Dr. Sarah Buck is the recipient of the 2015 Journal of Sport & Exercise Psychology Excellence in Reviewing award. The award will be presented to Dr. Buck at the June 2016 North American Society for the Psychology of Sport and Physical Activity NASPSPA) business meeting in Montreal Canada.
Dr. Florah Luseno was selected as a Board of Education Site Visitor Team member for the Council for the Accreditation of Educator Preparation (CAEP). Individuals who are appointed for this volunteer-based, national professional accreditation expert-review process have the primary responsibilities of assessing how an educator preparation provider (EPP) is meeting CAEP standards.
Dr. Brenda Pruitt-Annisette was selected to co-chair the 2016-2017 Special Interest Group (SIG) for the Association for Library and Information Science Education (ALISE), School Library Programs.
Gahungu, A. (2015). The Need for Improving Intercultural Collaborative Activities with Structured Institutional Systems of Support. Journal of Higher Education Outreach and Engagement, 19(4), 149-180, 19(4), 149-180. openjournals.libs.uga.edu/index.php/jheoe/index
Jor’dan, J. R. (2016). Strengthen Student Teaching. Principal. January/February 2016. Alexandria, VA: National Association of Elementary School Principals.
Laura, C., El-Amin, A. (2015). Teachers as activists. In M.F. He, B. Schubert, B. Schultz (Ed.), Guide to Curriculum in Education. Thousand Oaks: SAGE. (Book Chapter)
Laura, C., Lynch, D. Centering justice: The role of a university-based center in developing transformative leaders. Leadership and Research in Education.
Lynch, D. Newspaper (Published)
(2015). Opinion Piece: Laquan McDonald Shooting (December 8, 2015 ed.). Chicago, IL: Beverly Review.
Reed, J. (2015). A PACER Primer. Illinois Journal of Health, Physical Education, Recreation and Dance, 76, 9-16.
Buck, S. (2015). Research based designing and writing rubric. A presentation at the Illinois Association for Health, Physical Education, Recreation and Dance State Convention, St. Charles, IL. November 20, 2015.
Cabraal, L. M. C. (2015). Conceptualizing Absence and Silence as Structural Components of the Organizational Life of School.Paper presented at the Critical Questions in Education Conference. Baltimore, MD.
Fernandez, M., Montes, A., Valenciano, C. Strategies for Building L1 and L2 Literacy, 39th Annual Statewide Conference for Teachers Serving Linguistically and Culturally Diverse Students, Illinois Resource Center, Oak Brook, IL., December 2015.
Nelson, D. (2015). Jazz it Up with Jazz Dance “All that Jazz”. A presentation at the Illinois Association for Health, Physical Education, Recreation and Dance State Convention, St. Charles, IL. November 20, 2015
Steinhaus, Patricia L., Early Childhood Educator Preparation Program Innovation (EPPI) Grant Meeting, "Outcomes: Metropolitan Cross-Institutional Consortium and Partnership between Chicago State, Morton College, and South Suburban College," Illinois Board of Higher Education, Bloomington, IL. (December 18, 2015).
Dr. Sara Buck presented at a Healthy Schools Campaign/Fit to Learn professional development workshop on January 22, 2015, presentation entitled Boosting student learning with the new PE.
Dr. Dennis Federico was selected to present at the Critical Questions in Education conference (an international, peer-reviewed conference) in San Diego on February 16th, 2015.
Dr. Athanese Gahungu and Dr. Karen Freeman's presentation proposal Tips for Effective Intercultural Collaboration on the Evaluation of an International Program has been accepted for presentation at the 17th Annual International Conference on Education in Athens, Greece in May 2015.
Dr. S. Hu's presentation Teaching and learning social justice across the Pacific: Opportunities and challenges in US-China LIS education exchanges was accepted to the 2015 Annual Conference, Association of Library and Information Science Education (ALISE) in Chicago, Illinois.
Dr. Garrard McClendon was the keynote speaker at the Superintendents’ Commission for the Study of Demographics & Diversity on January 29, 2015, presentation was entitled Transforming the Paradigm of Educating Children.
