2004 UGA COE EDUCATION magazine

C O L L E G E O F

2 0 0 4

LEARNING FOR LIFE

At Every St a geFor the Real Wo rl d

For You

T H E U N I V E R S I T Y O F G E O R G I A

ALSO INSIDE: Tradition of Excellence Guides Rising Young Faculty

Geor gi a , as the rest of the nati on , is in a peri od of econ om i cpre s su res that have not been felt in perhaps over 60 ye a rs .In these times of fiscal severi ty, we must re s pond by pari n g

b ack wh ere we can and refocusing on those core programs and va lues that have made us a leading Co ll ege of E du c a ti on . With six ofour gradu a te programs ranking among the Top 10 in the nati on , wea re a leading unit of one of the co u n try ’s top re s e a rch univers i ti e s .

We must keep our eye on the goal of gre a tness in edu c a ti on wh a tever the passing econ omic con d i ti on s . We have the capabi l i ty and re s pon s i bi l i ty to our stu dents and to thes t a te of G eor gia to con ti nue our quest for excell en ce .

To keep us moving ahead,our faculty generated more than $17.9 million in ext ernal support for research and program development during the past year. This external fundingunderwrites significant educational research,strengthens connections to Georgia communi-ties,and provides learning and development opportunities for our future educators.

Am ong our many important re s e a rch proj ect s , l et me men ti on three . The first is af ive - year partn ership among Cl a rke Co u n ty Sch oo l s , the At h en s - Cl a rke Co u n ty com mu-n i ty and UGA (w w w. cl a rke . k 1 2 . ga . u s / ccsdu ga /) . We are app lying the best of our knowl-ed ge , practi ce and re s o u rces to devel op a worl d - class learning envi ron m en t , s tren g t h enf a m i ly su pport and increase com mu n i ty invo lvem ent with the aim ofen su ring that all ch i l d ren su cceed .

The two elementary schools in the partnership have transformed themselves intocommunity learning centers, adopted an extended-year calendar, and created family resourcecenters to provide access and referral to social, educational and medical services. UGA faculty and students work with teachers to develop curriculum initiatives and enrichmentprograms in conjunction with Georgia's Quality Core Curriculum requirements and toprovide after-school and intersession activities.

In the second initi a tive , the Geor gia Sys temic Te ach er Edu c a ti on Program (GSTEP) is work-ing in co ll a bora ti on with teams from UGA, Va l dosta State and Al b a ny State univers i ties andour P-12 partn ers to ch a n ge the way te ach ers are edu c a ted in Geor gia (w w w. coe . u ga . edu / gs tep) .The re sults are innova tive programs that are working to put more te ach ers in the cl a s s roomand to keep them there .

Funded by a $6.49 million federal grant over five years, GSTEP concentrates in four areasvital to teacher preparation – recruitment, curriculum,induction,and early community andclassroom experiences. The project aims to attract high-achieving students by offering newdual degree routes from the Colleges of Education and Arts & Sciences. The program provides deeper experiences in diverse communities through new curricula that betterconnect subject knowledge and methods of teaching.

The third initiative, Contextual Teaching and Learning in Preservice Teacher Education(CTL), is a study of implementation by novice teachers of contextual learning practices toenrich subject matter, engage students in learning, and increase student mastery of their subject matter (www.coe.uga.edu/ctl/). The focus of CTL is to emphasize the interrelation between classroom subject matter and its use in “real-world”life at home,work and the community. One desired outcome is to help students transfer knowledgeand problem-solving skills learned in school to other life contexts – preparing for futurecareers,citizenship or continued learning.

We are in the business of preparing professionals for leadership roles at all levels andacross all facets of education. Pioneering research, development of innovative academic programs, and outreach that makes a difference in the enterprise of teaching and learningwill continue to distinguish the College of Education in the years ahead.

We invite you to learn more about the efforts under way here at the UGA College ofEducation in the following pages and on the Web.

Louis A. Castenell, Jr.Dean

Jeri BensonInterim Associate Dean for Administration & Finance

Cheri HoyInterim Associate Dean for Academic Affairs

Karen WatkinsInterim Associate Dean for Research & External Affairs

EDUCATION is published annually by TheUniversity of Georgia College of Education and isproduced by the Office of Communications andPublications, under the auspices of the AssociateDean for Research & External Affairs.

MAGAZINE STAFFEditor Michael ChildsDesign A.W. BlalockContributing editor Charles ConnorContributing design Troy BassettCopy editor Julie SartorEditorial assistant Angela ShihContributing writers Janet Jones Kendall,Alex Crevar, Lee PilgrimContributing photographers Paul Efland,Peter Frey, Rick O’Quinn,Wingate Downs

CONTACTMichael ChildsDirector of Public InformationCollege of EducationG-9 Aderhold HallThe University of GeorgiaAthens, GA 30602706/542-5889,[email protected]

College Website: www.coe.uga.eduCOE Online: www.coe.uga.edu/coenews

CASE REGIONAL AWA R D S2003 Award of Excellence,Electronic Newsletter2003 Special Merit Award,Magazine Improvement2002 Award of Excellence,Magazine Improvement

ABOUT THE COVERThe joy of learning is reflected in the faces ofthese third-grade students at Oglethorpe CountyElementary School in a photo taken by fellowthird-grader Amanda Waldrop.

Cover design by A.W. BlalockFront cover photograph by Amanda WaldropBack cover photograph by Rick O'Quinn

200 4Research Provides theFoundation for Progress

D E A N ’ S M E S S A G E

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I N S I D E

FEATURES

4 National Certified TeachersThree UGA education researchers are studying a group ofnational board certified teachers to determine why they doit,how it affects their careers and if it results in higherachievement by their students. By Michael Childs

7 Help Wanted, Por FavorTo help meet the need of teaching the rising number ofnon-English speaking students in Georgia public schools, aUGA language education professor has created a program thatrecruits and prepares bilingual paraprofessionals to becomecertified bilingual teachers.By Michael Childs

8He was recognized around the worldas the ‘Father of Creativity’ for hisresearch, which became the frame-work for the field of gifted and creative education. We honor thelate UGA Professor Emeritus E. PaulTorrance with an adapted version ofa feature story first published in 2001.By Alex Crevar

12 Future No Problem for These KidsCre a ted in 1974 as an ex trac u rricular ac ademic program by thel a te UGA Profe s s or Emeri tus E. Paul Torra n ce , the Futu re Probl emSo lving Program now ch a ll en ges stu dents in 42 states and aro u n dthe world to be cre a tive and innova tive . By Lee Pi l gri m

22 Scholars of InfluenceGuided by a tradition of excellence established by the Collegeof Education’s senior scholars, rising young faculty forge theirown paths in academe. Nowhere is this transition to the nextgeneration of scholars more clearly reflected than in mathemat-ics education. First, a Q&A with internationally recognizedUGA Regents Professor Jeremy Kilpatrick and then a look atthe work of dynamic associate professor Denise Mewborn.By Michael Childs and Janet Jones Kendall

‘The Father of Creativity’

DEPARTMENTS2 Campus News

3 National Rankings, Facts & Figures

16 Honor Roll of Donors

30 Faculty, Staff Recognition

32 Student Honors

33 Alumni in the News

22

2 ■ EDUCATION 2004

Co ll ege of E du c a ti on stu den t s ,f ac u l ty and staff wi ll soon be abl eto access the In tern et – anyti m e ,a nyp l ace and any wh ere . At

least those who have wi rel e s s - en a bl ed laptop com p uters or PDAs( pers onal digital assistants) wi ll be able to do so.

The College is launching a wireless network this fall as part of UGA PAWS (Personal AccessWireless/Walkup System) – a wireless gateway allowing authorized users to check email, use their Webbrowsers and other Internet-related applications.

The new wireless connectivity on South Campus – called COE PAWS – includes Aderhold Hall,theRamsey Student Center and River’s Crossing. It will expand a network which was pioneered a year ago withan access point at Herty Field on North Campus.

“It’s important that we are among the leaders in wireless technology,” said Louis Castnell, dean of theCollege of Education. “Wireless technology is really expanding in schools across the country – more than$800 million will be spent on putting wireless in schools this year. We want our faculty and students to beprepared to use the very latest technology in support of their good teaching.”

Approximately 30-40 users will be able to get on the network through one access point, depending onwhat they are doing at the time, said Kristi Leonard, manager of Applications and Special Projects in theCollege’s Office of Information Technology (OIT).

“There are eight access points on each floor in Aderhold Hall. This will provide access to virtually all ofAderhold. Ramsey and River’s Crossing will each have their own set of access points installed,” she said.

COE PAWS also offers the opportunity for education faculty and students to research how this connec-tivity changes classroom management, access to information, and collaboration among students, teachersand community resources.

In addition, new technology resources will help the COE continue to recruit outstanding undergraduateand graduate students, faculty and administrators,said Sandi Glass, OIT director.

Wi reless clouds now hang over the Scien ce and Main libra ri e s , the Law Libra ry and sch oo l , the Ta te Stu den tCen ter, Den m a rk , Ca l dwell and Mem orial hall s , Gradu a te Stu d i e s , the Sch ool of E nvi ron m ental De s i gn andp a rt of down town At h ens near the New Media In s ti tute . The Terry Co ll ege of Business is ex pected to join thePAWS net work this fall as well . The proj ects have all been spon s ored by PAWS – wh i ch is funded by theS tu dent Tech n o l ogy Fee and managed by UGA’s Enterprise In form a ti on Tech n o l ogy Servi ces (EITS ) .

For more information: http://www.coe.uga.edu/coepaws/

COE PAWS to OfferWireless Access This Fall

The Un ivers i ty of G eor gia was one of six univers i ties in the nati on recen t lyh on ored by the Edu c a ti on Trust for its work tra n s forming sch ool co u n s el-

ing programs both in high er edu c a ti on and in K-12 sch oo l s .UGA, along with California State-Northridge, Indiana State,Ohio State,

West Georgia,and North Florida,has been part of the six-yearTransforming School Counseling Initiative with the Education Trust, aWashington, D.C.-based nonprofit educational organization.

The ultimate goal of the project, funded by a $425,000 g rant to eachschool from the DeWitt Wallace-Reader’s Digest Fund, is to improve theeducational experiences and outcomes for all children, especially poor andminority children, by influencing the actions of school counselors, said Pam Paisley, professor of counselingand co-director of the project at UGA.

For the past three years, UGA faculty have built partnerships with local schools, communities and stateagencies to make substantial revisions in UGA’s preservice curriculum for the master’s program in counsel-ing. They also provided new, innovative professional development activities for practicing counselors andcounselor educators.

The newly transformed preparation programs are now producing counselors who are knowledgeableabout schools and schooling; equipped to assist students in meeting their educational and personal goalsand proactive advocates for system change; and working to remove barriers that impede the academic success of poor and minority students.

In re s ponse to dem a n df rom the com mu n i ty,

the Un ivers i ty of G eor gi awi ll expand its of feri n gsthis fall at the Gwi n n et tUn ivers i ty Cen ter inL awren cevi lle with twon ew under- gradu a tete ach er certi f i c a ti on programs in special edu c a ti on and scien ceedu c a ti on .

Th ere is also a new,i n terd i s c i p l i n a ry stu d i e sdegree program with anem phasis on social scien ceof fered thro u gh UGA’sFranklin Co ll ege of Art sand Scien ce s . It’s a degreein social scien ce s , with acon cen tra ti on in ei t h ers oc i o l ogy or psych o l ogy.

In fall 2002,UGA initi-ated bachelor’s degreeprograms in business,sci-ence and education at theGwinnett UniversityCenter, in addition to themaster’s degree programsand continuing educationcourses the university hasbeen offering in Gwinnettsince the mid-1980s.

U G A’s under gradu a teprograms in Gwi n n ett areopen to tra n s fer stu den t s ,as well as stu dents wh oa l re ady hold a bach el or ’sdegree and are seeking as econd degree . Tra n s fers tu dents must have com-p l eted at least 60 hours oftra n s fera ble co u rse workat other insti tuti ons ande a rn ed at least a 2.50 GPA .

More information is available online atwww.uga.edu/gwinnett

COE ExpandsBachelor’sPrograms atGwinnett

UGA’s School Counseling Lauded as Pioneer in Reform

C A M P U S N E W S

N A T I O N A L R A N K I N G S

EDUCATION 2004 ■ 3

UGA’s GRADUATE PROGRAMS IN EDUCATIONRANK AMONG THENATION’S BESTSix Programs Rated in Top 10 in Their Field

The number of COE pro g ra m s r a n ked in the To p10 in the nation grew to six in U.S. News & WorldR e p o r t ’ s 2004 edition of “A m e r i c a ’s Best GraduateS c h o o l s.” The magazine uses a combination of fac-t o r s, including reputation, student selectivity, p l a c e-ment success, faculty resources and researchactivity to rankgraduate schools.

Overall UGAEducationRankings:

• 3rd among education colleges in the South• 17th among publicschools in the nation• 27th overall nationally

Individual UGA Program Rankings:• Vocational/Technical 3rd• Counseling/Personnel Services 4th • Elementary Education 5th • Curriculum/Instruction 6th• Secondary Education 7th • Educational Psychology 10th• Special Education 17th• Administration/Supervision 18th

For full details on the U.S. News and World Report“Best Graduate Schools” ranking index,go to:www.usnews.com/usnews/edu/grad/rankings/about/index.htm

Complete program specialty and department rankings at:www.usnews.com/usnews/edu/grad/rankings/edu/eduindex.htm

UGA TOP 10 RANKINGSVocational/Technical

Ohio State UniversityUniversity of MinnesotaUniversity of Georgia Penn State University Virginia TechUniversity of Illinois Oklahoma State University of Missouri Colorado State UniversityUniversity of Wisconsin

Counseling/Personnel ServicesUniversity of MarylandOhio State University University of FloridaUniversity of Georgia University of North Carolina University of Minnesota University of WisconsinIndiana University University of MissouriPenn State University

Elementary Education Michigan State University University of Wisconsin Ohio State University Teachers College, Columbia UniversityUniversity of Georgia University of Illinois Vanderbilt University Indiana University University of Virginia University of Michigan

Curriculum/Instruction University of WisconsinMichigan State University Teachers College, Columbia UniversityOhio State University University of IllinoisUniversity of Georgia Stanford University University of MichiganIndiana University Vanderbilt University

Secondary Education Michigan State University University of Wisconsin Ohio State University Stanford University Teachers College, Columbia University University of IllinoisUniversity of Georgia University of Virginia Indiana University University of Washington

Educational Psychology Stanford University University of Wisconsin University of Michigan University of Illinois Michigan State University University of Minnesota University of California–Berkeley Teachers College, Columbia University University of California–Los Angeles University of Georgia Harvard University University of Maryland

1.2.3.

