ANNUAL REPORT 2012

2 coe.uga.edu

1coe.uga.edu

ContentsA Quiet LeaderArthur M. (Andy) Horne led the College of Education to new heights.

2

The Professors Are InThe College of Education has an innovative partnership with the Clarke County School District.

16

Research Projects At-a-GlanceHighlights of some of the current projects being investigated by COE researchers

20

2012 Alumni AwardsFour graduates have been recognized for their career achievements and community leadership.

34

Alumni SpotlightRobin Bohannon discusses his experiences as a student and his impressions after returning to visit.

26

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

27

Why I GiveWill Robinson proudly gives back to his alma mater.

27

Honor Roll of DonorsRecognition of the many alumni, friends, and organizations who contribute generous private support to the college

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

30

28

Amazing StudentsFour College of Education students are profiled for their outstanding contributions.

6

Meet Our New FacultyThe College of Education welcomed 13 new faculty members for the 2012-13 academic year.

Meet Craig H. KennedyThe 15th dean takes the helm of the College of Education.

10

8

Birth Through FiveThe College of Education program prepares educators to teach and assess needs of pre-school children.

12

Among the Best In the CountryThe College of Education ranks among the top education institutions in the nation.

14

Annual Report Publication Team:

Office of College Advancement | Contributing writers: Michael Childs, Julie Sartor | Contributing photographers: Michael Childs, Paul Efland, Peter Frey, Dorothy Kozlowski, Robert Newcomb, Dot Paul, Julie Sartor, Kelly Wegel, and Cassie Wright

Design: The Adsmith | Thanks to the College of Education Dean’s Office units for contributing content.

3coe.uga.edu

ndy Horne never envisioned being dean of the nationally ranked University of Georgia College of Education. But over the past five years in that position, he guided the college to an improved national reputation and more productivity in both

outreach and research.A longtime UGA Distinguished Research Professor in counseling,

Horne spent nearly three decades researching, teaching, mentoring, and speaking around the world about reducing violence in schools and families, particularly emphasizing bullying intervention and prevention.

He retired in 2008 but had been re-employed part-time as director of an education policy center when he was asked to serve as interim dean. Following a national search then-Provost Arnett Mace asked him to become permanent dean and lead the college forward following the college’s reorganization that saw 19 departments merged into 9.

“After the reorganization, many faculty members seemed to be in the doldrums,” said Horne. “So we developed a strategic plan that has guided us over the past four years, but it was not one like we have ever had before. It was organic. It was transparent. And it helped us to determine our priorities.”

The college’s new strategic plan tied budgets and annual reports together to address strategic goals, such as increasing the emphasis on research and outreach to complement teaching, making it a flexible, living plan for moving the college forward based on rapidly changing real-world priorities, according to Horne.

A quietleaderFive years ago, Dean Arthur M. (Andy) Horne listened to the challenges, created problem-solving teams, and led the College of Education to new heights by empowering other people.

By Michael Childs

A

“One thing we did was to ask faculty members to more accurately track their time. How much was spent teaching? How much for research? How much for service? We emphasized that if the state was paying the salaries, it had a right to see how that money was being spent. So we brought a lot of transparency to the way the college operated,” he said.

Under Horne’s leadership, the college increased its credit hour production over the first four years, raised its external funding in research grants and contracts, significantly improved its business office procedures, established an impressive outreach and engagement program that has resulted in significant collaborations with local and regional school systems, and reviewed its academic programs to provide resources for emerging fields while modifying or reducing programs less current or relevant in today’s education world.

“We have tried to address the problems and concerns that the college has faced, and

we have endeavored to support and encourage faculty, staff, and students to maintain and enhance program quality,” said Horne. The strategic plan has led to several initiatives that are having direct impacts on both the Athens community and the state.

One of the highest profile initiatives has been the implementation of a nationally innovative model for public school/university partnerships with the Clarke County School District (CCSD) in the form of “professional development schools” in which not only UGA student-teachers, but also professors collaborate and engage with CCSD teachers and students—with the outcome being mutual learning experiences for students, faculty, and CCSD personnel.

The success of the partnership helped the college and school district win two competitive federal Race to the Top grants totaling nearly $1 million to support new teachers and better use the expertise of veteran teachers. These efforts of collaboration and professional engagement between UGA and

Clarke County School District are an example of the emerging professional education model required of colleges of education today, according to Horne.

Under Horne’s guidance, the college also developed an annual State of Education Conference—a two-day event held each fall that features keynote speakers and breakout sessions. The conference is designed for educators, researchers, policymakers, elected officials, civic and business leaders, and concerned citizens to learn more about the top education, issues facing the state. Presentations are given by UGA faculty, statewide leaders in education, and nationally recognized experts in the field of education.

“We established the annual State of Education conference not only to present our state policymakers with data and to inform them of the good work that we’re doing, but also to bring in national speakers which allows us to discuss education in a larger scope as to what is being done and what needs to be done to improve K-12 education in Georgia and across the nation,” said Horne.

Horne has also overseen the development of the Osher Lifelong Learning Institute (OLLI) at the University of Georgia. The nonprofit, member-led group stimulates minds and forges friendships through continuing education for people in the greater Athens area, age 50 and older. Courses are taught by

4 coe.uga.edu

A longtime UGA Distinguished Research Professor in

counseling, Horne spent nearly three decades researching,

teaching, mentoring, and speaking around the world about

reducing violence in schools and families, particularly

emphasizing bullying intervention and prevention.

current and retired faculty from UGA and other institutions.

With more than 800 members, OLLI@UGA received a $1 million endowment from The Bernard Osher Foundation in November 2011. It is one of 117 Osher Lifelong Learning Institutes nationwide.

To help build the college’s reputation and secure more private resources, Horne also created a new Office of College Advancement. The move combined staff members in development and communications into a single unit which manages the college’s visual identity, develops communications materials, interacts with news media, hosts events and programs for alumni, and develops relationships with key donors and prospective donors.

Horne credits the ongoing support provided the college by senior administrators across campus for the college’s successful accomplishments.

“But even more importantly, it has been the tremendous leadership that we have had in our college from our associate deans and department heads and the excellent contributions of our faculty and staff during trying times,” he said. “It has been a truly gratifying experience to be associated with such talented and supportive colleagues.”

Horne’s leadership has undoubtedly led to the college’s rise in achievement and reputation by creating an atmosphere in which people feel comfortable saying what they think.

“He’s a very good listener, a very good creative problem solver, a very good team builder. He’s somebody who leads quietly by

empowering other people,” said Denise Spangler, department head of mathematics and science education.

He has recently seen a cavalcade of recognitions for his work of nearly three decades. He received the 2012 Lifetime Contributions Award from the Council of Counseling Psychology Training Programs, the 2011 Award for Lifetime Contributions to Prevention Psychology, and was named 2011 Group Psychologist of the Year. In 2010, he received the American Psychological Association’s (APA) Counseling Psychology Social Justice Award.

Since 1999, he has received more than $7 million in research funding that includes grants from the Centers for Disease Control and Prevention, Arthur Blank Foundation, U.S. Department of Education, and National Institute of Mental Health. Horne is a Fellow of UGA’s Institute for Behavioral Research and several divisions of the APA.

A recent report on the most cited and downloaded articles in the peer-reviewed, leading journal in group psychology and therapy, Group Dynamics, indicated that Horne was co-author of two of the top 10 and three of the top 50 articles over the past decade.

Now, the 70-year-old Horne looks forward to slowing down the hectic pace of his life over the last few years and spending more time with his wife, Gayle, who is a retired school psychologist. The couple will likely live part of the year in their house in Oregon.

He says he will remain active with the APA, where he has just begun his term as president of the Society of Counseling Psychology.

And he expects to continue to speak around the world about his research on bullying intervention and prevention. In fact, he says he may engage in some short-term projects working with schools both in the United States and a couple of international locations, where he has worked on previous visits.

ACADEMIC / Assessed academic programs to provide

resources for emerging fields while modifying or reducing programs less current or relevant in today’s education world

/ Increased credit hour production / Located funding for four endowed

professorships bringing the college’s total to six—the most at one time in the history of the COE

/ Filled 47 faculty positions to maintain and enhance academic programs

/ Secured permission for the COE to use clinical faculty titles and oversaw the development of COE guidelines for these titles

ADMINISTRATION / Developed a five-year Strategic Plan (2010-

15) that guides decisions about resources / Reduced the size of the Business Office

while simultaneously increasing efficiency / Effectively managed budget reductions

every year of his term with no personnel terminations

/ Made numerous improvements to COE facilities (i.e., Rivers Crossing refresh, digital signage across three buildings, benches on the grounds around Aderhold Hall)

OUTREACH / Expanded an outreach and engagement

program that has impacted people, schools, and institutions locally, regionally, and statewide including: ∙ A Professional Development School

District partnership with the Clarke County School District

∙ Dozens of new professional development workshops for school counselors, teachers, and administrators on UGA campuses in Athens, Griffin, and Gwinnett County

∙ The Annual State of Education conference / Secured a $1 million endowment in 2011 to

support The Osher Lifelong Learning Institute (OLLI) at The University of Georgia

/ Formed Office of College Advancement by merging staff in development and communications toward a common goal of building reputation and securing private resources

RESEARCH / Increased external funding with research

grants and contracts totaling more than $17 million in Fiscal Year 2011

/ Re-invigorated a culture of research in the college by increasing internal funding opportunities and programs for faculty and students

/ Created The Institute for Interdisciplinary Research in Education and Human Development to encourage and support teams of researchers to collaborate across colleges and provide opportunities for interdisciplinary research

/ Supported the development and implementation of workshops and short courses on advanced topics in research methodology and statistics offered through The Institute

5

“He’s a very good listener, a

very good creative problem

solver, a very good team

builder. He’s somebody who

leads quietly by empowering

other people.”

Denise Spangler Department Head, Mathematics

and Science Education

The legacy of Andy Horne Dean, College of Education

coe.uga.edu

6 coe.uga.edu

Susan Bleyle can trace her passion for language to her paternal grandmother, who taught French, Italian, and Latin. She didn’t have the opportunity to get to know her grandmother well, so she says, “I would love to have one afternoon to share our love of languages and exchange stories about our lives as educators in very different times and places.”

