Page 1




Annual Report Publication Team: Office of College Advancement | Contributing writers: Michael Childs, Aldon Knight, Julie Sartor, and Jen Williams Contributing photographers: Michael Childs, Paul Efland, Nancy Evelyn, Peter Frey, Richard Hamm, Robert Newcomb, Dot Paul, Courtney Rosen, Andrew Davis Tucker, Kelly Wegel, and Cassie Wright | Design: The Adsmith | Thanks to the College of Education Dean’s Office units for contributing content.


Contents 2

Welcome from the Dean


Dean Craig H. Kennedy on the College of Education’s accomplishments in 2013.


NCATE Review

New department prepares educators to teach students to use digital information systems for the 21st century.


NCATE review panel recommends UGA College of Education maintain its accreditation.


New Department Names New departments and department heads named in 2013.


New Leadership Three new associate deans were named in 2013.

8 10 10

David J. Mullen Sr. Memorial Scholarship Scholarship fund created in memory of former faculty member David J. Mullen Sr.


Alumni Spotlight Marci Viers (BSEd ’86) discusses her experiences and family legacy at the College of Education.




Amazing Faculty

Reducing Obesity College of Education kinesiology faculty helping lead Obesity Initiative at UGA.


Research At-a-Glance Highlights of some of the current projects being investigated by COE faculty.


Mary Frances Early Professor of Teacher Education Cynthia B. Dillard is the inaugural Mary Frances Early Professor of Teacher Education.


Endowments Endowments are established or enhanced through private gifts to the College.


Honor Roll of Donors Recognition of the many alumni, friends and organizations who contribute generous private support to the College.


2013 Alumni Awards Seven graduates are recognized for their career achievements and community leadership.

Amazing Students Four College of Education students are profiled for their scholarship and campus involvement.

BCBA Clinic The Board Certified Behavioral Analysis (BCBA) Clinic helps children with ASD and other disabilities.

Among the Best in the Country The College of Education ranks among the top education institutions in the nation.



Meet George Engelhard Jr. The College of Education gained an expert in educational measurement when George Engelhard Jr. joined the faculty.

Teaching Students with Autism Spectrum Disorder College of Education graduate program prepares teachers to work with children with ASD.

Meet Our New Faculty The College of Education welcomed new faculty members for the 2013-14 academic year.

Career & Information Studies


Planned Giving Leave a major impact on your favorite program in the College of Education with planned giving.

Two College of Education professors are profiled for their teaching, research and service.


Welcome From the Dean

• The College of Education continues to expand its partnerships with school districts and other constituencies in education and related human services. Some of our current efforts include partnerships with school districts in Barrow, Clarke, Greene and Gwinnett counties, as well as the Northeast Georgia Regional Educational Service Agency. • In the last year, these partnerships have helped the College’s faculty bring into Georgia approximately $14,000,000 in research funds to facilitate new discoveries. • The College of Education graduated more than 1,250 teachers, school leaders, and related services professionals last year, most of whom are working in Georgia. • For those already degreed and employed, we continue our long tradition of providing professional development opportunities throughout the state of Georgia. We offer workshops and conferences to allow others to benefit from the new approaches and strategies being developed by the College’s faculty.


s Georgia’s flagship public research institution, the University of Georgia, and its College of Education, serve the state through research, teaching and outreach. Perhaps nowhere

else in the University’s efforts are these three foci more intertwined than in the pursuit of improving PreK-12 education and related human services. Our efforts as a College of Education include developing new instructional techniques, methods for better assessing student learning, and novel approaches to improving human services. These research efforts result in new discoveries and infuse the state of Georgia with new ideas and resources. Our collective efforts also enrich the course content for our students, allowing us to provide cutting-edge

• The College of Education also has more than 59,000 living alumni who contribute in many ways to the various communities they live in and bring us great pride in their impressive accomplishments. • We are a community of learners and that means we never stop our journey of discovery and outreach. In the pages that follow, we invite you to learn more about the innovations emanating from the College. We are proud of these efforts and pleased to share some of our recent accomplishments with you. Best regards, Craig H. Kennedy, Ph.D. Dean and Professor

ideas to the next generation of practitioners and leaders in fields as diverse as elementary education, adult education, speech pathology, psychometrics, exercise science, and information technology. All of this research and teaching is accomplished within the context of service to Georgia and its many communities. The College’s efforts – as multifaceted as they are – ultimately are successful only if they impact the lives of people in the community. We are very proud of our contributions to the state of Georgia. Among our recent accomplishments:


The College of Education graduated more than 1,250 teachers, school leaders, and related services professionals last year, most of whom are working in Georgia.

UGA student Lindsay Anderson (right) reads and interacts with Pre-K students in the COE’s Birth through Five Program at the Clarke County School District’s Early Learning Center as program director and associate professor of special education Cindy Vail (center) watches. Photo by Peter Frey.

NCATE review panel recommends UGA College of Education maintain its accreditation


n April 2013, an outside review panel recommended that the College

“Our review was conducted under NCATE’s Continuous

of Education maintain its accreditation by the National Council for

Improvement Model, which means that we are making visible

Accreditation of Teacher Education (NCATE).

improvements on all of the standards since our last review,” said Dean

The U.S. Department of Education recognizes NCATE as a

Craig H. Kennedy. “The exciting progress we have made in enhancing

professional accrediting body for colleges and universities that prepare

the school-based portion of our programs, especially through our

teachers and other professional personnel for work in elementary

Professional Development School partnership with the Clarke County

and secondary schools. NCATE-accredited colleges of education are

School District, is particularly exciting.”

expected to ensure that teacher candidates are trained to be effective professionals in educational settings.

UGA is one of 670 institutions of teacher preparation accredited by NCATE out of 2,054 teacher preparation programs that states reported to

The nine reviewers — five from NCATE and four from the Georgia

the U.S. Department of Education in 2010. The number of candidates for

Professional Standards Commission (GaPSC) — were on campus March

accreditation has almost tripled in the past five years, due to the growing

23-26 to assess the College’s 47 initial certification programs and

demand for accountability from states and the federal government.

endorsements for educators, as well as its graduate programs. To maintain accreditation, the College of Education underwent a rigorous review, in which it demonstrated a continued commitment to meeting or exceeding NCATE and GaPSC standards for its certification programs.

For more information about NCATE, see:


New Names for COE Departments CAREER AND INFORMATION STUDIES The former department of workforce education, leadership, and social foundations is now the department of career and information studies. Read the story on page 18 for more information.

EDUCATIONAL PSYCHOLOGY The former department of educational psychology and instructional technology is now the department of educational psychology. The learning, design and technology program moved to the new department of career and information studies.

EDUCATIONAL THEORY AND PRACTICE The former department of elementary and social studies education is now the department of educational theory and practice.


New Department Heads Four new department heads were appointed in April 2013:

Robert M. Branch

Kathleen deMarrais

Bob Fecho

Career and Information Studies

Lifelong Education, Administration, and Policy

Language and Literacy Education

Stacey NeuharthPritchett Educational Psychology

The other department heads include:

Ron Butchart

Diane Cooper

Kirk Cureton

Educational Theory and Practice

Counseling and Human Development Services


Anne Bothe Marcotte Communication Sciences and Special Education

Denise Spangler Mathematics and Science Education


College of Education Welcomes New Associate Deans Three new associate deans were named during spring semester 2013. Cheri Hoy, professor in special education, continues to serve as associate dean for faculty and finance.


Jack Parish, Associate Dean for Outreach & Engagement Jack Parish, a clinical associate professor in educational administration, and policy, joined the University of Georgia faculty in 2008 as a lecturer after a 30-year career in K-12 education. In addition to teaching, Parish (EdD ’99) has been involved in many activities, assignments and tasks at UGA which served his students, colleagues, the field of educational leadership and graduate education. Parish, who earned his doctorate in educational leadership from UGA, was named director of the Early Career Principal Residency Program in 2010. He served as the executive director of the Georgia Association of Educational Leaders from 2011-12. During his career in K-12 education, Parish served as a teacher, assistant principal, principal, assistant personnel director, assistant superintendent and superintendent, mostly in Henry County. He began his career as a teacher at Riverdale High School in Clayton County. Parish replaced Ronald Cervero, who was named UGA associate vice president for instruction, March 1. Cervero had served as the COE’s associate dean for outreach and engagement since 2009.

Laura Bierema, Associate Dean for Academic Programs

Noël Gregg, Interim Associate Dean for Research

Laura Bierema, a professor of adult education, is recognized as one of the first scholars to do feminist research in the field of Human Resources Development (HRD) exploring women’s development in organizations. She has also led the development of critical HRD—a perspective that seeks to improve management practices and encourages organizations to be sustainable and socially responsible. Bierema (EdD ’94), a faculty member in the College’s department of lifelong education, administration, and policy, received the 2013 Outstanding Scholar Award from the Academy of Human Resources Development (AHRD) for her pioneering research in the field. She has also received several awards, including the COE’s Russell H. Yeany, Jr. Research Award (2012), Highly Commended Award at the Literati Network Awards (2009), and the AHRD’s Cutting Edge Award for Outstanding Conference Papers in 2007, 2004, 2002 and 1997. Bierema replaces James Marshall, who served in the post since 2009 after joining the UGA faculty as a professor in the department of language and literacy education in 2005. Marshall retired in June 2013.

Noël Gregg, a Distinguished Research Professor and Associate Dean for Research Emerita, was appointed interim associate dean for research. Gregg had a joint faculty appointment in the COE’s department of communication sciences and special education and Franklin College of Arts & Sciences’ department of psychology. She joined the UGA faculty in 1982 and founded the UGA Learning Disabilities Center, serving as its director until 1997. From 1993-97, she directed the Learning Disabilities Research and Training Center. She was also director of the UGA Regents’ Center for Learning Disorders. Gregg has been a national expert witness for several key legal cases pertaining to accommodating adults with learning disabilities and ADHD on high-stakes tests. She has written several books and more than 100 scientific articles. Her most recent book was Adolescents and Adults with Learning Disabilities and ADHD (2009). Gregg replaced Michael Ferrara, professor of kinesiology, who was named dean of the College of Health and Human Services at the University of New Hampshire in March 2013. A national search for a permanent associate dean is planned.


Meet Our New Faculty The quality of our faculty represents the heart of our academic mission.

Listed here are the talented new faculty members who have joined the College of Education in 2013-14. These new scholars hail from top universities around the nation and, in their areas of expertise, highlight the College of Education’s strong commitment to making a difference in the lives of children, families, schools, and communities. They join a world-class faculty who receive national and international recognition from their research and publications.


Çiğdem Alagoz Ekici

Robert Capuozzo

Jaime Diamond

Dean’s Office/Georgia Center for Assessment

Department of Educational Theory and Practice

Department of Mathematics and Science Education

Ph.D., University of Georgia

Ph.D., Arizona State University

Ph.D., San Diego State University and the University of California-San Diego

RESEARCH INTERESTS: Building and evaluating probability models for problems in the field of education; Bayesian modeling, diagnostic classification models and item response theory

RESEARCH INTERESTS: Cross-cultural studies of early childhood education, teacher preparation program evaluation, involvement of fathers and men in the lives of young children


Brian Leffler

Rebecca Leopkey

Christina Linder

Department of Communication Sciences and Special Education

Department of Kinesiology

Department of Counseling and Human Development Services

M.A., McDaniel College


RESEARCH INTERESTS: American Sign Language instruction and sign language interpreter training

Ph.D., University of Ottawa

Sport management, managing/organizing megasporting events, event legacy, organization theory and governance

The development of students’ quantitative reasoning in mathematics, teaching to support the transfer of students’ learning, teachers’ beliefs about the transfer of students’ learning, teachers’ mathematical knowledge for teaching, teachers’ professional development

Ph.D., University of Northern Colorado

RESEARCH INTERESTS: Race and gender in higher education; campus environments; dynamics of power, privilege, and oppression in social justice movements

Jeremy Granade

Mary Guay

Georgia Center for Assessment

Department of Language and Literacy Education

M.A., University of Georgia

Ph.D., University of Wisconsin-Madison



Performance assessment, test development, rater training and monitoring practices, sociocultural/ situative theories of learning.

Early literacy, critical literacy, teacher language, and discourse analysis


Candace Maddox

Denise Oen

Department of Counseling and Human Development Services

Department of Educational Theory and Practice

Ph.D., University of Georgia

Ph.D., University of Wisconsin-Madison



Black identity development, social constructivism, narrative research methodologies, and supervision practices in student affairs

Early childhood education, motherhood, play, multicultural education, social justice education, critical theory

Bethany HamiltonJones

Amy Heath

Nathan Jenkins

Department of Language and Literacy Education

Department of Kinesiology

Ph.D., The Ohio State University

Ph.D., University of Maryland, College Park



Adolescent literacy, English education, cultural diversity and social justice, educational reform models

Exercise physiology, vascular biology, cardiovascular consequences of obesity and metabolic diseases

Robert Pritchett

Katherine Raczynski

Julianne Schmidt

Department of Kinesiology

Office of Outreach and Engagement

Department of Kinesiology

Ph.D., University of Georgia

Ph.D., University of North Carolina at Chapel Hill

Department of Communication Sciences and Special Education Ph.D., University of Georgia

Teacher preparation practices, evidenced-based practices for students with disabilities, collaboration in school settings

Ph.D., University of Alabama

RESEARCH INTERESTS: Thermal regulatory responses in athletes with spinal cord injuries, physiological responses to hostile environments, performance recovery

RESEARCH INTERESTS: Bullying prevention and intervention, school climate, positive youth development, longitudinal data analysis, structural equation modeling

RESEARCH INTERESTS: Sport-related concussion and cervical spine injuries


New Faculty Focus: George Engelhard Jr. mission of the College,” said Stacey Neuharth-Pritchett, department head of educational psychology. “He brings a wealth of experience and a strong reputation as a research mentor for both students and junior faculty. Known for his collaborative work in the field of rater-mediated assessments, Dr. Engelhard adds an important area of study to the expertise of our nationally prominent faculty.” During his career, Engelhard’s research has focused on a variety of topics, including the role of assessment in improving educational processes, measurement theory, and teacher assessment. Engelhard is the co-editor of four books and the author of more than 125 peerreviewed journal articles, book chapters, and monographs. He serves on several national technical advisory committees on educational measurement policy for several states including Georgia, Louisiana, Michigan, Mississippi, Massachusetts, New Jersey, Ohio, Pennsylvania, and Washington.


Engelhard’s current research projects include judgment in educational assessments, examination of rater effects, and high-stakes

hen George Engelhard Jr. joined the department of

performance assessments. Engelhard is a past president of the Georgia

educational psychology in the fall of 2013, the College

Educational Research Association, and he has received numerous

of Education gained a nationally and internationally

awards and fellowships including a National Academy of Education/

recognized expert in educational measurement. Prior to joining UGA, Engelhard was a faculty member at Emory University for 28 years, where he served as professor of educational measurement and policy in the Division of Educational Studies. “Dr. Engelhard contributes greatly to the leadership of the quantitative methods area of emphasis as well as the larger research

Spencer Foundation Fellowship Award, a Lilly Post-Doctoral Teaching Award, and Sears Writing across the Curriculum Project Award. He was named an American Educational Research Association fellow in 2009. Engelhard received his Ph.D. from the University of Chicago in measurement evaluation and statistical analysis.

