Category Archives: Educational Leadership (LEED)

News from the Educational Leadership Department

Dr. Rhea Miles and Dr. Scott Rawls awarded National Institute of Health Grant

Dr. Rhea Miles, Associate Professor -Science Education, Department of Mathematics, Science and Instructional Technology Education and Dr. Scott Rawls, ECU Alumnus and Associate Professor of Pharmacology in the Center for Substance Abuse Research at Temple University have been awarded a four-year, $1,012,071.00 grant entitled Planarians and the Pharmacology of Addiction: An In Vivo Model for K-12 Education.

The project engages K-12 teachers and  students together with health care professionals, pharmacists, and scientists in the study of the pharmacological effects of addictive drugs and the behavior patterns that emerge during recreational and addictive drug use, using curricula and laboratory activities designed to meet the National Science Education Standards. Congratulations Dr. Miles and Dr. Rawls.

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COE Students Initiated into Omicron Delta Kappa

Omicron Delta Kappa, the National Leadership Honor Society, was founded December 3, 1914 at Washington and Lee University in Lexington, Virginia by 15 student and faculty leaders. The founders formulated the idea that leadership of exceptional quality and versatility in college should be recognized, that representatives in all phases of college life should cooperate in worthwhile endeavors, and that outstanding students, faculty, and administrators should meet on a basis of mutual interest, understanding, and helpfulness.  OΔK was the first college honor society of a national scope to give recognition and honor for meritorious leadership and service in extracurricular activities and to encourage development of general campus citizenship. Since its founding, Omicron Delta Kappa has initiated over 300,000 members.

The Society recognizes achievement in the following five areas:

  • Scholarship
  • Athletics
  • Campus or Community Service, Social or Religious Activities and Campus Government
  • Journalism, Speech and the Mass Media
  • Creative and Performing Arts

Congrats to students from the College of Education who were initiated into this prestigious society—

James Coda is a native of Fayette City, Pennsylvania and is currently pursuing a Masters of Education in Adult Education and a graduate certificate in Hispanic Studies.  His organizational affiliations are ALMAS and he is a member of the College of Education’s Junior Advisory Board.  After finishing his studies at East Carolina, James hopes to pursue a PhD in Second/Foreign Language Acquisition.

Kimberly Nicole Herring lives in Winston-Salem, North Carolina. She is pursuing a doctoral degree in educational leadership, while holding an administrative position at Wake Forest University. She is highly engaged in her church, community, and, undergraduate and graduate alma maters, Salem College, and, Wake Forest University, serving on a diversity of boards, committees, guilds, and organizations. Kimberly is also a member of Golden Key International Honor Society, and, the Association for the Advancement of Educational Research.

Margaret Elizabeth LeGrand is a native of Belmont, North Carolina and is majoring in History Education. She has previously been a pirate tutor and is currently the secretary of Phi Sigma Pi National Honor Fraternity and a member of many honor societies.

Jennifer Moser is from Tolland, Connecticut and is a Hispanic Studies Education major.  She is the Vice President of Golden Key International Honor Society and Captain of ECU Women’s Rugby team.  She has served as a Resident Advisor for Scott Hall and works on campus as a lead tutor for the Pirate Tutoring Center.  Upon graduating East Carolina, Jen wants to be a high school teacher. Jennifer could not be with us today because she is traveling with the ECU Women’s Rugby to nationals.

Nathaniel Paul Over is a native of Fayetteville, Pennsylvania and is currently a major in the Masters of Arts and Teaching program for Health Education. His leadership positions include being a member at GCF Church and a Student Teaching Intern at Greene County Middle School. After graduating from East Carolina, Nathaniel hopes to teach Health and Physical Education

Morgan Elyse Pearce is a native of Bunn, North Carolina and is majoring in Elementary Education with a concentration in Mathematics. Her other organizational affiliations include being a part of Gamma Beta Phi, Kappa Delta Pi, the Elementary Education Club, and multiple intramural sports for all four years here at ECU. Upon graduating from East Carolina, Morgan hopes to find a job and begin her career in the classroom.

Vasti Rodriguez-Tejeda was born in the Dominican Republic and has been in a resident of the United States for twelve years with her family.  She is currently in the Masters of Arts in Teaching-Special Education. Her organization affiliations include East Carolina Abolitionists and the College of Education Dean’s Junior Advisory Board. She is also a Graduate Research Assistant in the College of Education and a volunteer in the support group for Hispanic families with children in Special Education. Upon graduating from ECU, she hopes to pursue Doctorate degree.

