ANNUAL REPORT2014

Contents

2 Dean’s Message Dean Craig H. Kennedy reflects on the year’s accomplishments and what to expect in 2015.

3 COEfyi News from the College of Education.

4 New Leadership Meet the dean’s cabinet.

5 New Department Heads

6 Meet Our New Faculty

7 Achievements

8 Amazing Faculty Bettina Love believes teachers should be embracing hip-hop culture in the classroom.

Billy Hawkins’ research helps move political, cultural and historical stereotypes of black athletes.

10 Amazing Students Four students who embrace research and excel in their fields.

12 A New Connection Student Ambassadors serve as a connection between the Dean’s Office and college events.

24 Research at a Glance New and active externally funded projects.

28 A Community Partnership The Experience UGA program gives students the chance to visit campus and learn something new.

30 Alumna Spotlight Alumna Vasti Torres, dean of the University of South Florida’s College of Education, shares memories of the College and the inspiration behind her 2014 commencement address.

31 2014 Alumni Awards Five graduates are recognized for their achievements and leadership.

34 Best of the Best Alumni honored by UGA.

36 Endowments

38 Honor Roll of Donors Thank you to the many alumni, family and friends who pledge their support to the College of Education.

43 Staying Involved Luncheons, meet-and-greets with students and other social events keep retired faculty connected with the College.

45 Planned Giving What kind of legacy will you leave? Make an impact on your favorite program by leaving a planned gift.

Features 14 Good

Guidance As one of the top graduate programs in the country, the Center for Counseling and Personal Evaluation has been the primary state, regional and national training site for more than 50 years.

16 It’s All In Your Head Concussion research by professor Julianne Schmidt shows how strong neck muscles affect brain injury in athletes.

18 Science Swap A new program brings top science teachers to Thailand to teach their methods, while select students experience an American version of their lessons.

20 Online Innovations The college launched its first online degree program in 2001, and it continues to be at the forefront in the world of virtual learning.

22 Leaders for the Future A statewide program gives new school administrators guidance and resources to build better schools.

Contents

The 2014 College of Education Annual Report is published by the University of Georgia College of Education. Please send address changes to Elizabeth Gaughf, director of alumni relations: emg@uga.edu.

Produced by the Annual Report Publication Team College of Education Office of College Advancement

Contributing writers: Michael Childs, Elizabeth Gaughf, Elizabeth Guest, Allyson Mann, Kristen Morales, Julie Sartor and Jen Williams

Contributing photographers: Wingate Downs, Paul Efland, Peter Frey, John Kelley, Sejin Kim, Amber Kugle, Kristen Morales, Robert Newcomb, Dot Paul, Andrew Davis Tucker and Cassie Wright

Design: mPrint Design Studio

2014 Annual Report 1

s Georgia’s flagship public research institution, the University 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 ideas to the next generation of practitioners and leaders in fields as diverse as middle school education, school leadership, special education, school psychology, sports management and science education.

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:

l 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 the Clarke County School District, Gwinnett County Public Schools, Barrow County School System, Greene County Schools and Northeast Georgia Regional Educational Service Agency.

l In the last year, these partnerships have helped the College of Education faculty bring into Georgia more than $14 million in research funds to facilitate new discoveries.

l The College of Education graduated nearly 1,200 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 throughout the state, allowing others to benefit from the new approaches and strategies being developed by the College of Education faculty. Beginning this year, we also have nine new online graduate degree programs to allow more people to earn a degree from the College of Education.

The College of Education also has more than 60,000 living alumni who contribute in many ways to their communities, bringing us great pride in their impressive accomplishments.

We are a community of learners, which 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 of Education. 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

Serving the greater good

DEAN’S MESSAGE

Where we stand

33rd Among Best Graduate

Schools of Education

6 specialty programs rank in the top 10 nationally:

2nd Student Counseling and

Personnel Services

2nd Technical/Vocational

Education

5th Elementary Teacher Education

6th Secondary Teacher Education

8th Higher Education

Administration

9th Curriculum/Instruction

—Source: U.S. News & World Report 2015 “Best Graduate Schools” issue

A

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Students in schools in four Georgia counties experienced first-hand how to build and program robots thanks to a partnership between the College of Education and the South Korean Robotics firm Roborobo.

The company recently donated more than $23,000 worth of robotics education kits, which were disseminated to elementary, middle and high schools across North Georgia. Then, in April, the company’s president and several representatives visited the college to take part in demonstrations and workshops. This is the first time

Acclaimed saxophonist Branford Marsalis stands with Bonnie Cramond, professor (left), and Sarah Sumners, assistant research scientist and interim director of the Torrance Center, following a lecture Marsalis gave on campus this past spring. PHOTO BY AMBER KUGLE

Branford Marsalis Lectures on Creativity

Grammy Award-winning saxophonist Branford Marsalis delivered the 2014 E. Paul Torrance Lecture in April as part of a campus visit that included a performance and other educational workshops. Marsalis discussed his creative process after performing with his quartet earlier in the day.

OLLI@UGA Receives $1 Million Endowment

The Osher Lifelong Learning Institute at the University of Georgia (OLLI@UGA), an outreach unit of the College of Education, received a $1 million endowment in late 2013 from the Bernard Osher Foundation.

Osher Institutes provide non-credit educational programs specifically developed for adults who are 50 and older.

These funds will help continue OLLI’s mission of meeting the intellectual, social and cultural needs of mature adults through lifelong learning.

This is the second $1 million endowment from the foundation. Started in 2009 with a grant, the UGA chapter received its first $1 million endowment from the foundation in 2011.

Speech and Hearing Clinic Celebrates its 60th Anniversary

The College of Education’s Speech and Hearing Clinic kicked off its 60th anniversary year this past February with an open house, tours, and speech, language and hearing screenings.

The clinic has provided area children and adults with state-of-the-art services for the prevention, assessment and treatment of speech, language, swallowing and hearing disorders since 1953. Over its history, the clinic has provided an estimated 100,000 free speech and hearing screenings in area schools and on-campus facilities. Student clinicians earning master’s degrees in speech-language pathology provide the services, under the supervision of licensed, certified audiologists and speech-language pathologists.

News of note

the company has brought its robotic education kits to the United States.

Going forward, the UGA Educational Technology Center, which is based in the COE, will be the hub for this collaboration. Staff will deliver educational robotics workshops for area teachers, students and parents. Roborobo hopes to use this program as a starting point to grow robotics education across the country, including developing national and international competitions.

Robotics Partnership Gives Kids Hands-On Learning

COEfy i

2014 Annual Report 3

NEW FACES

DENISE SPANGLERAssociate dean for faculty and staff servicesDenise Spangler is the “chief people officer” for the College of Education. Her office assists with all aspects of faculty and staff hiring, promotion, professional development and evaluation. She is the Bebe Aderhold Professor in Early Childhood Education and a professor of mathematics education who brings nine years of experience as a department head to the associate dean role.

New dean’s cabinetDean Kennedy’s new cabinet covers a range of student services, research efforts, outreach programs and faculty and staff support. The cabinet members not only provide an essential link between the head of the College and its students, faculty and staff, but also bring a depth of experience and skills to their posts.

LAURA BIEREMA Associate dean for academic programsA professor of adult education, Laura Bierema oversees all academic programs. She was one of the first scholars to explore feminist research in the field of human resources development and came to this position in 2013 from the College’s department of lifelong education, administration, and policy. Bierema also represents the College among other units within the university, and represents its curriculum matters to state and national boards and accrediting agencies.

ANDREW M. GARBERAssistant dean for financeAs assistant dean for finance, Andrew Garber directs the College of Education’s business office and works closely with the dean, associate deans and departments to coordinate financial matters. His duties include management of the budget, development of college financial reports and oversight of COE financial operations. He serves as liaison with University administrative and business offices and works with COE units to develop best business practices that adhere to UGA guidelines.

KARL NEWELLAssociate dean for researchKarl Newell joined the College in 2014 after serving as professor, department head of kinesiology and as an associate dean of research and graduate education at The Pennsylvania State University. In his four decades of research in human motor behavior, Newell has amassed a wealth of knowledge in funding and mentoring graduate students. A main priority of the position is to help secure research grants. Newell’s office provides contract and administrative support, and Newell will represent the College among other university research offices.

JACK PARISHAssociate dean for outreach and engagementA clinical associate professor in educational administration, Jack Parish leads the College’s outreach and community engagement activities. These outreach efforts extend the college’s expertise outside of campus, finding solutions for education and health-related needs. These outreach efforts include the Osher Lifelong Learning Institute at UGA (OLLI), the Office of School Engagement, the Teacher Quality Grants Program, the Safe and Welcoming Schools project, the Georgia Association of Educational Leaders and training and support programs for teachers and school leaders.

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New department headsThe College of Education welcomed three new department heads in 2014:

ROBERT BRANCHCareer and Information StudiesTerm: 2013–2016

RON BUTCHARTEducational Theory and PracticeTerm: 2012–2015

KATHLEEN DEMARRAISLifelong Education, Administration and PolicyTerm: 2013–2016

BOB FECHOLanguage and Literacy EducationTerm: 2013–2016

ANNE BOTHE MARCOTTECommunication Sciences and Special EducationTerm: 2012–2015

STACEY NEUHARTH-PRITCHETTEducational PsychologyTerm: 2013–2016

Other college department heads:

JANET BUCKWORTHKinesiology Term: 2014–2017

BARBARA CRAWFORD Mathematics and Science Education Term: 2014–2017

BRIAN GLASERCounseling and Human Development Services Term: 2014–2017

Degrees for fiscal year 2014*

13Undergraduate programs

32Graduate programs

Degrees by Department

54 Career and Information Studies

159 Communication Sciences and Special Education

98 Counseling and Human Development Services

37 Educational Psychology

265 Educational Theory and Practice

306 Kinesiology

84 Language and Literacy Education

75 Lifelong Education, Administration and Policy

108 Mathematics and Science Education

*Departmental totals do not include the higher education degrees and UGA partner programs (art, music, dance, agriculture, family and consumer sciences).

Source: UGA degree conferred reports

2014 Annual Report 5

169 full-time tenure track (139 Tenured) + 55 Career Track + 1 Temporary

DARRIS MEANS Department of Counseling and Human Development Services • Ph.D., North Carolina State University Research interests: College access and persistence of low-income students, first-generation students and students of color; the intersection of race, gender and sexual orientation in higher education.

GEORGE MCMAHON Department of Counseling and Human Development Services • Ph.D., University of Georgia Research interests: Models of school counseling; professional identity of school counselors, particularly involving leadership, advocacy and collaboration; multiculturalism and privilege; and group work.

TRENA PAULUS Department of Lifelong Education, Administration and Policy • Ph.D., Indiana University Research interests: Qualitative research methodologies, particularly new uses of digital tools for qualitative research and the use of conversation and discourse methodologies for understanding online communication.

DEBRA TEESDALE Department of Communication Sciences and Special Education • M.A., Gallaudet University Research interests: Second language teaching and American Sign Language curriculum development.

KIM VIEL-RUMA Department of Communication Sciences and Special Education • Ph.D., Georgia State University Research interests: Instructional strategies for students with high-incidence disabilities and the development of quality training programs for teacher candidates in the field of special education.

BRIAN WAY Department of Career and Information Studies/Educational Training Center • M.Ed., University of Georgia Research interests: Professional development, consulting and service to educators in Georgia and beyond, promoting the appropriate use of technology to support teaching, learning and leadership.

JEFFREY BARKER Georgia Center for Assessment • Ph.D., Georgia State University Research interests: Assessment, cognition and learning; artificial intelligence (automated scoring); and professional learning.

JARROD CALL Department of Kinesiology • Ph.D., University of Minnesota Research interests: Exercise physiology, skeletal muscle injury and recovery, diabetes, cardiovascular disease and neuromuscular disease.

KIM FREE Department of Kinesiology • Ph.D., University of Utah Research interests: Elite female athletes’ career choices after competition.

ASHLEY HARRISON JOHNSON Department of Educational Psychology • Ph.D., Binghamton University Research interests: Quantifying attention impairment in children with Autism Spectrum Disorders (ASD); cross-cultural adaptations of diagnostic and intervention approaches for ASD.

HILARY HUGHES Department of Educational Theory and Practice • Ph.D., University of Georgia Research interests: Social justice teacher education, young adolescents (research practices, curriculum/instruction/how they are constructed in American culture), theories around the body and phenomenology as philosophy and methodology.

ALBERT JIMENEZ Georgia Center for Assessment • Ph.D., University of Georgia Research interests: Teacher evaluation and supervision, inter-rater reliability, value- added models and test construction.

SARA KAJDER Department of Language and Literacy Education • Ph.D., University of Virginia Research interests: English education, new literacies, technology, adolescent literacy, teacher learning.

Top-tier faculty provide the backbone for our strong academic programs, research and outreach.The following faculty members joined the College of Education in 2014.

Fiscal Year 2014 Full-Time Faculty

= 225 Total Full Time

New faculty

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FELLOWSHIPS & GRANTS

Adeoye Adeyemo, a fourth-year doctoral student in social foundations of education, has received the Southern Regional Educational Board’s 2014 Dissertation Fellowship that includes a $20,000 stipend. He was selected to receive the fellowship to complete his dissertation, “Experiences of black male high school student athletes: Examining the implications for perceptions, aspirations, and identity.”

Nathan Jenkins and Julianne Schmidt, assistant professors in the exercise science program who joined the faculty in 2013, received Faculty Research Grants from the University of Georgia Office of the Vice President for Research. Jenkins received a $10,000 grant for his project, “Effect of Exercise and GM-CSF on Circulating Angiogenic Cell Function.” Schmidt received a grant for $9,932 for her project, “Driving After a Concussion: Is it Safe to Drive After Symptoms Resolve?”

For a full list of externally funded projects at the College of Education, see pages 24–27.

RECOGNITION

Cory Buxton, a professor in the department of educational theory and practice, has been named the UGA Athletic Association Professor in Education. Buxton has spent the last five years working on a National Science Foundation-funded project to improve science learning for English-language learners.

Mary M. Atwater, a professor of science education, was voted president-elect of the National Association for Research in Science Teaching. She is the first African-American to be elected to this position.

Professor John Dayton served as editor-in-chief of the inaugural issue of the Education Law & Policy Review, a new peer-reviewed law and policy journal.

Wendy Ruona, an associate professor in the department of lifelong education, administration and policy, was elected incoming president of the Academy of Human Resource Development. Her six-year term includes two years each as incoming president, president and former president.

Gayle Spears, a clinical associate professor in counseling psychology and a licensed counseling psychologist, has been elected to serve as vice president for the Georgia Psychological Association.

James Zhang, coordinator of the sport management program in the department of kinesiology, has been elected as a fellow of the National Academy of Kinesiology.

