LEAP Forward Newsletter

LEAP Forward

Department of Lifelong Education, Administration and Policy

Newsletter Spring 2013

Inside this issue: Welcome from Interim Department Head Dr. Roy Martin.........................2

Volume 1

Issue 1

Where We Are Heading Making Plans for the New Year

Gwinnett’s Leadership Development & Principal Pipeline ....................3

Faculty and programs in the Department of Lifelong Education, Administration and Policy are developing plans for their individual and program teaching and research agendas. As a part of that effort, two new on-line programs—an on-line Masters of Education in Human Resource and Organization Development and the Interdisciplinary Qualitative Studies Graduate Certificate, have received funding from the College of Education Dean’s Office for curriculum development. The new on-line Masters in Human Resource and Organization Development degree is expected to launch January of 2014, pending approval.

Advancing Adult Literacy .......4

In Educational Administration and Policy, a new Master’s of Education in teacher leadership is proposed.

Adult Education is now Adult Education, Learning and Organization Development (AELOD)............3

Qualitative Programs ..............5 Improving Teacher Quality ......6 Advances in Online Learning ......................8 UGALLA..................................7 Faculty Updates .....................8 Recent Publications .............10 Graduate Student Corner .....12 New LEAP staff members ....14 Our Alumni............................15

EDAP also made significant changes in the Ed.S. Program in Educational Administration and Policy, and began a new cohort in Gwinnett county this Spring. Changes in the Ed.D. in Educational Leadership increase student choices and allow for greater specialization.

The QUAL program, under the leadership of Dr. Kathy Roulston, initiated a proposal for a new PhD in partnership with Educational Psychology.

The PhD in Research and Evaluation Methodologies (REM) is awaiting approval from the Board of Regents.

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Welcome from Interim Department Head Dr. Roy Martin First, the achievements of the faculty are really quite astounding, particularly against the background of four years with no faculty or staff raises, and other general concerns about the future course of higher education.

Dr. Roy Martin

During the past year, I have come to learn what a vibrant group of faculty and students work within the administrative boundaries of the Department of Lifelong Education, Administration and Policy (LEAP). As a newcomer to this Department (although I had known many of the faculty for years) I have formed several impressions that I would like to share.

This, our first departmental newsletter, is the vehicle through which we hope to keep our alumni, students, and friends connected to us and caught up on news.

In a period in which there is more discussion of change, fewer resources, and more uncertainty than I have experienced in my 40 years in higher education, LEAP faculty has continued to perform at a high level, and to lead the College and University in several respects. A few of these achievements are delineated in more detail under the faculty highlight section of this inaugural newsletter.

It is not at all uncommon to find LEAP faculty engaging seasoned professionals in intense study on

Friday evenings and Saturday afternoons in Gwinnett. Our unique blend of online and faceto-face instruction has allowed working professionals the opportunity to pursue advanced degrees under circumstances that are conducive to their career and personal needs.

In addition to these wonderful individual initiatives amongst our ranks, programs have initiated a number of curriculum changes in order to better meet the needs of students.

With all these activities underway, it is with considerable pride that the LEAP Department looks to its future. Students in the Department’s programs can be assured that they are receiving high quality program designed to meet the need of the 21st century.

Teaching at Gwinnett

Professors Lorilee Sandmann, Aliki Nicolaides, Robert Hill, Karen Watkins, and Khalil Dirani assist cohort students in fine-tuning their Case Study action research projects last fall in Gwinnett.

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Spring 2013 • LEAP Forward

Adult Education is now Adult Education, Learning and Organization Development (AELOD) LEAP Faculty members undertook a review of other programs and decided to change the program name. Among the most notable program innovations has been the successful implementation of the new Ed.D. degree at the Gwinnett campus. This project involves blending two of our programs that have been distinct— Adult Education and Human Resource and Organizational Development. Previous work led Dr. Laura Bierema to a specialized focus in the Ph. D. in the area of Human Resource and Organization Development (HROD).

