Author Archives: Christine Wilson

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2015 College of Education Faculty and Student Research Showcase

The COE Research Committee is proud to announce the 2015 College of Education Faculty and Student Research Showcase.  Please plan to attend and participate in this event on Wednesday, March 25 from 4:00-6:00PM in Mendenhall 244.

Date:  Wednesday, March 25, 2015
Time:  4:00 PM – 6:00 PM
Location:  Mendenhall room 244

Presenters and Research Studies:

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

  • Dr. Benjamin Blaisdell (SEFR), Schools as Racial Spaces: Understanding and Resisting Structural Racism

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

  • Dr. Abbie Brown (MSITE), 3D Printing in Instructional Settings: Identifying A Curricular Hierarchy of Activities
  • Drs. Christina Tschida, Judy Smith, & Liz Fogarty (ELMID), “It Just Works Better”: Introducing the 2:1 Model of Co-Teaching in Teacher Preparation

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

  • Kristin Justice (ELEM), Thinking Maps and Latin Instruction
  • Kathy Robertson (ELEM), Tutoring to Improve Language and Grammar Skills
  • Kathryn V. Cayco (ELEM), Explicit Instruction vs. Student led Learning Experiences
  • Ashley Lynn (ELEM), Literature Based Instruction vs. Phonics in Isolation
  • Audrey Dexter (ELEM), The Effects of Music in the Elementary Classroom
  • Melinda Harrell (ELEM), Math Notebooks: Should They be Structured for 6th Grade?
  • Kelsey Shue (ELEM), Determining If the Use of Technology Has a Positive Effect on Math Fact Fluency and Automaticity
  • Kelly Hylton (ELEM), Project Based Learning: Does it Make Science Education Better?
  • Lisa Howell Langley (ELEM), Multiplication Fact Fluency:  Traditional Instructional Practices versus iPad/Web Based Applications
  • Catherine Bademian (ELEM), The Effects of Background Music on Student Work
  • Lauren Griffin (ELEM), Best Small Group Reading Instruction Method for Upper Elementary: Guided Reading or Literature Circles?
  • Jessica Stroud (ELEM), Will K-2 Students Produce Higher Scores on their DIBELS Reading Assessment if Tested in the Morning versus in the Afternoon?
  • Samantha Dinner (ELEM), Stability Balls in the Classroom- Does Usage Increase Student Achievement?
  • Blythe McGowan (ELEM), Reading Comprehension Strategies
  • Tracy Lynn McIntyre (ELEM), Singapore Math: The Modeling of Word Problems
  • Heather Marshall (ELEM), Does Integrating the Arts, Specifically Music, into the Math Class, Increase Student Performance?
  • Jennifer Burleson (ELEM), The Effectiveness of Technology on Reading in the Classroom

For more information, contact the COE Research Committee:

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Epsilon Sigma Alpha

ESA Scholarships Available for Special Education Majors

The North Carolina Council of Epsilon Sigma Alpha Scholarship Board will continue to offer their Scholarship for students and teachers who are pursuing a degree or certification in Special Education in 2015.

The scholarship has been available since 1956 and is targeted to individuals training for work with exceptional children and has ranged from $500 to $2,500 per year. Current North Carolina teachers seeking additional training are also eligible. Applications must be post marked by April 1, 2015 and awards will be made by May 2, 2015.

Applicants should note the agreement to teacher in the North Carolina Public School System for a minimum of 1 year. Copies of both applications are available for downloading on the North Carolina Council of Epsilon Sigma Alpha website.

Allie Smith

ELMID Student, Allie Smith, to Present Honors Thesis

One of the middle grades math and science students, Allie Smith, will be presenting her honors thesis Incorporating Reading and Writing in the Middle Grades Math Classroom at the Honors College Research Poster Showcase and Reception on March 24 from 6:30 to 8:30 in the Mendenhall Student Center. She will also be presenting for Research and Creativity Award Week on March 25 from 12:30 to 2:30 in the Mendenhall Student Center Social Room.

Allie became interested in using reading and writing in math after learning about the importance of background knowledge in learning and reading in a course taught by Dr. Jamin Carson. Allie’s research uses reading and writing as a way to understand math on a deeper level. As part of her research project she has created several lessons plans that she has classified into four different categories. She is currently completing her internship at C.M. Eppes Middle School and her mentor is Dr. Jamin Carson.

Dr. Christy Rhodes

Dr. Christy Rhodes Receives Promoting Diversity and Inclusion Mini-Grant

Drs. Christy Rhodes and Sheresa Blanchard are recipients of the “Promoting Diversity and Inclusion in the Curriculum” Mini-Grants. The selected proposals are going to tackle different aspects of diversity in the classrooms of ECU and in eastern North Carolina.

