COE Fall 2017 News

JOHN H. LOUNSBURY COLLEGE OF EDUCATION

NEWSLETTER FALL 2017

CONTENTS FACULTY AND PROGRAM NEWS

JOHN H. LOUNSBURY COLLEGE OF EDUCATION

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Call Me MiSTER

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Dr. Lounsbury published by the Association for Middle Level Education

NEWSLETTER Fall 2017 Dean Joe Peters Editors Revel Pogue Aubrie L. Sofala Photo Credits Anna Leavitt Aubrie L. Sofala

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GC Launches New Graduate Programs

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Shout-Outs

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Combined Programs Insert

11 Social Justice Dialogue Kicks Off 12 Inside the Montessori Academy

STUDENT NEWS 14 Re-establishment of honor society on campus 14 Students travel to Tanzania

ALUMNI NEWS 15 College of Education alumna’s research published Campus Box 70 Milledgeville, Ga. 31061

gcsu.edu/education University Printing | 06/2017

DEAN’S MESSAGE Dr. Rui Kang and I are writing a chapter on Dunhuang as a Model for EthnoSTEM Education for the book “The Dunhuang Grottos and Global Education: Philosophical, Spiritual, Scientific, and Aesthetic Insights.” While researching the history of what occurred at the grottoes, I became very aware of the power of diversity associated with this trade route intersection along the Silk Road. Documents found in a hidden cave in Dunhuang demonstrate that it was a cosmopolitan center for various cultures such as the Han, Tibetan, Mongolian, Indian, Central Asian, Arabic, Greek and Italian populations. UNESCO lists the area as a World Culture Heritage site, citing that: “Perhaps the most lasting legacy of the Silk Roads has been their role in bringing cultures and peoples in contact with each other and facilitating exchange between them. On a practical level, merchants had to learn the languages and customs of the countries they travelled through in order to negotiate successfully.

Cultural interaction was a vital aspect of material exchange. Moreover, many travelers ventured onto the Silk Roads in order to partake in this process of intellectual and cultural exchange that was taking place in cities along the routes. Knowledge about science, arts and literature, as well as crafts and technologies, was shared across the Silk Roads, and in this way, languages, religions and cultures developed and influenced each other. One of the most famous technical advances to have been propagated worldwide by the Silk Roads was the technique of making paper, as well as the development of printing press technology.” (para. 15) In addition to papermaking, printing and book binding, there were major advances in mathematics, astronomy, medicine, engineering, farming and other areas; all of which were refined and improved upon because of the influence of other cultures.

It is no wonder that this past May, the Chinese government hosted the Belt and Road Forum for International Cooperation where they brought world leaders to China to discuss the emerging Silk Road Economic Belt and the 21st-century Maritime Silk

Road, also known as the One Belt and One Road Initiative. This new Silk Road encompasses over 60 countries, will further connect Asia and Europe and includes others from Oceania and East Africa. Many see this as just an economic and trade initiative but, like the ancient network of Silk Road trade routes that were central to cultural interaction, this too will be an important cultural exchange. For example, there is an alliance of over 100 universities that will promote mutual research, cross-cultural understanding, foster openness and tolerance, promote training and cooperative education and focus on international higher learning. There will be 3,000 additional scholarships to bring students from other countries to China as a way to collaborate in support of the One Belt and One Road Initiative. Gathering this diverse group will surely produce some important breakthroughs in information technology, medicine, infrastructure construction, transportation, communication, energy, economic development, language study and many more areas; not only for China, but for all countries along the routes.

Our country has a rich history of diversity, grounded in the assemblage of various people and cultures.

Maybe it is time to augment the narrative on what problems there are because of a lack of diversity and call attention to the power that is available when people enthusiastically embrace diversity. As the College of Education begins another sequence of the Social Justice Dialogue Series, it will be interesting to see how we can find ways to expand our own awareness of others. As a result, will we try a new approach in the classroom, find better activities to promote culturally-sustaining pedagogy, or stimulate discussions on how we can be effective in the diverse classrooms that our teachers and school leaders will encounter when they complete their programs?

Best wishes,

Joe Peters Dean of Education joseph.peters@gcsu.edu

Notes 1. UNESCO. (2017). About the Silk Road. Downloaded from http://en.unesco.org/silkroad/about-silk-road

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 3

C A L L

M E

M I S T E R

D

uring the fall 2017 MiSTER Induction Ceremony, the program grew to a total of 10 MiSTERs in the state’s only Call Me MiSTER cohort. The

ceremony was the second annual induction to introduce new MiSTERs and re-dedicate all members to their mission of servant leadership through education. The new MiSTERS include William Cooper (middle grades), Calvin White (math with a teaching concentration) and Zachary Yearby (middle grades). The newest MiSTER, Tevauri Mar-Shall (music education),

MiSTERs renewing their commitment at the Induction Ceremony.

was also recently announced.

