National Collegiate Athletic Association

Improving Concussion Reporting Behaviors Across all NCAA Member Institutions $399,897 PI: Julianne Schmidt, kinesiology Co-PI: Welch Suggs, journalism 1 year

National Collegiate Athletic AssociationDepartment of Defense

NCAA-DOD Grand Alliance: Concussion Assessment, Research and Education (CARE) Consortium $413,453 (Subaward from the University of Michigan) PI: Julianne Schmidt, kinesiology 3 years

National Endowment for the Arts

Origins, Opportunities, and Magic – Bringing Poetry, Landscape, and Disciplines Together in AthensClarke County $16,000 PI: Melisa Cahnmann-Taylor, language and literacy education 1 year The Stories and Poems of Edgar Allen Poe $14,000 PI: Melisa Cahnmann-Taylor, language and literacy education 1 year

National Institutes of Health

Muscle Plasticity, Fitness and Health after Spinal Cord Injury $1,718,108 PI: Kevin McCully, kinesiology 5 years A Pyschoacoustic Approach to Dysphonic Voice Quality Perception $1,441,881 (Transferred from Michigan State University) PI: Rahul Shrivastav, UGA Vice President for Instruction and communication sciences and special education 5 years

$13M

TOTAL RESEARCH EXPENDITURES FOR FY2016

Identity, Development, Risk and Resilience Among Gender Diverse Populations* $643,435 (Subaward from the Research Foundation for Mental Hygiene, Columbia University) PI: Anneliese Singh, counseling and human development 5 years Effects of Antecedent and Response Variables on the Persistence of Communication $504,405 (Transferred from Southern Illinois University) PI: Joel Ringdahl, communication sciences and special education 5 years Physical Activity During the Transition from Elementary to School to High School* $243,238 (Subaward from the University of South Carolina) PI: Rodney Dishman, kinesiology Co-I: Robert Vandenberg, management 2 years

National Science Foundation Stimulating Young Scientists to Engage, Motivate, and Synthesize (SYSTEMS) $1,345,975 PI: Georgia Hodges, mathematics and science education Co-Is: Scott Brown, physiology and pharmacology; Allan Cohen, educational psychology/Georgia Center for Assessment; James Moore, large animal medicine; Cynthia Ward, small animal medicine 5 years

Language-Rich Inquiry Science with English Language Learners through Biotechnology $2,648,049 PI: Cory Buxton, educational theory and practice Co-PIs: Martha Allexsaht-Snider, educational theory and practice; Allan Cohen, educational psychology/ Georgia Center for Assessment; Zhenqiu Lu, educational psychology 4 years Fossil Finders: Using Fossils to Teach about Evolution, Inquiry and Nature of Science $1,498,356 (Transferred from Cornell University) PI: Barbara Crawford, mathematics and science education 4 years

The Georgia STEM Accessibility Alliance $1,479,128 PI: Noël Gregg, professor emerita, communication sciences and special education 5 years Investigating Proportional Relationships from Two Perspectives (INPREP2) $1,331,220 PI: Andrew Izsák, mathematics and science education Co-PIs: Sybilla Beckmann-Kazez, mathematics; Laine Bradshaw, educational psychology 4 years PERSIST: Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers $895,883 (Transferred from Arizona State University) PI: Julie Luft, mathematics and science education 3 years CAREER: Advancing Secondary Mathematics Teachers’ Quantitative Reasoning $741,491 PI: Kevin Moore, mathematics and science education 5 years CAREER: Characterizing Critical Aspects of Mathematics Classroom Discourse $672,846 (Transferred from San Diego State University) PI: Jessica Bishop, mathematics and science education 5 years CAREER: Learning to Support Productive Collective Argumentation in Secondary Mathematics Classes $535,007 PI: AnnaMarie Conner, mathematics and science education 5 years

Generalization Across Multiple Mathematical Areas* $217,597 (Subaward from the University of Wisconsin–Madison) PI: Kevin Moore, mathematics and science education 1 year Mini-Symposia: The Results of the African Diaspora: Developing Black Scholars in Science Education for the 21st Century in the United States, Part II $157,515 PI: Mary Atwater, mathematics and science education 2 years Study of STEM Professional Development Programs $74,748 PI: Julie Luft, mathematics and science education Co-PIs: Margarite Brickman, plant biology; Paula Lemons, biochemistry and molecular biology 1 year

NCS Pearson, Inc.