Susan is one of the founding faculty members in Georgia Gwinnett College’s English for Academic Purposes program. Last year, she took a leave of absence from GGC and completed her first year of doctoral course work as a full-time student, thanks to a UGA College of Education Graduate Research Assistantship.

For more than 15 years, she has worked with immigrant and refugee communities, primarily as an English teacher. She has taught at refugee resettlement agencies and in higher education.

Hoping to complete her doctoral program at the same time her son graduates from high school, Susan wants to develop her skills while at UGA to contribute to the TESOL profession as a research and teacher educator.

She serves on the editorial board of the Journal of Language and Literacy Education, a peer-reviewed online journal based in her department, and stays involved with the Language and Literacy Education Graduate Organization.

Beginning the second year of her doctoral program, Susan seems to have quickly adopted UGA’s tripartite mission of teaching, research, and service.

Her grandmother would be proud.

Amazing StudentsSusan Bleyle Department of Language and Literacy Education / Ph.D. in Language Education

Dana TeCroney says that a Cadillac brought him to UGA, but the people kept him here.

While working as an adjunct instructor at a university in New York, Dana was checking out Ph.D. programs, and a professor encouraged him to visit UGA on a return trip from Miami.

“After spending one afternoon [at UGA], I had seen a beautiful campus, talked with motivated and energetic Ph.D. students, and sang bluegrass traditionals at a professor’s house,” Dana said.

Since he parked his Cadillac in Athens, he has been quite active in the department of mathematics and science education. He has served as colloquium chair for the Mathematics Education Student Association, co-authored a grant funded by the National Council of Teachers of Mathematics, and received the Outstanding Teaching Assistant and Outstanding Teaching Awards.

Beyond the walls of Aderhold Hall, Dana can be found herding goats with the Tanyard Creek Chew Chew project, playing ultimate Frisbee, camping, working in his garden, or just about anything that gives him an opportunity to enjoy the great outdoors. Growing up on a dairy farm, Dana likes to be working outside.

The professor who encouraged him to visit UGA also showed him that enthusiasm and fun should be part of learning. He takes this lesson, combined with his love of the outdoors, to show students how to make math fun and useful with things like water-balloon launchers and sidewalk chalk and string.

“The people in [my] department are some of the best in our field, yet they are humble and helpful,” Dana said. “I knew Athens would be among the best four or five years of my life.”

Dana TeCroney Department of Mathematics and Science Education / Ph.D. in Mathematics Education

7coe.uga.edu

“How does she do it?” That’s what people ask about Shannon Dooley.

The Roswell native is in the Honors Program and pursuing two degrees: a B.S.Ed. in sport management and a B.B.A. in marketing.

You’d think her studies would keep her busy enough, but not this young lady. She has devoted her college years to the UGA Athletic Association, UGA Miracle—Benefitting Children’s Healthcare of Atlanta, and countless other leadership activities.

Currently, she is UGA Football Game Day Host Secretary, coordinating hosts to offer hospitality to recruits and their families on game days and other recruiting events.

“As I begin senior year, I could not be more thankful for my experiences at UGA,” Shannon says. “The University of Georgia is a place that I call home, and I look forward to cherishing the time that I have left as a student.”

Shannon founded WISE on Campus, UGA Chapter, under the umbrella of the Atlanta chapter. WISE stands for Women in Sports and Events, the only professional national organization to support women in sports and events that provides a community for shared experiences.

She has served as Alpha Chi Omega’s vice president of social affairs and Panhellenic Assistant Delegate.

Shannon doesn’t take summers off either. Over the past four years, she has worked at the YMCA Camp High Harbour Advanced Leadership Academy, studied in South Africa through the Global LEAD International Leadership and Service Program, and spent a summer in a collegiate leadership development program based on the National Student Leadership Forum on Faith and Values in Washington, D.C.

“After graduation, I hope to be able to make a difference in the sport industry and ultimately give back to others who have helped me get to where I am now,” Shannon says.

Shannon Dooley Department of Kinesiology /

B.S.Ed. in Sport Management / B.B.A. in Marketing

As a native of South Korea, Michelle Yun Kim appreciates learning environments that encourage students to embrace their heritage. During a recent student-teaching experience, she noticed the effort teachers put into engaging their students and recalled when she was the only English language learner in her sixth-grade class.

“I could see [my teacher’s] passion for teaching because she constantly strove to provide an equal opportunity for me to be engaged in the learning environment,” Michelle said. “Instead of forcefully trying to assimilate me into the culture, she valued the Korean traditions I brought to the classroom and taught me to not forget my heritage on a daily basis.”

Michelle immigrated to the United States with her mother and sister more than a decade ago, leaving other family behind in Korea. Her father has now moved to the U.S. as well, so she treasures her time spent with family.

Her college achievements have earned her memberships in Phi Theta Kappa, Sigma Alpha Lambda, and the National Society of Collegiate Scholars. She has been on the Dean’s List every semester since beginning college.

She is scheduled to graduate next spring and fulfill her dream of becoming an educator through the early childhood education program.

After graduation, Michelle plans to teach in Georgia or possibly abroad and eventually return to UGA for her master’s degree.

“I want to see how different countries value their education systems and discover how they are different from ours,” Michelle said.

Michelle Yun Kim Department of Elementary and Social Studies Education / B.S.Ed. in Early Childhood Education

8 coe.uga.edu

There’s a noticeable excitement in the

voice of Craig H.

Kennedy when he talks

about his new post as

dean of the University

of Georgia College of

Education and the future

he sees for the college.

Meet Craig H. Kennedy

By Michael Childs

9coe.uga.edu

“The college is a leader in the discovery of new knowledge, training the next generation of professionals and providing service

to the people of Georgia. I look forward to working with the faculty, students, staff, and university leadership in making it one of the nation’s top education schools,” he said.

Kennedy, former senior associate dean and a professor of special education and pediatrics at Vanderbilt University’s Peabody College of Education, knows what that looks like. For the last four years, Peabody has been ranked the nation’s top school for graduate programs in education.

In the first few months of his deanship, Kennedy said he wants to understand the college’s departments, staff, students, and faculty and the organization’s place not just in the University of Georgia, but in the state of Georgia.

“The University of Georgia has a nationally important leadership role to play in ensuring access to quality education and conducting research that provides a foundation for optimal learning and human development. I am confident that Dr. Kennedy’s leadership will guide the college effectively in its important missions,” said UGA President Michael F. Adams.

“The College of Education plays a vital role in preparing teachers and other professionals while also conducting outreach and research whose impact extends well beyond the state,” said Jere Morehead, senior vice president for academic affairs and provost, who announced the appointment on November 8. “Faculty in the college are already ranked among the most productive researchers in the nation, and Dr. Kennedy has the skills and experience to take the

college and its research enterprise to an even higher level of prominence.”

Morehead said Kennedy’s background and trajectory made him an ideal choice to lead the college.

“The Peabody College is the top school of education in the United States, and he’s held the position of being the No. 2 person there,” he said. “His experience provides a significant infusion of opportunities for our faculty here at UGA.”

Kennedy, who began his new position at the first of the year, said he will look to increase the national visibility of the COE. “I want policy leaders and researchers around the country to know about the excellent work occurring in the College of Education,” he said.

Prior to joining the dean’s office at Peabody College, where he also served as associate dean for research, Kennedy was chair of its top-ranked special education department from 2007-09.

His research focuses on aggression and self-injury in people with autism as well as social relationship development and inclusive education for students with autism and related disabilities. He has published approximately

150 scholarly articles, book chapters, and books and presented more than 300 papers at national and international conferences. He has been principal or co-investigator on projects receiving more than $16 million in extramural funding and has served as a member of nine editorial boards and as an associate editor for three journals.

Kennedy has received the Research Excellence Award from Peabody College, the Educator of the Year award from the Nashville Mayor’s Advisory Council for People with Disabilities, the B.F. Skinner New Researcher Award from the American Psychological Association, and the Alice H. Hayden Award from the Association for Persons with Severe Handicaps.

He earned a bachelor’s degree in psychology from the University of California, Santa Barbara, and a master’s degree and doctoral degree in special education from the University of Oregon and the University of California, Santa Barbara, respectively.

“Faculty in the college are already ranked among the most productive researchers in the nation, and Dr. Kennedy has the skills and experience to take the college and its research enterprise to an even higher level of prominence.”

Jere Morehead, Senior Vice President

for Academic Affairs and Provost

10 coe.uga.edu

Jessica BishopDepartment of Mathematics and Science Education / Ph.D., University of Texas-Austin

ReseaRch inteRests: Clinical interviews, teaching experiments, and hierarchical linear modeling

InHeok LeeDepartment of Communication Sciences and Special Education / Ph.D., Vanderbilt University

ReseaRch inteRests: Systematic instruction and observational learning by students with disabilities, increasing peer-related prosocial behaviors in classrooms, and single-case design

Laine BradshawDepartment of Educational Psychology and Instructional Technology / Ph.D., University of Georgia

ReseaRch inteRests: Psychometrics and diagnostic classification models

Jennifer BrownDepartment of Communication Sciences and Special Education / Ph.D., Florida State University

ReseaRch inteRests: Childhood language development and disorders, family-centered early intervention, autism spectrum disorders (ASD), and professional development

Denise DavilaDepartment of Language and Literacy Education / Ph.D., The Ohio State University

ReseaRch inteRests: Diversity, multicultural children’s literature, critical literacy, and social justice education

Meet Our New FacultyThe College of Education welcomed 13 new faculty members for the 2012-13 academic year.

These scholars bring outstanding talent and expertise to

our already excellent faculty. We look forward to the strong

future they will help to create for the college.