6.7.

9.10.

1.2.3.4.5.6.

8.9.

10.

1.2.3.4.5.6.

8.

10.

1.2.3.4.

6.7.

9.

1.2.3.4.5.

7.8.9.

1.1.

3.4.5.6.7.8.9.

10.

FACTS & FIGURES (2002)

Enrollment: 4,945 (49.6% graduate students)

Faculty: 225 full-time,334 graduate assistants

Degrees & Programs:90 graduate, 18 undergraduate

Diplomas (2002): 598 graduate,642 undergraduate

Living Alumni: Over 40,000

External Funds (2002-2003):• Research: $6,578,692• Instruction: $4,910,142• Outreach: $6,425,072• Total: $17,913,906

• UGA is 6th nationally in Fulbright Scholars• College is nation’s 2nd most prolific in education research published• College is 14th nationally in doctorates awarded to African-American graduates

Student Quality• Median GPA 3.69• Median SAT 1175• COE teacher education graduates have a pass rate on the national PRAXIS II teacher exam of 98.6%

POINTS OF PRIDE


BY MICHAEL CHILDS

Some edu c a tors say attaining it repre-s ents the highest level of accom p l i s h edte ach i n g, and those who do attain it are

of ten referred to as “m a s ter te ach ers .”Policymakers across the country are

increasingly supportive of National BoardCertification (NBC) for teachers in hopes ofimproving student performance. Manystates provide financial incentives toNational Board Certified Teachers (NBCTs),such as salary bonuses and reimbursementof candidates’ fees.

While one stu dy has shown NBCTs scoreh i gh er on measu res of te aching ex pertise anda n o t h er found that they are more con f i den tand bet ter equ i pped as cl a s s room te ach ers ,t h ere has been little re s e a rch done on the con-n ecti on bet ween nati onal certi f i c a ti on ands tu dent ach i evem en t . That is abo ut to ch a n ge .

Three University of Georgia educationresearchers are helping lead a national effortto take an objective and wide-ranging lookat national certification of teachers.

The UGA project, one of 22 funded tostudy different aspects of national certifica-tion, was chosen from 109 proposals sub-

mitted to the National Board by researchersranging from large national research firmsto individual teachers and schools. It isfunded by a $394,000 grant.

The project titled, An InterdisciplinaryStudy of Teacher Change and Its Impact onStudents’ Learning, is led by associate pro-fessors Peg Graham, language education;Steve Oliver, science education; andNicholas Oppong, mathematics education.

Its three-year research agenda focuses oncandidates’ perceptions of BoardCertification as a reward or learningprocess; Board Certification as impactingteachers before, during and after comple-tion of the process; and evidence of teacherchange through student work.

Established 15 years ago by the NationalBoard for Professional Teaching Standards(NBPTS),national certification is achievedthrough a rigorous performance-basedassessment that takes about a year to com-plete. Teachers document their deep knowl-edge of the subject matter they teach, pro-vide evidence that they know how to teachtheir subjects to students effectively, anddemonstrate their ability to manage andmeasure student learning.

About 10 years ago, Georgia had noNBCTs, but Gov. Roy Barnes’ educationreform measure included incentives forteachers to achieve national certificationand the numbers steadily rose. In 2002,Georgia had the sixth highest number ofnew national certified teachers in the nationwith 380 and stood seventh in overall num-ber of certified teachers with 802.

Those numbers seem almost insignifi-cant when compared to Georgia’s 95,000-member public school teaching force.Nevertheless, policymakers hope the expert-ise of master teachers will be utilized out-side the classroom by stepping into trainingand leadership roles that will indirectlyaffect student achievement in Georgia.

Across the country, more than 7,800teachers achieved national certification lastyear. The states with the highest number ofnew NBCTs included North Carolina

UGA RESEARCHERS WANT TO KNOW...

Are Na tional Boa rd Certi f i ed Te a ch ers Helping Stu d ents Ach i eve ?

UGA National Board CertificationResearchers (L-R): Nicholas Oppong,Peg Graham and Steve OliverPHOTO BY MICHAEL CHILDS

Please see RESEARCHERS, Page 11

T E A C H I N G A N D R E S E A R C H



Dorann Ma n s ber ger has been anE n glish te ach er in Geor gi ah i gh sch ools for nearly two

dec ades – the last 16 ye a rs at Ocon eeCo u n ty Hi gh Sch oo l .

She has earn ed three degrees at UGA:a BSEd in English edu c a ti on , an MEd inl a n g u a ge edu c a ti on , an NL-5 and anEdS in curri c u lum su pervi s i on andad m i n i s tra ti on .

Du ring the past 10 ye a rs , she has servedas a men tor to several UGA stu dent te ach-ers thro u gh her invo lvem ent in UGA-N E TS (Un ivers i ty of G eor gia Net work ofE n glish Te ach ers and Stu den t s ) , a co ll a bo-ra tive inqu i ry group cre a ted by Co ll ege ofE du c a ti on fac u l ty mem bers Peg Gra h a mand Sa lly Hu d s on Ro s s . Com pri s ed ofl ocal te ach ers and UGA stu den t s ,U G A-N E TS has won top state te aching aw a rd sand nati onal recogn i ti on thro u gh severa lprofe s s i onal journal arti cles and a gro u p -wri t ten boo k , Te a ch er / Men to r: A dialoguefor coll a b o ra tive learn i n g, p u bl i s h ed byTe ach ers Co ll ege Press and the Na ti on a lCouncil ofTe ach ers ofE n glish (NCTE).

In 1999,Ma n s ber gerbecame the firs tte ach er inO con ee Co u n tyand among thef i rst 100 inG eor gia to earnn a ti onal boa rdcerti f i c a ti on .Si n ce then , a dozen more Ocon ee te ach ersh ave earn ed nati onal certi f i c a ti on . S h ec redits her work with Graham and Ro s sfor opening up an en ti rely new world inedu c a ti on for her.

“Peg is truly turning out educators who

are prepared for the ups and downs of aclassroom experience,” she said. “Thismodel has changed the direction of lan-guage education in the state of Georgia. Ithas had a direct impact on thousands ofstudents in our state.”

Does she think national board certifi-cation makes a teacher better?

“ Na ti onal Boa rd te ach ers tend to bemu ch more ref l ective and ask ‘W H Y ? ’m ore of ten . Th ey tend to look at thei rpracti ce daily and ref l ect on what stu den t sa re re a lly learn i n g. Th ey look for clear andconcise evi den ce to prove that stu dents are‘get ting it.’

“NB te ach ers are more re s e a rch litera te ,i n corpora ting what works into their ide a sand are more apt to qu e s ti on re s e a rch . Th eya re mu ch more vers a tile in the cl a s s roomand understand the ins and outs of su m m a-tive and form a tive assessment with stu den t s .

“NB teachers tend to know their studentsbetter. Wouldn’t you want someone like thatto teach your child?” ■

We Seek Evi den ce That S tu den t s Are

‘G E TTING IT’

National Board Certified TeacherDorann Mansberger leads an OconeeCounty english classPHOTOS BY PAUL EFLAND

NATIONAL BOARD TEACHER:


BY MICHAEL CHILDS

When Betsy Rymes began teachingEnglish to Speakers of OtherLanguages (ESOL) in a Los

Angeles junior high school 10 years ago, shedid not know a word of Spanish and, as an“emergency-credentialed”English major,was not trained as a teacher.

“Fortunately, I had Ms. Ruiz – an infi-nitely competent bilingual paraprofessionalwho ensured that my classes ransmoothly,” she said. “At times itseemed odd that she wasconsidered the one ‘with-out training,’ eventhough she had 10 year smore experience teach-ing and was a nat iveSpanish speaker.”

Many years later, hav-ing moved to Georgiawhere bilingual teachers areeven scarcer than they were inLos Angeles, Rymes began to realizethat Ruiz was an underutilized, but invalu-able human resource.

Because of Georgia’s rapidly rising Latinopopulation – more than 300 percent overthe last decade and third fastest-growing inthe nation – the state has a dire need torecruit and train teachers for the risingnumbers of children who are EnglishLanguage Learners (ELLs).

In the Cl a rke Co u n ty Sch ool Di s tri ct ,the pop u l a ti on of ELLs has nearly do u-bl ed in the last two ye a rs . In nei gh bori n gHa ll Co u n ty and the city of G a i n e s vi ll e ,the ELL pop u l a ti on is over 50 percent ins ome sch oo l s .

“I wondered if there were bilingual para-professionals like Ms. Ruiz in Georgia pro-viding the kind of crucial support the grow-ing Spanish-speaking population needshere,” she said.

Th ro u gh a series of focus groups she

or ga n i zed in Cl a rke andad j oining co u n ti e s ,

Rymes found dozens ofbilingual para profe s s i on a l s

overf l owing with stori e sa bo ut the ch i l d ren they have

h el ped to edu c a te .“Th ey told me stories of c ryi n g, s i l en t ,

f ru s tra ted or stru ggling ch i l d ren wh o s ete ach ers , u n a ble to speak their language ,would have felt helpless – were it not forthe bilingual para pro s ,” said Rym e s .“ Butdid they want to become cl a s s room te ach-ers full - time? Ye s . Th ey were more en t hu-s i a s tic than I could have pred i cted . Th eyw a n ted to know what they could do ri gh taw ay to begin on the path to te ach er certi-f i c a ti on . Un fortu n a tely, I had nothing toof fer them . I re a l i zed I had to find a wayto fund a program of su pport for thesepo ten tial te ach ers .”

Rymes returned to Los Angeles to studytwo programs that have transformedSouthern California’s teaching field by pro-viding opportunities for paraprofessionals –the Latino and Language Minority TeacherProject at the University of SouthernCalifornia and the Career Ladder Office of

the Los Angeles Unified School District.Rymes proposed her own program called

Teachers for English Language Learners(TELL) and received a $796,000 grant fromthe U.S. Department of Education earlierthis year to implement it.

“Bilingual paraprofessionals and parentliaisons are talented,highly skilled individu-als who have the potential to be exemplaryteachers,” said Rymes. “They are fluent inthe language and culture of the students inthe communities they serve,have years ofexperience in the classroom and are wellprepared to meet the challenges that con-tribute to the high rates of attrition amongmany novice teachers.”

While this group will potentially makeexcellent teachers,there are financial, aca-demic and social barriers to their success,she said.

TELL of fers non - certi f i ed profe s s i on a l sand para profe s s i onals – who are bi l i n g u a l– sch o l a rships and other su pport servi ce sto earn profe s s i onal certi f i c a ti on . Inretu rn , t h ey must commit to te ach i n gt h ree ye a rs in the public sch ools of Cl a rke

Please see TELL, Page 11

B R I DGING THEC U LT U RA L G A PProf Develops Program to Recruit,Prepare New Bilingual Teachers

Betsy Rymes,assistant professor oflanguageeducation,has developeda program toprepare morebilingual teachersPHOTO BY MICHAEL CHILDS


BY MICHAEL CHILDS

Lily Erp never wanted to be a teacher.That is, until now.

The Venezuelan native, who cameto the United States eight years ago to studyEnglish and obtain her master’s of businessadministration,had been so successful inthe banking business in Caracas that it liter-ally paid her way to come to America.

But a funny thing happened on her wayto an MBA. She met her future husband,got married and had two children. She puther graduate studies on hold to be a full-time mom.

A couple of years ago, Erp went back towork, but not in banking. She is now abilingual parent liaison at Chase StreetElementary School in Athens where shehelps more than 100 Spanish-speaking stu-dents and their parents overcome the lan-guage barrier.

She also has a new goal. She wants tobecome a certified teacher, and a new UGA

College of Education program is helpingher reach that goal.

Erp is one of several non-certified pro-fessionals enrolled in a new UGA programdesigned to recruit and prepare more bilin-gual certified teachers called Teachers forEnglish Language Learners (TELL).

“After my children entered school, Iplanned to work on a master’s degree atUGA, but I heard the school dist rict waslooking for a bilingual person willing tohelp with the Spanish- speaking families,”she said.“Because education was not myfield,I had doubts at first, but the idea ofhelping parents with their children at schoolreally interested me.”

When Erp began work at the school,30percent of its students were Spanish speak-ing. This past year that figure had risen to41 percent or about 320 students. It’sexpected to hit 50 percent next year.

She says her concern over the kind ofeducation her children will receive is whatinitially led her to enter the field.

“ Every day we are rem i n ded of t h ete ach er short a ge and how futu re stu den t sand this co u n try wi ll be nega tively affect-ed ,” she said. “I want to help by filling thisvoi d . I hope not on ly to help my own ch i l-d ren’s futu re , but the futu res of as manych i l d ren as I can re ach . I want to te acht h em and open their minds to the worl din wh i ch we live .”

And she has a special niche to fill –that of a bilingual te ach er. E rp’s dec i s i on

to begin a new career path hasm ore to do with her de s i re tom a ke a social impact thans ec u ring a financially rew a rding futu re .