In June 2017, MiSTERs Brian Johnson, Jerome Brown, William Cooper and Zachary Yearby attended an annual summer institute at Clemson University, where they networked with other Black male educators and experienced the full MiSTER experience. Call Me MiSTER also hosted its third annual Rising MiSTER Academy during the summer. This year, there were 12 high school participants from across the state. These students were able to build lesson plans from scratch, teach them, all while learning more about the program from MiSTERs, current

Dr. Noris Price, Baldwin County Schools superintendent, sharing valuable advice with future educators at the Rising MiSTER Academy.

teachers and even education administrators.

MiSTER William Cooper signing his oďŹƒcial commitment form for this academic year as Dean Joseph Peters looks on in the background.

Dr. Lounsbury published by Association for Middle Level Education

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he August 2017 edition of the Association for Middle Level Education (AMLE) Magazine featured an article written by Dr. John Lounsbury, dean emeritus of the College of Education. Lounsbury’s article is titled “Reflections on Teaching and Learning: Educators have a responsibility to guide moral development of youth.”

Lounsbury came to Georgia College in 1960 after being recruited by former president Dr. Robert E. “Buzz” Lee, who was a colleague during Lounsbury’s time teaching at Berry College.

Lounsbury has spent the second half of his career focused on editing and publishing with his publication credits spanning pages long. He was editor of the National Middle School Association Middle School Journal from 1976 to 1990. Then he became the professional publication editor of the association in 2002, ultimately editing, designing and publishing over 200 books. While Lounsbury retired in 1983 as Dean Emeritus, he continues to research and publish and is revered as a national leader in the field of middle grades education.

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 5

N E W

P R O G R A M S

GC launches new graduate programs Georgia College launched two new graduate programs during the summer term. The M.Ed. in Curriculum and Instruction degree program enrolled 17 future or returning GC alumni. The Ed.S. in Teacher Leadership degree program enrolled 43 future or returning alumni. Both programs are offered by the Department of Professional Learning and Innovation in the College of Education.

Dr. Warren Hope is the department chairperson; Dr. Marcia Peck is the program coordinator. Faculty welcomed students to the new degree programs at a meet-andgreet at the Macon Center in August.

C O L L E G E

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E D U C AT I O N

S H O U T- O U T S

Dr. Rob Sumowski was named by Sigma Alpha Epsilon to

Sequena Moon, program manager of the High Achievers

serve on its eight-member National Fraternity Laws

Program, received a $12,500 grant from the U.S.

Committee.

Department of Agriculture. The grant allows for a daily dinner meal reimbursement for each attendee of the

Dr. Roddran Grimes and Dr. Rob Sumowski had a proposal

program.

accepted to present at the 27th Annual Georgia Education Research Association Conference in October 2017.

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 6

Early Childhood, Middle Grades and Special Education undergraduate programs JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 7

College of Education Mission Statement The John H. Lounsbury College of Education innovatively and collaboratively develops and empowers educational professionals, P-12 communities and the Georgia College community to promote diversity, equity, advocacy and excellence in learning, teaching, service and scholarship.

College Overview The John H. Lounsbury College of Education (CoE) at Georgia College offers several award-winning undergraduate and graduate degrees. Instructional and school leaders gain valuable opportunities and benefit from the meaningful partnerships the university maintains with schools, districts and other institutions and agencies. The CoE is accredited by the National Council for Accreditation of Teacher Education (NCATE), the Georgia Professional Standards Commission (PSC) and the Southern

Dr. Joseph Peters, Dean

Association of Colleges and Schools (SACS).

Georgia College's undergraduate Early Childhood, Middle Grades and Special Education programs are housed within the Department of Teacher Education in the John H. Lounsbury College of Education. The programs are unique to Georgia College in that they are based on a mentor-led, field-based, cohort model.

A cohort is a group of 20 to 25 teacher candidates who begin the program at the same time taking most of their courses together over the two-year period. Each cohort is assigned a faculty mentor leader who teaches, advises and mentors candidates for the duration of the program.

The term field-based refers to the location of learning experiences in multiple school settings. Candidates are strategically placed in area

mentor-led

schools at the beginning of the program where they have a wide range of opportunities to experience diverse populations of students and families. Immersing candidates in

field-based

educational or school settings provides opportunities to experience what it’s like to be a teacher. This approach to learning enhances opportunities for developing professional dispositions and building relationships.