11coe.uga.edu

Jennifer LedfordDepartment of Communication Sciences and Special Education / Ph.D., Vanderbilt University

ReseaRch inteRests: Systematic instruction and observational learning by students with disabilities, increasing peer-related prosocial behaviors in classrooms, and single-case design

Jiyoon LeeDepartment of Language and Literacy Education / Ph.D., University of Pennsylvania

ReseaRch inteRests: Language assessment, second language acquisition, task-based language teaching and learning, social impact of language testing, and research methodology

Ryan SmithDepartment of Mathematics and Science Education / Ph.D., North Carolina State University

ReseaRch inteRests: Ways students use technology in learning mathematics, how teachers use technology to teach mathematics, and how to better prepare teachers to effectively use technology in the mathematics classroom

April GalyardtDepartment of Educational Psychology and Instructional Technology / Ph.D., Carnegie Mellon University

ReseaRch inteRests: Building probability models to describe complex behavior relevant to problems in education; intersection of statistics, statistical machine learning, psychometrics, and the science of learning

Bridget RatajczakDepartment of Communication Sciences and Special Education / M.Ed., University of Georgia

ReseaRch inteRests: Infant and toddler development and behavior issues, positive behavior supports, social-emotional development, Spanish-speaking children and their families, and autism

Bernadette HeckmanDepartment of Counseling and Human Development Services / Ph.D., Washington University

ReseaRch inteRests: Health disparities research in chronic pain, HIV/AIDS, obesity and diabetes, and substance-use disorders

Mardi SchmeichelDepartment of Elementary and Social Studies Education / Ph.D., University of Georgia

ReseaRch inteRests: Equity, social studies education, and discourses operating in educational research

Sonia JanisDepartment of Elementary and Social Studies Education / Ed.D., Georgia Southern University

ReseaRch inteRests: Social studies education, teacher education, critical race theory, narrative inquiry, multi-race studies, and multicultural education

12 coe.uga.edu

University of Georgia special education associate professor Cynthia Vail sees the big picture.

The expert in early childhood education directs UGA’s Birth through Five Program with a dedication to producing highly prepared educators—well-versed in research- and evidence-based teaching practices—who will meet the needs of all young children in Georgia.

“It’s undeniable that the younger you can begin education, the better,” she said. “Research shows that the first five years is a critical period of rapid growth and development for children. Highly prepared teachers are needed to foster this growth.”

Vail developed the Birth through Five undergraduate program at UGA in 2008 with an initial grant of nearly $800,000 from the U.S. Department of Education in response to a critical need in Georgia to prepare responsive, early education and care providers after the

state decided to develop a teacher certification in that area.

Over the course of that funding, 47 professionals were prepared to work with infants, toddlers, and young children and their families. Each earned a B.S.Ed. in special education with an emphasis in Birth through Five and could be certified to take positions in Early Intervention (Babies Can’t Wait), Early Head Start, Head Start, Pre-K, preschool special education, and kindergarten.

Grant funds supported tuition for students who committed to provide two to

four years of teaching service to programs that include infants, toddlers, or preschoolers with disabilities.

In 2011, Vail received a second federal grant of $1.23 million to continue and expand the Birth through Five Program for graduate students as well.

The program is involved in UGA’s Professional Development School District partnership with Clarke County School District (CCSD), specifically working with CCSD’s Early Learning Center (ELC) and Office for Early Learning.

UGA College of Education program prepares educators to teach and assess needs of preschool children

Bir th through FiveBy Michael Childs

13coe.uga.edu

The ELC is home to the school district’s early childhood education programs. These include the state lottery funded Pre-Kindergarten Program, federal Early Head Start and Head Start, Preschool Special Education, Striving Readers, and Early Reading First. Through collaboration among these programs, CCSD serves more than 1,200 students. About 150 of these children are served at the ELC.

College of Education faculty including Bridget Ratajczak, Rebecca Lieberman-Betz, and Stacey Neuharth-Pritchett teach UGA Birth through Five classes and supervise UGA practicum students at the ELC. UGA faculty and students work collaboratively with the center’s staff in assessing and teaching young children.

What started out as an outreach project—professional development that prepares CCSD teachers to be well-versed in positive behavior supports and proactive strategies in working with children with and without disabilities—has now become a research project.

This fall, College of Education faculty members are training Clarke County School District classroom teaching teams in peer-

coaching strategies. “We want to see if there is an increase in those particular skills on the part of the teachers and whether we will see a concurrent change in behavior in their students based on the peer coaching,” said Vail.

“We’re influencing the practice of those teachers and teaching them what we teach our student teachers. They can reinforce the high-quality best practices in the classroom,” said Vail. “Our research model will tell us whether this coaching will work. A lot of the most recent research has implemented more of an expert coach model, but I have done peer coaching in the past in which we saw that you can definitely have teachers working together on more of an equal basis.

“I think this has potential to be a powerful model if we can show change. These teachers are together all the time, and they can encourage each other to use evidence-based strategies throughout the day, whereas with an expert coach, there is less time together.”

The Birth through Five Program is a dual program. Graduates are certified in Birth

through Five as well as special education so they graduate prepared to work with all children—those with and without disabilities from infancy through kindergarten.

“That’s really important,” said Vail. “The earlier we can identify children who have delays, the earlier we can provide services and the less likely it is that they’ll need help later.”

Birth through Five teacher certification is still new in the state, and UGA is a model program in preparation of those teachers at the state, and national levels. Although the two-year program for undergraduates is housed in the college’s special education program, it focuses on preparing teachers to work with all children, Vail said.

“At the graduate level there are multiple ways it can be added on to an early childhood education or special education degree,” she said. “Funds are available to pay $5,000 per semester for full-time students. There’s a service obligation: for every year of funding, they have to work in the field for two years in inclusive classrooms where they’re teaching kids with and without disabilities.”

The Birth through Five Program is a dual program. Graduates are certified in

Birth through Five as well as special education so they graduate prepared to work with

all children—those with and without disabilities from infancy through kindergarten.

College of Education faculty members are training Clarke County School District classroom teaching teams in peer-coaching strategies.

UGA students read and discuss books with young children in Clarke County School District’s Early Learning Center. Photos by Peter Frey.

FAsT FACTs

Among the Best in the Country

99

1,325dEGrEEs ConFErrEd in 2012:

45.5%54.5%

GrAdUATE

UndErGrAdUATE

%

615

101

12,527 graduates in the last decade

249

new teachers prepared

professionals in the following fields:

advanced degrees awarded to practicing teachers126

endorsements given in K-5 mathematics, gifted, reading and ESOL

542in other fields such as health-related and community-based professions

Communication Sciences & Disorders (19); Administration (36); School Counseling (22); School Library Media (22); and School Psychology (2)

oF sTUdEnTs pAss ThE TEAChEr liCEnsUrE (GACE) ExAm

= 10

overall nationally

38th

among public colleges in the nation

29th

among public colleges in the south

4th

ovErAll rAnkinGsAll rankings are from the U.s. news & World report 2013 “Best Graduate schools” issue.

14 coe.uga.edu

= 10

Enrollment Data 2012:

Health-Program Rankings

livinG AlUmni

spECiAlTy rAnkinGs

900doCTorAl proGrAms

BAChElor’s proGrAms

2,517

spECiAlisT proGrAms

121non-dEGrEE proGrAms

51

mAsTEr’s proGrAms

785

in number of Top 25 programs

2nd

in number of Top 10 programs

3rd

ThE CoE oFFErs 14 UndErGrAd mAjors And 34 GrAdUATE proGrAms.

FoUndEd in

1908

Counseling/personnel service2nd

Technical/vocational2nd

Elementary Education5th

higher Education Administration5th

secondary Education5th

10thCurriculum/instruction

Top 25specialty rankings

13thspecial Education

19thEducational psychology

21stAdministration/supervision

52ndspeech-language pathology

(ranked in 2012)

59,000over

Top 10specialty rankings

photo provided courtesy of hargrett rare Books & manuscript library / University of Georgia libraries.

All rankings are from the U.s. news & World report 2013 “Best Graduate schools” issue.

15

16 coe.uga.edu

The professors are inUGA’s innovative partnership with the Clarke County school district is already paying off with an $875,000 grant from Georgia’s race to the Top innovation Fund, but the long-term impact may be even more important for both institutions.

Dorothy White2011 Professor-In-ResidenceClarke Central High School

Photos by Dot Paul

By Michael Childs

17coe.uga.edu

Dorothy White2011 Professor-In-ResidenceClarke Central High School

ne of the accomplishments of the University of Georgia College of Education that Andy Horne values most during his

five-year tenure as dean has been the multi-faceted partnership with the Clarke County School District (CCSD) which has attracted the attention of national and international educators.

The initiative is based on an innovative model for public school/university partner-ships that features Professional Development Schools” (PDS) in which UGA faculty and students collaborate and engage with CCSD school faculty and students—with the end result being mutual learning experiences for students and faculty of both institutions.

The idea for developing a Professional Development School District (PDSD) originated from the work of a committee of educators from both organizations who created a framework for maximizing their joint resources. Their ideas began to take shape with the opening of J. J. Harris Elementary Charter School in 2009, and expanded to a PDSD in 2011.

The committee created what has become one of the hallmarks of the PDSD model—a new post called “Professor-in-Residence,” a UGA faculty member who contracts for a 2–3 year period to be at the school 50 percent of the time during the academic year.

Lew Allen, a faculty member in the college’s department of elementary and social studies education, was named the first UGA Professor-in-Residence (PIR) at J.J. Harris Elementary in 2009.

In 2011, five CCSD schools had PIRs: Fowler Drive (Beth Tolley) and J.J. Harris elementary schools (Allen), Clarke (Dorothy White) and Hilsman (Kathy Thompson, Gayle Andrews) middle schools, and the Career Academy (Roger Hill), according to Janna Dresden, director of the COE’s Office of School Engagement and a faculty member in the department of elementary and social studies education.

“The interesting thing is that we all don’t do the same thing. I bring what I am as an educator. What my background is. Which is

whole school improvement,” said Allen. “And everybody else does the same. Dorothy White is in mathematics education, so she works with math teachers. Beth Tolley has been an elementary school teacher, so she’s working with third-grade students this year. Gayle Andrews and Kathy Thompson at the middle schools are interested in teacher education, so they’re having their classes meet at Hilsman and finding ways for their students and the teachers to learn together.”

The mission of the partnership is to improve the quality of education for all students through a student-centered approach which fosters:

• Engagement in learning

• Interdisciplinary understanding and problem solving

• Critical inquiry and higher order thinking skills

• Authentic learning, connected to real world issues

• A sense of civic responsibility

The partners will accomplish this mission by:

• Engaging in shared inquiry focused on teaching and learning

• Facilitating the professional development of faculty in both institutions

• Providing opportunities for clinically rich experiences in educator preparation

• Sharing our expertise to innovate and to solve problems

• Integrated decision making

“People ask what the PIRs do, and the answer is it depends on what the school wants them to do,” said Allen. “We enter the partnership with an open mind. The school

“One of the great benefits

of this partnership is that

our UGA professors and

CCSD teachers can share

their experiences, problems

they face, and methods and

strategies to determine what’s

working and what’s not.”

