Monthly Archives: March 2014

Gamma Chapter Celebrates Pi Day!!

pi dayOn Tuesday, March 18, 2014, Dr. Ron Preston met with the Gamma Student Chapter, Mathematics Education Club to celebrate Pi Day (officially 3-14 each year). He shared history and humor related to pi. Attendees also participated in several pi related mathematical tasks appropriate for middle and high school mathematics. Everyone left for the evening with expanded knowledge of pi, as well as resources for their future classrooms. Next year Pi day falls on a Saturday, so be sure to celebrate on 3-14-15 at precisely 9:26 am and 53 seconds (pi = 3.141592653….)!!

The next Gamma Chapter meeting will be Tuesday, April 1, 2014. Our guest speaker, Ashley Grant, will share how to use paper folding to construct regular polygons. Please join us and bring a friend!

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2014 College of Education Faculty and Student Research Showcase

On April 2nd, the Faculty and Students of the College of Education had the opportunity to showcase the research they have been working on. Below is a listing of the presentations that were available at the Showcase.

Presenters and Research Studies

Faculty invited paper presentation (4:15-5:00):

  • Dr. Kaye Dotson & Dr. Hui Bian: Supervision on Site:  A Critical Factor in the Online Facilitated Internship

Faculty invited round table presentation (5:00-5:45):

  • Dr. Martin Reardon: Crumbling Barriers: A Comparative Study of International Teachers’ Experience of Educational Leadership in the United States and Their Home Countries

Graduate student poster presentations (5:00-5:45):

  • Casie Cannady: Achieving Math Fact Fluency
  • Emily CogginsInvestigating the Effects of Color-Coded Instructional Materials on Student Retention of Mathematical Concepts
  • Gena Covington: The Effects of Reading Logs on Accelerated Test Scores
  • Lauren Fagan: Finding Control and Freedom through the Use of Voodoo in New Orleans 1860-1880
  • Chelsea Green: Oral Reading Fluency: WhisperPhones ™
  • Devon Hall: The Impact of Unemployment on Higher Education Enrollment during Challenging Economic Times
  • Elizabeth Baker, Kimberly Herring, Nichole Lewis, & Page Midyette: Female Persistence in STEM Degree Completion at Southeastern Atlantic Women’s Colleges
  • Jennifer Marks: Effects of Fluency Intervention on Reading Comprehension
  • Kara Snyder: The Influence of Mathematical Tools on Student Learning
  • Katie Langston: The Effect of Daily Five/Café on Second Grade Reading Skills
  • Susan McCollam: The Effect of Interactive Writing on Phonological Awareness and Writing Development
  • Buffy Moore: Increasing Legible Handwriting in Kindergarten
  • Debra Pagona: Blogging to Impact Written Comprehension in First Grade
  • Marvin Smith: Will 6th grade math students who use computer games score higher on an assessment than students who do not?
  • Kathryn Suddreth: Will traditional teacher-assigned spelling homework produce a higher rate of word mastery vs. non-traditional student-chosen spelling homework?
  • Stephanie Woolard: Examining the Impact of Semantic Mapping and Multiple Exposures on Fifth Grade Students’ Science Vocabulary Achievement
  • Winston Wray: How Does Varied Multiplication Fact Instruction Impact Fact Recall?

Dr. Abbie Brown earns 2014 Award for Teaching Excellence

Local Media Coverage
WITN: ECU Professor Wins Top Teaching Honor
ECU News Services: Top Honors: Brown receives prestigious teaching award

Official News Release:

CHAPEL HILL — The Board of Governors of the 17-campus University North Carolina has selected some of the University’s most outstanding faculty to receive its 2014 Awards for Excellence in Teaching.  The 17 recipients, representing an array of academic disciplines, were nominated by special committees on their home campuses and selected by the Board of Governors Committee on Personnel and Tenure.

Each award winner will receive a commemorative bronze medallion and a $12,500 cash prize.  All awards will be presented by a Board of Governors member during each campus’ spring graduation ceremonies.

Abbie Brown

Dr. Abbie Brown, professor of instructional technology in the College of Education at ECU, receives highest teaching award from the UNC Board of Governors.

