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Year in R e v iew 2010 2011


From the Dean

I am pleased to present our College’s 2010-2011 Annual Report. This time period

was full of changes and renewed aspirations to enhance the College and the field of education. With that in mind, as you flip through the pages of this publication, you will find a revamped style that presents the great accomplishments and hard work produced throughout the last year. One significant accomplishment was our College’s continued ranking among the nation’s best – placing 43rd on “U.S. News and World Report’s 2012 America’s Best Graduate Schools.” The ranking showcases our efforts in carrying the torch for education, educational studies and educational research. The creation of the Center for Higher Education Research, Teaching and Innovation (CHERTI) by President Emeritus T.K. Wetherell, the expansion of the Office of Research and the numerous grant awards allowed the College to find new and innovative approaches to educational research. The formation of the Blended and Online Learning and Teaching (BOLT) program and the redesign of the Morgan Instructional Systems Multi-Media Studio addressed the ever-present changes in technology and the learning experience. The esteemed faculty members who teach in the classrooms of the Mode L. Stone Building received significant and noteworthy accolades throughout the year. We said our goodbyes to known names of the College and welcomed new faces. I send sincere gratitude to our alumni, friends and donors for your consistent support. Your generosity provides scholarships, fellowships and program support that are needed in a time where budget cuts are in the spotlight. The donations and gifts mentioned in this report allow students to have continued success in the classroom and in their future endeavors. Thank you for taking the time to read through our annual report. I hope it allows you to discover all that is being achieved here at The Florida State University College of Education. All my best,

Marcy P. Driscoll, Ph.D. Dean, College of Education Leslie J. Briggs Professor of Educational Research

Table of Contents At a Glance


Thank You for Your Gift

College Highlights


How Your Gift Was Invested


Select Partnerships and Initiatives


College Establishes Strategic Plan


Select Faculty Accolades


The Transformation of the Morgan Studio


Providing Research Support through Service


FSU-Teach Graduates Inaugural Class


New Faculty


A Fond Farewell


Education and General Expenditures


Stay Connected


Investing in Education


Contact Information

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At a Glance Facilities

The College of Education offers an award-winning and state-of-theart environment for students, faculty and staff. The newly renovated and expanded Mode L. Stone Building has received industry recognition for excellence in architecture and construction. It is one of three structures on campus to be awarded LEED certification by the U.S. Green Building Council. Classrooms and lab areas are outfitted with the latest technology and multimedia devices to enhance teaching and facilitate learning. The facilities include: • Assistive Technology Center • Cyber Lounge • Daily Living Skills Classroom • Graduate Student Carrels • Robert M. Morgan Instructional Systems Multimedia Studio • Science Lab

Charter Schools The College of Education has partnerships with two charter schools that accommodate student clinical placement and research initiatives to strengthen the educational base in the state. • The Florida State University Schools, Inc. (Tallahassee, FL) • Pembroke Pines-FSU Charter Elementary School (Pembroke Pines, FL)


Educational Centers and Resources Research and educational centers within the College serve to complement its academic mission by offering support, resources and opportunities for enrichment to Florida State faculty and students as well as the Tallahassee community. These centers and resources include: • Adult Learning Evaluation Center • Center for Higher Education Research, Teaching and Innovation • Center for the Study of Technology in Counseling and Career Development • Center for the Study of Values in College Student Development • Hardee Center for Leadership and Ethics in Higher Education • Learning Resource Center • Office of Academic Services and Intern Support • Office of Information and Instructional Technologies • TeachLivE • Office of Research • Tully Computer Lab

Academic Departments and Degree Programs The College of Education provides more than 40 academic programs offering bachelor’s, master’s, specialist and doctoral degrees, as well as certificates, with many opportunities for face-to-face and online/distance learning. Such programs are offered through the College’s four academic departments: • Educational Leadership and Policy Studies • Educational Psychology and Learning Systems • School of Teacher Education • Sport Management



• 97 Faculty* • Twelve Distinguished (named) Professorships:

• 1,098 undergraduate students • 1,123 graduate students

Allan Tucker Professor of Educational Leadership and Policy Studies, Joseph Beckham o Anne & John Daves Professorship of Education, Lawrence Scharmann o Benjamin S. Bloom Professor of Education, Gershon Tenenbaum o Dwight L. Burton Professor of English Education, Pamela Carroll o Francis Eppes Professor of Education, Barbara R. Foorman o Leslie J. Briggs Professor of Educational Research, Marcy P. Driscoll o Mack and Effie Campbell Tyner Distinguished Professor of Education, Pamela Carroll o Mode L. Stone Distinguished Professor of Counseling and Career Development, James P. Sampson, Jr. o Mode L. Stone Distinguished Professor of Educational Statistics, Betsy J. Becker o Mode L. Stone Distinguished Professor of Sport Psychology, Robert C. Eklund o Robert M. Morgan Professor of Instructional Systems, Robert Reiser o Walter Dick Professorship of Instructional Systems Design, James Klein o

Rankings The College of Education is ranked 43rd of 279 colleges of education in the nation by the 2011 edition of U.S. News and World Report’s Best Graduate Schools. The College of Education is ranked 1st for number of graduate degrees awarded at The Florida State University.

Students from the College of Education represent a multitude of ethnicities from over 55 countries: Afghanistan Australia Bahrain Belize Bermuda Brazil Canada China Colombia Costa Rica Croatia Cuba Czech Republic Dominican Republic France Gambia Germany Guatemala Honduras

India Indonesia Iran Ireland Israel Italy Jamaica Japan Kenya Lebanon Liberia Malaysia Mexico Netherlands New Zealand Oman Panama Peru Philippines

Poland Puerto Rico Republic of Korea Romania Russia Saudi Arabia Singapore South Africa Slovenia Sri Lanka Sweden Taiwan Thailand Trinidad and Tobago Turkey United Kingdom United States Zimbabwe

Active Grant Funding Throughout 2010 and 2011, College of Education faculty received $12,085,276 in funding. *Includes Learning Systems Institute funded faculty


s t h g i l h g i H More than a dozen Florida State reading experts are awarded $26 million from the U.S. Department of Education’s Institute of Education Sciences to help children better understand what they read.



President Emeritus T.K. Wetherell creates a new research center, the Center for Higher Education Research, Teaching and Innovation (CHERTI). The Center promotes best practices and scholarly research in the area of higher education administration, particularly with Florida’s community college and state university systems.

U.S. News and World Report ranks the College of Education 43rd in the 2012 Best Education Graduate Schools.

Education policy experts from FSU collaborate with researchers from Vanderbilt University, the University of WisconsinMadison and Education Development Center on a $13.6 million grant to help improve high school performance in Florida and Texas.

August July

Enoch (Matt) Stanfill receives a 2010-2011 Fulbright Scholarship. Stanfill, a doctoral graduate of the College, traveled to Cambodia for ten months to conduct a qualitative study to understand the training and preparedness of new Cambodian educators.


College of Education bestows Distinguished Alumni Awards to Hedy Moscovici, Ph.D.(Distinguished Educator); Peter Scanlon, Ph.D. (Business and Industry); Cheryl Lovell, Ph.D. (Postsecondary Systems); and Marlene Teitler (Elementary or Secondary Schools).

Amy Guerette receives a $1.2 million U.S. Department of Education grant to help train teachers of students with visual impairments.


Florida State’s Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) is awarded a $2.5 million National Science Foundation grant to fund the creation of an electronic performance support system, dubbed CPALMS, that will feature a power portal linking teachers across the nation to online planning and implementing instruction.


The College of Education answers the national call to improve blended and online learning and teaching (BOLT) by creating a certificate program designed to train K-12 educators in technologyenhanced instruction — the only program of its kind in the southeastern United States.

Shouping Hu receives a three-year grant from the U.S. Department of Education’s Institute of Education Sciences. The $780,000 grant will allow Hu to evaluate Florida’s Bright Futures Program.

The College bids farewell to long-time Director of Development, Andrew Watkins.



Robert C. Eklund is named recipient of the Mode L. Stone Distinguished Professor of Sport Psychology, the College’s highest faculty honor.

The College welcomes Courtney Stombock as the new Assistant Dean for Development.


Cecile Reynaud is inducted into the USA Volleyball Florida Region Hall of Fame.


Select Partnerships and Initiatives FSU-Teach

Learning Systems Institute

Launched in 2007, FSU-Teach is administered jointly by the College of Education and the College of Arts and Sciences at Florida State. The program is modeled after UTeach, the highly successful program at the University of Texas at Austin. FSU-Teach is funded by one of only 12 grants awarded to U.S. colleges and universities by the National Math and Science Initiative (NMSI) and the Helios Foundation. FSU-Teach scholars hail from disciplines including mathematics, biology, chemistry, geosciences and physics. Students graduate with two majors in four years, one in the content area and one in education. The unique nature of the program provides students with hands-on classroom experience within their first two semesters. Notably, FSU-Teach is one of the programs lauded by President Obama in recent remarks praising initiatives supported by the National Math and Science Initiative, Texas Instruments and the Dell Foundation that help prepare a new generation of math and science teachers.

