IN the College of Education & Human Development - Fall/Winter 2015

TOP RECOMMENDATIONS from our faculty and staff 10

EDUCATION EXCHANGE with China 12

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the College of Education & Human Development

Fall/Winter 2015-16 MAGAZINE GEORGIA STATE UNIVERSITY

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On the Cover

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24Education Exchange12

College of Education and Human Development grads experience living and teaching in China.

Top Recommendations10Looking for holiday gift recommendations? Want suggestions on the best activities to stay in shape? College of Education and Human Development faculty and staff share their top picks on these and more.

Georgia State students Kassandra Freckleton (center) and Raheem Smith (right) join Georgia State alum John Song (left) to sign “ASL”, American Sign Language. Georgia State is leading the way for colleges in Georgia’s university system to accept ASL for foreign language credit.

Sign Here18A new lab allows students to practice American Sign Language and explore deaf education hands on.

This Issue

DEPARTMENTS FEATURES

01FALL/WINTER ’15-16

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10 18

His Words

EFFECTIVE JULY 1, GEORGIA STATE’S COLLEGE OF EDUCATION CHANGED ITS NAME TO THE COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT. Since our founding in 1967, we have expanded our degree offerings, faculty and student populations and dedicated ourselves to preparing students for a variety of careers in the education and human development fields, thus prompting the name change. Our new name more fully represents the disciplines within which the college confers degrees and faculty, students and staff conduct research and engage in community outreach. About half of our enrolled students and graduates are in educator preparation programs, and half pursue programs to prepare for human service professions. Our alumni join Georgia’s corps of elementary and secondary teachers across ages, content areas and special needs. They advance as administrators in schools, school districts and nonprofit organizations. They become

mental health, school and rehabilitation counselors, and educational and school psychologists. They become speech-language therapists, educational researchers and learning technologists. They also work in the fields of exercise science and biomechanics, sports medicine and sport administration. With this college name, we proudly and more accurately reflect the scope of our teaching, scholarship and outreach. We hope you enjoy this issue of IN, and continue to see this publication as a resource for education and human development best practices.

Paul A. AlbertoDean and Regents’ Professor of Intellectual Disabilities

UNDER A NEW NAME

President, Georgia State University Mark P. Becker, Ph.D. Senior Vice President for Academic Affairs and Provost Risa Palm, Ph.D. Dean Paul A. Alberto, Ph.D. Associate Dean of School, Community and International Partnerships Gwen Benson, Ph.D. Associate Dean of Undergraduate Studies and Teacher Preparation Joyce Many, Ph.D. Associate Dean of Graduate Studies and Research Walt Thompson, Ph.D. Editor Angela Turk Contributors H.M. Cauley, Lisa Frank, Claire Miller Creative Direction Renata Irving Art Direction Matt McCullin Graphic Design Graham Robson Photographers Ben Rollins, Steve Thackston, Yuan Zhenhua IN the College of Education and Human Development Magazine is an update on the College of Education and Human Development at Georgia State University. Send letters to the editor, and class notes and story ideas to: Angela Turk, College of Education and Human Development, Georgia State University, P.O. Box 3980, Atlanta, GA 30302-3980, [email protected]. Send address changes to: Georgia State University, Gifts and Records, P.O. Box 3963, Atlanta, GA 30302-3963, Fax: 404-413-3441, [email protected]. Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institution and an equal opportunity/affirmative action employer. © 2015 Georgia State University 15-0130

With this college name we proudly and more accurately reflect the

scope of our teaching, scholarship and outreach.

02 IN MAGAZINE


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BY H.M. CAULEY

Dan Sims (B.A. ’95, M.Ed. ’01, Ed.D. ’15) is a lifelong resident of East Point, Ga., who attended the area’s schools from kin-dergarten through 12th grade. He began his career as a math teacher and moved through the ranks to his current position as principal of Tri-Cities High School in Atlanta. Along the way, he obtained three degrees from Georgia State and was named Georgia’s Middle School Principal of the Year in 2007, all while remaining involved in the community. At Tri-Cities, Sims has overseen improved End-of-Course Test scores in English Language Arts, increases in students’ SAT scores and a 95 percent graduation rate for students enrolled as seniors each year. He also serves as a board member for the college’s Principals Center, which he considers a major source of inspiration for his work. “Being a practitioner, it is great to be a part of an organization that considers the input of ones actively in the field,” he said. “I attribute much of the success of the Principals Center to this approach, and I am honored to participate in making decisions on what best suits the needs of Georgia’s leaders.” Common Core curriculum, school safety, cheating ... the world of education has a lengthy list of push-button topics. Beyond the rhetoric, they represent critical issues that school leaders at all levels have to address at the classroom level.

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04 IN MAGAZINE

Keeping those leaders informed about issues and approaches for handling them is one of the key roles of the Principals Center, a key component of the College of Educa-tion and Human Development for 31 years. Professor Emeritus Joe Richardson, in conjunction with former Harvard Graduate School of Education faculty member Roland Barth, founded the center in 1984 to

meet what the two saw as a basic need for professional development among educational leaders in elementary, middle and high schools, public and independent. “Over the years, we have provided a tremendous resource, and not only for principals,” said Executive Direc-tor Jim Kahrs. “We now look at all school leaders, assistant principals, teacher leaders, academic coaches and those aspiring to be leaders.” Those resources are offered in a variety of formats. At least six times a year, the Expert Leader series brings noted researchers and workers from around the state to speak on a pertinent issue facing current class-rooms. For example, a recent guest spoke on the educational concerns for young African-American males. The Toolbox Series also presents local experts, particularly principals who are doing something innovative they can share with others. The Cohort Series offers eight to 10 sessions each school year that are instructionally based and designed to address specific curriculum concerns. It also conducts profes-sional development seminars for new principals and hosts a celebration exclusively for new principals at the end of each year. Whatever the format, the content is consistently driven by the concerns of those on the forefront of the issue. “Our curriculum is always based on what we hear from our districts and advisory boards,” said Kahrs. “We work hard to keep up with what’s going on out there by listen-ing to what our districts are looking for. We often partner with a county, and if they tell us, ‘We need a speak-er on this issue,’ then we organize it and open it to their members.” While many issues recur with some regularity, others are timely topics that have caught national attention.

“When Common Core came out and people began looking at the testing, we held a lot of sessions on how to deal with that,” said Kahrs. “Some of that is going away now, but there’s always interest in sound strategies. We constantly talk about ethics and how to deal with them in complex school situations. We’ve also done a lot around the issue of security. When someone breaks into a school, as they did at McNair Middle here in Atlanta, it becomes a focus of discussion and concern.” Much of the material for workshops and seminars comes from the 20 members of the center’s advisory board, made up of educators from Georgia State and the state’s school districts. They have provided the basis for sessions on topics such as changes in state certification and details of the College and Career Ready Performance Index, said Sims. “The center has changed with the times, and that’s what impressed me about it,” he said. “It offers a timely response to what’s happening right now. We meet several times a year to agree on what the most pressing top-ics are, from technology in instruc-tion to new testing requirements or curriculum shifts.” Last year, the center’s reach extended beyond Georgia. “We are part of a national network, and the only center in Georgia,” said Kahrs. “But there is also an International Network of Principals’ Centers, and in 2014 that network moved to Georgia State. Now under our auspices, we’re building networks with con-tacts we’ve made in England and Brazil, for example. We’re also trying to resurrect centers that have gone by the wayside. That’s the kind of outreach that’s great for our center and for Georgia State as well.”