These efforts made clear there is a need to reflect the full range of degrees offered by our program, and the new name does that for us.

The new name reflects the full range of our programs.

Gwinnett’s Leadership Development & Principal Pipeline A partnership, both formal and informal arrangements, has existed for more than a quartercentury between the Gwinnett County Public Schools and the College of Education, primarily focused on leadership studies and development programs. The latest initiatives between the two organizations are two grants to conduct assessments, investigations, and analyses of the district leadership development programs that are Dr. Max Skidmore organized under the umbrella of Gwinnett County Public Schools’ Quality-Plus Leader Academy. Dr. Max Skidmore, is the primary investigator for both grants.

Dr. Melissa Freeman, and Dr. Khalil Dirani are co-principal investigators on the grant. They provide qualitative and quantitative research designs and data collection activities that are summarized in annual reports to district leaders about the effects of the program on individuals who continued on page 5

Dr. Laura Bierema Program Chair, AELOD The field of adult education has evolved over the last century, and the adult education program at UGA has similarly evolved to reflect the complexity that exists within the discipline. One significant area of the discipline has emerged as a major field of study on its own, being related and yet sufficiently unique and introducing complexities.

The sole use of the term “adult education”, to describe our programs, does not capture these changes. That field is human resource and organization development.

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Advancing Adult Literacy Improving the Performance and Accountability of Georgia’s Adult Literacy Programs Since the early 1990’s, Professors Valentine and Courtenay have worked closely with the State Office of Adult Education on a variety of research and development activities. Part of their mission is to provide working educators in the Dr. Tom Valentine State of Georgia with stateof-the-art information to help improve adult education. Their operations are led by four key initiatives:

1) Staff Development – through their annual fall coordination of Teachers’ Academy and conference 2) On-Site Program Review – where five locations are identified each year and receive intense team reviews generating program requirements, recommendations, and suggestions for the Program Administrators.

3) The OAE Professional Information Website – the team provides maintenance for the website allowing better access to documents and innovations that improve adult educators’ competencies.

4) Essential Knowledge Mastery Testing System – this exciting online opportunity affords the adult educator immediate feedback. It provides essential knowledge for teachers, the ability to self-assess their skills, leading to a certificate.

It also offers a systematic results reporting loop that informs program supervisors.

Dr. Courtenay expressed particular excitement about initiative four, due in large part to the fact that it, “includes essential knowledge that they [teachers] need to be an adult educator.”

Having the mastery testing online makes it convenient Dr. Brad Courtenay and easily accessible.

There are approximately 30 programs state-wide being served by this grant.

The five member evaluation team includes an ABE teacher, an ESL teacher, an OAE Fiscal Coordinator, Grant Support Project Coordinator (GSP), and a Facilitator who is a UGA faculty member. The team provides a written external report relative to the on-site program review. Most of the adult literacy programs covered under the grant are housed in Georgia technical colleges or in large public schools districts such as Columbus and Clayton County.

When asked about the effectiveness of their work, Dr. Valentine held that “all of these efforts are targeted to improving practice and documentation in adult education throughout the state.” In that sense, the public trust and the public funds are both being managed optimally.

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Spring 2013 • LEAP Forward

Qualitative Programs The mission of the Qualitative Research Program is to foster scholarship in research design and prepare qualitative research methodologists. Program faculty provide coursework and mentoring for students across the university who apply qualitative and multimethods research. Our students also participate in national and international venues for the study and dissemination of qualitative and multimethods theories and designs. The program fosters scholarship leading to methodologists adept in responding to complexity. Since 2001, 190 students from doctoral programs across the university have received the Interdisciplinary Qualitative Studies Graduate Certificate. Many of them have gone on to teach courses in qualitative research methods in other universities and colleges or joined research centres as qualitative research and evaluation specialists.

