THE UNIVERSITY OF TEXAS AT TYLER
The CEP Pulse Volume II Issue I Fall 2013
Dean’s Message: The What… and the Why
“Your values become your destiny.”
Ross Sherman, Ed.D.
Frequently, when you ask people to describe their organization, they tell you what they do not necessarily why they do it. Mahatma Gandhi said: “Your beliefs become your thoughts, Your thoughts become your words, Your words become your actions, Your actions become your habits, Your habits become your values, Your
values become your destiny.” The what we do is easy to describe: our core purpose as a College of Education and Psychology is to prepare competent, caring, and qualified educators and mental health professionals for the State of Texas. The why is less summary-friendly. We are committed to improving the lives
of people across the state, whether they are children in schools or the clients of mental health professionals. We want to make a positive difference that, like a ripple in a pond, grows and affects more and more people.
Dean Ross Sherman
As faculty and staff within the College, we are committed to the following (Continued on page 6)
Nothing Endures but Change Ross Sherman, Ed. D.
As I sit back in my chair and reflect back over the last 25 years at UT Tyler, the one constant is change. Twenty-five years ago, when I first arrived at UT Tyler, we offered upper-level and graduate programs only, with an annual enrollment of approximately 2,500 students. Now we are a four-year comprehensive university with an annual enrollment of more then 7,500 students. Faculty members come and go, students complete their degrees and move
on to pursue their careers, and the university marches on. However, there are certain watershed events that alter the course of the university. This fall, for the first time, all graduate programs in the field of education are 100% online. Whether your aspirations are to be a school counselor, principal, reading specialist, or educational diagnostician, you can pursue your dream through UT Tyler’s online programs.
Online programs in the College of Education and Psychology provide students with an asynchronous learning environment that is time -efficient and costeffective while maintaining high quality graduate education. These programs allow the university to extend its geographical reach to the entire State of Texas. Any educator in West Texas, the valley or the Metroplex can now be a Patriot without ever leaving home!
Inside this issue: School of Education
Educational Leadership and Policy Studies
Department of Psychology and Counseling
Odds and Ends
The CEP Pulse—School of Education Meeting the Needs of East Texas Colleen Swain, Ph.D.
Dr. Colleen Swain Director, School of Education
“I want to make a difference.” This is a response we frequently get in interviews for admission into teacher education programs at UT Tyler and across the nation. Most assuredly, teaching is the profession that shapes all other professions. This fall, the faculty, staff, and students in the School of Education are experiencing the excitement of touching lives and the anticipation of being an integral part of the future. Yet teaching is not just about touching the future. It is also about building firm foundations on which our students can stand. Henry David Thoreau wrote, “If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.” Let me share with you some foundations that the School of Education faculty have built
this past year and some of our castles in the air. All castles, whether in the air or on land, must have solid foundations.
International Reading Association (IRA) standards as well as all the requirements of the Texas Education Agency (TEA).
The School of Education spent the last year working in all of our programs to strengthen the curriculum and make learning experiences more meaningful and engaging for students. The School of Education faculty are determined to provide our undergraduate and graduate students with programs that allow them to excel and stand firm in any storm.
Our Special Education faculty redesigned the Educational Diagnostician program to mesh the standards of the Council for Exceptional Children (CEC) and the competencies required by TEA for Educational Diagnosticians into an exemplar and innovative online format.
Our undergraduate program has integrated the most current version of the Interstate Teacher Assessment and Support Consortium (InTASC) standards into all of our initial teacher preparation programs. The graduate literacy faculty redesigned the curriculum in the Master of Education in Reading degree to infuse the
Finally, our Curriculum & Instruction faculty continue to work to add specialization areas that allow practicing educators to grow in their craft and, if desired, gain the credentials required to teach dual credit high school classes or at the community college level. As you can tell, there has been ample foundation building during the last academic year in the School of Education. (Continued on page 6)
Addressing High-Need Areas for East Texas Schools Colleen Swain, Ph.D.