Founded in 1969 by College of Education professor Robert M. Morgan, the Learning Systems Institute (LSI) is a multidisciplinary organization dedicated to bridging the gap between research and practice in education and training. The institute develops practical and workable solutions in learning and performance based on solid research. It is one of the largest contributors to contract and grant funding at Florida State. Since its inception, LSI has maintained a strong partnership with the College of Education. Currently, more than a dozen College of Education faculty members are associated with LSI and administer projects spanning a wide range of issues. In addition to research faculty, the College provides LSI with graduate students who serve in the vital role of research assistants. In October 2009, the College of Education and LSI celebrated the success of their alliance through a conference marking the 40th anniversary of LSI and commemorating the life and career of Morgan (1930-2009).

Pembroke Pines-FSU Charter Elementary School

Florida State University Schools

Pembroke Pines is a charter lab school sponsored by Florida State University that provides a vehicle for conducting research as well as demonstrating and evaluating effective management, teaching and learning in Florida’s public schools. In collaboration with College of Education faculty and School of Teacher Education interns, Pembroke Pines aims to enhance instruction and research in the areas of reading, mathematics, science and foreign language while offering students the opportunity to maximize learning and comprehension. Located in the southeastern region of the state, Pembroke Pines-FSU Charter Elementary School serves as tangible evidence of the College’s farreaching influence across Florida.


Florida State University Schools (FSUS) is a K-12 charter laboratory school, sponsored by Florida State University, whose mission is to advance Florida’s K-12 education through exemplary teaching, research and service. In collaboration with the College of Education, FSUS provides research and development opportunities for educators as well as a laboratory for teacher education. The approximately 1,600 enrolled students represent a population typical of other school sites in Florida and have access to strong academics as well as award-winning arts and athletic programs. During the 2009-2010 academic year, FSUS implemented more than 50 research projects representing a broad scope of topics including mathematics education, reading research and science inquiry. In addition, 19 School of Teacher Education students served their internships at FSUS, gaining invaluable experience and mentorship as they embark on new careers in the K-12 sector.

Marvalene Hughes Research in Education Symposium The Marvalene Hughes Research in Education Symposium is an annual event, organized by the College’s Council on Research in Education (CORE), that allows faculty and students to share current research projects. Held in conjunction with the College’s annual spring meeting, the symposium provides an avenue for celebration of quality research and offers opportunities for further collaboration across departments. Marvalene Hughes is a distinguished alumna of the College, a Florida State Grad Made Good, and former president of Dillard University in New Orleans, La. Her generous support of this event aligns her commitment to higher education with the College’s vision for creating initiatives that advance the field.

Annual Dean’s Symposium

2011 Annual Dean’s Symposium

How do you know a good teacher when you see one?

The Dean’s Symposium, started in 2007, is an annual event that brings together educational researchers and scholars, state policy-makers, school administrators, teachers and teacher educators, agency officials, and Florida State faculty and students to discuss educational issues of critical importance to our state and the nation. The 2011 symposium was titled “How do you know a good teacher when you see one?”


o e i p Educati nal ea d r s h L and olicy tudies P S

Joseph Beckham

Allan Tucker Professor of Educational Leadership and Policy Studies Books & Monographs

• Student freedom of speech. In R. Fossey, K.B. Melear, & J. Beckham (Eds.), 2011 Contemporary issues in higher education law (2nd ed.). Dayton, OH: Education Law Association. • Intercollegiate athletics. In R. Fossey, K.B. Melear, & J. Beckham (Eds.), 2011 Contemporary issues in higher education law (2nd ed.). Dayton, OH: Education Law Association. • Negligent liability issues in higher education. In R. Fossey, K.B. Melear, & J. Beckham (Eds.), 2011 Contemporary issues in higher education law (2nd ed.). Dayton, OH: Education Law Association. • Contemporary issues in higher education law (2nd ed.). (With editors R. Fossey & K.B. Melear). Dayton, OH: Education Law Association. (2011)

Rhonda Blackwell-Flanagan

Associate-In Educational Administration

Books & Monographs • Toward a more perfect union: Culturally responsive leadership through social justice. (R. Blackwell-Flanagan). In J. Aiken & C. Gertsl-Pepin (Eds.), 2011 Defining social justice in a global context: The changing face of educational leadership. Charlotte, NC: Information Age Publishing. (forthcoming)

Bradley Cox Assistant Professor Articles

The Department of Educational Leadership and Policy Studies (ELPS) develops educational leaders and policy analysts who are committed to improving PreK-20 education through its study, development, implementation and evaluation at all levels of government and in a wide range of institutions, schools and international agencies. Faculty research is focused in the areas of financing education, teacher quality and access to education for all learners, and bears consistent influence on educational policies and programs in 8 the nation and the world. Florida,

• Pedagogical signals of faculty approachability: Factors shaping faculty-student interaction outside the classroom. (With K. McIntosh, P. Terenzini, R. Reason, & B. Lutovsky Quaye). Research in Higher Education, 51(8), 767-768. (2010) • Faculty and institutional factors that promote student encounters with difference in first-year courses. (With R. Reason, B. Lutovsky Quaye, & P. Terenzini). Review of Higher Education, 33(3), 391-414. (2010)

Peter Easton

Associate Professor Appointment

• Nominated to Vice-Presidency of Comparative and International Education Society: January 2011.


• Hawks and baby chickens: Cultivating the sources of indigenous science education. Cultural Studies of Science Education. 6 (3), 705-717. (2011) • Identifying the evaluative impulse in local culture: Proverb use in West Africa. American Journal of Evaluation. (in press).

Books & Monographs

• Understanding literate environments in Africa. Paris, FR: UNESCO. (in press)

Marytza Gawlik Assistant Professor Articles

• Moving beyond the rhetoric: Charter school reform and accountability. The Journal of Educational Research. (forthcoming) • No child left behind: What we know and what we need to know. (With G. M. Maleyko).Education, 131(3), 600-624. (2011)

Books & Monographs

• Allen, A., & Gawlik, M. A. (forthcoming). Charter schools meeting the democratic mission of public education. In E. M. Ramalho, & A. Pankake (Eds.), 2011 Leadership for social justice: Encouraging the development of others. Educational Leadership for Social Justice IAP.


• Florida State University, Council on Research and Creativity ($17,000). First Year Assistant Professorship Award, Principal Investigator, Are you Leaving?: Leadership Turnover and Sustainability in Charter Schools. (2011)

Awards & Honors

• Faculty Research Award, Council on Research in Education, College of Education, Florida State University (2011)


• TG Public Benefit Grant ($153,323). Principal Investigator (with Robert D. Reason, Co-PI), Linking Institutional Policy to Student Success – A Pilot Study. (2011-2012)

Select Faculty Accolades 9

Kathy Guthrie

Assistant Professor Articles

• Virtual environments: A developmental tool for leadership education. (With K. Phelps & S. Downey). Journal of Leadership Studies, 5(2), 6-13. (2011) • Teaching and learning social justice through online service-learning courses. (With H. McCracken). The International Review of Research in Open and Distance Learning, 11(3), 78-94. (2010)

Associate Professor

Patrice Iatarola


• Determinants of high schools’ advanced course offerings. (With D. Conger & M.C. Long). Educational Evaluation and Policy Analysis, 33, 340-359. (2011)

Books & Monographs

• Beyond lectures and papers in leadership education. In C. Cheal, J. Coughlin, & S. Moore (Eds.)., 2012 Transformation in teaching: Social media strategies in higher education. Santa Rosa, CA: Informing Science Press. (pp. 93-113).

Awards & Honors

• Faculty Seminole Award, 2011

Shouping Hu

Professor Articles

• Scholarship awards, student engagement, and leadership capacity of college graduates. Journal of Higher Education, 82, 511-534. (2011) • Reconsidering the relationship between student engagement and persistence in college. Innovative Higher Education, 36, 97-106. (2011)

Books & Monographs • Using typological approaches to understand college student experiences and outcomes. (With S. Li). New Directions for Institutional Research. San Francisco, CA: Jossey-Bass. (2011)

Tamara Bertrand Jones

Assistant Professor

Books & Monographs

• Bein’ alive & bein’ a woman & bein’ colored is a metaphysical dilemma: Black female social integration at a predominantly white institution. (T. Bertrand Jones, P. Golay, S. Miles, & K. Moore). In C. Chambers (Ed.), 2011 Black American female undergraduates on campus: Successes and challenges. New Milford, CT: Emerald Books.