AWARDS

Jerome Morris, a professor of social foundations of education, received the University of Georgia’s William A. Owens Award for Creative Research in the social and behavioral sciences. He is one of the premier scholars of race, social class and the geography of educational opportunity.

Bettina Love, an assistant professor of educational theory and practice, received the University of Georgia Michael F. Adams Early Career Scholar Award. Love’s work focuses on the ways in which urban youth negotiate hip-hop music and culture to form social, cultural and political identities. Read more about Love’s work on page 8.

Laura Bierema, professor and associate dean for academic programs, and Sharan Merriam, professor emerita of adult education and qualitative research, received the R. Wayne Pace Human Resource Development Book of the Year Award for Adult Learning: Linking Theory and Practice from the Academy of Human Resources Development. The book examines the forces that influence today’s adult learner.

Melisa Cahnmann-Taylor, a professor of language and literacy education, received the Post-Secondary Leadership Award from the Foreign Language Association of Georgia. The award recognizes her for promoting foreign language education in Georgia. In addition, Cahnmann-Taylor was a 2013–2014 Fulbright Scholar recipient; she studied the experiences of adult North Americans learning Spanish in Oaxaca, Mexico.

Nathan Jenkins, an assistant professor of kinesiology, received a New Investigator Award from the American College of Sports Medicine.

Julianne Schmidt, assistant professor and director of UGA’s sport-related concussion laboratory, received an Impact Award from the University of North Carolina Graduate School. Her doctoral research there included a study of football players and how neck muscles affected the odds of receiving head impacts. Read more about Schmidt’s work on page 16.

Anneliese Singh, an associate professor in the department of counseling and human development services, received a citation from the president of the American Psychological Association for helping develop psychological practice guidelines. She is co-author of the proposed Guidelines for Psychological Practice with Transgender and Gender Non-Conforming Clients.

Peter Smagorinsky, a distinguished research professor of English education, received the Steve Witte Award from the American Educational Research Association Writing and Literacies Special Interest Group for his 2011 book, Vygotsky and Literacy Research: A Methodological Framework. Smagorinsky also received UGA’s Service-Learning Research Excellence Award for another book he co-edited, Service-Learning in Literacy Education: Possibilities for Teaching and Learning.

ACHIEVEMENTS

2014 Annual Report 7

“My job as a teacher educator is to get a teacher to learn hip-hop is more than rap music. This is a culture.”

hat’s the mantra of Bettina Love, who focuses both her research and real-world teaching experience on

bringing hip-hop culture into lessons for elementary students. And her research is gaining attention. Along with a book, Hip Hop’s Lil’l Sistas Speak, Love delivered a TEDxUGA talk this past spring and then was named an inaugural winner of UGA’s Michael F. Adams Early Career Scholar Award, a new award recognizing the accomplishments as well as potential of young faculty members.

Using hip-hop as a vehicle to teach listening skills, storytelling, vocabulary, art and rhythm came from Love’s own experiences as a girl living in upstate New York. Hip-hop “was something I absolutely loved. I didn’t know at the time that it was more than music — it was a culture,” she says. At the time, the economic and racial tensions that plagued the area were never discussed in the classroom. “The only thing that informed me about what was going on in my community was hip-hop.”

Later, as an elementary teacher, Love found hip-hop-infused lessons spoke to her students the same way it spoke to her as a child. At the Kindezi School in Atlanta, a charter school Love helped start and where she still teaches, small classrooms and daily art lessons combine with classroom time, integrating hip-hop’s qualities of grit, curiosity and

tenacity. For example, students are challenged to take a social issue or cause and construct a rap about it in the form of a public-service announcement. Or, Jay-Z and Kanye West’s “Murder of Excellence” is used to spark a discussion of high school dropout rates and family issues.

Not only are these methods engaging the students, but they are successful. Love says Kindezi’s charter has been approved to add a second school, with the hope that as more children learn from these methods — and also continue

to score in the top among metro Atlanta schools — it fuels a change in public education. In between searches for a principal and staff for the new school, Love is working on a research paper on how to integrate

hip-hop pedagogy in early childhood education.

It’s important to note, Love says, that hip-hop is not just for older students. Instead, the goal is to show children, at an early age, that their culture has a place in education. “As soon as an infant steps into this world, they are starting to understand their communities’ culture and speech. That means hip-hop culture can be in our elementary schools, in our early learning centers.”

And teachers need to understand that a child drumming out a rhythm on a desktop isn’t being disruptive, but instead

is connecting to his or her roots. The trick is to help children embrace and learn from their culture, Love says.

Rapping started in West Africa. The earliest graffiti can be seen as hieroglyphics in Egypt. Dance moves have been replicated over time and continents. “We need teachers to understand that,” she says. Often, teachers tend to see hip-hop as something that’s not academic. “But we know that kids learn best when they see themselves in schools. And it’s also an understanding that hip-hop is culture.”

“You have to listen to the things they listen to. Go where they go,” she says. “My job as a teacher educator is to get a teacher to learn hip-hop is more than rap music. This is a culture. And once you learn the culture, you realize how brilliant it is.”

BETTINA LOVEAssistant Professor, Educational Theory and Practice

A culture of learning

T

—KRISTEN MORALES

When the lesson speaks to your culture, it becomes a part of you.

AMAZING FACULTY

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T oo often, says Billy Hawkins, there is a tendency to place black men in one of three

categories: a heralded athlete, hip-hop artist or a danger to society.

It’s this meeting of political, cultural and historical aspects of race and sport that propel Hawkins to further his writing and research work with graduate students. He teaches graduate and undergraduate courses in the sport management and policy program in the College of Education’s department of kinesiology and has gained national and international recognition for his research in the sociology of sports and cultural studies, sports management and the development of the industry over the past decade.

Hawkins also is a regular contributor to the New York Times feature “Room for Debate,” in which experts from universities and other organizations from across the country write about controversial topics in sports and politics. His book, The New Plantation: Black Athletes, College Sports, and Predominantly White NCAA Institutions, was not only named one of 2010’s Outstanding Academic Titles by Choice Reviews, but it also propelled Hawkins to the forefront of the issue of unionization and players’ rights in the National Collegiate Athletic Association.

“The threats of lawsuits and unionization are encouraging the stakeholders that govern collegiate athletics to be more proactive in

addressing reform,” he says. “Providing long-term healthcare benefits, in light of the increase in head injuries, career development for life after competition, and greater academic oversight to reduce cases of academic neglect are some of the changes that are taking place across the collegiate landscape.”

Hawkins’ passion for the sociology of sport began while he was on a basketball scholarship at Webber College in Florida. It was there that he experienced the disconnect between athletes and the institutions for which they played. Later, while earning his Ph.D. at the University of Iowa, Hawkins worked with black athletes deemed academically “at risk.” This fueled his desire to pursue research in intercollegiate athletics.

“Writing about the experiences of black athletes in intercollegiate athletics has been a way to channel my frustration and disappointment in a system with such potential,” says Hawkins, who co-edited the 2011 book Sport, Race, Activism, and Social Change: The Impact of Dr. Harry Edwards’ Scholarship and Service, and has written numerous peer-reviewed book chapters and journal articles.

His most recent research involves working with several students to examine the cultural, political and historical aspects of sport. Topics include the relationship between parents

and children in sports development, hometown sponsorship of teams and the growth of the Korean Ladies Professional Golf Association.

Also, Hawkins is studying the experience of blacks at historically black colleges and universities. Since desegregation, he says there has been a drastic underdevelopment of the schools’ athletic departments due to the migration of black athletes to predominantly white institutions.

Hopefully, Hawkins says, his work will help increase the educational success of black athletes, specifically, and other athletes in revenue-generating sports by reducing academic neglect and athletic exploitation. Currently, there are seismic changes taking place in the state and federal judicial systems and at the conference and national levels of intercollegiate athletic governance that will affect the future of intercollegiate athletics, according to Hawkins.

“Reform must include changes to the current structure of intercollegiate athletics to reduce the commercialization,” he says, “so that athletes are better able to manage meeting the athletic demands of corporate interests and the academic demands of the university.”

Success beyond the field

—MICHAEL CHILDS

BILLY HAWKINSProfessor, Kinesiology

2014 Annual Report 9

By blending performance and practical use, senior Abigail Jackson is learning how the voice is an instrument that can be played in different ways.

Jackson has paired speech pathology with music to study voice. She is researching infant vocal development with associate professor Suneeti Iyer and clinical aspects of speech pathology with clinical assistant professor Ingrid Hinckley while minoring in music. “The fact that Dr. Iyer took me on as an undergrad with no experience in this field is a testament to her dedication to the advancement of evidence-based practice in our field,” Jackson said.

Her academic success has been rewarded for the past four years with a $1,500 One UGA Scholarship for academically strong students who provide diversity to UGA.

Plus, she puts her own vocal talents to use on and off campus. In 2013, she sang with the Hodgson Singers, UGA’s premier choral ensemble. She serves as a worship leader with Navigators at UGA, part of the Campus Ministry Association. And, she volunteers at Malcolm Bridge Middle School through the UGA MATHCOUNTS outreach program, where she helps students strengthen math skills and serves as a positive role model.

Last year, Jackson’s interests took on an international flavor when she spent eight weeks in Japan as part of a cultural exchange program. The trip fulfilled a lifelong dream to visit the country — Jackson has enjoyed learning about its culture and people since she was young. After graduating in May, she plans to return to shadow speech therapists before applying to graduate school.

But whether it’s on stage, in the classroom or in another country, Jackson says she’s grateful for the undergraduate experiences she’s had. “UGA offers opportunities and resources that can propel you into the next step if you tap into them,” she says.

In the world of high-stakes testing, Matthew Madison’s research has the potential to change the way students are assessed.

Most test scores or percentile rankings do not help students or teachers know where the students need to improve, he says. Instead, the assessment models Madison studies provide ready-to-use feedback on students’ specific strengths and weaknesses.

“Instead of saying, ‘Matthew scored in the 60th percentile on math,’” he says, “the feedback from the assessment model would say, ‘Matthew knows how to add, subtract, multiply, but needs to work on division.’”

After earning his bachelor’s degree in mathematics from the University of South Carolina and a master’s degree in mathematics from Central Michigan University, the Columbia, South Carolina, native wanted to work with faculty who think about assessment from a math teacher’s perspective. He found that in his advisor and professor, Laine Bradshaw. Madison says he considers it an incredible opportunity to work with leaders in the field of psychometrics in the College of Education’s department of educational psychology.

But Madison’s favorite professor is his mother, who is a faculty member in South Carolina State University’s rehabilitation counseling program. “While I’ve never taken an official course from her, I’ve learned more from her than anyone,” he says.

Madison says he hopes to follow in his mother’s footsteps and become a professor after earning his degrees. “I hope to use my research to make assessments more useful and accessible for educators. Knowing that my research is impactful keeps me motivated.”

MATTHEW MADISONDepartment of Educational PsychologyPh.D. in Quantitative Methodology, M.S. in Statistics

ABIGAIL JACKSONDepartment of Communication Sciences and Special EducationB.S.Ed. in Communication Sciences and Disorders, minor in Music

AMAZING STUDENTS

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It’s a tricky balancing act to be both a full-time student and a student athlete, but Brooke Koblitz carries the challenge with ease.

Koblitz is a mathematics education student enrolled in a combined bachelor’s/master’s degree program. Sponsored by the Honors Program in conjunction with the Graduate School, students in the program typically come to UGA with credits for at least five courses through Advanced Placement or joint enrollment and begin their second-year studies in their first year.

Koblitz is also on an athletic scholarship with the cross-country and track teams and competes in distance events. She was named to the SEC Academic Honor Roll for spring 2013 and the UGA Director of Athletics Honor Roll for fall 2013. She has also been named to the Dean’s List.

“Excelling both in my studies and on the track requires discipline, time management, dedication and a passion for both,” says Koblitz. “I always put 110 percent effort into everything I do. If you try your hardest and stay focused, the outcome is usually exactly what you want it to be.”

Between meets and coursework, Koblitz enjoys attending sporting events on campus — especially football — and spending time with her friends and teammates.

Koblitz and her brother, Bryan, who just enrolled at UGA, are following in their parents’ footsteps as bulldogs. Dad, Alan, earned a B.B.A. in 1986, and mom, Sally, earned an A.B. in 1987.

After graduation, Koblitz says she hopes to stay in the South to teach high school mathematics and coach cross-country or track and field.

Melissa Erickson is on her way to becoming a ‘Triple Dawg’ researcher.

Erickson earned her bachelor’s degree in biology (with Honors) and a master’s degree in exercise physiology from UGA. Now, she’s close to completing her doctorate.

An Augusta native, Erickson has focused on research since her undergraduate days when she presented a poster at the Center for Undergraduate Research Opportunities Symposium. The annual event at UGA gives undergraduates the opportunity to present their faculty-mentored research to the university community.

When Erickson was pursuing her bachelor’s degree she began working on a CURO project with kinesiology researcher Kevin McCully in his Exercise Muscle Physiology Lab. “Dr. McCully inspired me to go into research through his genuine passion and enthusiasm. He is a true visionary,” she says. “I respect him because he always strives to be ethical and looks out for his students.”

During her thesis research, Erickson and her colleagues developed a technique to non-invasively measure muscle metabolism in persons with spinal cord injury. Their findings were published in the European Journal of Applied Physiology.

Erickson puts the benefits of her research into practice by trying new workouts with friends and family. Her top priority is monitoring her mom’s exercise progress because her mother’s health and happiness are so important.

“Life experiences are enhanced when human health is optimized,” says Erickson. “I hope to contribute to research efforts that will lead to a paradigm shift, when exercise is on the forefront of healthcare and not just an afterthought.”

MELISSA ERICKSONDepartment of KinesiologyPh.D. in Exercise Physiology

BROOKE KOBLITZDepartment of Mathematics and Science Education B.S.Ed. and M.Ed. in Mathematics and Education

—STORIES BY JULIE SARTOR

2014 Annual Report 11

New student ambassadors group adds a student perspective to college events

xcited murmurs could be heard outside the G6 Aderhold classroom earlier this spring as the inaugural class of student ambassadors waited

for their meet-and-greet with College of Education Dean Craig H. Kennedy.

Phil Grant, the group’s chair and a Ph.D. student in the College, said the April meeting marked a unique opportunity for the students. The ambassadors will represent the Dean’s Office at events to offer a student-focused perspective. “It means so much to all of us that he wants to meet personally and make a connection with students,” Grant said. “I didn’t experience this at any other institution that I’ve attended.”

Dean Kennedy greeted the new student ambassadors with congratulations and praise. Members were selected from among many qualified applicants to be the first student ambassador group for the college. “I am very excited about the creation of the College of Education Student Ambassadors program. Our students are a rich source of ideas and innovation,”said Kennedy. “They also are an extraordinary source of energy and enthusiasm. It is truly a privilege for me to work with such a talented group of individuals.”