Sims is impressed that the Principals Center addresses issues prin-cipals are facing right now in their schools. Participants meet to agree on what the most pressing topics are, from technology in instruction to curriculum shifts.

A PRINCIPLED APPROACH continued


IMAGINE A GOSPEL SINGER STANDING IN FRONT OF A ROBED CHOIR, REMOVING THE MICROPHONE FROM ITS STAND TO BELT OUT THE LAST VERSE OF “I WILL MOVE ON UP A LITTLE HIGHER.” In that moment, the congregation bears witness to a highly emotional musical experience that transcends the music printed in the hymnals before them. But what happens when the Sunday services are over? Many singers find themselves to be hoarse for days. This vocal breakdown, and the ways to prevent and resolve it, is the topic of research at the Georgia State Voice Lab. “Gospel singing is one of the more challenging things we can do with our voice,” said Eva van Leer, a College of Education and Human Development assistant professor who recently established the voice lab. “Although we don’t know exactly why some people are vocally resilient and others are not, we know how to prevent vocal injury and rehabilitate the voice.” A speech pathologist, van Leer specializes in the evaluation and treatment of voice and swallowing disorders, and works with singers, theater actors, preachers, teachers, call center workers and others whose voices are an intricate part of their professions, teaching them to use better voice techniques. Her lab is equipped with instruments that allow van Leer to see a person’s vocal folds and gauge pitch, loudness, aerodynamics and other measures that give her a clearer picture of how her patients use their voices. From there, she can teach them exercises to improve how they sing or talk. “Voice is a very flexible instrument because your vocal folds and the resonating vocal tract are made of muscle and soft tissue, unlike, say, a trumpet, which is made of metal and very inflexible,” van Leer said. “This flexibility allows you to change your voice production mechanics and even do cartoon voices.” Like any learned behavior, the challenge is changing it. “When you have to re-learn how to use your voice,” van Leer said, “it requires daily practice of exercises and constant attention while you’re talking. People drop out of therapy at the same rates that people give up on quitting smoking or losing weight.” She studies how her patients adhere to the voice techniques she teaches and how various factors – getting encouragement from friends, watching someone else succeed, mastering a vocal technique in a lab practice session – can make a difference. “Confidence plays a big role,” she said. “If all students in a math class have the same potential to succeed, the people who have the highest grade-point averages at the end of the semester are those who believed they could do it. It’s the same for people who want to improve their voice.” External support is also very important. To help people stick with therapy, van Leer has developed an app that helps them remember to practice, and gives them feedback about their accuracy of practice. Whether you’re a professional voiceover actor creating the right sound for a cartoon character or spending an evening singing karaoke with your friends, it’s important to choose songs and scenes wisely. “You can make choices that are right for the character and are sustainable, and that’s the key,” van Leer said.

BY CLAIRE MILLER FINDING ONE’S VOICE

06 IN MAGAZINE

Q: What are some of the main duties of a school counselor? How does a school coun-selor’s work make an impact in a school? A: Today’s school counselors work in a very dynamic environment. The goal is to become more proactive to help students experience success in school and beyond, and school counselors do this through the development of a comprehensive data-driven program that uses early interventions (for example, classroom guidance, small groups, individual and parent/teacher consultations) and maps to the school’s mission and improvement plan. We look at the whole student and focus in three domains (academics, career exploration and social-emotional), but the nature of our work in those domains is generated from the data we receive, such as retention and remediation information, attendance records, discipline and graduation rates, and of course test results and students’ performance in their courses. The duties of school counselors will vary to meet the specific needs of each school population and the goals of the school community. By taking a proactive approach and being a part of the school decision-making team, school counselors can assist in shaping school climate, advocate for margin-alized populations and help students become college and career ready.

Q: You were a school counselor for 18 years. How did you see that role change over that time? What are some of the major shifts that have taken place in school counseling over the last few decades? A: The academic, attendance and discipline data now available to school counselors and the qualitative data from student and teacher needs assessments allow us to see short- and long-term trends. We can then formulate targeted plans for underserved populations or intentional general plans to address the overall needs of the school. When principals take advantage of

the skills school counselors are trained to use, student achievement increases, and school climate becomes more positive. In the schools where I was a school counselor, I made it a priority to develop a working relationship with my principal. A significant change in school counseling has been the national movement to help students become college and career ready, which means students should leave high school equipped to either succeed in college/technical school or enter the work force with the skills to advance in that career or be mobile enough to move within the workforce, with enough earning power to raise a family. Most importantly, school counselors are now asked to be attuned to the mental pulse of the school. That means being visible, approachable and interactive with the student population. It also means teaching students social and emotional skills so they can be safe and productive in a school or work environment.

Q: The Bureau of Labor Statistics expects nearly a 12 percent increase in employment for educational, guidance, school and vocational counselors by 2022. What advice do you have for college graduates entering the school counseling field today? A: Working with teachers, parents or adminis-trators to assist them in helping students requires skill and understanding. Future school counselors need to know that working with adults is a large part of the job of advocating for students. School counseling requires flexibility, critical thinking skills, careful planning, an analytical mind and energy. It would be wise to shadow a school counselor or two (and bring your tennis shoes with you). For me, it was the most exciting and wonderful job I have ever had. I am thrilled for the opportunities that today’s school counselors have waiting for them. They can be that positive difference students are looking for.

BRING YOUR TENNIS SHOESQ & A

School counselors do more than just meet with troubled students, distribute college applications and make schedule changes for students who need to add or drop a class. They serve nuanced roles that ROBERT RICE, coordinator of the College of Education and Human Development’s school counseling program, knows all too well, having been a school counselor for almost two decades before joining the faculty as a clinical assistant professor.

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The U.S. Department of Education has awarded the College of Education and Human Development $7.5 million for its Collaboration and Resources for Encouraging and Supporting Transformations in Education program, which is designed to increase the number of highly qualified teachers committed to high-need schools in urban and rural settings. The College of Education and Human Development will partner with Albany State University, Columbus State University, the National Commission on Teaching and America’s Future and nine county school systems to recruit, train and support 250-300 students who want to teach in the science, technology, engineering and math (STEM) fields. These future teachers will have access to the same types of extended field experiences the college established as part of its Network for Enhancing Teacher Quality project, another federally funded research project focused on preparing teachers for high-need schools. Georgia State was one of 24 institutions nationwide to receive funding through the U.S. Department of Education’s Teacher Quality Partnership grant competition, which focused on supporting projects that prepare STEM teachers.

NEWS

The College of Education and Human Development’s Alonzo A. Crim Center for Urban Educational Excellence has partnered with Georgia State’s Department of Computer Science to establish the Southeast’s first chapter of Girls Who Code, a national nonprofit organization aimed at teaching 6th-12th grade girls 21st-century computing skills. Female students from the Early College programs at Booker T. Washington and Carver Early College high schools come to campus for weekly sessions on building mobile apps and websites. They also have had the opportunity to tour two of AT&T’s Atlanta facilities, giving them a sense of the business-world application of computing skills. “The girls in our Early College program have varied interests, and until this point, we haven’t been able to truly accommodate their interests in this field,” said Tene Harris Davis, associate director of the Early College program. “We want our students to be able to explore all possibilities in the science, technology, engineering and math (STEM) fields.” The Early College program brings high school students to Georgia State to take courses and earn college credit before graduation. Though Early College students aren’t earning college credit for the hours logged through Girls Who Code, they will be gaining new skills and exploring possible career paths where women are traditionally underrepresented. “We know the economic impact having these skills can have, but the social and emotional impact is just as important,” said Dana Salter, Crim Center community outreach specialist. “It’s clear in talking to both local busi-nesses and our partners on campus that there’s a real excitement to be the first site in the Southeast for this national program that supports girls in STEM fields, and to see what can happen when communities come together to create innovative and successful programming for our children.”