Georgia Kindergarten Entry Profile $1,778,992 PI: Jeffrey Barker, Georgia Center for Assessment 1 year

Spencer Foundation

Learning to Teach Elementary Mathematics Revisited $49,975 PI: Denise Spangler, mathematics and science education 1 year The Development of Expertise in Preschool Teachers in Three Cultures: Japan, China, and the United States $49,696 PI: Akiko Hayashi, educational theory and practice Co-PI: Joseph Tobin, educational theory and practice 2 years

Technical College System of Georgia

Adult Education Research, Development, and Evaluation Project $256,889 PI: Kathleen deMarrais, lifelong education, administration, and policy Co-PI: Sheneka Williams, lifelong education, administration, and policy 1 year

U.S. Department of Agriculture/National Institute of Food and Agriculture

Department of Defense Education Activity Gifted Education Evaluation Summary $360,000 PI: Bonnie Cramond, educational psychology Co-PIs: Karen DeMeester, Program Evaluation Group; Casey Mull, agricultural and environmental sciences; Sarah Sumners, Torrance Center for Creativity and Talent Development 1 year

U.S. Department of Education

Improving the Teaching and Learning of English Language Learners: The Instructional Conversation Model $2,935,850 PI: Pedro Portes, Center for Latino Achievement and Success in Education Co-PI: Manuel González Canché, Institute of Higher Education 5 years Georgia ESOL for Content Area Teachers (GECAT) Project: Professional Development for Teachers of English Learners $1,858,239 PI: Linda Harklau, language and literacy education 5 years Improving Teacher Quality Higher Education Program $1,575,164 PI: Kathy Thompson, educational theory and practice 2 years

Georgia Sensory Assistance Project $1,529,890 PI: Cynthia Vail, communication sciences and special education 5 years Exploring Reading Fluency and its Underlying Behavior $1,513,246 PI: Scott Ardoin, educational psychology 4 years Analysis, Interpretation, Instruction, Management (AIIM): Functional Assessment and Intervention for Individuals with Autism in SchoolBased Contexts $1,249,926 PI: Kevin Ayres, communication sciences and special education Co-PI: Scott Ardoin, educational psychology 4 years Responsive Early Education for Diversity (REED) $1,234,233 PI: Cynthia Vail, communication sciences and special education 4 years Collaborative Personnel Preparation in Autism (COPPA) Project $1,227,231 PI: Kara Wunderlich, communication sciences and special education 5 years iSKILLS: The Audio/Visual Guidance Repository for Life Skills $1,195,856 PI: Kevin Ayres, communication sciences and special education Co-PI: Lloyd Rieber, career and information studies 3 years EngageMe – P.L.E.A.S.E.* $800,000 (Subaward from the Forsyth County Board of Education) PI: Katherine Raczynski, educational psychology 5 years

A Longitudinal Study of 3-D Spatial Skills and Mathematics Development in Elementary School Children $588,847 PI: Martha Carr, educational psychology 3 years Developing Enhanced Assessment Tools for Capturing Students’ Procedural Skills and Conceptual Understanding in Math* $403,496 (Subaward from the University of Kentucky Research Foundation) PI: Allen Cohen, Georgia Center for Assessment Co-PIs: Laine Bradshaw, educational psychology; Hye Jeong Choi, Georgia Center for Assessment 4 years Enhancing Middle School Mathematics Achievement through Spatial Skills Instruction* $272,000 (Subaward from The Ohio State University) PI: Martha Carr, educational psychology 4 years