Winners include Professor Timothy J. Huelsman, Department of Psychology, Appalachian State University; Dr. Abbie Brown, Department of Mathematics, Science, and Instructional Technology Education, East Carolina University; Associate Professor Eyualem B. Abebe, Department of Natural Science, Elizabeth City State University; Associate Professor Lori A. Guevara, Department of Criminal Justice, Fayetteville State University; Associate Professor Angela K. Miles, Department of Management, School of Business and Economics, NC Agricultural and Technical State University; and Associate Professor Jim C. Harper, II, Department of History, NC Central University.

Dr. Brown is professor of instructional technology in the Department of Mathematics, Science and Instructional Technology Education in the College of Education at East Carolina University. He is a nationally recognized, widely published expert in instructional design, media production, and teaching with technology. During his eight years at East Carolina, Dr. Brown has been a leader in the development of an online graduate program; he has also mentored faculty across the University in their development of online instruction.

Dr. Brown believes that online instruction can be as rich if not richer than face-to-face instruction.  He says, “With forethought, careful planning, and creative use of innovative technologies, one can develop learning environments that empower students by helping them gain mastery of content, as well as providing [them]a rich, satisfying social experience and access to a larger world.”   He models the very best instruction to the teachers and technology professionals in his classes, developing their content knowledge, skills, and confidence to be lifelong learners.  He structures his student-centered classes so he becomes the “guide on the side” rather than the “sage on the stage.”

Dr. Brown, says his dean, brings a “powerful blend of innovation, dedication, and passion to his teaching. He has distinguished himself as one of our most effective teachers and scholars.  He is professional, talented, and dedicated.  His passion and creative approach encourage his students to embrace both new technologies and design excellence.  His commitment to his discipline is also evidenced by his substantial publishing record.”

Dr. Brown believes it is his obligation to “model best teaching practices,” and his students praise his courses as interactive, engaging and reflective.  “[He] is an enthusiastic and well-organized instructor . . . [who] gives excellent and fast feedback and shows a genuine concern for each of his students.  He values and encourages student input, and his love for teaching shows.”

Students respond to the sense of community Dr. Brown creates.  One said, “Distance learning can be a very isolating experience but Dr. Brown requires students to engage with each other throughout the course as if we were all in one room together.  This allows us not only to learn from the course materials but also to learn from each other.”  His colleagues agree with his students.  One wrote: “Dr. Brown models exemplary design, organization, instructional delivery, and interaction within the online environment.  Transforming a course traditionally taught face-to-face to Blackboard requires the instructor to do more than move existing course content to the online environment.  It requires a different mindset.  The instructor must rethink what it means to teach and learn online. Dr. Brown’s [course] provides faculty with one model of the best of online teaching and learning.”  Another colleague wrote, “He is a rare, great teacher.  He has helped steer the current culture of online teaching on our campus and in our nation.”

Dr. Brown earned the BA in Communication and Theater Arts from Temple University, the MA in Languages, Literatures, & Social Studies: Teaching of English from Columbia University, and the MS and PhD in Instructional Systems Technology from Indiana University.  His teaching experiences as an elementary and middle grades teacher provided a rich background for his preparation of teachers and technology specialists at his previous institutions and East Carolina University.

Other winners are Professor George R. Hess, Department of Forestry and Environmental Resources, NC State University; Professor Dwight B. Mullen, Department of Political Science, UNC Asheville; Professor Christian Iliadis, Department of Physics and Astronomy, UNC-Chapel Hill; Professor Kimberly Kreisler Buch, Department of Psychology, UNC Charlotte; Professor Bruce K. Kirchoff, Department of Biology, UNC Greensboro; Professor Weston F. Cook, Jr., Department of History, UNC Pembroke; Professor Patricia H. Kelley, Department of Geography and Geology, UNC Wilmington; Associate Professor Tadeu Coelho, School of Music, UNC School of the Arts; Professor Annette Debo, Department of English; Western Carolina University; Associate Professor Leslee H. Shepard, Division of Nursing, Winston-Salem State University; and Jonathan R. Bennett, Instructor of Physics, NC School of Science and Mathematics.

Award citations and photos for all 17 award recipients can be found on the University of North Carolina website.