An application process is required for each program due to their unique design and

cohort

competitive nature. Prior to applying to programs, candidates must first obtain official acceptance to Georgia College and complete all necessary prerequisites. Once these requirements are satisfied, candidates must complete and submit applications to the JHL College of Education. Application packets are available online in October of each year.

Completed packets are due no later than the third Friday in January to be considered for the program beginning the following fall.

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Early Childhood The Early Childhood Education Program (recently ranked fourth out of 425 programs across the nation by Teacher.org) is designed to prepare prospective teachers of children in grades PreK-5. The program of study supports a foundation in child development, family and community relationships, curriculum development and assessment. In addition, teacher candidates receive content preparation in mathematics, reading and language arts, science and social studies. Professional courses are primarily taken in the third and fourth years.

Nationally recognized by the National Association for the Education of Young Children

Middle Grades Education The Middle Grades Education program is designed to prepare prospective teachers in grades 4-8. In addition to field placements in elementary and middle school classrooms throughout the two years in the program, teacher candidates will take courses to support two areas of concentration: English/Language Arts and a choice of either mathematics, science or social science. Professional courses are primarily taken the third and fourth years.

Nationally recognized by the Association for Middle Level Education

Special Education The Special Education Program (recently ranked 19th out of 400 programs across the nation

by Teacher.org) is designed to prepare prospective special education teachers of children with disabilities in grades PreK-12. The program is focused on providing special education services that allow students with disabilities to access the general curriculum, typically in inclusive classrooms. Professional courses are taken the third and fourth years and field placements are

Nationally recognized by the Council for Exceptional Children

across all grade levels.

Secondary Education The John H. Lounsbury College of Education also prepares those who wish to teach at the high school level. High school teachers need a strong foundation in their content area, so individuals start by getting an undergraduate degree in their chosen content field and then complete a one-year masters of teaching program. This program supports initial teaching certification while also gaining a Master’s level degree. More information on the Secondary MAT can be found at www.gcsu.edu/education/teached/secondary-education-mat.

GCSU.EDU/EDUCATION JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 9

C O L L E G E

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E D U C A T I O N

BY THE NUMBERS Certification Pass Rates

97%

Pass rate based on best attempt

Pass rate for Early Childhood Middle Grades Special Ed

Pass rate based on first attempt

edTPA

GACE

55

107

M.A.T.

B.S.

GPA

3.43 3.15

43

88

M.Ed.

Ed.S

B.S. entry

M.A.T. entry

3.64 3.80 B.S. exit

M.A.T. exit

Degrees Awarded Academic Year 2017-18 *This brochure is an overview and does not reflect the program in its entirety.

Contact the Department of Teacher Education: Dr. Desha Williams, Chair

Bessie Storey, Administrative Assistant

desha.williams@gcsu.edu

bessie.storey@gcsu.edu

478-445-3340

Department Phone - 478-445-4577

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 10

S O C I A L

J U S T I C E

S E R I E S

Social Justice Dialogue Series kicks off with Irene Maya Ota

T

he Diversity Committee of the Lounsbury College of Education (COE) kicked off its third academic

year of the Social Justice Dialogue Series for 2017-18 with an Antidiscrimination Response Training (ART), Microaggression Training and several more opportunities for discussions around lunch, dinner and an evening social.

The workshops provided the tools to effectively address discriminatory words and acts by empowering individuals who are or may be ”bystanders” to become proactive in social justice strategies instead of remaining passive or silent.

The workshops were conducted by Irene Maya Ota, M.P.A., who is the diversity coordinator for the University of Utah College of Social Work and a certified ART trainer, personally schooled by Dr. Ishu Ishiyama, the creator of the ART workshop.

In addition, Ota presented to the College of Education faculty and met with administrators, faculty, staff and students of Georgia College. She also spoke to Georgia College students about microaggressions.

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 11

GC partners with local school system to provide Montessori early learning

Inside the Montessori Academy at the Early Learning Center classroom, things look a bit different.

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 12

here are wooden

T

not only a top-notch Montessori childcare

build relationships and families, and early

puzzles bedecked

option for Georgia College faculty and

education is important to us."

staff – but for the larger community as

puzzle pieces including a

"President Dorman had asked for us to

spiraling tail of a pig.

start some sort of childcare for our faculty

The kitchen is equipped with a washing

position, I was very familiar with what had

station and a set of glass cups. The mini

to happen," said Peters. "We started

fridge is stocked with hand-cut

looking for space; and we realized

strawberries – just prepped an hour ago

because of regulations, we weren't going

by the 3-to-5 year olds who are students

to be able to provide a space on

at the Academy.

campus."

according to Gledhill. Not only does

"We knew there was a need for families

With an already burgeoning partnership

assistantships, but Gledhill also plans to

starting out as early as six weeks old,"

between the College of Education and

have students from art, psychology, and

said Carol Gledhill, '05, '13, assistant

the Baldwin County School system, both

nursing utilize the Academy for

director of the Montessori Academy. "We

entities saw an opportunity.

professional development.

the Montessori Academy. From six weeks

"The stars aligned, and everyone wanted

Gledhill said the overall goal for the

to five years old, they are learning

to work together," said Gledhill. "We

through the Montessori approach."