Crim Center Starts First Girls Who Code Chapter in Southeast

$7.5 MILLIONIN FIGURES

GREENBERG APPOINTED DISTINGUISHED UNIVERSITY PROFESSORCollege of Education and Human Development Professor Daphne Greenberg has been appointed a Georgia State Distinguished University Professor. The university established the Distinguished University Professor appointment in 2013 to recognize professors who have “records of ex-emplary scholarship in their respective fields of study, and whose research and teaching trajec-tories demonstrate a commitment to sustained high levels of academic achievement.” Appointed faculty serve five-year terms, receive a $5,000 stipend and are expected to contribute to the university’s research, teaching and service missions. “This distinct university honor is the result of many, many years of nationally recognized scholarship on Dr. Greenberg’s part,” said College of Education and Human Development Dean Paul Alberto. “The quality of her work and the dedication she’s shown to addressing

adult literacy not only brings honor and recog-nition to Dr. Greenberg, but to the college as a whole.” Greenberg is a faculty member in the col-lege’s Department of Educational Psychology, Special Education, and Communication Disor-ders and is principal investigator of the Center for the Study of Adult Literacy, a national research center on adult literacy funded by the U.S. Department of Education. She also leads the college’s Adult Literacy Research Center, which works in conjunction with the Center for the Study of Adult Literacy to develop an inter-disciplinary understanding of adult literacy and strategies to address its low level in the U.S. Her research has appeared in numerous academic journals, including Scientific Studies of Reading, Journal of Adolescent and Adult Literacy, Journal of Learning Disabilities, Journal of Research on Educational Effectiveness and Annals of Dyslexia.

08 IN MAGAZINE

When she arrived in Atlanta in May, JuYoung Lee was surprised to learn that the city had numerous summer camp options for Grace and Sophia, her second grader and kindergartner, to explore before they started school in earnest in the fall. Even though her kids are still young, Lee, a doctoral exchange student from Seoul National University in South Korea, has already started think-ing about what higher education in the U.S. and abroad will look like when her children are old enough to attend. “I want to provide my children with good educational opportunities as they grow up,” said Lee, whose academic back-ground in Asian studies, economics and law gives

her a unique perspective. “Education is a crucial factor for social mobility. However, the role of high-er education is becoming more questionable because of huge costs like tuition and private tutoring. It may not be thought of as an investment for a house-hold, but rather a cost or a burden.” She’s spending the 2015-2016 academic year in Georgia State’s College of Education and Human Development, working with Gwen Benson, associate dean for school, community and interna-tional partnerships, and Susan Ogletree, director of the college’s Center for Evaluation and Research Services, to learn more about higher education in developing countries. More specifically, Lee,

Benson and Ogletree are part of a collaborative project with Seoul Nation-al University called the Global Knowledge Alli-ance, which seeks to de-velop a sustainable model of higher education that’s affordable for students in less developed countries. Lee helped organize a visit from several international faculty and researchers working with the alliance in July to discuss the prog-ress they’ve made thus far. “The Global Knowl-edge Alliance’s mission is to offer free higher education in developing countries and collect data from locals to see how we can best support their needs,” Lee explained. “Researchers are already working in Zambia to collect data and see if this system could work.”

Lee is taking courses in qualitative and quantita-tive methodologies – both of which teach students how to collect and analyze research data – which will come in handy as she de-velops her dissertation and continues her work with the alliance. “We’re trying to find a solution for inequality in education – a new form of learning instead of traditional education,” she said. “Learning online can happen everywhere, not just in schools.” At the end of the academic year, Lee hopes to stay in the U.S. with her family to continue her research on international education. “This is an exciting city, and the people are very friendly here,” she said.

JuYoung Lee’s academic career has allowed her to live in Boston, Chicago and Irvine, Calif., but how does Atlanta compare? “It is a very special place for me to live with my family,” she said. “It’s like another hometown.” Lee and her family live in Buckhead and have spent a lot of their spare time enjoying local parks and greenspaces nearby. “I love trees and fresh air where we live,” she said. “My daughters, Grace and Sophia, always laugh when we take a walk along a trail. We just love the environment surrounding us.”

On the Horizon

Acclimating to Atlanta

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STUDENT OUTREACH

BY CLAIRE MILLER

What Lies Ahead for Higher Ed

THANKS TO DONOR GENEROSITY, THE COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT ESTABLISHED TWO NEW SCHOLARSHIPS THIS YEAR and rec-ognized their first recipients at its Honors Day ceremony on April 23. The Asa G. Hilliard III Memorial Scholarship was established to recognize a graduate student for his or her leadership, scholarship and activities in urban educa-tion settings and demonstrated promise to continue improving the educational context and/or student development and learning in these settings. This $1,000 scholarship is named for the late Asa G. Hilliard III, who was the Fuller E. Callaway Professor of Urban Education and held joint appointments in the Department of Educational Policy Studies and the Department of Educa-tional Psychology and Special Education. He also co-chaired the First National Conference on the Infusion of African and African-American Content in the School Curriculum in Atlanta, was a founding member and first vice president of the As-sociation for the Study of Classical African Civilizations and was a founding member of the National Black Child Development Institute. The Felicia and Rodney Mayfield Scholarship, a $1,000 award established by its namesakes, recognizes a deserving undergraduate student in the College of Education and Human Development. Felicia Mayfield (B.S. ’75, M.Ed. ’80, Ed.S. ’87) is the director of field services and K-12 university partnerships at Clark Atlanta University and a member of the Georgia State Alumni Board of Directors.

The first cohort of students from the College of Education and Human Development’s new Doctor of Education (Ed.D.) in educational leadership program graduated earlier this year. Thirteen students earned their doc-torates and were hooded at the college’s Spring Convocation Ceremony, held May 9 in the Georgia World Congress Center. “During their time in the program, I had the privilege of interacting with them as individuals in very specific and mean-ingful ways,” said Jami Berry, program coordinator. “Their contributions to class and the cohort as a whole, the late-night advisement sessions, the times they called in tears certain they would not be able to meet some milestone or another and ultimately did – these were the things I saw as they walked across the stage and became doctors on graduation day.” The Ed.D. program in educational leadership meets the professional needs of educational leaders whose long-term career goals include leading schools, school districts and other education agencies. “This cohort included school and system-level administrators, individuals who serve students in both public and private schools, and leaders from across the state in rural, urban and suburban systems from Hall County to Valdosta,” Berry said. “The thing that sets this group apart is their commitment, both to the program and the students they serve. While the majority worked 60-hour weeks in high-level leadership positions, they also made time to create and implement strate-gies for individual and group success.” Berry and other program faculty will stay in contact with the Ed.D. graduates as they apply what they’ve learned and discuss how the program can be improved for future doctoral students. “For me, the truly exciting element of this milestone is with regard to what comes next,” Berry said.


CEHD ESTABLISHES TWO NEW SCHOLARSHIPS, AWARDS FIRST RECIPIENTS AT HONORS DAY

NEWS

IN FIGURES

CEHD Graduates its First Cohort of Ed.D. Students

$17 MILLLION*The College of Education and Human Development has been awarded federal and state dollars to support research, training and service learning projects. This funding spans the college’s departments and centers, and has an impact on the work our students, faculty and staff are accomplishing in the metro-Atlanta area and nationally.