U.S. Department of Health and Human Services

Increasing Behavioral Health and Integrated Care in K-12 Schools of NE Georgia $1,313,062 PI: Bernadette Heckman, counseling and human development services Co-PI: Jolie Daigle, counseling and human development services 3 years

W.T. Grant Foundation

Intermediary Organizations and Education Policy: A Mixed-methods Study of the Political Context of Research Utilization $116,274 (Subaward from the Regents of the University of California) PI: Elizabeth DeBray, lifelong education, administration, and policy 2 years

RESEARCH COLLABORATIONS WITH OTHER UGA UNITS

Note: Dollar amounts represent the total of the grant, not the portion allocated to the College of Education.

National Science Foundation NRT-IGE: From Engagement to Action: 21st Century STEM Scholars and Land Grant Opportunities $495,754 PI: Julie Coffield, Graduate School Co-PIs: Ikseon Choi, career and information studies; Karen Carmicheal, pathology; Matthew Bishop, J. W. Fanning Institute for Leadership Development; Meredith Welch Devine, graduate school 3 years Undergraduate Biology Education Research Program $260,236 PI: Julie Stanton, cellular biology Co-PI: Barbara Crawford, mathematics and science education 3 years A Long Way Coming – Understanding Engineering Educators’ Transformations to Student-Centered Teaching $400,000 (Subaward from Arizona State University) PI: Joachim Walther, college of engineering Co-PIs: Kathleen Demarrais, lifelong education, administration and policy; Stephan Durham, college of engineering 2 years

Department of Health and Human Services

The Integration of Healthy Marriage and Relationship Education into Family and Children Services: A Campus-Community Partnership $8,219,213 PI: Theodore Futris, human development and family science Co-PI: Karen DeMeester, Program Evaluation Group; Jay Mancini, human development and family science; Jennifer Elkins, school of social work; Joseph Goetz and Lance Palmer, financial planning, housing and consumer economics; Jerry Gale, human development and family science.

2016 Annual Report 25

Endowments

Professorships and Chairs Athletic Association Professorship in Education Department of Educational Theory and Practice Athletic Association Professorship in Mathematics and Science Education Department of Mathematics and Science Education Bebe Aderhold Professorship in Early Childhood Education Department of Mathematics and Science Education Donna Alvermann Professorship for Social Change Department of Language and Literacy Education E. Paul Torrance Professorship in Creativity & Gifted Education Department of Educational Psychology Elizabeth Garrard Hall Professorship in Early Childhood Education Department of Educational Theory and Practice

26 2016 Annual Report

Created through the generosity of donors, endowments yield perpetual income for the programs they support. Endowment funds offer programs a margin of excellence, allowing them to delve further into important research topics than university funding would allow and to afford greater levels of outreach to residents of Georgia and beyond.

Goizueta Foundation Chair for Hispanic Teacher Education Department of Counseling and Human Development Services Mary Frances Early Teacher Education Professorship Department of Educational Theory and Practice Omer Clyde & Elizabeth Parr Aderhold Professorship in Education Department of Language and Literacy Education Omer Clyde & Elizabeth Parr Aderhold Professorship in Research Methodology Department of Educational Psychology

Faculty and Student Awards Alice E. Klein Memorial Fund Arthur Lucas Memorial Fund Arthur M. Horne Graduate Research Award Edie Klein Leadership Award Edwin D. Pusey Prize Faculty Senate D. Keith Osborn Award for Teaching Excellence

Ira E. Aaron Award for Teaching Excellence and Collegiality Louise E. Kindig Research Award Michael E. Penland Family Award Ocie T. Dekle Excellence in Teaching Award Russell H. Yeany Research Award Theodore K. Miller and Roger B. Winston Jr. Research Award Thomas J. & Sara L. Cooney Travel Award for Research Presentation