After a long day of getting to know each other and training for the upcoming year, this pioneer group set out for a year of service.

“It’s so easy to work with this group of students because they are all motivated to serve the College and its mission,” Grant added. “Right out of the gate, the whole team had ideas about how to make COE events feel more personal for our students, and especially for our alumni.”

Bridging the gap

This select group of student leaders for the College of Education will officially represent the Dean’s Office at events like orientation, convocation and alumni gatherings. Because they are viewing the event from a student’s perspective, they add a fresh experience and outlook for prospective students, alumni and friends. The group consists of 39 students from diverse backgrounds that represent each of the college’s nine departments. The ambassadors are undergraduates, master’s and doctoral students.

The ambassadors had their first experience working together at spring convocation. Grant said the event ran smoothly, and several ambassadors sent

suggestions to the dean on ways to improve the event next year; some of those changes have already been approved.

Lisa Meadows, director of student services, and Elizabeth Gaughf, director of alumni relations, advise the group. “Lisa and I have both started and worked with student ambassador groups in other university positions. This group is special because our working together bridges an important gap between current students and alumni,” said Gaughf. “As a result, ambassadors have opportunities to both enhance the prospective and current student

experience and engage with alumni and college supporters. They get the best of both worlds while selflessly serving the College.”

Over the course of each year, in addition to volunteering at all college special events, ambassadors will have other opportunities to strengthen their personal and professional leadership skills and abilities. This includes time set aside at monthly ambassador meetings to meet with leaders from across campus or take part in team-building and leadership exercises. Meadows and Gaughf said it is vital for these student leaders to have well-rounded experiences with campus and community leaders outside of their ambassador responsibilities.

For more information on the College of Education student ambassadors, please contact Elizabeth Gaughf, director of alumni relations, at emg@uga.edu.

“It’s so easy to work with this group of students because they are all motivated to serve the College and its mission.”

STUDENT AMBASSADORS

E

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Looking in depth at ground-breaking research and

innovative programs in the College of Education

Bigger issues

2014 Annual Report 13

W hen a local middle school student was expelled because of his classroom

misbehavior, the only problem the school identified was in his actions — he fought with

other children and was generally disruptive. School personnel referred him to the Center for Counseling and Personal Evaluation in the College of Education, where an assessment found the student had a learning disorder affecting his ability to read and write.

After several sessions with UGA counselors, the student admitted that when called upon in class, he would misbehave rather than show his difficulties in those areas. The counseling center’s staff recommended teaching and learning methods to accommodate his disability, setting him on a path to a brighter future.

There are hundreds of cases like this in which the center has had a powerful effect on people’s lives, says Linda Campbell, a professor and licensed psychologist in the counseling and human development services department and director of the counseling center for the past 18 years. It’s also a shining example, she says, of the university’s three missions coming together under one roof: teaching, research and service.

“We start with training students to be psychologists and counselors. The students need clients with whom to develop

Sound minds, sound bodies

their skills and competencies, so the service component takes shape,” she says. “Then it’s only natural to collect information on the progress of the clients; therefore, the research component is formed.”

The center has served Georgia communities for more than 40 years. It provides professional services for a wide range of emotional, interpersonal and educational concerns. Services include individual, group, couples, child and adolescent counseling as well as assessments for learning disabilities, developmental delays, attention deficit disorders and general psychological evaluations.

And because the center offers a broad scope of services and its fees are on a sliding scale, it’s an asset to the entire state, Campbell says. The staff works closely with public and private schools, technical and higher education institutions, and community and health agencies to provide counseling and evaluation services.

“The center has earned a reputation for quality service in schools and communities statewide, which is the reason individuals are often referred to us,” says Campbell.

People seek help primarily for relationship and couples issues, depression, anxiety, anger management, adolescent and child behavioral problems, says Campbell. Because of demand,

The Center for Counseling and Personal Evaluation provides services for children and adults while preparing new professionals to enter the field

The College of Education’s Student, Counseling and Personnel Services program ranked #2 in the top 10 among graduate school specialty programs for 2015, according to U.S. News & World Report2nd

FEATURE

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it has increased its assessment services for learning disabilities, attention deficit disorders, developmental disabilities and general psychological evaluations.

The center is also known for its innovation. While many universities across the country have counseling or health centers to provide student services, very few have department-training clinics, and even fewer have training and collaboration across professions, according to Campbell.

That’s part of the reason the College’s graduate program in counseling has ranked in the top 10 by U.S. News & World Report for the past 16 years.

“The trainees at the center are graduate students in psychology, counseling, pharmacy and nursing,” she says. “Our students collaborate on client cases to diagnose and treat the whole person, including behavioral and mental health status, and identifying medications that may affect the client’s overall health condition.”

For example, Emily Bryant, a fourth-year doctoral student in counseling psychology, works 20 hours a week as the center’s assessment coordinator as part of her assistantship. The experience in the counseling center has helped her both as an educator and a counselor.

“I have improved my psychological assessment skills immeasurably,” Bryant says. “I’ve also had the opportunity to serve as a teaching assistant, and because of these experiences, I have improved my abilities as an instructor.”

Another collaboration brings students from several UGA units into the field.

Far left: Linda Campbell, director of the Center for Counseling and Personal Evaluation, talks with a group of counseling graduate students at the center. These students gain valuable experience there by working with a range of clients and offering services covering emotional, interpersonal and educational concerns.

Left: The Center for Counseling and Personal Evaluation provides individual, group, couples, child and adolescent counseling services, allowing graduate students in the College of Education’s counseling and human development services department to gain professional experience.

PHOTOS BY PAUL EFLAND

Campbell and Bernadette Heckman, an associate professor in the department of counseling and human development services, direct a research project with the College of Pharmacy in which students from both colleges provide services to employees of Clarke and Walton counties. The UGA students travel to worksites where they develop wellness plans for employees who may have diabetes, high blood pressure, cholesterol and other physical health conditions. UGA counseling students work with those employees on how they can decrease psychological barriers to better health such as lack of motivation, family pressures, depression and time management.

UGA faculty in the College of Education, the College of Pharmacy and Georgia Regents University’s nursing program participate in staffing client cases, engage in consultation and supervise students on clients’ treatment plans.

Student training is now recorded and stored on digital video so faculty and students can review and critique the students’ clinical work thanks to technology innovation funds approved by Craig H. Kennedy, dean of the College. This is in place at both the Center for Counseling and the UGA Speech and Hearing Clinic.

“Through its service, training and research, the Center for Counseling continues to contribute to the health and well-being of the people of Georgia,” says Campbell. “That is our goal, and that is our mission.”

—MICHAEL CHILDS

The center also conducted 60 assessments for families across the state. These included:

The Center for Counseling and Personal Evaluation provided counseling to:

Students at all different levels of study participate in the Center for Counseling and Personal Evaluation across many UGA units, including:

108children

127adults

84UGA

students

2013ASSESSMENTS

Attention-DeficitMemory Issues

HYPERACTIVITY

Other learning problems

Master’s students in the College of Family and Consumer Sciences

Regents University nursing students

College of Pharmacy students

10

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4Get more: coe.uga.edu/ccpe

2014 Annual Report 15

FEATURE

Julianne Schmidt’s research in sport-related concussion is prompting safer playing techniques on the field, and that could be a game-changer

Julianne Schmidt’s concussion research includes attaching sensors to football players’ helmets to track the frequency and size of head injuries they sustain. PHOTO BY JOHN KELLEY

W hen Georgia Bulldogs outside linebacker Brandon Burrows was hit

on the practice field last year, the force of the injury went straight to his head.

“I wasn’t able to see, really,” he says. “And the left side of my body felt numb, nearly limp. I had been hit, and I was stumbling around.”

Burrows had a concussion, one of the most serious health issues now affecting all levels of football players. A recent $870 million settlement between the National Football League and more than 5,000 former players who filed concussion-related lawsuits against the organization is just one of the effects these injuries have on the sport. The Centers for Disease Control and Prevention reports there are an estimated 2 million to 4 million sport-related concussions each year, and when left without treatment this repetitive head trauma can lead to permanent brain injury.

Which is why Julianne Schmidt, a professor in the College of Education’s kinesiology department, hopes her studies of sport-related concussions will help reduce those numbers. By using a dynamic balance measure, a vision test that shows visual reaction time, and a neuropsychological test that measures memory and reaction time, Schmidt conducts pre-season assessments on all UGA football players. This information is used throughout the season to evaluate any possible concussion effects.

“Head impacts will always accidentally occur in sport,” she says, adding that proper tackling techniques are one way to minimize head trauma. “A heads-up tackling technique should be taught at a young age. Players should be seeing what they hit and not lowering their heads. The head should not be the first and only point of contact with another player.”

Heads up!

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For her research, Schmidt wired 25 football players’ helmets with sensors that measure impact severity, hit location and frequency. Information from the sensors feeds into players’ athletic profiles, indicating who’s being hit and where the contact was made on the helmet. This allows coaches to talk to players about dangerous habits.

Schmidt is also studying the influence of non-concussive head impacts on players’ short- and long-term health. “Using that data, we can identify players who are sustaining a lot of high-magnitude head impacts or a lot of impacts to certain locations,” says Schmidt. “Down the road, we hope to track players to determine whether their exposure to head impacts plays a role in their brain function later in life.”

Rule changes influenced by recent concussion research are making the game safer. Rules for the kickoff favor touchbacks by moving the players to the 35-yard line and the ball to the 25-yard line. And new targeting guidelines prevent players from making contact with the top of the helmet, encouraging them to pick their heads up.

“This research will help drive future rule changes and ways to prevent concussions,” says Schmidt. “Once we identify play types or play features that result in more severe head impacts, then we can compare offense to defense to special teams. This was the kind of research that led to the 2012 NCAA kickoff rule change.”

Schmidt’s past research has led to rule changes among high school and youth football programs. Before joining the College of Education faculty in 2013, Schmidt received her doctorate at the University of North Carolina at Chapel Hill where she examined whether high school and college linemen with larger, stronger neck muscles had reduced odds of sustaining more severe head impacts. As a result, local high schools, as well as USA Football, the governing body for youth football, are looking to her research to teach players and coaches about safer playing techniques.

Most concussions heal within seven to 10 days, but student athletes face an additional challenge. If they go to class, their symptoms often get worse.

“It’s like running on an injured knee. It would hurt if you ran on it, which is an indicator that you put too high a load on that knee,” Schmidt says. “It is the same thing if you go into a classroom with a concussion. You have to remember things to study for an exam, and it is putting too much load on the brain that is trying to repair itself.”

And while football is a collision sport, this new research will help players like Burrows, and thousands of others, reduce or prevent concussions. And that could be a game-changer.

—MICHAEL CHILDS

“Once we identify play types or play features that result in more severe head impacts, then we can compare offense to defense to special teams.”

Online MovementInnovations in course offerings give students options — and save money, too

Along with its cutting-edge research, the College of Education’s kinesiology department has online classes to help UGA students fill their physical education requirement, or simply stay healthy, no matter where they’re studying.

PHYSICAL EDUCATION

Thanks to grants from UGA’s Center for Teaching and Learning, faculty member Ilse Mason developed the basic physical education course using free educational materials. Students across all UGA colleges and campuses, including study abroad, can use the course to fill a physical education requirement.

ONLINE FITNESS FOR LIFE WALKING

In another online course developed by Mason, students use an activity monitor to track their distance and heart rate while exercising. This also fills a phys ed requirement for students, no matter where they’re located.

—MICHAEL CHILDS

The Kinesiology Department is ranked #7 in the top 10 kinesiology programs in the country, according to the National Academy of Kinesiology Doctoral Program Review (2010)7th

2014 Annual Report 17

he four students bent down to look into the tank sitting on the lab’s counter. Inside was a bobbing crawfish infected with white spot

syndrome as its caretaker, graduate student Jeab Sutthangkul, explained how she’s studying possible cures.

The hands-on lesson in viruses was part of an “Americanized” version of the students’ curriculum thanks to an inaugural exchange program between the College of Education and Kasetsart University Laboratory School in Bangkok, Thailand. The program brought four American teachers, all either alumni, graduate students or leaders at local schools, to Kasetsart over five weeks this past summer to train educators in the latest methods. At the same time, four Kasetsart students arrived at the College of Education, where more local teachers infused American methods into their Thai high school’s science lesson plans.

The exchange idea came from Apisata Juntaraprasert, a program coordinator in the College of Education who ended up at UGA because of a similar study abroad experience she had during her college years. Because she already had connections at Kasetart University, she knew there was a desire to learn American teaching methods there. With help from

Oceans apart, learning together

associate dean Denise Spangler, Juntaraprasert lined up four teachers to travel to Thailand and several more to work over the summer to teach the Thai students, whose academic year begins in June. The exchange lasted about five weeks.

“The school wanted some science teachers because they want their science program to be like the American standard,” said Juntaraprasert. “They have a mix between the Thai curriculum and the American curriculum. They think this is a very good approach if there is someone from America who is an expert with the newest teaching methods.”

David Paperno (M.Ed.’14), a Fulton County teacher who made the trip to Thailand, said his time in the classroom revealed a key difference between American and Thai teaching styles.

“Many teachers use a more lecture-based approach, where we use a more hands-on approach,” he said. “I really like to involve my students in what they’re learning because it not only builds the students’ content knowledge, but it also gives them experience in working with different equipment. I think that the other teachers are learning that we use a lot of hands-on

experiences and project-based learning, and that may not be something that they usually do.”

Students (from left) Arnon Phrathwongwan, Phattraporn Boonanant, Plairung Suwichacherdchu and Ralph Puncharoenworakul watch as biology graduate student Jeab Sutthangkul explains white spot disease on crawfish. PHOTOS BY KRISTEN MORALES

“I really like to involve my students in what they are learning because it not only builds the students’ content knowledge, but it also gives them experience in working with different equipment.”

Exchange program puts science teachers in a Thai school, while foreign students learn in classrooms

T

FEATURE

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But there is a sense of collaboration among the teachers, said Larry Hampton (Ed.D. ’15), who teaches at the Paideia School in Atlanta. For example, a teacher was looking for ways to illustrate a chemical reaction. Obtaining the proper chemicals is a challenge, Hampton said, so he found a video online to illustrate the lesson.

The American teachers also brought the students into the labs more often. “There were lab coats here that had never been used,” Hampton added. “(Students) now dress up in lab coats and safety glasses to complete all of our labs.”

The language wasn’t much of an issue since most of the school’s classes are taught in English. Although in science, lab work can transcend many language barriers. And the students who studied at the College of Education said they are more than happy to spend their time doing hands-on experiments.

“Here we can do many labs — we get more experience,” said Plairung Suwichacherdchu as she and her classmates walked to their virus lesson with Stella Guerro, a biology teacher at Cedar Shoals High School in Athens. Their friends back at home “are so jealous,” added fellow student Ralph Puncharoenworakul. “They don’t do as many experiments as we do here.”