Janna Dresden

Director, Office of School

Engagement

UGA students listen to a Clarke Middle School teacher discuss teaching strategies during a UGA class taught at the school by Professor-in-Residence Dorothy White.

O

18 coe.uga.edu

leaders themselves get to decide what the partnership looks like.”

The partnership also features a district-wide PIR, Sally Zepeda, a professor in the department of lifelong education, administration, and policy, who works with principals and assistant principals, facilitating work around teacher evaluation, according to Dresden.

“What really defines a Professor-in-Residence is that a portion of their salary is paid for by the Clarke County School District,” said Dresden. “The CCSD pays 25 percent of the professor’s annual salary. It also pays a full or partial summer unit. We’re not the only partnership that does this, but we’re pretty unusual. One of the great benefits of this partnership is that our UGA professors and CCSD teachers can share their experiences, problems they face, and methods and strategies to determine what’s working and what’s not. What’s making a difference? It’s very organic,” she said.

The two UGA faculty members credit Horne’s leadership and investment of resources in the partnership as reasons for its success.

“There has been a sea change in policy from the dean’s office,” said Allen. “Before when we wanted to partner with a school, we were told to find a grant to do it. Now, it’s ‘Yes. That’s part of our mission. That’s who we are as a college of education.’”

CCSD Superintendent Phillip Lanoue was so impressed with the partnership after its first year that he said he wanted all schools involved in it at some level. So the UGA-CCSD team developed four levels or models of UGA involvement:

Model 1: • All schools in CCSD have the opportunity

to participate in Professional Development activities with District-wide Professor-in-Residence.

• All schools in CCSD have the opportunity to contract with the College’s Office of Outreach and Engagement for specific Professional Development activities (with a specific faculty member and/or around a specific topic for a specific period of time).

Model 2: • As above plus

• Placement of UGA students in classrooms for field work and/or student teaching

Model 3: • As above plus

• One or more College of Education courses taught on-site

Model 4:• As above plus

• A Professor-in-Residence

Another unusual aspect to this partnership is that it did not originate and is not dependent on grant funding.

“Many professional development schools are grant-funded. But so often when you get a grant to develop a partnership, when the grant goes away so does the work,” said Dresden. “We wanted this partnership to be sustainable. So we stayed away from grants and have tried to build it into the infrastructure of both institutions.”

“We wouldn’t say ‘no’ to a grant, but we don’t hire people on grants because that means they go away in a couple of years,” said Allen. “We look for grants that help us build our capacity.”

And that is exactly what they had in mind when they sought and won a competitive three-year $850,000 federal Race to the Top grant to support new teachers and better utilize the expertise of veteran teachers.

The Teach to Learn program will use the grant to hire UGA graduate students who will spend 20 hours a week during a 10-month assistantship in one of CCSD’s four middle and two high schools working with an

experienced mathematics or science teacher. After an orientation, the graduate students will teach part-time, freeing up a part of each day for the experienced teachers to work with first-, second-, and third-year teachers in the schools. Beginning full-time teachers are the main targets of the program.

“This is innovative because it links a teacher induction program with a teacher residency program,” said Dresden. “That’s where a teaching career is made or broken, in those first couple of years. Many people leave teaching because they don’t receive the support they need to become good teachers.”

One of the unique aspects of the partnership is the willingness of top leaders in both the college and the school district to meet regularly. Two of the college’s associate deans, Ron Cervero and Jim Marshall, meet every month with the superintendent and assistant superintendent.

“They’re not just saying, ‘Go do this, and we’ll keep our fingers crossed that it works out.’ They’re actually part of the process, making sure it works out,” said Allen. “That’s huge. That’s a big investment on the dean’s part.”

“People ask what the PIRs do, and the answer is it

depends on what the school wants them to do. We enter

the partnership with an open mind. The school leaders

themselves get to decide what the partnership looks like.”

Lew Allen, Department of Elementary and Social Studies Education

One of the unique aspects

of the partnership is the

willingness of top leaders

in both the college and

the school district to meet

regularly.

Keri Valentine (above), a UGA doctoral student in learning design and technology, and Meghan Clark (below), a UGA junior in mathematics education, work with Clarke Middle School students.

20 coe.uga.edu

Improving the Teaching and Learning of English Language Learners: The Instructional Conversational Model

This four-year project examines the effectiveness of a teaching method based on small-group dialogue in improving the academic achievement of English language learners (ELL) in upper elementary grades. The Instructional Conversation (IC) model is a regularly-scheduled, teacher-led event with small groups of students with a clear instructional goal. It provides intensive, differentiated, experiences for students in key areas for second-language acquisition and academic development by increasing the rate and intensity of vigorous interactions with peers and expert teachers. In previous quasi-experimental studies, IC has been found to improve the

academic achievement of both ELLs and native-English speaking students but has never been evaluated using a randomized control trial.

Funding: $2.9 million, U.S. Department of Education, Institute of Education Sciences Principal Investigator (PI): Pedro Portes, The Goizueta Foundation Distinguished Chair of Latino Teacher Education and executive director of the Center for Latino Achievement and Success in Education Co-PI: Karen Samuelsen, assistant professor, educational psychology and instructional technology Website: www.coe.uga.edu/clase/instructional-conversation

Faculty and staff members in the College of Education are involved with funded research and development projects valued at more than $17.5 million (FY11). Their work examines a wide variety of issues in teacher and school administrator preparation, curriculum and teaching in content areas such as literacy, mathematics and science, matters of physical activity across the lifespan, and the prevention of chronic disease.

Research Projects At-a-Glance

UGA students Lindsay Anderson (left) and Catherine Jarvis, both seniors in the COE's Birth through Five Program, interact with Pre-K students at the CCSD Early Learning Center. Photo by Peter Frey.

21coe.uga.edu

Muscle Plasticity, Fitness, and Health after Spinal Cord Injury

COE kinesiology researchers are working with colleagues from the Shepherd Center in Atlanta to test the health benefits of exercise in people with spinal cord injuries. As a result of improved health care, people with spinal cord injuries are living better and longer lives. But with longer lives comes an increasing risk of cardiovascular disease and diabetes in people with spinal cord injuries. These are preventable illnesses associated with the reduced activity levels that result from paralysis. The study investigates a four-month resistance training program using electrical stimulation of paralyzed leg muscles. Tests of glucose tolerance (a measure of diabetes) and MRI testing of muscle size, fat infiltration into muscle, and muscle energy producing capacity are made before and after the training.

Funding: $1.76 million, National Institutes of Health PI: Kevin McCully, professor, kinesiology

The Georgia STEM Accessibility Alliance (GSSA)

The COE and Georgia Tech’s Center for Assistive Technology and Environmental Access are collaborating on a project to create the Georgia STEM Accessibility Alliance (GSAA), a five-year initiative aimed at giving students with disabilities greater access to STEM (science, technology, engineering, and mathematics) programs and an increased capacity to succeed in these programs from high school through graduate school.

Funding: $1.5 million, National Science Foundation PI: Noël Gregg, UGA Distinguished Research Professor, Institute for Interdisciplinary Research in Education and Human Development Co-PI: Michael Hannafin, GRA Eminent Scholar and director, Learning & Performance Support Laboratory Website: http://blog.georgiabreakthru.org

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

Research on teaching the nature of science and scientific inquiry for teachers is a critical issue raised by several prominent national education organizations. Barbara Crawford is one of the few researchers in the nation addressing the inconsistency between the nature of scientific inquiry and classroom teaching of scientific inquiry. Crawford’s research findings connected to teachers’ knowledge of models and modeling indicate that software scaffolds can support prospective teachers in building and testing dynamic models of scientific phenomena, something prospective teachers report never having done in their undergraduate science coursework.

Funding: $1.5 million, National Science Foundation (award transferred from Cornell University) PI: Barbara Crawford, professor, mathematics and science education

iSKILLS: The Audio/Visual Guidance Repository for Life Skills

Kevin Ayres leads a three-year collaborative project to develop an application that turns handheld communication devices into self-prompting tools to assist individuals with autism and developmental disabilities with daily living tasks. This cross-disciplinary initiative involves UGA faculty members specializing in an array of fields from special education to speech pathology to educational technology and artificial intelligence.

Funding: $1.2 million, U.S. Department of Education, Institute of Education Sciences PI: Kevin Ayres, associate professor, communication sciences and special education Co-PI: Lloyd Rieber, professor, educational psychology and instructional technology Website: http://iskills.uga.edu

Kevin McCully, professor of exercise science (center, standing), has a new obesity prevention class that pairs UGA students with disabled community members to help them get exercise. Mary Christensen (right) watches as her son Mark Christensen (left), a clerk for the UGA Athletic Association, is attached to an electrical pulse generator that stimulates his leg muscles. His student partner is Mike Hendrixson. Photo by Paul Efland.

22 coe.uga.edu

PERSIST: Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers

During the last 10 years, the pending shortage of beginning science teachers has been a topic of discussion among school district administrators, teacher educators in higher education, and policy makers. One response has been the creation of induction programs to support and ultimately retain promising teachers. These programs range from school-based programs that serve all teachers to programs created specifically for science teachers. In this project, Julie Luft is studying the impact of induction programs, and the development of science teachers in their first five years of teaching is examined. The findings from this study have the potential to impact the retention of high-quality content specialists, which includes, but is not limited to, the development of subject-specific induction programs and policies about institutions of higher education working more closely with their graduates.

Funding: $895,883, National Science Foundation (award transferred from Arizona State University) PI: Julie Luft, The Athletic Association Professor of Mathematics and Science Education

Obesity-Related Funding

Project PEER: Peer Education, Exercising, and Eating Right

This four-year project integrates research, education, and extension components to address the U.S. Department of Agriculture’s Cooperative State Research, Education, and Extension Service (CSREES) goal of improving the nation’s nutrition and health. Translational research is needed to find effective interventions to combat the obesity epidemic. The transition to adulthood is a time which has been linked with weight gain and is commonly referred to on college campuses as the “freshman 15.” The university environment (i.e. captive audience, communal living) and a peer educator program, which are successful in extension and outreach programs, have the potential to impact public health in a cost-effective and sustainable manner. The aim of the project is to determine the effectiveness of a peer-delivered, self-efficacy-based behavioral intervention to enhance nutrition and physical activity behaviors and weight management success in female university freshmen over an academic year. A general education course will be developed targeting obesity prevention with peer educators trained as weight management coaches for course credit. The novel partnership between academic and student affairs units will enhance sustainability, and if proven successful, this initiative could serve as a model program.