Student Scholarships and Fellowships Aleene Cross Scholarship in Family and Consumer Sciences Education Ann E. Jewett Distinguished Graduate Assistantship Bothe-Marcotte Scholarship Barbara J. Rankin Scholarship Carol J. Fisher Scholarship in Language Education Carol J. Fisher Undergraduate Scholarship in Language Education

“As a former public elementary school teacher, I have always been fascinated by how students learn. As a parent of three boys, two with dyslexia, I know firsthand about different learning styles and abilities. Given the Zeist Foundation’s support for education institutions and teacher training programs that address the complexities of teaching and learning, our board proudly approved a grant for the Graduate Certificate in Dyslexia.” Marie Brumley Foster (’98) Co-president, The Zeist Foundation

Carroll Wade McGuffey Scholarship

George “Chip” Clendon Memorial Scholarship

College of Education Board of Visitors Scholarship

George M. and Barbara E. Gazda Counseling Scholarship

College of Education Centennial Scholarship

Geraldine A. Patrick Scholarship

College of Education Scholarship

Goizueta Foundation Graduate Scholars

Commeyras Fund for Excellence in Graduate Education

Health & Human Performance General Fund

Coral Jo Bishop Fellowship

Ira E. Aaron International Study Scholarship

D. Keith Osborn Scholarship in Elementary Education

Irene & Curtis Ulmer Doctoral Scholarship in Adult Education

David J. Mullen Sr. Memorial Scholarship

James L. Dickerson Scholarship

Del Jones Memorial Trust

Jan L. Branham Endowment

Dr. Lester E. Sanders Scholarship Fund

Jim Mann Family Scholarship

Elizabeth Barber Young Banner Scholarship Elizabeth Todd Scholarship Elmer Jackson Carson Scholarship Faye Daube Miller Scholarship Fund Flora Rogers Scholarship Fund Floyd and Emily Jordan Scholarship Fund Gary A. Dudley Fellowship

Joan B. Neal Women’s Physical Education Scholarship Jonathan Robert Scruggs Scholarship in Teacher Education Lois Johnson & William Jasper Shortt Fellowship in Physical Education Marion J. & Molly M. Rice Graduate Student Support Fund in Social Science Education Martha Nell Allman Graduate Assistantship

Lectures

George R. Gilmer Fund

Michael J. Hendrickson Academic Scholarship

Clifford Gray Lewis Fund for Health & Human Performance

Glickman Challenge Grants for Project-Based Learning

Coach Mike Castronis Scholarship

E. Paul Torrance Lecture Fund

Health and Human Performance Fund

Mary Ella Lunday Soule Fund

Owen Scott Graduate Fellowship in Educational Psychology

Mary Hepburn Lecture Fund in Social Studies Education Mary Sartalamacchia Macagnoni Lectureship Fund

Paul R. Kea Scholarship

James W. Wilson Endowment for Mathematics Education Kappa Delta Pi Academic Support Fund

Paul Tappan Harwell Scholarship Fund

Program Support Automatic for Autism Fund

Katie Elizabeth Turner Memorial Support Fund

Phil Gray Scholarship

Bernard B. Ramsey Health and Human Performance Fund

Osher Lifelong Learning Institute Endowment

Cam D. Dorsey Endowment for Education

Quantitative Methodology Program Endowment

Carol J. Fisher Language and Literacy Education Endowed Support Fund

Raymond Babineau Vocational Education Academic Support Fund

Christopher-Leighton Ballew Adult Education Fund

Reading Department Endowment

College of Education Endowment for Excellence

Robinson Fund

Rachel Sibley Sutton Scholarship Ray E. Bruce Scholarship Fund Rose Sanders Stanley Memorial Scholarship Ruby Maude Anderson Scholarship Fund SNS - GSTC Scholarship Sylvia McCoy Hutchinson Endowment for Staff and Children of Staff Virginia I. & Francis A. Norman Jr. Doctoral Scholarship Sharon Green Webber Scholarship in Communication Sciences & Disorders Wells Fargo Scholars Program William L. Gatlin Transfer Student Scholarship Women Pioneers in Education Scholarship