Ask nearly any superintendent in East Texas about the high need areas for teachers and you’ll get a response that includes: bilingual teachers, middle and high school science and math teachers. This echoes a trend from around the state. Superintendents and principals also stress the importance of students being fluent readers, a foundational
skill for all areas of academics. The School of Education is committed to working with East Texas schools to address these needs. Here are some of the things we are doing to help: Just as we did last spring, the School of Education will offer a course specifically designed to provide the foundations of bilingual education and help prepare participants for the
two bilingual tests required to earn Texas’ bilingual certification. Dr. Kathleen Everling will teach this course on selected Saturdays in the 2014 spring term. If you are interested, please consider enrolling in EDUC 4399: Foundations of Bilingual Education (for undergraduates) or EDUC 5306: Foundations of Bilingual Education (for post-bac or (Continued on page 7)
The CEP Pulse—Educational Leadership and Policies Author! Author! Genie Linn Ed.D.
The Department of Educational Leadership and Policy Studies is making a strong impact in educational publishing circles. In 2013, all were authored in significant books for school administration and leadership. For administrator preparation programs, The Texas Council of Professors of Educational Administration (TCPEA) will soon release its 14th edition of Texas Public School Organization and Administration: 2014. Our own Dean Sherman and Dr. Timothy B. Jones (a former UT Tyler EDLR faculty member) addressed instructional leadership and skills in the chapter entitled, “Curriculum, Instruction, and Assessment.” Drs. Wes Hickey and Vance Vaughn provided information and guidance for district administrators in their respective contributions. Dr. Hickey discussed communication and work with school boards in “District Leadership in Texas” while Dr. Vaughn’s chapter dealt with operations in “The Superintendent and District Facilities.” Lastly, Dr. Genie Linn addressed school programs in “Leveling the Playing Field for Disadvantaged Students.” We are pleased to be significant contributors to this book that is widely used and highly recognized by university leadership programs in Texas. More importantly, we congrat-
ulate Dr. Hickey, editor of the publication, for his work bringing innovative improvements to the project. EDLR instructors bring both public school administrative experience and leadership expertise to the department. As an expert in school finance, Dr. Vaughn is a major contributor to the recently released Taking the Mystery Out of Texas School Finance (2nd Edition). Students in the UT Tyler superintendent program are fortunate to study under recognized authorities in the field. Both texts listed are designed for instructors in Texas school administrator preparation programs. They address the knowledge and skills necessary for operation and management of Texas public schools. EDLR faculty, however, are also experts in teaching and learning, with the goal of equipping future administrators to be instructional leaders in districts and on campuses in Texas and across the nation. Dean Sherman, and Drs. Gill and Linn are authors in the newly published, Education for the Human Brain: A Road Map to Natural Learning. In her chapter, “The Brain and High-Stakes Accountability Testing,” Dr. Linn examined the all too familiar and threatening context of high-stakes accountability testing and its impact on authentic and natural learning. Understanding
brain compatibility and creating brain enriched learning environments are moral imperatives for school leaders. In the chapter, “Schematic for Implementation: Creating the ‘Cogito’ for Innovative Schools,” Dean Sherman provided practical strategies and tools for leaders to create schools that embrace this natural learning. Finally and most importantly, Dr. Gill challenged school administrators to courageous leadership in “The Courage to Lead: The Knowledge to Succeed.” These scholarly contributions are evidence that the Department of Educational Leadership and Policy Studies leads in knowledge, experience, and expertise. Look for these titles in the UT Tyler Barnes and Nobles online bookstore or any other major online bookseller. References Jones, T. B. (Ed.) (2013). Education for the human brain: A road map to natural learning in schools. Lanham, Md.: Rowman & Littlefield Education Sampson, P., Vaughn, V., & Holt, C. (2013). Taking the mystery out of Texas school finance (Second Edition). Ypsilanti, MI: NCPEA Publications. Vornberg, J. A., Hickey, W.D., & Borgemenke, A. (Eds.) (2014). Texas public school organization and administration: 2014. Dubuque, IA: Kendall Hunt Publishing Company.
“The Department of Educational Leadership and Policy Studies is making a strong impact in educational publishing circles”
The CEP Pulse—Psychology and Counseling The Psychotic Disorders Research Laboratory Dennis Combs, Ph.D.