• Robert Wood Johnson Foundation- New Connections Program ($2500). Principal Investigator, Research BootCamp: A Model for Black Female Faculty Socialization. 2011 • Text and Academic Authors Association ($1000). Principal Investigator, Research BootCamp: A Model for Black Female Faculty Socialization. 2011 • FSU- First Year Assistant Professor Award ($17,000). Principal Investigator, Early Career Professional Development: A Model for Black Female Faculty Socialization. 2011


• Institute of Education Sciences & US Department of Education ($780,000). Principal Investigator, State Merit Aid Program and Student College Choice and Success: Evaluating the Efficacy of Florida’s Bright Futures Program. (2011-2014)


Select Faculty Accolades


La’Tara Osborne-Lampkin

Laura Lang

Post-doctoral Research Associate

Associate Professor and Director


Books & Monographs

• Grievance and arbitration practices in schools: Outcomes of rational decision-making. Journal of School Leadership, 20(4), 491-525 (2010) • When leadership and policy making collide: The valley view middle school experience. (With W. Hodge). Journal of Cases in Educational Leadership (forthcoming).

• Assumptions of service providers’ competencies and likely program impacts. (With C. Johnson & S. Goldwyn). In J. A. Morrell (Ed.), 2010 Evaluation in the face of uncertainty: Anticipating surprise and responding to the inevitable. New York, NY: Guilford Publications.


Awards & Honors

• National Science Foundation ($2,500,000). Principal Investigator (With M. Mardis, N. Everhart & R. Razzouk, Co-Principal Investigators), ICPALMS: A portal for standards-based instruction. (2010-2013) • Helios Foundation ($495,000). Principal Investigator (With R. Schoen, Co-Principal Investigator), Integrating STEM: Mathematics, Science and Computing. (2011-2013)

• Award for Research Excellence, Office of Research and Sponsored Programs, University of North Florida (2010)

Editorial Service

• Reviewer, Politics of Education Yearbook/Special Issue of the Education Policy (2010)

Linda Schrader

• U.S. Department of Education’s Mathematics and Science Partnership through the Florida Department of Education ($3,557,467). Co-Principal Investigator (with J. Travis, Principal Investigator, & M. Gaboardi, R. Razzouk, & D. Sherdan, Co-PIs), Biology Institute and Online Support: Collaborative Opportunities to Promote Excellence in Science. (2010-2011)

Associate-In Educational Policy and Evaluation


Jeffrey Milligan

• Chair, American Evaluation Association, Teaching of Evaluation TIG (20092011)


Editorial Service

• Reviewer, American Journal of Evaluation, (2011-present)


• Self-Enlightenment in the Context of Radical Social Change: A Neo-Confucian Critique of John Dewey’s Conception of Intelligence. (With H. Zhang). Journal of Thought, 45(1-2), 29-41. • The prophet and the engineer meet under the Mmango tree: Leadership, education and conflict in the southern Philippines. Educational Policy, 24(1), 28-51. (2010)


• Florida Department of Education, Division of Blind Services ($45,000). Principal Investigator, Comprehensive Needs Assessment Study, FY 2009-2011. (2011-2012) • QSR International ($5,000). Co-PI (with S. Rutledge), Nvivo9 Training Grant (2010-2011)

Books & Monographs

• Citizenship, identity and education in Muslim communities: Essays on attachment and obligation. (With M. Merry). New York: Palgrave Macmillan. (2010) • Philosophers without borders? Toward a comparative philosophy of education. (With E. Stanfill, A. Widyanto, & H. Zhang). (2011)

Associate Professor

Robert Schwartz


• Conference Coordinator, Southern History of Education Society conference, Tallahassee, Florida (March 2012)


• Walter Dill Scott and the student personnel movement. (with J. P. Biddix). Journal of Student Affairs Research and Practice.University of Tennessee (in press)

Awards & Honors

• Partner with a Purpose Award, FSU Division of Student Affairs (2010)

Books & Monographs

• Deans of men and the shaping of modern college culture. Palgrave Macmillan. 2010.


Select Faculty Accolades


Educational Psychology and LearningSystems

Russell Almond Associate Professor

Books & Monographs

• Using evidence centered design to think about assessments. In V. Shute & B. J. Becker (Eds.), 2010 Innovative Assessment for the 21st Century: Supporting Educational Needs, Springer, 75-100. • Graphical models. In P. Peterson, E. Baker & B. McGaw (Eds.), 2010 The International Encyclopedia of Education, Elsevier, 197-202.


Leslie J. Briggs Professor of Educational Research, and Dean Books & Monographs

• Psychological foundations of instructional design. In R.A. Reiser and J.V. Dempsey (Eds.), Trends and issues in instructional design. 3rd ed. (pp. 35-44). Saddlebrook, NJ: Merrill/Prentice-Hall. • Foreword. In V. Shute and B.J. Becker (Eds.), 2010 Innovative assessment for the 21st century (pp. vii-viii). New York: Springer.

• Estimating parameters of periodic assessment models. Educational Testing Service, Research Memorandum, RM-11-06 (2011)

Editorial Service

Betsy Becker

David Eccles

Mode L. Stone Distinguished Professor of Educational Statistics

• Editorial Board, Journal of Computing in Higher Education (2009 - present)

Associate Professor


Awards & Honors

• Mosteller Award, Campbell Collaboration (see Award_to_Betsy_Becker.php)

• The effect on perceptual-cognitive processes of manipulating contextspecific information during a simulated anticipation task. (with A. McRobert, P. Ward, & A. M. Williams). British Journal of Psychology, 102, 519-534. • The coordination of labour in sports teams. International Review of Sport and Exercise Psychology, 3, 154-170.

Books & Monographs

Books & Monographs

• Innovative assessment for the 21st century: Supporting educational needs. (With V. Shute, Eds.) New York, NY: Springer-Verlag. (2010)

• Verbal reports on cognitive processes. In G. Tenenbaum, R. C. Eklund, & A. Kamata (Eds.), Handbook of measurement in sport and exercise psychology (pp. 103-117). Champaign, IL: Human Kinetics.

Aubteen Darabi

Editorial Service


The faculty in the Department of Educational Psychology and Learning Systems (EPLS) are renowned for their insightful exploration and assessment of human behavior and the development of innovative research methodologies in three distinct areas — educational psychology, instructional systems and psychological services. Students have the opportunity to focus their study on a variety of fields, from sport psychology to instructional theory, and graduate with the skills and knowledge necessary to become leading researchers, dynamic faculty and skilled practitioners.

Marcy Driscoll

• Secretary, Society of Research Synthesis Methods, 2011

• Editorial Board, Journal of Sports Sciences, Psychology Section

Associate Professor Articles

• Cognitive presence in asynchronous online learning: a comparison of four different strategies. (with M. Arrastia, D. W. Nelson, T. Cornille, & X. Liang). Journal of Computer Assisted Learning, 27, 216-227. (2011) • Effect of worked examples on mental model progression in a computerbased simulation learning environment. (With D. W. Nelson, R. Meeker, X. Liang, & W. Boulware). Journal of Computing in Higher Education, 22(2), 135-147. (2010)


Select Faculty Accolades


Robert Eklund

Fengfeng Ke



Mode L. Stone Distinguished Professor of Sport Psychology • The effect of parental feedback on young athletes’ perceived motivational climate, goal involvement, goal orientation, and performance. (with L. Gershgoren, G. Tenenbaum, & A. Gershgoren). Psychology of Exercise and Sport. (forthcoming) • Returning to competition following a serious injury: The role of selfdetermination. (with L. Podlog). Journal of Sport Sciences, 28, 819-831. (2010)

Books & Monographs

• Measurement in sport & exercise psychology (with G, Tenenbaum, A. Kamata). Champaign, IL: Human Kinetics.

Editorial Service

• Editor, Journal of Sport & Exercise Psychology, 2003-2012

Allan Jeong Associate Professor

Books & Monographs

• Sequential analysis of scientific argumentation in asynchronous online discussion environments. (With D. Clark, V. Sampson, & M. Menekse). In S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), 2011 Analyzing interactions in CSCL methods, approaches and issues: Computer-supported collaborative learning series, 12, 207-234. New York: Springer. • Assessing change in learners’ causal understanding using sequential analysis and causal maps. In V.J. Shute & B.J. Becker (Eds.), 2010 Innovative assessment for the 21st century: Supporting educational needs. New York: Springer-Verlag. • Assessing key competencies within game environments. (With V. Shute, I. Masduki, O. Donmez, Y. Kim, V. Dennen, & C. Wang). In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), 2010 Computer-based diagnostics and systematic analysis of knowledge. New York, NY: Springer-Verlag.

Assistant Professor

• Environmental support hypothesis in designing multimedia training for older adults: is less always more? (With M. Pachman). Computers & Education. (in press) • Identity presence and knowledge building: Joint emergence in online learning environments? (With F. A. Chávez, P. L. Causarano, & A. Causarano). International Journal of Computer Supported Collaborative Learning, 6(3), 349-370. (2011) • The role of students’ motivation in peer-moderated asynchronous online discussions. (With K. Xie). British Journal of Educational Technology, 42(6), 916-930. (2011)

Books & Monographs • Games, learning, and assessment. (With V. Shute). In D. Ifenthaler, D. Eseryel, & X. Ge

(Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives. Springer, New York. (In Press).