College of Education Endowment for Teaching Excellence College of Education Faculty Support Fund

Stinchcomb Graduate Assistantship Support Fund for PEMDC Sue W. Cromartie Elementary Education Fund

Donna Alvermann Doctoral Student Support Fund for Social Change Dorothy Simmons O’Dell Fund Friends of Clinic Endowment for Speech and Hearing Therapy

You can do a lot with a degree in sport management and policy sport management degree.” Which is why Jana Burchette is Throughout Burchette’s College of loving her new status as a master’s Education career, she has embraced degree student in the Department the opportunities available to of Kinesiology’s program. students. She says she was drawn to She recently graduated with a BS in the College from her freshman year, exercise and sport science, but rather when she began to realize the various than pursue a master’s in physical programs and events available therapy—a typical career path to students to help them taken by graduates of the round out their college program—she realized experience. she was fascinated by ‘I feel like the is now president the behind-the-scenes College has that of She the Student of the sports world. spark for me.’ Ambassadors, a 3-yearAnd a scholarship old program that gives from the College of Jana Burchette students the opportunity Education helped (BS ’16, MS’18) to take on leadership make the decision roles, whether it’s meeting to come back for her with prospective students, giving master’s degree even easier. tours, or providing support at outreach Donations to the College help activities. This year the group has undergraduate and graduate students grown from 30 to 60 members. pay for necessary expenses, such as “That’s what drove me to pick books and fees. this college—the Ambassadors, “I’m excited for my master’s,” says the alumni panels, and the Burchette. A sport management networking luncheons and degree allows her to focus dinners,” she says. “I feel on a certain aspect of the like the College has that industry for her career. spark for me, and that’s “You could be an athletic what motivated me to director or a sports choose this college for agent—you can do so my major.” many things with a

We encourage donors to consider establishing a named endowment to ensure generations of future support to the College of Education. If you are interested in creating an endowment, contact Elizabeth Gaughf Kozak at 706-542-2893 or emg@uga.edu.

2016 Annual Report 27

Benefactors $200,000 and up

Donors ‘Your support affirms the important work being accomplished here at the College, and your gift helps us maintain the momentum and standards of excellence that keep us a vital force in teaching, research, and service.’ Craig H. Kennedy, PhD Dean and Professor

Mr. John Alvermann and Dr. Donna E. Alvermann Ms. Ruth L. Langevin Mrs. Lois J. Shortt

Benefactors $10,000-$100,000

Mr. Robert H. Carson Jr. and Ms. Teresa Carson Ms. Kim Cohen Dye Dr. Carl Glickman and Ms. Sara O. Glickman Dr. Arthur M. Horne and Mrs. Gayle Horne Dr. Marie R. Mullan Mr. Michael E. Penland and Mrs. Rebecca D. Penland

Fellows $5,000-$9,999

Dr. Yong K. Choi and Dr. Sang S. Choi Mr. Manuel Cohen Dr. Jeremy Kilpatrick and Mrs. Cardee Kilpatrick Mr. Steven W. Marcotte and Dr. Anne K. Marcotte

“I often encounter people who enthusiastically tell me how much my mom influenced their lives and their teaching careers. She was so committed to her students and the importance of helping them understand their work with children. I wish she could know that the College has given me the opportunity to continue with the work that was an integral part of her life. This twist of fate made the decision to fund