*federal and state grant funding for fiscal year 2015

10 IN MAGAZINE

“Sam and Dave Dig a Hole” by Mac Barnett This 2015 Caldecott Honor Book shows what hap-pens when Sam and Dave set out to dig a hole in the hopes of finding “something spectacular.” “Toad Weather” by Sandra Markle Kids who believe they have to stay inside on a

rainy day will have that notion turned on its head by the end of Sandra Marckle’s “Toad Weather.” Ally’s mother convinces Ally and her grandmother to come outside with her to see dripping awnings, wet cardboard, splashing cars and other surprises.“Rodeo Red” by Maripat Perkins Pigtailed Rodeo Red and her hound dog Rusty

are none too pleased when the Sheriff and Deputy (mom and dad) bring home a new baby boy in this Western-themed book about new siblings.

“The Rules of Summer” by Shaun Tan Artist and children’s book author Shaun Tan brings his inventive storytelling and illustrations to a tale of two brothers. This story is told effectively in book and app format, and the adventurous reader will want to read both.“Spot” by David Wiesner Caldecott Medal winner David Wiesner has cre-

ated a wordless picture book that uses its digital format to create detailed and artistically stunning worlds within worlds. Available through iTunes. Contributors: Laura May, early childhood education

assistant professor, and Teri Peitso-Holbrook, associate professor of literacy and language arts

Five Books That Will Make Great Holiday Gifts For Children

Swimming improves your overall

health. It increases your heart

rate, which improves cardiovas-

cular function, and builds mus-

cular strength while reducing the

impact other activities might place

on the body. This activity is ideal

for older populations.

Cycling uses the largest muscle

group in the body and is a great

way to raise your heart rate,

increase cardiovascular endurance

and strengthen your lower body.

And because bikers are seated,

they experience much less stress

on their joints.

A weight-bearing activity, jogging

forces the heart to work much

harder to complete the same

workload as a non-weight-bearing

activity, which increases caloric

expenditure exponentially.

Short on time? High-intensity

interval training is the exercise of

choice for today’s working person

because it only takes 20-30 min-

utes to complete. This activity al-

ternates bouts of intense exercise

with short rest periods, which

not only keeps your heart rate up

but also increases resting energy

expenditure for hours afterward.

Resistance training — exer-

cises that cause the muscles

to contract against an external

resistance — improves long-term

resting metabolism, increases

day-to-day muscle functionality

and improves body composition.

Great for athletes and aging

populations, balance and agility

training challenges and improves

the control you have over your

body.

Incorporate core strengthening

into your routine to improve your

form and breathing. Strengthening

your core — which includes your

abdominal muscles, back and pel-

vic muscles – also reduces lower

back pain.

Flexibility training improves joint

range of motion, increases blood

flow and reduces the likelihood

of injury during exercise or other

daily activities. In addition, the

resulting increases in muscle

and joint flexibility reduces joint

discomfort and alleviates lower

back pain associated with tight

muscles.

Yoga helps you relieve stress,

unclutter your mind and get

more focused. Great for all ages,

it also increases core strength

and flexibility.

Pilates improves flexibility,

strength and muscle tone, par-

ticularly for your abdomen, lower

back and pelvis. It also balances

strength on both sides of your

body and enhances muscular

control of your back and limbs.

Contributor: Calvin Cole, exercise physiology

doctoral student

Want to learn more about Portugal’s soccer teams, Bra-zil’s topography or China’s waterways? Barefoot World Atlas provides an interactive globe with animations, illustrations, photos and voiceovers that teaches young users about history, culture, natural sciences and more.

Khan Academy provides instructional videos and practice exercises on a wide array of topics — including math, science, economics and the arts — for learners of all ages.

If you don’t have index cards and a lot of time, Quizlet comes in handy. Users can create sets of terms to learn using several study modes generated by the app, such as flash cards, matching and more.

On its own, Google Sky Map is an excellent reference for astronomic objects. When paired with a physical science or astronomy class, it can also help students learn new material, particularly outside of class.

My Tracks catalogues users’ activities to compile data that can then be used in all sorts of educational con-texts. For example, mathematics students can use My Tracks data to learn about graphing or analysis while social studies students can aggregate the data to learn how the layout of a neighborhood affects their school-mates’ walking habits.

Contributors: Brendan Calandra and Jonathan Cohen, faculty in the College of Education and Human Development’s Learning

Technologies Division

Accreditation and licensing. Is the child care center

accredited by the National Association for the Education of Young Children and Quality Rated by the

state of Georgia? Have you checked www.decal.ga.gov

to see if the center is licensed?

Teacher qualifications. What training does the center

require of its teachers?

Curriculum. Find out which curriculum the teachers

use. Is it research based?

Meeting student needs. Does the program meet

individual needs and provide for children who are shy

or very active?

Classroom management and discipline. Parents should

be familiar with each teacher’s specific classroom

management style and guidelines for discipline.

Assessment. How do teachers assess and track the

progress of their students?

Meal times. What kinds of meals and snacks are provided, and when are they served? What provisions

are made for children with food allergies and sensitivities?

Active play. Do children have time to be physically

active?

Child-to-teacher ratios. How many students are

assigned to each teacher? How does each child’s

individual time compare to the amount of group

instruction?

Visiting. Take a tour of the early learning center to get

a feel for one of your child’s first formal education

experiences. Do you feel comfortable? Would you enjoy

spending time here?

Contributors: Stacey French-Lee, director of the College of Education and Human Development’s Child Development Center, and Ruth Saxton, coordinator of the college’s Birth Through Five program

Education AppRecomendations

Top 10 Things to Keep in Mind When Choosing an

12 IN MAGAZINE


“IT’S ALWAYS POWERFUL TO HAVE A WIDER INTERNATIONAL PERSPECTIVE,”

writes Stephanie Li. She’s a high school student at Guangdong (pronounced Gwan-tone’)

Overseas Chinese High School (GOCHS). Her school is in China’s third largest city –

Guangzhou (pronounced Gwong-jo’). It’s common for Chinese people who speak English

to choose an American name.

WRITTEN BY LISA FRANK

14 IN MAGAZINE

is one of 12 students benefiting from an innovative cultural exchange where her 10th and 11th grade classes taught by her American teachers are entirely in English. Her American teachers are graduates and doctoral students of the College of Education and Human Development at Georgia State. The new program marks the college’s first comprehensive venture in international teaching. Lead Teacher Lisa McLeod-Chambless is Li’s social studies teacher and a College of Education and Human Development alumnus and doctoral student who is halfway into a life-changing experience of living and teaching in China for two years. “One of Georgia State’s strategic goals is to establish international relationships. This partnership charts an excellent path for working collaboratively with an international partner,” said Joyce Many, College of Education and Human Devel-opment associate dean of undergraduate studies and educator preparation. The cultural exchange comes full circle when the Chinese high school students enroll at Georgia State next year after

their immersive English training at home in China. “As we increase the presence of inter-national students at Georgia State, we also enhance the global competencies of our own students, faculty and alumni,” Many said. Jun Liu, associate provost for inter-national initiatives at Georgia State, was instrumental in designing and starting the partnership. As a bilingual Chinese- American, his background was invaluable in negotiating the terms of the agreement and providing insights and leadership. “To increase undergraduate students from China at Georgia State, we decided to be proactive and launch this pipeline program to deliberately recruit interna-tional students to study and live here,” Liu said. Georgia State’s international popula-tion is already extensive with almost 1,900 international students from more than 100 countries. The university’s strategic plan targets students from five nations: Brazil, China, South Africa, South Korea and Turkey.