David J. Mullen Sr. Memorial Scholarship Even though more than 50 years have passed, David J. Mullen Jr. remembers when his father struggled to support their growing family while pursuing graduate studies. “My dad was working on his doctorate at Columbia in 1958. He had to support our family of three young children and a stay-at-home wife. He realized that to complete his dissertation, he would have to quit his job as a teacher and focus on it full time,” said Mullen Jr. The dilemma was that his dad could not afford to quit work, but if he continued working, he could not finish his dissertation. “In the 11th hour, Dad was granted a scholarship for a year, which he used to support his family, finish his dissertation, and receive his doctorate in 1958.” Mullen Jr. remembers asking his dad for his definition of success, who replied, “To know that one life was better off because I have lived.” Mullen, who joined the College of Education in 1969, was a highly regarded faculty member and an expert in the field of educational leadership. Though 10

Alumni Spotlight: Marci Viers


ollowing in her mother’s footsteps, Marci Erickson Viers (BSEd ’86) attended the College of Education because of its nationally ranked programs. Marci’s daughter, Taylor Erickson Viers,

continued the family legacy when she earned her bachelor’s degree in education in 2012. “Few people have the honor to be part of three generations of educators like I do,” said Marci. “Reminiscing with my mom about walking the halls of Aderhold, comparing notes about similar classes that we took, and discussing how the College of Education prepared us for more than teaching—these are memories I will carry with me forever.” Marci’s mother, Marcia McTeer Erickson, passed away in 2008, but her legacy is alive through her daughter and granddaughter. “Now that Taylor has graduated, I enjoy hearing about her wonderful experiences in Aderhold Hall. I’ve discovered that she learned the same invaluable skills of compassion, encouragement, and patience that Mom and I learned, ensuring her success as an early childhood teacher as well.” Taylor teaches at St. James Preschool in Atlanta and also teaches Pre-First graders in the Pace Academy after-school program. The family has additional ties to UGA as well. Marci’s husband,

Two of three generations of COE graduates: Marci Viers (BSEd ’86), right, and daughter, Taylor Viers (BSEd ’12).

Mike Viers, earned a B.B.A. from the Terry College of Business in 1985, and their son, Michael McTeer “Mac” Viers, is a senior majoring in agribusiness in the College of Agriculture and Environmental Sciences.

he passed away unexpectedly in 1983, his influence improved countless

Congressional District of Georgia, has been friends with Mullen Jr. since

lives inside and outside the classroom. This legacy continues through the


David J. Mullen Sr. Memorial Scholarship created by his wife, Rosemary, who died in 2003, and their son, David J. Mullen Jr. They established the scholarship in 1985 to support a doctoral student who has the same financial need that Professor Mullen experienced.

“Dr. Mullen would be so happy that young people are getting an education in his name,” said Kingston. “He was our neighborhood father, a guiding hand to so many high school kids. “He was very patient and helpful to us as kids and teenagers who

The scholarship is a cash award for doctoral candidates in the field of

wanted to change things during the late 1960s and early ‘70s. He

educational administration to use toward books, tuition, and other

challenged us intellectually, wanted us to read, and taught us to defend

education expenses. Financial need is considered.

the premise for which we stood. He was a good professor—tolerant of our

“Our hope is that Dad’s influence continues as his scholarship makes a difference in the lives of the recipients,” said Mullen Jr. The long-term goal is to grow the scholarship fund to a level that will

questions and intellectual wanderings of that day. Other parents wouldn’t indulge us; he did, but he didn’t pander to us either.” If you would like to make a gift to this scholarship or to establish

support a student full-time in their last year of study—funding $20,000 or

a scholarship fund, please contact Aldon Knight in the office of college

more per year from the income.

advancement, 706-542-2267 or

U.S. Representative Jack Kingston, congressman for the First

“Never do anything nice for someone else and expect anything in return. Do it because it is the right thing to do, and the act of kindness itself is your reward.” – David J. Mullen Sr.


Among the Best in the Country FOUNDED IN 1908, THE COE OFFERS:











Counseling/Personnel Services


Higher Education Administration




All rankings are from the U.S. News & World Report 2014 “Best Graduate Schools” issue.

Degrees Conferred in 2013


Secondary Education





Elementary Education











In specialties, six programs rank in the Top 10:



Educational Theory & Practice: 286 Kinesiology: 257 Communication Sciences & Special Education: 171 Counseling & Human Development Services: 126 Mathematics & Science Education: 115 Language & Literacy Education: 101

Lifelong Education, Administration, & Policy: 68 Career & Information Studies: 52 Educational Psychology: 35


% of students passed the teacher

licensure exam (GACE) during 2011-12

FUNDED RESEARCH approximately



total value of externally funded grants and contracts held by faculty in fiscal year 2013



full-time tenured or tenuretrack faculty currently involved in externally funded research projects






227 2013 DATA


new teachers prepared*


advanced degrees awarded to practicing teachers*

209 513

endorsements given in K-5 Mathematics, Gifted, Reading ESOL, Career Technical Instruction (CTI) Endorsement, & CCAE (Coordinated Career Academic Education)


professionals in the following fields: Communication Sciences and Disorders (24); Administration (19); School Counseling (20); School Library Media (10); and School Psychology (6)

* Includes COE partner programs (Art Education, Agriculture Education, Dance Education, Family and Consumer Sciences, Music Education)

graduates in health-related professions such as physical therapy and pre-med, and communitybased professions such as recreation and community psychology, and other fields such as adult education and technical college instruction

= 10


Amazing Students Tiffany Chu

Sara Sims

Department of Language & Literacy Education B.A. in English / M.A.T. in English Education

Communication Sciences & Special Education B.S.Ed. in Communication Sciences and Disorders

During fall 2012, Tiffany Chu immersed herself in a world rich with British history and literature when she participated in the UGA at Oxford Study Abroad Program. The Honors Program student delved into James Joyce’s Ulysses, sipped coffee in quaint coffee shops, and watched Shakespeare’s works performed in the Globe Theatre. She visited Stonehenge, floated down the River Thames, and toured the Harry Potter Studios. Tiffany didn’t slow down once she returned home to UGA’s Athens campus. She is enrolled in a four-year combined bachelor’s/ master’s degree program sponsored by the Graduate School and Honors Program. “I chose to attend UGA because, as a large research university, it offers me endless academic and extracurricular opportunities, resources, and state-of-the-art facilities. In addition, UGA provides me with intimate peer and professor relationships as well as extensive course and career advice through one of the top Honors programs in the nation,” Tiffany said. She is very active on campus as an Honors Program teaching assistant and Honors Program Student Council programming committee member. Her other commitments include serving as an Arch Society member, Georgia Recruitment Team member, and InterVarsity Christian Fellowship praise team leader. She also is a UGA Presidential Leadership Scholarship recipient. Alongside her academic pursuits, Tiffany tutors students at Clarke County’s Barrow Elementary School and Oasis Católico Santa Rafaela, an outreach ministry to immigrants founded by the Handmaids of the Sacred Heart of Jesus. The Oasis provides afterschool tutoring for children in Pre-K through third grade who live in Athens’ Pinewood community. After graduating from UGA, Tiffany plans to teach English in Asia and then return to the U.S. to teach language arts in high school. After she has more experience in the classroom, Tiffany plans to pursue a career in educational administration. 14

Sara Sims didn’t choose a traditional path to UGA. She graduated high school in 1996, married in 1999, and graduated with an associate’s degree from Georgia Perimeter College in 2000. The following year, she started her own company, Character Lines Entertainment, which provides interactive educational shows to children ages 2-8 in metro Atlanta-area schools. Sara’s two older sons, ages 8 and 10, were born with auditory neuropathy spectrum disorder (ANSD). Auditory neuropathy is a hearing disorder in which sound enters the inner ear normally, but the transmission of signals from the inner ear to the brain is impaired. People with auditory neuropathy may have normal hearing or hearing loss ranging from mild to severe; however, they always have trouble understanding speech clearly. A person with auditory neuropathy may be able to hear sounds, but speech may fade in and out, seem out of sync, and have a “static”-like quality. Both boys are now completely deaf; however, they wear cochlear implants, a type of hearing device which allows the profoundly deaf to hear. The hearing device is surgically implanted in the inner ear and provides the user with a hearing level that mirrors a mild hearing loss. The boys communicate verbally and use American Sign Language and are in mainstream elementary schools. The UGA Speech and Hearing Clinic has helped Sara understand the different types of hearing loss and technologies used to assist the hearing impaired. After a decade of tracking down treatment for her sons’ rare form of hearing loss, Sara altered her line of work to find a career path in which she could help others dealing with hearing loss. She took the first step to become an audiologist by enrolling in the College of Education’s communication sciences and disorders program. “By attending the COE program, I knew I would gain a better understanding of hearing loss and deafness and be able to share that knowledge, not only with my family, but also with families and individuals I look forward to working with in the future,” Sara said.

Jadonna Brewton

Erin Davis

Department of Mathematics & Science Education Ph.D. in Mathematics Education

Department of Counseling & Human Development Services M.Ed. in Professional School Counseling

The United States Air Force Academy (USAFA) touts

Erin Davis devotes her Saturdays to volunteering as the

a reputation for educating and building leaders of character. That’s

elementary coordinator for the Empowered Youth Programs (EYP),

exactly what Major Jadonna Brewton is doing—for herself and others.

where she writes lesson plans and teaches Spanish, math, language

She built her educational foundation at the UGA College of

arts, science, and character education for EYP’s Saturday Academy.

Education and has returned to become a Triple Dawg. She earned her

She served as a graduate assistant for three months and continued

bachelor’s and master’s degrees in mathematics education and is now

volunteering when assistantship funding was no longer available.

pursuing a doctorate in the same program. After Jadonna graduated from UGA, she taught in Georgia high

The Dahlonega native is in her second year of the professional school counseling master’s program. When asked what attracted her

schools before joining the United States Air Force. She went on to

to the UGA College of Education, she said, “The professional school

teach in the mathematics department at the Air Force Academy for

counseling program is ranked second in the nation and has a strong

four years, where she was selected for one of its Advanced Academic

focus on multiculturalism and social justice. I was also really drawn

Degree programs, the USAFA Faculty Pipeline.

to the Empowered Youth Programs.”

The selective program is sponsored by the Air Force and is

Part of the Center for Empowered Youth in the College of

designed to prepare Air Force active duty officers for a military faculty

Education, EYP is an expansion of the highly recognized Gentlemen on

position at the USAFA. Jadonna will have three years to complete her

the Move program in which about 60 Athens-area elementary, middle

Ph.D. program and will then return to teach at USAFA for four years

and high school students, mostly African-American males, participate.

as an active duty professor. “I selected UGA because of the outstanding mathematics

Every Saturday, the students meet on the UGA campus to study and work on social skills. Faculty and graduate students from UGA

education department that is nationally recognized as a leader in both

and the Clarke County School District serve as teachers and tutors for

mathematics education research and curricula. Faculty members in

the Saturday Academy.

the department were intimately involved in the movement to reform

After graduating with her bachelor’s degree from North Georgia

mathematics education into the vision of the National Council of

College & State University, Erin spent two months in Costa Rica. For

Teachers of Mathematics (NCTM) Standards. The NCTM Standards

a month, she studied Spanish, lived with a host family, and explored

serve as a guideline to improve mathematics curricula, teaching, and

the rainforest; she then volunteered at an orphanage, one of her life

assessment across grades K-12 in ways that are most beneficial for

goals because of her admiration for Mother Teresa.

student learning of mathematics at all levels,” said Jadonna. She added, “I wanted the opportunity to return and build on

After she completes the master’s program, Erin hopes to be an elementary school counselor in a rural area and work with students

the solid foundation I received from my bachelor’s and master’s

from low socio-economic backgrounds, preferably with a high

degree programs. UGA was also a logical choice since I am a Georgia

Spanish-speaking population. “As a professional school counselor, I

resident. I’m receiving a world-class education at a place I love while

will have the unique privilege to serve as a counselor, educator, and

optimizing costs for the Air Force. It’s an absolute ‘win’ in every way!”

advocate both with children and on their behalf,” she said.

Jadonna will take what she’s learned in the College of Education back with her to the Air Force Academy’s mathematics department where she will lead faculty training and development.


Amazing Faculty

Luft (center) and students on a break from the Sandra K. Abell Institute for Doctoral Students

Julie Luft Athletic Association Professor Mathematics and Science Education


orking with her students and beginning science teachers

research component, they heard established scholars discuss their

tops Julie Luft’s priority list.

work about bridging research and policy.

Her research in science teacher education began with an

Athletic Association Professor of Mathematics and Science Education.

professional development programs and expanded to studies of teachers

The Professorship was established with an endowment from the UGA

working in diverse settings and teachers learning to create inquiry-

Athletic Association as part of the Athletic Professorship Initiative Fund.

based lessons. Her current work focuses on science teachers in their first years of teaching in the classroom. “My students’ learning is always on my mind,” said Luft. “I have

“We are grateful to the Athletic Association for giving us the opportunity to hire a scholar of Dr. Luft’s caliber as she has greatly enhanced the teaching, research, and service missions of our

to know what knowledge they hold. Once I know that, I carefully

department through her leadership,” said Denise Spangler, the Bebe

construct learning opportunities that challenge them and allow them

Aderhold Professor of Early Childhood Education and head of the

to progress towards a more coherent, connected, and robust knowledge

department of mathematics and science education.

base. Working with past graduate students also helps me to understand how to better support my current students.” A devoted advocate for graduate students, Luft co-directed the

For Luft, it is vital that her teaching and research impact the lives of science teachers. She frequently works with teachers and organizations to develop and implement courses and programs.

2013 Sandra K. Abell Institute for Doctoral Students: Connecting

Over the years, these collaborations resulted in a master’s program to

Research to Policy and Practice in Washington, D.C., last summer with

certify science teachers, an induction program for science teachers,

Angie Calabrese Barton of Michigan State University.

classrooms that highlight exemplary practice, and a process of sharing

The five-day program provided a select group of science education doctoral students with opportunities to discuss their current research, work in small groups on issues related to their research, and write research proposals for an international conference. In addition to the


Luft joined the College of Education faculty in 2012 as the inaugural

examination of teachers observing and learning from each other during

educational research with science teachers. Luft earned her Ph.D. in science education from the University of Iowa after teaching middle and high school science for five years.

John Mativo Associate Professor Career and Information Studies


ohn Mativo is both an educator and an engineer who is always thinking and developing strategies to entice

students and make them thrive in the STEM (Science, Technology, Engineering, and Mathematics) fields. Since joining the Workforce Education program in the College of Education in 2007, Mativo reconfigured and taught courses to reflect the engineering design emphasis for career and technology education students. In addition, he has since taught undergraduate Photo by Peter Frey.

courses in the College of Engineering. His mission is to help students realize the connections between what they learn and its application in the real world. In 2008, Mativo brought TEAMS (Test for Engineering Aptitude in Math and Science) to UGA. Since then, he and two colleagues have organized the annual competition to encourage high school and middle school students to further their interest in the STEM fields. The competition provides students with real-life situations that use math and science to solve realistic problems through engineering. The competition serves as a capstone for what the students will learn in the coming years in their education while motivating them to pursue a career in engineering. The annual event is sponsored by Northrop Grumman, College of Engineering, department of career and information studies, UGA Office of STEM Education, and receives additional support from other programs and offices at UGA. Mativo’s current research informs his teaching. His research in education on best

practices in learning and teaching guides him

research to help guide students in STEM

in planning for his classes. Further, he studies

fields by looking at critical issues in innovative

how to make the STEM field more integrative

design and product development,” he said.

by figuring out which STEM themes engage

“My actual research can be shown to students

students and encourages them to pursue such

as an example of how learning is translated to

courses. For his engineering basic research,

real solutions.”