“The rising Latino pop u l a-ti on bri n gs many unprep a redch i l d ren into our sch ool sys-tem s . Ma ny of these stu den t sdon’t re ad , wri te ,s peak oru n derstand Engl i s h ; h owever, i tis their ri ght to be edu c a ted ,” s h es a i d . “Th eir need and de s i re tol e a rn along with their paren t s’n eed of i n terpreters requ i re s


LILY ERP ALREADY HAD A

DEGREE AND A SUCCESSFUL

CAREER IN BANKING, BUT

NOW SHE’S GOING BACK TO

SCHOOL TO BECOME A RARE

ASSET IN EDUCATION TODAY

– A BILINGUAL TEACHER

Bilingual liaison Lily Erphelps non-English speaking Esly“Annette” Olascoaga learnnumbers in EnglishPHOTO BY PAUL EFLAND

Please see ERP, Page 11

LEARNING FROM OUR

D I F F E R E N C E S


FATHER OFFATHER OF

E. Paul Torrancethought IQ tests were aninappropriate way to gaugetrue intelligence, so hedevised methods of testingcreativity that are nowemployed the world over

thought IQ tests were aninappropriate way to gaugetrue intelligence, so hedevised methods of testingcreativity that are nowemployed the world over

TORRANCE, SHOWN HERE IN THE MID-1980S, SPENT MOST OF HIS CAREER STUDYINGAND ENCOURAGING STUDENTS’ CREATIVITY

BY ALEX CREVAR

In Evelyn Bain’s classroom at BarrowElementary in Athens, Ga.,severalfirst-graders sit at small tables andwork on exercises inspired by theresearch of UGA’s Distinguished

Professor Emeritus E. Paul Torrance.The purpose of the activi ties is not to

push as many facts into their brains aspo s s i bl e , but to expand their abi l i ty tothink ori gi n a lly.

Thinking originally has been the crux ofnearly 60 years of work for Torrance. In thattime, he invented the benchmark methodfor quantifying creativity and arguably cre-ated the platform for all research on thesubject since. The “Torrance Tests ofCreative Thinking” helped shatter the theo-ry that IQ tests alone were sufficient togauge real intelligence; they solidified whatheretofore was only conceptual – namelythat creative levels can be scaled and thenincreased through practice.

Torra n ce’s most recent boo k , Ma n i fe s to: AGuide to Devel oping a Cre a tive Care er,i n clu des the re sults of his 40-year lon gi tu d i n a ls tu dy of c re a tivi ty – the on ly one of its kind.

“I su ppose cre a tivi ty is a part of i n tell ect ,but there are many abi l i ties invo lved in intel-l ect ,” s ays Torra n ce .“ For the full devel opm en tof c re a tivi ty in ch i l d ren and adu l t s , I am con-vi n ced they have a bet ter ch a n ce in life if t h ei rbest abi l i ties are iden ti f i ed and en co u ra ged .

“O ri gi n a lly, people thought a test could notbe cre a ted . One issue was cre a ting a test any-one could re s pond to – rega rdless of previ o u sex peri en ce s . We did that, and now the test hasbeen tra n s l a ted into over 50 language s .”

“ He is the father of c re a tivi ty,” s ays Joa nFra n k l i n - Smutn ey, d i rector for the gi f tedat Na ti on a l - Louis Un ivers i ty in Eva n s ton ,Ill . , and cre a tive ed i tor at Abl ex -Greenwood , wh i ch publ i s h ed Torra n ce’slast boo k .“ His re s e a rch has become thef ra m ework for the fiel d .”

Heightened awareness of the importance

of creativity led to the development of gift-ed programs all over the world. In Georgia,a student’s success on the Torrance Tests iskey to admission into gifted programs –which exist, according to Sally Krisel,because every school system is charged withtargeting students’ learning levels. Whenstudents excel,they deserve to be challenged– and gifted programs are a great way toaccomplish that.

“Georgia was one of the first two statesto mandate gifted programs in all state sys-tems for kindergarten through 12th grade,”says Krisel (MEd ‘82, PhD ‘00), who is thestate’s director of gifted programs.“I haveno doubt Georgia has excelled because ofthe influences of people like Torrance.”

In Bain’s gifted classroom at BarrowElementary, students are at work on theirfirst activity. Encouraged to come up with

as many ideas as possible – a concept that iscentral to Torrance’s creative problem-solv-ing research – they brainstorm possible usesfor an empty cream cheese container eachhas in front of them.

“And children,” says Bain (BSEd ‘74, MEd‘75), “there’s no such thing as . . . ?” “Wrongideas!”they say in unison. Next,the stu-dents work as a team to transform a ran-dom shape Bain has drawn on the boardinto something recognizable.

“These Torrance activities are similar toones found on the Torrance Tests,” Bain saysafter dismissing her class.“It’s amazing howmuch teachers learn about the talents ofchildren through this process. We learn thatdifferent kids have different ways they needto be challenged.”

The Torra n ce Tests take two form s : verb a land figura l . The verbal consists of the stu den ti nven ting uses for com m on things , su ch as as tu f fed animal. F i rs t , the proctor asks, “ Howwould you make this a bet ter toy ? ”S tu den t s’re s ponses are then eva lu a ted for ori gi n a l i ty( b a s ed on past re s pon s e s ) ,f lu ency (nu m berof i de a s ) ,f l ex i bi l i ty (nu m ber of d i f ferent cate-

Torrance, at age 85, still maintained regularoffice hours and published a landmark bookon his 40-year longitudinal studyPHOTO BY PETER FREY

EDITOR’S NOTE: In honor of the late distinguished professor emeritus E. PaulTorrance, who died July 12,2003, we have adapted the following article which origi-nally appeared in Georgia Magazine in March 2001. Memorial contributions can bemade to the Torrance Discretionary Fund or the Torrance Professorship, UGAFoundation,824 S. Milledge Ave., Athens,GA 30602-5582.

Read messages from friends, colleagues, former students and others from around theworld whose lives were touched by Torrance and his work or submit you own thoughtson the Obituary Guest Book at COE Online News at www.coe.uga.edu/coenews.



gori e s ) , and el a bora ti on of the ide a s .The figural is more obj ective . The stu den t

s t a rts with a simple shape like a circle andtries to incorpora te it in a more com p l i c a tedp i ctu re . The re sults are ju d ged on the samec ri teria as the verb a l . Props and shapes ares c ruti n i zed con s t a n t ly for ef fectiven e s s .

“Th ey don’t feel like te s t s ,” s ays Bon n i eCra m ond (PhD ‘ 8 2 ) , a profe s s or in theUn ivers i ty ’s edu c a ti onal psych o l ogydep a rtm ent and a re s e a rch fell ow at UGA’sTorra n ce Cen ter. “As oppo s ed to wri t teni n tell i gen ce ex a m s , the Torra n ce Te s t sdon’t ask qu e s ti ons that inheren t ly exclu des ome stu den t s . Th ey are blind to cultu re ;t h ey can be given to a kinder ga rtn er or agrad stu den t .”

Asked how he has managed to be so pro-lific – he’s written dozens of books andmore than 2,000 published ar ticles on cre-ativity – Torrance is characteristically mod-est:“I’ve had a lot of time.”

But the truth is,his curiosity burns asbrightly today as it did more than sixdecades ago, even before he earned hisundergraduate degree from Mercer, hismaster’s from Minnesota,and his doctoratefrom Michigan.

Before Torra n ce dem on s tra ted how cre-a tivi ty could be te s ted and acco u n ted foras a legi ti m a te aspect of i n tell ect , IQ wasthe test of m erit – to the exclu s i on of a llel s e . If you had Ce z a n n e’s vi s i on orEi n s tei n’s imagi n a ti on , but you had tro u-ble with math (Ei n s tein flu n ked it in highs ch oo l ) , you would miss out on all thel e a rning opportu n i ties gi f ted ch i l d ren havea n d , t hu s ,h ave a to u gh er time re ach i n gyour intell ectual po ten ti a l .

Such scenarios puzzled Torrance, whobegan teaching high school in his home -town of Milledgeville in the late 1930s. Heremembers encountering two rowdyGeorgia Military College students, whom heknew had potential.

“It became my ambition to channel theirenergy,” Torrance recalls. “And then I readSquare Pegs in Square Holes by MargaretBroadley. It described how the boys werejust ‘too full of ideas’ and ‘like wild colts.’Their energy just needed to be harnessed.”

Torrance laughs when he thinks back tohow he helped them eventually corral theircreativity: “One became a school superin-tendent,and the other was Secretary ofLabor in Ford’s cabinet.”

Manifesto, the book, describes how overtime his test subjects “struggle to maintaintheir creativity and use their strengths to

create their careers.” The exhaustive research– which correlates test scores of 1950s ele-mentary school students with what theyachieved later in life – shows that factorssuch as war and raising families can beobstacles to a creative career.

“We found that after 30 or 40 years otherthings became more important thanachievement,intelligence, and creativity,”says Torrance.“I call these ‘Beyonder’ char-acteristics, such as persistence, courage, will-ingness to take a risk, and loving and doingwhat you can do well.”

The study led to the publication of theTorrance Tests – and his return to his homestate as chair of UGA’s educational psychol-ogy department. The Torrance tests,although refined over the years, have beenthe tests of choice ever since.

“ D r. Torra n ce’s work gives us bre a k t h ro u ghi n form a ti on we mortals can pick and ch oo s ef rom according to need ,” s ays Kri s el .“ Pa ren t sl e a rn how to su pport their ch i l d ren , te ach ersfind ways to tap into the stu den t s’ l e a rn i n gproce s s e s , and co u n s el ors discover ways toi n c rease stu den t s’ opportu n i ti e s .”

But as much as anything, the study con-firms creativity as an aspect of intelligence.Based upon Torrance’s vast platform ofwork,creativity is not just an extravaganceor embellishment of personality; it’s a criti-cal life skill that all sectors of society – fromhospitals to the military – teach in order tocreate better problem-solvers.

As director of the Air Force AdvancedTraining Survival School in 1951, Torrancelearned that,under extreme conditions,thebest pilots always demonstrated creativity.

“Whenever a person is faced with a prob-lem for which he has no known or practicedsolution,some degree of creativity isrequired.” It wasobvious to him,thenas now, “that peoplewho employed cre-ativity were the bestat what they did. Thebest pilots were cre-ative in their per-formance.”

Fifty years later,the world has caughtup to Torrance’sthinking.

“The focus nol on ger needs to bewh et h er or not itcan be te s ted – wes ee now that it can

– but on its app l i c a ti on ,” s ays Fred d i eRei s m a n , d i rector of the Drexel / Torra n ceCen ter for Cre a tive Studies at DrexelUn ivers i ty in Philadel ph i a . Rei s m a n , aform er chair of the dep a rtm ent of el e-m en t a ry edu c a ti on at UGA, fo u n ded thecen ter in 1999 and says she doe s n’tbel i eve there is another pers on who holdsthe disti n cti on of h aving two cen tersn a m ed after them and foc u s ed on thee s s en tial ten ets of t h eir re s e a rch . Rei s m a nis now director of D rexel ’s Sch ool ofE du c a ti on . “We are now learning to com-bine cre a tivi ty with everyt h i n g.”

It is with considerable humor thatTorrance recalls how he wound up in edu-cational psychology. Born on a Milledgevillefarm in 1915,he walked and talked at a veryyoung age. But he also had learning disabili-ties – mainly problems judging depth per-ception. Ironically, those disabilities were aturning point in his life.

“I couldn’t plow a straight line,” herecalls. “So, when I was about 13, my fathersaid to me at the dinner table,‘It’s plain tosee that you could never earn your living ona farm. You have to get educated. And it’stime you ate your peas with a fork.’”

Torra n ce’s sel f - ef f acing natu re con-tri buted to his abi l i ty to com mu n i c a tewith and influ en ce several gen era ti ons ofedu c a tors . In deed , wh en you talk to any-one abo ut Torra n ce – rega rdless of t h etask in front of t h em – they drop every-thing and say: “Ab s o lutely, I ’ ll be gl ad totalk to you abo ut Dr. Torra n ce – anyt h i n gyou need to know.”

There is an undeniable sense that thosewho have been taught by him, either direct-ly or indirectly, are indebted to him.

“ He con ti nu a lly proved himsel f a gen ius –and not just in theorybut in app l i c a ti on ,wh i ch affected thou-sands of te ach ers andm i ll i ons of s tu den t s ,”s ays Fra n k l i n -Smutn ey.

“ His work

wi ll not peri s h

because he

genu i n ely

w a n ted to see

hu m a n k i n d

progre s s .” ■


ERP from page 7

(1,475), Florida (1,243), South Carolina(1,070), California (651) and Ohio (463).Overall, there are 23,937 national certifiedteachers in the United States.

“ Re s e a rch tells us that te ach ers do make ad i f feren ce ,” said Gra h a m , who has men toredl ocal te ach ers in their pursuit of n a ti onal cer-ti f i c a ti on since 1994. “ But we haven’t hadthe tracking sys tem in place to provi de con-vincing evi den ce of the link bet ween boa rdcerti f i ed te ach ers’ i n s tru cti on and the dept hof t h eir stu den t s’ l e a rn i n g.”

Re s e a rch ers say determining if on eboa rd certi f i ed te ach er can make a differ-en ce on stu den t s’ s t a n d a rd i zed test score sis difficult.

“We’re trying to determine if there areother ways that student achievement can bevalued and validated,” she said. “We’re try-ing to find out what changes or innovationnational certification has on teachers’ prac-tice. How that expresses itself in assessmentpractices. How that ultimately leads to stu-dents changing what they know and howthey know it.”

The researchers are tracking 15 Georgiahigh school teachers – 5 in math, 5 in sci-ence and 5 in language arts – who are cur-rently going through the 12-16 monthnational certification process. They are alsotracking the same number of teachers whohave completed the process and another 15who are thinking about going through theprocess. Next year, they will recruit a newgroup of 15 who are considering it.

The research questions focus specificallyon the following:

What is the nature of teacher motivationto prepare for and complete NationalBoard Certification?What is the nature of change in teachingpractices implemented by the NBPTSparticipant before, during and afterexperiencing the certification process?How is teacher change reflected in stu-dent work over time,and how is thenature of this change related to the depthof student understanding?“We needed to put together a large team

of people because we’re collecting data overa large geographic area here in the middleof Georgia, and we want to carry it on forthree years or more,” said Oliver.