Amanda J. Sines is a native of Fayetteville, North Carolina. She is currently working on a Master’s in International Studies with a double concentration in Security Studies and Education Administration. She is simultaneously completing the certificate programs in Security Studies and International Teaching. Amanda is also a writing consultant here on ECU’s campus. Upon graduating from East Carolina, Amanda hopes to complete an internship with the Department of State

Lauren Renee Stefan is currently pursuing her Master’s in International Studies with a concentration in International Higher Education Administration. She is a graduate assistant at the Office of International Affairs, a consultant at the University Writing Center, and is the Vice President of the Graduate Student Association for International Studies. She is also a member of the Women’s Club Lacrosse team.

Kimberly Ann Sugg is a native of Middletown, New York and graduated from high school at Hoffman Estates High School in Hoffman Estates Illinois.  She is majoring in Middle School Education with a concentration in Math and Science, through the State Employee Credit Union Partnership East Program.  She is also a consisting member of Phi Kappa Phi and Kappa Delta Pi.  She is married and a mom of three children.  She coaches soccer and softball and is a foster fur-parent with Southern Bell Pit Bull Rescue. Upon graduating she hopes to work in the Greene County Public School System.

Julie Kennedy Whetzel is a Virginia native and currently resides in Eastern North Carolina. Julie is currently pursuing Curriculum Instructional Specialist licensure with the Department of Educational Leadership at East Carolina. She is currently employed as an Exceptional Children Program Specialist with Franklin County Schools, where she helps special education teachers better meet the needs of their students.

Lorin Nichole Wicker was born in Orangeburg, SC, but grew up in Rocky Mount, NC. Her major is Elementary Education with a concentration in literature. She has previously been a Leader at the Boys & Girls Clubs of Pitt County. She is affiliated with the Elementary Education club on campus. Upon graduating from East Carolina University, Lorin hopes to join a group of this states’ most prized professionals, educators!

Justin Waters hails from Pinetown, North Carolina, and transferred to ECU, then graduated in 2009 with a Bachelors of Science in Physical Education. Receiving an offer to become the graduate assistantship for Club Sports in the Campus Recreation and Wellness department, Justin accepted the offer and graduated in 2011 from East Carolina University with a Master’s of Education. After graduation he became the Club Sport Coordinator at NC State University before returning to his alma mater in July 2012.

Melvin Everett Lee III is a native of Knightdale, North Carolina and is currently the student ambassador for the East Carolina Political Science Department; where he works to inform prospective students about the advantages in majoring in the Liberal Arts Divisions. He is a five-time Dean’s list recipient and is now considering his options for fall admissions to various law schools around the state. Melvin is an important member of the COE Dean’s office as a student assistant and continues his service as a mentor for Project with Project LINC.

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?

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.

Service-Learning Component to MSA Degree Recognized

The master of school administration degree (MSA) in the College of Education prepares individuals to become school leaders. The MSA degree includes a significant service-learning component that requires students to complete six student service learning projects (SLP) in schools.

Megan Newman, a Principal Fellow student, is conducting ongoing training sessions with beginning teachers at Wintergreen Primary School and Wintergreen Intermediate School in Greenville, N.C., as part of her SLP. Through this project, Newman aspires to improve teaching and learning in the participants’ classrooms and provide the opportunity for these novice teachers to network with other teachers in various grade levels and subjects. The sessions are held once a month after school and the teachers are then observed in a non-evaluative format to receive feedback on the new teaching strategies that they are using in their classrooms. The teachers participating in this SLP with Megan Newman shared that the ongoing professional development has helped them become better teachers thanks to the collaboration among the group and the sharing of ideas.

Like this SLP, MSA students are helping schools as they learn how to become principals. Seventy students entered the program the same time as Megan and by the time these 70 students graduate in May 2015, eastern North Carolina schools will have benefited from 420 different projects.

Second Century Campaign

The College of Education, in partnership with East Carolina University, launched the largest campaign in its history– the COE Second Century Campaign.  The College of Education set campaign priorities specific to our projected needs for improved 21st century education.  Our priorities are identified by the following four categories:

  • Scholarships and Student Support
  • Endowed Professorships
  • Faculty Research, Outreach and Professional Development
  • Strategic Initiatives to Support Programs

Your gift will enable the College of Education to offer cutting edge technology, top notch educational programs and support to students to enhance their education.  Gifts will enhance instruction, provide students with diverse, real-world experiences for their prospective careers, and enable the College of Education to attract the strongest candidates possible for our programs.