James Klein

Walter Dick Distinguished Professor of Instructional Systems Design


• The influence of national and organizational culture on the use of performance improvement interventions. (with R. Vadivelu.) Performance Improvement Quarterly 24(1), 97-115. (2011)

Awards & Honors

• Annual Achievement Award, The Association for Educational Communications and Technology (2011)

Books & Monographs

• Comparing the impact of electronic performance support and web-based training. (with F. Nguyen). In D. Ifenthaler, Kinshuk, P. I. Demetrios, G. Sampson, & J. M. Spector (Eds.), 2011 Multiple perspectives on problem-solving and learning in the digital age. New York: Springer, 229-242. • The instructional design knowledge base: Theory, research and practice. (with R. Richey & M. Tracey). New York: Routldge. (2011)

Janet Lenz

Steven Pfeiffer



Assistant-In Career Counseling • A cognitive information processing approach to career services. (with C. Hughes). Australian Career Practitioner, 22, 11-13. (2011) • Career services and academic advising: Collaborating for student success. (with K. McCaig & D. Carr). NACE Journal, 30-35. (2010) • Big questions facing vocational psychology: A cognitive information processing perspective. (with R. Reardon, J. Sampson, Jr., & G. Peterson). Journal of Career Assessment. (forthcoming)

Editorial Service

• Editorial Board, Career Development Quarterly (2009-Present)

Susan Losh Associate Professor Appointment

• Program Chair and Chair-Elect, SIG on Advanced Studies of National Databases, American Education Research Association, (2011-2013)


• Creatures in the classroom: Preservice teacher beliefs about fantastic beasts, magic, extraterrestrials, evolution and creationism. (With B. Nzekwe). Science & Education 20,473–489 (2011) • The influence of education major: How diverse preservice teachers view pseudoscience topics. (With B. Nzekwe). Journal of Science, Education and Technology, 20, 579–591. (2011)

Books & Monographs

• Group behavior in organizations. San Diego, CA: Bridgepoint Education (2011)

Debra Osborn Assistant Professor

Books & Monographs

•Visiting Senior Faculty, National Institute of Education, Singapore (2011)


•The state of science and mathematics education in state-supported residential academies: A nationwide survey. (With M. Overstreet & A. Park). Roeper Review, 32, 25-31. (2010) •Serving the gifted: A national survey of school psychologists. (With S.G. Robertson & N. Taylor). Psychology in the Schools, 48, 786-787. (2011)


• Best practices in gifted assessment: Debunking prevailing myths. Professional development workshop at the Annual Convention of the American Psychological Association, Washington, D.C. (2011)

Frances Prevatt Professor Articles

• The academic success inventory for college students: Scale development and practical implications for use with students. (With H. Li, T. Welles, D. Festa-Drehar, S. Yelland, & J. Lee). Journal of College Admission. 211, 26-31. (2011) •Time estimation abilities of college students with ADHD. (With B. Proctor, L. Baker, L. Garrett, & S. Yelland). Journal of Attention Disorders. 15, 531-538 (forthcoming) •The use of between session assignments in ADHD coaching with college students. (With G. Lampropoulos, V. Bowles, & L. Garrett). Journal of Attention Disorders, 15, 18027 (2011)

Books & Monographs

• Succeeding with adult ADHD. (with A. Levrini). Washington, D.C. American Psychological Association. (forthcoming)

• Using assessment results for career development (8th ed.). (With V. Zunker). Pacific Grove, CA: Brooks/Cole. (2011) • The internet: A guide to using the internet in career planning (3rd Ed.). (With M.R. Dikel & J. P. Sampson, Jr.). Broken Arrow, OK: National Career Development Association. (2011)

Robert Reiser


Books & Monographs

• President, National Career Development Association (October 2011-October 2012) • Ad Hoc Reviewer, Career Development Quarterly (2011-present)

16 Select Faculty Accolades


Associate Dean for Research and Robert M. Morgan Professor of Instructional Systems

• Conditions of learning. In N. Seel (Ed.), 2012 Encyclopedia of the sciences of learning. New York: Springer. • Robert Mills Gagne. In N. Seel (Ed.), 2012 Encyclopedia of the sciences of learning. New York: Springer. • Trends and issues in instructional design and technology. (With J. Dempsey). Allyn & Bacon. (2011)

Gershon Tenenbaum

Alysia Roehrig Associate Professor

Benjamin S. Bloom Professor of Education


• The effects of teacher qualification, teacher self-efficacy and classroom practices on fifth graders’ literacy outcomes. (With Y. Guo, C. M. Connor, Y. Yang, & F. J. Morrison). Elementary School Journal. (forthcoming) • The relation of morphological awareness and syntactic awareness to adults’ reading comprehension: Is vocabulary knowledge a mediating variable? (With Y. Guo & R.S. Williams). Journal of Literacy Research, 43, 159-183. (2011)

Books & Monographs

• Effective teachers and teaching: Characteristics and practices related to student outcomes. (With J.E. Turner, M. Arrastia, E. Christesen, S. McElhaney, & L. Jakiel.) In T. Urdan, S. Graham, M. Royer, & M. Zeidner (Eds.). Educational psychology handbook, Volume 2: Individual differences, cultural variations, and contextual factors in educational psychology. Washington DC: American Psychological Association. (2012) • Development and use of a tool for evaluating teacher effectiveness in grades K-12. (With E. Christesen). In V.J. Shute & B.J. Becker (Eds.). 2010 Innovative assessment for the 21st century (pp. 207-228). New York, NY: Springer. (2010)


• 2011 Fellow, American Psychological Association


• How do athletes perceive and respond to change-events: An exploraty measurement tool. (With R. Samuel). Psychology of Sport and Exercise, 12, 392-406. (2011) • The effect of parental feedback on young athletes’ perceived motivational climate, goal involvement, goal orientation, and performance. (With L. Gershgoren, A. Gershgoren, & R.C. Eklund). Psychology of Sport and Exercise, 12, 481-489. (2011)

Awards & Honors

• Distinguished Scientific and Research Contributions to Exercise and Sport Psychology Award, American Psychological Association, Division 47 – Exercise and Sport Psychology. (2011)

Assistant Professor Articles

Valerie Shute

• A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. (With M. M. Thomson & J.L. Nietfeld).Teaching and Teacher Education. (2011) • Effects of a collaborative annotation method on students’ learning and learningrelated motivation and affect. (Computers in human behavior). (With S. Razon, T.E. Johnson, G. Arsal, & G. Tenenbaum).

Professor Articles

• Conceptual framework for modeling, assessing, and supporting competencies within game environments. (With I. Masduki & O. Donmez). Technology, Instruction, Cognition, and Learning, 8(2), 137-161. (2010).

Books & Monographs

• Games . . . and . . . learning. (With L. Rieber, & R. Van Eck). In R. Reiser & J. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 321-332). Upper Saddle River, NJ: Pearson Education, Inc. (2011)


• Bill & Melinda Gates Foundation ($594,035). Principal Investigator (With M. Ventura & R. Almond, Co-PIs), Developing Stealth Assessments for Use in Digital Games. U.S. Programs Grant Number 0PP1035331. (20112013)

Jeannine Turner

Books & Monographs

• Effective teachers and teaching: characteristics and practices related to positive student outcomes. (With A.D. Roehrig, M.C. Arrastia, E. Christesen, S. McElhaney, & L. Jakiel). In T. Urdan, S. Graham, M. Royer, & M. Zeidner (Eds.), 2011 APA Educational Psychology Handbook Volume 2: Individual differences, cultural considerations, and contextual factors in educational psychology. Washington, D.C.: American Psychological Association.


• A quantitative descriptive analysis of students’ motivation, emotions, & self-regulation processes using dynamical systems framework. (With R.M. Waugh). Presentation at the Annual Convention for Society for Chaos Theory in Psychology & Life Sciences, August 2011, Los Angeles, CA.


• U.S. Patent awarded: V. J. Shute, E.Hansen, & R. G. Almond (November 9, 2010). Method and System for Designing Adaptive, Diagnostic Assessments, #US 7,828,552.


Select Faculty Accolades 1919

School of Teacher Education As one of the premier programs in the state of Florida, the School of Teacher Education (STE) is spearheading initiatives to improve education across curricula in the nation’s schools. A commitment to advancing the discipline is evident through the caliber of leadership among faculty, students and constituents and the adherence to a tradition of meaningful research that impacts teaching and learning for children and adults in today’s world.


Kathleen Clark Assistant Professor Appointment

• Secretary, The International Study Group on the Relations Between the History and Pedagogy of Mathematics - Americas Section (HPM - Americas) (2011 – present).