Our offerings through the qualitative research programs helps produce both a depth and breadth in the scholars we produce.

“Because of my coursework, excitement and knowledge about qual Dr. Melissa Freeman inquiry, publications, and work with professors on qualitative projects, my current institution hired me partly based on my ability to help them re-design their PhD program and in the near future offer more qualitative courses in the PhD track” (Hilary Hughes, Virginia Commonwealth University).

Leadership Development for Gwinnett Principals (continued from p.3) complete the year-long study and become principals within the district. Longitudinal studies of more than 80 current principal-graduates are being conducted as these individuals are followed during the first five years of their careers in school executive roles. Funds and the general direction for the second grant come through Gwinnett County Public Schools from a Wallace Foundation grant to the district as part of that organization’s Principal Pipeline Initiative, a five year program designed to establish exemplary demonstration centers in six school districts that operate outstanding leadership development programs. In addition to Drs. Skidmore, Freeman, and Dirani, Dr. Ronald M. Cervero, Associate Vice President for Instruction, serves as co-principal

investigator and Drs. Kathy Roulston and Jori Hall are investigators. Set to begin the second year of the five-year plan, the district leaders requested the college team, in the first year, to analyze, assess, and make recommendations about the major components of the Quality-Plus Leader Academy that includes the Aspiring Principal, Aspiring Leader, Residency, Mentoring, and Leadership Seminar Series Programs.

Dr. Skidmore is retiring from the university at the end of the spring semester and other faculty hope to continue the partnership and the ongoing investigations of the programs in this award-winning school district that has been a partner with the university for so many years. Dr. Skidmore will certainly be missed!

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Improving Teacher Quality Dr. Sally Zepeda New M.Ed. in Teacher Leadership degree Supports Georgia Teachers with Lifelong Learning Opportunities In response to the Georgia Professional Standards Commission (PSC) and UGA Board of Regent’s called for degrees directly related to the improvement of teaching and learning, College of Education (COE) has introduced a new M.Ed. degree in Teacher Leadership. The Dr. Sally Zepeda quality of teachers in public education has become a focus with growing intensity as research continues to show the important role of the teacher on student achievement. This is an exciting opportunity for our college, the LEAP Department, and for our state as we are answering

a call to provide a degree for teachers who want to become leaders without leaving the classroom.

Dr. Zepeda has shared, “ This degree has been in development for four-plus years and has included the voices and perspectives of departments across the college of education.” The new M.Ed. focuses on experienced classroom teachers (five or more years) who want to seek greater responsibility, increased capacities beyond the confines of their classrooms yet at the same time, do not want to leave the classroom to become an administrator. The 36 hour degree program looks to target those who have been identified for their potential as teacher-leader.

Highlights of the program include its online format, intense field experiences, onsite residency courses, and its intra-disciplinary curricula drawing on several departments within the College of Education.

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Spring 2013 • LEAP Forward

Advances in Online Learning Using Technology in the Classroom LEAP was the first department to offer a fully on-line Master’s program at UGA. As the campus begins to adopt a new electronic learning platform using Desire to Learn, LEAP faculty have again been active participants. Qualitative Research Methods faculty have added new on-line courses, EDAP faculty are exploring on-line courses, and Adult Education, Learning and Organization Development are proposing new on-line degree programs. Faculty involved in the campus-wide Early Adopter program are: Kathleen deMarrais, Aliki Nicolaides, Karen Watkins, Kathy Roulston, and Janet Truluck.