According to Liu, “Early results show the most positive accomplishments between partnerships with China.” Working with BELA Education Group, GOCHS was identified as one of the leading high schools in Guangzhou. A three-way discussion among its principal, BELA and Georgia State resulted in a beneficial arrangement for all. GOCHS provides teacher housing. BELA runs the program with expert teacher supervision and the College of Education and Human Development provides well-qualified teachers selected from students in graduate programs and alumni. Although she always dreamed of work-ing abroad, McLeod-Chambless never imagined she would have the opportunity to be a teacher in China. Yet she was deep-

ly interested in the culture ever since a close friend adopted her daughter from China 18 years ago. “I learned a great deal about China through her experience,” McLeod-Chambless recalled. She also had the opportunity to travel to Beijing with 38 eighth- grade students when she taught world geography. Her son Iain joined her. They both fell in love with

China, and she says she “knew we would return some day.” Today, Iain is 13 and lives with his mom in Guangzhou. He actually knew some Mandarin although he was hesitant to speak it at first. After a few months, he began speaking the local language, which opened doors wherever they traveled. Chinese speakers were impressed that a young American knew their language. McLeod-Chambless was sure the caliber of her Chinese students would be extraordinary. “I knew I would be working with students I imagined would be brave and hard-working,” she said. “The prospect of preparing them for a college experience at Georgia State was a remarkable opportuni-ty. Cultural exchanges like these are vitally important in creating bonds with potential for building bridges between our nations.” Liu points out a tremendous advantage young Chinese students have when compared to their American counterparts. About 15 years ago, learning English became mandatory starting at the young age of three or four.

“The first subjects students learn are Chinese, math and English,” he said. Research shows if a child learns a second language before the age of 12, it’s much easier to become and remain fluent. Liu thinks it is still years away until this kind of bilingual focus will take hold in the U.S. However, American students are learning Spanish at an earlier age, and three states – Connecticut, Utah and Kentucky – actually require Chinese as the first international language their students learn. “When we can view things from different perspectives, we greatly empower citizens to be ready for the future,” Liu said. “International students who live in another country for four years as they begin college become acculturated to their new environment more easily” than if they attend college abroad later in their careers. As a social studies teacher, McLeod- Chambless is fascinated by other cultures. Living in Guangzhou is an authentic learning experience every day for her and her inquisitive son. “By living outside your comfort zone most of the time, you grow into a stronger, more confident person,” she said. “I’ve learned I can manage many more things than I ever thought I was capable of managing.” College of Education and Human Development alumni Jennifer Mills and Shaneeka Favors are two other teachers

Lisa McLeod-Chambless knew that preparing students from Guangdong Overseas Chinese High School for a college experience at Georgia State would be a remarkable opportunity. “Cultural exchanges like these are vitally important in creating a bond with potential for building bridges between our nations,” she said.

16 IN MAGAZINE

who have lived in China. Mills worked as a Peace Corps volunteer in Mongolia and taught high school English in Atlanta for three years before becoming an English Language Arts teacher at GOCHS. Favors, a Ph.D. student at Georgia State who taught in Atlanta for three years, was a math teacher in Guangzhou. For Mills, seeing her students’ reading levels grow so quickly was especially rewarding. She marvels at how comfort-able they became in open discussions about books they’d read, a teaching technique being introduced by the Georgia State teacher that’s generally new in Chinese classrooms. All three visiting teachers are in awe of the self-motivation and discipline their Chinese students have, eliminating the need for classroom management strategies related to poor behavior. According to Favors, students learn from their par-ents and their culture at an early age to place top priority on education. She was especially impressed with her students’ remarkable math skills. Because her students are already at the college level, she was continually introducing them to new material, a stimulating challenge she met with great success. As a math major, Favors describes herself as an extremely independent person by nature. Yet she became “more trusting and collaborative” as she relied on strang-ers to help navigate unknown territory in a new country. It’s a change she welcomed.

A truly international city, Guangzhou is the capital of Guangdong province in south China. Formerly known as Canton, the dense metropolis sits on the Pearl River about 75 miles northwest of Hong Kong. The city is “growing at warp speed,” according to McLeod-Chambless, and serves as a national transportation hub and trading port with a population of about 17 million. Guangzhou’s extensive rapid transit metro has nine lines covering 160 miles today. By 2020, the system will expand to 15 lines covering about 310 miles. Lisa and Iain use the system everywhere they go. Fortunately, metro signs and announce-ments are in English, although that’s not

so when shopping in local markets and exploring historic neighborhoods. GOCHS has two campuses. Georgia State’s English language program is on the newer one known as Jingshazhou in a newly developed part of the city. McLeod-Chambless said, “This campus is absolutely fabulous. Seriously, it’s unbelievable.” Georgia State has the entire fifth floor of one of the newest buildings. Teachers’ offices and classrooms are comfortable and spacious. Architectural details in-clude marble everywhere and beautifully landscaped courtyards with Koi ponds, waterfalls and stunning rock formations.

Perks of the program are impressive. When Georgia State teachers sign a two-year contract, their tax-free salary is in the $25,000 to $30,000 range with atten-dance and performance bonuses available. They also receive free housing and a round-trip ticket to the U.S. each year. Three letters of recommendation are required, including one from a College of Education and Human Development pro-fessor. A personal essay on why candidates are interested in living in China and why


they’re qualified for the opportunity are also requisite in the extensive interviewing process. Candidates must be certified to teach high school in Georgia. BELA Education Group recruits qualified alumni and graduate students, and prepares them for life in China. Once there, teachers participate in monthly Skype sessions with their supervisor at Georgia State. A supervisor based in China from BELA is available as well, while another BELA supervisor visits twice a year. Obviously, a sense of adventure is another desired attribute for teachers. Gabrielle Jiovenetta, the newest teacher to join the program, says she’s ready for the unknown. “I’m excited but terrified,” she admitted. The recent College of Education and Human Development graduate is half Italian and half African-American. “I loved growing up biracial because I felt I wasn’t tied down by one culture or the other,” she said. “Studying abroad in

to be in the first group of teachers from Georgia State. Because the program is constantly evolving, she has plenty of flexibility in developing her curriculum. At this early stage, nothing is static or formulaic. “We’re definitely learning from each other as we go,” she said. Favors and Mills appreciated the free-dom and autonomy each had in shaping her own curriculum. They benefitted from a two-hour break every day, which gave them the luxury of more planning time, another positive Chinese tradition. Chara Haeussler Bohan, College of Education and Human Development professor and director of the Georgia State/Guangdong Overseas Chinese High School initiative, visited Guangzhou in June to observe Georgia State’s teachers in action. All three women have grown personally and professionally, gaining “a broader perspective on education and the many ways to approach it,” she said. “Because of China’s importance on the world stage, its future rests with its students,” Bohan said. “International students are essential to opening up the dialogue and helping all Georgia State stu-dents understand multiple points of view.” As another mother of a daughter adopted in China, Bohan knows firsthand the benefits of international perspectives. She’ll never forget “one of the best courses I ever taught at Georgia State,” in 2013. The class featured a Chinese visiting scholar, a student from Ghana, a student from New York City, a student from Argentina and a teacher of the German language as well as local Georgia students. “The various perspectives on how the world functioned,” she said, “enlight-ened everyone in the room. It was simply amazing. By strengthening international programs at Georgia State, we continue to raise the level of discussion and understanding.” While Liu considers the program still new, he believes “it’s an excellent model” poised for tremendous results. “When we meet the first group of GOCHS students and welcome them to Georgia State in 2016 and 2017, I antici-pate they will be well prepared for college in the U.S.,” he said. “They’ll also speak better English than most Chinese students who did not have the advantage of this kind of cultural exchange.”