Dr. Francis A. Norman III and Mrs. Carla Wooten Norman Ms. Janie F. Osborn

Associates $1,000 - $4,999

Dr. Ira E. Aaron Mr. W. Randall Abney and Mrs. Carolyn C. Abney Ms. Eleanor F. Banister Mr. Frank W. Bryant and Dr. Karen Bryant Mr. Larry M. Callaway and Ms. Helen Murray Callaway Dr. Donald G. Cannon Dr. Harrison S. Carter and Mrs. Brenda Carter Dr. Louis A. Castenell Jr. and Mrs. Mae E. Castenell Dr. Ronald M. Cervero and Dr. Janna Dresden Dr. Sandra Pryor Clarkson Dr. Thomas J. Cooney and Ms. Sara Cooney Dr. Tonya T. Cornileus Dr. Mary K. Corbitt Mr. Alston D. Correll Jr. and Mrs. Ada L. Correll Dr. Kathleen L. Davis Dr. Sharon Denero

the Ocie T. Dekle Excellence in Teaching Award a logical one for Ed and me. Through her name, the College can continue to recognize the exceptional level of teaching and mentoring that my mom fostered during her tenure here.”

Dr. Beth Dekle Tolley and Mr. Ed Tolley Beth (BSEd ’73, MEd ’75, EdS ’78, EdD ’98) is a clinical associate professor in the Department of Educational Theory and Practice. Ed (BBA ’71, MBA ’74, JD ’75) is a partner with the Cook, Noell, Tolley & Bates law firm in Athens.

28 2016 Annual Report

Mr. Bertis E. Downs IV and Mrs. Katherine Downs Dr. Merrianne Dyer Dr. Gerald R. Firth and Dr. Doris Y. Firth Mr. Joseph C. Frierson Jr. and Mrs. Ann S. Frierson Mr. Ronald L. Fritchley and Mrs. Martha L. Fritchley Dr. George M. Gazda and Mrs. Dolores Q. Gazda Dr. Evan M. Glazer Mr. Raymond B. Goodfellow and Dr. Lynda Thomas Goodfellow Mr. Mack H. Guest III and Mrs. Camilla M. Guest Ms. Allison N. Gulati Mrs. Emily Gunnells Mrs. Linda Hughes Hardie Dr. Lawrence R. Hepburn and Dr. Mary A. Hepburn Mr. Smith W. Hicks Dr. Cheri A. Hoy Dr. Sylvia M. Hutchinson Dr. Richard E. Hyer Jr. and Mrs. Marsha L. Hyer Mr. Marvin Bailey and Dr. Juanita Johnson-Bailey Dean Craig H. Kennedy and Ms. Tiina Hyvönen Dr. Hua Li Dr. Theodore K. Miller* and Mrs. Gay S. Miller Mr. Anthony L. Mock and Mrs. D’Nena Brown Mock Dr. Whitney L. Myers Mrs. Clare Nesmith Dr. Steve Oliver Mr. Eric Orbock and Ms. Jessica K. Orbock Mr. Chad V. Powell and Mrs. Stephanie A. Powell Ms. Shannon A. Primm Dr. Thomas C. Reeves and Dr. Patricia L. Reeves Dr. Douglas W. Reynolds and Mrs. Carol Reynolds Dr. Donald O. Schneider and Ms. Julie Cashin-Schneider Mr. Steve Scruggs and Mrs. Katie Scruggs Dr. Stanton J. Singleton Dr. Elizabeth Sloop Mr. Philip Solomons Jr. and Mrs. Cathy Solomons Dr. Denise A. Spangler Dr. David C. Spinks and Mrs. Marjorie C. Spinks Mr. Albert T. Steegmann Jr. and Mrs. Ruth M. Steegmann