Rubina F. Malik, President UGALLA (University of Georgia Lifelong Learning Association) I found my early days of graduate school to be lonely. While I would attend classes with likeminded individuals who shared great insights, I still felt a void. The missing link was something that is a basic need for all of us – a sense of belonging to a community. I did not get a sense of community when I started graduate school since many of my peers were commuters. It was not until I started to participate with UGALLA that I felt a connection and a sense of community that I had longed desired. Through UGALLA membership a community is formed made up of future scholars who were open about sharing their experiences and offering support to fellow classmates. The organization is a great opportunity for graduate students of all disciplines, but particularly those in the department of Lifelong Education, Administration, and Policy (LEAP). The mission or our group is to provide a communication network for students, faculty, and professionals interested in lifelong learning and to facilitate social and professional interaction among lifelong learners. If you have not been able to participate in UGALLA, I invite you to get involved. The Annual Spring Research Symposium is in March, this is an occasion for researchers, practitioners, and specialists to convene for an open dialogue about different aspects of adult learning, training and development, and workplace learning.

We welcome you to contact us and get involved. Hope to see you!

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Faculty Updates  Laura Bierema was selected this year as the Academy of Human Resource Development Scholar of the Year. This is the Academy's most prestigious research award. This award has only been given in 16 of the past 20 years.

Dr. Karen Watkins, also on our staff, was a past winner of this award.  Elizabeth DeBray is part of a research consortium that has received substantial grant funds to investigate how intermediate organizations (e.g., New Visions for Public Schools, New Schools for New Orleans, National Association of Charter School Authorizers) influence policy decisions at the state and national level.  April Peters-Hawkins was recently elected to a three-year term on the executive committee of the University Council for Educational Administration (UCEA), a representative nine-member body from member institutions that formulate UCEA policies. Dr. Peters-Hawkins has also been elected president elect of the College of Education faculty senate.  Sheneka Williams selected to serve as a Co-Director for Policy and Advocacy for the University Council of Educational Administration. She was also a guest author who presented research on student assignment at the National Press Club in Washington, DC. Finally, she co-edited the Politics of Education Association 2013 yearbook which is published by the Peabody Journal of Education.  Since 1990, Thomas Valentine has had a nearly unbroken series of technical assistant projects with the Georgia Office of Adult Education (of the Technical College System of Georgia). The current project, which is funded at $283,000, requires Dr. Valentine and his team to operate an R&D center for the state.  Juanita Johnson-Bailey served as Regional Expert for the Followup of CONFINTEA VI in Praia, Cape Verde, Africa in 2012 and was also participant at the UNESCO Regional Office in Dakar, Senegal to address, “Gender Issues in Education: Infusing Women and Girls into the Curriculum.

Dr. Juanita Johnson-Bailey

 Wendy Ruona represented UGA at the International Conference on the Doctorate, April, 2013. This conference “is designed to gather together understandings of the diversity of organisational contexts, experiences and motivations of candidates involved in doctoral education programmes, and to critically examine the different experiences in practice that characterise international doctoral provision.”

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Spring 2013 • LEAP Forward

 Janette Hill has a grant with the GRU/UGA Medical Partnership. The primary activities that she is engaged in with Ronald M. Cervero are (1) providing faculty development to the Medical Partnership faculty to assist with instructional, research and grant activities, (2) providing assistance with end-of-semester feedback from the 1st, 2nd and 3rd year medical students, and (3) providing assistance with a collaborative research project between the Medical Partnership, The College of Education, and St Mary’s Hospital. She is also coordinating the re-design and development of the Learning Management System for the Center in the Medical Training Program in the College of Public Health.  Kathy Roulston and Melissa Freeman were selected to participate in a two-day workshop on Developing and Sustaining Interdisciplinary Graduate Programs organized by Virginia Tech National Science Foundation IGERT grant  Kathy Roulston’s 2010 paper, “There is no end to learning”: Lifelong education and the joyful learner in the International Journal of Music Education was one of 5 articles selected to be translated into Greek for publication in the special issue of Musical Pedagogics. Dr. Roulston has also been elected chair of the 2013-15 Outstanding Book Award for the Qualitative Research SIG for AERA.  Jori Hall was invited to participate in the American Evaluation Association’s aea365tip, a web resource providing a lesson learned or hot tip to evaluators around the world. Jori provided a quick lesson on integrating cultural competence into everyday practice through valuesengagement. http://aea365.org/blog/?p=6680

Dr. Jori Hall

 Khalil Dirani was elected to the Academy of Human Resource Development board.