Guerro said she followed the same curriculum used at the Kasetsart school and taught with the same AP biology textbook used at Cedar Shoals. She also reached out to others in the UGA community to share their lab work with the students. That’s how they ended up in the UGA biology lab, staring into tanks of spotted crawfish.

Of course, living on campus is a chance for the high school students to experience a new culture, another bonus Juntaraprasert aimed for with the program. “So I experienced the same before, and I think it’s a good idea for them to experience other things,”

—KRISTEN MORALES

she said. “They learn about culture, people, their environment.”

They also met and interacted with students conducting the lab experiments. In the case of the crawfish, graduate student Sutthangkul happily answered their questions about life in Athens. Sutthangkul, as it happened, came from Thailand and could relate to moving from a large, bustling city like Bangkok to the quiet of Athens. As the students left the lab, she laughed at one question asked in the students’ native Thai.

“They’re asking what you do on the weekends; Athens is such a small town,” she said. “I go to Kroger.”

“…we use a lot of hands-on experiences and project-based learning…”

2014 Annual Report 19

The College of Education moved up on U.S. News & World Report’s Best Online Graduate Education Programs list for 2014, now ranked #22 from #87 in 201322nd

he College of Education is at the forefront of this expansion, leading UGA in the growth of online courses and ranking No. 22 in U.S. News & World Report’s 2014 Best Online Graduate

Education Programs. Here are just a few of the ways the College is leading the

online learning revolution.

A DIGITAL HISTORY

The College launched UGA’s first online degree program in 2001 with a master’s in adult education. Its faculty also developed UGA’s first and only online undergraduate degree program in 2005, a B.S.Ed. in special education. UGA will launch a second online bachelor’s degree in January 2015, a two-year program in business administration. Today, the College offers 10 master’s degrees and six graduate certificates or endorsements online.

“Our faculty recognize that to be a 21st century college of education that serves and prepares professional educators, leaders and scholars, we must be innovative and creative in designing and offering online courses and programs that are relevant to the needs of the field,” said Craig H. Kennedy, dean of the College of Education. “I am excited about the willingness of our faculty who put in the extra effort to make our college one that is accessible and responsive to the needs of the state.”

For the past few years, the College and UGA have provided faculty with grants for innovations in instruction that have led to these new online degree and certificate programs and other innovations in online learning, says Laura Bierema, associate dean for academic programs and a professor in adult education.

Incorporating online environments into learning makes content more dynamic, flexible and accessible to a larger number of students. Hybrid learning environments engage students in creative learning activities that often demand more peer-to-peer collaboration than traditional sources.

“I do a type of blended format for every course I teach,” said Bierema. “That is becoming more and more the norm.”

INNOVATIVE PROGRAMS

Colleen Riggle balances a career at the Women’s Resource Center at the Georgia Institute of Technology in Atlanta with the demands of family life. She also has a goal to get her doctorate, but didn’t want to give up her job to return to school full time.

Which is why a new hybrid, mostly online Ed.D. program launched by the College created a new option. The degree in student affairs leadership, designed for part-time students like Riggle, launched in the fall of 2013. She was among the first to enroll.

“This program allows me to continue working full time and, as a parent and partner, it gives me flexibility in scheduling between work, family and classes,” says Riggle, one of a dozen students in the program’s first cohort.

Riggle, who has worked at Georgia Tech since 2006, is passionate about sexual violence prevention and advocacy. She hopes that a doctorate will allow her to explore careers in this area, perhaps as a Title IX coordinator or an upper-level administrator on a college campus.

The three-year program is based at UGA’s Griffin campus with some summer courses taught on the Athens campus. Students are required to complete two courses each term (fall, spring and summer). Most of the coursework is online, with a few face-to-face meetings.

“This program is quite innovative,” says Candace Maddox, coordinator and co-developer of the program. “There are very few hybrid online student affairs doctoral programs in the nation. It is providing access to people who otherwise would have limited opportunities to

Online innovationsToday, new models of online learning open doors to students who previously could not fit programs and courses into their schedules

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FEATURE

“There are very few hybrid online student affairs doctoral programs in the nation. It is providing access to people who otherwise would have limited opportunities…”

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complete an advanced degree while maintaining employment.”

The program now has 20 students. All are rising young student affairs administrators at higher education institutions around the state.

ON-CAMPUS ACCESSIBILITY

Not all online programs are geared toward part-time students. College of Education faculty understand that even current students need some flexibility, which is why several departments offer online classes that can be taken within a regular, on-campus schedule, during a summer session or even while studying abroad.

The department of communication sciences and special education introduced online American Sign Language courses this summer and a new online post-baccalaureate program that will lead to an on-campus master’s program in speech-language pathology. The department also uses online courses to provide more accessibility for some of the more popular on-campus classes, like SPED 2000, a special education course required by the state for every student receiving a teaching certification.

The department of kinesiology’s blended physical education courses, available since 2010, help students meet

Candace Maddox knows how hard it is to complete an advanced degree while working a full-time job.

Maddox (B.A. ’02, M.Ed. ’04, Ph.D. ’11) left her position as residence life coordinator for Student Activities at Oglethorpe University in Atlanta after three years to pursue her doctoral degree at the College of Education in 2007.

The Atlanta native is now a COE faculty member at UGA Griffin and co-developer and coordinator of a new hybrid, mostly online Ed.D. program in student affairs leadership.

“My role as program coordinator is partially informed by my experiences as a master’s and doctoral student in the college student affairs administration program,” she says. “My role is also influenced by my professional experiences as a student affairs practitioner. Having the opportunity to learn the theory associated with student affairs practice, then applying that knowledge as a professional, and later engaging in developing new theory with our faculty and students, has truly been a rewarding experience.”

Her experiences at UGA were integral in her development into adulthood. Her maturity was informed by her interactions with the people of UGA, she says.

“My professors, student affairs professionals, physical plant staff, academic advisors, community members and fellow students collectively defined my social network,” says Maddox. “With all of my postsecondary education having taken place at UGA, I am a testament to the diverse educational offerings and incredible opportunities afforded to its community. My worldview has been forever widened and shaped by my diverse UGA social network.”

Now, through the innovative program she coordinates, Maddox is sharing that experience with young, rising student affairs professionals throughout the state.

—MICHAEL CHILDS

—MICHAEL CHILDS

‘Triple Dawg’ Candace Maddox leads EdD program for professionals

their physical education requirement. The courses involve face-to-face activity and online materials provided by McGraw-Hill, which cost about $30 per student. Last year, faculty member Ilse Mason received two grants from UGA’s Center for Teaching and Learning to develop new online materials for all basic physical education classes from a free, online educational resource. This fall it begins paying off, saving UGA students about $150,000 annually.

With a third Center for Teaching and Learning grant, Mason developed another physical education course Online Fitness for Life Walking. This gives students in online programs, studying abroad, or at a remote campus like UGA-Griffin another option to complete their physical education requirement — students complete a walking program with an activity monitor that records distance and heart rate. Feedback from the data provides students with an individualized exercise prescription, no matter where they are studying.

See all our online programs and courses: coe.uga.edu/online

Candace Maddox meets with students in the new educational doctorate program designed for part-time students. The class meets mainly online, with a few face-to-face meetings throughout the semester. PHOTO BY PETER FREY

2014 Annual Report 21

Creating school leaders

Derrick Maxwell, principal of Whit Davis Elementary School in Athens, recently finished the Early Career Principal Residency Program. PHOTO BY SEJIN KIM

The innovative Early Career Principal

Residency Program expands the

leadership knowledge and skills of

new school leaders across the state

FEATURE

coe.uga.edu22

t takes a good leader to help create a great school. But often, school districts don’t have the support or resources to prepare new principals for this challenge.Recognizing this need, the College of Education’s Early

Career Principal Residency Program (ECPRP) provides real-time professional learning for principals in their first three years of the role. The program, which began in 2010 and is a partnership with the Georgia Association of Educational Leaders, reaches these school leaders early in order to have the largest potential effect on student achievement, said Jack Parish, associate dean for outreach and engagement and director of the program.

“Principals today are under intense pressures and face many challenges, most of which can best be met and addressed through a formal support system. The ECPRP provides this support system,” said Parish, who has 22 years of K–12 leadership experience, including eight years as Henry County Schools superintendent before joining the UGA faculty. “It helps novice principals learn their craft and shape their leadership style in ways that have positive impacts on student learning,”

The 18-month program includes face-to-face seminars, interactions with experts in educational leadership, performance-based activities for on-the-job learning and a mentoring/coaching component for ongoing support.

Participants meet face-to-face in 12 weekend sessions over the course of the program. One innovative component is the development of a virtual community where participants can interact and learn from each other and those who have completed the course. So far, about 60 school administrators have participated in the program.

New principals say it’s helpful to learn as others face similar issues.

“As a new principal it has been great to connect with other new principals, especially from around the state,” said Ellen Sabatini, principal at Barrow Elementary School in Athens. “We have shared a lot of similar issues and been able to learn things from one another. I think sometimes when you’re in your school you just get so deep in all of your little issues that you don’t have the bigger perspective.”

Sherry Goodson, principal of Carrollton Elementary School from 2009 to 2011, agreed that the sense of community and continued support is a perk of the program. “People

just assume that once you get into that position you automatically know everything that you’re supposed to know, and that’s just not the case,” said Goodson, who is now a program coordinator for Carrollton City Schools. “This is a great support system to allow us to get that backing and expertise from the ones who have been there.”

COE faculty and top educational leaders from throughout the state provide instruction for the program. That list includes 2009 National High School Principal of the Year Mark Wilson, formerly of Morgan County Schools, and two UGA alumni, 2011 National High School Principal of the Year Wes Taylor of Lowndes County and 2013 National Middle School Principal of the Year Laurie Barron, formerly of Coweta County.

“There’s probably nothing you can do that’s more beneficial than being plugged into something like this that gives you access to other principals, other people who are in the same situation, and people who are experts in the field in such a short time and so early in your career.” said Derald C. Jones, principal of Lowndes Middle School in Valdosta.

In 2012, the program received a three-year, $156,000 Innovation Fund grant from Georgia’s Race to the Top Plan. This money allows early career principals from some of Georgia’s highest-need schools to participate in the program.

Now, these young leaders and their schools are reaping the benefits of the program. In 2012, Bacon County Elementary School in Alma, led by Judy Rowland, and Bernd Elementary School in Macon, led by Chris Ridley, were named High-Progress Reward Schools by the Georgia Department of Education. This designation recognizes schools with the highest performance or greatest academic gains by students in the last three years.

These success stories reinforce a primary goal of the Early Career Principal Residency Program that strong leaders create strong schools.

“The more we can partner and work with school principals and school personnel, the more positive impact we can have on public education in our state,” said Parish. “Ultimately, those who will benefit most from this will be students in schools throughout Georgia.”

—MICHAEL CHILDS

I

“…sometimes when you’re in your school you just get so deep in all of your little issues that you don’t have the bigger perspective.”

Know a school leader who can benefit from principal training?

coe.uga.edu/ecprp

GET MORE:

2014 Annual Report 23

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE

Re-Focus

$14,800PI: Julie Luft, mathematics and science

educationCo-PI: David Knauft, plant pathology;

Charles Kotal, Chemistry

1 year

BILL & MELINDA GATES FOUNDATION

Persuade Me: Engaging Low-Achieving Writers Digitally in Grades 4–8$25,000PIs: Donna Alvermann, language and

literacy education

Co-PIs: Michael Hannafin, Learning and Performance Support Laboratory; Lloyd Rieber, career and information studies

6 months

CLARKE COUNTy SCHOOL DISTRICT / GOVERNOR’S OFFICE OF STUDENT ACHIEVEMENT

Teach to Learn Partnership$643,029PI: Janna Dresden, Office of School

Engagement2.75 years

FORSyTH COUNTy BOARD OF EDUCATION / U.S. DEPARTMENT OF EDUCATION

EngageMe – P.L.E.A.S.E.$800,000PI: Noël Gregg, Institute for

Interdisciplinary Research in Education and Human Development

Co-PI: Allan Cohen, Institute for Interdisciplinary Research in Education and Human Development

5 years

GEORGIA DEPARTMENT OF EDUCATION

Georgia Writing Assessments$1,360,789PI: Stephen Cramer, Georgia Center

for Assessment1 year

Criterion-Referenced Competency Tests-Modified (CRCT-M) Assessment$1,314,656PI: Amanda Ferster, Georgia Center

for Assessment

1 year

GOVERNOR’S OFFICE OF STUDENT ACHIEVEMENT

UGA/GAEL Early Career Principal Residency Program$156,564PI: Jack Parish, associate dean for

outreach and engagement Co-PI: Tracy Elder, Office of

Academic Programs

2.75 years

GWINNETT COUNTy PUBLIC SCHOOLS

Gwinnett County High School Gateway Scoring 2013–2014$570,621PI: Stephen Cramer, Georgia Center

for Assessment1 year

Kevin McCully (kinesiology) is leading a study on fitness, health and muscle development after spinal cord injury. PHOTO BY PAUL EFLAND

A sampling of new or active externally funded projects, organized by funding source. Some figures represent multi-year amounts.

SPONSORED PROJECTS

Research

coe.uga.edu24

NATIONAL INSTITUTES OF HEALTH

Muscle Plasticity, Fitness and Health after Spinal Cord Injury$1,718,108PI: Kevin McCully, kinesiology5 years

Learning Biological Processes through Animations and Inquiry: A New Approach$1,412,431PI: J. Steve Oliver, mathematics and

science educationCo-PI: James Moore, large animal

medical, College of Veterinary Medicine; Allan Cohen, Institute for Interdisciplinary Research in Education and Human Development; Tom Robertson, physiology and pharmacology, College of Veterinary Medicine

5 years

Psychological Predictors of Compensatory Responses to an Exercise Intervention$399,465PI: Michael Schmidt, kinesiology

Co-PIs: Ellen Evans, kinesiology; James MacKillop, psychology; Stephen Rathbun, epidemiology and biostatistics

2 years

NATIONAL SCIENCE FOUNDATION

Language-Rich Inquiry Science with English Language Learners through Biotechnology$2,648,049PI: Cory Buxton, educational theory

and practice

Co-PIs: Martha Allexsaht-Snider, educational theory and practice; Allan Cohen, Institute for Interdisciplinary Research in Education and Human Development; Lu Zhenqiu, educational theory and practice

4 years

Fossil Finders: Using Fossils to Teach About Evolution, Inquiry and Nature of Science$1,498,356 (Award transferred from Cornell University)

PI: Barbara Crawford, mathematics and science education

4 years

The Georgia STEM Accessibility Alliance$1,479,128PI: Noël Gregg, Institute for

Interdisciplinary Research in Education and Human Development

Co-PI: Michael Hannafin, Learning and Performance Support Laboratory

5 years

PERSIST: Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers$895,883PI: Julie Luft, mathematics and

science education

3 years

Characterizing Critical Aspects of Mathematics Classroom Discourse

$672,846PI: Jessica Bishop, mathematics

and science education

5 years

Learning to Support Productive Collective Argumentation in Secondary Mathematics Classes$535,007PI: AnnaMarie Conner,

mathematics and science education

5 years

“We are using a co-teaching model, often used with special education students, that has an English as a second language teacher collaborating with a content-area teacher.”