The oldest public university in the nation, the University of North Carolina enrolls more than 222,000 Students and encompasses all 16 of North Carolina’s public institutions that grant baccalaureate degrees, as well as the NC School of Science and Mathematics, the nation’s first public residential high school for gifted students.  UNC campuses support a broad array of distinguished liberal-arts programs, two medical schools and one teaching hospital, two law schools, a veterinary school, a school of pharmacy, 11 nursing programs, 15 schools of education, three schools of engineering and a specialized school for performing artists.  The UNC Center for Public Television, with its 11-station statewide broadcast network, is also under the University umbrella.

College of Education Homecoming Festivities – October 4th

To celebrate Homecoming weekend, the College of Education would like to invite you to connect with your alma mater at our annual “Breakfast on the Porch” Saturday, October 4, 2014 at 9:00 a.m. at the Speight Building right before the Homecoming Day Parade on Fifth Street in Greenville.

Please see the list of events for Saturday, October 4 below. Additional details will be posted closer to ECU’s 2014 Homecoming weekend.

- COE alumni and friends Breakfast on the Porch on the stairs in front of Speight Building overlooking Fifth Street (complimentary breakfast and coffee)—Contact Jessica Nottingham for more details (nottinghamj@ecu.edu)

- ECU Homecoming Day Parade on Fifth Street

- MSITE Brunch in front of Flanagan Building (please see attached flyer for more information)

- East Carolina Alumni Association Tailgate

- TBA—ECU vs. Southern Methodist University Football Game

We hope to see at the COE Alumni “Breakfast on the Porch!”

East Carolina University Alumni Association

The Alumni Association celebrates Homecoming with reunions and alumni activities, an open house breakfast at the alumni center during the Homecoming parade and a tailgate before the football game.

For more information visit the Alumni Association website.

GO PIRATES!

COE Graduate Recognition Ceremony Spring 2014

COE GraduationThe College of Education Graduate Recognition Ceremony is scheduled for 12:00 p.m.on Saturday, May 10, 2014 in Williams Arena at Minges Coliseum. The faculty and staff of the College of Education are pleased to present a special Graduate Recognition Ceremony (GRC) for our graduates. The ceremony will feature individual recognition of College of Education students receiving degrees. Friends and families of the graduates are cordially invited to attend. It is not necessary for graduates or guests to RSVP for this event. Tickets are not required to attend the ceremony.

(PDF file)Important Information for graduates-to-be

For University Commencement Ceremony details and information about the Spring 2014 ECU Commencement Weekend, please visit http://www.ecu.edu/commencement.

COE Events

East Carolina University Calendar

East Carolina University Calendar

Aug 2, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 3, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 4, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 5, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 6, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 7, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 8, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 9, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 10, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


Aug 11, 2014: So You Want to Be a Principal! - Free Online Teacher-Leadership MOOC at Online

Explore
Insights to the exciting role of School Principal
Pathways for school leadership degrees and licenses
Networks with other NC teacher-leaders

Earn

1.2 CEU Upon Completion

Limited Enrollment. . . First Come, First Served!

Registration Deadline: July 24, 2014

View on site | Email this event


ECU Receives Grant for New Math Teachers in Eastern NC

With $70,000 in funding from the Z. Smith Reynolds Foundation, East Carolina University (ECU) has developed a program that trains new elementary school teachers to teach math more effectively. This cohort of new teachers hails from school districts across eastern North Carolina, many of which are experiencing some of the highest teacher turnover rates in the state. The program aims to ensure that the math performance of students who are taught by beginning teachers more closely aligns with the performance of students who are taught by veteran teachers.

New elementary teachers often find teaching math particularly challenging. ECU’s induction program helps these teachers implement the Common Core Math Standards more successfully and provides continued support for them through teacher mentors. At the same time, participants gain the added benefit of a sense of “connectedness” within their peer group of new teachers, which research shows is a major factor in teacher retention.

Catherine Schwartz

Dr. Catherine Schwartz, assistant professor of math education in the College of Education, received a grant that will support beginning math teachers in eastern North Carolina.