Dr. Janette Hill (center) is joined by two LEAP doctoral students (far left) Jia Liang and Hsiao-Hui Chen, who are sharing about our programs, with two potential recruits during the Spring COE graduate information fair.

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Recent Publications Akram, M., Watkins, K. E., Sajid, A. (2013). Measuring the Learning Culture of High and Low Performing High Schools in Pakistan. Literacy Information and Computer Education Journal (LICEJ), Volume 4 (Issue 4).

Bengtson, E., Zepeda, S.J., & Parylo, O. (2013). School systems’ practices of controlling socialization during principal succession: Looking through the lens of an organizational socialization theory. Educational Management, Administration & Leadership, 41(2), 143-164. doi: 10.1177/1741143212468344 Bierema, L. L. (In Press). [Review of the book HRD as we know it: Speeches that have shaped the field]. Human Resource Development International.

Castenell, Jr., L., Watkins, K., & deMarrais, K. (2012). Swimming against the tide: Reflections on leadership for change. In O. M. Welch (Ed.), Turnaround leadership: Deans of color as change agents. New York, NY: Peter Lang Publishing.

Clover, D., & Hill, R. J. (2013, Summer). Adult learning, education and the environment. In M. Welton, & T. Nesbit (Eds.), Adult learning in a precarious age (pp. 41-50). New Directions in Adult Continuing Education, No. 138. San Francisco: JosseyBass. Online ISSN: 1536-0717; DOI: 10.1002/ace.20025 Dayton, J. Georgia Education Law, Wisdom Builders Press: Bangor, Maine (2013)).

Dayton, J. Education Law: Principles, Policies, and Practice, Wisdom Builders Press: Bangor, Maine (2012). deMarrais, K. (2012). Asking critical questions of philanthropy and its impact on U.S. educational policy: Tracking the money in alternative teacher education and school reform. In S. R. Steinberg & G. S. Canella (Eds.), Critical qualitative research reader.

New York, NY: Peter Lang Publishing.

Freeman, M., & Hall, J. N. (2012). The complexity of practice: Participant observation and values-engagement in a responsive evaluation of a professional development school partnership. American Journal of Evaluation, 33(4), 477-489.

Freeman, M., Mathison, S., & Wilcox, K. (2012). ‘Critical thinking’ and state-mandated testing: The collision of state rhetoric and teacher beliefs. Critical Education, 3(5). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/ view/182342 Hall, J. N. (In press, June 2013). Pragmatism, Evidence, and Mixed Methods Evaluation. In D. Mertens & S. Hesse Biber (Eds.), Mixed Methods’ Contributions to Credibility of Evidence in Evaluation (special issue). New Directions for Evaluation. San Francisco, CA: Jossey-Bass.

Hill, R. J. (2013). A deeper shade of green: The future of green jobs and environmental adult education. Adult Learning, 24(1), 43-46.

Hill, R. J. (2012). Civic engagement and environmental literacy. In L. Muñoz, & H. S. Wrigley (Eds.) Adult civic engagement.

New Directions for Adult and Continuing Education, No. 135. San Francisco: Jossey-Bass.

Hill, R. J. (2013). Queering the discourse: International adult education and learning. In L. English & P. Mayo (Eds.), Learning with adults. A critical pedagogical introduction. Rotterdam, Holland: Sense Publications Series on International Issues in Adult Education.

Hill, R. J. & Kruger, C. (2012). Looking toward a new generation: Continuity and expression of cultural knowledge and the artistic practices of Navajo pottery. In R. Hartman, J. Musial, & S. Trimble. Navajo pottery: Traditions and innovations.

Flagstaff, AZ: Northland Press. [Preface to reprint of the 1987 book].