Dr. Christy Rhodes, assistant professor in the Department of Interdisciplinary Professions, submitted a proposal with Drs. Kathy Lohr and Phyllis Broughton to facilitate a workshop for eastern North Carolina’s community college faculty and staff members.

Rhodes said they came to the decision to focus on community colleges because the department’s graduate students are preparing to become instructors at the community college level and because “they (community colleges) are the entry point for so many non-traditional learners.” She added, “they are experiencing diversity much more than universities are and other higher education (institutions).”

This proposal aims to work on institution-wide diversity by hosting a workshop for faculty and staff members currently at community colleges as well as the future educators enrolled in the departments graduate programs. The workshop will cover difficult conversations in the classroom and present participants with a toolkit of information to continue the important conversation. “Three hours isn’t enough,” said Rhodes.

“We’re excited that the grant allows us to put things in the toolkit that are helpful. During our workshop, we’re going to focus on the tips in the book that focuses on the difficult conversations,” said Rhodes. The toolkit is provided at the workshop to supply participants with resources to keep close.

Both program proposals are currently in progress and working to increase the diversity in our classrooms. The next Diversity Seminar will be on April 8, 2015 and attendees will be eligible for the two mini-grants to be awarded.

This article is an excerpt from the March 2015 Discovering Equity and Diversity newsletter.

Dr. Christopher J. Rivera

Publications/Presentations by Dr. Rivera of the Department of Special Education, Foundations, and Research

Dr. Christopher J. Rivera, of the Department of Special Education, Foundations, and Research (SEFR), has had three journal publications and three paper/poster presentations this academic year:

Publications

Hicks, S. C., Rivera, C. J., & Patterson, D. R. (Accepted). Simple steps for teaching prepositions to students with autism and developmental disability. Intervention in School and Clinic.

Ahlgrim-Delzell, L., & Rivera, C. J. (Accepted). Changing the course of literacy instruction: Examining literacy lessons for students with severe intellectual disabilities. Exceptionality, A Special Education Journal.

Rivera, C. J., Mason, L. L., Moser, J., & Ahlgrim-Delzell, L. (2014). The effects of an iPad multimedia shared story intervention on vocabulary acquisition for an English language learner. Journal of Special Education Technology, 29, 31-48.

Presentations

Rivera, C. J. (February, 2015). A single case study: Using a multi-component simultaneous prompting intervention to teach vocabulary to young students with intellectual disability. American Association of Behavioral and Social Sciences. Las Vegas, NA.

Kelley, K. R., Jimenez, B., Pavlu, L. L., Rivera, C. J., & Root, J. (January, 2015). How I can make a difference for individuals with disabilities in NC. North Carolina CEC: Pinehurst, NC.

Rivera, C. J., Weiss, S., & Ferrell, G. (January, 2015). Learning science vocabulary through multimedia shared stories. North Carolina CEC: Pinehurst, NC.

Rubric

Week 8 – Blackboard Rubrics – 3/2/15

As educators, particularly as educators teaching future educators, we understand the value of feedback when grading assignments. In fact, perhaps there is even more value in the feedback than in the actual grading. This is why so much time is spent meticulously going through a submitted paper marking and putting comments in the margins, all to help the student better understand where he/she went off the mark. Students certainly appreciate the extra time that is taken and learn from this information, but wouldn’t it be nice if Blackboard could give us a little help with this? Perhaps by showing the students what criteria an assignment will be graded based on and then allowing us to use those criteria to grade the assignment and add comments and deduct points directly based on those criteria? Well, we are all in luck, because it does!

Blackboard has provided a Rubric tool that allows the instructor to create rubric for any gradable item in Blackboard that they can choose to let the student see before an item is submitted, and then once submitted, the instructor can just check the boxes as to the level of competency for each category and add comments as necessary that the student can review. Pretty nice. The rubrics can be used in conjunction with the new inline grading system that allows the instructor to mark and comment on a submitted paper directly in Blackboard, again giving better feedback to the students that is easier for the instructor to give.  The following video will demonstrate how to set up rubrics in your Blackboard class:

A rubric can be used for multiple assignments in a class, but cannot be edited once it has been used. So, for example, you can set up a Discussion Board Rubric once, and then use it as a standard for all of the Discussion Boards without having to recreate it. Want to try one out without going through the trouble? Blackboard is compiling some shared Rubrics where you can download some rubrics that have been contributed by other educators and import them into your course at http://www.blackboard.com/Platforms/Learn/Products/Blackboard-Learn/Features/Sharing-Rubrics.aspx Once you get the hang of it, perhaps you may want to share one of the rubrics you have created there. To use one of the rubrics that are listed there, just download the rubric, then in your course, go to Course Tools, choose Rubrics and Import. It will then appear as one of your rubrics and you can then use it as you would any other rubric.