Buxton’s National Science Foundation-funded grant works with middle school teachers, English language learners and their families to improve student achievement.

CORY BUXTON

Department of Educational Theory and Practice

Jeremy Granade of the Georgia Center for Assessment, an outreach program through the College of Education, works to help train test scorers to evaluate the written portions of tests thanks to a grant from the Georgia Department of Education. The Georgia Center for Assessment also grades tests for individual school districts and statewide tests.

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NATIONAL SCIENCE FOUNDATIONMini-Symposia: The Results of the African Diaspora: Developing Black Scholars in Science Education for the 21st Century in the United States, Part II

$100,000PI: Mary Atwater, mathematics and

science education2 years

An Interdisciplinary Conference on Assessment in K–12 Mathematics: Collaborations Between Mathematics Education and Psychometrics

$99,844PI: Andrew Izsák, mathematics and

science education

Co-PI: Allan Cohen, Institute for Interdisciplinary Research in Education and Human Development

1 year

NCS PEARSON, INC.Georgia Items and Interim Benchmark Assessments

$842,490PI: Stephen Cramer, Georgia Center

for Assessment

1 year

SPENCER FOUNDATION

Kindergartens for the Deaf in Three Countries: US, France, and Japan

$469,304PI: Joseph Tobin, educational

theory and practice

3 years

Learning to Teach Elementary Mathematics Revisited

$49,975PI: Denise Spangler, associate dean of faculty and staff services; mathematics and science education

1 year

Kevin Ayres (communication sciences and special education) is leading a study on school-based assessment and intervention for students with autism. PHOTO BY PETER FREY

The Development of Expertise in Preschool Teachers in Three Cultures: Japan, China and the United States

$49,696PI: Akiko Hayashi, educational

theory and practice

Co-PI: Joseph Tobin, educational theory and practice

2 years

Civic Mindfulness in Elementary Teaching and Learning

$40,000PI: Jennifer James, educational

theory and practice

2 years

Kathy Thompson (educational theory

and practice) works with the federal grant for the Improving Teacher Quality Higher Education Program to help teachers obtain professional development in language arts, mathematics, reading, science and/or social studies. Projects often address teachers’ use of technology, alternative assessment strategies or innovative teaching strategies, all with the goal to strengthen and deepen our teachers’ knowledge in their subjects.

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The Responsive Early Education for Diversity project, led by Cynthia Vail (communication sciences and special education), helps prepare educators to work with infants, toddlers and young children with disabilities, and their families. The program also increases literacy among a diverse group of young learners. PHOTO BY PETER FREY

Total Sponsored Project Spending for Fiscal Year 2014$14.5 million

Proportional Reasoning of Middle Grades Pre-Service Teachers (PROMPT)

$39,993PI: Andrew Izsák, mathematics and

science education

Co-PI: Sybilla Beckmann Kazez, mathematics

1 year

US DEPARTMENT OF EDUCATIONImproving the Teaching and Learning of English Language Learners: The Instructional Conversational Model

$2,935,850PI: Pedro Portes, Center for Latino

Achievement and Success in Education

Co-PI: Manuel Gonzalez, Institute of Higher Education

5 years

Georgia ESOL for Content Area Teachers (GECAT) Project: Professional Development for Teachers of English Learners

$1,858,239PI: Linda Harklau, language and

literacy education

5 years

Improving Teacher Quality Higher Education Program

$1,582,568PI: Kathy Thompson, educational

theory and practice

2 years

Georgia Sensory Assistance Project

$1,529,890PI: Cynthia Vail, communication

sciences and special education

5 years

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

$1,249,926PI: Kevin Ayres, communication

sciences and special education

Co-PI: Scott Ardoin, educational psychology

4 years

Responsive Early Education for Diversity (REED)

$1,234,233PI: Cynthia Vail, communication

sciences and special education

4 years

Collaborative Personnel Preparation in Autism (COPPA) Project

$1,227,231PI: David Gast, communication

sciences and special education

4 years

iSKILLS: The Audio/Visual Guidance Repository for Life Skills

$1,195,856PI: Kevin Ayres, communication

sciences and special education

Co-PI: Lloyd Rieber, career and information studies

3 years

2014 Annual Report 27

UGA/CCSD PARTNERSHIP

n her six years as director of the Office of School Engagement, one issue has gnawed at Janna Dresden: Many Clarke County students live within a mile of UGA but never visit. Why not bring them to campus?

As simple as the idea sounds, hurdles of coordination and financial support first had to be crossed. The idea, in the works for years, was formalized in 2011 in a grant application with Whatever It Takes, a local poverty and education initiative. The project brought together educators from the Clarke County School District and UGA, with Dresden’s team suggesting a plan to take kids on field trips to campus.

Though they didn’t receive the grant, the field trip idea stuck around. Last year Dresden approached UGA’s Office of

The campus experience

I

COE program, with partners throughout the university, gives elementary, middle and high school students a unique view of college life

Service-Learning, where she found an ally in director Shannon Wilder. Since a strong partnership with the school district was already in place through Dresden and the Office of School Engagement, which serves as a bridge between educational theory and practice, UGA’s service-learning arm took on the coordination among other UGA colleges and the fundraising portion and the plan, called Experience UGA, was in motion.

The overall goal is for Experience UGA to bring all Clarke County students — about 13,000 — to campus once a year during their entire K–12 career. So far, Experience UGA has brought more than 3,500 students to campus. Kids in PreK, kindergarten and fifth through 12th grades have visited units including UGArden, the Special Collections Library and the College of Education.

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Dresden added that the trips also reinforce lessons the students are getting in class. At first, there was a concern that not enough UGA units could host field trips. But Dresden says she’s been amazed by the response.

“People were amazingly interested,” she says. “That first meeting — we were all just blown away. That room was packed with people.”

One trip last January brought AP biology students from Clarke Central High School to visit with entomology students at UGA’s Whitehall Forest. The teens got up close and personal with insects including a Madagascar hissing cockroach and a rose hair tarantula named Rosie.

“Can I hold that one again?” asked Alexandra Saupe, 15, eyeing an Australian spiny stick insect. It looked a bit like a praying mantis but is brown and larger. Its front legs, when held up, make the shape of goalposts. “Its eyes are so weird.”

Even younger children left their campus visits feeling excited and overwhelmed. Jennifer Bell (M.Ed. ’12), a teacher at Gaines Elementary whose students spent a morning making sun catchers and then watched an orchestra rehearsal, said for many this was the first time they saw an instrument up close, or heard live music.

“As a teacher, you can’t create that in a classroom,” she says.

As the program progresses, Bell’s fifth-graders will continue to visit campus for the next seven years. Meanwhile, the idea that the students can attend UGA after graduating from high school is reinforced as they get older. During a UGA Biology Day event that saw more than 250 Clarke Central High School students pass through the labs, Superintendent Phil Lanoue reminded the crowd of the connection.

“Thanks to all those here in this room, we have a chance to bring you here, for the first time ever, so you can see… where you can be in four years,” Lanoue said. “We brought you here because it’s an opportunity for you to say, ‘I want to do that.’”

A few days after Lanoue spoke, another 300 ninth-graders from Cedar Shoals High School had their turn in the biology labs. The teens were divided into groups of about 20 to rotate through sessions on topics including cell biology, infectious diseases, bioexpression and fermentation, x-ray crystallography, marine sciences and pharmacology.

And that’s just Biology Day. Trips this coming year will include theater, dance, the Latin American Ethnobotanical Garden, romance languages, journalism, financial aid, public health, engineering, student affairs, law, public and international affairs and the Ramsey Center.GET MORE: experience.uga.edu

Ty Callahan (right), a ninth-grader at Clarke Central High School, investigates an unknown bacterium during a bacterial pathogenesis session on Biology Day at UGA. He’s assisted by Rahul Kapoor, a microbiology major. PHOTOS BY DOT PAUL

Alexandra Saupe, 15, holds an Australian spiny stick insect. She and other 10th-grade AP biology students from Clarke Central High School visited UGA to take part in programs sponsored by the Department of Entomology and the School of Forestry and Natural Resources.

Anna Karls, an associate professor in microbiology whose service-learning students helped organize Biology Day, said it’s good for the UGA students to reinforce their studies by explaining it to others. And, it’s a chance for younger students to make a connection to a possible career.

“If they see this early enough, it can influence how they think about school and how they prepare themselves for a career afterward,” she said.

—ALLYSON MANN

Note: A version of this story appeared in the June 2014 issue of The University of Georgia Magazine.

2014 Annual Report 29

H eading back to school for your master’s or doctorate isn’t a decision to be made lightly. Which is why Vasti Torres, a graduate of the College of Education’s master’s and doctoral

programs, did her research and showed a talent further honed by the two degrees she received at the college: critical thinking.

Not only did she leave campus with fond memories of fall football games, Torres says she’s thankful her professors and coursework forced her to think outside the box of typical higher-education learning. That research-led experience sticks with her even today, in her post as dean of the University of South Florida’s College of Education. She took the post in the spring of 2013 and returned to the UGA campus this past May to speak at the COE’s commencement ceremony.

“In many ways, it was the requirement that we think critically about problems in higher education and express creative solutions that was most helpful,” she says of how her UGA experiences prepared her for the role she has today. “As a faculty member, I am also very thankful that I was required to take the research courses. Those courses are critical for anyone in education. The need to assess and provide evidence for student learning requires a strong command of research methods.”

Before coming to UGA, Torres had nearly a decade of higher-education experience, between getting her master’s and doctoral degrees, when she ran first-year experience programs at Emory University and the University of Virginia. She later went on to Indiana University-Bloomington to run the Center for Postsecondary Research, which conducts the annual National Survey of Student Engagement. She is a past recipient of the COE Distinguished Alumni Professional Achievement Award.

But Torres fondly remembers her time in Athens, where the Florida native experienced her first change of seasons. “My favorite memories are walking downtown on Friday afternoons and studying in the library before football games, and then meeting others to attend the game,” she says, laughing as she adds that Aderhold Hall, while not visually stimulating, was also home to many fond memories. “The students and faculty housed within Aderhold create a unique mixture of ideas and cultures. My fondest memories are around doing group work and struggling to return to class after taking breaks in the snack room, which I understand has been remodeled — thank goodness!”

Alumna Vasti Torres (MEd ’86, PhD ’97) was the keynote speaker for the College of Education’s spring 2014 convocation. From left are Anne Marcotte, professor and department head for the Communication Sciences and Special Education Department; Torres, dean of the University of South Florida’s College of Education; Edward Delgado-Romero, professor in the Department of Counseling and Human Development Services; and Craig H. Kennedy, dean of the College of Education. PHOTO BY WINGATE DOWNS

Thinking critically (and lyrically)

ALUMNA SPOTLIGHT

When she returned to campus for the spring convocation, Torres strung together a series of inspirational song lyrics for a tongue-in-cheek version of the traditional graduation speech. Going to these ceremonies is a highlight of her job, she says, but the last thing she wanted to do was give a boring speech. So, inspired by a scientist who pulled out a guitar during one such event, she looked to music for her inspiration.

“Since I do not play a musical instrument, tying together music lyrics in an entertaining manner seemed to be a good second choice,” she says. “I was thrilled when I heard the audience laugh — otherwise it would have been a really weird speech.”

Her overall message to new alumni and those who will soon hold a diploma? Make the most of your time as a student and exercise those critical thinking skills.

“There are few times in our lives when we are asked to reflect, learn and experience new things. I hope all the current students take advantage of that opportunity,” she says. And, for young alumni, “remember that we all need to pay it forward. Giving to your alma mater (especially the College of Education) allows for future students to enjoy the kind of education you had at Georgia.”

—KRISTEN MORALES

VASTI TORRES

Dean of the University of South Florida’s College of

Education

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Myers (Ed.D. ’91) spent his career teaching and working with children, starting in Effingham County and the Marvin Pittman Laboratory School at Georgia Southern University, and then on to the Griffin-Spalding County Schools near Atlanta. He spent his summers on staff at the state FFA-FHA camp in Covington and became assistant camp director in 1984.

But Myers missed the traditional school setting, and returned to the Griffin-Spalding schools as an assistant principal, then moved to Screven County in 1996 as principal of the elementary school there.

At the time, the rural district was known for its high poverty rate and majority-minority student population. But the statistics didn’t mean the district couldn’t be successful. Myers established the state’s first full-time elementary technology lab as principal, then became superintendent. He created a partnership with Georgia Southern for what is believed to be the first professional development school district in the country. The elementary and middle schools became Title I Distinguished Schools, and soon all schools in the district were receiving state and national recognition for students’ high achievement. The high school’s graduation rate is now over 82 percent, up from 57 percent nearly 10 years ago.

Myers’ leadership experience has taken him to present at conferences and legislative hearings. After retiring from Screven County, Myers became the half-time executive director of Georgia’s First District RESA, the educational services agency that helps schools share and enhance resources. In his spare time, Myers serves on several community and organizational boards and is active in his local church.

Whether it was at camp or in the classroom, Whitney Myers has led the charge for education throughout his life.

2014 Alumni Awards

WHITNEY MYERSLifetime Achievement AwardAn honor for outstanding success and significant impact in adult education.

2014 Annual Report 31

KIMBER SHELTONProfessional Achievement Award Honoring alumni in the midpoint of their careers who demonstrate significant achievements in their field.

TONYA HARRIS CORNILEUSProfessional Achievement Award Honoring alumni in the midpoint of their careers who demonstrate significant achievements in their field.

As a staff psychologist and coordinator of diversity programming at Georgia Tech’s Counseling Center, Shelton (Ph.D. ’09) helped improve the mood and functioning of students while also developing diversity programs that had effects throughout the campus. She developed and led monthly staff cultural competence trainings, created the institute counseling center’s diversity and inclusivity mission statement, created training materials for the school’s Office of Minority Education Peer Tutor program, created diversity-related outreach aimed at reducing mental health stigma and revamped the institute’s Safe Space training program, which involved training more than 200 staff, students and faculty on sexual and gender minority awareness issues.