Spain and Costa Rica sparked my interest in more travel.” Jiovenetta moved to China in September as an English teacher. Many added, “Teacher candidates must also work well on an interdisciplinary team. We’re looking for teachers with a strong aptitude for planning and implementing an innovative curriculum that develops critical thinking skills.” “Academically, our content-based instruction is exposing students to a more American style of high school education,” McLeod-Chambless said. “As students learn about social studies, science, liter-ature and math in an immersive English language program, they’re also getting a strong foundation for what to expect in a college classroom in Atlanta.”

The traditional Chinese classroom is teacher-centered with teachers working from raised platforms at the front of the room. In the U.S., classrooms are student-centered. And that’s how Georgia State teachers are trained, always encouraging classroom en-vironments where students are active participants. McLeod-Chambless’s Chi-nese students are required

to work independently sometimes while in other learning situations they work cooperatively with their peers. American teaching styles also guide students to think critically and solve problems rather than memorizing facts for a test. McLeod-Chambless said the small class size allows her to get to know her students in a more personal way than she could while teaching in Atlanta public schools where classes are much larger. GOCHS student Stephanie Li wrote, “I have experience teaching Chinese to people from other countries. I realized only natives can give the most objective suggestions about their own language. Natives create the best study environment for us.” There is no time limit on the interna-tional exchange. Excellent students will continue to be recruited well in advance so they’re ready culturally and linguistical-ly to thrive at Georgia State. The level of attention and preparation they are receiving is unprecedented. McLeod-Chambless feels fortunate

Georgia State’s English language program is at Guongdong Overseas Chinese High School’s newest campus in Jinshazhou.

18 IN MAGAZINE

Georgia State student Raheem Smith, who is taking an American Sign Language course in the College of Education and Human Development, signs the words “sign language.”


WRITTEN BY H.M. CAULEY

hough it was years ago, the memory of that day is still vivid in Susan Easterbrooks’ mind.

Without enthusiasm, she had signed up for an off-campus excursion to an educational facility,

a tour that was required as part of her program at the University of Connecticut. The destina-

tion that day was the American School for the Deaf in West Hartford, Conn.

“I went thinking, ‘Ugh, another field trip!’‘’ she recalled. “But then I got there and saw the

pre-school unit full of these babies signing away to each other, and I got hooked.”

20 IN MAGAZINE

That experience led to a life-long crusade to have American Sign Language (ASL) recognized as its own language. Easterbrooks, now the Regents’ Professor of Educational Psychology, Special Education, and Communication Disorders in the College of Education and Human Development, championed the cause and is largely responsible for Georgia State leading the way for colleges in Georgia’s university system to accept ASL for foreign language credit. “ASL is unique and very different from a spoken language,” said Easterbrooks, who has been at Georgia State since 1996. “A lot of students take ASL because they think it will be an easy class, but in reality, it’s just like learning French or Spanish. You have to study and practice. What they’re most surprised to find is that it’s not just hands. It uses facial expressions and the whole body.” Oddly enough, ASL has a basis in French grammat-ical structure, a peculiarity traced to its having come to this country from the French teacher Laurent Clerc, who taught the system to the American deaf education pioneer Thomas Gallaudet. “Despite that basis, ASL has evolved quite a bit,” said Judith Emerson, a clinical assistant professor and ASL coordinator. “It’s not an overlay onto English. In fact, we don’t sign words in English order. ASL is a rich language with lots of idiomatic expressions you won’t even find in English. There’s definitely translation involved. Still, many people don’t realize it’s a language in and of itself.”

Georgia State students and staff demonstrate the signs for the letter “t” and the words “sign,” “ interpret” and “ learn.”


While ASL does have an alphabet, it relies on hand shapes and physical movements to describe objects, which makes it a conceptual language, Emerson said. “The goal is to describe any kind of abstract idea or setting largely with two hands,” she said. Students across the university can study ASL to fulfill a foreign language requirement, but its significance goes well beyond a core necessity for some education majors. Easterbrooks and Emerson designed a Deaf Studies Concentration in the Bachelor of Interdisciplin-ary Studies program that provides opportunities to go into the community and learn firsthand about employment, social or educational settings where people who are deaf navigate in a hearing world. “It’s that exposure that pulls people into the field,” said Emerson, who remembers as a high school student being bowled over by kindergarteners signing. “We now have 15 who choose it as a concentration,” she said. “We also have 12 sections of ASL classes with 240 students from just about every college studying this fall.” One of the best ways to learn another language is to practice it as much as possible, but ASL students had limited resources for putting their knowledge into action. That changed in January 2015, when a $65,000 technol-ogy grant created the American Sign Langauage Visual Resources Lab, where 10 computer stations have been specifically adapted for ASL learning. “In a typical spoken-language lab, you have head-

phones and listen to a voice, then repeat what you hear,” said Emerson. “For ASL, we had to have a visual com-ponent, but there was no packaged soft-ware out there to do what we wanted, so our college’s Instructional Technolo-gy team created it.” The systems allow students to record and play back their hand signs, body movements and facial expressions, then to compare them to deaf people modeling ASL. Each course requires a set number of lab hours, so the space stays busy. In addition, students can use the lab to record a lesson as part of their portfolios or to connect through video phone technology to take the ASL proficiency exam through Gallaudet University. Graduate student Melissa Brasic, who is working on a master of education de-gree with a focus on severe disabilities and deaf education, said the time in the lab has enhanced her skills.

“It’s a great place for practicing,” she said. “I’ve used it for filming myself signing, and it’s easy to see where I’m stumbling and where I’m doing well. There are even some things I don’t realize I’m doing until I see myself. And I can use the video phone to communicate in sign with people all over the country.” Senior Joy Toll has worked in the lab to improve her facial skills as she adds ASL to her repertoire of languages. She also assists other students with assignments and projects. “When they practice, I get practice, too,” she said. “It’s great to have a room where you can only sign. That encourages others to sign and forces me to practice as well. I love the quiet, safe atmosphere and the people who are kind and want to help me improve.” After graduating, Toll aspires to be a counselor for children who are deaf. Her clients may have varying degrees of hearing loss: According to the National Insti-tute on Deafness and Other Communicative Disorders, two to four of every 1,000 children in the country are considered “functionally deaf,” exhibiting some degree of hearing loss in one or both ears. And communicating with many of them will require keeping up with ASL. “As with all languages, ASL has changed and grown over time,” said Easterbrooks. “Languages are not static. They’re very active processes that keep changing. And ASL has gotten so much more exposure lately through social media. It’s become more popular as a language in its own right.”

“Languages are not static. They’re very active processes that keep changing. And ASL has gotten so much more exposure lately through social media. It’s become more popular as a language in its own right.”

REP. BROOKS COLEMAN IS SERVING HIS 12th TERM in the Georgia House of Representatives, has chaired the House Education Committee for a decade and has spent the last two years visiting all 180 school districts in the state to see what they need to be successful. Like any legislator, he gets regular calls and emails from constituents and lobbyists interested in educa-tion reform. “And of course, I’ve got this one teacher who calls me constantly,” he says jokingly about his daughter, Amy Mock, who’s sitting next to him at M.H. Mason Jr. Elementary in Duluth, Ga., where she teaches first grade. Coleman and Mock graduated from the College of Education and Human Development and have extensive experience working in local classrooms. In Coleman’s case, he started out as a fifth grade teacher, coach and occasional bus driver in Gwinnett County, but soon became principal at B.B. Harris Elementary and transferred to Peachtree Elemen-tary before moving to an assistant superintendent role in the county’s central office. And his name can be found on the press box at Duluth High School’s

House CallsRep. Brooks Coleman has one teacher who phones him constantly. Because it’s his daughter, he’ll let it slide.