If you haven’t used Blackboard Rubrics before, I encourage you to take at least one of your assignments this semester and try it out. If you need help setting it up, I’m happy to help answer any questions, but in the long run, I think you will find it will help save you a lot of time, and your students will benefit much more from the assignments that use them.

Throughout the semester, the OAA-Instructional Technology Team will be offering Professional Development opportunities. For more information on these opportunities, please visit the COE Professional Development website. To register for any professional development sessions, please use Cornerstone.

COE ECU Excels

College of Education Students Honored for Academic Excellence

On February 20, 2015, fifty-two East Carolina University freshmen and full time transfer students with an intended Teacher Education major were honored during the College of Education ECU EXCELS event. This event was a part of the annual ECU EXCELS program that recognizes students who are first time, full-time freshman or transfer students who earned a 3.0 GPA or higher during the fall semester.

There were a total of one hundred and sixty-three guests were in attendance which included both honored students and their guests. Dr. Vivian Martin Covington, Executive Director of Teacher Education, brought words of recognition to the award recipients. Students received a Certificate of Academic Achievement, had an opportunity to interact with College of Education faculty, and were served light refreshments at the event.

The College of Education is delighted to congratulate the following students who attended the ceremony:

  • Ashley Algard
  • Cody Allen
  • Tionne Allen
  • Sarah Ayer
  • Jennifer Barkus
  • Christina Bianco
  • Sarah Bonin
  • Brooke Hill
  • Ryanne Hilliard
  • Bridget Boone
  • Caroline Bousman
  • Jacob Bowlus
  • Kelly Brady
  • Sawyer Brown
  • Meredith Campbell
  • Brittney Carter
  • Caitlyn Carter
  • Maurice Carter
  • Alecia Castellano
  • Alexis Corso
  • Melissa Creekmore
  • Airelle De Leon
  • Rachel Deans
  • Morgan Gerdes
  • Caitlyn Hannah
  • Christa Harris
  • Lauren Heath
  • Kathleen Henderson
  • Lillian Howie
  • Sarah Jackson
  • Cierra Jacoby
  • Michelle Kellett
  • Carly Levey
  • Amanda Lewis
  • Margaret Lombardo
  • Alexandra Marinello
  • Alyssa Mason
  • Kista May
  • Aaliyah McMillian
  • Erin Mullen
  • Kiana Owens
  • Megan Pickering
  • Alicia Ramos
  • Casey Shevlin
  • Emily Smith
  • Mariem Souissi
  • Kaylee Thomas
  • Samaria Trimble
  • Cherelle Vann
  • Jannie Walker
  • Reba Warren
  • Stephanie Whitehurst

Pictures from the event are available at online on the COE Excels Photo Album. Any questions regarding the ECU Excels event for the College of Education should contact Dr. Amy Shannon, Lead Coordinator of Academic Advising, at 252-328-0067 or shannona@ecu.edu.

asynchronous

Week 7 – Collaboration in Blackboard – 2/23/15

This week’s blog is a continuation of the discussion last week on collaboration tools. As discussed previously, it can be difficult to build the same kind of community in an online class as typically occurs naturally in a traditional, seated course. The collaboration tools that are either provided in Blackboard or are available by third parties, can help provide the tools necessary to make this community easier to build.

Last week, we discussed some synchronous tools that are available to faculty to use. As a reminder, synchronous tools, are tools that require everyone to be online at the same time. There will be an online follow-up professional development session coming soon for faculty to learn more about Saba Meeting. Please keep an eye on the COE PD page for details. Now, without further adieu, asynchronous tools!

Asynchronous Tools

Asynchronous tools are tools that do not require collaborators to be online at the same time. This blog could represent an asynchronous activity if you, the readers, decided to later participate by commenting below and contributing to the article. In fact there is a Blog tool in Blackboard, but its purpose is a bit different. One thing to note before starting is all of the asynchronous tools that will be mentioned here are native to Blackboard and can be set as gradable items. Each can also be set to grade with a Blackboard rubric (discussed in Week 8).

Blog - Essentially a blog is a shared online diary for use in a class. It can be used by an instructor to let students know what was or will be done in class to save the instructor from answering individual questions repeatedly. It can open up online discussions about related topics or a place to provide evidence of class participation. It is organized strictly by date. Blogs can be set up for each individual student or by course. Blogs are much less formal than discussion boards, which will be discussed later.

Discussion Board – Even a Blackboard newbie has probably heard of the discussion board. It is the most commonly used method of communicating in an online course. Essentially the instructor creates a discussion topic and the students then respond and discuss the topic. They are organized hierarchically with forums, threads, and replies. Discussion boards are easily collapsed, expanded and searched. Users can subscribe to a forum or thread to receive an email each time someone contributes to it. One of the newer features is students can be required to participate before they are able to see other student entries.