Dr. Dennis Combs
The Psychotic Disorders Research Laboratory was founded in 2002 to train students to work with individuals with psychosis and schizophrenia. Dr. Dennis Combs, associate professor, is the director of the lab. Dr. Combs specializes in the assessment and treatment of schizophrenia, paranoia, and delusions. He has over 60 publications and received external funding to sup-
port his work. In the lab, students conduct research, review manuscripts, and discuss clinical cases. At any one time, there is between 5-10 undergraduate and graduate students in the lab. Since 2002 Dr. Combs has trained over 25 graduate students to work in this area of practice. Schizophrenia is considered the most debilitating of the psychiatric conditions and is associated with high levels of relapse, hospitalization, and social
problems. Dr. Combs and his students seek to enable the persons to have a high quality of life and develop coping strategies for their symptoms. Dr. Combs maintains an office at the Andrews Center in Tyler and provides no cost testing and assessment services to residents of Smith County.
training and 8 weeks of one-on -one guidance and assistance from an instructional designer to develop a high-caliber course in their discipline.
will see additional courses developed and offered until an entire sequence of courses for a B.A. in Psychology are available in this format.
The university has adopted the “Quality Matters” standards from the program of the same name. QM is a leader in quality assurance for online education which has received national recognition for its peer-based approaches to continuous improvement in online education. Each course being developed for the PATSS program must meet these rigorous standards before being granted “PATSS Approved” status.
These PATSS courses have students spending less time sitting in a classroom listening to a lecture. Now students are accessing some or all of the lectures in online recordings which they can listen to one or multiple times, whenever convenient. With the use of online lectures and other resources supporting the learning experience, class time is more often devoted to the application of the knowledge required, in interactions with peers and professors in discussions, projects and more.
The PATSS Program Shelly Marmion, Ph.D.
Dr. Shelly Marmion
The Department of Psychology and Counseling is participating in the Psychology Patriots Accessing Technology for Success and Savings (PATSS) program, in which a select group of degree programs are being developed in a fully hybrid format which combines no more than 50% face-to-face instruction with online instruction. UT Tyler received a large special grant from the UT System Board of Regents to develop this program as a model for other schools. The courses being developed take advantage of some of the latest technologies, and many use a project-based learning approach. In its pilot year, an initial group of 25 faculty members received, during the summer of 2013, an intensive week of
The first three PATSS approved courses in Psychology are being offered this semester, which include “Psychological Statistics,” Learning & Conditioning,” and “Health Psychology.” Subsequent semesters
The PATSS project will also include assessments of student learning outcomes, com(Continued on page 7)
The CEP Pulse—Recent Research Educational Diagnosticians' Knowledge of Reading Assessments Jessica A. Rueter, Ph.D.
Educational diagnosticians are assessment professionals responsible for identifying children with a variety of disabilities including children struggling to read. It is estimated that more than 80% of the referrals to special education focus on students’ reading difficulties (Snow, Burns, & Griffin, 1998). Thus, it is critical for educational diagnosticians to understand the developmental processes of reading and implement best practices of assessment when conducting evaluations that involve reading. The purpose of this research was to obtain information about educational diagnosti-
cians' knowledge of reading assessments for students struggling to read. The research project was a mixed methods study. The first phase of the project was conducted from March through June 2013. A 23question survey was sent electronically to educational diagnosticians across the state of Texas via their district special education directors. Seventyseven participants completed the survey in its entirety. More than 200 participants answered at least one question on the survey. The second phase of the project included 8 individual face-to-face interviews with educational diagnosticians working in public school settings. Interviews
were conducted between April and June 2013 and averaged from one to one and one half hours. Preliminary data from the survey phase indicate that educational diagnosticians do not understand the components of reading with less than half of the participants identifying the correct definitions of phonological awareness and phonemic awareness. In contrast, 93% indicated that phonological awareness was among the best predictors of success when learning to read. In addition, participants in the survey phase and the qualitative phase reported that they generally use broad cognitive and
Dr. Jessica A. Rueter
(Continued on page 7)
Education without A/C—Or Much Else John Lamb, Ph.D.
I have had the opportunity to visit the Country of Ghana, in West Africa, a total of three times since December of 2012. During my visits, I have tried to learn the culture of their educational system. The Ghanaian government provides free education for its children through the American equivalent of the ninth grade: Primary 1 through 6 and Junior High 1 through 3. Senior High School 1 through 3 is not free and is only provided to those that score well on a national assessment after Junior High School. Those that score well on another national
exam at the end of senior high can then attend the university. Government schools can be found throughout Ghana but lack many resources. The government schools I have observed were long, rectangular, concrete buildings typically with nine rooms, one for each grade level. Most rooms in these schools had wooden desks, a chalkboard, and a door with a deadbolt. Some government schools had no doors or windows. Other schools had glass windows with bars and sturdy metal doors with many locks. One common theme I found in all
of these government schools was that American schools have much more. In March of 2013, I visited a private village school in a rural, impoverished region of Ghana. This private school was finishing its first year of existence and served just under 200 students in grades kindergarten through the first year of Junior High. The principal of this school came to Ghana a few years prior after several years of teaching in California. She joined a local mission that rescued young children from child (Continued on page 8)
Dr. John Lamb Teaching in Ghana
The CEP Pulse—Odds and Ends Dean’s Message (cont.) (Continued from page 1)
values in achieving our core purpose: People: We will treat students colleagues with respect work collaboratively with colleagues throughout College and University.