While at Georgia Tech and also in private practice, Shelton stays active in several professional organizations, including co-chairing the Early Career

Psychologist Transition Project for the American Psychological Association Society of Counseling Psychology. Due for publication in December 2014, Shelton co-authored a textbook on university counseling and has written about 20 other diversity and social-justice oriented publications. In her private practice, Shelton specializes in working with underserved populations including ethnic minorities and sexual and gender minority clients. She says her interest in working with underserved populations expanded while a UGA student, where courses on diversity and gender, her work with women in a local homeless shelter, and experience leading a gender-issues group pushed her own self-exploration of culture and responsibility.

She recently married and relocated to Dallas, where she keeps a private practice and is a member of the Texas Psychological Association’s Social Justice division.

Kimber Shelton’s career focuses on empowering individuals and couples through private, one-on-one counseling and creating systemic change at large-scale university settings, where she trained hundreds of students, faculty and staff.

Tonya Harris Cornileus has taken her talent for teaching and turned it into managing talent.

Cornileus (M.Ed. ’04; Ph.D. ’10) is the vice president for learning and organizational development at ESPN, where she is part of the sports network’s human resources leadership team. She is responsible for the global learning, talent management and organizational development strategies for ESPN employees around the world.

Teaching was a passion for Cornileus when, armed with a degree in telecommunications, she spent eight years working in various school districts. She transitioned from teaching to the corporate setting when she became the manager of training and quality assurance for the telecommunications company Innotrac Corporation. After moving to the position of vice president for training

and organizational development for Aegis Communications Group and receiving her master’s, Cornileus moved to Turner Broadcasting System as director of executive development and organizational effectiveness. She returned to UGA for a Ph.D. in adult education/human resources and organizational development before moving to her current job at ESPN.

Cornileus also supports several professional and civic organizations with her time and talents. She serves on the board of directors for the Urban League of Greater Hartford, Connecticut, which mentors high school students, and supports the Boys & Girls Clubs of Hartford. She is the mother of two adult children and, when she’s not watching ESPN, Cornileus is an avid HGTV fan.

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Today, along with his role as head of the UGA Athletic Association’s fundraising arm, Slonaker (B.S.Ed. ’80) shares his sports knowledge as a guest lecturer for sport management majors. This experience has led him to mentor several students and even take on a student as part of his practicum.

During his years at UGA, Slonaker lettered for the basketball team and was a co-captain of Coach Hugh Durham’s first team at Georgia in 1979. He held several collegiate coaching positions after graduation, ending with an 11-year stint at Mercer University and the school’s first Atlantic Sun championship.

Slonaker took over the Georgia Bulldog Club in 2011, and since then has started several programs, including a young alumni ticketing program, an endowment program, fundraising plans for Foley Field and the Equestrian Center facility, and a restructured scholarship program.

He says his passion and love for the sport management field were inspired by the professors he had during his time as an undergraduate in the College of Education. “Their commitment to our profession motivates me to continue giving back to our future leaders in the sport management and physical education fields,” he says.

After enrolling at UGA to pursue a degree in philosophy, Altman (M.Ed. ’06) delayed his graduation for several years in order to take extra classes in English, comparative literature and classics. After completing his master’s, he began teaching English at Clarke Central High School in Athens, where he remains today. Four years ago, he moved from the freshman academy to teaching American literature and AP English, where he incorporates philosophical perspectives on intellectual history and rhetoric into his lessons.

His classes have become a “safe space” to discuss language identity and social justice issues, helping students understand literature from social and political contexts. Altman also is a strong and unapologetic advocate for the rights of undocumented students in Georgia, work that recently won him the Kenneth Goodman “In Defense of Good Teaching” award from the University of Arizona with colleague Matthew Hicks. And he has given presentations on the role of teachers in student advocacy and literacy issues at colleges and forums across the country.

IAN ALTMAN Crystal Apple Award

An honor for alumni in K-12 education who have made a significant impact on student, school or school district performance.

Ian Altman isn’t afraid to challenge his students, and society in general, with questions of social justice.

The Georgia Bulldog Club has seen a slew of positive changes in the past few years, all under the direction of Mark Slonaker, whose career has taken him from the basketball court to the classroom.

MARK SLONAKER Service Award

Highlighting service to the community and a commitment to education.

2014 Annual Report 33

ALUMNI HONORS

Bynikini Frazier (BSEd ’08)First-grade teacher, Hodge Elementary School

Bynikini Frazier says she learned the joy of teaching as a fifth-grader at Hodge Elementary School in Savannah as she helped fellow students with their reading and writing. Today, she has come full circle, teaching first grade at the same school. Frazier was named the 2014 Savannah Chatham County Public Schools District Teacher of the Year and also selected by Gov. Nathan Deal as a winner in the Innovation in Teaching competition. Along with holding leadership positions in several national honors and service fraternities, Frazier serves as a mentor for the Teacher Induction Program and mentors new teachers at Hodge Elementary. Her English-language arts instruction methods are observed as model practices. Her mother, grandmother and third-grade teacher all helped instill a passion for teaching in Frazier at an early age, and today she says it’s more than a job – it’s an art and a calling to give back to the community. And her community, she adds, has helped shape her into the strong, determined, spirited teacher she is today.

Eric Wearne (MA ’02)Assistant professor, Georgia Gwinnett College School of Education

Eric Wearne teaches assessment and foundations classes for undergraduates. Prior to joining the faculty at Georgia Gwinnett College, Wearne was deputy director of the Governor’s Office of Student Achievement in Atlanta, where he managed the publication of the annual State Report Card, coordinated several Georgia-specific research projects, and played a major role in planning and conducting statewide audits of standardized testing practices in Georgia’s public schools. He also served as Gov. Sonny Perdue’s representative to the National Assessment Governing Board, which implements the National Assessment of Educational Progress – more commonly called “the nation’s report card.” He is also the governing board chair at Latin Academy Charter School, a middle school in Atlanta, and helped start the high school program at St. John Bosco Academy, a hybrid home school/private school in Suwanee. He began his career teaching English and debate at Duluth High School in Gwinnett County.

Each year, the University of Georgia Alumni Association honors 40 alumni who have made an impact in business, leadership, community, educational and/or philanthropic endeavors. Members have demonstrated dedication to UGA and its mission of teaching, research and service. We are proud to highlight Bynikini Frazier, a 2008 graduate, and Eric Wearne, a 2002 graduate, both named to the 2014 class of the Alumni Association’s 40 Under 40.

Meet our new director of alumni relationsAs the inaugural director of alumni relations for the College of Education, Elizabeth Gaughf has been working feverishly since January 2014 organizing alumni efforts and developing new programs. The College boasts approximately 60,000 living alumni who work in diverse career fields including education, sports, healthcare, counseling and therapy, and business, among many others.

Elizabeth graduated from UGA in 2010 with a B.S. in psychology and institutional and global leadership certificates from the Terry College of Business. She spent the last four years at Vanderbilt University earning her M.Ed. in higher education administration and working in the Peabody College of Education and Human Development as the assistant director of admissions and financial aid. Elizabeth is delighted to return to her alma mater to work with COE alumni while also pursuing her Ph.D. in higher education policy and leadership from the Institute of Higher Education.

Elizabeth would love to hear from COE alumni who want to connect or offer ideas and suggestions. Please feel free to reach her at emg@uga.edu.

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Rachelle D. Hutchinson (MSW ’00) and Edward Hutchinson (MEd ’09) Social Empowerment Center Lawrenceville, Georgia

As founders of the Social Empowerment Center, Rachelle Hutchinson and her husband, Edward, a COE graduate, have two approaches in the mission for their practice. In addition to providing counseling services to individuals and families, the center takes a macro approach, encouraging collaboration between social service providers and clients. Prior to opening the practice 12 years ago, Rachelle worked in various capacities for the Georgia Department of Family and Children Services and has experience with foster-care assessments and working with adoptive parents.

Brad Vickers (EdD ’07) Southern Tradition Tailgating Starkville, Mississippi

After receiving his doctorate in sports studies, swimming coach and researcher Brad Vickers moved to Starkville, Mississippi, for research work. While there, tailgating became part of his life, but he was surprised by how few people wanted to go through the effort of setting up the extras that make for a great tailgating experience. Vickers called two friends from college to help him with the project, and the business idea for Southern Tradition Tailgating was born. They began with enough equipment for one tailgate at Mississippi State but soon expanded. Today, the company serves five campuses. Vickers says he’s overwhelmed by the response, allowing him to combine a passion for sports, a profitable business and the chance to meet great football fans.

An annual event hosted by the UGA Alumni Association, Bulldog 100 recognizes the 100 fastest-growing businesses that are owned or operated by UGA alumni. This year the College of Education is proud to have seven of our alumni represented on the list, most notably the No. 1 fastest-growing business, the Social Empowerment Center, based in Lawrenceville, Georgia. Congratulations to our successful COE alumni!

BULLDOG

100 1

28

32

33

66

80

67

Mike Denham (BSEd ’90) Velocity Technology Partners Athens and Atlanta, Georgia

As chief operating officer of the technology services company founded by fellow UGA grad Joe Moon, Denham is in charge of Velocity Technology Partners’ new business development and sales and marketing efforts. The company provides IT and computer network services, specializing in keeping networks secure and IT systems running efficiently by staying proactive to stop computer issues before they start. Clients represent a range of industries that rely on a computer network as the backbone of their business, such as healthcare providers, legal firms and financial services firms. These include MedLink, management company DMG, Mitchell Investments Group and industrial products company Sekisui.

Joe Bell (MEd ’01) Resolution Technologies Atlanta, Georgia

Like many industries, it pays to specialize. COE alum Joe Bell realized this when starting Resolution Technologies in 2009, focusing on information technology staffing. The company has seen triple-digit growth in the years since, providing in-demand tech skill sets to companies on both a temporary and permanent basis. Resolution Technologies provides networking and database development, quality assurance, programming, and management technologies. But despite its fast growth, Resolution Technologies remains focused on meeting its clients face-to-face and developing a culture of teamwork among its employees, says Bell. This includes co-ed kickball games and after-work company outings.

Alva Youngner (MEd ’73, EdS ’75, EdD ’77) and Mary Bryan Fields (BBA ’71) Association Management, LLC St. Simons, Georgia

College of Education “Triple Dawg” Alva Youngner and her business partner, Mary Bryan Fields, combined their decades of real estate and business experience into a company designed to serve property associations. Founded eight years ago, the company provides a higher level of guidance to property association management through workshops, leadership guidance and top-notch communication with clients. Today the company works with 35 property associations in the coastal Georgia area.

Catherine Lemoine (BSEd ’98) and Rob Lemoine (BBA ’98) RIA Solutions Buford, Georgia

RIA Solutions, founded by COE alum Catherine Lemoine and her husband, Rob, isn’t your average pest control company. Along with treatment and inspection services, the company specializes in working with home buyers and sellers during and after the sale. The team draws from experience and knowledge of residential and commercial structures, treating damage and future pest problems before they erupt into larger ones.

Ashley Madray (BSEd ’80) Gas Innovations La Porte, Texas

College of Education alumnus Ashley Madray joined forces with business partner Jason Willingham in 2002 to create Gas Innovations, a wholesale supply company for the industrial gas industry. After several company acquisitions and new partnerships, the company today sells welding wire, heating equipment, containers and specialized types of hydrocarbon gas. The company now has its sights set on expanding into the export and overseas markets.

2014 Annual Report 35

GIVING

Professorships and ChairsAthletic Association Professorship in Mathematics and Science Education Department of Mathematics and Science Education

Bebe Aderhold Professorship in Early Childhood Education Department of Mathematics and Science Education

Charles H. Wheatley – Georgia Research Alliance Chair in Technology-Based Learning Department of Career and Information Studies

E. Paul Torrance Professorship in Creativity & Gifted Education Department of Educational Psychology

Elizabeth Garrard Hall Professorship in Early Childhood Education Educational Theory and Practice

Goizueta Foundation Chair for Hispanic Teacher Education Department of Counseling and Human Development Services

Mary Frances Early Teacher Education Professorship Department of Educational Theory and Practice

Omer Clyde & Elizabeth Parr Aderhold Professorship in Education Language and Literacy Education

Endowments Created through the generosity of donors, endowments yield perpetual income for the programs they support. Endowment funds offer programs a margin of excellence, allowing them to delve further into important research topics than university funding would allow, and to afford greater levels of outreach to residents of Georgia and beyond. Endowment levels begin at $25,000 and are funded over a period of up to five years. If you have questions or wish to explore creating a named endowment, please contact Aldon Knight, executive director of college advancement, at 706-542-2267 or aknight@uga.edu.

“Receiving a scholarship from the College of Education is very special to me because the College is investing in me. As students, we spend a great amount of time and money investing in our futures by attending classes. By giving me a scholarship, the College is telling me, ‘We believe in your investment; we believe in you.’”

Thaurice Milloy (BSEd ’15) Del Jones Memorial Trust

Omer Clyde & Elizabeth Parr Aderhold Professorship in Research Methodology Department of Educational Psychology

Faculty and Student Awards

Alice E. Klein Memorial Fund To provide the educational research lab with the necessary books, manuals and equipment

Arthur Lucas Memorial Fund To encourage the development and use of the science and art in the field of education related to the life’s work of Arthur Lucas

Arthur M. Horne Graduate Research Award For a doctoral student in the counseling psychology program

Faculty Senate D. Keith Osborn Award for Teaching Excellence To reward faculty who have been identified for teaching excellence

Edie Klein Leadership Award Awarded to a rising senior to signify the importance of leadership in the field of recreation and leisure studies

Edwin D. Pusey Prize An annual prize in elementary education and general secondary education

Ira E. Aaron Award for Teaching Excellence and Collegiality To recognize outstanding teaching

Louise E. Kindig Research Award Recognizing outstanding research by a graduate student in kinesiology

Russell H. yeany Individual Research Award Recognizing the achievement of a faculty member through published work

Theodore K. Miller and Roger B. Winston Jr. Research Award For graduate students in the Department of Counseling and Human Development Services working on a thesis or dissertation

Thomas J. & Sara L. Cooney Travel Award for Research Presentation To support a doctoral student to travel to national or international meetings to present research on teaching mathematics or some aspect of educating teachers

Student Scholarships and FellowshipsAleene Cross Scholarship in Family and Consumer Sciences Education

Ann E. Jewett Distinguished Graduate Assistantship

Anonymous

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

coe.uga.edu36

Bothe-Marcotte Scholarship

Barbara J. Rankin 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

College of Education Scholarship

Commeyras Fund for Excellence in Graduate Education

Coral Jo Bishop Fellowship

D. Keith Osborn Scholarship in Elementary Education

David J. Mullen Sr. Memorial Scholarship

Del Jones Memorial Trust

Dr. Lester E. Sanders Scholarship Fund

Elizabeth Barber young Banner Scholarship

Elizabeth Todd Scholarship

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

Goizueta Foundation Graduate Scholars

Health & Human Performance General Fund

Ira E. Aaron International Study Scholarship

Irene & Curtis Ulmer Doctoral Scholarship in Adult Education

James L. Dickerson Scholarship

“As a young father, these scholarships have aided me in the process of affording the cost of attendance at the University of Georgia, which helps me out in more ways than one. It means a great deal to me that I do not have to take out any more student loans that would ultimately put a tighter financial strain on me and my family. These scholarships are truly helping make my dreams come true.”