• History of mathematics: Illuminating understanding of school mathematics concepts for pre-service mathematics teachers. Educational Studies in Mathematics. (forthcoming)

Books & Monographs

• Reflection and revision: Evolving conceptions of a “Using History” course. In V. Katz & C. Tzanakis (Eds.), Recent developments on introducing a historical dimension in mathematics education (pp. 213-222). Washington, DC: The Mathematical Association of America.

Editorial Service

• Advisory Board member and Newsletter co-editor, The International Study Group on the Relations Between the History and Pedagogy of Mathematics (HPM) (2010 – present)

Amy Guerette

Associate Professor Articles

• Descriptions of their visual impairment and visual functioning by students with low vision. (With S. Lewis & C. Mattingly). Journal of Visual Impairments and Blindness, 105(5), 287-98. (2011) • Medical students’ knowledge and familiarity of visual impairments: A pilot study. (With D.L. Henzi). Journal of Visual Impairment & Blindness, 104(11), 709-714. (2010) • The competencies, roles, supervision, and training needs of paraeducators working with students with visual impairments in local and residential schools. (With S. Lewis). Journal of Visual Impairment & Blindness, 104(8), 464-477. (2010)


• U.S. Department of Education, Office of Special Education Programs ($1,200,000) Principal Investigator, The Preparation of Diverse Personnel to Teach Students with Visual Impairments. (2011-2014)

Mary Frances Hanline Professor Articles

• Preservice perceptions of practicum experiences in inclusive preschools: Implications for personnel preparation. Special Education and Teacher Education, 33(4), 335-351.(2010) • Social experiences of preschoolers with severe disabilities in an inclusive early education setting: A qualitative study. (With S.M. Correa-Torres). Education and Training in Autism and Developmental Disabilities. (in press)


• U.S. Department of Education, Leadership Personnel Preparation Program. Co-Principal Investigator (With J. Woods), Project LIFE: Leadership in Family-Centered Intervention. (2007-2011) • U.S. Department of Education. Principal Investigator, Personnel Preparation of Special Education Related Services, and Early Intervention Personnel to Serve Infants, Toddlers, and Children with Low-Incidence Disabilities. Project SEE – Special Education Endorsements. (2005–2010)

Ithel Jones Associate Professor Articles

• Preservice teachers’ beliefs about mathematics and science content and teaching. (With U. Yesil-Dagli & V. Lake) Journal of Research in Education, 21, 32-48. (2010) • Theory of mind, material altruism and family context in preschoolers. (With B. Keskin). Journal of Research in Education, 21, 126-136. (2011)

Books & Monographs

• Active experiences for active children: Science. (With C. Seefeldt & A. Galper) Columbus, OH: Pearson. (2011) • Service learning in the PreK-3 classroom: The what, why, and how-to-guide for every teacher. (With V. Lake). Minneapolis, MN: Free Spirit. (in press)

Young-Suk Kim Assistant Professor Articles

• Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first-grade readers. (With R. K. Wagner & L. Foster). Scientific Studies of Reading, 15, 338362 (2011) • Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean. Contemporary Educational Psychology, 36, 177-189 (2011) • Proximal and distal predictors of reading comprehension: Evidence from young Korean readers. Scientific Studies of Reading, 15, 167-190 (2011) • Does growth rate in oral reading fluency matter for reading comprehension? (With Y. Petscher, C. Schatschneider, & P. Foorman). Journal of Educational Psychology, 102, 652-667 (2010)

Select Faculty Accolades 21

Sandra Lewis Professor


• President, Florida State University Faculty Senate (2011-2012)


• Current practices in instruction in literary braille code university personnel preparation programs. (With L. P. Rosenblum & F. M. D’Andrea). Journal of Visual Impairment & Blindness,104(9), 523-532. (2010) • The competencies, roles, supervision, and training needs of paraeducators working with students with visual impairments in local and residential schools. (With A. R. McKenzie). Journal of Visual Impairment & Blindness, 104(8), 464-477. (2010)


• Florida Department of Education, Bureau of Exceptional Education and Student Support. Principal Investigator, Critical Initiatives in Visual Impairment. (2010-2011)

Associate Professor Articles

• Discourse of making sense of data: Implications for elementary teachers’ science education. (With A. Roychoudhury). Journal of Elementary Science Education, 21(2), 181-203 (2010) • Multilevel effects of student and classroom factors on elementary science achievement in five countries. (With S. Kaya). International Journal of Science Education 32(10), 1337 – 1363 (2010)

Appointment • Chair, Faculty Advisory Board, 2010-2012

Professional Service Appointment • Reviewer, Panel for Mathematics and Science Proposals, Institute of Education Sciences, 2011-2014

Alejandro Gallard Martínez

Associate Professor Appointment

• Chair Elect, AERA Hispanic Research SIG


• Argumentation and indigenous knowledge: Socio-historical influences in contextualizing an argumentation model in South African schools. Cultural Studies in Science Education, 6 (3), 719-723. (2011)

Awards & Honors

• John Shrum Award for Excellence in Education of Science Teachers and Contributions, The Southeast Association for Science Teacher Education.

Books & Monographs

• The imperative of context in the age of globalization in creating equity in science education. In J. A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education. Springer. (in press)


Diana Rice

Assistant Professor

Victor Sampson


• Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. (With J. Grooms & J. Walker). Science Education, 95(2), 217-257. (2011) • A comparison of the collaborative scientific argumentation practices in two high and two low performing groups. (With D. Clark). Research in Science Education, 41(1), 63-97.(2011)


• Department of Education, Institute of Education Science ($1,062,214.00). Principal Investigator (with S. Southerland, Co-PI & E. Granger, Co-PI), Argument-Driven Inquiry in the Middle and High School Laboratory – The refinement and further development of a new instructional model. (2010-2013) • Department of Education, Institute of Education Science ($1,156,500.00). Co-Principal Investigator (with P. Marty, PI, S. Southerland, Co-PI, & I. Douglas, Co-PI), Habitat Tracker: Learning about Scientific Inquiry through Digital Journaling in Wildlife Centers. 2010-2013

Select Faculty Accolades 2323

Lisa Scherff

Associate Professor Articles

Jeanne Wanzek

Assistant Professor Awards & Honors

• The preservice teachers are watching: Framing and reframing the field experience. (With N. R. Singer). Teaching and Teacher Education. (in press)

• Article of the Year, National Association of School Psychologists (2010) • Nomination for Early Career Publication Award, Council for Exceptional Children (2010)

Books & Monographs

Editorial Service

• The chocolate war: So bad, it’s good—and that’s why we need to teach it. In J. Milner & C. Pope (Eds.), 2011 Engaging American novels (pp. 261-262).Urbana, IL: NCTE. • Culture, relevance, and schooling: Exploring uncommon ground. (Edited with K. Spector). Lanham, MD: Rowman and Littlefield. (2011)

Editorial Service

• Co-Editor, English Education, (2010-present)

Sherry Southerland

Professor Articles

• Exploring the construct of pedagogical discontentment: A tool to understand science teachers’ openness to reform. (With S. Sowell, M. Blanchard, & E.M. Granger). Research in Science Education, 41, 299319. (2010) • Is inquiry possible in light of accountability?: Investigating the relative effectiveness of guided inquiry and traditional, didactic laboratory instruction. (With M. Blanchard, J. Osborne, V. Sampson, L. Annetta, & E.M. Granger). Science Education, 94, 577-616.(2010) • Development and evaluation of the measure of understanding macroevolution: Introducing the MUM. (With L. Nadelson). Journal of Experimental Education, 78,151-190. (2010) • Examining the interaction of acceptance and understanding: How does the relationship change with a focus on macroevolution? (With L. Nadleson). Evolution: Education and Outreach, 3, 84-92. (2010)

24 Select Faculty Accolades

• Associate Editor, Assessment for Effective Instruction (October 2010-present).


• Institute of Education Sciences, U.S. Department of Education ($1,534,011). Principal Investigator, Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7-12 FSU Subaward (2010-2015).

Shelbie Witte

Assistant Professor Awards & Honors

• Undergraduate Teaching Award, The Florida State University (2011)


• This guy’s dead’: Seeking the origins of the dystopian narrative of the American high school in the popular culture. (With F. Todd Good son). The High School Journal, 34(1), 3-14 (2010)

Books & Monographs

• Preaching what we practice: Revision and the pedagogical implications of teachers as digital writers. Programs in action. Berkeley, CA: National Writing Project. (forthcoming)


• Center for Research and Creativity, Florida State University ($14,000). Co-Principal Investigator (with Don Latham and Melissa Gross), Librarian/Teacher Partnerships for 21st Century Skills: A Needs Assessment. (2010-2011)

Select Faculty Achievements 25 25

Sport Management

Michael Giardina

Assistant Professor

Associate Professor

• Cultural studies: Performative imperatives and bodily articulations. (With J. Newman). In N. Denzin & Y. Lincoln (Eds), 2011 SAGE Handbook of Qualitative Research (4th Edition), pp. 179-194. Thousand Oaks, CA: Sage.