BY CLAIRE MILLER

stadium, where he was the voice of the Duluth Wildcats for 45 years. But the moments in his career that stand out the most are the ones he had interacting with students as a teacher and principal. “A lot of my former students come to see me, and the moment for me that’s the most thrilling is when one of them will put their arm around me and say, ‘You helped me,’” Coleman said. “When you do simple things like help a child to learn to read or just speak to them for a while, you realize how important that is.” Mock earned her bachelor’s degree in early childhood education in 1992 and started her career at Berkeley Lake Elementary School in Duluth. She taught there for seven years before taking a first grade teaching job at Mason Elementary, where she’s been for the last 15 years. She recently had her students research the monarch butterfly and design an outdoor habitat for them that received Pollinator Habitat Certification from the Environmental Education Alliance of Georgia, meaning the habitat provides butterflies and other pollinator insects with food, water, shelter and a place to raise their young. “I call my students ‘Mock’s Monarchs’ and I tell them at the beginning of the year that they were specifically selected for my class because they’re the best,” Mock said. “And they really take that on.” It’s clear Coleman and Mock take their work in education very seriously and that the preparation they received in the College of Education and Human Development made a difference. “Georgia State is a family. They work you hard, but they help you,” Coleman added. “And I appreciate what they did for my daughter – for giving her a good education and making her such a good teacher.”

22 IN MAGAZINE


The Family

Our 2015 distinguished alumni share their advice

Vincent Eugenio M.Ed. ’88, Ph.D. ’94

BY CLAIRE MILLER

HONORED

Central Gwinnett High School Principal Maryanne Grimes still remembers taking counseling courses with JoAnna White, College of Education and Human Development professor emerita, and the days where they’d video-tape group therapy sessions. She earned her master’s and educational specialist degrees in school counseling from the College of Education and Human Development in 1985 and 1989, respectively, and over the course of her career, she has put the lessons she learned from White and others into practice as a teacher, counselor, assistant principal and now principal. “I learned the importance of communication skills and the importance of really listening and valuing varying points of view,” said Grimes, who was named the 2015 High School Principal of the Year by the Georgia Association of Secondary School Principals earlier this year. Grimes said she was humbled by the news she’d been named one of the 2015 Distinguished Alumni and credits the staff she works with for the accomplishments she’s achieved in her career. “In the success of any school, it’s a team effort,” Grimes said. “I am very thankful that Georgia State chose to recognize me in such a meaningful way. I will do my best to represent GSU in a positive and proactive manner.”

As the senior leader for talent development at the Boys and Girls Club, Vincent Eugenio (M.Ed. ’88, Ph.D. ’94) is responsible for training and development, perfor-mance management and leadership development. This entails a wide range of activities, conducting training sessions, working with club leaders to find the best ways to improve their teams, attending regional conferences and consulting with individual clubs. “I look at what we need to do to move the organization from Point A to Point B,” said Eugenio, whose 20-year career as a senior learning and human resources executive has spanned several major organiza-tions, including AT&T, Bank of America and the Weather Channel. Eugenio’s time in the College of Education and Human Develop-ment helped him develop three key skills that have made a difference in his career: dedication, determi-nation and focus. “It’s all about being able to apply yourself consistently to achieve long-term goals,” he said. “I felt that the education I received at the university was the corner-stone for opening doors for me in my career that might not otherwise have opened.”

Maryanne Grimes M.Ed. ’85, Ed.S. ’89, Educational Leadership Add-On ’03SUCCESS

AFTER COLLEGE

Each year, the College of Education and Human Development celebrates

alumni who have distinguished themselves in their professions

and community and who have brought credit to the college.

This year’s recipients of the

Distinguished Alumni Award, who were honored at the college’s annual Alumni

Network Gala and Silent Auction, have made an impact

on schools and businesses locally and nationally.

Support

24 IN MAGAZINE

Henry and Mrs. Billye S. Aaron*Julius O. and Mrs. Oluseyi A. AjayiPaul A. Alberto*Mary W. AllenCharles AndersonMary AriailBeverly J. Armento*Sheldon D. Balbirer*Vivian BankstonEileen V. BarrettMargaret L. BarrettFlorence J. BellMary S. and Mr. Charles BennettGwendolyn T. BensonNoelle Y. BernalHeather R. and Joseph L. BiolaColin E. and Jessica M. Blalock*Steven A. and Cheryl R. BloomF. Richard and Esti BlueSonja BrantleyAndrew Milne and Michelle L. BrattainBarbara G. BriceDeloris Bryant-BookerJacquelyne W. BurkeLee BursonSaul A. CarlinerJane R. CarriereRichard D. Lakes and Patricia A. Carter*Ida P. Catlin

I AM STRONGLY COMMITTED TO GIVING MY TIME AND RESOURCES to the College of Education and Human Development. Support for the college makes it possible for the most talented students to receive an exemplary education and enter the world of work ready to enhance the lives of those they serve. Georgia State’s College of Education and Human Development offers some of the most progressive programs in each of its departments. In order to have the resources necessary for the future of these programs, financial support is critical. Therefore, I give. I entered my degree program knowing what I wanted to become professionally. The professors and staff in the college’s Department of Counseling and Psychological Services helped me to clarify my professional goals and through excellent courses of study, I achieved. Through the efforts of the department chair, I received a Minority Fellowship to continue my doctoral studies. The assistance ensured that I could complete my education. Given all I received, I feel compelled to give to the college so future students experience the process of acquiring the highest skills possible in their chosen career from leading professors of the college. Finally, I give because “praising the bridge that carried me across” is a part of my life. As a dedicated lover of education, it is my hope that by giving to Georgia State’s College of Education and Human Development, recognition will continue to come to this absolutely wonderful college and institution.

Joyce L. HaymanJanet P. HeadleyMary J. HeisnerCollistine L. HendersonSusan Ogletree and Robert HendrickBarbara J. HermannKaren Hike*Shirley C. HillPatsy J. Hilliard*Frankie H. Hobbs*Sandra C. Hofmann*Richard C. Hoover*Frances M. HowardJerry L. and Barbara B. HughesCarletta S. HurtRebecca L. Huss-Keeler and Terry Keeler*Bonnie JacksonNicole James*Olga S. and Robert E. Jarrett*Isabella T. JenkinsAlfonso L. and Mary M. JessieAlice M. JohnsonAnnette H. JohnsonHiram D. and Barbara K. Johnston*David G. and Vesta O. Jones*Dean H. JordanJames R. and Shelia A. Kahrs*Walter M. and Adria N. KimbroughGloria M. Kittel*

Margot A. ClarkKeith and Rochelle L. ClarkeRalph E. and Janice E. Coats HardyPatrick Fowler and Sandra B. CohenAnn B. and William B. CorleyLee and Sherri V. CourseyJeffrey D. and Ann W. Cramer*Mamie R. Crawford*Deborah P. Crockett*Connie M. CudeJohn W. and Barbara CulbreathWilliam L. and Catherine T. CurletteReese E. Currie*Harry L. and Julie R. Dangel*Danny E. DarbyDianne W. and Daniel G. DavenportFrances E. Davis*Sonny and Emma B. DeavoursVicki M. Denmark*Hartwell and Susan G. DewCaitlin M. Dooley*Samuel B. DukeNannette DyasMerrill EarnestRobert C. and Patricia B. EckbergSusan and Robert Eckert*Virginia V. Ellis*Judith M. EmersonCharles P. Ervin