Funding: $960,000, U.S. Department of Agriculture PI: Ellen Evans, associate professor, kinesiology

Psychological Predictors of Compensatory Responses to an Exercise Intervention

Most individuals trying to lose weight will increase physical activity as part of their strategy. For many, however, adding structured exercise does not result in weight loss. Compensatory increases in eating and decreases in non-exercise physical activity appear to be significant factors limiting the effectiveness of exercise interventions. In this two-year project, Michael Schmidt is studying whether a number of psychological and eating behavior traits predict these compensatory behavior changes – information that could be used to help tailor and target weight management exercise interventions. The project advances research efforts on adult and childhood obesity and its related diseases with the aim to improve the health of Georgia’s citizens and decrease the cost of health care in the state.

Funding: $408,375, National Institutes of Health PI: Michael Schmidt, assistant professor, kinesiology Co-PIs: Ellen Evans, associate professor, kinesiology; James MacKillop, associate professor, psychology; and Stephen Rathbun, professor, epidemiology and biostatistics

UGA student Brittany Masterson, a senior in the COE's Birth through Five Program, reads a book to a Pre-K student at the CCSD Early Learning Center. Photo by Peter Frey.

The UGA Obesity Initiative was launched in January 2012: http://obesity.ovpr.uga.edu

23coe.uga.edu

NSF Early Career Grants The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation’s (NSF) most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations.

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

Can the way children learn mathematics informally at home and in their communities help elementary school teachers be more effective in teaching them in the classroom? Amy Noelle Parks thinks so and is working on a five-year ethnographic study of a group of children in a local school district as they move from preschool to first grade to find out how. In addition to examining the ways in which the children’s thinking and participation in math change as they move into increasingly formal classroom settings, the study explores their thinking in two other contexts: in formal interviews with researchers and in home and community settings with their parents. The study will follow 20 students over three years. The extended period of observation will enable Parks to study the impact of a variety of contexts on the mathematical performances of the same children.

Funding: $542,871, National Science Foundation PI: Amy Noelle Parks, associate professor, elementary and social studies education

Learning to Support Productive Collective Argumentation in Secondary Mathematics Classes

Doing mathematics involves more than simply solving problems; justifying mathematical claims is an important part. Recently, the Common Core State Standards for Mathematics have again raised the issue of making and critiquing arguments as a central practice for students studying mathematics. Teachers must be prepared to support their students in learning to argue appropriately in mathematics. This learning often occurs during class discussions called collective argumentation. But research has not shown how teachers learn to support their students in engaging in collective argumentation. This five-year project will document how mathematics teachers learn to support their students in engaging in collective argumentation from their teacher preparation into their first two years of teaching. The results will help create professional development materials for prospective and practicing teachers that will enhance their support for productive collective argumentation.

Funding: $535,007, National Science Foundation PI: AnnaMarie Conner, assistant professor, mathematics and science education

Characterizing Critical Aspects of Mathematics Classroom Discourse

The research in mathematics discourse has examined important issues in the characterization of effective teaching ranging from teacher goal setting to supporting student thinking. Much of this research has focused on describing the elements of discourse that investigators have suggested as contributing to teaching and learning. This five-year research study focuses on the development of an analytic framework and metrics that can reliably measure critical aspects of mathematical discourse. These metrics examine both the function of the discourse in the classroom and the mathematical intellectual work that the discourse supports. The resulting framework and redesigned teacher education courses will provide models on which other teacher education programs might build. The redesign of the pre-service and in-service courses effectively integrates the research into education.

Funding: $672,846, National Science Foundation (transferred from San Diego State University) PI: Jessica Bishop, assistant professor, mathematics and science education

CCSD Enrichment Specialist Katherine Brown teaches her students at J.J. Harris Elementary School as UGA teacher students observe. Photo by Michael Childs.

24 coe.uga.edu

NSF-Funded Conferences

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

Using a conference and work group format, project investigators will convene 15 black science educators, scientists, and doctoral student scholars and assign them to small work groups to design and conduct multi-site micro-research studies on learning activities that promote elementary, middle school, and secondary science learning and teaching. A mentoring network will be established among project participants, partnering experienced educators and scientists with upcoming scholars. Work groups will investigate different learning and teaching approaches used in K-12 rural and urban school settings to identify effects on student science learning using quantitative, qualitative, or mixed-design studies in the two-year project.

Funding: $100,000, National Science Foundation PI: Mary Atwater, professor, science education, Research Office

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

This 2011 conference allowed mathematics education researchers, psychometricians, and mathematicians from across the country to focus on the range of possibilities for and inherent challenges in pursuing research at the intersection of mathematics education and psychometrics. The two-year project provided an opportunity for educators, researchers and scholars to discuss three questions:

• What opportunities do current and emerging psychometric models afford, and how can they be used for measuring mathematical knowledge?

• What mathematical knowledge is important to measure, and how much of that knowledge can be measured using current psychometric models and testing methods?

• What new psychometric models might be needed for measuring mathematical knowledge?

Funding: $99,844 PI: Andrew Izsák, associate professor, mathematics and science education Co-PI: Allan Cohen, director, Institute for Interdisciplinary Research in Education and Human Development

Clarke County School Enrichment Specialist Katherine Brown discusses teaching strategies with UGA students during one of several UGA teacher preparation classes held in the CCSD as part of the UGA-Clarke Professional Development School District. Photo by Michael Childs.

25coe.uga.edu

Select Instruction and Public Service Projects

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

The GECAT Project is a five-year Title III initiative to provide professional development to north Georgia educators working with English language learners. The grant is a partnership with Barrow County Schools, Habersham County Schools, and West Hall High School. The project’s goals are to: 1) increase the number of ESOL-endorsed educators in Georgia schools; 2) adapt and improve ESOL endorsement curricula for Georgia in-service educators; and 3) improve the academic achievement of English learners in Georgia schools. Participating educators receive graduate tuition waivers to take the three-course ESOL endorsement through UGA.

Funding: $1.86 million, U.S. Department of Education PI: Linda Harklau, professor, language and literacy education

Improving Teacher Quality Higher Education Program

Each year, the College of Education receives funding from the federal government to support the professional development of teachers in language arts, mathematics, reading, science, and/or social studies at UGA and other higher education institutions across Georgia. These projects can also address teachers’ use of technology, alternative assessment strategies, or innovative teaching strategies, all with the goal to strengthen and deepen teachers’ content knowledge in their academic subjects with emphasis on how deepened content knowledge impacts teaching practices and student learning.

Funding: $1.6 million, U.S. Department of Education PI: Kathy Thompson, clinical associate professor, elementary and social studies education

Criterion-Referenced Competency Tests-Modified (CRCT-M) Assessment 2010-11

The Georgia Center for Assessment helped to develop the CRCT-M for the Georgia Department of Education. This is a grade-level alternate assessment designed for students who receive special education services and who meet specific eligibility criteria. The CRCT-M was created for the state as an avenue for students who struggle, due to their disability, to demonstrate grade-level proficiency in the same time-frame as their peers. Items on the CRCT-M have been enhanced to increase the accessibility for eligible students, allowing them to demonstrate more consistently what they know and can do. The CRCT-M assesses the same grade-level Georgia Performance Standards as the general CRCT. The CRCT-M is available in the content areas of reading, English language arts, and mathematics in grades 3 through 8.

Funding: $1.5 million, Georgia Department of Education PI: Stephen Cramer, associate director, Georgia Center for Assessment Website: www.coe.uga.edu/gca

Georgia Writing Assessments 2011-12

The Georgia Center for Assessment, as the contractor for the Georgia Department of Education, facilitated Core Development Teams, Advisory Committees, Benchmarking Committees, Bias Review Committees, and Standard Setting Committees for grades 5, 8, and 11 writing assessments. The Official Code of Georgia Annotated requires that writing assessments be administered to students in grades 3, 5, 8, and 11. GCA provides over 750,000 independent ratings on writing samples each year. The goal is to create developmentally appropriate assessment procedures to enhance statewide instruction and student performance in the language arts.

Funding: $1.3 million, Georgia Department of Education PI: Stephen Cramer, associate director, Georgia Center for Assessment Website: www.coe.uga.edu/gca

26 coe.uga.edu

Robin Bohannon

“During my time as an undergraduate and graduate student, one professor, Dr. Malcolm McCoy, was instrumental in shaping my future, not only as an audiologist, but also in having my own practice. He was a professor who cared about his students as individuals, knew each one, and provided the support and guidance to see every one through their coursework. It was his memory that led me to my contribution to the UGA Speech and Hearing Clinic and allowed me the opportunity to give back to the University, the College of Education, and the audiology profession.

“When I was invited to visit the Clinic, I was totally impressed with the improvements that had been made since I graduated, the numerous services provided to the community, and the re-search being conducted by a good friend, Dr. Al De Chicchis. It is my hope that with the additional resources from myself and others that the clinic can continue to improve and grow to enhance the lives of the individuals who need hearing and speech services as well as the students who provide them.”

E. Robin Bohannon, AuD, CCC-A (BSEd ’72, MEd ’73), earned his bachelor’s degree in Speech Pathology and Audiology and a master’s in Audiology Education from UGA. He later received his doctorate in audiology from Pennsylvania College in Philadelphia. He is a

practicing audiologist in Augusta with his own practice, Augusta Hearing & Balance. He is married to Harriette Kirk Bohannon (BSHE, Child Development, ’74). Robin has a $25,000 endowment supporting the UGA Speech and Hearing Clinic.

Alumni Spotlight

Will Robinson

“I donate to the College of Education and department of kinesiology to support both the ongoing research that yields valuable scientifi c data for the rehabilitation community and newly developing programs which produce stronger candidates to enter into the allied health professions.”

Will Robinson, PT (BSEd ’95), earned a degree in exercise and sport science from the College of Education. Since graduating, he has been actively involved in the fi eld of physical therapy. He currently resides in Seattle, Wash., where he is the Rehabilitation Services Supervisor for Swedish Medical Center – Ballard.

Private fi nancial support, from individuals like Will, provides themargin of excellence that distinguishes great universities from good ones. College of Education Annual Fund gifts help to bridge the gap between state support and the annual operating budget. Private gifts focus on college programming and critical areas such as scholarships, research, international study, and critical discretionary needs.