• Roles of recruiter political skill, influence strategy, and organization reputation on recruitment effectiveness in college sports. (With M. Magnussen, Y.K. Kim, & G. Ferris). Thunderbird International Business Review. (in press) •Issues, challenges, and the state of fundraising: Insights from today’s sport and non-sport practitioners. (With B. Gordon & D. Wong). International Journal of Sport Management, 12(2), 221-240. (2011) •An analysis of goal achievement orientation and sport morality levels of division I-A non-revenue collegiate athletes. (With J. Lata). The Journal for the Study of Sport & Athletes in Education.4(1), 69-94. (2011)

Books & Monographs

• Sport, spectacle, and NASCAR nation: Consumption and the cultural politics of neoliberalism. (With J. Newman). New York: PalgraveMacmillan. (2011) • Qualitative inquiry and human rights. (With N. Denzin). Walnut Creek, CA: Left Coast Press. (2010).

Editorial Service

• Associate Editor, Sociology of Sport Journal (2009-present)

Jeffrey James

Professor Articles

• Customer satisfaction with game and service experiences: Antecedents and consequences. (With M. Yoshida). Journal of Sport Management, 24(3), 338361. (2010) • Service quality at sporting events: Is aesthetic quality a missing dimension. (With M. Yoshida). Sport Management Review, 14, 13-24. (2011) • Attitude toward advertising through sport: A theoretical framework. (With D.Y. Pyun). Sport Management Review, 14, 33-41. (2011)

Editorial Service

• Associate Editor of the Sport Marketing & Media Division for the Journal of the Global Academy of Marketing Science. (2010-present)

Yu-Kyoum Kim

Assistant Professor Articles

• A conceptual framework for understanding relationships between sport consumers and sport organizations: A relationship quality approach (With G. Trail). Journal of Sport Management, 25, 57-69 (2011) • The role of gratitude in sponsorship: The case of participant sport (With R. Smith & J.D. James). International Journal of Sports Marketing and Sponsorship, 12, 53-75 (2010) • The impact of cause-related marketing (CRM) in spectator sport (With K.T. Kim & D. H. Kwak). Journal of Management and Organization, 16, 515-527 (2010)

The Department of Sport Management prepares highly qualified professionals for successful careers within the sport industry and educational environments. Our faculty engage in collaborative research and partnerships that support the dynamic needs of a global and diverse society, and they are fundamental in our quest 26 to produce graduates who thrive in a myriad of settings.

Michael Mondello

Awards & Honors

• Research Fellow Award, North American Society for Sport Management (2011)

Select Faculty Accolades


Books & Monographs

• Media economics of the NFL. In K.G. Quinn (Ed.), 2011 Economics of the National Football League. The state of the art sports economics, management and policy series, Coates, D. (Ed.) New York: Springer.

Joshua Newman

Associate Professor

Books & Monographs

• Sport, spectacle, and NASCAR nation: Consumption and the cultural politics of neoliberalism. (With M. Giardina). New York: Palgrave Macmillan. (2011)

Cecile Reynaud

Research Associate

Awards & Honors

•USA Volleyball Florida Region Hall of Fame (2011)

Books & Monographs

• Coaching volleyball: Technical and tactical skills. Champaign, IL: Human Kinetics (2011)

Ryan Rodenberg

Assistant Professor Articles

•American Needle v. National Football League, et al” (With L. J. Wertheim), International Journal of Sport Communication, 3(3) 371 (2010) • Sports Law Analytics. (With T. Kaburakis). May/June Analytics, 29-32 (2011) • Gender policies in golf and the impact of litigation: Lawless v. LPGA, et al. World Sports Law Report, 8(12) (2010) • Perception ≠ reality: Analyzing specific allegations of NBA referee bias. Journal of Quantitative Analysis in Sports, 7(2) Article 8 (2011)

Providing Research Support Through Service:

The Office of Research By Emily Hudson

As university budgets have tightened, the need to obtain external funds to support faculty research activities has become critical. In 2010, Dean Driscoll decided to revamp and expand the College’s Office of Research to meet this need. The office, which was previously a team of two overworked grant managers, grew into a six-person team with several graduate assistants almost overnight.

“The revamped Office of Research is committed to providing faculty with outstanding support in obtaining external funding and outstanding service in administering funded projects,” said Robert Reiser, Associate Dean for Research. “The Office is diligent and eager to see the faculty receive research funding to further their efforts to solve educational problems and improve the quality of instruction and learning.” Some of the major responsibilities of the Office of Research are to assist faculty with finding grant opportunities, find research partners, prepare grant proposals and to help faculty manage the grant once it is awarded. According to Reiser, preparing successful grant proposals is a difficult process. Proposals must be very well-written, persuasive and a detailed budget must be created. Funding agencies and the university have a wide variety of rules and procedures that must be followed and a plethora of forms and other documents must be prepared and submitted. These tasks can be daunting without adequate support. The same need for assistance holds true after a faculty member receives grant funding; managing the budget, hiring staff and processing travel and purchasing requests are among the many tasks that Office of Research staff manage for faculty.

Reiser hopes to see a rise in the number of grant proposals submitted and grants awarded over the next few years. His staff has put together some baseline data that provides a measure of all College of Education grant activity over the past five years. “We hope to see a boost in grant activity,” says Reiser. “We would like to see a substantial increase in the number of proposals and the number of awards. We would like to see the amount of award dollars increased too.” Consistent improvement in the quality of service the Office provides is another top priority. “This year one of my goals is to develop a close relationship with the faculty so that the faculty feel very secure when they come and talk to us,” says Russ Walker, OoR office administrator. “Our staff is eager to continue their work to support the faculty in obtaining funding for research activities that will improve the quality of instruction and learning for a wide variety of learners,” says Walker.

The Office of Research is committed to providing faculty with outstanding support in obtaining external funding and outstanding service in administering funded projects.

29 29


N ew Faculty

Thanks to awardwinning faculty, the College of Education is consistently ranked among the best in the nation. The College is proud that many of its faculty members have assumed major leadership positions within the university and the larger academic community. College of Education faculty are committed to conducting research that contributes to the science of education and to the ongoing assessment and improvement of educational practice, both domestic and foreign. The College actively recruits new faculty members who are leaders in their fields and passionate about education. This academic year there are 11 new faculty members to welcome. 3030

Laura Ballard

James Klein, Ph.D.

Kathryn Spradlin, M.S.

Walter Dick Distinguished Professor of Instructional Systems Design Ph.D. earned from Florida State University

Visiting Assistant-In English Education M.S. earned from Florida State University

Ella-Mae Daniel

Joshua Newman, Ph.D.

Kelly Torres, Ph.D.

Marytza Gawlik, Ph.D.

Deborah Osborn, Ph.D.

Phyllis Underwood, Ph.D.

Mari Haneda, Ph.D.

Lisa Scherff, Ph.D.

Visiting Assistant-In Foreign and Second Language Teaching M.S. earned from Florida State University

Visiting Assistant-In Elementary Education M.S. earned from Illinois State University

Assistant Professor of Educational Policy Ph.D. earned from University of California at Berkeley

Associate Professor of Foreign and Second Language Teaching Ph.D. earned from Ontario Institute for Studies in Education of the University of Toronto

Associate Professor of Sport Management Ph.D. earned from University of Maryland

Assistant Professor of Psychological and Counseling Services Ph.D. earned from Florida State University

Visiting Assistant-In Educational Psychology Ph.D. earned from Florida State University

Visiting Associate-In Elementary and Early Childhood Education Ph.D. earned from Florida State University

Associate Professor of Reading Education Ph.D. earned from Florida State University


Education and General Expenditures Fiscal Year 2010-2011:

Full-time Faculty Salaries


Full-time Staff Salaries


Fringe Benefits


Assistantships and Adjunct Faculty Salaries and Benefits


Administrative Direction and Support Services

$856,975 Total: $13,434, 249


Source: FSU Office of Budget and Analysis


Investing in Education

State funding for higher education has been on the decline for the last several years, causing unfortunate but necessary increases in tuition across the country. Helping students offset expenses through scholarship support is a priority for the College of Education. Scholarships reward high achievement and enable deserving students with financial need to develop their gifts and experience careers and futures they might never have known. We extend our thanks to the more than 1,300 donors who gave over $3.1 million for fellowships, scholarships and other programmatic support in the 2010- 2011 year. The following page recognizes those who gave $500 or more, but our success reflects the culmination of all levels of support.