“Beginning teachers have a lot to manage,” says Catherine Stein Schwartz, Assistant Professor in ECU’s Department of Mathematics, Science, and Instructional Technology Education. “Giving them the time and space to focus on mathematics teaching and learning beyond the day-to-day challenges of the classroom is important in helping them focus on their practice and their students’ understanding.”

The math-focused training program supports new teachers over the course of two years. At the start of each year, the group participates in an intensive, three-day overnight training where teachers develop a year-long vision for their math instruction, while also considering the context-specific environment of their classrooms and schools.

After the initial intensive training, beginning teachers work with a master teacher mentor specifically selected for his or her expertise in mathematics instruction. Mentors work with these teachers virtually, via phone and Skype, over the course of two years, providing guidance and advice on general classroom instruction and management as well as content-specific math support. Each year, both the three-day training and the mentor coaching are individually tailored to meet the needs of each beginning teacher.

“While it is still early in the process, the program is already seeing impacts in participant teachers’ practice and confidence in teaching mathematics,” says Schwartz. “The community and networking that has developed as a result of the professional development and mentoring is encouraging.”

The project’s first year of data is expected to be available during the 2014-2015 school year.

View original story: Supporting Beginning Teachers: ECU’s work with new math teachers in Eastern NC.

ECU in the National Spotlight for edTPA

2013 National edTPA Implementation Conference.

Learn more about the implementation of edTPA at the ECU College of Education.

This national conference was held November 1-2 at the University of San Diego. Over 400 representatives from higher education participated in this event, where those new to edTPA and experienced users asked difficult questions and shared strategies and best practices with colleagues from across the country.

The videos and PowerPoint presentations below are highlights from the conference. Please share them with your colleagues and other stakeholders to help deepen their understanding of edTPA.

Preparing Teacher Candidates to be Highly Qualified through the Lens of edTPA

Minnesota State University, Mankato uses tasks from edTPA to help develop and refine the expertise of teacher candidates in its Elementary Education Program.

     


From Internship Work Sample to edTPA

Winthrop University in South Carolina is sharing lessons that have been learned by implementing edTPA in its physical education and middle level education programs.

     


What is Academic Language?

Academic language is a critical piece of edTPA that helps give teacher candidates the fundamentals they need to use academic language effectively to improve student learning.

Download this presentation or see another on Demystifying Academic Language.


Implementing edTPA in Small Programs: Big Change with a Small Team

East Carolina University is seeing results from using edTPA in its teacher preparation, where small groups are teaming up to improve candidate assessment and address content-specific challenges.


edTPA in an Inclusive Teacher Education Program

Teacher educators at Nazareth College in New York are mapping curriculum and using edTPA decisions to support the institution’s vision for inclusive teacher education.

    

Download this presentation


Now, What? Using edTPA Data to Drive Improvement

East Carolina teacher educators are using edTPA data to identify and shape changes at the program and unit levels.

    


Preparing Elementary Teacher Candidates for edTPA Prior to Student Teaching

Documenting Experiences in a Math Methods Course
Erica Kwiatkowski-Egizio from Lewis University in Illinois discusses her research on preparing teacher candidates for edTPA prior to student teaching.


Analyzing Data in Productive Ways to Inform Program Improvement

Two edTPA sites – San Diego State University and University of California, Santa Barbara – use quantitative and qualitative data to inform teacher preparation programs.

    

Download this presentation


Preparing Teacher Candidates in Wisconsin

Ron Jetty, director of PK-16 initiatives for the University of Wisconsin System, says edTPA is promising because it is an educator-led effort to prepare candidates for the rigors of teaching.

LEED: A new member of the CPED Consortium

The College of Education’s Department of Educational Leadership (LEED) was accepted as a member of the Carnegie Project on the Educational Doctorate (CPED) Consortium. CPED is a global initiative, developing an innovative Knowledge Forum of rigorous, applied research relative to impactfully improving P-20 educational opportunities. Over the past two years, the faculty in LEED have worked with members of CPED to revise the Doctor of Education program at East Carolina University by using CPED principles to ground their work.