Hill, R. J. (2012). Raising a voice: Adult learning and education in the U.S.—And a postscript of hope. Voices Rising 10(432).

Online journal of the International Council for Adult Education. Available at http://0-www.eric.ed.gov.opac.acc.msmc.edu/ PDFS/ED539407.pdf [ERIC ED539407] Horne, E. & Sandmann, L. (2012). Current trends in systematic program evaluation of online graduate nursing education: An integrative literature review. Journal of Nursing Education, 1(10), 570-576.

Hutchins, H. M., & Bierema, L. L. (2012). Media analysis as critical reflexology in exploring adult learning theories. New Horizons in Adult Education and Human Resources Development, 25(1), 56-69.

Johnson-Bailey, J., Valentine, T., & Cervero, R. M. (2012). Black graduate students’ social relationships with White professors and Students in a predominantly White Public University. The National Journal of Urban Education & Practice, 5(3), 376-395.

Kliewer, B. W., Sandmann, L. R., & Narasimharao, B. P. (2013). Corporate-university partnerships: The outreach and engagement model. In B. Narasimharao, S. Kanchugarakoppal, & T. Fulzele (Eds.), Evolving Corporate Education Strategies for Developing Countries: The Role of Universities (pp. 270-284). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-2845-8

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Liu, S.F., Courtenay, B.C., & Valentine, T. (2011.12). Managing older worker training: A literature review and conceptual framework. Educational Gerontology, 37(12), 1040-1062. To link to this article: http://dx.doi.org/10.1080/03601277.2010.500576 Merriam, S. B., & Bierema, L. L. (In Press). Adult learning: Bridging theory and practice. San Francisco: Jossey-Bass.

Parylo, O., Zepeda, S.J., & Bengtson, E. (2012). The different faces of principal mentoring. International Journal of Mentoring and Coaching in Education, 1(2), 120-135. doi: 10.1108/20466851211262860 Parylo, O., Zepeda, S.J., & Bengtson, E. (2012). Principals’ experiences of being evaluated: A phenomenological study. Educational Assessment, Evaluation, and Accountability, 24(3), 216-238. doi:10.1007/s11092-012-9150-x Parylo, O., Zepeda, S.J., & Bengtson, E. (2013). Career paths in educational leadership: Examining principals’ narratives. Alberta Journal of Educational Research, 58, (4), Preissle, J., & Han, Y. (2012). Feminist research ethics. S. N. Hesse-Biber, (Ed.), The handbook of feminist research: Theory and praxis (pp. 583-605), 2nd ed. Thousand Oaks, CA: Sage.

Rohan, E.A., Boehm, J.E., DeGroff, A., Glover-Kudon, R., & Preissle, J. (in press). Implementing CDC’s Colorectal Cancer Screening Demonstration Program: Wisdom from the field. Cancer.

Roulston, K. (2012). The pedagogy of interviewing. In Gubrium, J., Holstein, J., Marvasti, A., & McKinney, K. (eds.). The SAGE handbook of interview research: The complexity of the craft (2nd ed.) (pp. 61-74). Thousand Oaks & London: Sage.

Sandmann, L.R. (2012, June 11). Connectedness in knowing and learning: Are we ready for the effort? http:// connectedknowing.blogspot.com/2012/06/lorilee-r-sandmann-professor-university.html Sandmann, L.R., Moore, T.L., & Quinn, J. (2012). Center and periphery in service-learning and community engagement: A postcolonial approach. In J. A. Hatcher & R. G. Bringle (Eds.), Understanding service–learning and community engagement: Crossing boundaries through research (pp. 25-46). Charlotte, NC: Information Age Publishing.

Sandmann, L. R., & Kliewer, B.W. (2012). Theoretical and applied perspectives on power: Recognizing processes that undermine effective community-university partnerships. Journal of Community Engagement and Scholarship, 5(2), 20-28.