Oppong came up with the idea of fund-ing three doctoral fellows to assist theresearchers.

“ Perh a p s , the fell ows are going to do thei r

d i s s ert a ti ons abo ut this re s e a rch ,” said Ol iver.“ It’s a great opportu n i ty. Th ey ’ ll not on ly geta re a lly good assistantship, but they ’re alsogoing to work with a team of people thatworks re a lly seri o u s ly on re s e a rch .”

Oppong believes the solid researchdesign of the project is responsible for theUGA researchers winning the grant, but hesees a bigger purpose than its stated goals.

“Two years from now, I think we’ll beseeking continued funding because the evi-dence has begun to demonstrate that this issomething worth doing,” he said.“If youlook at our proposal, you can clearly see –this is not a linear project. This is a projectthat goes on indefinitely.”

In educational research there have beenrelatively few longitudinal studies, butOliver believes this study is worth it.

“I think we could really make a big con-tribution to our field if we are able to main-tain a 10-year study,” he said. “Anything wecan do to show the complexity and difficul-ties of teaching and the real accomplish-ments being made by teachers for whichthey are seldom credited.” ■

m ore bilingual pers on n el in our sch oo l s .”As soon as she began helping with

translation at the school,Erp realized theLatino students needed more help in over-coming the language barrier. But with alimited budget and few bilingual person-nel,the question remained: How?

Th en she came up with a great ide a . Ifshe could rec ruit UGA stu dents stu dyi n gSpanish and get them invo lved at Ch a s eS treet Elem en t a ry, she would have thevo lu n teers she needed – not on ly to hel pL a tino parents talk to te ach ers , but toh elp their stru ggling ch i l d ren keep upwith their peers . In the proce s s , the UGAs tu dents would get re a l - world ex peri en ceas tra n s l a tors .

Af ter several failed attem pt s , E rp final-ly con n ected with UGA Spanish profe s s orBetina Ka p l a n , who loved the idea andde s i gn ed a co u rse that gave credit to hers tu dents for parti c i p a ting in the com mu-n i ty ef fort .

In its first ye a r, a bo ut 40 UGA stu-dents assisted with paren t - te ach er con-feren ce s , and the proj ect was ex p a n dedto all four Cl a rke Co u n ty el em en t a rys ch oo l s . In the next ye a r, E rp devel oped“Su rvival Spanish” classes for te ach erswho have Latino stu den t s , ex tra tutori n gfor Spanish-speaking stu dents who havetro u ble keeping up in cl a s s , and bi l i n g u a lre ading programs for stu dents andtra n s l a tors .

This year, Erp has added a weeklyEnglish class at the school for about 15Spanish-speaking parents and run by vol-unteer UGA professors and students.

Erp pauses as she reflects on how shegot here.

She spent much of her childhood inFrance while her father attended graduateschool at La Sorbonne,a prestigious uni-versity in Paris.

“The five years I spent in Europe createdmany great experiences, traveling and visit-ing museums and historic places in coun-tries such as Spain, Russia, Belgium, Italy,Poland and Austria,” she said.

“My parents always stressed that weshould appreciate the differences in localcultures and people. ‘Let’s learn from ourdifferences.’ That was our message g rowingup,” she said.

It’s hardly su rprising that Erp is nowusing her knowl ed ge of a n o t h er language toh elp bri d ge the cultu ral gap for others . ■

TELL from page 6

or Ha ll co u n ties or Gainesvi ll e .Participants enroll in one of UGA’s grad-

uate certification programs – TeachingAdditional Languages (TAL) or EarlyChildhood Certificate Option (ECCO) – orone of UGA’s undergraduate TALs depend-ing on their educational background.

The programs requ i re 30-40 sem e s terh o u rs of work and may be com p l eted in any-wh ere from three to six sem e s ters . TELL pro-vi des 100 percent of the tu i ti on , up to $5,000per parti c i p a n t , and the cost of ex penses su chas boo k s ,p a rking and fee s , up to $1,000.

Other support includes: preadmissionscounseling, college readiness workshops,opportunities to attend colloquia andworkshops with scholars of bilingualismand TESOL, English language classes, tutor-ing, and formal mentoring relationships.Schools will allow flexible work schedulingso that scholars may attend UGA classesand events.

Focusing on high-need schools in Clarkeand Hall counties, Rymes hopes the five-year project will result in at least 55 newbilingual certified teachers. ■

For more information on TELL:www.coe.uga.edu/dev/tell/index.htm

RESEARCHERS from page 4

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BY LE E PI LG R I M

Theon Wa ll s , a high sch ool sop h o m o re fro mSpri n gf i eld in Ef f i n gham Cou n ty, n e a rS ava n n a h , expl o res the futu re ch a ll en ges of vi r-tual co rpo ra ti o n s .

C h ri s tina Pi erce - To m l i n , a ninth gra d er fro mAt h en s , wri tes about how a “n ew sch ool ” of t h ef u tu re addre s ses the ch a ll en ge of providing pu b-lic edu c a tion in the year 2030 – the “Age of t h eFa m i ly Dyn a s ty.”

Jen ny Zhang, a n ot h er Clarke Cou n ty te en a ger,crafts an exq u i s i tely humanistic scen a rio of po s-s i ble futu re sci en tific and ethical issues overo rgan donati o n s .

Stu d ents at Ga tewood Sch ool in Ea to n ton stu dypo s s i ble altern a tive en ergy sou rces of the futu reand decide they must tackle the ch a ll en ge ofen ergy co n serva tion in their sch ool envi ro n m en t .The group discovers an impo rtant prem i se in thepro cess – the need to ch a n ge their own atti tu d e sand beh avi o rs .T h ey cre a te and co n du ct a cam-pa i gn to do just that in their sch ool , co m mu n i tyand beyo n d .

These stu dents – from different grade s ,d i f ferent sch ools and different parts ofthe state – have one thing in com m on .

Th ey are all parti c i p a ting in an ex tra ord i n a ryedu c a ti on program de s i gn ed to te ach yo u n gpeople to envi s i on po s s i ble futu res and todevel op the knowl ed ge , con f i den ce and skill sto ad d ress com p l ex social and scien tific ch a l-l en ge s . And Geor gia stu dents have been doi n git for nearly 30 ye a rs now.

E ach ye a r, dozens of teams of s tu dents froms ch ools thro u gh o ut Geor gia spend hoursu pon hours after sch ool and on wee ken d sre s e a rching and discussing the latest tren d s ,i s sues and data on a wi de va ri ety of topics inprep a ra ti on for the Geor gia Futu re Probl em

So lving Bowl held each Apri l .The Geor gia Futu re Probl em So lvi n g

Progra m , su pported by the Torra n ce Cen terfor Cre a tive Studies in UGA’s Co ll ege ofE du c a ti on , is a ye a r- l ong ac ademic progra mfor stu dents in grades K-12.

The program consists of four major com-pon en t s : Team Probl em So lvi n g, S cen a ri oWri ti n g, Com mu n i ty Probl em So lvi n g, a n dActi on - Ba s ed Probl em So lvi n g. Pa rti c i p a ti n gs tu dents practi ce cre a tive and cri tical thinkings k i lls and learn to app ly the six-step Cre a tiveProbl em - So lving Proce s s .

The Futu re Probl em - So lving Progra m(FPSP) was cre a ted in 1974 by the late E. Pa u lTorra n ce , UGA disti n g u i s h ed profe s s or em eri-tus of edu c a ti onal psych o l ogy. Torra n ce isk n own around the world for his re s e a rch onc re a tivi ty and the devel opm ent of c re a tivi ty.His ideas have impacted edu c a tors ,s tu den t s ,govern m ents and or ga n i z a ti ons for more thanfour dec ade s . His wri ti n gs have been tra n s l a t-ed into more than 50 language s .

From its hu m ble begi n n i n gs 28 ye a rs ago atCl a rke Cen tral Hi gh Sch ool in At h en s ,G a . ,t h eFPSP now invo lves more than 200,000 stu-dents with affiliate programs in 41 states ands everal co u n tries around the worl d .In tern a ti onal interest in the program is grow-i n g. E du c a tors from Egypt , Mex i co,Swi t zerland and So uth Korea parti c i p a ted inFPSP training this ye a r.

In fact , So uth Korea sent 30 high sch oo lte ach ers to the Co ll ege last su m m er for tra i n-ing in gi f ted and cre a tive edu c a ti on inre s ponse to their new laws all owing reg u l a rh i gh sch ools to be converted to high sch oo l sfor the gi f ted . FPSP materials were tra n s l a ted ,and a So uth Korean affiliate program is nowin place to su pport their te ach ers .

The Team Probl em So lving com pon ent isprob a bly the best known activi ty of the pro-gra m .E ach ye a r, s tu dents ex p l ore four top i c sof gl obal import a n ce . The topics are sel ected

Extracurricular Academic ProgramChallenges Students in Georgia, 41 OtherStates to

F U T U R E

think cre a tively

for these kids

“To dream and toplan, to be curiousabout the future andto wonder how muchit can be influen ce dby our ef fo rts arei m po rtant aspe cts ofbeing human...”

E. PAUL TORRANCE, 1983 TORRANCE CENTER FOR

CREATIVE STUDIES, UGACOLLEGE OF EDUCATION


by a vo te of i n tern a ti onal participants andt h eir te ach ers .

Last ye a r ’s topics were sports med i c i n e ,E -com m erce ,n a n o tech n o l ogy and DNA iden ti f i-c a ti on – not standard curricular fare for mosts ch oo l s .

S tu dents begin with re s e a rch . Th ey inve s ti-ga te scien ce , tech n o l ogy, d a t a ,i s sues andtrends rel a ted to a top i c . Nex t ,s tu dents use thes i x - s tep Cre a tive Probl em So lving Process to :

1) iden tify the ch a ll en ges in a “ Futu reS cen e” – a situ a ti on set in the futu re in a ch o-s en topic are a ;

2) sel ect an underlying ch a ll en ge for cre-a tive attack ;

3) gen era te soluti on ide a s ;4) devel op cri teria to eva lu a te the soluti on

i de a s .S tu dents use gen era ting stra tegies su chas bra i n s torming and focusing tools su ch as“Al o U ”( Adva n t a ge s / L i m i t a ti ons toOvercom e / Un i que Po ten ti a l ) ;

5) sel ect a best soluti on idea and;6) el a bora te a best soluti on ide a .S tu dents who parti c i p a te in Com mu n i ty

Probl em So lving use the same process to iden-tify and ad d ress a ch a ll en ge in the com mu n i ty,wh i ch can be as small as the cl a s s room or asl a r ge as the gl obal vi ll a ge .

S cen a rio wri ters stu dy the topics and usethe process and wri ting skills to cre a te image sof po s s i ble futu re outcom e s . The Scen a ri oWri ting com pon ent strives to en l a r ge , en ri chand make the stu den t s’ pers pective of t h ef utu re more acc u ra te .

The Acti on - Ba s ed Com pon ent (AbPS) isde s i gn ed spec i f i c a lly for use in regular cl a s s-room s . AbPS en ga ges stu dents in learn i n g,con s tru cting meaning, and app lying the cre-a tive probl em - s o lving process to real life situ a-ti on s . It introdu ces te ach ers and stu dents toc re a tive probl em solving and high-er- l evel thinking in a hands-onm a n n er. It is de s i gn ed to guide stu-dents into com mu n i ty acti on .

Why do stu dents parti c i p a te inFutu re Probl em So lving? Why dot h ey stay after sch ool to re s e a rchand discuss topics and issues thatre ach far beyond the regular cur-ri c u lum and of ten times is farrem oved from their regular ex peri-en ce? Why do they practi ce cre a tiveand cri tical thinking skills that arenot requ i red for sch ool?

Con s i der these com m en t sTorra n ce recen t ly received from agroup of ch i l d ren :

“ It helps us think bet ter and more qu i ck ly.”“ It has hel ped me to devel op my deeper

thinking skills and to re a l i ze that I can make a

d i f feren ce in the worl d .”“ It’s fun!”“ It bri n gs out the best in me and the

f ri ends I have made thro u gh your bra i n ch i l d( F P S P ) .”

“ It helps me think in new ways .”“Thank you for giving me a ch a n ce to use

my talents for som ething that is actu a lly ach a ll en ge .”

“ It could even help us actu a lly solve re a lprobl ems in the futu re .”

“ If kids are the futu re ,t h en you hel ped tobet ter prep a re the futu re .”

Re s e a rch on the cre a tive and cogn i tive out-comes of the program con ti nu e s .

Gwynn Powell , an assistant profe s s or inrec re a ti on and lei su re studies in the co ll ege ,i ss eeking a grant to re s e a rch FPSP as a rec re-a ti onal (afters ch ool) activi ty and to stu dy itsi m p act on cogn i tive proce s s e s .

Powell ’s own parti c i p a ti on in FPSP as ateen a ger led to her interest in ex p l oring theprogra m’s impact . She rem em bers the ex h i l a-ra ti on and active natu re of the program andwants to ex p l ore its ef fect on the devel opm en tof h i gh er level thinking skill s .

Coaches who have worked with the pro-gram of ten com m ent on the phys i c a l , “el ec-tri c” n a tu re of teams who are en ga ged in thec re a tive probl em - s o lving proce s s .

E du c a ti on stu dents in the hon ors progra mat the Un ivers i ty of Con n ecti c ut who parti c i-p a ted in a six-week FPSP training co u rse earl i-er this year reported a high er sense of s elf- ef f i-c ac y. Su rely, this could be a ga lvanizing ch a rac-teri s tic for novi ce te ach ers!

Jerry Rogers , a reti red Cl a rke Co u n tys ch oo l te ach er, FPSP coach and curri c u lu mcoord i n a tor, has con ti nu ed to remain active inFPSP men tori n g, training and sharing of h i s

FPSP ex peri en ce with te ach ersa round the state .