Journal – A journal does a bit less to build communication with the class, but potentially more with the instructor, as it provides a personal writing space for self-reflection and private communication with the instructor. It can be used to reflect on personal growth, assignments, personal experiences, etc. Be advised that if you choose “Permit Course Users to View Journal” in the settings all class participants will be able to see each others journals, removing the privacy feature, essentially creating a non-commentable blog.

Wiki – A wiki is a collaborative space where students can view, contribute and edit content. It can be used if students are collaborating on a paper, study guide, etc. The biggest difference between a wiki and any of the other tools is that everyone essentially works in the same space. What this means is there is one text box and each student can contribute, but the particular contribution of one student over another is not necessarily identified, besides look at the history.  Multiple pages can be created to make essentially a website for a project.

So that pretty much does it for the collaboration tools within Blackboard that are designed to potentially work with the entire class or groups. In addition to these tools, you can also divide your class up into groups and then assign group projects. When groups are created, there is another world that opens up for students in Blackboard that provides a place for Group assignments, file exchange, discussions, tasks, and more.

In addition to the tools we’ve looked at this week and last there are lots of third party tools that are also available that may meet your needs, and new ones become available every day. In face Google provides a wide range of free tools that are certainly worth looking into.

Once you start looking at the possibilities, you’ll find there really are ways to do the things you’ve been doing in your traditional classes all these years. It might take a bit of time and training to master it, as it has in your classroom, but once you do, you and your students will be quite satisfied with the results.

Throughout the semester, the OAA-Instructional Technology Team will be offering Professional Development opportunities. For more information on these opportunities, please visit the COE Professional Development website. To register for any professional development sessions, please use Cornerstone.

Michael W. Klein, J.D., Ph.D.

CEO of the NJ Association of State Colleges & Universities to Speak to Students

On March 25th, the College of Education and Department of Educational Leadership will host Michael W. Klein, J.D., Ph.D., CEO of the New Jersey Association of State Colleges and Universities (NJASCU). The purpose of NJASCU  is to represent all state colleges of New Jersey outside of Rutgers before the NJ legislature and Governor Chris Christie.

Dr. Klein will visit courses in higher education law and finance this term. Faculty administrators and students are invited to participate in a roundtable discussion noon at Chili’s. Proposed topics of discussion include President Obama’s proposed ratings plan and free community-college proposal, performance-based funding, and policies regarding veterans and undocumented students.

Dr. Klein has published articles on intellectual property ownership, college finance, collective bargaining, and the First Amendment.  His articles have appeared in the Journal of College and University Law, the Journal of Law & Education, the Journal of Collective Bargaining in the Academy, the Education Law and Policy Forum, On the Horizon, and the Hastings Constitutional Law Quarterly.  He co-authored a chapter on New Jersey’s higher education system in Richardson, R.C., Jr. & Martinez, M., (Eds.), Policy and Performance in American Higher Education:  An Examination of Cases Across State Systems (2009).  Dr. Klein’s op-ed pieces have appeared in the New York Times, Newsweek, the Philadelphia Inquirer, the American Bar Association Journal, and Inside Higher Education.

Dr. Klein has made presentations at the International Conference of the Organization for Economic Cooperation and Development (OECD)/Institutional Management in Higher Education, the American Education Research Association, the Association for the Study of Higher Education, and the Annual Conference on Distance Teaching & Learning at the University of Wisconsin.

Dr. Klein was a 2003 fellow of the Higher Education Law Roundtable at the Institute for Higher Education Law & Governance, University of Houston Law Center, and a 2010-2011 Associate of the National Center for Public Policy and Higher Education.  He was a fellow of Leadership New Jersey in 2002.  Dr. Klein is a member of the Policies and Purposes Committee and the Council of State Representatives for the American Association of State Colleges and Universities (AASCU).  Dr. Klein formerly served on the national Higher Education Government Relations Task Force.

Dr. Klein received a BA in history cum laude from Princeton University, and a JD from Boston College Law School.  He received his PhD in Higher Education and Postsecondary Education at New York University.

Dr. Robin Hamilton

LEED Alumna and Current Principal has Article Published

2014 LEED Graduate Dr. Robin Hamilton had an article published on February 16, 2015 in ASCD Express entitled, “Transformative Kindergarten Transition Practices.” The article discusses the impact the transition into kindergarten can make on their future academic and social success. It also discusses different transition practices that are currently used.

Dr. Hamilton is currently the principal at Parsley Elementary School in Wilmington, NC, where some of the practices are being used. In 2014, Dr. Hamilton was the recipient of LEED’s 2014 Glatthorn Distinguished Dissertation award.