Sandmann, L. R., & Plater, W. M. (2013). Research on institutional leadership for service learning. In P. Clayton, R. Bringle, & J. Hatcher (Eds.). Research on service-learning: Conceptual frameworks and assessment. (pp. 505-535). Sterling, VA: Stylus Publishing.

Wallin, D.L. (2012). Future leaders institute: Rising leaders and the AACC competencies. In P. Eddy, New Directions for Community Colleges. Leading for the Future: Alignment of the AACC competencies with Practice. San Francisco, CA: Jossey Bass.

Watkins, K. E., Dirani, K. M. (2013). A Meta-Analysis of the Dimensions of a Learning Organization Questionnaire: Looking Across Cultures, Ranks, and Industries. Advances in Developing Human Resources, 12(3).

Watkins, K., Lysø, I., DeMarrais, K. (2011). Evaluating executive leadership programs: A theory of change approach. In Lynham, S. and MacDonald, K., Data for decision-making: Three instances of inquiry for improved action. Advances in Developing Human Resources, 13 208-239.

Watkins, K. E., O’Neil, J. A. (2013). The Dimensions of the Learning Organization Questionnaire (the DLOQ): A Nontechnical Manual. Advances in Developing Human Resources, 15(2), 1-15.

Wofford, G., Ellinger, A., Watkins, K. E. (2013). Learning on the Fly: Exploring the Informal Learning Process of Aviation Instructors. Journal of Workplace Learning, 25(2).

Wraga, W. G. (2012). Beyond measurement: Context, caution, and the integrity of teachers’ work. Curriculum and Teaching Dialogue, 14(2), 13-20.

Wraga, W. G. (2012). Charter schools are no better than public schools. In Zott, L. M. (Ed.) School funding (pp. 137-141).

(Opposing Viewpoints Series) Farmington Hills, MI: Greenhaven Press.

Zepeda, S.J. (2012). Informal classroom observations on the go: Feedback, discussion, and reflection (3rd ed.). Larchmont, NY: Eye on Education. 189 pp.

Zepeda, S.J. (2012). Instructional supervision: Applying tools and concepts (3rd ed.). Larchmont, NY: Eye on Education. 380 pp.

Zepeda, S.J., Bengtson, E., & Parylo, O. (2012). Examining the planning and management of principal succession. Journal of Educational Administration, 50(2), 136-158. doi:10.1108/09578231211210512

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Graduate Student Corner Scholarship, Conferences, and other  Lauren Moret, Ph.D. Candidate in EDAP ~named to the 2013 Who's Who Among Students in American Universities and Colleges. Criteria considered are: GPA; Participation and leadership within school organization and extracurricular activities; Community involvement; and, Future leadership ability and potential.  Dr. Kathleen deMarrais and Lauren Moret will present at the 9th International Congress of Qualitative Inquiry on “The Word Theory is Kind of Scary for Me”: Student Narratives of Coming Theoretically Home for Dissertation Research.  Jennifer Purcell, Ed.D. Candidate in Adult Education~ selected as a 2012-2014 Board Member, International Association for Research on Service-Learning and Community Engagement & Chair, Graduate Student Network and received the organization’s doctoral scholarship award in Fall 2012.

Purcell, Lisa Brown, and Jia Liang and Dr. Lorilee Sandmann presented sessions while Kristi Farner and Katherine Adams displayed poster presentations at IARSLCE.  Lisa R. Brown, Ph.D. student in Adult Education & Jennifer Purcell ~ selected for participation as Emergent Engagement Scholars during the annual National Organization Scholarship Conference held at the University of Alabama, both also displayed poster presentations at NOSC, Fall 2012.  UGALLA (University of Georgia Lifelong Learning Association) hosted the 2013 Adult Education Research Symposium Adult Education, Learning and Organization Development, The University of Georgia, River’s Crossing, March 23, 2013, 9:00 am – 3:00 pm.  LEAP students attending and presenting at the 2013 Academy of Human Resource Development Conference of the Americas in Washington, D. C. were Rubina Malik, Emma Flack, Grace LeeZimmerman, Boyun Suh, Lauren Griffeth, Joe Dawsey, Todd Stephenson, Hanna Moon. 