Mativo examines thermal management and, in particular, how to turn waste energy into electricity. He has been working with the Air Force research labs for the past five years to find the best methods to develop flexible thermoelectric devices to energy harvest from non-planar surfaces. The experience from this research is interwoven in his courses to show relevance in courses taken and real-world application.

Mativo’s current research informs his teaching. His research in education on best practices in learning and teaching guides him in planning for his classes.

Mativo’s main focus is to improve teaching and learning in STEM fields so that they are inviting to students from all walks of life. His education and engineering background and research are best placed to

Mativo received his Ed.D. in education

provide a practical education that addresses

from UGA and an M.S. in mechanical

real-world challenges. “I want to use my

engineering from the University of Dayton.


Lloyd Rieber, a professor of learning, design and technology, teaches about and researches design and effectiveness of online learning environments. Photo by Andrew Davis Tucker.


Career and Information Studies New department prepares educators to teach students to use digital information systems for the 21st century By Michael Childs

“Globalization, propelled by digital information technologies, has reshaped the 21st century workplace. It has become essential for our society to prepare citizens with the expertise to leverage information.”


he College of Education is home to one of the University of Georgia’s newest academic departments — one that prepares educators to teach their students

how to use digital information systems with creativity and innovation to succeed in today’s careers and tomorrow’s job market. The core faculty of the new department of career and information studies (CIS) are drawn from the workforce education and learning, design, and technology programs — both ranked No. 1 in the country in their respective areas. The department began operating in January 2013. The department prepares undergraduates to become

Rob Branch Department Head of Career and Information Studies

career and technical education teachers, while those completing graduate degrees typically become leaders in instructional technology units of school systems, governments, businesses and industry. “Globalization, propelled by digital information technologies, has reshaped the 21st-century workplace. It has become essential for our society to prepare citizens with the expertise to leverage information,” said Rob Branch, professor and department head.


Career & Information Studies (continued)

CIS faculty conduct research on information and communications technology. They also develop creative and

CIS Initiatives & Projects

innovative curricula for preparing students to make good career choices and ethical workplace decisions. CIS faculty say they can be a key to economic and workforce development for Georgia and nationally. “Our vision is to evolve into a scholarly community akin to a school of information studies that includes a focus on career, work ethic and innovation as a preparation for work. A signature of CIS programs will be collaborative and interdisciplinary approaches to teaching and learning,” Branch said. The idea for the program has been brewing for a while. During the summer of 2011, Branch and his COE colleagues Christa Deissler and Mike Orey visited Syracuse University’s School of Information Studies, the top information science program in the nation. After meeting with faculty at Syracuse, they were convinced

Study looks at predictors of postsecondary success Many recent economic forecasts indicate that the fastestgrowing and highest-paying jobs in the next 20 years will require postsecondary education, but they are more likely to require twoyear technical education rather than four-year college degrees.

The new approach allows students to get a balanced spectrum of authentic case experiences, not often possible with conventional lectures.

that they could develop a new department that would bring together learning, libraries, information technology and design at UGA. The immediate goals for the new department include: • develop a master’s degree in information science; • create a STEM-oriented (science, technology, engineering and mathematics) subject area;

Jay W. Rojewski, a professor of workforce education, is studying how young people make their post-secondary educational choices and career paths. “Often, adolescents select from a very narrow and uniform pool of careers influenced by community, local school personnel and family,” said Rojewski. “Sometimes, the greatest challenge to their success is the stigma society places on education that is not seen as preparing individuals for entry into a four-year

• produce new research on models of teaching, learning and effective applications of technology that foster an educated and ethical workforce; and

college or university.”

• use technologies to create information-based, socio-physical

life, particularly for adolescents with disabilities. His research is

learning environments based on research evidence.

Rojewski is examining national longitudinal databases for information on career issues in the transition from school to adult funded by a grant from the Institute of Education Sciences in the U.S. Department of Education.

CIS faculty and staff are well-positioned to obtain external funding for innovative approaches to learning in schools. Their expertise related to the technology and engineering components of STEM will help mathematics and

Innovative e-learning program Ikseon Choi, an associate professor of learning, design and

science educators prepare students for 21st-century careers.

technology, focuses his research on improving the real-world,

Along with the department head, Rob Branch, Wanda Stitt-

problem-solving abilities of students through a process of

Gohdes is the associate department head, Robert Wicklein is

design, implementation and evaluation of case-based e-learning

the graduate coordinator, and Michael A. Orey is the program


coordinator. The new CIS department is located at River’s Crossing on College Station Road.

One of his recent projects addresses a challenge that veterinary surgeons frequently face: learning how to make reasoned decisions on intra-operative processes with limited time during surgery. In


New department leadership (L-R): Rob Branch, department head; Wanda Stitt-Gohdes, associate department head; Robert Wicklein, graduate coordinator; and Michael Orey, program coordinator of the learning, design and technology program. Photo by Dot Paul.

collaboration with UGA veterinary medicine faculty, Choi and his team developed an innovative e-learning program that could be used in blended classes, a combination of face-to-face instruction and online instruction, helping students learn to think like an expert in challenging surgery situations.

Georgia Consortium for Advanced Library Education Christa Deissler, an academic professional associate of learning, design and technology, is leading an interdisciplinary and interinstitutional collaboration in developing coursework for advanced degree programs in library education.

Many recent economic forecasts indicate that the fastest-growing and highest-paying jobs in the next 20 years will require postsecondary education.

Deissler is convening a consortium of stakeholders - including librarians, library educators and other information professionals who will produce a plan to develop the new graduate programs. The group will determine program elements and the need for advanced coursework in library and information science in Georgia and across the nation. The work will create new educational opportunities for the development of Georgia’s current and future workforce.

The new approach allows students to get a balanced spectrum of authentic case experiences, not often possible with conventional lectures and traditional surgical rotations. This research project is supported by the UGA Committee for Applied Instructional Technologies Grant.

The project is funded by a planning grant from the Institute for Museum and Library Services to fund the Georgia Consortium for Advanced Library Education, a project of UGA, Valdosta State University and the Robert W. Woodruff Library at the Atlanta University Center.

To learn more about the department of career and information studies, visit:


Teaching Students with Autism Spectrum Disorder

David Gast, professor of special education and co-founder of the COPPA program, says it draws top students from across the country who aspire to work specifically with children with autism. Photos by Dot Paul.

This College of Education graduate program has been preparing teachers to work with children with ASD for more than a decade. By Michael Childs


wo decades ago, autism was considered a rare childhood

that a staggering 1 in 88 children in the United States has an autism

disorder most often associated with severe intellectual

spectrum disorder (ASD). Another recent federal study reported that

disabilities and a lack of social awareness. It was commonly

autism prevalence among school-aged children, as reported by parents,

associated with the popular film, “Rain Man,” whose lead character was an “autistic savant.” The disorder affected an estimated 1 in every 2,500 children. But things have changed. Today, thanks to research advances and

is 1 in 50. Along with this increase in diagnostic prevalence, research into ASD is providing a better picture of this disorder and the extent of its complexity. We know there is not one autism, but rather a spectrum

advocacy efforts, people have a much better understanding of autism.

of disorders. We know that both genetic and environmental factors are

The Centers for Disease Control and Prevention (CDC) now estimates

involved in its cause. We also know that high-quality early intervention can improve individual behaviors and long-term outcomes.


Preparing teachers for classrooms, faculty for higher education Ten years ago, David Gast, a professor of special education in the College of Education, foresaw the need for a program to prepare teachers to work more effectively with children with ASD. He and Deanna Luscre, who previously coordinated the ASD program for Gwinnett County Public Schools, developed the Collaborative Personnel Preparation in Autism (COPPA) project in 2003 with an initial four-year grant of $894,000 from the U.S. Department of Education. COPPA is a master’s and specialist degree program in special education with a concentration in ASD that prepares educators to teach more effectively with elementary-age students facing this disability. Graduate students in the program also produce research addressing practical problems encountered by children with ASD and their families. COPPA faculty and students work in a partnership with four local public school systems: Clarke, Gwinnett, Madison and Oconee counties. Since 2003, COPPA has received nearly $2 million more in federal funding with a second federal grant in 2007 and a third grant in 2012. More than 70 percent of the funding supports fellowships for highly qualified students to pursue their degrees. “When I speak to special education administrators around the country, they say there are still so few instructors with knowledge and training specific to ASD, they find it very challenging to staff the programs needed to meet the needs of a growing number of children with this disability,” said Jon Baio, an epidemiologist at the Centers for Disease Control and Prevention’s National Center on Birth Defects and Developmental Disabilities. “The program developed at UGA is addressing that challenge. I would like to see more programs like this throughout Georgia and the U.S.” In the last decade, 64 students have graduated with a master’s or specialist degree and highly qualified special education certification with a concentration on ASD from the UGA program. Each year COPPA admits six full-time students and five parttime students. The students learn how to teach children with ASD

“Some (graduates) are still teaching, some hold instructional coach positions in their school districts, and several have pursued their Ph.D.s.”

who are diagnosed as functioning in the moderate to profound range of intellectual disabilities. “Some (graduates) are still teaching, some hold instructional coach positions in their school districts, and several have pursued their Ph.D.s,” said Gast. The expertise of the instructors and the specificity of the program draw top students who aspire to work specifically with

David Gast Professor of Special Education

children with autism, rather than those with a variety of disabilities, according to Gast. “Most special education programs are not


disability-specific,” he said. “The emphasis on research also draws students who know they want to seek a doctorate eventually.” Another important component to the comprehensive training at UGA is the Board Certified Behavior Analysis (BCBA) program, according to Gast. The BCBA program is a sequence of courses and practica providing students with the content, knowledge and experience needed to become board certified. “Very few special education programs in the nation have both autism-specific training and the BCBA component,” he said.

COPPA draws top students from across the nation to UGA Because of these factors, UGA is recruiting high-quality students from across the nation and various disciplines to enroll in COPPA. The program gives priority to prospective students with ASD experience, who are from underrepresented groups and who are not currently certified in special education. Funded students must sign a service agreement to teach for two years in special education or classrooms serving children with autism. COPPA students learn how to use evidence-based practices when serving children with ASD in regular classrooms, provide consultation and in-service training to other teachers, and conduct research with

COPPA students learn how to use evidence-based practices when serving children with ASD in regular classrooms.

“Most of my students’ research focuses on teaching children social skills, how to transition from one activity to another independently, and how to work in small groups rather than in one-to-one teaching arrangements.”

the children and their families. “Applied research is an integral part of COPPA. It ensures that our graduates can implement instructional programs in a systematic and consistent manner, and objectively evaluate the effectiveness of their

David Gast Professor of Special Education

teaching,” said Gast. “We teach our students evidence-based practices. We believe that by conducting research in school settings, they can contribute to the professional literature on how best to teach children on the autism spectrum.” Several COPPA students have published research in peer-reviewed journals on topics such as: visual activity schedules, errorless teaching strategies, observational learning, feeding disorders and reading comprehension. “Most of my students’ research focuses on teaching children social

COPPA with research project design, implementation, data analysis and technical writing. In 2009, Kevin Ayres, an associate professor of special education, launched a program that expanded the work of COPPA by preparing teachers to work with middle and high school students with ASD

skills, how to transition from one activity to another independently,

called the Collaborative Adolescent Autism Teacher Training (CAATT)

and how to work in small groups rather than in one-to-one teaching


arrangements,” said Gast. Gast said several former doctoral students co-authored chapters in

CAATT, a master’s degree program in special education with a concentration in ASD, received a $792,000 grant from the U.S.

the book he edited and published in 2010 titled, Single Case Research

Department of Education. The program partners with three public

Methods in Behavioral Sciences.

school systems: Clarke, Gwinnett and Madison counties. Fourteen

There is also a Ph.D. program in special education with a concentration in ASD. In 2012, three students earned their doctorates. Six more are currently pursuing the degree and another student will begin this fall.


The doctoral students assist the master’s degree students in

people have earned their master’s degrees through CAATT and 10 are currently pursuing their degrees. In addition to offering ASD courses on UGA’s main campus, the College offers ASD courses at the UGA Gwinnett campus.

The Jan L. Branham Trust Scholar Justin Lane

Justin Lane, a third-year doctoral student in special education with a concentration in autism spectrum disorder (ASD), is the current Jan L. Branham Trust Scholar. Gast makes a point to his students during a recent class.

Lane plans to work as a professor in special education after he graduates in May 2014. He will begin his dissertation study this fall. His major professor is David L. Gast. Lane’s long-term interests include research on effective methods for teaching socialcommunication skills to young children with ASD and training people to use evidence-based strategies. Lane earned his master’s degree in early childhood special education and completed the Behavior Analysis Certification Program from Peabody College at Vanderbilt University in 2008. He received his bachelor’s degree in psychology from Middle Tennessee State University in 2004. The Jan L. Branham Scholarship for Autism Education was established in 2007 with a $500,000 estate gift from the late University of Georgia alumna that initiated an endowment to support highly qualified doctoral students in special education who specialize in ASD research and education. It is awarded to a doctoral student for three years of study. The award funds a partial assistantship that includes a tuition waiver. The first recipient of the scholarship was Candice Southall (PhD ‘11), now an assistant professor at Piedmont College in Athens.

Information about COPPA, CAATT and other special education programs at the College of Education is available at:


Kevin Ayres, associate professor of special education, works with a young client with an autism spectrum disorder in the UGA College of Education’s Board Certified Behavior Analysis Clinic as graduate students in the program assist. Photo by Peter Frey.

Board Certified Behavioral Analysis Clinic Helps Children with ASD, Other Disabilities By Michael Childs


5-year-old girl sits at a table in a small cubicle on the fifth

The child has been diagnosed with an autism spectrum disorder

floor of Aderhold Hall on the University of Georgia campus.

(ASD), but fortunately for her and her parents, she is one of several

Her parents and two College of Education faculty members

children from the Athens area who have been accepted for sessions in

watch through one-way glass from a darkened, adjoining cubicle. Two graduate students majoring in special education work with

the College’s new Board Certified Behavioral Analysis (BCBA) Clinic. Local schools or community organizations that work with children

the child, who begins to fidget in her seat. They ask her to match

with disabilities refer a limited number of cases to the clinic, which

cards with the same letters on them. She works quickly, matching one,

is based in the College’s department of communication sciences and

and then another, and is soon rewarded with vocal praise and “free

special education.

time”—about five minutes to draw whatever she wants with colored markers on a big sheet of paper. Her parents watch closely, with intense interest and great pride. They note the progress they see in her ability to follow commands,

The children attend two sessions a week, typically in the late afternoon or evenings, to accommodate the child’s school schedule and the parents’ work hours. “We assess the child in the first visit or two, and then implement

interact positively with the students and accomplish tasks. These

a plan to help the child learn how to communicate,” said Kevin Ayres,

successes are not taken for granted by the parents. Their eyes twinkle

an associate professor of special education, who established and

with joy and you can hear the hope for their daughter’s future in their

directs the clinic. “We teach them how to appropriately communicate

whispered voices.

a request for something rather than engage in problem behavior to communicate that request.”


iSkills “We assess the child in the first visit or two, and then implement a plan to help the child learn how to communicate.”