and and our the
Programs: We will establish programs of
study that are characterized by high standards of excellence while providing support to meet those standards. Scholarship: We will engage in academic inquiry to expand the knowledge base in our respective discipline. The results of our inquiry will be disseminated through publication and conference presentations.
Service: We will be agents for positive change in Texas and productive citizens of UT Tyler. It’s an awesome responsibility, an exciting challenge, and an incredible opportunity! Ross Sherman, Ed.D. Dean, College of Education and Psychology
Meeting the Needs of East Texas (cont.) (Continued from page 2)
I also want to acknowledge work happening as our faculty and students build their castles in the air. One of the major accomplishments in the life of a faculty member is having his or her body of work recognized and deemed worthy by others who are internal and external to the university. We call this process tenure and promotion and it is a typically a five-year process. The School of Education is delighted to share the great news that based upon the reviews of external reviewers, those in The University of Texas at Tyler community, and the UT System’s Board of Regents, Dr. Frank Dykes was promoted to the rank of Associate Professor and granted tenure. Congratulations Dr. Dykes! In addition, one of our amazing EC-6 students, Mrs. Carrie Hudson, was selected by NASA to attend a Space Camp for teachers this past summer.
During her extensive training, Mrs. Hudson learned how to better teach science to elementary students. This was an extremely selective process and we are thrilled that Mrs. Hudson was chosen and represented the School of Education at UT Tyler. You’ll also notice two articles in the CEP Pulse, Drs. Jessi Rueter and John Lamb, who share about foundational research they are doing as they work toward new castles in the air. Our castles in the air are not just individual accomplishments—many are programmatic in nature. We had three faculty, Drs. Julie Delello, Chip Fischer, and Olga Fischer who participated in the UT Tyler’s inaugural PATSS program. These three faculty members redesigned their course in the EC-6 program to a hybrid format enabling students to have rich learning experiences in online and face-to-face environments. Eventually, our
entire EC-6 program will be in a hybrid format. This will promote flexibility in student learning while maintaining the highest level of program quality. We also have faculty working to interweave new technologies and instructional strategies into our curriculum. For example, Dr. Delello won an internal grant to purchase Proscope Micro Mobile microscopes. These devices allow students to turn their iPad into microscopes. It brings a whole new level of teaching science into our elementary science methods course. These are just a few of the things that have taken place in the School of Education this past year. I hope you can tell that we are building solid foundations to support our castles in the air. The School of Education is truly positioned to touch the future in a dramatic way and make a difference in East Texas!
The CEP Pulse—Odds and Ends Addressing High Need Areas for East Texas Schools (cont.) (Continued from page 2)
graduate students). UTeach – UTeach is a teacher preparation program developed at The University of Texas at Austin in 1997 to help address the shortage of qualified mathematics and science teachers in the U.S. The program integrates a rigorous math or science major, research experience, acquisition of effective teaching techniques, field teaching experience and teacher certification within a four-year program. The UTeach program has proven so successful that the program is being replicated at more than 30 universities across the nation. UTeach at
The University of Texas at Tyler started in Fall 2010 with a focus on the preparation of mathematics and science teachers in grades 4-12. The UT Tyler UTeach program is beginning to add to the numbers of mathematics and science teachers available to schools in East Texas. Literacy – Each semester students in READ 4366, taught by Dr. Joanna Neel, engage in a semester long experience intensive tutoring program, developed by Dr. Kouider Mokhtari, that provides foundational literacy skills to struggling first grade readers at Caldwell Elementary. These students receive literacy tutoring four mornings a week for most of the academic year. Drs.