Dr. Byung-In Seo's paper The intersection between language, literacy, and context was accepted for presentation at the 2015 National Council of Teachers of English Assembly for Research Conference in New Orleans, LA.
Dr. Gabriel Gomez’s paper presentation, Can Libraries Counteract the Behaviorist Impulse Latent in Big Data? was accepted by the Program Committee of Global Learn – Global Conference on Learning and Technology.
Dr. Crystal Laura and Dr. Deborah Lynch's paper Teaching Ferguson: Meaningful classroom dialogue about the Michael Brown case was accepted to the Black History Bulletin.
Dr. Gabriel Gomez’s chapter entitled Will Big Data’s Mechanistic View of Human Behavior Displace Traditional Library Missions That Empower Users? was accepted for publication.
Dr. Bob Szyman received the inaugural Larry Labiak Leadership Award from the Chicago Park District.
Dr. Patrice Boyles was selected as the 2014 NCBEA Teacher of the Year Award for Outstanding Contributions to Business Education by a Senior College or University Business Teacher! This honor was recognized by the North Central Business Education Association (NCBEA) for her dedication and service to her students, her school, and her profession!
The teacher of the year awards will be presented during the IBEA/NCBEA Fall Conference being held this year at the Bloomington-Normal Marriott Hotel & Conference Center in Normal, Illinois, from November 12-14, 2014.
Diversity can manifest itself in a variety of ways. The difference between urban and rural environments, for example—historically an overlooked segment of the diversity spectrum—can be particularly valuable for educa-tors to be familiar with. “Our pre-service teachers, who traditionally work in urban placements” notes Dr. Timothy Harrington, “need a more global look at the similarities and differences in other settings.”
After a series of long discussions with colleagues Dr. Miguel Fernandez and Dr. Cynthia Valenciano, plans emerged for a week-long immersion experi- ence for pre-service teachers in various rural envi- ronments. The three of them traveled around the Midwest to ﬁnd appropriate sites, in the process recognizing the full signiﬁcance of the program they were creating. As part of the immersion experience they were developing, it became apparent that a research study should accompany the program, with the pre- service teachers themselves guiding it.
The program proceeded with ten pre-service teachers from ﬁve different College of Education programs spending one week in three different rural environments: a small farming town school; a K-6 school with only three teachers; and a tribal school on a reservation. From their experiences, they were then asked to share their personal insight through a series of research questions.
“I participated in the program,” explains student teacher Mr. M
ark Wesolowski, “in order to understand how bias affects the developing educator in a number of ways, from how learning materials are created to student-teacher interaction.” That under- standing, however, was not intended to be passively observed, but actively engaged with on a personal level. In a very real way, the focus of the immersion experience was not necessarily the students or the rural communities, but the pre-service teachers themselves. As fellow participant, Ms. Ange- la Biggins Logwood, says about her own in- volvement, “I went into this experience with an open mind. I was a sponge, prepared to absorb and learn anything and everything I could about teaching in a setting that is un- familiar, and to see the inherent biases that can come with that.”
Of the ten pre-service teachers who partici- pated in the immersion experience, three decided to join Drs. Fernandez, Harrington, and Valenciano, in the research process that followed. The paper that resulted, titled, “Rural Field Experiences with Urban Pre-Service Teachers,” was co-presented by the six of them at the Center for Scholastic Inquiry’s International Academic Research Confer-ence in Scottsdale, Arizona. Their paper so impressed fellow conference goers that, among the 50 institutions in attendance, representing 23 states and 4 countries, they were awarded both “Best Session Presentation—Education Track” and “Best Paper— Education Track.” Their paper has since been published in the Journal of Scholastic Inquiry: Education.
With the remarkable success of the program thus far, its sponsors have no intention of slowing down. In fact, they see potential for further development. “We hope to look speciﬁcally at the tribal school site, to research cultural diversity and acceptance within its community as it relates to what our students at CSU think about cultural diversity and belonging,” explains Dr. Harrington. Whatever direction the program takes in the future, one thing seems certain: many future educators will be treated to an invaluable experience of discovery.
|Rural Field Experiences with Urban Pre-Service Teachers|
International Academic Research Conference