Drew Keim (BSEd ’15) Del Jones Memorial Trust

Jan L. Branham Endowment Fund

Jim Mann Family Scholarship

Joan B. Neal Women’s Physical Education 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

Martha Nell Allman Graduate Assistantship

Mary Ella Lunday Soule Fund

Michael J. Hendrickson Scholarship Fund

Coach Mike Castronis Scholarship

Owen Scott Graduate Fellowship in Educational Psychology

Paul R. Kea Scholarship

Paul Tappan Harwell Scholarship Fund

Phil Gray Scholarship

Rachel Sibley Sutton Scholarship

Ray E. Bruce Scholarship Fund

Rose Sanders Stanley Memorial Scholarship

Ruby Maude Anderson Scholarship Fund

SNS – GSTC Scholarship

Sylvia McCoy Hutchinson Endowment for Staff and Children of Staff

Tommye Johnson McCoy Scholarship for Honors Education

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

Sharon Green Webber Scholarship in Communication Sciences & Disorders

Wells Fargo Scholars Program

Women Pioneers in Education Scholarship

Lectures

Clifford Gray Lewis Fund for Health & Human Performance Sponsored in memory of the late associate dean and physical education professor Clifford Lewis

E. Paul Torrance Lecture Fund Supporting the annual lecture series furthering the mission of the Torrance Center for Creativity and Talent Development

Mary Hepburn Lecture Fund in Social Studies Education Sponsored by retired UGA social studies education faculty member Mary Hepburn, encourages thought among teachers and educators concerning current and significant issues in social studies education and classroom instruction

Mary Sartalamacchia Macagnoni Lectureship Fund Supporting the annual Qualitative Interest Group Conference

Program SupportCam D. Dorsey Endowment for Education

Carol J. Fisher Language and Literacy Education Endowed Support Fund

Christopher-Leighton Ballew Adult Education Fund

College of Education Endowment for Excellence

College of Education Faculty Support Fund

Dorothy Simmons O’Dell Fund

Friends of Clinic Endowment for Speech and Hearing Therapy

George R. Gilmer Fund

James W. Wilson Endowment for Mathematics Education

Kappa Delta Pi Academic Support Fund

Katie Elizabeth Turner Memorial Support Fund

Ocie T. Dekle Graduate Support Fund in Elementary Education

Osher Lifelong Learning Institute Endowment

Raymond Babineau Vocational Education Academic Support Fund

Reading Department Endowment

Robinson Fund

Stinchcomb Graduate Assistantship Support Fund for PEMDC

Sue W. Cromartie Elementary Education Fund

2014 Annual Report 37

Dean’s Club $1,000+Dr. Ira E. Aaron

Martha Nell Allman*

Anonymous

Dr. young K. Bae

Dr. Bobette D. Bouton

Mr. George M. Brandon and Mrs. Martha L. Brandon

Brenda Scruggs Carter and Dr. Harrison S. Carter

Dr. Sandra Pryor Clarkson

Dr. Gloria Contreras

Ms. Sara Cooney and Dr. Thomas J. Cooney

Dr. Carolyn Dahl and Dr. Dennis Dahl

Dr. Kathleen L. Davis

Mr. Bertis E. Downs IV and Mrs. Katherine Downs

Dr. Doris yaddow Firth and Dr. Gerald R. Firth

Mr. Michael W. Freeman and Ms. Detra Freeman

Ronald Lee and Martha Black Fritchley

Dr. Robert S. Galen and Dr. Lorilee Sandmann

Dr. and Mrs. George M. Gazda

Ms. Sara O. Glickman and Dr. Carl D. Glickman

Mr. Mack H. Guest III and Mrs. Camilla M. Guest

Ms. Allison N. Gulati

Dr. Debra Taylor Harden and Bernard Amrey Harden Jr.

Linda Hughes Hardie

Honor Roll of Donors

Dr. Sue E. Henderson

Philip W. and Carol A. Hendrickson

Dr. James J. Hirstein and Ms. Cheryl J. Hirstein

Dr. Juanita Johnson-Bailey and Mr. Marvin Bailey

Dr. Eleanore L. Kantowski

Dr. Pao-Ping Lin

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

Joanna Massar

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

Dr. Marie R. Mullan

Dr. and Mrs. Francis A. Norman III

Drs. Jenny* and Steven Oliver

Mr. Bernard Osher and Ms. Barbro Osher

Mrs. Donna C. Rydquist and Mr. Dean B. Rydquist

Dr. Robert N. Saveland

Dr. Donald O. Schneider

Mrs. Katie Scruggs and Mr. Steve Scruggs

Dr. Stanton James Singleton

Dr. Denise Spangler

Dr. Joseph P. Stoltman and Mrs. Gillian A. Stoltman

Mr. Jinn-Wei Tsao

Dr. Po-Son D. Tsao

Mrs. Betty Hooks Underwood and Dr. Bobby T. Underwood

Sharon Green Webber and M. Thomas Webber Jr.

Dr. Heide G. Wiegel and Dr. Juergen K. W. Wiegel

Dr. Patricia S. Wilson

Drs. Roger Bradley Winston Jr. and Pat Graham Winston

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

Erla Gortatowsky Zuber and Harry A. Zuber

College Club $500+

Drs. Jane Murray and William Hugh Agee

William H. and Erica L. Carter

Louis and Mae Castenell

Dr. Bradley C. Courtenay and Ms. Nancy Talton Courtenay

Mr. William P. Culbreth and Mrs. Patricia S. Culbreth

Ms. Cynthia H. Degalan

Dr. Catherine Dunnington Ennis

Dr. Marc E. Fey and Mrs. Sandra Fey

Ms. Claire M. Fowler

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

Drs. Elaine Olbrych and Kent L. Gustafson

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

Ms. Denise A. C. Juliana and Mr. Patrick Juliana

Dr. Jeremy and Cardee Kilpatrick

Dr. Jacob T. Klerlein

Robert W. and Carol A. Krueger

Dr. Louann H. Lovin

Dr. Richard L. Lynch and Mrs. Genevieve A. Lynch

Dr. Candace E. Maddox

Mr. Robert H. Mair III and Mrs. Andrea K. Mair

Mr. Peter J. Paul and Mrs. Linda Paul

Dr. James R. Richburg and Mrs. Victoria T. Richburg

David Anthony Stola

Dr. Vasti Torres

Dr. Sigrid Wagner

Century Club $100+Livy Beck Abele

Detra Thurmond and Ray M. Abernathy

Dr. Stephen K. Agyekum and Mrs. Victoria M. Agyekum

Drs. Lewis Ray and JoBeth Allen

Ms. Mary W. Allen

Ms. Betty J. Allen and Mr. James A. Allen

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

Mrs. Lyna L. Anderson and Mr. Carl H. Anderson

Jill Anne Atkinson

Ms. Mayer Baker

Mr. Steeny C. Banks and Mrs. Carol Banks

This list reflects donors to the College of Education who gave $100 or more from July 1, 2013 to June 30, 2014. If you would like to make a donation, please visit coe.uga.edu/annual14.

coe.uga.edu38

Mrs. Wanda Barbee and Mr. Tony W. Barbee

Dr. H. G. Barfield

Margaret Lea Barrett

Dr. Edith Renfroe Belden

A. Keibler Bennett

Mr. Thomas B. Bennewitz and Ms. Stephanie M. Bennewitz

Dr. Sidney E. Benton

Deborah yater and Carl W. Betsill

Mr. Jeffrey D. Black and Ms. Lauren P. Black

Anne J. Blakely

Dr. Carolyn W. Blalock and Mr. Johnny L. Blalock

Dr. Elizabeth B. Bockman

Ms. Megan B. Bolian and Mr. Charles E. Bolian III

Dr. David A. Bradbard and Ms. Michelle P. Lukse

Kimberly Williams and Adam E. Braxton

Lesley Martine Broadwell

Virginia Adams and Kevin M. Broderick

Dr. Iva Dinkins Brown

Mrs. Anne D. Bryan and Mr. W. W. Bryan

Carol Cook and William F. Bryant

Mrs. Carol N. Buhler and Mr. Robert M. Buhler

Mrs. Hunter Burt and Mr. Russell H. Burt

Dr. Ronald E. Butchart and Ms. Amy F. Rolleri

Drs. Mary Lynne and Lawrence G. Calhoun Jr.

Mr. Blaine G. Camp

Mrs. Nancy Camp and Mr. Alfred A. Camp

Mrs. Barbara S. Candler and Mr. Peter M. Candler

Mrs. Marcia Cantor and Col. Michael E. Cantor

Pamela June Carter

Richard Joe Carter

WHY I GIVE

“Sara and I donate annually, and we will leave a significant legacy bequest to further our college’s mission of promoting the public good via democratic education for all children. The leadership of our college – including administrators, faculty, staff and students – generously supported our collaborative work with public schools throughout my entire career at UGA. To help other faculty and students conduct similar work in the future is only fitting. We are proud to do so.”

Carl and Sara GlickmanCarl is Professor Emeritus and former COE faculty member. Sara is a former middle school teacher for the Clarke County School District.

Mr. James W. Champion and Dr. Peggy Champion

Mr. William P. Chapman III and Mrs. Elizabeth A. Chapman

Mrs. Sally S. Chastain and Mr. Harry D. Chastain

Mrs. Sallie B. Chasteen and Mr. F. J. Chasteen

Mrs. Joyce Childers

Mrs. Beverly H. Chitwood and Mr. William B. Chitwood

Mr. Frank J. Christa and Mrs. Margaret J. Christa

Edsel Lamar Cleveland Jr.

Verlene P. Cobb and Clifford Lanier

Ms. Margaret G. Cole and Dr. Ronald S. Cole

Mrs. Sharon L. Collins and Mr. Burkitt D. Collins

Mr. William C. Collins Jr. and Mrs. Martha Collins

Reginald L. Comer

Mrs. Catherine Cook and Mr. John D. Cook

Mr. Robert J. Cooke and Mrs. Margaret Cooke

Dr. Diane L. Cooper

Mr. and Mrs. Howard L. Cordell Jr.

Mrs. Maria A. Coyle and Mr. Hugh B. Coyle Jr.

Drs. Stephen E. and Margaret K. Cramer

Ms. Shirley Crawford

Margie D. and Richard J. Croker

Elaine H. Crosby

Mr. Charles M. Cross Jr. and Mrs. Nancy Cross

Dr. John W. Culbreath and Mrs. Barbara W. Culbreath

Dr. Kirk J. Cureton and Mrs. Deborah A. Cureton

Ms. Karen F. Daniel and Mr. David L. Daniel

Mr. William T. Daniel Jr. and Mrs. Linda Daniel

Vicki Pope Daniels

Dr. Cindy A. Darden

Ms. Denise Davila and Mr. Hugo Evans

Mr. Howard F. Davis and Ms. Lucy E. P. Davis

Deborah Elizabeth Day-Lewis

Mr. Harold C. Days and Mrs. Dorothy N. Days

Mr. Albert Dechicchis and Mrs. Ingrid M. Dechicchis

Mrs. Phyllis D. Demmin

Dr. James R. DeVane

Dr. Ernest K. Dishner and Mrs. Paula R. Boothby

Dr. Thomas K. Dix and Dr. Naomi J. Norman

Mrs. Cheryl A. Dupree and Mr. James M. Dupree

Mr. Samuel C. Dyess Jr. and Mrs. Arline y. Dyess

Mr. Brian K. Edwards and Mrs. Cheri Edwards

The Stephanie Eiden Estate

Carolyn Ellington

Mr. Wayne D. Ervin and Mrs. Kay J. Ervin

Mrs. Carol A. Evans and Mr. William E. Evans

Dr. Maria L. Fernandez

Kate Maxwell and Aubrey M. Finch

Harriett Susan Finney

Dr. Marihope Troutman and Dr. William P. Flatt

Dr. John R. Fleck

Ms. Brenda Floyd and Mr. Gary S. Floyd

Mr. Michael Flueckiger

Ms. Katherine R. Fowler and Mr. H. P. Fowler

Frances Cater Franklin

Rev. Donald R. Fuller and Mrs. Sandra L. Fuller

Delois Adams and Ralph Lewis Gainey

Drs. D. David and Elizabeth Groover Gehring

2014 Annual Report 39

Dr. Brian A. Glaser and Mrs. Judy Glaser

Ms. Peg Graham

Mr. John C. Grayson and Mrs. Teri Grayson

Cynthia L. Greene

Dr. Martha Judith Greer

Dr. Sherry L. Guice

Mr. David C. Guillebeau and Mrs. Janet Guillebeau

Mr. Joel B. Gunnells and Mrs. Emily Gunnells

Dr. Allan W. Gurley and Mrs. Jeanette Gurley

Dr. Jacqueline T. Harbison

Mr. Steven D. Harris and Mrs. Jessica Harris

Peggy Bargeron and Thomas y. Harris III

Kay Skelton Harris Romaine

Mrs. Pamela C. Harrison and Mr. George W. Harrison

Mrs. Kathleen M. Harrison

Mrs. Julia Harvey and Mr. Henry H. Harvey

Jane H. Harvey

Kimberly Wells Hatton and Dr. Robert M. Hatton

Drs. Andrew E. and Hathia Searles Hayes

Dr. Ann H. Hazlett

Mr. Barry W. Hemphill and Mrs. Martha J. Hemphill

Barbara Daniel and Samuel Kenneth Henley Jr.

Anne Whiddon and Russell Dale Henry

Dr. Patricio G. Herbst and Dr. Vilma M. Mesa

Mrs. Teresa Higgins

Patrick Morse Hill

Dr. Janette R. Hill

Mrs. Martha E. Hill

Mr. Ken W. Hix and Ms. Laura Hix

Lorena Goolsby and Joseph M. Hodgson

Mr. Jerry C. Hogan and Mrs. Renee Hogan

Mrs. Halle J. Holland* and Dr. Richard P. Holland

Mr. William Holmes and Mrs. LaVerne Holmes

Dr. Cheri A. Hoy

Mark Allan and Joanie Kenny Hoyt

Dr. yi-Ming Hsu and Mrs. Pi-Lan S. Hsu

Julie Weigand Hudak

Mrs. Marianna Hynson

Dr. Grace McClelland James and Mr. Harold Paul James

Mr. Johnny P. Jay and Mrs. Joanna Jay

Linda Smith Jenkins

Mr. William A. Jennings Jr. and Mrs. Sandra D. Jennings

Dr. George W. Johnson

Mrs. Dianne M. Johnson and Mr. Robert A. Johnson

Sara Elizabeth Johnston

Sheila Wofford and C. Mark Jones

Ms. A. Belle Jones

Cheryl Ann Jones

Sherrill C. Jones

Drs. Sheila O’Shea and James R. Kahrs

Dr. Sophia Kent and Mr. Thurmon Kent Jr.