Heritage Society Mr. W. Randall Abney and Mrs. Carolyn C. Abney Dr. Elizabeth C. Aderhold* Mr. Adrian N. and Mrs. Nancy C. Alford Mrs. Martha N. Allman* Mr. William L. and Mrs. Lois A. Alworth Dr. Joan D. Berryman Ms. Jan. L. Branham* Mr. Charles R. Brown Mr. Brian C. Bruce Mr. Robert E. and Mrs. Maxine Burton Dr. Nancy L. Canolty Sen. Saxby and Mrs. Julianne Chambliss Dr. Michelle Commeyras Ms. Suzanne A. Corbett Dr. Betty Jean Craige Dr. Arthur L. and Mrs. Constance A. Crawley Mr. Cam D. Dorsey Jr.* Mr. George B. Duke Dr. Carol J. Fisher* Dr. William P. Flatt Mrs. Carolee Gailey Dr. William E. Gohdes and Dr. Wanda L. Stitt-Gohdes Mrs. Elizabeth G. Hall* Dr. Robert K. and Mrs. April Halliday Mr. Eric D. Hart and Ms. Erin Hill Hart Mr. Paul T. Harwell* Mr. Thomas L. Kenyon and Mrs. Karen J. Kenyon

Dr. John E. Steinbrink and Mrs. Lennie W. Steinbrink Mr. James S. Tardy* and Mrs. Claire S. Tardy Mr. Edward D. Tolley and Dr. Beth Dekle Tolley Dr. Vasti Torres Dr. Bobby T. Underwood* and Mrs. Betty J. Underwood Ms. Martha L. Vaughan Mr. Fernando A. Velasco Dr. Yan Wang

Dr. Virginia M. Macagnoni Mrs. Faye D. Miller* Ms. Mary A. Morgareidge Mr. David J. Mullen and Mrs. Cynthia J. Mullen Mrs. Millie B. Neal* Mr. Keith M. and Mrs. Lisa K. Oelke Dr. Steve Oliver and Dr. Jenny Oliver* Ms. Patricia E. Price Miss Barbara J. Rankin* Ms. Eileen Russell* Dr. Robert N. Saveland Dr. Donald O. Schneider and Ms. Julie Cashin-Schneider Mr. Jay F. Shinn and Mrs. Catherine M. Shinn Professor Julian C. Stanley Jr.* Mr. Ronnie Talbert and Ms. Glenna Feagin Talbert Ms. Melinda A. Thomas Mr. Ronald W. Tidmore and Mrs. Karen Tidmore Dr. E. Paul Torrance* Mrs. Irene Ulmer* Dr. R. Curtis Ulmer Sr. Mr. Eugene B. Webb and Mrs. Ann Webb Mr. Aubrey S. Whelchel* Dr. Floy E. Whitehead* Mr. Jim Womack and Mrs. Mary E. Womack* Dr. Barbara Carter Wommack and Dr. Hines L. Wommack Mr. Joseph E. Wyatt*

Dr. Juergen Wiegel and Dr. Heide Wiegel Dr. Otto P. Wielan Mrs. Inga Willner Dr. John T. Wilson and Dr. Patricia S. Wilson Dr. Roger B. Winston Jr. and Dr. Pat G. Winston Mr. Jim Womack Dr. Russell H. Yeany Jr. and Mrs. Brenda Yeany Mr. Harry A. Zuber and Mrs. Erla Gortatowsky Zuber * Deceased

Staying connected We are fortunate to have more than 60,000 living alumni, and we want to keep those connections strong. Earlier this year we launched our first alumni magazine, featuring stories and updates from College of Education graduates from around the world. These stories and more can also be found on our website (coe.uga.edu) as well as our social media channels on Facebook, Twitter, and Instagram.

coe.uga.edu

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Looking to get involved?

The College hosts events throughout the year to recognize and thank our donors.

‘Support from corporations and foundations make a difference in the lives of students and faculty here at the College. ’ Craig H. Kennedy, PhD Dean and Professor

Corporate and Foundation Sponsors $10,000-$50,000 The Bernard Osher Foundation Cohen Family Foundation Trust Emory University Georgia Transplant Foundation, Inc. National Cattlemen’s Beef Association RoboRobo The Zeist Foundation, Inc.