COE professor leads team developing application to aid people with ASD, other disabilities

Kevin Ayres Associate Professor of Special Education

College of Education associate professor of special education Kevin Ayres is leading a collaborative team in developing an application for handheld communication devices to assist with daily living tasks for people with autism spectrum disorder (ASD).

Ayres began the clinic in January 2013 as part of the BCBA training program which prepares educators to take the national BCBA certification examination. National certification allows educators to deliver behaviorally based intervention to improve the academic, social and functional independence of people with a variety of behavioral problems including ASD. Ayers began the BCBA program in 2011. Creating a clinic that would serve the community as well as the College’s students in special education was the logical next step, he said. “There was a combination of three broad factors: a community with a need for this service, students with a need for this training and an opportunity for us to create something that would provide immediate benefit to those two constituencies while at the same time allowing us to conduct research on campus,” he said. Faculty members David Gast and Alicia Davis, in special education, and Scott Ardoin, in educational psychology, also work with the clinic.

Preparing educators to be certified behavior analysts “The program relies heavily on existing coursework in the special

Based on the premise that people tend to use technology that is easy to use and helpful in their lives, the research team is designing iSkills to assist users in everyday activities. “iSkills is a new system that provides a means for people with disabilities to acquire critical life skills using video technology,” said Ayres. “Two main technologies play a part in the iSkills project: a website and an application for a handheld device like an iPhone or iPad.” The website acts as a database for life skills videos. Videos already on, or uploaded to, the website can be downloaded to an iPhone application. “People with disabilities can carry this portable device wherever they go and access the videos on essential life skills when they need them,” he said. “iSkills is designed to assist in independent living, employment, safety, leisure, community involvement and navigation,” said Lloyd Rieber, co-principal investigator and a professor in the department of career and information studies. Students with intellectual disabilities and ASD in schools in Georgia and Tennessee will test iSkills to help improve how the approach can influence learning. At the conclusion of the project next year, the iSkills team will have developed and tested:

education and school psychology programs. Most students in special education only need two additional courses beyond their master’s

• a Web-based interface and system for distributing educational content,

• a compact delivery system for video modeling (in the form of an iPhone/iPod platform),

coursework to satisfy the requirements of the Behavior Analysis Certification Board,” said Ayres. The program also offers students the ability to satisfy

• tutorials for educators and service providers, and

a board requirement of gaining at least 1,000 hours of field work before taking the examination. Students get field work in various locations including clinics, in-home therapy, after-school programs, classrooms and working with adults in vocational settings. We currently have more than a dozen students pursuing this coursework to receive their certification,” said Ayres. “I think there are only about 130 BCBAs in the entire state—mostly in Atlanta. So far, 100 percent of our students have passed the examination.”

For more information, visit:

• a sustainable project infrastructure that could facilitate more in-depth evaluations.

The project has also produced important research findings. During the last two years, COE graduate students have published more than a dozen articles in peer-reviewed journals on the use of video technology to teach adolescents with ASD. “We have helped to define research-based practices in this area,” said Ayres. The project was funded by a $1.2 million grant from the U.S. Department of Education’s Institute of Education Sciences.

For more information:


College of Education faculty in kinesiology helping lead UGA initiative

Reducing Obesity Photo by Cassie Wright.

College of Education faculty in kinesiology helping lead UGA initiative Stories by Michael Childs


he University of Georgia launched a major campus-wide initiative in January

and testing strategies to help our children

2012 to help the state address a growing

and families develop better eating habits and

epidemic of childhood and adult obesity. In Georgia, nearly one in three adults is

become more physically active. Faculty are also conducting research about the biology

obese, and our childhood obesity rates are

and genetics of obesity that may lead to new

second only to Mississippi. The health care


costs linked to excess weight in Georgia’s adults are currently estimated at $2.5 billion per year. Through the Obesity Initiative at UGA, faculty experts study aspects of obesity through various disciplines to advance research and outreach aimed at improving the health of Georgia’s citizens and decreasing the cost of health care in the state.


About 150 UGA faculty are developing

College of Education faculty in the department of kinesiology are helping lead the initiative with projects that include: • Developing an afterschool program of games for elementary schoolchildren designed to benefit their physical and cognitive development;

• Studying psychological and behavioral predictors of exercise effectiveness to improve weight-loss programs; • Creating courses in which pre-clinical UGA students work with disabled participants to develop exercise programs that will reduce participants’ obesity and improve their cardiovascular health; and • Examining how older women may lose weight but not muscle and bone strength with a higher-protein diet and exercise.

The stories on the following pages highlight this work.

Reducing Obesity Study looks at why additional exercise doesn’t always mean weight loss

Researcher Michael Schmidt says that studies show that some people who participate in exercise programs compensate by changing their diet and normal physical activity. Photo by Peter Frey.


n an ideal world, frequent physical activity should make us slim. But repeated studies have shown that many people who begin an exercise program lose little or no weight. Some even gain weight. For those seeking to lose weight by participating in structured

exercise such as brisk walking, jogging and swimming, research has shown that the average weight loss was only 30 percent of that predicted based on the program’s estimated energy expenditure.

“Ultimately, this could lead to more effective strategies to prevent weight gain and promote weight loss using exercise.” Michael Schmidt Associate Professor of Kinesiology

As part of the UGA Obesity Initiative, Michael Schmidt, a faculty member in the department of kinesiology, is researching why this happens and how we can use exercise as a more effective tool to lose weight. “There are substantial differences in the effectiveness of exercise for weight loss across individuals, with some people meeting or exceeding expected weight losses while others may gain weight when they begin exercising,” said Schmidt, an associate professor of exercise science. “Most of these individual differences are due to changes in diet and nonexercise physical activity that offset the energy expended during their structured exercise.” Schmidt is studying why some people respond to structured exercise with this compensating behavior and examining the mental impulses or instincts that may drive them. “For example, some people may increase their caloric intake due to increased hunger cues or for psychological reasons, such as rewarding themselves for completing their exercise session,” said Schmidt. “They may decrease their non-exercise energy expenditure with more sedentary activities like watching TV or spending time at the computer because of fatigue.” Most research has focused on the amount of these compensating changes. Few studies have sought to identify the thought processes that may predict individual differences in the amount of these compensating changes and what form they make take.

“If we identify the psychological characteristics and processes that drive some people to engage in adverse compensating behaviors, we can develop weight-loss strategies that are tailored to counteract these psychological predispositions,” said Schmidt. “Ultimately, this could lead to more effective strategies to prevent weight gain and promote weight loss using exercise.” The study will focus on those psychological characteristics and traits, which are known to be related to other adverse health behaviors such as smoking and substance abuse. “Studies show that areas of the brain related to weight management are also related to addictive behaviors,” said Schmidt. “We wanted to assess a wide range of potentially important psychological characteristics and see to what extent they can help us predict how people will compensate.” Schmidt is working with UGA colleague James MacKillop, an associate professor of psychology who specializes in addictive behaviors, to investigate the compensation effects. Also assisting Schmidt in the study are Ellen Evans, an associate professor in kinesiology, and Stephen Rathbun, an associate professor in epidemiology and biostatistics. The study is funded by a federal grant from the National Heart, Lung, and Blood Institute.


Reducing Obesity

Bryan McCullick, a professor of kinesiology, says the study is helping to identify specific evidence-based solutions that can be easily adopted in afterschool programs throughout the nation. Photo by Dot Paul.

Researchers develop games to improve children’s health, cognitive development


he elementary schoolchildren cheer on their teammates as they run to another team’s home base—a hula hoop lying in one quadrant of the gym—to “capture” a small ball in their team’s

color and bring it back to their home base in another quadrant. The competition is contagious. The kids are exhilarated. They’re thinking. They’re having fun. They’re getting exercise. This is just one of a zany, ever-changing list of relay races and team challenge games that College of Education faculty members Bryan McCullick and Phil Tomporowski developed as part of an afterschool physical activity program for children, designed to benefit their physical and cognitive development. The goal is to get kids on their feet playing mind-stimulating games, giving their bodies more of the exercise they need and their brains a jolt of physical activity that studies show helps with homework. In 2010, more than a third of children and adolescents across the nation were overweight or obese, according to the Centers for Disease Control and Prevention. In Georgia, 24 percent of third-grade children and 15 percent of middle school students are obese. “We’re getting them to think—not just play, but play and think and become an informed player,” McCullick said. “And at the same time, those kids are walking out of there sweaty.”


“Overweight children and those who are not physically active lack the muscular strength and coordination to be physically engaged children and adolescents.” Bryan McCullick Professor of Kinesiology McCullick and his team of University of Georgia graduate students introduced the afterschool program in January 2011 at Chase Street Elementary School in Athens, and they now have about 40 students in first through fifth grades who participate. “Overweight children and those who are not physically active lack the muscular strength and coordination to be physically engaged children and adolescents,” said McCullick, a professor in the department of kinesiology. Also, children who are not physically active are less likely to understand how to play games, which decreases the likelihood they will participate in physical activity on their own.

The goal is to get kids on their feet playing mind-stimulating games, giving their bodies more of the exercise they need and their brains a jolt of physical activity that studies show helps with homework.

Research shows that early physical activity interventions can influence the trajectory of weight gain in children and that well-designed games favorably impact overweight children’s health. Three major benefits to increasing children’s physical activity are: • preparing the central nervous system to benefit from outdoor play; • promoting skill acquisition which is essential for the development of brain networks involved in movement control; and • building physically active lives, contributing to their improved cardiovascular health. However, there has been little research on how physical play and games can be integrated into elementary schools to promote long-term behavior change—helping children avoid obesity and possibly, future cardiovascular problems. National guidelines for schools recommend that children engage in at least 60

Phillip Tomporowski, a professor of kinesiology, says many of the games’ rules, strategies and skill combinations are manipulated so children will learn to control their actions during play, as well as use problem-solving skills. Photo by Dot Paul.

minutes of moderate physical activity each day,

students. They’re not expected to be teachers of

negative classroom behaviors and improved on

but the activity they get is usually not enough to

physical activity,” McCullick said. “I teach those

standardized tests.

reap health benefits, McCullick said.

people how to teach physical activity, not just

Those results supported other large-scale,

how to play the games, but how to explain them

cross-sectional studies performed in the U.S.

programs often lack the skills and knowledge

to children clearly and how to increase the

that showed a positive association between the

needed to engage children in physical activities

game’s complexity so it remains challenging.”

amount of time children spent in moderate-to-

This is because teachers leading the

at the proper intensity levels and durations of time needed.

In addition, the professors developed a multi-disciplinary research program for the

vigorous physical activity and their academic grades, Tomporowski said.

afterschool setting. They added standardized

“Our aim was to build evidence for

McCullick works with proctors in the

tests of motor skill proficiency and cognitive

strategies to address physical inactivity and

afterschool program at Chase Street

development to see if the activities in which

reduce obesity that will work with children

Elementary, training them how to teach

the children participated also helped them in

in elementary schools,” McCullick said.

children activities and games that have been

the classroom.

“Through this program we are identifying

To help make the program a success,

shown to increase health benefits. “Afterschool programs usually are led by untrained staff such as parapros and UGA

Preliminary results collected in 2011

specific evidence-based solutions that can be

showed that children enrolled in quality

easily adopted in afterschool programs across

afterschool exercise programs exhibited fewer

the nation.”


Reducing Obesity Research focuses on best diet, exercise for older adults years and older have a 27 percent prevalence of diabetes and account for 42 percent of cases of diabetes. Obesity and diabetes also are risk factors for nursing home admission earlier in life, particularly for obesity among those under age 65. “Obesity is one of the main factors in nursing home admissions because when a person is obese as an older adult, they don’t have the muscle strength to carry the larger Trainer Jeremy Dean chats with Alexis Winger (left) and Cheryl Bement as they walk on treadmills during a senior workout session at the Ramsey Center on the UGA campus. Photo by Richard Hamm/ Athens Banner-Herald.


or people wanting to live healthier,

foods and nutrition in the College of Family and

longer lives, doctors typically have two

Consumer Sciences and an adjunct professor of

recommendations: Eat smarter and

kinesiology in the College of Education.

exercise. Ellen Evans, an associate professor in the department of kinesiology, agrees but says there

and exercise regimens for them, Evans and

are many factors older adults should consider

Johnson are working on a study of the effects of

before following that advice.

a higher-protein weight-loss diet and exercise

Changes in physical activity and eating

on body composition, physical function and

should be tailored to the individual, especially

fatigue in overweight women ages 65 to 80.

for older adults who often have complications

Higher protein diets include foods such as lean

from medications and chronic medical

beef, salmon, turkey and chicken.

conditions, Evans said.

Researchers have spent much time focusing

Another factor is that weight loss in older

on obesity in children and young adults, but

adults can have negative effects on muscle and

there has been much less focus on obesity in

bone strength, potentially leading to increased

older adults, Evans said.

risks for osteoporosis and physical impairments such as decreased mobility. “We know when older people have too

That may be surprising since the highest prevalence of obesity in the U.S. is among older adults, Johnson said. In fact, the prevalence of

much body fat it increases the risk for heart

obesity is highest among men 40 to 59 years old

disease, diabetes and other health problems. But

and women 60 years and older, according to the

they are also at-risk for physical disability and

Centers for Disease Control and Prevention.

decreases in psychological functions involving motivation and fatigue,” Evans said. As part of the Obesity Initiative at UGA,


In an effort to find out how best to treat obesity in older adults and what is the best diet

Older adults also bear the heaviest burden from obesity in terms of related disorders such as diabetes, high blood pressure, functional

Evans co-directs the Obesity and Exercise

limitations, heart disease and other health

Team with Mary Ann Johnson, a professor in

problems. For example, adults who are 65

load, and they often become more sedentary, leading to an unhealthy cycle,” Evans said. “Family members of older adults then have trouble caring for their loved ones because they may not be able to move them around.” The evidence-based benefits of weight loss in obese older adults are increasingly strong, and the adoption of research-based weight-loss programs into community settings could help address the problems of obesity in older adults, Johnson said. “As people age, they become frailer, so what is the best approach for safe weight loss in older people? How much do they benefit in terms of improved health outcomes?” Evans said. “The challenge is to find that right balance between helping people lose weight but also getting a health benefit such as better management of diabetes, greater blood pressure control, better ability to walk, and ultimately remaining able to live independently.” The notion that obesity for older adults is bad has only been around for the last decade or so, Evans said. “Now the question is, what is the best regimen for weight loss? Essentially what we’re looking at in our study is can higher protein diets with or without exercise improve body composition and functionality in overweight or obese older women?”

The study focuses on whether a higher-protein diet with or without exercise improves body composition and functionality in overweight or obese older women, said Ellen Evans, associate professor of kinesiology. Photo by Paul Efland.