Morris M. and Lyn Burdette EvansJoseph R. FeinbergBradford W. and Patricia Ferrer*Alfreda S. FieldsEleanor H. Finley*Angela S. Finn*Uwezo FlewellenLaura D. and George V. Fredrick, Jr.Lee J. and Joan M. Friedman*Peggy A. and Kevin C. Gallagher*Barry D. GasdekAnnie J. and James Gavin* John F. and Anne F. GeeRichard and Phyllis W. GeogheganMatthew D. GillettRaymond A. and Jillian L. Giornelli*Joyce A. GoffGrace S. GoodmanRubye D. Griffin GeerF. Stuart and Kathleen C. Gulley*James R. Gurley*Janet A. GuydenRoy E. and Rosa R. HadleyGeorge and Carolyn T. Hall*Frank G. and Nancy H. HallChristopher and Regina HardenStephen W. HarmonJohn R. and Mary-Alice HassardLucille W. and Melvin B. Hayden*

In appreciation of their support, we’d like to recognize those who have

contributed $100 or more through gifts and pledges to College of Education

and Human Development funds from July 1, 2014 – June 30, 2015.

DEBORAH PEEK CROCKETT, Ph.D., NCSP B.A. ’78, M.Ed. ’82, Ed.S. ’83, Ph.D. ‘87

THANK YOU!

Why I Give

HONOR ROLL


Ellen M. KnouseGeorge KochAlan G. and Elise H. KriglineDaniel M. LamRichard G. and Elizabeth P. LambertWilliam C. and Doranne M. LaneJoAnne D. LawlerBruce and Carol S. LawrenceBrett H. and Marilyn LebharStiles and Evelyn C. LedfordMary Gene M. and James H. LeePatricia G. and J. David LindholmCarlos and Katherine R. LooperJohnny W. and Carolyn J. LottJacalyn L. LundDeborah P. MaconJoyce E. Many and Steven VoelkerAnne MartinDavid M. and Joanne F. MartinKenneth B. and Mary A. Matheny*Felicia M. and Rodney L. Mayfield*Mary Lou McCloskey and Joel Reed*Donna M. McDonaldBrooke E. McGowanNarvis F. McPhersonLinda E. McSearsAlfred E. and Wilmer J. McWilliamsSarah M. MechlingClifford S. and O’Livia B. MeeksJames R. and Sharon M. MeredithMichael and Theresa M. Metzler*Robert O. and Jane A. MichaelTawana M. and Kenny MillerChristina C. and Jeremy B. Million*Benita H. and William Moore*

Ann D. WashingtonMelodie E. WatsonKen Parks and Karen E. WebsterJoAnna F. and James H. White*Kimberly J. White-FredetteSophia T. WicksMary K. WidenerPhillip W. and Carolyn H. WiersonBrian A. and Rhina Williams*E. Wayne and Christine T. WilliamsInward and Verdell F. WilsonAmy B. WindhamIna B. and William A. WiseGretchen M. YoungYali Zhao

*Denotes Dean’s Society, in recognition of those who contributed $500 or more during the fiscal year to any College of Education and Human Development fund.

Every effort has been made to ensure the accu-racy of this list. We apologize for any errors or omissions and ask that you contact Chad Dillard, director of development, at 404-413-8132 or [email protected] to let us know if your name is omitted or listed incorrectly.

Kimberly J. MooreJohn H. and Susan NeelJohn C. and Agnes V. NelsonJeanne L. NephewRichard D. and Lynn B. NiedermayerJoanne R. NurssChristiana O. NyarkoLynne and Glenn B. OgdenBernice A. OlsenSusan O’NeilColleen M. O’RourkeLinda Pak and W. Andrew BrunerSarah E. PatrickDashaunda S. PattersonDennis M. and Deborah W. PattersonPeter J. and Linda W. Paul*Carolyn S. Phelps*Richard M. PiazzaLorene C. Pilcher*Eric PlatteGeorge A. and Victoria G. PliagasMichael H. and Melody L. PopkinKnox D. Porter*Lorraine PressonDominic J. PuglisiRichard C. and Nancy S. Rank*Joseph P. ReedZina C. RhodesJoe A. and Charlotte RichardsonHayward RichardsonJerry H. RobbinsJudith M. RosemanBenjamin S. RothJeffrey C. and Deborah B. Rupp*Jacqueline Rushin-Blackwell*

Patricia A. SalterRobert A. and Carol S. Sargent*Mary H. and Herb SaundersRuth R. SaxtonAnita J. SayerElizabeth M. SeiglerCynthia Kuhlman and Wayne L. Sengstock*Stanley F. H. and Sherrie ShaheedCoreda J. ShawMary D. ShermanWarren C. and Bonnie B. SidesMary P. SjostromBarbara Smith*Elaine J. SmithErnest S. SmithKatherine H. and Russell A. SmithLarry T. SmithRichard M. and Lynne C. Smith*David Songy*Robert A. SouthardDiane L. SowellDianne V. SpencerRiley and Rebecca N. StephensGary Kazin and Inez L. SydowDavid R. and Janet S. TannerJohn H. and Pamela Tarpley*Ken and Elisa TateJames N. TolaJames A. and Laura T. TrivetteStephen D. TruscottRosemary TurnerJoseph J. WalkerMark Troutman and Ann WallaceAllan A. Waller*

Beverly J. Armento, Ed.D.Professor EmeritaCollege of Education and Human Development, Georgia State University

J. Alton ByrdChief Revenue OfficerWNBA Atlanta Dream

Ann W. CramerSenior ConsultantCoxe Curry & Associates

Deborah P. CrockettB.A. ’78, M.Ed. ’82, Ed.S. ’83, Ph.D. ’87Past PresidentNational Association of School Psychologists

Patricia P. Ferrer, B.A. ’71, M.Ed. ’75

F. Stuart Gulley, Ph.D. ’99PresidentWoodward Academy

Carolyn T. Hall, Ed.S. ’93Retired PrincipalAtlanta Public Schools

Sandra C. Hofmann, B.S. ’74CIO in ResidenceAdvanced Technology Development Center

Richard C. Hoover. M.S. ‘95VP – National AlliancesLiveNation

Vesta O. Jones, M.Ed. ‘73CounselorWhitefield Academy

Cynthia J. Kuhlman, M.Ed. ’74, Ph.D. ’80Director of Educational AchievementCF Foundation, Inc.

Lucretia R. Payton-Stewart, Ph.D.Professor EmeritaCollege of Education and Human Development, Georgia State University

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT ADVANCEMENT COUNCIL

The Advancement Council serves as ambassadors and supports the College of Education and Human Development by strengthening ties with alumni, cultivating potential donors, hosting events and contributing to the college.

The Moment

“Participating in this program truly expanded my perspective on

educational leadership and research. This new perspective has prepared me to use a more focused approach in my work as an educational leader and given me the tools and strategies

to evaluate the effectiveness and impact of the experiences we’re

creating for all students.”

Clinical Assistant Professor James Kahrs (l) and retired Clinical Assistant Professor Hayward Richardson (r) hood Qualyn McIntyre at the College of Education and Human Development’s Spring Convocation held in May. McIntyre is a member of the first cohort of graduates from the college’s new Doctor of Education in Educational Leader-ship program. To view full story, see page 9.

IN Magazine

P.O. Box 3980, Atlanta, GA 30302-3980

IN the College of Education & Human Development - Fall/Winter 2015

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Transcript of IN the College of Education & Human Development - Fall/Winter 2015