$5,000-$9,999 American Association for the Advancement of Science UGA National Student Speech Language Hearing Association (NSSLHA)

$1,000-$4,999 Athens Regional Medical Center Athens Sertoma Club

Classic City Roaster The Downs Family Fund Eurasia Foundation Foundation for the Carolinas Greater Houston Community Foundation Gulati Family Foundation Trust Mikey Foundation, Inc. Noramco Inc. Oconee River Georgia Youth Science & Technology Center The Savannah Community Foundation, Inc. Sertoma, Inc. Society for the Study of School Psychology The Solomons Fund Transmedia Advertising Commercials on Hold

• Serve on an alumni panel. Through our Office of Student Services, we offer panels throughout the year that give students insights into life after graduation. • Connect with our Alumni Board. Launched in the spring of 2016, our 30-member Alumni Board reaches across the state and beyond through service projects and alumni engagement events. (Apply by Nov. 1 for our next Alumni Board year!)

• Support the College through a donation. With a gift of just $19.08 a month, you can be a part of our new 1908 Club, which funds need-based scholarships for College of Education students. Or, you can show your support through a larger annual donation or a planned gift.

Meet our team Our development and alumni relations team is focused on connecting alumni and friends with the College of Education.

Elizabeth Gaughf Kozak

Meredith Metcalf

Nancy H. Butler

Director of development and alumni relations emg@uga.edu 706-542-2893

Associate director of development mmetcalf@uga.edu 706-542-2267

Associate director of alumni relations nhbutler@uga.edu 706-583-0390

• Annual and special giving • Corporate and foundation relations

• Alumni relations • Parent liaison • Retired faculty liaison • Stewardship

• Major gifts and endowments • Planned gifts • UGA development liaison

2016 Annual Report 29

Filling a need

Board of Visitors members wanted to help students—and did it in a big way When the College of Education’s inaugural Board of Visitors got together three years ago to discuss ways they could impact the College, a common theme emerged: How could they help some of our best students who struggle financially? Finding ways to pay for books or transportation to class shouldn’t be a burden, and with some students taking on a second or even a third job to pay for fees and expenses not covered by Georgia’s HOPE Scholarship, it became clear this was a need not being met. Now, as the Board of Visitors enters its third year at the College, the group can already count its success stories. Members established the Board of Visitors Scholarship Fund, a need-based scholarship fund that has helped several students make ends meet while they attain their degrees. All donations to

30 2016 Annual Report

this endowed fund are used to offset costs not covered by other scholarships. And thanks to this fund, several students can spend their time studying or gaining valuable practicum or clinic time rather than working a second job.

You too can join the Board of Visitors in continuing this effort. Please contact Elizabeth Gaughf Kozak at 706-542-2893 or emg@uga.edu. The Board of Visitors of the UGA College of Education is a 20-member group representing a cross-section of professions and disciplines, all working to support the faculty, students, and staff by enhancing the wellbeing of the College.

THIS FALL

THE UNIVERSITY

OF GEORGIA L AUNCHES A

$1 BILLION+

CAMPAIGN (look for additional news from the University in late November)

During this campaign, Dean Kennedy is focusing on three main fundraising goals:

The 2016 College of Education annual report is published by the University of Georgia College of Education’s Office of Communications. All rights reserved. Contributing writers: Kathryn Kao, Kristen Morales, Jen Williams Graphic design: Kris Barratt

Contributing photographers: Sarah Baugh, Wingate Downs, Rebecca Katzmann, Kristen Morales, Chad Osburn, Cassie Wright Thank you to the College of Education Dean’s Office units for contributing content.

• Need-based aid. Your donation directly supports students facing financial hardships. • Graduate student support. Your donation helps us attract and retain the next generation of scholars. • Faculty support. We are proud to honor and retain some of the best researchers in the country, and your donation continues this legacy.

Use this envelope to show your support for the College and our initiatives!

The University of Georgia College of Education, G3 Aderhold Hall, 110 Carlton St. Athens, GA 30602

2016 Annual Report 31

Non-Profit Org. U.S Postage

PAID

The University of Georgia 110 Carlton St., G3 Aderhold Hall Athens, GA 30602

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