Rogers is curren t ly co - pre s i den tof the Northeast Geor gia distri ct ofthe Geor gia Re ading Co u n c i l . Herecen t ly wro te an arti cle in theG eor gia Jo u rnal of Re ading to uti n gthe use of FPSP stu den t - wri t ten sce-n a rios as a tool in the cl a s s room .

Rogers is not alon e . Ma ny wh oh ave reti red from te aching rem a i nactive in their FPSP coach i n gc a reers , ef fectively con tri buting tot h eir form er sch ools and com mu n i-ties thro u gh their invo lvem en t . Ins peaking with an FPSP stu den t ,coach or form er parti c i p a n t , on e

gets the sense that there may be no bet ter wayto prep a re young people for a po s i tive andprodu ctive futu re .

Bi ll Ch i t ti ck , profe s s or of po l i tical scien ce atU G A , uses the stru ctu re and process skills ofFPSP each year to prep a re hon ors practi c u ms tu dents for parti c i p a ti on in the Model UNTeam Com peti ti on . He first recogn i zed theben efits of the sys tem a tic te aching of t h eCre a tive Probl em - So lving Process wh en hisd a u gh ter parti c i p a ted in FPSP as a stu den t .

L a u ra Ad a n g, a firs t - year stu dent in theMD/PhD program at the Un ivers i ty ofVi r gi n i a , ref l ects on her ex peri en ce with theFPSP as a young Geor gia sch oo l ch i l d .

“ It was one of the most important pro-grams of my pre - co ll ege edu c a ti on . It shapedthe way I examine and analy ze situ a ti on severyd ay. Th ro u gh the thought proce s s e sen co u ra ged by the progra m ,m a ny probl ems ofa gl obal scale can be tra n s form ed into a per-s on a lly attainable goa l ,” she says . “ It taught meto focus my atten ti on on fixing the small er,m ore manage a ble issues that are part of t h eovera ll probl em . Futu re Probl em So lvi n g,m ore than anything else in my life ,h on ed myc re a tivi ty and abi l i ty to con c retely state mya b s tract ide a s . It was not just a rec re a ti on a lclu b ; it was my out l et for cre a tivi ty that hon e s t-ly hel ped to shape the way I vi ew the worl d .”

Cre a tive Probl em - So lving is a requ i red partof G eor gi a’s gi f ted curri c u lu m . For this re a s on ,or perhaps because gi f ted program coord i n a-tors of ten have more freedom to de s i gn and toi m p l em ent innova tive curri c u lu m , FPSP isof ten perceived as a program on ly for “gi f teds tu den t s .” However, the con ten t ,s k i lls andprocess of fered by FPSP are appropri a te andi m portant for all stu dents! Ye a rly topics andprocess skills integra te well into scien ce ,s oc i a ls tu d i e s , and language art s .

In Geor gi a , the program takes many for-mats from small , com peti tive teams to wh o l econ ten t - a rea cl a s s room stu dy and even after-s ch ool en ri ch m ent progra m s . It is flex i ble andi n ex pen s ive to implem ent – but not easy.

Te ach ers who ch oose to implem ent FPSP inorder to ex p l ore unu sual ide a s , ch a ll en ges andpo s s i bi l i ties with stu dents are not ord i n a ry.Th ey are en er geti c ,c re a tive and ded i c a ted .Th ey of fer stu dents the cri tical and cre a tivetools to con s tru ct po s i tive futu re s . If you arelu cky en o u gh to have one of t h em in yo u rs ch ool sys tem , give them a hand and a hu g.You wi ll be su pporting the po s s i bi l i ty of m a nybri ght futu res for Geor gi a’s young peop l e . ■

Lee Pi l grim is co - coo rd i n a tor for the Ge o rgi aFu tu re Probl em Solving Pro gram and can beco n t a cted at l p i l g r i m @ c o e. u g a . e d u .For more about Ge o rgi a’s Fu tu re Probl emS olving Pro gram vi s i t :w w w. c o e. u g a . e d u / f p s p /

Mem bers of Al p sRoad Elem en t a ryS ch ool ’s Fu tu reProbl em Solvi n gteam in Clarke

Cou n ty deba te issu ePH OTOS BY W I N G ATE DOW N S


The University of Georgia is poised to become one of the top public universities in the country, ina class with flagship universities in California, Michigan, North Carolina and Virginia. At thecore of this quest in our g reatest resource: our students. The College of Education is preparing

our best and brightest to become the teachers and education professionals of tomorrow – here inGeorgia and beyond. The future of Georgia is the UGA College of Education.

With only a third of our budget coming from the state, the University of Georgia can no longer relyon tax dollars and tuition alone for support. Universities,like UGA, that aspire to the highest levels ofexcellence must have the solid financial foundation of a generous endowment. The following tableillustrates how UGA’s endowment compares to those of other top tier public universities.

D E V E L O P M E N T U P D A T E

Growing Our Endowment

The Enduring Importance of an Endowment An endowment is a permanent financial resource that provides perpetual income for a use specified

by the contributor. Endowed funds may be unrestricted, which means they can be used wherever theneed is greatest, or specified for a particular department or program. The University of Georgia hasgiven the College of Education a vital and worthy goal of raising our endowment by growing the num-ber of endowed scholarships, professorships,and chairs that we offer. Our goal is a lofty one butabsolutely critical to our long-term success, especially in the face of declining state funding.

College of Education development fundraising goals for the next five years are:■ $2.8 million in endowed scholarships and fellowships – to attract and reward the best and the bright-est students to fields in education.■ $2 mill i on in en dowed profe s s orships and ch a i rs – to bring in more disti n g u i s h ed fac u l ty wi t h

f i rs t - ra te ac ademic and re s e a rch ex perti s e .■ $1 million in endowed unrestricted funds – these resources arerequired for needs and improvements that arise throughout theyear that are outside the bounds of budgetary forecasts.

No matter the size of your con tri buti on , your gen ero s i ty hel p ss tren g t h en the Co ll ege of E du c a ti on’s re s o u rces so that we have thea bi l i ty to re s pond to bu d get a ry ch a ll en ges and su pport dy n a m i copportu n i ties for our stu dents and fac u l ty. If you would like to makea con tri buti on to the Co ll ege of E du c a ti on Endowm ent Fund you canuse the attach ed envel ope . For more inform a ti on abo ut making a gi f tplease con t act Lauren Ba rrett at (706)542-2267 or email her at l b a rret t @ coe . u ga . edu . We thank our alu m n i ,f ac u l ty and other su p-porters for enhancing one of the state’s and nati on’s most va lu a bl ere s o u rces – edu c a ti on .

Private support can

and does make a

difference between

giving our students

a good education or

an excellent one.

UGA is ready to

reach the next level

of excellence, but

private support is

essential for that

to happen.

Note: 2002 NACUBO Endowment Study. Endowment total as of 6/30/2002

INSTITUTION ENDOWMENT ENROLLMENT AMOUNT PER STUDENT

Alex Teh,Cecile CohenWaronker(BSEd ‘57),Lauren Barrettand RenieHallford (BSEd‘59, MEd ‘65,EdS ‘76) at theUGA AlumniCenter inAtlanta.SPECIAL PHOTO

COE DevelopmentDirector LaurenBarrett (left) withDean’s DevelopmentCouncil ChairSylvia McCoyHutchinsonPHOTO BY MICHAEL CHILDS

Goals andObjectives

Un ivers i ty of Mi ch i ga n

Un ivers i ty of Vi r gi n i a

Un ivers i ty of North Ca rolina atCh a pel Hi ll and Fo u n d a ti on s

G eor gia In s ti tute of Tech n o l ogy

Un ivers i ty of Georgi a

$3,614,100,000

$1,708,199,000

$1,045,750,000

$ 770,168,000

$ 396,765,000

45,365

18,346

23,000

13,479

28,210

$79,667

$93,110

$45,467

$57,138

$14,065

For more information on g iving to the College of Education visit www.coe.uga.edu/research/


Bob Bowen (left)and Ira Aaronchat at the COE’sretired facultyluncheon in May 2003PHOTO BYMICHAEL CHILDS

The Carol J. FisherLanguage EducationScholarship Fund

Ca rol Fisher served theCo ll ege of E du c a ti on for

over 24 ye a rs as a profe s s orand a dep a rtm ent head ofl a n g u a ge edu c a ti on . Du ri n gh er tenu re , she was aw a rdedthe Ka ppa Delta Pi Te ach erE du c a ti on Aw a rd and co -a ut h ored several tex tboo k sadopted by the nati on’s lead-ing co ll eges of edu c a ti on .Seven ye a rs into her reti re-m en t , F i s h er remains ded i-c a ted to the strength andvi t a l i ty of h er dep a rtm en tand the Un ivers i ty ofG eor gia Co ll ege ofE du c a ti on . F i s h er recen t lyp l ed ged $25,000 to en dow as ch o l a rship in language edu-c a ti on . The first of its kindin the dep a rtm en t , the aw a rdwi ll be given annu a lly to on eor two disti n g u i s h ed gradu-a te stu dents for their out-standing ac ademics in lan-g u a ge arts and ch i l d ren's l i tera tu re .

The Mary FrancesEarly Professorship inTeacher Education

Mary Frances Early holdsa significant place in

Georgia history – she is thefirst African-American grad-uate of the University ofGeorgia. It was the Atlantanative’s profound desire to bea teacher and her belief inracial equality that motivatedher to leave the safety of theUniversity of Michigan in1961 to return to Georgia,enroll and help with the UGAdesegregation effort. Duringthat time, she frequentlyexperienced actions of hatebrought on by racial discrim-ination. Yet, she perseveredand received her degree in1962. Early has spent herentire career teaching – fromelementary school to her cur-rent position as associateprofessor and departmentchair of music education atClark-Atlanta University.

E a rly ’s love of te aching andm i l e s tone determ i n a ti on wi llbe com m em ora ted thro u ghthe cre a ti on of the Ma ryFra n ces Early Te ach erE du c a ti on Profe s s ors h i p. It isthe de s i re of the Un ivers i ty ofG eor gia Co ll ege of E du c a ti onto hon or Early with the estab-l i s h m ent of this profe s s ors h i pto cel ebra te an out s t a n d i n gprofe s s or that wi ll attract andm en tor diverse stu den t s . E a rlyhas made the initial con tri bu-ti on to open the fund. Th eUGA Co ll ege of E du c a ti on isc u rren t ly seeking priva te fund-ing of $250,000 to en dow thisperpetual acco u n t .

The Rose SandersStanley ’32Scholarship Fund

Rose Roberta Sa n dersS t a n l ey was an el em en t a ry

and secon d a ry mathem a ti c ste ach er in Atlanta for 14 ye a rs .She and her husband met asfell ow te ach ers seven ye a rsa f ter she gradu a ted in mathe-m a tics edu c a ti on from theUn ivers i ty of G eor gi a . Bo t hwere native Atlantans and hada t ten ded different highs ch ools in the area at differen tti m e s . Rose gradu a ted fromFu l ton Hi gh in 1928 and wasch o s en by the fac u l ty as the" best all - a round stu dent" inh er gradu a ting cl a s s . Th eh a n d s ome ch em i s try te ach ershe marri ed in 1946 had beench o s en the "best all - a ro u n dboy" in his cl a s s .

Rose was an out s t a n d i n ga t h l ete at Geor gi a , being thewom en's tennis and hikingch a m p i on . She went on toe a rn a master's degree inchild and devel opm ental psy-ch o l ogy at Geor ge Pe a bodyCo ll ege for Te ach ers fo u rye a rs after their on ly ch i l d ,Suzy (now a drama te ach erand director of p l ays inTacom a , WA ) , was born .

This ch a rming alumna diedin 1978. In her mem ory andbecause of t h eir shared love ofph i l a n t h ropy, h er hu s b a n d ,Julian Stanley, a reti red pro-fe s s or of p s ych o l ogy at Jo h n sHopkins Un ivers i ty, recen t lyc re a ted the Rose Sa n dersS t a n l ey '32 Sch o l a rship to hel po utstanding stu dents at UGAprep a re to become highs ch ool mathem a tics te ach ers .

Making ItHappen

The Ira E. AaronInternationalScholarship Fund

Ar g u a bly one of the lon ge s tstanding profe s s ors in

Co ll ege of E du c a ti on history, IraAa ron was the head of t h eDep a rtm ent of Re ad i n gE du c a ti on for 421⁄2 ye a rs . Wi t hthis length of s ervi ce under hisbel t ,D r. Aa ron to u ch ed the live sof m a ny in his career but no on em ore profo u n dly than Sylvi aMc Coy Hutch i n s on . As a PhDs tu dent in the Dep a rtm ent ofRe ading Edu c a ti on in the mid-7 0 s , Hutch i n s on ch eri s h ed learn-ing from and working wi t hProfe s s or Aa ron . In the fall of1 9 7 8 , she joi n ed the UGA fac u l tyand the two made a profo u n dac ademic partn ership at theCo ll ege of E du c a ti on . Th eyen j oy re ad i n g, re s e a rch i n g, a n dwri ting abo ut ch i l d ren’s litera tu reand have travel ed the world cri-ti quing ch i l d ren’s litera tu re . Toh on or Aa ron and the out s t a n d-ing men toring he gave so manys tu den t s , Hutch i n s on began theIra E. Aa ron In tern a ti on a lS ch o l a rship Fund to aid thoses tu dents who wish to ex peri en cel e a rning ande living abroad .


The College of Education

Corporate – recognizing gifts fromthese entities at all levels.

Abbott Laboratories FundAltria Group, Inc.Athens Sertoma ClubBank of America Matching

Gifts ProgramBellSouth Telecommunications, Inc.Cedar Creek Garden ClubChevronTexacoCoca-Cola CompanyDelta Air Lines FoundationErnst & Young FoundationFaw Financial ServicesGeorgia-Pacific CorporationGeorgia Power CompanyGeorgia Sports Medicine InstituteThe Goizueta FoundationThe Home DepotIBM CorporationKPMG FoundationLearning in RetirementMarathon Ashland Petroleum,LLCMBS DirectThe McGraw-Hill Fdtn., Inc.Monroe Primary SchoolNSSLHASiemens Building Technologies, Inc.St. Mary's Health Care System, Inc.The UPS Foundation

Deferred – recognizing donorswho have included the Collegein their estate plans through lifeinsurance policies, bequests orpooled-income gifts.