The College of Education also houses six departments and the Office of Teacher Education.  Each of these departments identified their top priorities based on the categories set by the College.  Please click on the links below to view more specific needs listed by department.

The Department of Business and Information Technologies Education
Department of Counselor and Adult Education
Department of Curriculum and Instruction
Department of Educational Leadership
Department of Library Science
Department of Mathematics, Science and Instructional Technology Education
Office of Teacher Education

ECU Educators’ Text Chosen for Superintendent Program

A book co-authored by two East Carolina University education professors has been selected as general leadership text for a UNC program designed to prepare experienced principals for superintendency.

The UNC Center for School Leadership will use “Leading with Emotion” (Scarecrow Press, 2002), co-written by James O. McDowelle and Kermit G. Buckner, in its Leadership Program for Future Superintendents sessions of the Principals’ Executive Program (PEP) in June.

“Of all the arenas in which leaders function, the education environment is one of the most highly emotional,” according to Buckner, who has been a professor in ECU’s College of Education since 1998.

“The effects of dealing with students, parents, employees, school board members, and the general public on a daily basis are considerable. Yet it is a key element that has not just been ignored, but literally banned,” Buckner said.

Emotional intelligence balances out the exclusively rational theories upon which educational leadership has been previously grounded, stated McDowelle, who served as a professor in the College of Education from 1993-2001 before heading to Drexel University in Philadelphia. McDowelle returned to ECU in 2003.

One of the first to incorporate the role of the emotions and emotional intelligence into the study of educational leadership, the book “gives you another view of human nature,” McDowelle said.

“This broadened, holistic view of how to manage your emotions helps you focus and streamline thinking. And if you manage them correctly, you can manage yourself and others more effectively.”

McDowelle adds that besides medicine, schools are the most people-intensive institutions.

The text uses case studies and current events to highlight research in the area of emotional intelligence as it relates to the school environment and offers strategies on how to better work with various constituents.

In addition to the PEP program, the text is also being used by Neumann and Drexel Universities for professional development programs with Philadelphia school administrators.

More information about the book is at http://www.scarecroweducation.com.

CONTACT: James O. McDowelle, (252) 328-1096 or mcdowellej@mail.ecu.edu.

National Science Foundation Team Evaluates NC-PIMS Grant at ECU

Greenville, NC – The National Science Foundation (NSF) Team is visiting East Carolina University this week to evaluate the management of the North Carolina Partnership for Improving Mathematics and Science (NC-PIMS) Grant.  They arrived on campus Wednesday, June, 15th and will be in Greenville through Friday, June, 17th.  The NSF team began their visit by listening to a presentation from the grant management team.  Members of ECU’s higher education community including Marilyn Sheerer, dean for ECU’s College of Education; Molly Broad, President of the UNC System; and district superintendents were also present. Wednesday afternoon, faculty at other sites involved with the project met with the NSF team via video-conference.

The NSF team is meeting again on Thursday, June, 16th at J.H.  Rose High  School to observe NC-PIMS Lead Teacher classes. They will meet lead teachers, facilitators and other district members of the project afterwards. Feature presentations will be given by the math team and grant operators Thursday afternoon.

The NC-PIMS grant was established to increase mathematics achievement while decreasing achievement gaps in Eastern North Carolina school districts.  NC-PIMS does this through school leadership, professional teacher development, student encouragement and parental involvement.  A partnership among several institutions was formed to accomplish these goals.  They include: The University of North Carolina General Administration, NC Department of Public Instruction, NC Mathematics and Science Education Network, East Carolina University, Fayetteville State University, UNC Pembroke, UNC Wilmington and the NC Community College System.

NC-PIMS brings schools, universities and community leaders together to form leadership teams.  These teams are in partner districts as well three Regional Leadership Teams in 17 counties across Eastern North Carolina.  The teams work together to align resources that will support student achievement in mathematics.

NC-PIMS provides professional development to teachers through structured workshops and courses.  University faculty design and teach graduate-level classes. Teachers selected from various districts are designated as “Lead Teachers”.  The Lead Teachers receive training for workshops they will teach to teacher-colleagues in their home schools.  The workshops are designed by facilitators with NC-PIMS to aid teachers with tools to increase student achievement.  The facilitators continue to support Lead Teachers throughout the school year and summer.

The NC-PIMS partnership also focuses on parent involvement.   In addition to teacher training, the grant also provides workshops for parents to learn how to engage their students in mathematics at home.

For more information, contact Dr. Ron Preston, Mathematics and Science Education Chair, at 252-328-9353 or Jessica W. Davenport, Director of Communications, College of Education at 252-328-2179.