Financial Support for College of Education Students, 2010-2011:

Gifts of $1,000,000 or more

*Dr. Michael Shahnasarian and Ms. Jean M. Shahnasarian

Gifts of $50,000 to $250,000

*Dr. Marcy P. Driscoll and Mr. Robin Driscoll Ms. Donna L. Tornillo

Gifts of $25,000 to $49,999 Mr. Gary L. Crayton Dr. Peter J. Scanlon Ms. Jean Fliess

Florida Council for the Social Studies South Bay Mental Health Center, Inc.

Ms. Cynthia J. Schumacher Mr. David E. Phillips and Ms. Lee Ann Phillips

Dr. Michael Shahnasarian and Ms. Jean M. Shahnasarian

Gifts of $10,000 to $24,999 Gifts of $5,000 to $9,999

Bill Montford Campaign Vulcan Material Company Dr. Kathy S. Froelich and Dr. Philip N. Froelich

Gifts of $1,000 to $4,999

Percentage of COE students receiving non-scholarship financial assistance (loans and grants): 57% Percentage of COE students receiving need-based financial assistance: 51% Percentage of COE students receiving any combination of grants, scholarships or loans: 80%

Robert L. Patrick Revocable Trust Mrs. Anne Daves and Mr. John W. Daves

Th a nk Y o u for your gift

Dr. Marvalene H. Hughes and Dr. David J. Brinks Mrs. Louise S. Koch and Mr. Edward O. Koch

Ms. Diana K. Barnes State Farm Insurance Companies Mr. Ralph R. Gonzalez and Mrs. Barrie B. Gonzalez Ms. Kimberly A. Hirsch and Mr. Jeffrey T. Hirsch Dr. Phyllis S. Underwood and Mr. Cyrus J. Underwood The Honorable Frank N. Kaney and Mrs. Eleanore I. Kaney Commissioner John E. Dailey and Virginia E. Dailey, Esq. JDA Strategies, LLC Dr. Jeffrey D. James and Ms. Valerie D. James

VADM (R) Gordon S. Holder and Mrs. Patricia A. Holder Loretta and Leigh Norgren Foundation Dr. Donald A. McInnes, III and Ms. Melayne M. McInnes Mr. Stephen Morgan Ms. Sandra Quesada and Ms. Marcia R. Ferguson Mark & Lula Hamilton DeGraff Tr. Bank of America Charitable Foundation Dr. Doretta E. Gordon Dr. Robert C. Reardon and Dr. Janet G. Lenz

Mrs. Bertha M. Bolden Ms. Patricia A. Doody Ms. Debra B. McDuffie Mr. Thomas J. Mills and Mrs. Selby A. Mills Dr. M. Dianne Murphy Ms. Mary L. Perfect Mr. Richard W. Ruch and Ms. Judy L. Ruch Mr. James R. Swanson, Sr. and Dr. Lucille A. Swanson

Mr. Andrew M. Watkins and Ms. Kristin N. Watkins Ms. Michele M. Murphy Dr. Margaret W. Lewis and Dr. Howard E. Lewis Dr. Marcy P. Driscoll and Mr. Robin Driscoll Ms. Ruth L. McCrary and Mr. Julian B. McCrary State Farm Companies Foundation Mrs. Jane W. Cooksey Dr. Lawrence R. Hepburn and Dr. Mary A. Hepburn The Rev. Dr. Linda V. Hutton Ms. Stacey L. Saunier

Dr. Glenn W. Stillion and Ms. Judith A. Stillion Ms. Linda C. Reiser and Dr. Robert A. Reiser Dr. Wilsie G. Jenkins Mr. Forrest B. Van Camp and Ms. Barbara A. Van Camp Dr. Ralph S. Archibald, III Mr. Joseph J. Audie, Jr. Dr. Randolph T. Barker and Dr. Sandra B. Barker Dr. Richard E. Brogdon Campus Circle Dr. Jon C. Dalton and Mrs. Beverly A. Dalton

Mrs. Hope Y. Diffenbaugh Dr. Barbara J. Edwards Ms. Linda R. Eshleman Erwin D. Jackson, Ph.D. and Ms. Stefanie A. Jackson Ms. Emily P. Myers Dr. John F. Nolen, Jr. and Ms. Martha T. Nolen Dr. David W. Persky and Ms. Mary C. Persky Regional Property Services

Gifts of $500 to $999

*Estate gifts


Source: FSU Office of Financial Aid

If your name or business was inadvertently omitted from this list please contact Courtney Stombock, Assistant Dean for Development, at 850-644-0565.


Fiscal Year 2010-2011:

Programmatic Support






How Your Gift Was Invested



$1,269,005 Total: $2,133,526 * Includes $1.24M in documented estate gifts.

Source: FSU College of Education Office of Development


College of Education Strategic Plan

Educational institutions in the world over function today in complex environments marked by changing social

and political expectations, rapid advancements in technology, an increasingly diverse constituency, economic instability and indistinct boundaries between local, national and international concerns. In such circumstances traditional modes of operation, while not without continuing value, are unlikely to offer adequate responses to such new challenges. To successfully navigate these new challenges and realize the opportunities they represent, we must have the courage to chart a clear course grounded in the best of our values and traditions, informed by a clear-eyed assessment of our circumstances, and oriented by our highest aspirations for the communities, students and professions we serve. It is in this spirit that we offer the following strategic plan for the Florida State University College of Education.


2010-2015 Draft Strategic Plan for the College of Education is the culmination of a year-long process of careful reflection and input from faculty, staff, and alumni. In early 2010, the department chairs, assistant and associate deans and Dean’s Management Team, under the direction of Dean Marcy Driscoll, drafted a set of goals and directives for the College. These objectives were then submitted to the faculty and staff for review and comment at the Fall 2010 All-College Meeting. In September 2010, Dean Driscoll formed the Strategic Planning Committee and charged it with the task of formulating a five-year strategic plan informed by faculty and staff comments on that preliminary draft. That Strategic Planning Committee, led by Diana Rice, comprised of 13 members of the faculty and staff, met regularly during the Fall and Spring semesters of the 2010-2011 academic year. The resulting set of goals, objectives and action plans coherently aligned with a revised statement of the mission, vision and values of the College of Education.

Faculty and staff comments were solicited in the form of a college-wide survey conducted in January. Input from alumni, retired faculty and staff and donors was also solicited in a workshop held February 2011. The completed document contains six goals, specific objectives within each goal and concrete action steps to be taken that will lead to achievement of the objectives. It represents the Committee’s best effort to reflect the collective wisdom of our colleagues, alumni and constituencies in responding to the Dean’s charge. This is expected to be a living document that will be reviewed annually, and should provide a useful framework for future action.


The outcome of this strategic planning process has provided the College’s fundraising team, Faculty Advisory Board and Staff Advisory Board with input on areas the College should focus on in 2012 and beyond. The College is now making progress on developing a fundraising plan and developing implementation strategies for the strategic plan and President Barron’s Big Ideas. 39

Design Ideation Revealed:

Morgan Studio

The Transformation of the

By Emily Hudson

amed after Robert M. Morgan, a scholar known for founding the N Instructional Systems graduate program and for founding and directing

the Learning Systems Institute, the Morgan Instructional Systems MultiMedia Studio was established in 2009. The Studio was constructed to provide a versatile computer and media lab for Instructional Systems (IS) courses, teaching and learning, events, application opportunities and resources for specialization in digital production and dissemination. About a year after the Studio debuted, it became apparent that the advancements in technology had progressed to a degree that the Studio needed to be updated. Robert Reiser, Associate Dean for Research, led a team in search for a redesign of the space. Valerie Shute, Professor of Educational Psychology and Learning Systems, worked with Reiser and explains, “One big idea underlying our new Morgan Studio space is that learning is not simply individualized, but a highly social, context-dependent and collaborative endeavor.” Jim Dawkins, Assistant Professor in the Department of Interior Design, was selected to take the lead on the redesign. “The new design originated with the idea that the existing space be transformed into a studio that could meet a larger vision of accommodating new teaching and learning needs,” said Dawkins. Reiser and Shute provided Dawkins with an overview of their program,

40 40

how students interact with technology, specifically gaming technology, and how students were doing their work in a more social environment. From there, Dawkins did imagery research on similar spaces, took measurements and photos of the Morgan Studio and began sketching views of different space layouts dependent on the various functions accommodated by the space. “After refining the vision for the space, it was just a matter of ‘installing’ the idea via some selective demolition, paint, trim, and furnishings,” noted Dawkins on the development of the project. Steve Conner, Director of Business Operations, was responsible for purchasing and installing the adaptable furniture and technology to allow the finishing touches to be made to the space. Excitement of the redesign is spreading throughout the Stone Building.