Neal and Nancy AlfordMartha Nell AllmanDr. Joan D. BerrymanCharles R. BrownJulianne F. and C. Saxby ChamblissCam D. Dorsey, Jr.Sara O. Glickman

and Dr. Carl D. GlickmanDr. Sylvia McCoy HutchinsonDr. Virginia M. MacagnoniDr. Mary Louise McBee* Morley G. McCartneyMs. Mary Ann MorgareidgeDavid John Mullen,Jr.

and Cynthia Shields MullenJoan Burkes Land NealDrs. Jenny and Steven OliverDr. Donald O. SchneiderProf. Julian C.Stanley, Jr.* Dr. E. Paul TorranceDr. R. Curtis Ulmer, Sr.

and Irene S. UlmerAubrey Sego WhelchelGene Wyatt

Dean’s Club – recognizing donorswho have given a minimum of $1,000during the year. Gifts at this level alsoqualify for the University of GeorgiaAnnual President’s Club.

Dr. Ira E. AaronJanice Puder Agron

Martha Nell AllmanBennett Leland ArpRenee M. Babineau

and Anthony J. MitchellBrian Christopher BruceBob and Maxine BurtonLouis and Mae CastenellSara Lucas Cooney

and Dr. Thomas J. CooneyDr. Bernice Louise CooperDr. Carolyn Carson DahlMary Frances EarlyDr. Carol J. FisherDr. Sylvia McCoy HutchinsonScott W. Kelly

and Renee Armstrong KellyJames T. and Gleith J. MannRandall and Rita ManningDr. Mary Louise McBeeDr. Denise Spangler MewbornDr. Theodore K. MillerDr. Robert Wayne MotlDavid John Mullen,Jr.

and Cynthia Shields MullenMark Edwin ProckEileen Russell EstateMorris I.SteinLinda L.and David H. TurnerDr. R. Curtis Ulmer, Sr.and Irene S. UlmerDr. Yancey and Jean WatkinsDrs. John T. and Patricia S. WilsonLois Cason Wooten andFrank L. Wooten,Jr.Dr. Russell H. Yeany, Jr.

and Brenda Yeany

College Club – recognizing donorswho have given a minimum of $500during the year.

Dr. Sally Marie Boyett-WhatleyBarbara Cox CadeDr. Bradley C. Courtenay

and Nancy Talton CourtenaySteve and Diane HortonMark Allan and Joanie Kenny HoytJoanna MassarBrenda Breedlove MoseleyDr. Whitney Lee MyersBoyd R. ParkerAnne Howard and Robert H.StolzDr. William Walter SwanDr. Otto Paul Wielan

Century Club – recognizing donorswho have given a minimum of $100during the year.

Livy Beck AbeleRegan AcostaRobert Ernest AdeAngela Sue Giddens AkinsNaomi Shearouse AldermanGary Franklin AllenDrs. Lewis Ray and JoBeth AllenTeresa Ann AllenDr. Jacqueline Andrews AllisonWilliam C. AmacherPeter Richard Anderson

Patricia Humphrey ArnoldPauletta Youngblood AtwoodLarry Dean AullDianne Lee BakerJo Ellen BakerNancy V. & Scott BakerDaniel Lee and Kimberly Y. BallOlen D. & Trish G. BallDr. Frances Faust BargerKaren Hamilton BarineauDr. Harold Thomas BarnettDr. Ian Courtney BarrettDr. Dorothy Ann BattleRussell C. BenedictJune and Jereal Bennett,Jr.Donald Alva BennettSherry Connell BennettBetty J. BensonDeborah Yater and Carl W. BetsillAudrey M.and Ronald J. BichselRebecca Nye BickerstaffSusan Whitman BickslerDr. Laura Lee Bierema

and Mark EbellCathleen Jane BlairMartha Sue BlytheDr. John Metcalf Bowen

and Jean Schmidt BowenStewart V. Bowers,Jr.

and Jane Probert BowersJane Hodge BradfordJack Duncan BrannonLavada E. Brodnax BrannonDr. Martha Clarkson Braswell

and James A. BraswellDr. Barney Cambon Brewton,Jr.Evelyn Jean BridgesAnita Divine BrittainEvelyn Patten BrooksLawrence Mandon BurkeDr. Lenette Owens BurrellHunter Joyce BurtDr. Ronald E. Butchart

and Amy F. RolleriMary Ann BuxtonDr. Robert Lawrence ByalickCarol Hendon and John Rance CainCheryl Phillips Calhoun

and Dayton Calhoun IIIDr. Frank John CarboRuby L. CarsonBarbara Seagraves CarterLorene Manning CarterDr. John Michael CaseyDr. Janice Louise Sapp CastlesDrs. Kevin L.& Sue ChapmanMarion Lynne ChapmanDr. Mark Phillip CheekBeverly Rollins ChitwoodDr. Larry Donald ClantonDonna Hunnicutt ClarkDr. Sandra Pryor ClarksonEdsel Lamar Cleveland,Jr.Clifford Lanier and Verlene P. CobbCarol Hatcher CochranDaniel Frank CochranDr. Mary Jim Combs

and Curtis E. Tate,Jr.Vicki Ann Connell

and Hoyt Keith Kay* Patricia Sullivan Conner

Dr. Charles Carter Connor, Jr.and Beverly H. Connor

Mary Alice Myles Conwayand Robert E. Conway

Dr. and Mrs. James H. CookDiane L. CooperDr. Mary Kay CorbittConnie Hughes CorleyIsabel L. CouchDr. Carolyn A. CoxPhyllis Causey Craft

and Ken Craft,Jr.Angela Kay CrewsElaine H. CrosbyHelen Lewis CroslandMartha Moody CroslandJohn S. Culpepper III

and Wanda Bell CulpepperDr. Dominic A.D'Alesandro, Jr.J. David Dantzler, Jr.Dr. and Mrs. John P. DattiloDr. Margaret Cauble DavisVicki Lowe DavisHarold Charles DaysMelvin Preston DeesIrene Mary Diamond

and George M.A.StanicCharlotte Leavy DicksonDr. Ernest K. DishnerTerry Rountree

and Jimmy W. DonaldsonDr. Beverly Joan DrydenSusan G. DuensingDr. Debra L. DukesSamuel C. Dyess,Jr.Fawzy EbrahimWilliam Belton EdmondsVernon Gaines EdwardsCharlotte Hitchcock EfurdDr. Carolyn Kathryn EhrMary Moore and Samuel W. ElliottDon F. EnisDr. Mary Arnold ErlangerCynthia Meyer

and Guy Vincent Evans,Jr.Nancy Wilhoit FargasonLindsey Durham Few, Jr.

and Johnnie Sanders FewHarriett Susan FinneyJennifer Jones FiskDr. William P. and June N.FlattJeanette Justice and John I.FlemingDr. Mary Kathryn FloydDr. Sherrie Lynn FordTyler M.& Marcia L. FormanJames Michael and Mary Covin FowlerDr. Mary M. FrasierErin Murphy FrazierLewis Samuel FreedmanMarilee Hanna and Philip FreshleyAnita George FridayMelvin C. FussellAnn Underwood GaryMeghan Keally and Don G.Gaskill,Jr.Johnnie Poarch GazawayDr. George M.GazdaLucy Holt GeorgePatricia Walker and Robert E.Giles,Jr.Calva Ann GillMichael Lee GilstrapRozelle Glanton

The UGA College of Education proudly recognizes and thanks the many alumni, friends and organizations who contribute theirsupport to the college and its strategic initiatives. Donors to the college are making an investment in our students as the future

educators of our children, leaders of our schools and top professionals in a wide array of other education- and health-related fields.These gifts serve to support the talented faculty and quality programs that characterize the college’s commitment to excellence andaccountability. Please see more information on how you can make a gift to the College of Education inside this magazine. The HonorRoll of Donors recognizes gifts made to the College of Education through the University of Georgia Foundation from July 1, 2002through June 30, 2003. For a complete list of donors, visit the COE’s Development Office at www.coe.uga.edu/alumni.

HONOR ROLL OF DONORS

C O N T R I B U T I O N S A N D G I F T S

Brian A GlaserJill Puckett and R.Garry GlennEdward W. GodfreyDr. Lynda Thomas GoodfellowDr. Robert Wayne GordenMary Hill GouldDr. Imogene Linette GouveiaAnita GrahamDennis E. GravittDr. June Wehrt GrayDr. Velon Hassell GrayDr. Charles H.and Barbara Black GreenDr. Martha Judith GreerKenneth Edward GrinerDr. Sherry Lynn GuiceNelda Hicklin and John C. HadawayJohn Thomas HaggertyDr. David Hayne HaiglerCharles Nelson HallDiane Lindsay HallLindsey HallmanDr. Michael J. HannafinKay Skelton Harris RomaineAndrew Neil HarrisonCatherine Brown HartleyCarrie Hickey Hartshorne

and Steven Joseph HartshorneJulia Debele HarveyKimberly Wells Hatton

and Dr. Robert M. HattonDr. Harold Lee HayesDr. Jishen He

and Dr. Peihua ShengEllen Baldwin HeiligJack Wilson HemingwayAnn Jackson HermanDr. Joseph P. HesterKimberly Elliott HillPatrick Morse HillDolly Bentley HoganGeorge Maner HollimanDr. Charles Thomas Holmes

and Roselle Massey HolmesSusan Snow HopeDr. Arthur M. HorneRichard Gray Houston

and Dorothy Middleton HoustonDr. Sally Ann Hudson-RossDr. Joan Davis HumphriesAnne Kelley HuppertzBetty Dill and Robert Wayne HurstJune Thomas HyderDr. George W. HyndCeleste Coley

and Willard Calhoun Johns,Jr.Dr. George W. JohnsonDr. and Mrs. Charles A. JonesCheryl Ann JonesSheila Wofford and C. Mark JonesRebecca Duggan and Ezra B. Jones IIIHarold Len JonesDr. Larry Gale JonesMartha Britt Jones

and Harold Hudson Jones,Jr.Sherrill C. JonesDr. Joan Alice JordanMartha Sue JordanDenise Ann Companik JulianaDouglas C.& Mary S. JusticeDr. Randy William Kamphaus

and Norma Lea KamphausClaire Brackman Keane

and Jerome KeaneHarry H. Keller IIISarah Mote KillgoreDr. Soo Yeon KimDonna McCourry

and Davis Wayne King, Sr.Dr. and Mrs. William B. KingAnn H. KingstonCindy McGinnis

and John Christopher KirkseyDr. Cheryl Pope KishDrs. Pamela Bradley

and Douglas A. KleiberLarry Kelley KohnDrs. James F. and Judith Winters LanfreyKara Roberts

and James Robert LawrenceDr. Gene RolfLayserBarbara Meek LeachDr. Chester William LeathersDr. Elizabeth Kenimer LeibachBarbara Leonard

Dr. and Mrs. Ralph LightseyLee Harnsberger LimbockerDr. and Mrs. Almont E.Lindsey, Jr.Dr. Jimmy Doyle LindseyDr. and Mrs. Marvin L. Long, Jr.Mary Frazier

and William Dean Long, Sr.Dr. Donella Whitaker LoweryCorneille Rylander LucadoMatilda Kroell Lynch

and Dr. Donald Richard LynchDr. Richard L. Lynch

and Genevieve A. LynchDr. Paul H. MaddenMrs. Samille Mitchell Malloy

and David C. MalloyDrs. Janet Stillman and Roy P. MartinDr. Peter Charles MatherElizabeth Ann MaynardCarol Starnes and Stuart D. McCanlessDr. Patricia McQuaig McCarthyMabel Davis McCulloughDr. Thomas Fredrick McDonald

and Barbara Terrell McDonaldDr. M.Lane McFarlandDr. Amelia Jane McFerrinEarl P. and Marguerite

Reynolds McInteerJoe Miller McKelvey, Jr.Charles Allen McKinneyDavid Lawrence McLeodJoan Hawkins McMullanPatricia Jones

and William Hamill McNairMiss Diane Elizabeth MilesJeannette Mary MiloneDr. Sam Marshall MitchellMartha Williams MooreDr. Rebecca Marlene MooreJohn Albert Moreland IIIJanice King MorrisonJane Vickery

and Marion Alden MorrisonDavid Clark Mosely, Jr.

and June Cox MoselyJimmie Lee MountainGlenda Smith NeelyFrances Rowland Neely

and Dr. Walter P. NeelyGale Bartlett NemecNora Dale Lanier

and Ryan Anson NesbitKay T. NicholsJane Duskin Norman

and Lewis G. Norman IIIJulie Kay OberliesDr. Bruce Alan Ott

and Dr. Clare Marie ConnellJosephine PadgettEmory Hugh and Harriett W. PalmerDebra Williams Palmer

and Dr. George Alban PalmerPatricia Rocker and Charles E. Parker, Sr.Dr. Neil Arthur PatemanFern Byrd PattersonPeter James PaulDr. Judith Douglass PearsonDr. Elizabeth Connell PeeMilly PerryDr. Louis Edwin Phillips

and Dr. Mary Darden PhillipsDr. David Arthur PierfyMargery Washburn PinetDr. and Mrs. Ralph E. PossPatricia Padgett PriceDr. Irene M. PrueDr. Amy Meltzer RadyGayle Brown Ragsdale

and B. Dan RagsdaleKenneth Earl RayShirley Dunn ReismanDr. Cecil Randy ReynoldsEmily Camille ReynoldsDr. Mikel Freeman RichardsonDr. James Robert Richburg

and Victoria Twichell RichburgTed James RikardElizabeth Peeler RogersJohn Campbell RogersJane Canipe RooksDebra Hensley RowellDorothy G. Leverette RoyalJennifer Reich RudesealJames Wells and Doris Hunt Rudisill