Leaving a LegacyWhat if you could make a major impact on your favorite program in the College of Education, add a measure of security to your own fi nances, lower your tax burden, and provide more inheritance for your heirs all at the same time? Would you be interested?

Planned giving is a great way to accomplish all of the above in one process. Planned gifts are sometimes referred to as “stop-and-think” gifts because they require some planning and, often, help from your professional advisors. Unlike cash donations, they are typically made from assets in your estate rather than disposable income and come to fruition upon your death.

The most common planned gift is a bequest in your will or living trust. Other planned gifts include the following:

Charitable gift annuities

Charitable remainder trusts

Charitable lead trusts

Endowment funds

Retirement plan assets

Life insurance policies

Remainder interest in your home

Contact Aldon Knight, executive director of college advancement, at aknight@uga.edu or 706-542-2267 for more information about how you can make a gift to the College of Education.

27coe.uga.edu

Planned Giving Why I Give

28 coe.uga.edu

Professorships and ChairsAthletic Association Professorship in Mathematics and Science Education

Bebe Aderhold Professorship in Early Childhood Education

Charles H. Wheatley - Georgia Research Alliance Chair in Technology-Based Learning

E. Paul Torrance Professorship in Creativity & Gift ed Education

Elizabeth Garrard Hall Professorship in Early Childhood Education

Goizueta Foundation Chair for Hispanic Teacher Education

Mary Frances Early Teacher Education Professorship

Omer Clyde & Elizabeth Parr Aderhold Professorship in Education

Omer Clyde & Elizabeth Parr Aderhold Professorship in Research Methodolgy

Faculty and Student AwardsAlice E. Memorial Klein Fund

Arthur Lucas Memorial Fund

Arthur M. Horne Graduate Research Award

College of Education Faculty Award for Teaching Excellence

Edie Klein Leadership Award

Edwin D. Pusey Prize

Ira E. Aaron Award for Teaching Excellence and Collegiality

Louise E. Kindig Research Award

Russell H. Yeany Individual Research Award

Th eodore K. Miller and Roger B. Winston Jr. Research Award

Th omas J. & Sara L. Cooney Travel Award for Research Presentation

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

Ann E. Jewett Distinguished Graduate Assistantship

Bothe-Marcotte Scholarship

Barbara J. Rankin Scholarship

Carol J. Fisher Scholarship in Language Education

Carol J. Fisher Undergraduate Scholarship in Language Education

Carroll Wade McGuff ey Scholarship

College of Education Centennial Scholarship

College of Education Scholarship

Endowments

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

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

“We had many wonderful years at UGA and in Athens. It felt like it was the right thing to do to honor our years of being a part of such a special place – a place where we grew as young adults, a place where so many of our dreams were formed, a place where they began to come to fruition, a beginning to a life that would become one of success for both of us, and we treasure those years that we spent there together.”

Lois Shortt (BSEd ’46)

29coe.uga.edu

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 Fund

Elmer Jackson Carson Scholarship

Flora Rogers Scholarship Fund

Floyd and Emily Jordan Scholarship Fund

George M. and Barbara E. Gazda Counseling Scholarship

Geraldine A. Patrick Scholarship

Health & Human Performance General Fund

Ira E. Aaron International Study Scholarship

Irene & Curtis Ulmer Doctoral Scholarship in Adult Education

James L. Dickerson Scholarship Fund

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 Assistanship

Mary Ella Lunday Soule Fund

Michael J. Hendrickson Academic Scholarship in Recreation and Leisure Studies

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 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

LecturesClifford Gray Lewis Fund for Health & Human Performance

E. Paul Torrance Lecture Fund

Mary Hepburn Lecture Fund in Social Studies Education

Mary Sartalamacchia Macagnoni Lectureship Fund

Program SupportCam D. Dorsey Fund 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

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

If you are interested in information about creating an endowment, please contact Aldon Knight, executive director of college advancement, at aknight@uga.edu or 706-542-2267.

coe.uga.edu

Honor Roll of Donors

Dean’s Club $1,000 +Dr. Harold Thomas Barnett

Dr. and Mrs. Edgar R. Bohannon

Dr. and Mrs. Ray E. Bruce

Brenda Scruggs Carter and Dr. Harrison S. Carter

Dr. Louis A. Castenell

Ms. Kimberly Champlin

Sara Lucas Cooney and Dr. Thomas J. Cooney

Dr. Carolyn Carson Dahl and Mr. Dennis Dahl

Dr. Kathleen L. Davis

Drs. Doris Yaddow and Gerald R. Firth

*Dr. Carol J. Fisher

Ronald Lee and Martha Black Fritchley

Sara O. Glickman and Dr. Carl D. Glickman

Mr. and Mrs. Thomas Gore

Mr. David Norman Greene

Mr. and Mrs. Mack H. Guest III

Ms. Allison Williams Gulati

Linda Hughes Hardie

Philip W. and Carol A. Hendrickson

Dr. and Mrs. Arthur M. Horne

Professor Noah Y. Hsu

Dr. Juanita Johnson-Bailey and Marvin Bailey

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

Joanna Massar

Faye Daube Miller and Mr. Herbert Miller

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

Dr. Marie R. Mullan

Dr. and Mrs. Francis A. Norman III

*Mr. J. Elbert Phillips

Dr. Diane L. Potter

Mr. and Mrs. Dean B. Rydquist

Mr. and Mrs. Steve Scruggs

Mrs. Lois Johnson Shortt

Dr. Stanton James Singleton

Cathy E. and Philip Solomons Jr.

Dr. Denise Spangler

Dr. and Mrs. John E. Steinbrink

Mr. Jonathan Cary Stinchcomb

Mr. Matthew Douglas Stinchcomb

Dr. and Mrs. Joseph P. Stoltman

Dr. R. Curtis Ulmer Sr.

Sharon Green Webber and M. Thomas Webber Jr.

Dr. Elmer D. Williams

Drs. John T. and Patricia S. Wilson

Drs. Roger Bradley Winston Jr. and Pat Graham Winston

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

Dr. Jun-Chae Yoon

Erla Gortatowsky Zuber and Harry A. Zuber

College Club $500 +Anonymous

Dr. Jane Murray Agee

Mr. and Mrs. George M. Barkley

Dr. and Mrs. William E. Barstow

Dr. Ola M. Brown

Mr. Frank Wayne Bryant and Dr. Karen Bryant

William H. and Erica L. Carter

Dr. Ronald M. Cervero

Dr. Bradley C. Courtenay and Nancy Talton Courtenay

Dr. and Mrs. John W. Culbreath

Dr. Robert Anthony Fecho

Mr. and Mrs. Gregory P. Hauck

Dr. Gardner James Hobbs

Dr. Prentiss M. Hosford

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

Denise Ann Companik Juliana and Patrick Juliana

Mr. John Kauffman

Cindy McGinnis and John Christopher Kirksey

Faye Ruth Kirschner and Chris Addy

Robert W. and Carol A. Krueger

Dr. Judith Louise Long

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

Mr. and Mrs. Eric Orbock

Peter James Paul and Mrs. Linda Wohlford Paul

Dr. Donald O. Schneider

This list reflects gifts to the College of Education of $100 or more from July 1, 2011 through June 30, 2012.

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

30

Mr. and Mrs. Michael C. Striplin

Betty Hooks Underwood and Dr. Bobby T. Underwood

MG Luis R. Visot

Century Club $100 +Detra Thurmond and Ray M. Abernathy

Dr. John D. Agee

Dr. Stephen Kwasi Agyekum and Mrs. Victoria Agyekum

Mrs. Shirley Hurst Akin

Angela Sue Giddens Akins

Mr. and Mrs. James W. Alexander

Dr. and Mrs. Gilles O. Allard

Mr. and Mrs. James A. Allen

Drs. Lewis Ray and JoBeth Allen

Dr. Jacqueline Allison and Mr. Jerry D. Allison

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

Mr. and Mrs. Donald R. Andersen

Lyna Estes Anderson and Mr. Carl H. Anderson

Dr. Wayne W. Antenen and Mary Chris Antenen

Mr. and Mrs. S. L. Archer IV

Jeanette Alhadeff Arogeti

Mr. and Mrs. Paul Ascari

Ms. Jo Ellen Baker

Mrs. Mayer Martin Baker

Wanda Whitley Barbee and Mr. Tony W. Barbee

Margaret Lea Barrett

Drs. Jeanne Barsanti and Craig Greene

Dr. Dorothy Ann Battle

Dr. Ted A. Baumgartner and Gloria L. Baumgartner

Dr. Edith Renfroe Belden

Betty J. Benson

Dr. Sidney E. Benton

Dr. and Mrs. Gary K. Bertsch

Deborah Yater and Carl W. Betsill

Anne J. Blakely

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

Mr. and Mrs. Bruce Bland

Mr. Mark Boatner

Dr. Elizabeth Bernard Bockman

Michael Louis Bolen and Mrs. Katherine B. Bolen

Mr. and Mrs. Bradley D. Bolster

Maria Spence and Thomas L. Bower III

Leigh Beasley Bowles and Mr. Eugene G. Bowles III

Jane Hodge Bradford and Mr. Charles Bradford Jr.

Linda Whitten Braun and Mr. Max Braun

Dr. Barney Cambon Brewton Jr.

Beverly Brown and David G. Brisendine Jr.

Virginia Adams and Kevin M. Brod-erick

Mrs. Faith Kipp Brown

Mr. and Mrs. Charles A. Brown

Robert Moren Brown Sr. and Joelen Cowan Brown

*Mr. and Mrs. Daniel H. Bull Jr.

Ms. Patricia Condon Burch

Dr. Ronald E. Butchart and Amy F. Rolleri

Mr. and Mrs. Gary T. Butts

Dr. Robert Lawrence Byalick

CMSgt and Mrs. Jeffrey A. Cain

Drs. Mary Lynne and Lawrence G. Calhoun Jr.