Shute, who uses the space for her research meetings, says, “After more than a year of cleaning, sketching, painting, building, furnishing, refurnishing, etc., we now have a space that is fostering co-creative processes and social engagement. Its multi-purpose design allows the space to be used as a meeting room, a working space, hangout area, presentation venue, and more. It’s a wonderful space and I’m very grateful for everyone who made it possible.” Alumni and faculty of the Instructional Systems program have been instrumental in the orchestration of the Studio. Courtney Stombock, Assistant Dean for Development, concludes, “The Instructional Systems alumni and faculty have been tremendously dedicated to this project. Over the last seven years, they have made generous gifts and sought for grants to make this possible. It has been such a pleasure for me to work with them and see this project come to fruition in a more impressive way then we envisioned.”


FSU-Teach Graduates Inaugural Class By Amber Smalley

Katherine Aplington, a math teacher at Godby High School in Tallahassee, is among the four members of the inaugural class of students to graduate from Florida State’s acclaimed FSU-Teach program.

Aplington cannot remember a time when she did not want to teach. “I love witnessing ‘Aha’ moments. For me, teaching isn’t a career, it’s a calling.” Launched in 2008, the innovative and collaborative program was designated to increase the number and retention of high-quality science and mathematics teachers from grades 6 to 12. FCR-STEM core funding from the Florida Legislature, combined with assistance from private grants and philanthropy, helped launch FSU-Teach. Gifts to the program help cover tuition for the introductory teaching courses, offset some costs associated with working in the classroom, and enhance the mentor teacher relationships for students. Aplington and her fellow classmates, now math and


I love witnessing ‘Aha’ moments. For me, teaching isn’t a career, it’s a calling.

The FSU-Teach program gave me the confidence I needed to be a successful teacher in a high-needs school.

science teachers across the country, earned two degrees in both education and their chosen math or science field, in the same amount of time it typically takes to earn a single major.

needs school,” said Aplington. “I have a deep understanding of teaching because the program allowed me to teach almost every semester beginning with my freshman year.”

“FSU-Teach is designed around the premise that students need a deep understanding of their content and extensive experience in teaching that content in order to develop into an effective mathematics and science teachers,” said Sherry Southerland, Co-Director of FSU-Teach. “Watching our graduates succeed as the move into the classroom for themselves lets us know we are on the right track.”

FSU-Teach provides continued support for its graduates by offering both face-to-face and online support through regularly scheduled professional development sessions to help these new teachers overcome everyday challenges in the classroom.

Once mature, FSU-Teach is expected to graduate about 50 STEM teachers a year to help increase the quantity and quality of math and science teachers in critical shortage areas. “The FSU-Teach program gave me the confidence I needed to be a successful teacher in a high-

“We are deeply proud of the academic and professional success of our first class,” said Ellen Granger with the Office of Science Teaching Activities. “We knew we had an educational model that would create high-quality science and mathematics teachers that are now teaching in critical shortage areas in the state of Florida and other areas of this country.”

Where They Are Now... Katherine Aplington

Math Teacher, Godby High School Tallahassee, Florida

Jeffrey Higginbotham

Science Teacher, Rockledge High School Rockledge, Florida

Mary Grace Shuster

Math Teacher, Currey Ingram Academy Brentwood, Tennessee

Shelli Warburton

Math Teacher, Bryan Station High School Lexington, Kentucky

For more information visit:



A Fond

By Jennifer Chavis

n the late 1970s, the State of Florida offered incentive Igrants to nationally ranked state university programs.

One of the hires at the time was Joseph Beckham. He was an assistant professor and research associate with the Higher Education Finance Research Institute at the University of Pennsylvania when he applied for the position. Beckham joined the Florida State faculty in 1980 specializing in education law, policy and finance. “When my dean at the University of Pennsylvania learned I was leaving for Florida State, he sent a letter to then President Bernie Sliger accusing the university of raiding his faculty,” Beckham recalls. Sliger met with Beckham once he arrived at Florida State and showed him the letter. “He said he always relished getting a letter like that from another institution, because it confirmed that Florida State had made a good hire.” In December 2011, Joseph Beckham, Allan Tucker Professor of Educational Leadership and Policy Studies, retired after over 30 years of service to Florida State University. Beckham took on many responsibilities during his career at Florida State. He served as head of the Department of Educational Leadership and Policy Studies (1988 to 1993), chair (1999 to 2001), and interim chair (2005-06). Beckham also served as Florida State’s Faculty Athletic Representative for five years.


“In 2005 I was ready for new challenges and this role gave me plenty of them. I came away with a greater appreciation for the dedication of student-athletes, coaches, and staff in our intercollegiate athletics program. I also gained a fair amount of insight into the complexities of harmonizing intercollegiate athletics with the larger purposes of a major university,” Beckham recalls. In addition to his appointment to a number of state and national boards representing educators and attorneys, Beckham was president of the National Organization on Legal Problems of Education in 1991 and was recognized with the McGhehey Award for contributions to the field of education law by the Education Law Association in 1996. He was recognized with the Ross Oglesby Award for service to FSU in 1999 and named Allan Tucker Professor of Educational Leadership and Policy Studies in 2001. His publication list is extensive and he is a member of several editorial boards, including the editorial board of the Journal of Law and Education and the editorial advisory committee of West’s Education Law Reporter. From 2006 to 2010, he was Florida State’s Faculty Representative to the NCAA and ACC and chaired the University’s Athletic Board. Through all of his many accomplishments, Beckham

says, “I was fortunate to come to FSU during a ‘golden’ age of expansion and development, in which we were all engaged in realizing the institution’s desire for heightened status as a research university.” Upon learning of Beckham’s plans to retire, the Educational Leadership and Policy Studies program and the Higher Education Student Association hosted a retirement luncheon to celebrate his decades of service to Florida State. Approximately 80 students, faculty, staff and alumni gathered to honor Beckham at the event held in the University Center Club. “I was overwhelmed. It was extraordinary to have so many former students and members of the Florida State faculty present for the event, together with many of our current graduate students. The testimonials, thankfully, were short and a few anecdotes that were not that flattering helped me keep perspective. It gave me plenty to reflect upon and is helping to bring closure to my service at FSU,” Beckham says. “I don’t really have any regrets and feel that the university has been extremely good to me, but I do occasionally think I could have lightened up a bit more. I may be a bit too serious at times. In addition to

telling me to “stand up straight,” my mother used to tell me to “smile more.” I will work on both her admonitions in retirement.” To honor Dr. Beckham’s legacy, the Higher Education Student Association suggested the creation of a scholarship fund in his honor. As a display of his continued commitment to students, Beckham decided to provide the initial funding to establish The Joseph C. Beckham Endowment for Education Policy Studies. This fund will be used to provide travel support for deserving graduate students who want to attend and make presentations at national conferences related to their field of study. He hopes that alumni, friends, and former students will match his contributions to the fund to provide opportunities for students to showcase their work and develop their research skills. Dr. Joseph C. Beckham will be missed by all here at the College of Education and Florida State University. We thank him for many years of service and wish him a happy retirement. For more information about The Joseph C. Beckham Endowment for Education Policy Studies, please contact Courtney Stombock at or by phone at 850-644-0565.

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t the College of Education, we believe that the relationships formed within our halls are just as important as skills learned and knowledge gained. It is our alumni and friends who carry the torch for education and serve as our shining example throughout the world. You are our education family. We are extremely proud of all you have and will continue to accomplish. We hope that you will keep us informed of all you are doing and visit us as often as you can. For more information on upcoming College of Education news and events, please visit Keep in touch with the college. Send your updated information for your classmates and other alumni to read. Photos are welcome. Send to: College of Education Alumni Updates c/o Communications Office 2206B Stone Building 1114 West Call Street Tallahassee, Florida 32306-4450

Colleg e c/o C of Educa omm tion u 2206 A B Sto nications lumni U pdat 1114 ne Bu O ffice es West i l d i n Tallah g Call S asse e, Flo treet rida 3230 6-445 0

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Contact Information EDUCATIONAL LEADERSHIP and POLICY STUDIES Patrice Iatarola, Ph.D. Associate Professor & Department Chair 1209 Stone Building (850) 644-6777

EDUCATIONAL PSYCHOLOGY and LEARNING SYSTEMS Betsy Becker, Ph.D. Distinguished Mode L. Stone Professor for Educational Statistics & Department Chair 3210 Stone Building (850) 644-4592

SCHOOL of TEACHER EDUCATION Lawrence Scharmann, Ph.D. Anne and John Daves Endowed Professor, & Assistant Dean and Director G107 Stone Building (850) 644-4880

SPORT MANAGEMENT Jeffrey James, Ph.D. Professor & Department Chair 1002 Tully Gym (850) 644-4813

OFFICE of RESEARCH Robert Reiser, Ph.D. Associate Dean for Research and Robert M. Morgan Professor of Instructional Systems 1109 Stone Building (850) 644-6885

OFFICE of DEVELOPMENT and MAJOR GIFTS Courtney Stombock Assistant Dean for Development 1108 Stone Building (850) 644-0565

OFFICE of COMMUNICATIONS and ALUMNI RELATIONS Amber Smalley Director 2206B Stone Building (850) 645-7146



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