Dr. Thomas Edwin RudolphMary Patterson SaundersMichael D. & Deborah R.SchneiderHelene M.SchwartzDr. and Mrs. William O. ScottLou Ann SearsDavid W. SeckingerDr. Kimberly SessionsDr. Edward Lewis Shaw, Jr.Jane Eckard and Joseph M.SheridanCecile Berret ShetlerJeanette Sheppard

and John Merritt ShiverSandra Elliott Shute

and Trent A.ShuteDr. and Mrs. Ronald D. SimpsonDr. Walter W. Skinner, Sr.

and Sara Trammell SkinnerJudy Camp and E. Bruce SlomanDaniel W. SmithJames Randolph Smith,Jr.

and Jean Evans Hill SmithMary Jo SmithSusan Poling SmithThomas Wayne Smith

and Betsy Cheves SmithMae Whitehead SnellingCharles Raymond SniffinHelena Stern SolodarNancy L. SonenshineRise Anne SpearmanDr. David Craig SpinksDr. Rosemarie Stallworth-ClarkDr. Martha Stephens StaplesIrene Jewell StaubLela Wright StoneDr. and Mrs. Paul M. SullivanKathryn Beall SweatCarol Duncan SwenyDr. Julie I. TallmanJulie Martin TaylorPeggy Burroughs and Stanley P. TerrellDr. Frances McBroom ThompsonGeorge Fred Thomson,Jr.Roy A. Thornton,Jr.Tamara Linette ThorntonDr. Cathryn Lee ThrasherAnn Braziel TitshawDr. Vasti TorresCharlotte Cromley

and Norman Clay TrammellMarian Elsie TravisJeanie Maxwell Trotochaud

and Terry Edward TrotochaudDr. Janet Elizabeth TruluckJane Nagle and W. Hubert Tucker, Jr.Elizabeth Hood

and Michael Todd TuckerJudith Gibson

and William Leonard TuckerGilbert Hanson

and Norma Junkins UnderwoodAgnes J. and Douglas J. Van RynNancy Evelyn WallaceCecile Cohen and William L. WaronkerNell Reed WarrenDr. Karen E. WatkinsBetsy Shevlin and Stephen C. WatsonDr. Cynthia Bright WebsterGene Guthrie and Julien D. WeeksJewel Grant WheelerHerbert Thomas WhiteCatherine M. WilliamsJan Holbrook Williams

and John Quincey WilliamsJudy Elaine WinnJimmie Walraven WitherowLeslie Pitts and Bryan G. WoodMarie Trapnell WoodwardElaine Shellhouse Wright

and Elmo C. WrightRod R. Wright

and Barbara A. Johnson WrightBarbara Bowen WyleDr. Raymond Anthony Zetts

* – Deceased

COE 2003-04ScholarshipRecipients

Thanks toEvery Do n o r !

The UGA College ofEducation awarded atotal of $65,000 to 26 stu-dents for a variety ofscholarships,most ofwhich are funded byprivate donations tothe College.

Del Jones MemorialScholarship Donna BrooksJennifer DeVoeLaura DinsmoreKatharine FishburnShelley OaksAmy TengBrent AllisonLisa AlpertDaniel ByrdJames CalhounLoren RosadoStephanie Williams

Mary Murphy RobinsonScholarship Lindsey MorganTheresa Rutter

Rachel Sibley SuttonScholarship Mandy BalesErin Shealy

State Normal SchoolMemorial ScholarshipMary HuntTamiya Shepherd

Student TeachingScholarship Heidi BeamonMelinda BennettMelanie BrockAmanda BurkeJennifer DavidLisa NallTonya RossChristen Sightler



The Un ivers i ty of G eor gi a’s Cen ter forL a tino Ach i evem ent and Su ccess in

E du c a ti on (CLASE) has sel ected the first twogradu a te stu dents to receive The Goi z u et aFo u n d a ti on Gradu a te Sch o l a rs Fu n dAssistantships for 2003-04.

These new assistantships su pport out s t a n d-ing gradu a te stu dents at UGA who are ded i c a t-ed to Latino edu c a ti on . The rec i p i ents wi llprovi de profe s s i onal devel opm ent for K-12edu c a tors in Geor gi a , con du ct re s e a rch onC LASE activi ties and cre a te re s o u rces for K-12s ch ools working with Latino stu dents ac ro s sthe state . The assistantships are for $10,000 forone ac ademic ye a r. S tu dents may re a pp ly tocon ti nue the assistantships.

The Goizueta Foundation Graduate Scholarsfor this year are:

Da rl ene Xi om a ra Rod ri g u ez de Bell o. Adoctoral stu dent in public ad m i n i s tra ti on inU G A’s Sch ool of Pu blic and In tern a ti on a lAf f a i rs , Rod riguez is also pursuing a con c u rren tm a s ter ’s of s ocial work .O ri gi n a lly from theMiami are a , she is a bilingual Spanish/Engl i s hn a tive spe a ker. Rod riguez has ex ten s ive te ach-

ing and ad m i n i s tra tiveex peri en ce in Geor gi a ,F l ori d a , New Jers ey, a n dS p a i n . She has earn eddegrees from Flori d aIn tern a ti onal Un ivers i ty,Rut gers , and theUn ivers i ty of Mi a m i -Coral Gabl e s . Herre s e a rch intere s t si n clu de or ga n i z a ti on a lc u l tu re and divers i ty aswell as the impact ofE n gl i s h - on ly policies onor ga n i z a ti on s .

Beda Robert s. Am a s ter ’s stu dent in theS ch ool of Social Workat UGA, Roberts is an a tive of Pu erto Ri co.She has ex pertise inL a tino social work andhealth issues and plans

to be a sch ool social worker. Roberts holds adegree in psych o l ogy from the Un ivers i ty ofF l orida and has social work ex peri en ce inCobb Co u n ty sch oo l s . She also fac i l i t a te ss ch oo l - b a s ed programs for increasing Lati n op a rent parti c i p a ti on .

More than 110 teachers, administrators and staff from several Atlantametro area and north Georgia schools are participating in a year-longprofessional development program offered by a new University of

Georgia center that aims to improve Latino student achievement.Educators from Atlanta City Schools and Cherokee, Clarke, Cobb, DeKalb,

Forsyth, Fulton,Gwinnett, Habersham and Hall County school systems are takingpart in the series of activitiesdeveloped and led by faculty atUGA’s Center for LatinoAchievement and Success inEducation (CLASE).

The training, which kicked offwith a summer institute atAmicalola Falls State Park,is beingprovided at no cost to the educa-

tors and will include follow-up site visits and workshops throughout the year.UGA faculty, graduate students and outside experts will help educators learn

how to resolve locally identified barriers to Latino student achievement. The cen-ter will also help participants create and implement specific school-based plansfor enhancing Latino student success.

Participating teachers and staff voiced excitement about the new initiat ive.“We think developing action plans will have a positive impact on improving

education for our Latino/Hispanic students as well as provide the by-product ofhelping all students meet their potential,” said Maria Montalvo-Balbed,ESOLcoordinator for Fulton County Schools.

“We are very excited about the prospects of having a school participate in suchan important endeavor – specific, well-designed, purposeful efforts to identifyand resolve local challenges for our Latino population can and will make a differ-ence,” said Barbara Duke, Director of Clarke County School District’s InstructionSupport Programs.

In addition, through two federal Title II Improving Teacher Quality grants,thecenter will help 16 Hall County elementary school teachers learn how to fostersuccessful reading for English language learners and 12 Fulton County highschool teachers learn how to teach challenging content-area coursework toEnglish language learners more effectively.

The Hall County system had 5,247 Latinos as of the official count in March, ornearly one-quarter of the total population of 21,702 students.

Sugar Hill Elementary has the largest percentage of Latinos among Hallschools participating in the program with 326 of its overall 592 students, or 55percent, being Latino.

O f Ha ll ’s 16 parti c i p a ting edu c a tors , on ly one is an English for Spe a kers ofOt h er Languages te ach er. The rest are regular cl a s s room te ach ers spanningk i n der ga rten thro u gh fifth grade . One of the staff m em bers attending is as peech thera p i s t .

“Georgia’s teachers realize the importance of learning how to work more effec-tively with the growing population of students who are learning English,” saidMichael Padilla, director of educator partnership grants and CLASE.

The center, funded by a $3.5 million grant from The Goizueta Foundation andbased in UGA’s College of Education,is in its first year of work to improve educa-tion for Latino students.

For more information on the Center for Latino Achievement and Success inEducation visit its website at: www.coe.uga.edu/clase

Rodriguez de Bello

Roberts

110 Geor gia Edu c a torsPa rti c i p a ting in New Cen ter forL a tino Ach i evem ent Progra m

CLASE Selects Two forGraduate Assistantships



BY MICHAEL CHILDS

About two dozen middle schoolmathematics teachers went back toschool for a week this summer at

UGA’s College of Education to learn – of allthings – more math.

Twelve teacher educators from UGA andother state universities joined the group toobserve how the teachers handled the math-ematics being taught and to help mentortheir progress.

UGA education professors say the sum-mer institute on geometry and other initia-tives they’re planning over the next fewyears will help these teachers and manymore become better teachers. And,asresearch shows,higher quality teaching pro-duces higher student achievement.

Taught by one of UGA’s nationally recog-nized scholars in mathematics education,James Wilson, the classes were the first in aseries of institutes planned by the College’s

new Center for Proficiency inTeaching Mathematics (CPTM).

The center is part of a nationwideeffort that the UGA College ofEducation is helping lead that aimsto revitalize the teaching of mathe-matics from pre-kindergartenthrough college.

In late 2002,the National ScienceFoundation (NSF) awarded a $10.3 milliongrant to UGA’s department of mathematicseducation for a five-year project that focus-es on improving the mathematical profi-ciency of both new teachers and thosealready in the field. Research in the projectwill help determine how to improve profi-ciency in teaching mathematics.

The grant is part of a $100 million initia-tive the NSF is financing across the countryto improve teaching and leadership inmathematics,science and technology. Itfunded two centers last year and three cen-ters this year, including the one at UGA.The NSF and others are concerned that 33percent of mathematics teachers in grades7-12 have neither a major nor a minor intheir teaching field, yet teach more than 26percent of all mathematics students.

In ad d i ti on , UGA re s e a rch ers say thatm a t h em a tics te ach ers need a special kind ofmath knowl ed ge to te ach more ef fectively –one that differs from the type of m a t h em a t-ics that is taught arch i tect s , en gi n eers , com-p uter scien tists and re s e a rch mathem a ti c i a n s .

“We want te ach ers to have a profo u n d

u n derstanding of m a t h em a ti c s . Th ey have tobe able to unpack the mathem a tics so stu-dents can learn it. Th ey need to be able tocon n ect it to other ideas both in and out s i deof m a t h em a ti c s ,” said Pat Wi l s on , profe s s orand dep a rtm ent head of m a t h em a tics edu c a-ti on and principal inve s ti ga tor for the proj ect .

To achieve this goal, UGA created thenational Center for Proficiency for TeachingMathematics, which aims to enhance teach-ers’ effectiveness in the classroom throughchanges in their mathematics preparationand by making practice the primary site andresource for their profes-sional learning.

“We’ ll be grounding ourte aching in practi ce ,” s a i dWi l s on . “We’ ll use vi deo-t a pes of te ach ers te ach i n g.We’ ll use stu dent work .We’ ll use te ach er- i den ti f i edprobl ems in the sch ools todevel op ways to bet ter pre-p a re te ach ers . This wi llm a ke the practi ce morerel evant to the edu c a ti on .Th a t’s what we mean bymaking practi ce cen tra l .”

The center is using amodel of proficiency froma 2001 National ResearchCouncil report of a com-mittee chaired by UGA Regents ProfessorJeremy Kilpatrick, which said an overhaul ofschool mathematics is necessary for stu-dents to boost achievement. Kilpatrick andhis UGA colleague Brad Findell co-editedthe report titled, “Adding It Up: HelpingChildren Learn Mathematics.”

Pa ramount in the report’s recom m en d a-ti ons is the finding that the nati on can andshould groom all stu dents to be “m a t h em a ti-

Pat Wilson,UGA professor of mathematicseducationPHOTO BY MICHAEL CHILDS

UGA Helping LeadNational Effort to RevitalizeMathematics Teaching

ADDING IT UP

Middle school teachers work on a geometry problem on laptopcomputers as teacher educatorslook on and helpPHOTO BY MICHAEL CHILDS


c a lly prof i c i en t ,” m a s tering mu ch more thand i s con n ected facts and procedu re s . Fu rt h er,t h eir te ach ers can and should be prof i c i ent inte aching mathem a ti c s .

“In a lot of ways we have been teachingmathematics proficiency, but I think we’vefocused more on concepts and skills,” saidWilson. “This center is working on incorpo-rating strategies, reasoning and dispositionas well as understanding and procedures.”

The project also addresses a bigger chal-lenge – the nation’s need to prepare a newgeneration of teacher educators. Alarmingly,human resources for training new mathe-matics teachers are dwindling. More thanhalf the faculty in universities that grantdoctoral degrees in mathematics educationwill be eligible for retirement in two years,and nearly 80 percent will be eligible in 10years, according to the NSF.

“Last year half of the mathematics edu-cation positions (in the nation) wentunfilled,” said Wilson. “So we not only havea shortage of teachers, but now we’re seeinga shortage of people preparing the teachers– mathematics educators.”

Pa rticipants in the June su m m er insti tute –the first in a series of su ch events – inclu dedm i d dle sch ool te ach ers from the city of Soc i a lCi rcl e , Ba rrow, Cobb, G wi n n et t , Ha ll , Mor ga nand Rockdale co u n ti e s .

Teachers who are taking the course as aUGA three-hour credit course are payingtheir own tuition, according to Wilson.Some teachers are taking it for staff devel-opment credit that is offered by their schooldistrict. Others are taking it for personal

enrichment with no credit from school oruniversity. All participants (teachers andprofessors) receive reimbursements forexpenses and a stipend for their time.