“We want to reduce the body fat but hang on to our bone and muscle strength, so dietary and exercise regimens that help us do that would be a preferred method of weight loss for older adults.” Ellen Evans Associate Professor of Kinesiology Evans said the study focuses on women because compared to men, females have less muscle, are less physically active and live longer, increasing their risk for functional limitations, heart disease, diabetes and other health problems. “We know that when you have too much body fat at any age it’s bad for health. With older adults, especially females, there are functional issues that come into play, so it’s not just about being at-risk for diabetes

Another part of the study focuses on psychological fatigue or decreases in energy. “We know that individuals who are obese report more fatigue in general and that regular physical activity is linked to having more energy and vigor. So we’re also looking at whether or not the diet and exercise treatments have an effect on fatigue.” The study uses aerobic, cardiovascular and resistance exercises as well

or potentially cancer or heart disease; it’s the fact that they now cannot

as functional training that participants can use at home and in their daily

physically function well.”

lives. The goal, Evans said, is for each woman to lose 10 percent of her

Another challenge is the fact that when a person loses weight, even if they do it wisely, they’re going to lose some bone and muscle strength. “We want to reduce the body fat but hang on to our bone and muscle

target weight, which is about 15 pounds. Assisting Evans and Johnson in this research are Patrick O’Connor and Kevin McCully, professors in kinesiology; Rachelle Acitelli and Chad

strength, so dietary and exercise regimens that help us do that would be

Straight, doctoral students in kinesiology; Ali Clune Berg, a registered

a preferred method of weight loss for older adults,” Evans said. “Based on

dietitian, and Whitney Lay, both graduate students in foods and nutrition.

my research, we believe higher-protein diets, especially when combined with exercise, are one way to do this.”

The study is funded by a grant from the National Cattlemen’s Beef Association.


Reducing Obesity Students learn as they help people with disabilities combat obesity


octors and other health professionals

weightlifting and aerobics. Workout routines are

This also inspired her to help develop

say Americans must eat healthier and

tailored to fit each partner’s individual abilities.

Athens Inclusive Recreation and Sports (AIRS),

become more physically active if they

The students monitor their partner’s progress

a local nonprofit organization providing sports

throughout the semester.

activities for people with disabilities in the

are to reduce the serious health risks associated with obesity. For people with physical or developmental disabilities, finding ways to exercise isn’t always as easy as joining a gym or taking up a new sport; they may require instruction and guidance to create a fitness plan tailored to their needs and abilities. The combined effects of disability and obesity are estimated to cost the United States $44 billion each year. Adults with disabilities are nearly 60 percent more likely to be obese than their nondisabled counterparts, according to the Centers for Disease Control and Prevention. Unfortunately, few programs exist to help those with disabilities get the exercise they need. But that’s not how College of Education faculty member Kevin McCully looked at it. McCully, a professor of kinesiology and

Athens resident Kimberly Keeney has

Athens area. Keeney is a program coordinator

cerebral palsy. She has participated in the class

for the group, which hosted a Beep baseball

since it began. She exercises mainly on the

tournament for the visually impaired and a

body weight support treadmill, but recently

wheelchair basketball clinic over the past year.

director of the Vascular Biology Laboratory,

added weightlifting and the elliptical bike into

recognized this need as an opportunity to

her routine. She has lost about 25 pounds since

UGA Athletic Association, also has cerebral

develop a new course that benefits people with

beginning the class 14 months ago.

palsy and uses a wheelchair. He and his student

disabilities in the community and University of Georgia students.

“I have more endurance. I spend a lot of

Mark Christensen, a rehab assistant for the

partner devised an exercise program that allows

time in a stationary position, but when I do get

him to incorporate his wheelchair into his

out of my chair, I feel I can walk on my crutches

daily workout. In the last six months, he has

with participants with disabilities from the

for longer distances. I have more confidence in

added swimming with a floatation device. Two

community. The students receive hands-on

my abilities as I’m stronger in both my legs and

students “spot” him as he swims the length of

experience working with their partners with

arms,” she said. “I also have a better awareness

the pool and back.

disabilities, while participants learn new ways to

of my eating habits and am eating a more

get more exercise.

balanced diet.”

The course pairs pre-clinical UGA students

“The program has been really great, especially the swimming because that’s a

As part of the Obesity Initiative at UGA,

Keeney said she has asked doctors in the

McCully said he wanted to design a class that

past about her weight issue and the focus has

little overweight for my height, and they taught

would help reduce obesity and improve the

always been on her disability, not her health.

me how to get it down.” He has lost about 25

health and wellness of people with disabilities. “We focus particularly on people who

“Over time, I blamed my disability for my decreased range of motion. I was tired all

full-body workout,” Christensen said. “I was a

pounds over the past year. The students who work with these clients

have special needs because they need more

the time. This class has helped me take control

are largely from the College’s exercise science

help,” he said.

of my own health. It has helped me see the

program, but some are from biology, pre-

importance of physical activity among people

medicine and other majors.

Students in the class guide their disabled partners through crunches, stretching exercises, 34

Mark Christensen begins his swim as COE student and class partner Austin Herold, a senior in exercise and sports science, serves as his “spotter.” Photo by Andrew Davis Tucker.

with disabilities,” she said.

Mark Christensen (center) is congratulated on his workout by Priscilla Cortez, a senior at Clarke Central High School and a member of the Young Dawgs high school internship program, as Kevin McCully, professor of kinesiology, looks on. Also pictured are (L-R) Laura Bonin and Austin Herold, both seniors in exercise and sports science, and Mark’s mother, Mary Beth Christensen. Photo by Andrew Davis Tucker.

“Over time, I blamed my disability for my decreased range of motion. I was tired all the time. This class has helped me take control of my own health. It has helped me see the importance of physical activity among people with disabilities.”

“I’ve always been shadowing or watching

continues to grow. “We had 10 students and 13

other people work with patients,” said Chelsea

participants this past summer,” said McCully,

Metzger, a biology major who one day hopes

“but we have 34 students and 20 participants

to be an anesthesiologist. “This class was the

this fall.”

perfect opportunity for me to actually work

McCully believes his class can serve

with someone, ask questions and make a plan to

as a model for university programs across

help them have a better life.”

the nation. “I think this class can serve as a

Students meet three times a week while exercise participants come in two to three times

springboard,” he said. “I still view this as step one; there are a lot more things we can do.”

a week for an hour each time. All classes and workouts are held at UGA’s Ramsey Center. The class is in its fifth semester and

For more information on the class, watch a video at:

Kimberly Keeney UGA Obesity Initiative participant


Stephanie Jones (left), an associate professor in the department of educational theory and practice, co-developed the CLASSroom Project, a research and outreach program in which she works with K-12 teachers to identify ways to better interact with and educate students who come from a range of socioeconomic classes. Photo by Dot Paul.

Research Projects At-a-Glance Faculty and staff in the College of Education are engaged in numerous externally funded research projects valued at more than $13.9 million (FY13). Their work examines cutting-edge efforts in areas such as teacher preparation, school leadership, language and literacy, mathematics and science education, special education, counseling, testing and assessment, physical education, and exercise science.

Below are highlights of some of the current projects being investigated by COE faculty.

Selected Research Projects Improving the Teaching and Learning of English Language Learners: The Instructional Conversational Model This project examines the effectiveness of a teaching method based on small-group dialogue in improving the academic achievement of English language learners in upper elementary grades. Funding:

$2.9 million, U.S. Department of Education, Institute of Education Sciences

Principal Investigator (PI):

Pedro Portes, The Goizueta Foundation Distinguished Chair of Latino Teacher Education and executive director of the Center for Latino Achievement and Success in Education

Co-PI: Manuel S. GonzĂĄlez CanchĂŠ, Institute of Higher Education


Language-Rich Inquiry Science with English Language Learners through Biotechnology This project further explores the effectiveness of a teaching model that COE faculty developed and demonstrated can improve science learning for middle school English Language Learners and perhaps for all students. Funding:

$2.65 million, National Science Foundation


Cory Buxton, professor, educational theory and practice


Martha Allexsaht-Snider, associate professor, educational theory and practice; Allan Cohen, director, Institute for Interdisciplinary Research in Education and Human Development; Zhenqui Lu, assistant professor, educational theory and practice

Learning Biological Processes through Animations and Inquiry: A New Approach This interdisciplinary project has led to the creation of 3D animated biology lessons for high school students, which researchers think will motivate students to choose careers in science. Funding:

$1.4 million, National Institutes of Health

PI: J. Steve Oliver, professor, mathematics and science education

Trainer Kelsey Peasley (left) leads Barbara Kuhn in an exercise during a senior workout session at the Ramsey Center on the UGA campus. Photo by Richard Hamm/Athens Banner-Herald.


James Moore, Distinguished Research Professor, large animal medical, College of Veterinary Medicine; Allan Cohen, director, Institute for Interdisciplinary Research in Education and Human Development; Tom Robertson, associate professor, physiology and pharmacology, College of Veterinary Medicine

The Georgia STEM Accessibility Alliance The COE and Georgia Tech’s Center for Assistive Technology and Environmental Access are collaborating on a project to create the Georgia STEM Accessibility Alliance (GSAA), a five-year initiative

Analysis, Interpretation, Instruction, Management (AIIM): Functional Assessment and Intervention for Individuals with Autism in School-Based Contexts

aimed at giving students with disabilities greater access to STEM

This project prepares graduate students to evaluate and plan

(science, technology, engineering and mathematics) programs and

intervention programs for K-12 students with ASD. Students earn a

an increased capacity to succeed in these programs from high school

master’s degree in special education upon completion and are eligible

through graduate school.

to sit for the Board Certification in Applied Behavior


$1.5 million, National Science Foundation

PI: Noël Gregg, UGA Distinguished Research Professor and interim associate dean of research, Institute for Interdisciplinary Research in Education and Human Development Co-PI:

Michael Hannafin, GRA Eminent Scholar and director, Learning & Performance Support Laboratory

Muscle Plasticity, Fitness, and Health after Spinal Cord Injury Kinesiology researchers are working with colleagues from the Shepherd Center in Atlanta to test the health benefits of exercise in people with spinal cord injuries. Funding:

$1.76 million, National Institutes of Health


Kevin McCully, professor, kinesiology

Fossil Finders: Using Fossils to Teach about Evolution, Inquiry and Nature of Science

Analysis examination. Funding:

$1.25 million, U.S. Department of Education


Kevin Ayres, associate professor, communication sciences and special education

Co-PI: Scott Ardoin, associate professor, educational psychology

iSKILLS: The Audio/Visual Guidance Repository for Life Skills This cross-disciplinary project focuses on developing an application for mobile devices that will assist individuals who have autism and developmental disabilities with daily living tasks. Funding:

$1.2 million, U.S. Department of Education, Institute of Education Sciences


Kevin Ayres, associate professor, communication sciences and special education


Lloyd Rieber, professor, career and information studies

This project examines the inconsistency between the nature of scientific inquiry and the classroom teaching of scientific inquiry. Funding:

$1.5 million, National Science Foundation (award transferred from Cornell University)

PI: Barbara Crawford, professor, mathematics and science education


Research Projects At-a-Glance PERSIST: Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers

How Do Intermediary Organizations Promote Research Evidence for Education Policymaking

This study examines the impact of induction programs and the

This project examines how education policymakers at local, national,

development of science teachers in their first five years of teaching

and federal levels interpret and use research that is disseminated

aimed at increasing the retention of high-quality educators.

by intermediary organizations and interest groups, focusing on


$895,883, National Science Foundation (award transferred from Arizona State University)


Julie Luft, The Athletic Association Professor of Mathematics and Science Education, mathematics and science education

the specific policy issues of charter schools and teacher pay for performance. Funding:

$154,404, University of Illinois at Urbana-Champaign / W.T. Grant Foundation


Elizabeth DeBray, associate professor, lifelong education, administration, and policy

EngageMe – P.L.E.A.S.E. A collaborative public/private partnership between Forsyth County public schools, the digital learning platform developer it’s learning, and the COE that is developing an instructional framework using student information, assessment, and learning management systems. The integrated system will provide standards-based lesson plans for each student in a cloud-based platform and customized portals to give students, teachers, parents and administrators real-time access to information. Funding:

$800,000, Forsyth County Board of Education / U.S. Department of Education

PI: Noël Gregg, UGA Distinguished Research Professor and interim associate dean of research, Institute for Interdisciplinary Research in Education and Human Development Co-PI:

Allan Cohen, director, Institute for Interdisciplinary Research in Education and Human Development

Civic Mindfulness in Elementary Teaching & Learning This project will develop a theoretical framework and corresponding measures for capturing and understanding elementary students’ 21stcentury civic learning, skills, and identify specific teaching methods that foster their development. Funding:

$40,000, Spencer Foundation


Jennifer James, associate professor, educational theory and practice

Proportional Reasoning of Middle Grades Pre-Service Teachers (PROMPT) This project involves studying mathematics content in courses taken by pre-service middle grades and secondary teachers to determine the opportunities and challenges future teachers face in learning how to use drawn representations to reason with ratios and proportional

Grants from Foundations


$39,993, Spencer Foundation

Kindergartens for the Deaf in Three Countries: U.S., France, and Japan

PI: Andrew Izsák, professor, mathematics and science education

This collaboration with Gallaudet University and Pennsylvania


State University is the first study of the enculturation practices of early schooling for the deaf to employ a cross-cultural, comparative, ethnographic perspective. It will also be the first to use as a research tool and to develop as a final product videos showing typical days in kindergarten classrooms for the deaf.




$469,304, Spencer Foundation (transferred from Arizona State University)


Joseph Tobin, Elizabeth Garrard Hall Professor, educational theory and practice

Sybilla Beckman, Josiah Meigs Distinguished Teaching Professor, mathematics

Persuade Me: Engaging Low-Achieving Writers Digitally in Grades 4-8

NSF-Funded Conferences

literacy skills for students in grades 4-8.

Smarter Together Working Conference: Developing a Shared Curriculum of Complex Instruction for Elementary Mathematics Courses


$25,000, Bill & Melinda Gates Foundation

This conference will focus on mathematics, particularly on the learning


Donna Alvermann, The Omer Clyde and Elizabeth Parr Aderhold Professor in Education and Distinguished Research Professor in Language and Literacy Education

of prospective elementary teachers, addressing both university and


Michael Hannafin, GRA Eminent Scholar and director, Learning & Performance Support Laboratory; Lloyd Rieber, professor, career and information studies

that addresses prospective teachers’ anxiety over math, builds their

This grant supports the development of a Web-based tool to improve

PreK-6 education by improving their mathematical and pedagogical knowledge. In addition, the conference will result in developing a curriculum module for elementary mathematics methods courses knowledge of math content, and prepares them to use teaching practices proven successful with marginalized students. Funding:

NSF Early Career Grants The Faculty Early Career Development Program offers the National Science Foundation’s most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research.

