Category Archives: Faculty News

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From the TRC: NoveList Plus

It’s Thursday, and a new edition of From the TRC is published to highlight another service or resource Joyner Library’s Teaching Resources Center has to support the College of Education’s faculty and students. This week, it’s NoveList Plus.

This week’s post builds on a previous post we wrote about TeachingBooks.net. While TeachingBooks.net focuses on bringing the author to your students so students can experience how their favorite authors create and read their own works, NoveList Plus can help educators match readers with the right books to expand students’ literary world beyond the familiar.

NoveList_PlusNoveList Plus bills itself as a comprehensive online readers’ advisory (RA) tool used to search hundreds of thousands of popular fiction and nonfiction titles, which includes categories such as author read-alikes, book lists, and book discussion guides. It includes genre outlines and online training materials for librarians to familiarize staff with appeal factors, the RA interview, and other aspects of readers’ advisory.

Sounds like a resource for school librarians, right? Of course it is, but my experience as a teacher and school librarian has taught me that students won’t always turn to their librarian for book recommendations. Students will reach out to the teacher they feel most comfortable with for reading advice.  At the high school where I worked in Arizona, the English Department and I constructed and continuously updated a bulletin board highlighting the most recent books the staff had read. Students paid attention to which staff member’s interests matched their own, and turned to them for recommendations. I think it is a safe bet to say the English Department used NoveList Plus more than I did!

The teachers I’ve worked with loved the fact that NoveList Plus includes Lexile measures, book reviews, and lists the awards a book has won. Take a look at  “The Crossover”  which was awarded the 2015 Newbery Medal.

Here are other tools and resources NoveList Plus offers educators at all levels:

  • Professional Toolbox
  • Read-alikes
    • Love an author, but have already read all of their books? Finished a series and disappointed there aren’t more to read? Each book and author in NoveList Plus is paired with other books and authors that are similar to your favorites. Here is an example from George R. R. Martin’s A Game of Thrones, and Sherman Alexie’s author page.
  • Genre Overviews
    • Keeping Up…Genres covers “core genre essentials, links to key awards, lots of lists and on-point articles to help readers find the perfect genre match.”

NoveList Plus also offers a robust Support Center complete with an archive of training sessions, tutorials and additional materials such as “Help Sheets” and PowerPoint presentations to help you maximize NoveList’s resources.  Finally, watch their “News and Events” page for professional development webinars, press releases and new product demonstrations.

Until next time…Dan Z. in the TRC

Click here to view the archive of all From the TRC posts.

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College of Education Seeks Chair for Department of Interdisciplinary Professions

Chairperson
Department of Interdisciplinary Professions
College of Education

Vacancy 944231

INTERNAL POSTING: Open only to applicants currently employed by East Carolina University. 

The College of Education at East Carolina University invites applications and nominations for the position of Chairperson of the Department of Interdisciplinary Professions. This is a full-time, tenured, 12-month position.

Responsibilities include facilitating the development and attainment of departmental goals with a clear vision for the Department’s future; decision-making; negotiating teaching assignments, research, and service loads for faculty; evaluating faculty, staff, and student workers; managing budgets and other resources; and advocating for the Department in college and university issues/context.

East Carolina University, the third largest university in the UNC system, is located in North Carolina’s coastal plain midway between Raleigh and the coast. An institution of over 26,000 students, ECU is a research-intensive university which offers more than 104 bachelor’s degree programs, 73 master’s degree programs, 4 intermediate degree programs, 17 doctoral programs, and 2 first professional degree programs (MD, DDS). Additional information is available at: www.coe.ecu.edu

We are seeking a dynamic and innovative leader with exemplary administrative, personnel management and supervisory skills. The ideal candidate will have demonstrated effectiveness in: (1) teaching and overseeing undergraduate and master’s degree programs in one or more of the program areas housed in the department (i.e., adult education, business education, counseling, information technology, or library science); (2) experience in university collaborative efforts with the community; (3) demonstrated capacity to secure external grants for research and program development, (4) effective integration of technology in the instructional process and (5) experience in and commitment to engaging in continuous program assessment and securing/maintaining national accreditation for the program areas housed in the department.

The candidate must possess a Ph.D. or Ed.D. degree in one of the department’s program areas or related field. Rank will be Associate or Full Professor with salary commensurate to qualifications. Rank will be commensurate with education and experience. Qualifying degrees must be received from appropriately accredited institutions and conferred by the time of hire.

Applications must be submitted online at jobs.ecu.edu. In addition to the submission of a candidate profile, (a) letter of application describing specific skills and experiences relevant to the position, (b) written statement describing your leadership philosophy and beliefs concerning the role of the chair in leading the department, (c) current curriculum vitae, and (d) full contact information for at least three professional references must be submitted online.

In addition, official copies of all transcripts as well as at least three sample publications should be sent to Dr. Alana Zambone, Department of Interdisciplinary Professions Search Chair, 154 Speight Building, East Carolina University, Greenville, NC 27858. Screening will begin on April 6, 2015, and will continue until the position is filled.

View this job posting at: https://ecu.peopleadmin.com/applicants/jsp/shared/position/JobDetails_css.jsp

East Carolina University is an equal opportunity/affirmative action employer.

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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:

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.

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From the TRC: TeachingBooks.net

It’s Thursday, and a new edition of From the TRC is published to highlight another service or resource the Teaching Resources Center in Joyner Library has to support the College of Education’s faculty and students. This week, it’s TeachingBooks.net.

Short of inviting an author to speak on campus it can be difficult for children and young adults to feel a connection to or the relevancy of an author’s work. It can be even more difficult to gain insight on the process of creating a book or illustration. This is where a resource like TeachingBooks.net comes in. TeachingBooks.net provides educators an opportunity to add a multimedia dimension to their lessons and their students’ reading experiences.