Dr. yung H. Kim and Dr. Chung-Soon Kim

Dr. Cheryl Kish

Drs. Pamela Bradley and Douglas A. Kleiber

Mr. David Aldon Knight

Mr. Larry Kelley Kohn and Mrs. Jo Ann Kohn

Mrs. Marlene Kraich and Mr. Richard S. Kraich

Dr. Richard M. Krise and Mrs. June R. Krise

Ms. Cheryl E. Laine and Mr. James R. Laine

Drs. James F. and Judith Winters Lanfrey

Mrs. Patricia J. Lansdell and Mr. Robert A. Lansdell Jr.

Dr. Gene R. Layser and Mrs. Marilyn K. Layser

Barbara Meek Leach

Dr. Kil S. Lee and Mrs. Mary A. Lee

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

Dr. Awanna V. Leslie

Dr. Alton D. Little

Jane Gibbons and Kenneth J. Little, Sr.

Deborah Peterson Logan

Dr. Judith L. Long

Mr. Julius R. Lunsford III and Mrs. Carolyn Lunsford

Matilda Kroell Lynch and Dr. Donald Richard Lynch

Mrs. Rita C. Manning

Dr. J. L. Martin and Mrs. Penny L. Martin

Drs. Janet Stillman and Roy P. Martin

Mrs. Rebecca Bush Maynard and Mr. Carlton C. Maynard Jr.*

Dr. Patrick P. McCallum Jr. and Mrs. Eleanor McCallum

Mr. Daniel T. McCollum and Dr. Patricia McCollum

Dr. Barbara M. McConnell

Mr. and Mrs. J. Marshall McCranie

Mrs. Calva A. McDaniel and Mr. Edward L. McDaniel

Ms. Brenda M. McDonald and Mr. Paul E. McDonald

Dr. Thomas F. McDonald and Mrs. Barbara McDonald

Mr. Harold E. McNease and Mrs. Sandra D. McNease

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

Phyllis Joe Means

Dr. Jonathan E. Messemer and Dr. Jane E. Messemer

Diane Elizabeth Miles

WHY I GIVE

“As a faculty member in the College of Education for over three decades, I saw substantial growth in the status and national reputation of both the University and the College. I had the opportunity to work with many fine colleagues and students who benefitted me both professionally and personally – and so did my wife, who got her M.Ed. in the college and was a science teacher in Clarke County’s high schools. In recent years after my retirement I have become active in OLLI@UGA, an outreach service of the College of Education providing intellectual, social and cultural experiences for mature adults. For all these reasons, I have been pleased to support the College.”

Don SchneiderProfessor Emeritus and former COE faculty member, department head, director of the School of Teacher Education and acting associate dean.

coe.uga.edu40

Dr. Sam M. Mitchell

Dr. Nancy Batson Mizelle and Dr. William O. Mizelle Jr.*

Dewey Eugene Moody Jr.

Mr. John H. Mooney and Mrs. Helen B. Mooney

Mrs. Carol Moore and Dr. Abner G. Moore

Dr. Rebecca Marlene Moore

Ms. Sarah J. Morgan

Jimmie Lee Mountain

Ms. Sara E. Mullis

Dr. Mary J. Murphy

Dr. Whitney Lee Myers

Mrs. Glenda S. Neely and Mr. J. R. Neely

Dr. James O. Niblett Jr. and Mrs. Doris Niblett

Mary McDougle Nix

Dr. Joyce C. Norene

Mrs. Mary Northrop and Mr. Theodore M. Northrop Jr.

Mr. John S. O’Briant II and Mrs. Mary B. O’Briant

Drs. Jo Ellen and John E. Oliver

Mr. Dwight E. Olson and Mrs. Barbara Olson

Mr. Bobby L. Pack and Mrs. Patricia Pack

Mrs. Janet Page and Mr. Robert D. Page

Ms. Nancy W. Pallansch and Mr. Mark A. Pallansch

Dr. Margaret K. Park

Patricia Rocker and Charles E. Parker Sr.

Mr. Gustavo Perez

Paula Ann Phillips

Dr. David A. Pierfy

Dr. William R. Pipes and Mrs. Betty Pipes

Mr. Abe Plummer Jr. and Mrs. Deborah Plummer

Drs. Kenneth W. and Jonelle Porter Pool

Mr. Thomas P. Porter and Mrs. Judy Porter

HELPING STUDENTS

“Words cannot fully express how much aid these scholarships have provided me. I come from a loving, humble, hardworking family. My father was forced to leave school at age 7 to work in the fields in order to provide for his family. Our struggle continues today – my parents do not have the luxury of being able to pay for all my university expenses. These scholarships have allowed me to focus on my academics without constantly worrying about how I am going to pay all of my bills from school and home. I am able to breathe a bit more and even provide inspiration to other students in my situation that anything is possible with perseverance, hard work and honesty.”

Diana Huizar (BSEd ’15) COE Centennial Scholarship Del Jones Memorial Trust

Mr. Pete J. Poulos and Ms. Virginia D. Poulos

Dr. Glen H. Powell and Mrs. Mary L. Powell

Dr. Scotty K. Powers and Mrs. Mary L. Powers

Ms. Debora L. Poythress and Mr. Jerry K. Poythress

Patricia P. Price

Ms. Peggy Ruth Purcell

Mrs. Johnnette Quinn and Mr. Bernard J. Quinn

Mrs. Barbara Rakestraw and Mr. Thomas D. Rakestraw

Dr. Martha Ralls

Mrs. Joyce L. Reynolds

Dr. Robert E. Reys and Dr. Barbara J. Reys

Dr. Ginger A. Rhodes

Dorothy Ann Rice

Mr. Ted J. Rikard and Mrs. Cynthia Rikard

Mr. Walter A. Rodgers and Mrs. Frances Rodgers

Ms. Mary Rose

Mr. Don Savatta

Terri Koth and John F. Schraudenbach

Becky W. Scott

Mrs. Nancy K. Seagle and Mr. Henry H. Seagle Jr.

Dr. Mark S. Shearer

Dr. Lisa A. Sheehy

Dr. G. Franklin and Hildred Hardigree Shumake

Dr. Eleanor K. Sikes

Sara Lee Simons

Judy Camp Sloman

Thomas Wayne and Elizabeth C. Smith

Mrs. Mary Smith and Mr. Harold A. Smith

Dr. Lynn C. Smith

Saranne Guy Smith

Drs. Walter R. and Sue E. Snow

Helena Stern Solodar

Mr. James A. Sommerville and Mrs. Frances W. Sommerville

Dr. John M. Spates and Mrs. Joye M. Spates

Vickie Van Vleck and Charles F. Spence

Mr. J. E. Sprouse and Mrs. Sharon Sprouse

Dr. Melinda Millard and Phillip B. Stafford

Dr. Rosemarie Stallworth-Clark and Mr. James H. Clark

Mr. Bobby N. Stephens and Mrs. Lynda S. Stephens

Mr. Lewis A. Stewart Jr.

Dr. Randall Wayne Stowe

Mr. Michael C. Striplin and Mrs. Arlynne Striplin

Mr. Nelson Strubbe

Ms. Mary J. Sullivan

Mrs. Harriet Sutton and Mr. Coleman D. Sutton

Mr. Lee H. Swann Jr. and Mrs. Karen A. Swann

Mrs. Emerine M. Sweeney and Mr. Patrick Sweeney

Dr. Mary Jim Tate

Mrs. Sharron M. Thrift and Mr. Gary W. Thrift

Sally Durham Trapnell and Dr. Jerry E. Trapnell

Natalie Tucker

Mrs. Therese Tuley and Mr. Michael T. Tuley

Mrs. Sherry Turner and Mr. Gary S. Turner

Lilly Holloway and Edward Sanders Turner Jr.

Dr. Susan M. Turner

Mr. Huie L. Turner Jr. and Mrs. Sonya Turner

Mrs. Jennifer L. Tym and Mr. John C. Tym

Mrs. Marcia N. Ulm and Mr. William Ulm

Gilbert Hanson and Norma Junkins Underwood

Mr. Douglas J. Van Ryn and Mrs. Agnes J. Van Ryn

Mrs. Sibley Veal

Ms. Vicki L. Velie

2014 Annual Report 41

HELPING STUDENTS

“This scholarship has and will enable me to spend more time volunteering in local schools and tutoring the children of Athens, rather than having to spend all of my time working at a paid job that is not relevant to education. With my degree, I hope to become a first-grade teacher. I have been privileged to work with many talented teachers, including UGA alumumi, who have inspired me to go above and beyond for my students.”

Sara Morrissey (BSEd ’16)Del Jones Memorial Trust

American International Group Inc.

AT&T Foundation

Atlanta Gas Light Company

Bank of America Matching Gifts Program

Boeing Company

Coca-Cola Company

Erla & Harry Zuber Fund

Georgia Transplant Foundation, Inc.

Global Leadership Development Institute

Greater Houston Community Foundation

Grist Mill Farm

Gulati Family Foundation Trust

Publix Super Markets Charities, Inc.

The Savannah Community Foundation, Inc.

Southern Nuclear Operating Co.

Corporations and foundations

Dr. Ivan G. Wallace

Mr. Richard W. Walters and Mrs. Marilynn Walters

Mr. Larry E. Warnock and Mrs. Jacqueline Warnock

Mr. Stephen M. Waters Jr. and Mrs. Marilyn Waters

Dr. Karen E. Watkins

Betsy Shevlin and Stephen C. Watson

Mr. Michael G. Weaver and Mrs. Kelli L. Weaver

Mr. William E. Weeks and Dr. Sherry Weeks

Dr. Richard G. Wiggins and Mrs. Larna Wiggins

Mrs. Patricia Williams

Mrs. Jane D. Willingham and Mr. John F. Willingham

Dr. Arthur L. Wilson and Ms. Barbara Bryant

Judy Elaine Winn

Frank Charles Winstead

Mr. James F. Woglom

Mr. David W. Wolf

Marie Trapnell Woodward

Mrs. Beverly G. Wooten

M. Carole Morris and Earl Gary Wright

Barbara Bowen Wyle

Roy James and Charlotte Sapp yelton

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

Dr. Joan D. Berryman

Charles R. Brown

Brian Christopher Bruce

Dr. Nancy L. Canolty

The Honorable and Mrs. C.S. Chambliss

Dr. Michelle Commeyras

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

Sara O. Glickman and Dr. Carl D. Glickman

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

Dr. Robert K. Halliday and Mrs. April Halliday

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. Robert N. Saveland

Dr. Donald O. Schneider

Mr. Jay F. Shinn

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

*Notes deceased

coe.uga.edu42

he College of Education is fortunate to have a supportive, engaged and generous retired faculty group. One of the ways

the group stays in touch is through semi-annual luncheons hosted by the College, providing opportunities for camaraderie and catching up while hearing updates from Dean Craig H. Kennedy and COE staff.

“Retired faculty tend to stay in touch with their students and to mentor them throughout their careers,” says Sylvia Hutchinson, director of academic partnerships and initiatives and Professor Emerita of Higher Education and Reading Education. “It is one of the highlights of my day to get a communication from a former student. Retirees from the College of Education are active in the community and many maintain contacts on campus. Some, like me, continue to teach or serve. In fact, many members of the UGA Retired Educators Association are from the College of Education.”

Along with retired faculty events, there are a wealth of ways to stay involved in the College and at the University of Georgia. This includes campus events, volunteer opportunities in the community and networking with other retirees through the Retired Educators Association and OLLI@UGA. Retired faculty are also welcome to connect with current students by providing a talk or symposium in an area of interest.

Tom Reeves, Professor Emeritus of Learning, Design and Technology, is one of several former faculty members who stay busy in retirement. “‘Retirement’ is good,” he says. “Just in the last 12 months, I have been an invited keynote speaker

Tom Reeves is one of many former COE faculty members staying busy in his retirement. Along with his involvement in the College’s retired faculty group, Reeves and his wife, Trisha, take classes through OLLI@UGA and enjoy traveling (above, with their dog, Zipper).

Elizabeth Guest is the new assistant director

of development at the College of Education,

and one of her focus areas is working with retired COE faculty. Each year the College hosts two lunches for this group, along with other opportunities for involvement. This includes mentoring current students, workshops to learn more about the College’s social media presence and a chance to meet with new student ambassadors.

This past June marked the start of quarterly e-newsletters for retired faculty. If you would like to be on the list to receive updates on the group, please email Guest at eeL9@uga.edu or call 706-583-0390.

Keeping the connectionRetired faculty stay active and engaged with the College of Education

RETIRED FACULTY

Retired faculty events

Fall Retired Faculty Lunch 11:30 a.m. Nov. 13, Trumps on Milledge

Breakfast with Student Ambassadors Jan. 7, College of Education

Spring Retired Faculty Lunch 11:30 a.m. May 12, Trumps on MIlledge

For more details on these and other upcoming retired faculty events, or to offer ideas and suggestions, please contact Elizabeth Guest at eeL9@uga.edu or call 706-583-0390. Quarterly e-newsletters are sent in September, December, March and June.

T

in the Czech Republic, Singapore, Israel and South Africa. In addition, I served as a volunteer with a teacher training organization in Pune, India. I am working on my fourth book, titled MOOCs and Open Education Around the World.”

The College of Education is lucky to have such a dedicated group of supporters who continue to give of their time, talents and treasures.

For more information on the COE’s retired faculty group, contact Elizabeth Guest, assistant director of development, at eeL9@uga.edu or 706-583-0390.

—ELIZABETH GUEST

2014 Annual Report 43

Making a differenceEvery year, our graduates have a direct impact on improving others’ lives. And 2014 was no different, when we ushered nearly 1,200 graduates into the workforce.

625UNDERGRADUATE

394MASTER’S

68SPECIALIST

104DOCTORATE

1,191 TOTAL 2014 GRADUATES*

*Departmental totals do not include the higher education degrees and UGA partner programs (art, music, dance, agriculture, family and consumer sciences).

Source: UGA degree conferred reports

PHOTO BY CASSIE WRIGHT

coe.uga.edu44

Leave a legacyThe strength of our programs and research not only depends on our talented students and faculty, but also on the generosity of our donors and other funding sources. An investment in the UGA College of Education means a brighter future for us all.

You may send your donation to the College of Education in the enclosed donation envelope or visit coe.uga.edu/annual14.

For information about planned giving — a bequest from a will or other estate assets such as annuities, a retirement plan or a life insurance policy — please contact Aldon Knight, executive director of college advancement, at 706-542-2267 or aknight@uga.edu.

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