Mr. and Mrs. Alfred A. Camp

Mr. and Mrs. William T. Cantrell

Dr. Dawn Newman Carlson

Dr. Mary Martha Carnes

Ms. Emily Gene Carr and Mr. Dale Hoyt

Dr. Kyle R. Carter and Sarah Hackney Carter

Rev. Robert Michael Cavin Sr. and Rev. Janet K. Cavin

Dr. Gayle Renee Cawood

James Wyman Champion and Dr. Peggy Champion

Mr. and Mrs. F. J. Chasteen

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

Dr. and Mrs. Mark P. Cheek

Mrs. Joyce I. Childers

Beverly Rollins Chitwood and Mr. William Barnett Chitwood

Mr. and Mrs. Frank J. Christa

Dr. Sandra Pryor Clarkson

Patricia Davis Clifton and Dr. Ivery Dwight Clifton

Clifford Lanier and Verlene P. Cobb

Mr. and Mrs. Leopold I. Cohen Jr.

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

Mr. and Mrs. Burkitt D. Collins

Catherine Cobb Cook and John David Cook

Dr. Diane L. Cooper

Dr. Mary Kay Corbitt

Mr. and Mrs. Howard L. Cordell Jr.

Maria Slowik Coyle and Mr. Hugh B. Coyle Jr.

Dr. and Mrs. Arthur L. Crawley

Elaine H. Crosby

Helen Lewis Crosland and Mr. Ben G. Crosland Jr.

Mr. and Mrs. Charles M. Cross Jr.

William Paulk Culbreth and Mrs. Patricia Scott Culbreth

Dr. Kathryn Lee D’Andrea and Mr. William J. D’Andrea

Jackie Louise Daniel

Mrs. Vicki P. Daniels

Dr. Cindy Ann Darden

Mr. and Mrs. Tommy R. Davis

Dr. and *Mrs. Sherman R. Day

Harold Charles Days and Mrs. Dorothy N. Days

Dr. and Mrs. Richard W. Des Reis

Dr. Beverly Joan Dryden and Mr. Kerin L. Dryden

Mr. Nathaniel Dunn

Cheryl McDavid Dupree and Mr. James M. Dupree

Mary Frances Early

Madge Elaine Edens

Charlotte Hitchcock Efurd and Mr. Robert T. Efurd Jr.

Dr. Carolyn K. Ehr

Mrs. Stephanie S. Eiden

Mrs. Ellen Douglass Eidson

Carolyn Ellington

Dr. Catherine Dunnington Ennis

Louis William Ensworth

Mr. and Mrs. William E. Evans

*Mr. and Mrs. Samuel N. Evins IV

Mr. and Mrs. Marko Ferek

Dr. Marc Eugene Fey and Sandra Hamilton Fey

Mrs. Kate Maxwell Finch

Harriett Susan Finney

Edward Joseph Flannery and Mrs. Edlyn A. Flannery

Dr. William P. Flatt

Brenda Bowen Floyd and Mr. Gary S. Floyd

Mr. Michael Flueckiger

Ms. Rachel Burkhalter Flueckiger

Mrs. Jane Knight Forehand and Jack Joseph Forehand

Mr. and Mrs. Joe D. Fowler

Sara White Fowler

Dr. Eva Constance Fox

Mrs. Jane Elkins Fryer

Melvin C. Fussell and Mrs. Esther L. Fussell

Mr. and Mrs. Gerald Gailey

Mr. and Mrs. Ralph L. Gainey

John Galloway Galbreath

Ms. Paula H. Gault

Mr. and Mrs. Merle L. Gay

Dr. Lawrence Hal Gerstein

Dr. Yvette Q. Getch

Mr. and Mrs. William R. Gibson

Patricia Walker and Robert E. Giles Jr.

Dr. and Mrs. Calvin C. Gill

Ms. Sarah Elizabeth Given

Dr. Brian A. Glaser

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

Anita Graham

Marcia Smith and Nicky A. Gravitt

31coe.uga.edu

Mr. and Mrs. John C. Grayson

Cynthia L. Greene

Dr. Allan Weir Gurley and Jeanette Allen Gurley

Dr. and Mrs. David H. Haigler

Mr. Jeffrey Scott Hall and Ms. Lucy Joanna Bush

Mrs. Vicky S. Hansing

Mr. and Mrs. Steven D. Harris

Mr. Thomas Y. Harris III

Mr. and Mrs. William M. Harvill Sr.

Drs. Andrew E. and Hathia Searles Hayes

Dr. and Mrs. Harold L. Hayes

Ellen Baldwin and Timothy A. Heilig

Mr. and Mrs. Brett G. Hellenga

Barry Wayne Hemphill and Mrs. Martha Jane Hemphill

Dr. Sue Womack Henderson

Ann Jackson Herman

Jenny Harvey Herrington

Joui Marlo Hessel

Ms. Lena Hightower-Jones

Kimberly Elliott Hill

Mrs. Martha Beasley Hill

Patrick Morse Hill

Dr. Richard K. and Joan C. Hill

Mr. and Mrs. Ken W. Hix

Shirley Griffin Hixson and Mr. Everett L. Hixson Sr.

Mr. and Mrs. Jerry C. Hogan

William Holmes and Mrs. LaVerne D. Holmes

Cecilia Webb Hooten

Dr. Harry K. Howell Jr. and Carolyn Tallman Howell

Ms. Kay Howington

Dr. Cheri A. Hoy

Mark Allan and Joanie Kenny Hoyt

Dr. and Mrs. Yi-Ming Hsu

Julie Weigand Hudak

Dr. Joan Davis Humphries

Mr. David Jack Hutchinson

Marianna Howell Hynson and Mr. Nathaniel Hynson

Dr. Grace McClelland James and Mr. Harold Paul James

Mr. and Mrs. Stephen D. Jessup

Dr. George W. Johnson

Dr. and Mrs. Thomas F. Johnson

Ms. Belle Jones

Cheryl Ann Jones

David Stockton Jones and Stacy Bishop Jones

Dr. Gloria Lynn Jones

John D. and Susan Head Jones

Sheila Wofford and C. Mark Jones

Mr. and Mrs. John Kauffman

Meda M. Keefer

Sarah Mote Killgore

Dr. and Mrs. Jeremy Kilpatrick

Drs. Yung H. and Chung-Soon Kim

Dr. Cheryl Pope Kish

Drs. Pamela Bradley and Douglas A. Kleiber

Mr. David Aldon Knight

Larry Kelley Kohn and Mrs. Jo Ann Kohn

Drs. James F. and Judith Winters Lanfrey

Dr. Joan M. Laughton

Mr. and Mrs. Bobby W. Lawson

Dr. and Mrs. Gene R. Layser

Barbara Meek Leach

Dr. Maureen J. LeBoeuf and COL(Ret) Joseph N. G. LeBoeuf Jr.

Peggy Gaston Ledbetter and Mr. Howard David Ledbetter

Dr. Carolyn Lehr

Dr. Maurice Levy

Dr. Roger William Liska

Dr. and Mrs. Marvin L. Long Jr.

Drs. Timothy R. and Deborah A. Luckadoo

Carolyn George Lunsford and Mr. J. Rodgers Lunsford III

Drs. Georgia A. and Robert B. Macbeth

Robert Henry Mair III and Mrs. Andrea E. Mair

Dr. and Mrs. Archie P. Malcom

*Dr. Randall and Rita Manning

Patricia Solomon Marcus

Dr. J. Larry Martin and Mrs. Penny Lee Martin

Drs. Janet Stillman and Roy P. Martin

Dr. Joan Lee Maupin

Rebecca Bush and Carlton Charles Maynard Jr.

Rebecca Matthees and Patrick C. McCaskey

Mr. and Mrs. Edward L. McDaniel

Mr. and Mrs. Paul E. McDonald

Dr. Thomas Fredrick McDonald and Barbara Terrell McDonald

Dr. M. Lane McFarland

Joe Miller McKelvey Jr.

Charles Allen McKinney and Mrs. Frances K. McKinney

Rae Dennis McWhirter and Mr. T. F. McWhirter Jr.

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

Drs. Jonathan E. and Jane E. Messemer

Miss Carolyn Jane Miller

Dr. Sam Marshall Mitchell

Arthur Benjamin Mohor Jr.

Patricia Brown Montarella

Daniel Fisher Mooney and Mrs. Carla J. Perri

John Hugheston Mooney and Mrs. Helen Baker Mooney

Carol Speir Moore and Dr. Abner George Moore

Martha Williams Moore and Mr. Joe S. Moore

Dr. and Mrs. Robert C. Moore

Ms. Sarah McKay Morgan

Mr. William E. Morgan III

Dr. Jerome E. Morris and Ms. Mary M. Muse

Joyce E. Morway

James Andrew Mosteller and Mrs. Linda G. Mosteller

Dr. Vivian Mott and Mr. Donald L. Mott

Jane Kenney Myer

Dr. Whitney Lee Myers

Maxine Conner Nabors and Mr. W. Michael Nabors

AT&T Foundation

Atlanta Gas Light Company

Coca-Cola Company

Countdown to Kickoff

F. Neal Pylant, D.M.D., P.C.

GATA Inc.

Greater Houston Community Foundation

Grist Mill Farm

Gulati Family Foundation Trust

Miss Sallie Maude Jones Trust

Karesh Family Charitable Fund

LaGrange Veterinary Hospital

Marvin United Methodist Church Men’s Fellowship

Meck International

James Starr Moore Memorial Foundation

Norfolk Southern Foundation

The Bernard Osher Foundation

Prudential Foundation

Raytheon Company

Redtree Productions, Inc.

The Savannah Community Foundation, Inc.

SMART Technologies ULC

Southern Nuclear Operating Co.

Spencer Foundation

State Farm Companies Foundation

Temple Inland Foundation

TimeWarner Foundation

UGA NSSLHA

The Williams Family Trust

Corporations and Foundations

coe.uga.edu32

33coe.uga.edu

Julia Coleman Vagovic and Mr. Peter Vagovic

Dr. Mary Elizabeth Vahala

Mr. and Mrs. Douglas J. Van Ryn

Mrs. Sibley Robertson Veal

Dr. Ivan George Wallace

Nancy Evelyn Wallace

Mrs. Charlena E. Waller

Mr. and Mrs. Richard W. Walters

Mr. and Mrs. Troy C. Wampold

Mr. and Mrs. Larry E. Warnock

Dr. Karen E. Watkins

Betsy Shevlin and Stephen C. Watson

Dr. Sherry Weeks and William Edward Weeks

Mr. and Mrs. Edward N. Weissman

Dr. and Mrs. Craig R. Wentworth

Mr. and Mrs. James L. Whitehead Sr.