Response from Dr. Jim McDowelle, Ed.D. program coordinator for the Department of Educational Leadership:

The Carnegie Project on the Education Doctorate (CPED) is a Consortium of colleges and schools of education, which have committed resources to work together to undertake a critical examination of the doctorate in education (Ed.D.) through dialog, experimentation, critical feedback and evaluation. East Carolina University’s  (ECU’s) invitation to join this Consortium will mean that members of ECU’s Department of Educational Leadership are committed to improving the way in which professional educators are prepared by redesigning all aspects of the Ed.D. Program including: curriculum, assessments, admissions, etc. The redesign process began with ECU’s application to join the Consortium. The application for admission to the Consortium called for a detailed description of the Department of Educational Leadership’s conception of the Ed. D in relation to the CPED’s Working Principles and Design Concepts.

After ECU’s application for admission to the CPED was reviewed by sitting members, ECU was invited to join the Consortium. Some other universities invited to join with ECU during Phase Three of the CPED were Michigan State University, University of Georgia, Texas A & M University, and The University of Aukland (New Zealand). Some sitting members of the Consortium are the University of Kentucky, University of Maryland, University of Oklahoma, University of Florida and North Carolina State University.  Members of ECU’s Department of Educational Leadership will attend the CPED’s convening in June.

Official Announcement from CPED:

CARNEGIE PROJECT ON THE EDUCATION DOCTORATE
ANNOUNCES ADDITION OF NEW MEMBERS

PITTSBURGH, PA. MARCH 24, 2014. The Executive Director of the Carnegie Project on the
Education Doctorate (CPED) is pleased to announce the addition of 33 new member institutions and four additional California State System campuses. Of this new cohort, CPED will have its first international membership with two institutions from Canadian and one from New Zealand.

“The expansion of the Consortium to a third cohort speaks to the credibility of this faculty-led effort and to our dedication to learn from diverse settings around the US and beyond its borders as a means to develop the strongest professional preparation in education,” stated Jill A. Perry, the Executive Director.

The Carnegie Project on the Education Doctorate (CPED) is an action-oriented initiative that has brought together a Consortium of colleges and schools of education that work together to institute a clear distinction between the professional practice doctorate in education (EdD) and the education research doctorate (PhD); and to improve reliability and efficacy of programs leading to the professional doctorate in education. “The aim of the Consortium is to learn together. New members understand that acceptance into the Consortium is an invitation to enter into a change process for their EdD programs”, explained Kristina A. Hesbol, CPED Membership Chair.

With the addition of this third cohort of members, the CPED Consortium will total 87 schools or colleges of education working in collaboration to redesign the EdD.

The following institutions will comprise the third cohort to join the Consortium.

Brigham Young University
East Carolina University
Fielding Graduate University
Florida A&M University
Frostburg State University
Georgia Regents University
Georgia Southern University
High Point University
Johnson & Wales University
Kennesaw State University
Loyola Marymount University
Miami University
Michigan State University
Mills College
Montana State University
Northeastern University
Northern Kentucky University
Nova Southeastern University
Regis College (MA)
Salisbury University
Seattle University
Tennessee State University
Texas A&M University
Texas A&M University – Corpus Christi
The George Washington University
University of Auckland (New Zealand)
University of Denver
University of Georgia
University of New Mexico
University of North Texas
University of Toronto (Canada)
Western Carolina University
Western University (Canada)
California State System campuses:
Bakersfield
Los Angeles
Stanislaus
San Jóse State University

About the Carnegie Project on the Education Doctorate (CPED)
The Carnegie Project on the Education Doctorate (CPED) is a Consortium of colleges and
schools of education, which have committed resources to work together to undertake a critical examination of the doctorate in education (EdD) through dialog, experimentation, critical feedback and evaluation.

The vision of the Consortium is to transform the Ed.D. (referred to as a Professional Practice
Doctorate within the Consortium) into the degree of choice for preparing the next generation of practitioner experts and school (K-12) college leaders in Education, especially those who will generate new knowledge and scholarship about educational practice (or related policies) and will have responsibility for stewarding the Education profession.

To accomplish this vision, the mission of the Carnegie Project on the Education Doctorate
(CPED) is to improve the way in which professional educators are prepared by redesigning all aspects of EdD programs including: curriculum, assessments, admissions, etc.
The CPED initiative currently has its headquarters at the School of Education at Duquesne
University in Pittsburgh, PA.