Nan Fowler and Tennille Lasker-Scotter, Ph. D. Students in Adult Education were selected as 2013 The Irene and Curtis Ulmer Scholarship recipients.



Jude Preissle and Yuri Han (Adult Education, 2012) have a chapter together: Preissle, J., & Han, Y. (2012). Feminist research ethics. S. N. Hesse-Biber, (Ed.), The handbook of feminist research: Theory and praxis (pp. 583-605), 2nd ed. Thousand Oaks, CA: SAGE.

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 Lisa Brown, Ph.D. student in Adult Education ~ selected for the 2013 Graduate Field Research Award from the UGA Latin American and Caribbean Studies Institute (LACSI). She was also invited to be a Visiting Scholar, at the Universidad Católica del Maule - Talca, Chile, South American fall 2013 semester.  LEAP students Tennille Lasker-Scott, Lisa Baumgartner, Edward Joaquin, Mitsunori Misawa, Jihyun Kim, and Sujin Son (pictured below) attended the 2012 AAACE conference in Las Vegas, Nevada last fall. Several of the graduate students also co-presented in current session with faculty members Talmadge Guy and Tom Valentine  LEAP students attending and presenting at the 2013 Academy of Human Resource Development Conference of the Americas in Washington, D. C. were Rubina Malik, Emma Flack, Grace LeeZimmerman, Boyun Suh, Lauren Griffeth, Joe Dawsey, Todd Stephenson, Hanna Moon.

Six students from the first Ed.D. cohort of students in the Gwinnett-based program in Adult Education and Human Resource and Organization Development Leadership will graduate this May. This action researchbased doctoral program began in 2010 and grew out of faculty conversations about the Carnegie Initiative on the Doctorate. Our second cohort began May, 2012. Our third cohort is planned for May, 2014.

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New LEAP staff members

Holly Ivy

Diana Lofton

LaFarrah Smith

Degree Program Assistant

Accountant

Office Manager

Holly is a Georgia native and a UGA graduate. Before working at UGA, she spent 12 years in the Automotive Industry which included teaching Automotive Technology at Oconee High School. She has been employed with UGA for 2 years and was working in the College of Engineering before coming to LEAP. “I enjoy gardening and working outside. I am glad to be here!”

Prior to joining LEAP, Diana had been working in the department of Educational Psychology and Instructional Technology as their Office Manager and Accountant for 4-years. Raised in York, PA, she moved to South Florida in 1987. After working as an administrator in Collections and having what she describes as “much fun in the sun”, in 2008, she and her family moved to Hoschton, Georgia, “to plant new roots and raise our daughter.”

LaFarrah has worked in several departments on campus including the Graduate School, the Department of Psychology, and prior to coming to LEAP, the School of Music.

In sharing a bit about herself she said, “I love seafood and would like to try as many different kinds as possible excluding octopus and squid!”

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Spring 2013 • LEAP Forward

Our Alumni Alumni News Dr. Andrea Ellinger, Professor at the University of Texas at Tyler was selected as the 2012 Academy of Human Resource Development Scholar of the Year.

Dr. Rebecca Sta Maria, is Secretary-General, Ministry of Trade and Industrial Relations, Malaysia

EDITORIAL STAFF

Please send us Your news!

The University of Georgia – College of Education Department of Lifelong Education, Administration & Policy 406 River’s Crossing – Athens, GA 30602

Email: leapnews@uga.edu Dr. Karen E. Watkins Editor

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ASSISTANT EDITORS Dr. Kathleen deMarrais Dr. Khalil Dirani Dr. Melissa Freeman Dr. Janette Hill

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LEAP Forward • Spring 2013