Dr. and Mrs. Richard G. Wiggins

Mr. Mark D. Wilcox and Ms. Catherine J. Wertjes

Green Berry Williams Jr. and Mrs. Anita J. Williams

Mr. and Mrs. Patrick D. Williams

Mrs. Patricia Baxter Williams

Jane Dunham Willingham and Mr. John F. Willingham

Victor Keith Wilson

Frank Charles Winstead

Dr. Barbara Carter Wommack

Marie Trapnell Woodward

Rod R. Wright and Mrs. Barbara A. Johnson Wright

Mr. and Mrs. Frampton E. Wyndham Jr.

Roy James and Charlotte Sapp Yelton

James Allen Zoll and Ms. Laura Zoll

* - Deceased

Dr. Nancy Ann Greene Nash

Ross Edwin NeSmith and Mrs. Margaret M. NeSmith

Dr. and Mrs. James O. Niblett Jr.

Mary McDougle Nix

Drs. Jenny and Steven Oliver

Dr. Duane G. Ollendick

Nancy Wilbur Pallansch and Mr. Mark A. Pallansch

Mr. Gavin Paniccia

Dr. and Mrs. Walker J. Parish Jr.

Dr. Margaret Kay Park

Patricia Rocker and Charles E. Parker Sr.

Mr. and Mrs. Steven T. Parker

Janice Lynn Pasek

Dr. Judith Hampton Patterson and James H. Patterson

Cheryl Hardwick Peck and Mr. Robert L. Peck

Dr. Elizabeth Farren Pond

Drs. Kenneth W. and Jonelle Porter Pool

Pete John Poulos and Ms. Virginia Dykes Poulos

Dr. and Mrs. Glen H. Powell

Dr. Gwynn M. Powell

Dr. Scotty Kline Powers and Mary Lou Dunson Powers

Mr. and Mrs. Jerry K. Poythress

Mr. and Mrs. William Edward Puckett

Peggy Ruth Purcell

Dr. F. Neal Pylant

Mr. and Mrs. Tommy O. Rainwater

Dr. Martha Bell Ralls

Dr. and Mrs. John C. Reynolds Jr.

Dorothy Ann Rice

Dr. James Luttrell Richardson

Dr. James R. Richburg and Victoria Twichell Richburg

Dr. and Mrs. Kenneth S. Ricker

Mr. and Mrs. Robert R. Ridout

Mr. Elias Rudolph Rigsby

Ted James Rikard and Mrs. Cynthia B. Rikard

Dr. John Frost Riley

Julie Hinton Rogers and Dr. B. Carter Rogers

Jane Canipe Rooks and Mr. Dennis B. Rooks

Ms. Mary Rogers Rose

Debra Hensley Rowell and Mr. William Thomas Rowell

Sharon Nelson Russell

Dr. Neil Boydston Satterfield and Mrs. Marion D. Satterfield

Mary Patterson Saunders

Terri Koth and John F. Schraudenbach

Mrs. Cynthia Schweitzer

Mrs. Mary Ann Cain Scogin

Nancy Norris Seagle and Mr. Henry H. Seagle Jr.

James Clifton and Betty Hodgson Seymour

Danny Shaw

Marilyn Brinson Showalter and Mr. Nelson Showalter

Dr. Eleanor Kyle Sikes

Sara Lee Simons

Suzanne Simpson

Dr. and Mrs. Marion A. Skelton

William McKay Sloan Jr. and Joan Adams Sloan

Mrs. Judy C. Sloman

Dr. Scott Rives Smith

Thomas Wayne and Elizabeth C. Smith

Charles Raymond Sniffin and Mrs. Jean H. Sniffin

Drs. Walter R. and Sue E. Snow

Mr. and Mrs. James A. Sommerville

Vickie Van Vleck and Charles F. Spence

Mary Whatley and Richard P. Spencer II

Mr. and Mrs. Gerald K. Stacy

Mr. and Mrs. Wayne L. Stebbins

Ruth M. Steegmann and Mr. A.T. Steegmann Jr.

Mrs. Nancy Evans Stelljes

Bobby Nelson Stephens and Mrs. Lynda S. Stephens

Mr. Lewis Arthur Stewart Jr.

Dr. Andrew Stochel

Dr. Randall Wayne Stowe

Harriet Hardeman Sutton and Mr. Coleman D. Sutton

Carol Duncan Sweny

Drs. Liqing Tao and Li Zuo

Dr. Benjamin Barrow Tate and Leolene Montgomery Tate

Claude Lee Tate and Mrs. Doris L. Tate

Dr. Mary Combs Tate

Dr. Frances McBroom Thompson and Mr. Claude Thompson

Kathleen Gay Thompson and Mr. Gary N. Thompson

Dr. Nancy Patrice Thompson

Sharron Woodard Thrift and Mr. Gary W. Thrift

Mr. Mark Edward Toomey and Dr. Judith Preissle

Sally Durham Trapnell and Dr. Jerry E. Trapnell

Therese Pace Tuley and Mr. Michael T. Tuley

Dr. Susan Margaret Turner

Mary Frances Turpin

Gilbert Hanson and Norma Junkins Underwood

Anonymous (3)

Mr. and Mrs. Wallace R. Abney

*Dr. Elizabeth C. Aderhold

Neal and Nancy Alford

Martha Nell Allman

Charles R. Brown

Brian Christopher Bruce

The Honorable and Mrs. C.S. Chambliss

Ms. Suzanne C. Corbett

Dr. and Mrs. Arthur L. Crawley

*Mr. Cam D. Dorsey Jr.

Mary Frances Early

*Dr. Carol J. Fisher

Sara O. Glickman and Dr. Carl D. Glickman

Dr. Sylvia McCoy Hutchinson

Dr. Virginia M. Macagnoni

Mary Ann Morgareidge

David John Mullen Jr. and Mrs. Cynthia Shields Mullen

Mr. and Mrs. Keith M. Oelke

Drs. Jenny and Steven Oliver

Patricia P. Price

Dr. Donald O. Schneider

Mr. and Mrs. Ronald W. Tidmore

Dr. R. Curtis Ulmer Sr. and *Mrs. Irene S. Ulmer

Mr. and Mrs. Eugene B. Webb

*Mrs. Mary Elizabeth Womack

Heritage Society

34 coe.uga.edu

2012 Alumni Awards

Four University of Georgia graduates were recognized for their career achievements and community leadership with 2012 Distinguished Alumni Awards from the UGA College of Education.

Will Schofield, superintendent of Hall County School District, received the 2012 Professional Achievement Award, an honor given to alumni in the midpoint of their careers who have demonstrated significant achievements in their fields.

Schofield (BSEd ’86, MEd ’92, EdS ’94), of Gainesville, received the 2008 Leader of the Year Award from the Georgia Association of Gifted Children and the 2008 Ball State Administrator Award from the National Association of Gifted Children.

“Through the power of his vision, energy, and commitment to excellence, Will Schofield is leading his school system in the development of rigorous programming options that not only meet the needs of the county’s most able students, but are changing the culture of the school system as a whole,” said Sally Krisel, Director of Innovative and Advanced Programs for Hall County Schools and part-time UGA College of Education faculty member.

Professional Achievement Award William Schofield

William Schofield

35coe.uga.edu

Professional Achievement Award William Schofield Bruce Bracken, a school psychologist and professor at The College of William & Mary, was

recognized with the 2012 Lifetime Achievement Award for outstanding success and significant impact in his field.

Bracken (MA ’77, PhD ’79), of Williamsburg, Va., is a charter fellow of the American Education Research Association and a fellow of the American Academy of Assessment Psychology and the American Psychological Association’s Divisions 16 and 53. He received Division 16’s Senior Scientist Award in 2008. He is a diplomate of the American Board of Assessment Psychology.

The Bracken Basic Concept Scale and the Bracken School Readiness Assessment are two of the widely used assessment tools he has developed for educators and psychologists.

He has received nearly $6 million from the Jacob K. Javits Foundation to fund his research.

“Dr. Bracken’s research has clearly contributed to what we now know about the early intellectual, conceptual, and social development of children; including most significantly, gifted children,” said George W. Hynd, Provost and Executive Vice President for Academic Affairs at the College of Charleston and UGA Distinguished Research Professor Emeritus.

Lifetime Achievement Award Bruce Bracken

Nicole Pfleger, professional school counselor at Nickajack Elementary School in Smyrna, and Vicki Tarleton, mathematics department head at Columbia County’s Grovetown High School, received 2012 Crystal Apple Awards, given to alumni in K-12 education who have made a significant impact on student, school, or school district performance.

Pfleger (BSEd ’05), of Marietta, was named the 2012 National School Counselor of the Year by the American School Counselor Association (ASCA). She led her school’s efforts to become designated as a Recognized ASCA Model Program in 2011. She was the 2009-10 Cobb County Schools’ Elementary Counselor of the Year.

“Ms. Pfleger’s unique actions have a direct impact on her peers, students, and the entire school climate,” said Carolyn Glaze, Homeless Education Tutor for Cobb County Schools. “Her actions help students who might flounder to flourish academically, socially, and emotionally in school and motivate all of us who work in education to strive for success.”

Tarleton (MEd ’97), of Evans, was a finalist for the 2012 Georgia Teacher of the Year. She was also Columbia County Teacher of the Year for 2010-11 and Grovetown High Teacher of the Year for 2009-10.

“Ms. Tarleton has the ability to make students believe that they can achieve their goals and strives to make Grovetown High School the best it can be in every area,” said Penny Jackson, principal of Grovetown High School.

Crystal Apple Awards Nicole Pfleger & Vicki Tarleton

Vicki Tartleton

Bruce Bracken

Nicole Pfleger

36 coe.uga.edu

Please send address changes to

Dean’s Offi ceCollege of EducationG3 Aderhold HallAthens, Georgia 30602

or email: coealum@uga.edu

See the annual report online at issuu.com/uga-coe

Find us on

Facebook.com/uga.coe

@ugaCOE

University of GeorgiaCollege of Education110 Carlton StreetAthens, GA 30602

ph: 706-542-6446w: www.coe.uga.edu

Copyright © 2012 by the University of Georgia. No part of this publication may be reproduced without permission.The University of Georgia is committed to principles of equal opportunity and affi rmative action.

Non-Profit Org.

U.S. Postage

PAID

Permit No. 165

Athens, GA

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