Montessori Academy is to one day go

realized that the Early Learning Center

past students who are five years old to

with the tiniest of

well.

and staff. Having run a center in my last

The Montessori School is equipped with a wet room that allows students to get their hands dirty, an outdoor area that will one day become a school garden, an infant and toddler playground, and observation rooms for every classroom.

Having the university as a partner is also a large resource for the Academy, Georgia College provide graduate

don't like to be called a daycare-- we are

had an entire wing that could be utilized The Montessori Academy at the Early

for the Academy. Superintendent Dr.

Learning Center is the latest product of a

Noris Price has been wonderful and

partnership between Georgia College

shares in the vision that the college has

and the Baldwin County School System.

for the school.”

The Academy focuses on allowing students the freedom to explore topics

While the Academy began as a simple

that interest them, fosters independence

idea for a childcare option for Georgia

in the classroom, and relies on older

College faculty and staff, it grew into a

students to help younger students.

larger university goal.

students through the 12th-grade. She said the future of the school and Montessori approach in Milledgeville is a passion of hers, both as an assistant director of the Academy and GC alumna.

"As an alumna, I wanted a chance to give back to Georgia College what they gave me – a firm foundation," said Gledhill.

"Now I get to do that every day. I get to

College of Education Dean Joseph Peters

"The community needs to see that

teach kids to strive for better, and it's

oversaw the creation of the Academy, and

Georgia College is more than just a

wonderful to be in a county that has that

he sees it as an opportunity to provide

college," said Gledhill. "We're here to

same vision."

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 13

S T U D E N T

H I G H L I G H T S

Re-establishment of honor society on campus

Upsilon Beta Chapter of Kappa Delta Pi has announced its first chapter initiation at Georgia College.

The chapter initiation ceremony was held Oct. 12, 2017, in the Arts and Sciences Auditorium. This society is open to all John H. Lounsbury College of Education pre-education sophomores, juniors, seniors, graduate students and faculty whose goal is to achieve educational excellence for all.

Students travel to Tanzania, look at perceptions of disability Dr. Nicole DeClouette from the College of Education and several students spent two weeks in Tanzania exploring cultural differences in perceptions of disability. Their trip included Swahili lessons and visits to the Irenti Children’s Home, Irenti Rainbow School for Children with Intellectual Impairments and Autism, The Plaster House and Pambazuka Special Needs School.

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 14

A L U M N I

N E W S

College of Education alumna’s research published

T

hree-time Georgia College alumna Jamy

primarily with students with significant

Hamilton Meeks, ’95, ’14 and ’16, recently

developmental delays and ASD, it is imperative

had her research published in Georgia

that I find a way for my students to be able to

Educational Researcher (GER) —the official journal

express their needs and wants in an appropriate

of the Georgia Educational Research Association.

manner,” she said about her research.

The special education teacher researched students

Meeks has worked as a special education teacher in

with autism spectrum disorder (ASD) using a

the Jones County School System for 21 years and

speech-generated device (SGD) on an iPad. Using

currently works at Jones County Pre-K. She has also

the Go Talk Now application the students were

recently been nominated as the Pre-K Teacher of

taught to request a snack during snack time and an

the Year for Jones County.

activity during center time.

“I hope that my research can be used among other She used a single subject design, incorporating

professionals to help them understand the

multiple baselines across settings, for two

importance of incorporating SGD's in the

preschool students diagnosed with ASD. The goal

classroom. I used my personal iPad and

was to find out if the use of a SGD increased

downloaded the Go Talk Now application for $70;

communication skills in students with ASD and if

although this application does not provide as much

that communication behavior transferred across

variety as the expensive commercial devices

settings. Both students showed an increase in

available, it helped open my own eyes to the

communication when using the iPad across

possibilities available for my students,” said Meeks.

settings, but the generalizations from one setting to

“The results of my research for one of my

another for the same behavior were inconclusive.

participants led his parents to explore opportunities for a SGD, which they will acquire in the next few

“As a special education teacher who works

months.”

JOHN H. LOUNSBURY COLLEGE OF EDUCATION NEWSLETTER | 15

JOHN H. LOUNSBURY COLLEGE OF EDUCATION

NEWSLETTER FALL 2017

gcsu.edu/education