Characterizing Critical Aspects of Mathematics Classroom Discourse This study focuses on developing an analytic framework that can reliably measure critical aspects of mathematical discourse. Funding:

$672,846, National Science Foundation (transferred from San Diego State University)


Jessica Bishop, assistant professor, mathematics and science education

$106,677, National Science Foundation

PI: Amy Parks, associate professor, educational theory and practice

Mini-Symposia: The Results of the African Diaspora: Developing Black Scholars in Science Education for the 21st Century in the United States, Part II This project convened 15 black science educators, scientists and doctoral students to design and conduct multi-site micro-research studies on learning activities that promote K-12 science learning and teaching. Funding:

$100,000, National Science Foundation

PI: Mary Atwater, professor, mathematics and science education

An Interdisciplinary Conference on Assessment in K-12 Mathematics: Collaborations between Mathematics Education and Psychometrics

Examining the Role of Context in the Mathematical Learning of Young Children

This conference drew mathematics education researchers,

A study of how children learn mathematics informally at home and

focus on what mathematical knowledge is important to measure

how that might help elementary school teachers teach more effectively

and how much of that knowledge can be measured using current

in the classroom.

psychometric models and testing methods. Also, what new


$542,871, National Science Foundation


Amy Noelle Parks, associate professor, educational theory and practice

Learning to Support Productive Collective Argumentation in Secondary Mathematics Classes This project documents how mathematics teachers learn to support

mathematicians and psychometricians from across the country to

psychometric models might be needed for measuring mathematical knowledge? Funding:

$99,844, National Science Foundation

PI: Andrew Izsák, professor, mathematics and science education Co-PI:

Allan Cohen, director, Institute for Interdisciplinary Research in Education and Human Development

their students from their teacher preparation into their first two years of teaching. Funding:

$535,007, National Science Foundation


AnnaMarie Conner, assistant professor, mathematics and science education


Research Projects At-a-Glance Obesity-Related Funding The UGA Obesity Initiative was launched in January 2012. Read the stories on pages 28 – 35 for more information.

Project PEER: Peer Education, Exercising and Eating Right This project seeks to determine the effectiveness of a peer-delivered, self-efficacy-based behavioral intervention to enhance nutrition and physical activity behaviors and weight-management success in female university freshmen over an academic year. Funding:

$960,000, U.S. Department of Agriculture


Ellen Evans, associate professor, kinesiology

Psychological Predictors of Compensatory Responses to an Exercise Intervention A study to determine whether several psychological and eating behavior traits predict behavior changes – information that could be used to help

COE students in the department of kinesiology pursue research in several ultra-modern laboratories equipped with the latest physiological recorders for assessing heart rates, automated indirect blood pressures, respiration and electrical impulses for skin, muscle and brain with biofeedback capabilities. Photo by Cassie Wright.

tailor and target weight management exercise interventions. Funding:

$408,375, National Institutes of Health


Michael Schmidt, assistant professor, kinesiology


Ellen Evans, associate professor, kinesiology; James MacKillop, associate professor, psychology; and Stephen Rathbun, professor, epidemiology and biostatistics

Improving Teacher Quality Higher Education Program Each year, the COE receives funding from the federal government for the professional development of teachers in language arts, mathematics, reading, science and/or social studies at UGA and other higher education institutions across Georgia. These projects can also address teachers’ use of technology, alternative assessment strategies or innovative teaching strategies, all with the goal to strengthen and

Selected Instruction and Public Service Projects Georgia ESOL for Content Area Teachers (GECAT) Project: Professional Development for Teachers of English Learners This grant funds a five-year Title III initiative to provide professional development opportunities to educators working with English language learners in Barrow and Habersham county schools and West Hall High School. Funding:

$1.86 million, U.S. Department of Education

PI: Linda Harklau, professor, language and literacy education

deepen teachers’ content knowledge in their academic subjects. Funding:

$1.6 million, U.S. Department of Education


Kathy Thompson, clinical professor, educational theory and practice

Criterion-Referenced Competency Tests-Modified (CRCT-M) Assessment 2012-13 The COE’s Georgia Center for Assessment (GCA) helped to develop the CRCT-M for the Georgia Department of Education. This is a grade-level alternate assessment designed for students who receive special education services and who meet specific eligibility criteria. The CRCT-M assesses the same grade-level Georgia Performance Standards as the general CRCT. Funding:

$1.5 million, Georgia Department of Education

PI: Stephen Cramer, associate director, Georgia Center for Assessment Website: 40

Georgia Writing Assessments 2012-2013

Georgia Items and Interim Benchmark Assessments

The GCA, as the contractor for the Georgia Department of Education,

The GCA is providing scoring and data management services to

facilitated Core Development Teams, and committees to oversee

Pearson Educational Measurement for constructed-response items that

Advisory, Benchmarking, Bias Review and Standard Setting for grades

Pearson developed for teachers to use in the Georgia Department of

5, 8, and 11 writing assessments, which are required by Georgia law.

Education’s Online Assessment System.

The GCA provides more than 750,000 independent ratings on writing samples each year. Funding:

$1.36 million, Georgia Department of Education


$842,490, NCS Pearson, Inc.

PI: Stephen Cramer, associate director, Georgia Center for Assessment

PI: Stephen Cramer, associate director, Georgia Center for Assessment

Teach to Learn Partnership


This grant supports the hiring of several COE graduate students who

Collaborative Personnel Preparation in Autism (COPPA) Project This innovative COE graduate program in special education, that has prepared dozens of area elementary school teachers to work with children with autism spectrum disorders (ASD) over the last several years, has received a third grant to continue through 2017. More than 70 percent of the funding supports fellowships for highly qualified students to pursue master’s degrees with a focus on ASD. COPPA students learn how to use evidence-based practices when serving children with ASD in regular classrooms, provide consultation and in-service training to other teachers, and conduct research with the children and their families. Read the story on page 22 for more information.

will work with an experienced mathematics or science teacher during a 10-month assistantship in one of Clarke County’s four middle and two high schools. After an orientation, the graduate students will teach parttime, freeing up part of each day for the experienced teachers to work with first-, second- and third-year teachers in the schools. Funding:

$636,009, Clarke County School District / Governor’s Office of Student Achievement


Janna Dresden, director, office of school engagement

Gwinnett County High School Gateway Scoring 2013-14 The High School Gateway assesses students’ language arts, science and social studies knowledge and skills by having them write two essays, one on a science topic and another on a social studies topic. All students


$1.23 million, U.S. Department of Education

must pass the Gateway Assessment to earn a regular Gwinnett County


David L. Gast, professor, communication sciences and special education

the tests.

high school diploma. The COE’s Georgia Center for Assessment score


Responsive Early Education for Diversity (REED) This teacher preparation project, also known as the Birth Through Five program, received a second grant to continue and expand its work of training educators to work with high-need infants, toddlers, and young children and their families. The grant supports students who commit to provide two to four years of teaching service to programs for young children with disabilities.

$570,621, Gwinnett County School System

PI: Stephen Cramer, associate director, Georgia Center for Assessment

UGA/GAEL Early Career Principal Residency Program A two-year professional development program in partnership with the Georgia Association of Educational Leaders (GAEL) that provides opportunities for new principals and assistant principals to learn how


$1.23 million, U.S. Department of Education

to enhance their leadership and problem-solving skills from leading


Cynthia Vail, professor, communication sciences and special education


$156,564, Governor’s Office of Student Achievement


Jack Parish, associate dean for outreach and engagement

researchers, scholars and current educational leaders.


Cynthia Cynthia B. B.Dillard Dillard

Mary Frances Early Professor of Teacher Education

The Georgia Power Foundation invests in the College and its teacher education program.


hanks to the generous support of the Georgia

Dillard has recently developed a Study Abroad in Education

Power Foundation, Cynthia B. Dillard is the

Program, and the first group of students will study in Ghana

inaugural Mary Frances Early Professor of Teacher

in December 2013.

Education. Dillard, a professor of multicultural education, joined the College of Education faculty in January 2012. Her tenure home is the department of educational theory and practice. The Early Professorship in the College of Education was established with an endowment from the Georgia Power Foundation and honors the legacy of UGA’s first AfricanAmerican graduate, who earned a master’s degree in music education in 1962. This professorship not only celebrates Ms. Early’s commitment and dedication to teaching but also serves to attract and mentor diverse students from Georgia and beyond.

“This position provides an opportunity for me to directly advocate and study these issues in both innovative and interdisciplinary ways.” Cynthia B. Dillard The Mary Frances Early Professor of Teacher Education

“We are delighted that such an outstanding professor as Cynthia Dillard has accepted this prestigious professorship and will be bringing her leadership, exceptional scholarly strengths and deep commitment to teaching to our

an African American Woman’s Academic Life, was selected

community,” said Craig H. Kennedy, dean of the College of

for the 2008 Critics’ Choice Book Award by the American


Educational Studies Association. Her second book,

“I am very excited to be named the Mary Frances

Learning to (Re)Member the Things We’ve Learned to Forget:

Early Professor of Teacher Education at UGA,” said Dillard.

Endarkened Feminisms, Spirituality and the Sacred Nature

“Current issues facing education in Georgia, across the

of Teaching and (Re)search, was released by Peter Lang

country, and around the world are complex and challenging,

in March 2012. She is co-editing a book to be published

particularly for African Americans and those traditionally

this year titled Engaging Race, Culture and Spirituality in

underserved by our system of public education. This

Education: New Visions and has recently begun the archival

position provides an opportunity for me to directly

work for a biography of Mary Frances Early, tentatively titled

advocate and study these issues in both innovative and

Mary Frances Early: A Teacher’s Biography. Says Dillard

interdisciplinary ways, in collaboration with my colleagues

of this project: “We have few biographies of outstanding

at UGA, public school teachers and professionals in Georgia,

African-American teachers. This project highlights the

and educators across the globe.”

remarkable life and work of Dr. Early and will be an

Dillard’s major research interests include critical multicultural education, spirituality in teaching and learning, epistemological concerns in research and African/African-


Her first book, On Spiritual Strivings: Transforming

important and powerful example for our students in teacher education and allied fields.” Dillard received her Ph.D. in education with

American feminist studies. Most recently, her research has

specializations in multicultural education/language,

focused in Ghana, West Africa, where she has established a

literacy, and culture and educational administration from

preschool and is building an elementary school. In addition,

Washington State University.

Mary Frances Early (left), the first African-American graduate of the University of Georgia, with professorship recipient Cynthia B. Dillard.


Endowments An endowment in the College of Education can be created and funded over a period of years. Endowments are designed to provide perpetual income to the program of the donor’s choice, thereby giving that program a margin of excellence through funding over and above University budgets.

These endowments were established or enhanced through private gifts to the College:

College of Education Faculty Award for Teaching Excellence Edie Klein Leadership Award Edwin D. Pusey Prize Ira E. Aaron Award for Teaching Excellence and Collegiality Louise E. Kindig Research Award

Professorships and Chairs Athletic Association Professorship in Mathematics and Science Education Bebe Aderhold Professorship in Early Childhood Education Charles H. Wheatley - Georgia Research Alliance Chair in Technology-Based Learning E. Paul Torrance Professorship in Creativity & Gifted Education Elizabeth Garrard Hall Professorship in Early Childhood Education Goizueta Foundation Chair for Hispanic Teacher Education Mary Frances Early Teacher Education Professorship Omer Clyde & Elizabeth Parr Aderhold Professorship in Education Omer Clyde & Elizabeth Parr Aderhold Professorship in Research Methodology

Russell H. Yeany Individual Research Award Theodore K. Miller and Roger B. Winston Jr. Research Award Thomas J. & Sara L. Cooney Travel Award for Research Presentation

Alice E. Klein Memorial Fund Arthur Lucas Memorial Fund Arthur M. Horne Graduate Research Award

Student Scholarships and Fellowships Aleene Cross Scholarship in Family and Consumer Sciences Education

Elizabeth Barber Young Banner Scholarship Elizabeth Todd Scholarship Fund Elmer Jackson Carson Scholarship Faye Daube Miller Scholarship Fund Flora Rogers Scholarship Fund Floyd and Emily Jordan Scholarship Fund George M. and Barbara E. Gazda Counseling Scholarship Geraldine A. Patrick Scholarship Ira E. Aaron International Study Scholarship Irene & Curtis Ulmer Doctoral Scholarship in Adult Education James L. Dickerson Scholarship Fund

Ann E. Jewett Distinguished Graduate Assistantship

Jan L. Branham Endowment Fund

Bothe-Marcotte Scholarship

Jim Mann Family Scholarship

Barbara J. Rankin Scholarship

Joan B. Neal Women’s Physical Education Scholarship

Carol J. Fisher Scholarship in Language Education Carol J. Fisher Undergraduate Scholarship in Language Education Carroll Wade McGuffey Scholarship College of Education Centennial Scholarship

Jonathan Robert Scruggs Scholarship in Teacher Education Lois Johnson & William Jasper Shortt Fellowship in Physical Education, Marion J. & Molly M. Rice Graduate Student Support Fund in Social Science Education

Commeyras Fund for Excellence in Graduate Education

Martha Nell Allman Graduate Assistantship

Coral Jo Bishop Fellowship

Michael J. Hendrickson Academic Scholarship in Recreation and Leisure Studies

D. Keith Osborn Scholarship in Elementary Education David J. Mullen Sr. Memorial Scholarship


Dr. Lester E. Sanders Scholarship Fund

Health & Human Performance General Fund

College of Education Scholarship

Faculty and Student Awards

Del Jones Memorial Trust

Mary Ella Lunday Soule Fund

Coach Mike Castronis Scholarship

Owen Scott Graduate Fellowship in Educational Psychology Paul R. Kea Scholarship Paul Tappan Harwell Scholarship Fund Phil Gray Scholarship

Endowed Support Fund Christopher-Leighton Ballew Adult Education Fund

Why I Give

College of Education Endowment for Excellence College of Education Faculty Support Fund Dorothy Simmons O’Dell Fund

“As a civics and history teacher

Ray E. Bruce Scholarship Fund

Friends of Clinic Endowment for Speech and Hearing Therapy

and teacher educator for 37

Rose Sanders Stanley Memorial Scholarship

George R. Gilmer Fund

Ruby Maude Anderson Scholarship Fund

Kappa Delta Pi Academic Support Fund

to a program that provides

SNS - GSTC Scholarship

Katie Elizabeth Turner Memorial Support Fund

social studies educators the

Sylvia McCoy Hutchinson Endowment for Staff and Children of Staff

Ocie T. Dekle Graduate Support Fund in Elementary Education

opportunity to reflect on their

Tommye McCoy Scholarship for Honors Education

Osher Lifelong Learning Institute Endowment

field. The two lectures held every

Virginia I. & Francis A. Norman Jr. Doctoral Scholarship

Raymond Babineau Vocational Education Academic Support Fund

fall engage both teachers and

Sharon Green Webber Scholarship in Communication Sciences & Disorders

Reading Department Endowment

pre-teachers in discussions

Robinson Fund

about current issues in social

Stinchcomb Graduate Assistantship Support Fund for PEMDC

studies education. I am hopeful

Rachel Sibley Sutton Scholarship

Wells Fargo Scholars Program Women Pioneers in Education Scholarship


Sue W. Cromartie Elementary Education Fund

that this program sponsored by

Wilson Endowment for Mathematics Education

the College of Education informs and assists teachers and teacher

Clifford Gray Lewis Fund for Health & Human Performance E. Paul Torrance Lecture Fund Mary Hepburn Lecture Fund in Social Studies Education Mary Sartalamacchia Macagnoni Lectureship Fund

Program Support Cam D. Dorsey Fund for Education Carol J. Fisher Language and Literacy Education

years, I wanted to contribute

educators while providing an We encourage donors to consider establishing a named endowment to ensure generations of future support to the College of Education. If you are interested in creating an endowment, contact Aldon Knight, Executive Director of College Advancement, at 706-542-2267 or

opportunity for communication among them.” Mary Hepburn Professor Emerita, Social Studies Education


Honor Roll of Donors The University of Georgia College of Education proudly recognizes the many alumni, friends, and organizations who contribute generous private support to the College and its strategic initiatives. Your gifts help us to better prepare the next generation of education leaders and scholars for our state, nation, and world – and we thank you.