Mokhtari and Neel studied the effectiveness of this program and the data from the pilot year is extremely positive. (They would be happy to share results with interested parties.) The second year of the tutoring and research study is now underway. One goal of this research is to explore the financial feasibility for replication and scalability of this tutoring program. All children deserve to be strong readers and the School of Education is working toward this goal! If you have questions about any of these areas, please feel free to contact us in the School of Education. We’re here to help meet the needs of our East Texas community.
Educational Diagnosticians' Knowledge (cont.) (Continued from page 5)
achievement measures rather than administering diagnostic reading instruments. It is important to note that the data analyses are in progress with full results anticipated during Spring 2014. Although data analyses are in progress, the
preliminary data suggests that additional emphasis in reading assessment is needed in educational diagnosticians training programs and in the professional development that is offered to educational diagnosticians working in public schools.
Snow, C., Burns, M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
us whether this is the direction that college instruction should go. We look forward to analyzing the student outcomes for these courses, and then further developing our pro-
gram to best meet the needs of our students.
PATSS (cont.) (Continued from page 4)
paring the results for these hybrid courses with online and/or face-to-face versions. Such outcome research will tell
The CEP Pulseâ€”Odds and Ends Education without A/C (cont.) (Continued from page 5)
slavery in the many fishing villages of their region. Her first objective was to help educate these rescued children, and that objective grew to the building of their school that would serve the rescued children and other children in their area. During my visit, I made plans to return and conduct a teacher training with the small staff of instructors as well as conduct a math camp for a subset of the students in this school. In August 2013, I returned to Ghana for a month where I trained nearly 15 teachers, organized and taught in a math camp with almost 60 students, and conducted an ethnographic research study of the culture of these teachers entitled
â€œUnderstanding Rural Mathematics Education in Ghana: A Case Study.â€? The study investigated the essence of being a rural mathematics teacher in this rural, private school in Ghana. Most of these teachers had completed Senior High School with some only having an education through Junior High School. This teaching environment is in stark contrast to that of nearly all American educational settings. The general findings from this study illustrate that greater teacher content knowledge is desired, the importance of instructional leadership from administration is observed and praised, and high levels of mathematics education can be obtained without the presence of the latest technology and air conditioning.
The CEP Pulseâ€”CEP Spotlight Recent Publications and Awards Dr. Julie Delello and her coauthors had their paper, A Cross-Case Analysis of the use of Web-Based ePortfolios in Higher Education published in the Journal of Information Technology Education: Innovations in Practice. Dr. Colleen Swain, Director of the School of Education, recently had her article "Building Teacher Leaders in Texas Schools" published in Instructional Leader. Wes Hickey, Eli Crow, and Becky Rutledge presented Teacher Hiring and Development for Active Student Engagement at the Advancing Improvement in Education Conference in Austin, TX on September 25, 2013. Dr. Genie Linn is the Principal Investigator of the $10,000 grant from the Fair Foundation to study integrity among high school students.Z Karl Witt, Howard Patterson, and Keith McCoy are also researchers in this study. Dr. Olga Fisher, Professor of Education, received an award recognizing her for 18 years of service to the Academic Rodeo writing contest. Dr. Ross Sherman, Dean of the College of Education and Psychology, won the Texas Council of Educator's of Professional Administration's 2013 Educa-
tor of the Year award. Congratulations, Dean Sherman! Dr. Paula Lundberg-Love had a chapter entitled "Child Sexual Abuse Issues: Prevalence, Suquelae, Treatment, and Prevention with a Focus on Cultural and Global Perspectives" published in Violence Against Girls and Women, International Perspectives. Dr. Paula Lundberg-Love had a chapter entitled "Understanding the Mechanism for Employee Burnout Subsequent to Recurrent Stress in the Workplace" published in Psychology for Business Success. Dr. Vance Vaughn's book Taking the Mystery out of Texas School Finance (2nd ed.) was recently published by NCPEA Publications (http:// www.ncpeapublications.org/ new-books-for-2013.html). Dr. Peggy Gill, Dr. Ross Sherman, and Dr. Genie Linn had their manuscript Developing a Collaborative Culture in OnLine Learning published in the June issue of the International Journal of Information and Education Technology. Becky Rutledge, superintendent program student and teacher leader at the Innovation Academy charter school, published Innovative Classrooms: One School's Way of
Piecing the Puzzle Together in the September issue of Instructional Leader. Dr. Frank Dykes was promoted to the rank of Associate Professor and awarded tenure by the University of Texas System Board of Regents. We congratulate Dr. Dykes on reaching this important career milestone and for having his work in teaching, research, and service validated and acknowledged by his peers, external reviewers, and the UT System Board of Regents. Congratulations Dr. Frank Dykes! Dr. Jessica Rueter's new book, Effective Inclusion Strategies for Elementary Teachers, cowritten with Dr. Cynthia Simpson and Dr. Jeffrey Bakken, has just been published. Dr. Jessica Reuter recently published her manuscript "Authentic Assessment: Establishing a Clear Foundation for Instructional Practices", cowritten with Drs. Dennis and Dr. Cynthia Simpson, published in Preventing School Failure: Alternative Education for Children and Youth.. Dr. Wes Hickey had an article entitled, "Intelligent Design in the Public School Science Classroom", published in Interchange: A quarterly review of education.