TeachingBooks-net_logoTeachingBooks.net is more than just a database of books, authors, and illustrators. It is an invaluable resource teachers can use as to supplement existing lesson plans or look for ideas to craft new ones. Users can search by book title, author or illustrator from the front page, or simply browse the collection of meet the author videos and resources by grade level or subject area.

To find strategies for integrating books and resources into specific curricular areas, see the Curricular Uses page. Looking for foreign-language resources?  TeachingBooks.net has resources in Spanish, French, Chinese, Ojibwe, Hmong, Russian and others. Book guides and lesson plans aligned to the ELA Common Core standards are available as well as booklists put together by the North Carolina School Library Media Association, and the North Carolina Children’s Book Award. Additional booklists from other states and those categorized by theme or book series are also at the ready.

Here are a few links to some of the TRC’s favorite authors:

Be sure to check out TeachingBooks.net’s free monthly webinar series.  Upcoming webinars will cover “Culturally Relevant Materials” and “How TeachingBooks is Used in Schools/Districts”. In addition, their on demand video tutorials cover topics such as text complexity and creating your own custom reading list.

Believe it or not, all this is the tip of the iceberg as to what TeachingBooks.net has to offer. If you don’t believe me, maybe you should check them out yourself on their blog, on Facebook, Pinterest, Twitter, or by signing up for their newsletter.

Until next time…Dan Z. in the TRC

PrestonRonald_prestonr

MATE Faculty and Students Provide Quality Professional Development at NCCTM Eastern Region Conference

ECU was well-represented at the NCCTM Eastern Region Conference in Kenansville on Saturday, February 14, 2014. Love was certainly in the air as president-elect, Dr. Ron Preston delivered the keynote address.  It continued as Eastern Region President, Dr.  Katie Schwartz led the event – both in terms of putting the conference together and facilitating on Saturday. Christie Wuebbles (alum) made many of the facility arrangements with James Sprunt Community College, where the conference was held. Many of MSITE’s grad students presented, most under the direction of Dr. Maureen Grady as part of their assessment work in MATE 6200:
James Grossman
Edie Smith
Sarah Patterson
Kristina Simpson
Kristina Godbolt
Victoria Jeffries
Robin Clapper
Robin Foster

Drs. Adu-Gyamfi, Grady, Preston, Schwartz, Sinicrope, and Thompson were in attendance along with MATE graduate students Gina Albright and Brooke Hill.

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.

Synchronous Communication

Week 6 – Collaboration in Blackboard – 2/16/15

In a traditional classroom collaboration is natural, it doesn’t need to be planned or forced. In an online environment, it is quite different, since on the way to submitting an assignment it is, shall we say, highly unlikely, that one student will run into another and they will get into a deep conversation regarding the week’s topic. Hard to believe I know.

With that being said, as educators, we know that students learn best through interaction, so how can we provide this interaction in an online class. Let’s look as some options. This week we will be looking at synchronous tools, and next week we will look at asynchronous tools. There are of course many more tools than I will be able to mention here, so if there is a particular synchronous tool that you use, please feel free to add it in the comments at the bottom of the article this week. If there is an asynchronous tool you love, please add it next week. Any of these options can be done either with the entire class, or with the class divided into smaller groups, depending on what is more manageable for a chosen activity.

Synchronous Tools

Synchronous tools are tools that require everyone to be online at the same time. If synchronous tools are to be used, it is advised that students be made aware of this at the very beginning of the semester, if not earlier, as many students chose to take online courses because they cannot meet at a certain time due to other classes or life circumstances. It is also advised that if assigned after the semester begins, students should be given a few choices for times that work in their schedules.

Chat – Participants have an online discussion by typing short, text-based messages in Blackboard. Sort of like a real-time discussion board.  A great option for online office hours because they can be recorded and viewed later.

Virtual Classroom – A more robust version of the Chat, as it includes the test box for chatting, but also includes a Virtual Whiteboard to display course materials, websites and for drawing.

Saba Meeting – A tool provided by for faculty by ECU that takes the Virtual Classroom to the next level. With Saba Meeting, communication can be done either by chat or by microphone, and can also take advantage of live video streams. In addition to the “old fashion” whiteboard and presentations, a presenter can also share his desktop to demonstrate a program or browse the web. During a meeting, surveys can be given and breakout rooms can be set. Meetings can be recorded, but will be deleted unless requested each semester to be kept. Saba meeting is a great solution, but it can be rather technical, and sometimes students can have a hard time getting in, as typically Java needs to be updated/installed. Following the User Guide will usually help with the install process.

Second Life – If you are ready to take your students to a whole new way of learning, then Second Life is the way to go. I will warn you that there is a learning curve. In Second Life, you have an avatar and you can literally have the students sit in class, go on field trips, visit your office, the possibilities are endless. ECU even has a campus and its own Pirate Ship there. The more creative you are, the more you can make of it. In the past, I have seen a faculty member teaching Shakespeare require her students come to “class” dressed in Elizabethan garb and the students loved it. There are a lot of interesting, educational things that have been built that could possibly serve as great field trips: a Holocaust Museum, The Mayo Clinic, a Renaissance Gallery, New York City, Paris, even the RMS Titanic just to name a few.

So those are some synchronous ways you can encourage collaboration in your online class. A couple work directly in Blackboard and a couple can be linked in Blackboard and then taken outside. Are there others perhaps that you use synchronously? Use the comment area below to contribute what you use.

Next week we will talk about Asynchronous Tools that you can use in your classes to help encourage collaboration. Remember that any of these tools/activities can certainly be used in your seated classes as well to enhance collaboration amongst your students.

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.