George Gazda, a research professor emeritus of counseling. Photo by Nancy Evelyn. This list reflects gifts to the College of Education of $100 or more from July 1, 2012 through June 30, 2013.

Dean’s Club $1,000 +

Mr. David Norman Greene

Dr. Donald O. Schneider

College Club $500 +


Mr. and Mrs. Mack H. Guest III

Mr. and Mrs. Steve Scruggs

Ms. Eleanor Banister

Dr. Ira E. Aaron

Ms. Allison Williams Gulati

Mrs. Lois Johnson Shortt

Dr. and Mrs. William E. Barstow

Dr. and Mrs. Edgar R. Bohannon

Linda Hughes Hardie

Dr. Stanton James Singleton

William H. and Erica L. Carter

Dr. Sally Marie Boyett-Whatley and Mr. Steven Slaton Whatley

Mrs. Sue Harrison

Cathy E. and Philip Solomons Jr.

Philip W. and Carol A. Hendrickson

Dr. Denise Spangler

Dr. Bradley C. Courtenay and Nancy Talton Courtenay

Martha Shuman Brandon and George M. Brandon

Drs. Lawrence R. and Mary A. Hepburn

Dr. and Mrs. John E. Steinbrink

Dr. and Mrs. Ray E. Bruce

Dr. and Mrs. Arthur M. Horne

Brenda Scruggs Carter and Dr. Harrison S. Carter

Dr. Juanita Johnson-Bailey and Marvin Bailey

Dr. Louis A. Castenell

Dr. Kyung Hee Kim

Dr. Sandra Pryor Clarkson

Mr. Bobby Mitchell King

Sara Lucas Cooney and Dr. Thomas J. Cooney Dr. Carolyn Carson Dahl and Mr. Dennis Dahl Dr. Kathleen L. Davis

Mr. Steven W. Marcotte and Dr. Anne Katherine Marcotte Joanna Massar

Mr. and Mrs. Bertis E. Downs IV

Faye Daube Miller and Mr. Herbert Miller

Ronald Lee and Martha Black Fritchley

Wang Min

Dr. and Mrs. George M. Gazda Sara O. Glickman and Dr. Carl D. Glickman Dr. Tarek C. Grantham 46

Mr. Minsook Lee

Dr. Marie R. Mullan Mr. Benjamin Edward Nixon Dr. and Mrs. Francis A. Norman III Ms. Christine Recinella

Mr. and Mrs. Thaddeus J. Stidham Mr. Jonathan Cary Stinchcomb Mr. Matthew Douglas Stinchcomb

Dr. Janna Dresden and Dr. Ronald M. Cervero Mary Frances Early Dr. Catherine Dunnington Ennis

Dr. Patrick Wilfrid Thompson

Drs. Doris Yaddow and Gerald R. Firth

Dr. R. Curtis Ulmer Sr.

Dr. William P. Flatt

Sharon Green Webber and M. Thomas Webber Jr.

Frances Cater Franklin

Dr. Otto Paul Wielan

Dr. Lynda Louise Goodfellow and Mr. Raymond B. Goodfellow

Mrs. Inga Katz Willner

Dr. K. Noel Gregg

Drs. John T. and Patricia S. Wilson

Drs. Elaine Olbrych and Kent L. Gustafson

Drs. Roger Bradley Winston Jr. and Pat Graham Winston Li Xiaoyan

Mr. Arthur Johnson and Mrs. T’Leatha Renee Suitt-Johnson

Dr. Russell H. Yeany Jr. and Mrs. Brenda Yeany

Denise Ann Companik Juliana and Patrick Juliana

Erla Gortatowsky Zuber and Harry A. Zuber

Mr. and Mrs. John Kauffman Mr. John Kauffman

Larry Kelley Kohn and Mrs. Jo Ann Kohn Robert W. and Carol A. Krueger Brenda Breedlove Moseley Dr. and Mrs. Anderson H. Norton III Peter James Paul and Mrs. Linda Wohlford Paul Mr. Anders Peck Roberta Stevens Ramsay and Dr. James Walter Ramsay Drs. Patricia L. and Thomas C. Reeves Dr. Robert N. Saveland Mrs. Ruth Waller Thompson Dr. Vasti Torres Betty Hooks Underwood and Dr. Bobby T. Underwood MG Luis R. Visot Dr. Karen E. Watkins Tao Xiong Mr. Hiroyuki Yamada

Dr. Edith Renfroe Belden Betty J. Benson Dr. Sidney E. Benton Dr. and Mrs. Joseph R. Berrigan Jr. Dr. and Mrs. Gary K. Bertsch Deborah Yater and Carl W. Betsill Dr. Laura Lee Bierema and Dr. Mark H. Ebell Dr. Carolyn W. Blalock and Mr. Johnny L. Blalock Michael Louis Bolen and Mrs. Katherine B. Bolen

Ron Butchart, department head of educational theory and practice. Photo by Andrew Davis Tucker.

William Blair Bourke and Mrs. Nancy L. Bourke

Clifford Lanier and Verlene P. Cobb

Mr. and Mrs. William E. Evans

Mr. and Mrs. Leopold I. Cohen Jr.

Judy Mathes Faletti

Dr. John Metcalf Bowen and Jean Schmidt Bowen

Mr. and Mrs. Burkitt D. Collins

Dr. Marc Eugene Fey and Sandra Hamilton Fey

Dr. Lori Hope Bowen and Mr. Jason L. Bowen Maria Spence and Thomas L. Bower III Mr. and Mrs. Stewart V. Bowers Jr. Mr. and Mrs. Eugene G. Bowles III Dr. David Allen Bradbard and Ms. Michelle P. Lukse

Mr. Reginald Comer Catherine Cobb Cook and John David Cook Dr. Diane L. Cooper Dr. Mary Kay Corbitt Mr. and Mrs. Howard L. Cordell Jr. Mr. and Mrs. Dennis P. Corn

Harriett Susan Finney Mr. and Mrs. Charles M. Fiveash Edward Joseph Flannery and Mrs. Edlyn A. Flannery Brenda Bowen Floyd and Mr. Gary S. Floyd

Dr. Betty Jean Craige

Preston Scott Floyd and Allison Kimble Floyd

Mr. and Mrs. Robert A. Cresswell

Mr. Michael Flueckiger

Mr. and Mrs. Henry Crittenden

Mr. and Mrs. G. Kenneth Foster

Dr. Barney Cambon Brewton Jr.

Elaine H. Crosby

Mr. and Mrs. H. P. Fowler

Mr. and Mrs. Sergei Z. Abramovich

Robert Moren Brown Sr. and Joelen Cowan Brown

Dr. and Mrs. John W. Culbreath

Leslie Anne Freeman

Dr. Stephen Kwasi Agyekum and Mrs. Victoria Agyekum

Ms. Patricia Condon Burch

Rosemary Tippett and Jack L. Culpepper Jr.

Rev. and Mrs. Donald R. Fuller

Mr. and Mrs. Russell H. Burt

Dr. and Mrs. R. D. Dallmeyer

Melvin C. Fussell and Mrs. Esther L. Fussell

Dr. Ronald E. Butchart and Amy F. Rolleri

Jackie Louise Daniel

Mr. and Mrs. Gerald Gailey

Dr. Cindy Ann Darden

Mr. and Mrs. Ralph L. Gainey

Mr. and Mrs. Tommy R. Davis

Drs. Robert Galen and Lorilee Sandmann

Century Club $100 + Anonymous Livy Beck Abele Detra Thurmond and Ray M. Abernathy

Angela Sue Giddens Akins Dr. Radwan Mahmoud Ali Dr. and Mrs. Gilles O. Allard

Dr. Lorraine Claire Braswell Linda Whitten Braun and Mr. Max Braun

Mr. and Mrs. James A. Allen

Drs. Mary Lynne and Lawrence G. Calhoun Jr.

Drs. Lewis Ray and JoBeth Allen

Mr. and Mrs. Alfred A. Camp

Mr. and Mrs. Omer J. Amann Jr.

Prof. and Mrs. Ronald L. Carlson

Dr. Mary Eunice Anders and Rev. Charles D. Anders

Richard Joe Carter Rev. Robert Michael Cavin Sr. and Rev. Janet K. Cavin

Lyna Estes Anderson and Mr. Carl H. Anderson

Mr. and Mrs. James R. Chambers Jr.

Dr. Wayne W. Antenen and Mary Chris Antenen

James Wyman Champion and Dr. Peggy Champion

Jeanette Alhadeff Arogeti

Mr. and Mrs. F. J. Chasteen

Jill Anne Atkinson Mr. and Ms. Benny Bagwell

Dr. Jennifer B. Chauvot and Mr. Robinson C. Chauvot

Mr. Adrian R. Bailey

Ms. Mary Jane Chester

Ms. Jo Ellen Baker

Mrs. Joyce I. Childers

Mr. and Mrs. Kendall M. Barckley

Beverly Rollins Chitwood and Mr. William Barnett Chitwood

Mrs. Michelle Hawes Barker Margaret Lea Barrett Drs. Jeanne Barsanti and Craig Greene Mr. and Mrs. Lawrence N. Barton Jr.

Mr. and Mrs. Frank J. Christa Edsel Lamar Cleveland Jr. Dr. Mary Alice Clower

Harold Charles Days and Mrs. Dorothy N. Days Ms. Irene Mary Diamond and Dr. George M. A. Stanic Mr. and Mrs. Robert E. Dickson Mr. and Mrs. Stephen G. Dignam Dr. Ernest K. Dishner and Mrs. Paula R. Boothby Drs. T. Keith Dix and Naomi Norman Frances Moye Drown Dr. and Mrs. Delmer D. Dunn

Ms. MaryAnn Garrard Dr. Lisa Williams Garrett Dr. Yvette Q. Getch Ms. Jean Teofilo Giannasi Ms. Natalie Trusdell Gibbon Mr. and Mrs. William R. Gibson Dr. Debbie Cassie Gideon Ms. Lisa Gipson Dr. Brian A. Glaser Drs. Shawn and Denise Glynn

Samuel C. Dyess, Jr. and Mrs. Arline Y. Dyess

Anita Graham

Mary Lou Edens

Dr. Margaret A. Graham

Mr. and Mrs. Robert T. Efurd Jr.

Mr. Jeffrey Scott Hall and Ms. Lucy Joanna Bush

Mrs. Stephanie S. Eiden Mrs. Ellen Douglass Eidson Mr. and Mrs. Joseph W. Elder Dr. Henry Nicholas Elksnin

Dr. and Mrs. James R. Hallford Mr. and Mrs. Harold B. Hamburg Mrs. Vicky S. Hansing


Corporations and Foundations AT&T Foundation

Services of America Inc.

Bank of America Matching Gifts Program

Georgia Power Foundation, Inc.

Betallic, LLC

Greater Houston Community Foundation

Boeing Company

Grist Mill Farm

Cele’s Realty, LLC

Gulati Family Foundation Trust

Countdown to Kickoff

Healthcare Georgia Foundation

Durocky Road, LLC

Miss Sallie Maude Jones Trust

Ernst & Young Foundation

Marvin United Methodist Church Men’s Fellowship

Family and Community Educational

Dr. Jacqueline Terrill Harbison

Dr. Sylvia McCoy Hutchinson

Mr. and Mrs. Claude P. Harman Jr.

Mr. and Mrs. Nathaniel Hynson

Mr. and Mrs. Steven D. Harris

Joseph Gledhill Impink

Mr. Thomas Y. Harris III

Dr. Grace McClelland James and Mr. Harold Paul James

Ms. Kathleen Maguire Harrison Pamela C. Harrison and George W. Harrison Dr. and Mrs. Robert M. Hatton Dr. Sarah Eolyne Hawthorne and Mr. Fleming Hawthorne Jr. Drs. Andrew E. and Hathia Searles Hayes Dr. and Mrs. Harold L. Hayes Mr. and Mrs. Brett G. Hellenga Dr. Sue Womack Henderson Dr. Sara Frances Hensley and Dr. James R. Okey Jenny Harvey Herrington Joui Marlo Hessel Dr. Janette R. Hill Mrs. Martha Beasley Hill

Dr. Zhonghong Jiang Celeste Coley and Willard Calhoun Johns Jr. Dr. George W. Johnson Dr. and Mrs. Thomas F. Johnson Ms. Belle Jones Cheryl Ann Jones Diane Butler Jones and Gilbert Robert Jones Dr. Gloria Lynn Jones John D. and Susan Head Jones Dr. Joan Alice Jordan Dr. Marian Jean Keller Dr. Sophia Kent and Mr. Thurmon Kent Jr.

Northrop Grumman Systems Corporation Organization for Autism Research, Inc.

Schwab Charitable Fund Snyder Remarks, Inc Southern Nuclear Operating Co. The Speech Clinic, LLC Spencer Foundation

Pershing Advisor Solutions, LLC

SunTrust Bank Foundation

Publix Super Markets Charities, Inc.

TimeWarner Foundation

Rachel Allen Media Services, LLC

Wells Fargo & Company

The Savannah Community Foundation, Inc.

The Williams Family Trust

Matilda Kroell Lynch and Dr. Donald Richard Lynch

Dr. Vivian Mott and Mr. Donald L. Mott

Dr. and Mrs. Richard L. Lynch

Dr. Mary Julia Murphy

Dr. Virginia M. Macagnoni

Dr. Whitney Lee Myers

Mr. Jerry K. Mahrenholz

Mr. Pawel Nazarewicz

Robert Henry Mair III and Mrs. Andrea E. Mair

Frances Rowland Neely and Dr. Walter P. Neely

Dr. Brenda Holcomb Manning and Mr. W. Stewart Manning

Dr. and Mrs. James O. Niblett Jr.

Dr. Randall* and Rita Manning Dr. J. Larry Martin and Mrs. Penny Lee Martin Drs. Janet Stillman and Roy P. Martin Rebecca Bush and Carlton Charles Maynard Jr. Mr. and Mrs. Edward L. McDaniel Mr. and Mrs. Paul E. McDonald Dr. Thomas Fredrick McDonald and Barbara Terrell McDonald David Lawrence McLeod and Mrs. Geneva A. McLeod

Mary McDougle Nix Mr. and Mrs. John S. O’Briant II Dr. John Olive and Ms. Debra C. Brenner Mr. and Mrs. Dwight E. Olson Dr. Rose Ann Taylor Pace Drs. Clifton W. and Sylvia J. Pannell Dr. and Mrs. Walker J. Parish Jr. Patricia Rocker and Charles E. Parker Sr. Mr. and Mrs. Steven T. Parker Mrs. Marilyn Gore Parkerson

Mary Perkins and A. Steve McQueen II Janice Lynn Pasek

Patrick Morse Hill

Dr. and Mrs. Jeremy Kilpatrick

Mr. and Mrs. Thomas F. McWhirter Jr.