The CEP Pulse—Development How We Do It Michael Giordano, M.A.T.
In the College of Education and Psychology, we are dedicated to preparing competent, caring, and qualified educators and mental health professionals for the State of Texas. To achieve this goal, we have an accomplished faculty and an amazing staff working to ensure a quality education to all of our students. One thing that is sometimes overlooked is that, in order to provide such a quality education at an affordable rate, we look to outside sources for funding. This can come at many levels. Some people , businesses, and organizations can donate large amounts of money. These donations can take the form of endowed professorships, new facilities, and other major projects. There are other donors who can donate more moderate amounts. This money can be
used for professional development of our faculty and staff, and recruitment of students and faculty. Some donors give smaller amounts. These donations are also valuable to us. They can go towards any of the above purposes, but are also used for day-to-day expenses to assist faculty and students. The point is that whether a gift is large, medium or small, like Goldilocks, we find that it always is “just right” for some purpose. Donors come from all walks of life. We have received donations from foundations and businesses, alumni and faculty, community leaders and citizens. We have received donations from large amounts that can sponsor a professorship down to a dollar or two. In the end, every dollar helps us keep the quality of the education we provide as high as possible, while keeping the costs to the
students as low as possible, allowing us to help students who might not otherwise be able to afford higher education. Please consider making a donation, large or small, to the College of Education and Psychology here at The University of Texas at Tyler. Whatever the amount, your show of support will help us as we strive to help Texas. So please take a moment to click the button below or to fill out the form at the bottom of this page and to write a check to support this cause. Your donation will go towards making a difference, not only in the lives of our students, but in the lives of the people whom they will in turn educate or provide with mental health services.
Would you like to donate to the College of Education and Psychology? _____ $10 _____$25 _____ $50 _____ $100 _____ Other Amt. Please make checks out to: The University of Texas at Tyler Name: _________________________________________________________ Address: _______________________________________________________ City: _________________________________ State: _____ Zip: ___________ Phone: ______________________ Email: ____________________________ Designate Gift for:
College of Ed. and Psych.
Dept. of Psych.
Please send this form and your check to: UTT College of Education and Psychology Office of University Advancement 3900 University Blvd. Tyler, TX 75799
School of Education
Dept. of Ed. Leadership
The CEP Pulseâ€”Acknowledgements The College of Education and Psychology would like to thank the following donors: Dr. Lawrence L. Anderson and Dr. Sasha J. Vukelja Mr. and Mrs. Don Bell Mr. and Mrs. David Cheairs Mr. and Mrs. Donald K. Dickson Mr. and Mrs. Martin Hunt Dr. Teresa Kennedy Dr. and Mrs. Kouider Mokhtari
Ms. Tina Morrison Dr. Michael Odell Dr. and Mrs. Ross Sherman Dr. Colleen R. Swain Dr. Rita B. Turner Mr. and Mrs. Larry E. Wickham
Some of the initiatives that we are currently working towards include: Addressing the Shortage of Bilingual Teachers Psychological and Emotional Disorders Research Lab Center for Diversity and Mental Health Center for Teaching and Learning Center for Elder Wellness/Wellness and Aging/Healthy Aging Center for Veteranâ€™s Mental Health and Wellness
We would like to thank the members of our Development Advisory Board for their service to The College of Education and Psychology Dawn Franks
The University of Texas at Tyler College of Education and Psychology 3900 University Blvd Tyler, TX 75799
Editor-in-Chief: Michael Giordano
Check us out online at: www.uttyler.edu /educpsych/
Published on Nov 4, 2013