Drs. Beverly Dean and David A. Payne

Dr. Richard K. and Joan C. Hill

Faye Ruth Kirschner and Ms. Chris Addy

Dr. and Mrs. W. T. Mealor Jr.

Dr. Thomas Ostine Peavy Sr.

Dr. Cheryl Pope Kish

Dr. Lisa Mendel and Mr. Maurice I Mendel

Cheryl Hardwick Peck and Robert L. Peck

Drs. Pamela Bradley and Douglas A. Kleiber

Diane Elizabeth Miles

Paula Ann Phillips

Mr. David Aldon Knight

Dr. Theodore K. Miller and Mrs. Gay S. Miller

Dr. and Mrs. William R. Pipes

Dr. and Mrs. Richard M. Krise

Mr. and Mrs. Robert W. Millians

Mr. and Mrs. Bobby W. Lawson

Mr. and Mrs. Thomas P. Porter

Dr. Sam Marshall Mitchell

Dr. and Mrs. Gene R. Layser

Daniel Fisher Mooney and Mrs. Carla J. Perri

Pete John Poulos and Ms. Virginia Dykes Poulos

Mr. and Mrs. Michael R. Hoffa William Wyatt Holland William Holmes and Mrs. LaVerne D. Holmes Cecilia Webb Hooten Mr. and Mrs. James R. Horne Ms. Jessica Horton Dr. Harry K. Howell Jr. and Carolyn Tallman Howell Ms. Kay Howington


Mr. and Mrs. Stephen D. Jessup

North Georgia Community Foundation

Dr. and Mrs. Terry M. Lee Dr. Carolyn Lehr

John Hugheston Mooney and Mrs. Helen Baker Mooney

Dr. Cheri A. Hoy

Dr. Maurice Levy

Mark Allan and Joanie Kenny Hoyt

Ms. Nancy A. Lewis

Carol Speir Moore and Dr. Abner George Moore

Dr. and Mrs. Yi-Ming Hsu

Dr. Alton Dean Little

Dr. Rebecca Marlene Moore

Dr. Carl J. Huberty

Dr. Judith Louise Long

Dr. Genelle G. Morain

Julie Weigand Hudak

Marcia Dalton and William S. Loyd

Ms. Sarah McKay Morgan

Mr. David Jack Hutchinson

Carolyn George Lunsford and Mr. J. Rodgers Lunsford III

Dr. Elizabeth Farren Pond

Dr. and Mrs. Glen H. Powell Dr. Gwynn M. Powell Dr. Scotty Kline Powers and Mary Lou Dunson Powers Mr. and Mrs. Jerry K. Poythress Patricia P. Price Peggy Ruth Purcell Mr. and Mrs. Bernard J. Quinn Dr. Martha Bell Ralls

Deferred Anonymous (3) Mr. and Mrs. Wallace R. Abney Dr. and Mrs. O.C. Aderhold* Dr. Elizabeth C. Aderhold* Neal and Nancy Alford Martha Nell Allman Mr. and Mrs. William L. Alworth Charles R. Brown Brian Christopher Bruce Dr. Nancy L. Canolty

Dr. James Arden Reynolds and Mrs. Diane Reynolds Dorothy Ann Rice Dr. James R. Richburg and Victoria Twichell Richburg Mr. and Mrs. Louis J. Richt Jr. Mr. and Mrs. Robert R. Ridout Mr. Elias Rudolph Rigsby Mr. and Mrs. Ted J. Rikard Julie Hinton Rogers and Dr. B. Carter Rogers Dr. Kathleen J. McCaffrey Rojek and Dr. Dean G. Rojek Jane Canipe Rooks and Mr. Dennis B. Rooks Debra Hensley Rowell and Mr. William Thomas Rowell Dr. Thomas Michael Rutkowski Elaine Wood Ryan Mr. and Mrs. Haston E. Salmon III Mary Patterson Saunders Mr. Scott Gray Schamberger Terri Koth and John F. Schraudenbach Mrs. Mary Ann Cain Scogin Dr. Douglas Sebring James Clifton and Betty Hodgson Seymour Dr. and Mrs. Edward L. Shaw Jr. Dr. Mark S. Shearer Mr. and Mrs. Peter J. Shedd Dr. Lisa Ann Sheehy Marilyn Brinson Showalter and Mr. Nelson Showalter Dr. and Mrs. Grady F. Shumake Dr. Eleanor Kyle Sikes Sara Lee Simons Dr. Ronald Dale Simpson Suzanne Simpson Mrs. Judy C. Sloman Saranne Guy Smith

The Honorable and Mrs. C.S. Chambliss

Sara O. Glickman and Dr. Carl D. Glickman

Dr. Michelle Commeyras

Dr. William E. Gohdes and Dr. Wanda L. Stitt-Gohdes

Ms. Suzanne C. Corbett Dr. Betty Jean Craige Dr. and Mrs. Arthur L. Crawley Mr. Cam D. Dorsey Jr.* Mary Frances Early Dr. Carol J. Fisher* Dr. William P. Flatt

Mr. and Mrs. Thomas L. Kenyon Dr. Virginia M. Macagnoni Faye Daube Miller Mary Ann Morgareidge David John Mullen Jr. and Mrs. Cynthia Shields Mullen Mr. and Mrs. Keith M. Oelke

Drs. Jenny* and Steven Oliver Patricia P. Price Dr. Donald O. Schneider Ms. Melinda Fry Thomas Mr. and Mrs. Ronald W. Tidmore Dr. R. Curtis Ulmer Sr. and Mrs. Irene S. Ulmer* Mr. and Mrs. Eugene B. Webb Mr. James C. Womack and Mary Elizabeth Womack* Drs. Barbara and Hines L. Wommack

Thomas Wayne and Elizabeth C. Smith Charles Raymond Sniffin and Mrs. Jean H. Sniffin Drs. Walter R. and Sue E. Snow Mr. and Mrs. James A. Sommerville Dr. and Mrs. John M. Spates Vickie Van Vleck and Charles F. Spence Mr. and Mrs. Robert B. Sprouse Mr. William G. Squires Jr. Dr. Rosemarie Stallworth-Clark and Mr. James Hubert Clark Bobby Nelson Stephens and Mrs. Lynda S. Stephens Shirley Pendley and Joe Michael Stepp Mr. Lewis Arthur Stewart Jr. Mr. and Mrs. Gregory L. Stewart Roscoe Wise Stewart and Alecia Hobbs Stewart Dr. Betty B. Stosberg Mr. Mark Jenden Streiter and Dr. Monica Marie Huff Mr. and Mrs. David J. Strickland Mr. and Mrs. Michael C. Striplin Mrs. Claire Still Tardy Dr. Benjamin Barrow Tate and Leolene Montgomery Tate Dr. Mary Combs Tate Mr. and Mrs. William A. Teasley Dr. Siriporn Thipkong Dr. Frances McBroom Thompson and Mr. Claude Thompson Dr. Nancy Patrice Thompson Sharron Woodard Thrift and Mr. Gary W. Thrift

Gerald Firth, emeritus dean and professor, and his wife, Doris. Gina Grizzle Turner and John Render Turner Jr. Mr. and Mrs. Edward S. Turner Jr. Linda L. and David H. Turner

Dr. David S. Williams and Jen Williams Green Berry Williams Jr. and Mrs. Anita J. Williams

Dr. Susan Margaret Turner

Mr. and Mrs. Patrick D. Williams

Gilbert Hanson and Norma Junkins Underwood

Mr. and Mrs. John F. Willingham

Dr. Mary Elizabeth Vahala Dr.* and Mrs. John Paul Vail Dr. Janet Devries Valente Mrs. Sibley Robertson Veal

Sally Durham Trapnell and Dr. Jerry E. Trapnell

Mr. and Mrs. Richard W. Walters

Therese Pace Tuley and Mr. Michael T. Tuley

Catherine M. and J. Bruce Williams Jr.

Mr. and Mrs. Gary S. Turner

Mr. Mark Edward Toomey and Dr. Judith Preissle

Ms. Natalie Tucker

Mr. and Mrs. Edward N. Weissman

Dr. and Mrs. Brahm P. Verma Betsy Shevlin and Stephen C. Watson Mr. and Mrs. John T. Watson

Judy Elaine Winn Frank Charles Winstead Marie Trapnell Woodward Mr. and Mrs. Frampton E. Wyndham Jr. Roy James and Charlotte Sapp Yelton Dr. Joseph Truman Zilliox James Allen Zoll and Ms. Laura Zoll * - Deceased

Dr. Sherry Weeks and William Edward Weeks


2013 Alumni Awards The Distinguished Alumni Awards recognize College of Education graduates for their service, achievements and community leadership. With these awards, the College expresses its deep appreciation and admiration to people who bring distinction and honor to the College of Education, the University of Georgia, and our state, nation and world.

Crystal Apple Award: Timothy M. Dixon and Merrianne Dyer This award, presented to Timothy M. Dixon, principal of Ware County High School, and Merrianne Dyer, superintendent of

Distinguished Principal for District 9 and received the Education

Gainesville City Schools, honors alumni in K-12 education who

Patrons Award with Wm. Wrigley Mfg. Company in 2007, both from

have made a significant impact on student, school, or school district

the Georgia Association of Elementary School Principals.

performance. Dixon (BSEd ’86), of Millwood, was the 2011 Georgia Association

“Merrianne Dyer consistently sets high expectations for both adults and students and is a tireless worker. She leads by example, exhibits

of Secondary School Principals Met Life Georgia Middle School

character beyond reproach, and naturally displays a compassion

Principal of the Year when he was principal of Waycross Middle School.

and humility often missing in the position in which she serves,”

“Mr. Dixon models values, beliefs, and attitudes that encourage others to higher levels of performance,” said Joseph C. Barrow, Jr., superintendent of Ware County Schools.


Dyer (EdS ’97), of Gainesville, was named the 2008 Georgia

said William Schofield, superintendent of Hall County Schools and recipient of the 2012 COE Professional Achievement Award.

“Libby’s commitment to the importance of STEM education is a major part of her legacy. The College and her community are better because she was who she was. We are deeply grateful to her and to Jim for their generosity and are proud to honor Libby’s work and life in this way.” Aldon Knight Executive Director of College Advancement

Service Award, Special Posthumous Award: Mary Elizabeth Womack Mary Elizabeth “Libby” Womack is the recipient of the College

have also established an endowed chair in mathematics education in

of Education’s 2013 Service Award (posthumously). The award honors

the College through their estate plans. The chair will support a leading

Womack for her service to the College and her community and for her

scholar in the field of mathematics education whose work impacts

commitment to the advancement of STEM education.

progress in the field nationally and globally.

Originally from Albany, Georgia, Womack (BSEd ’65) enjoyed a

“Libby’s commitment to the importance of STEM education is

successful career teaching advanced mathematics in secondary education

a major part of her legacy,” said Aldon Knight, executive director of

and college and in information technology with Delta Airlines. In 1994,

college advancement for the College of Education. “The College and

she returned to Albany with her husband, Jim, where they owned and

her community are better because she was who she was. We are deeply

operated Tri State Florist Supply. Jim continues to run the company today.

grateful to her and to Jim for their generosity and are proud to honor

Among her volunteer activities, Womack worked to boost STEM

Libby’s work and life in this way.”

experiences for high school students in local schools. The Womacks


Lifetime Achievement Award: Jovita Ross-Gordon and Stephen Gordon Jovita Ross-Gordon and Stephen

were doctoral students at UGA, married,

Gordon, professors in the department of

and pursued joint academic careers. The pair

counseling, leadership, adult education

developed and implemented Texas State’s first

and school psychology at the Texas State

two doctoral programs in education.

University-San Marcos College of Education,

Ross-Gordon has authored or co-

received the Lifetime Achievement Award as

authored nine textbooks, one monograph,

a partner team for outstanding success and

and edited three books. Gordon has

significant impact in adult education.

authored or co-authored 11 text books, two

“They are unique as a pair and either one would deserve the Lifetime Achievement

monographs, and edited two books. Supervision and Instructional

Award. Together, they are a powerhouse of

Leadership: A Developmental Approach,

accomplishments for the purposes for which

which the couple co-wrote with UGA

we educate,” said Stan Carpenter, dean of the

professor emeritus Carl Glickman, has been

Texas State University-San Marcos College of

the field’s leading text for a number of years

Education and UGA COE alumnus.

and is now in its 8th edition.

Ross-Gordon (EdD ’85) and Gordon (EdD ’89), of Austin, Texas, met when they

Professional Achievement Award: Tena Crews and Rebecca Fatima Sta. Maria This award, presented to Tena Crews,

and futuristic educational initiatives,” said

University of South Carolina’s College of

Wanda Stitt-Gohdes, professor and associate

Hospitality, Retail, and Sport Management,

head of COE’s department of career and

and Rebecca Fatima Sta. Maria, Secretary-

information studies.

General (Trade) for Malaysia’s Ministry of

Sta. Maria (PhD ’00), of Kuala Lumpur,

International Trade and Industry, honors

is working to make Malaysia the preferred

alumni in the midpoint of their careers who

investment destination among the most

have demonstrated significant achievements

globally competitive trading nations by 2020.

in their fields.

She provides policy oversight and strives to

Crews (EdD ’94), of Lexington, S.C., also

ensure that the nation continually reviews its

serves as acting associate dean of academic

incentive package, processes and procedures

programs for the College. She received the

to facilitate conducting business in Malaysia.

National Business Education Association’s


provided significant leadership for important

Director of Online Learning for the

“Dr. Sta. Maria is extremely smart

2012 John Robert Gregg Award, the highest

intellectually and practically, has a clear vision

honor in business education and recognizes

of how the world works and a conception of

lifetime achievement in the field.

how it should work to benefit all people, and

“Drive, determination, and hard

is viewed as a proactive and effective leader,”

work are reflected throughout Dr. Crews’

said Ronald Cervero, associate vice president

professional career as a postsecondary

of instruction at UGA, who served on Sta.

educator and administrator, and she has

Maria’s dissertation committee.

Planned Giving

For more information about how you can make a gift to the College of Education, contact Aldon Knight, Executive Director of College Advancement, at:

Leaving a Legacy or 706-542-2267

What if you could make a major impact on your favorite program in the College of Education, add a measure of security to your own finances, lower your tax burden, and provide more inheritance for your heirs all at the same time? Would you be interested? Planned giving is a great way to accomplish all of the above in one process. Planned gifts are sometimes referred to as “stop-and-think” gifts because they require some planning and, often, help from your professional advisors. Unlike cash donations, they are typically made from assets in your estate rather than disposable income and come to fruition upon your death. The most common planned gift is a bequest in your will or living trust. Other planned gifts include the following:

Charitable gift annuities Charitable remainder trusts Charitable lead trusts Endowment funds Retirement plan assets Life insurance policies Remainder interest in your home

Please send address changes to Dean’s Office College of Education G3 Aderhold Hall Athens, Georgia 30602 or email: See the annual report online at

Find us on @ugaCOE phone: 706-542-6446 web:

Copyright © 2013 by the University of Georgia. No part of this publication may be reproduced without permission. The University of Georgia is committed to principles of equal opportunity and affirmative action.


Non-Profit Org. U.S. Postage

The University of Georgia 110 Carlton Street, G-3 Aderhold Hall Athens, GA 30602


PAID Permit No. 165 Athens, GA

2013 UGA-COE Annual Report  

University of Georgia College of Education