Teacher educators came from GeorgiaSouthwestern State University, StateUniversity of West Georgia, Fort Valley StateUniversity, North Georgia College & StateUniversity, Abraham Baldwin AgriculturalCollege,Floyd College,UGA, Georgia Stateand Auburn universities.

The insti tutes are planned and directed byUGA fac u l ty mem bers Clint Mc Cory andE lliot Goo tman of m a t h em a ti c s , and Ja m e sWi l s on , Jeremy Ki l p a tri ck , Hei de Wi egel ,a n dPat Wi l s on of m a t h em a tics edu c a ti on . TonyaCofer, a mathem a tician who is doing po s t -doctoral work in mathem a tics edu c a ti on ,a s s i s ted in planning te ach er edu c a tor session s .

Abo ut a dozen doctoral stu dents fromUGA assisted the instru ctors , vi deotaping the

activi ties and taking field notes for re s e a rchon what the te ach ers and te ach er edu c a torsl e a rn from the insti tute . Cu rri c u lum for theclasses was based on materials devel opedt h ro u gh another NSF- f u n ded proj ect ,In ter Ma t h , a co ll a bora ti on bet ween UGA andthe Geor gia In s ti tute of Tech n o l ogy.

UGA’s partners in the national centerinclude the University of Michigan and sev-eral Michigan colleges and school districts.Georgia partners are the Board of Regentsand school systems in the city of SocialCircle, Morgan and Gwinnett counties.

Ki l p a tri ck and James Wi l s on , profe s s ors ofm a t h em a tics edu c a ti on ,a re co - pri n c i p a li nve s ti ga tors , but the cen ter ’s work wi lli nvo lve all fac u l ty mem bers in the dep a rt-m ent as well as fac u l ty in UGA’s mathem a ti c sdep a rtm en t . The cen ter is working thro u ghthe Boa rd of Regents with mathem a ti c i a n sand math edu c a tors at te ach er prep a ra ti oni n s ti tuti ons thro u gh o ut the state .

The local advisory board includesWilliam Schofield, superintendent of SocialCircle City Schools; Stan DeJarnett, associ-ate superintendent of Morgan CountySchools; Lynda Luckie,mathematics super-visor of Gwinnett County Schools; andSheila Jones, executive director of P-16Programs from the Board of Regents. ■


Clint McCory, UGA professor ofmathematics, goes over a problem withteacher educators that was given to teachersearlier in the dayPHOTO BY MICHAEL CHILDS

Jim Wilson,UGA professor ofmathematics education, leads first institute on geometryPHOTO BY MICHAEL CHILDS


BY MICHAEL CHILDS

With national education reformproposals calling for students tobegin studying algebra in earlier

grades,UGA College of Educationresearchers are undertaking a three-yearproject in one northeast Georgia middleschool to study how mathematics teachingand learning interact and – more impor-tantly – how that process might be mademore effective.

Faculty members in mathematics educa-tion and the Learning Performance SupportLaboratory (LPSL) began the project called“Coordinating Students’ and Teachers’Algebraic Reasoning” (CoSTAR) this pastspring in Morgan County Middle School(MCMS). The project is funded by a $1.1million grant from the National ScienceFoundation (NSF).

“When people hear the word algebra,they usually think of high school coursesthat focus on skills like solving equations,”said Andrew Izsak, an assistant professor inmathematics education and lead investiga-tor for the project. “The National Councilof Teachers of Mathematics and otherorganizations concerned with mathematicseducation have recently articulated a visionof algebra focused on reasoning and prob-lem solving that is appropriate for studentsin earlier grades and that can better preparestudents for symbolic aspects of high schoolalgebra courses.”

The CoSTAR project began by videotap-ing classroom mathematics lessons andusing those videos in interviews to investi-gate how the teacher and students under-stood those lessons.

MCMS has 10 mathem a tics te ach ersand 685 stu dents from diverse racial ands oc i oecon omic back gro u n d s , but the proj-ect wi ll focus on three te ach ers and threeco h orts of six stu dents – one each in the6 t h , 7th and 8th grade s .

Research in education and psychologyhas shown that adults and children oftenunderstand shared experiences in differentways, but much less is known about howteachers and their students understandshared lessons or how classroom learningoccurs over sequences of lessons.

“In fact, research on teachers and teach-ing and on students and learning has rarelybeen conducted in the same classrooms,”said Izsak. “The CoSTAR project will focuson the interplay between teachers’ and stu-dents’ understandings of shared classroominteractions and on the ways they worktogether to shape the teaching and learningof middle-school algebra.”

Re s e a rch ers are examining the sense thats tu dents make of t h eir opportu n i ties to learnand te ach ers’ s en s i tivi ty to the core learn i n gi s sues for their stu den t s . The proj ect alsoi nvo lves a team of re s e a rch ers who wi ll co l-l a bora te on data co ll ecti on and analys i s .

The proj ect is working at MCMS bec a u s ethe distri ct has recen t ly adopted theCon n ected Ma t h em a tics Progra m ,n ewi n s tru cti onal materials that are align ed wi t hthe broader vi s i on of a l gebra and wh o s edevel opm ent was also su pported by the NSF.

The CoSTAR project will use the resultsof the classroom studies to guide profes-sional development for mathematics teach-ers at MCMS. Research findings will helpthe teachers gain insight into how studentsunderstand mathematics lessons conductedwith the new materials and to develop newteaching strategies in response.

“We are very interested in what this proj-ect will contribute to teachers’ knowledge ofstudents’ understanding, particularlyregarding algebra,” said Morgan CountyMiddle School principal Ralph Bennett.

Other Morgan County teachers andadministrators are also eager partners in theCoSTAR project.

“We’ve always been successful with ourtop students, but to reach more students we

could see that we ne eded to make somechanges,” said associate superintendent StanDeJarnett. “We see the CoSTAR project assupporting our long-term school improve-ment process. With the ConnectedMathematics Program, we’ve already begunto see some improvements in teaching andlearning. We expect this project will supportcontinued improvement.”

Other UGA investigators in the projectinclude Brad Findell and John Olive, alsofaculty members in mathematics education,and Chandra Orrill,a research scientist inthe LPSL. Additional project staff includegraduate students in mathematics educationand instructional technology.

The broader impact of the CoSTAR proj-ect includes deeper insights into the con-nections between classroom teaching andlearning that could apply to other subjectareas as well. ■

Andrew Izsak can be reached [email protected]

UGA Researchers Study Teaching, Learning of Algebra in a Georgia Middle School

Teaching Math More Effectively

Andrew Izsak is directing project thatfocuses on the teaching and learning ofalgebra in middle schoolPHOTO BYMICHAELCHILDS



BY MICHAEL CHILDS

Throughout his 46-year career as ateacher and researcher, JeremyKilpatrick has been a leader in nation-

al and international education. He chaired aNational Research Council committee whosestudy of how to improve children’s learning ofmathematics gained national attention in2001. The report, Adding It Up: HelpingChildren Learn Mathematics, was edited byKilpatrick and UGA colleague Brad Findell. Itrecommended a major overhaul of mathe-matics instruction, curricula and assessmentin the nation’s schools. A brief version of thereport, Helping Children LearnMathematics, was published in 2002.

Ki l pa tri ck is a Na tional As so ci a te of t h eNa tional Ac a d emy of S ci en ces and was re c-o gn i zed with a Li fetime Ach i evem ent Awa rdby the Na tional Cou n cil of Te a ch ers of

Jeremy Kilpatrick, Regents Professor ofMathematics Education, is a scholar

recognized around the world PHOTO BY PETER FREY

A Lifeti m eDevo ted to

Te ach i n gOt h ers to

Te ach

Tra d i tion

of Excell en ce

Guides

Rising You n g

Fa c u l ty

SCHOLARSOF INFLUENCE

BY JANET JONES KENDALL

Denise Mewborn’s vi t ae re ad sl i ke that of a sen i or profe s s orwho has spent dec ades te ach i n g

and con du cting re s e a rch in mathem a t-ics edu c a ti on .

The University of Georgia associateprofessor’s research has been published indozens of academic journals, and she hasreceived numerous awards for her excel-lence in teaching.

Last spring, she was inducted into theIllinois State University College ofEducation’s Hall of Fame – an honor thatrecognizes extraordinary contributions toeducation in leadership, service, practice,scholarship, productivity and innovation.

No t a bly, Mewborn has accom p l i s h eda ll of this before even cel ebra ting her40th bi rt h d ay.

Af ter receiving her bach el or ’s degreein el em en t a ry edu c a ti on and her mas-ter ’s in mathem a tics from Ill i n ois Statein the late 1980s, Mewborn stayed atIll i n ois State until 1991 as a tem pora ryi n s tru ctor before coming to UGA tobegin her doctoral work in mathem a ti c sedu c a ti on . Af ter receiving her PhD fromG eor gia in 1995, Mewborn was of feredan assistant profe s s or po s i ti on at UGA’sCo ll ege of E du c a ti on – a dream job for ayoung sch o l a r.

“I think the University of GeorgiaDepartment of Mathematics Educationhas a premier reputation around thecountry for doctoral education and K-12teacher education. There are some out-standing nationally and internationallyrecognized faculty members here with

whom I’m thrilled to be working,” shesaid.

And work she does. In addition toteaching, Mewborn is the principal inves-tigator for a five-year project, Learning toTeach Elementary Mathematics – a studyfunded by a $250,000 grant from theChicago-based Spencer Foundation.

“My whole goal in research is tounderstand how pre-service teachers learnto teach math so that we can do a betterjob of that at the college level,” she said.

Mewborn and her two doctoral stu den tassistants began stu dying 30 ju n i ors ands en i ors in mathem a tics edu c a ti on at UGAand then fo ll owing them into their firs tcouple of ye a rs of te ach i n g. Th ere s e a rch ers loo ked at how the stu den t svi ewed their own mathem a tics edu c a ti onf rom kinder ga rten thro u gh co ll ege , wh a tt h ey thought te aching math would be likeand how they interpreted their ex peri en ce sin the te ach er edu c a ti on progra m .

With the stu dy now in its fo u rth ye a r,Mewborn has narrowed it and is fo ll owi n gt wo co h orts of six stu dents in their first ands econd ye a rs in full - time te aching po s i-ti on s . She and her assistants revi ew vi deo-t a pes of the 12 te ach ers in the cl a s s room ,ob s erve them te aching in pers on and inter-vi ew them . These findings and ob s erva ti on sa re then cro s s - referen ced with their wri t tenwork du ring their two ye a rs in UGA’sm a t h em a tics edu c a ti on dep a rtm ent (pro-viding evi den ce of t h eir mathem a ti c a lu n derstanding) and with recorded ex a m-ples of t h eir ex p l a n a ti ons of t h eir ownmath edu c a ti on ex peri en ce s .

Den i se Mewb o rn has be en re co gn i zed fo rh er extra o rd i n a ry co n tri bu tions

to edu c a tion in leaders h i p, servi ce ,pra cti ce , sch ol a rs h i p, produ ctivi ty and

i n n ova ti o n .PHOTO BY PAUL EFLAND

Young Re s e a rch er Strive sto Ma ke a Di f feren ce

Please see MEWBORN, page 24

Ma t h em a ti cs in 2003. He has taught math-em a ti cs edu c a tion cou rses at severa lEu ropean and La tin Am erican univers i ti e sand has re ceived Fu l b ri ght awa rds to su p-po rt his wo rk in New Ze a l a n d , Spa i n ,Col o m bia and Swed en .

Born in Iowa and raised in SouthernCalifornia, Kilpatrick began his teachingcareer in 1957 at Garfield Junior High Schoolin Berkeley, Calif. After earning a doctorateat Stanford University, he worked his waythrough the ranks at Teachers College atColumbia University before joining the UGAfaculty in 1975.

Q: One of the basic premises of theNational Research Council report, AddingIt Up, is that all students can and shouldbe mathematically proficient. Where didthat idea originate?

J K : It’s been around for some ti m e , but itrecen t ly became prom i n ent as part of t h em ovem ent to raise standards in edu c a-ti on , and parti c u l a rly thro u gh the ef fort sof the Na ti onal Council of Te ach ers ofMa t h em a tics to ch a n ge mathem a tics cur-ricula and the way mathem a tics is taugh t .Th ere is a ten s i on bet ween edu c a tors wh obel i eve that mathem a tics should be taugh tin a direct way – just explain the mathe-m a tics ch i l d ren need to learn and givet h em lots of practi ce doing it – and thosewho bel i eve that ra t h er than just em ph a-sizing procedu res and skill , te ach ersshould pay atten ti on to ch i l d ren’s ide a sand unders t a n d i n g.

Both of these po s i ti on s , in my op i n i on ,h ave some meri t , but they are noten o u gh . Th a t’s basically our message inthe boo k : It’s not re a lly a qu e s ti on ofei t h er / or but of both and more if wewant all ch i l d ren to be prof i c i en t .

Q: Aren’t the grades from pre-kinder-garten to eighth – the ones discussed inyour book – the most important in build-ing a foundation for any learning?

JK: Well, every mathematics teacher wouldsay that his or her grade was important. Ithink grades pre-K to 8 certainly are a criti-cal time for foundational learning to takeplace,and yet that’s often when studentsturn away from mathematics. Childrenstart school for the most part with goodattitudes about mathematics. While they’rein middle school,many decide that it’s con-

Please see KILPATRICK, page 24


fusing and not as much fun as they hadthought. By the time they reach high school,they have often developed very negativeattitudes. Part of our view of proficiency isnot just being able to do mathematics, buthaving a positive disposition toward it.

Q: Where does the country stand in math-ematics learning?

JK: I don’t think people realize how muchmathematics our students are learning.They read reports of international compar-isons showing that students in other coun-tries do better, on the average,than studentsin the United States, but there are manyplaces in the U.S. where students do just aswell as students in high-scoring countries.

I also don’t think people realize howmuch better prepared our mathematicsteachers are today than in the past.Unfortunately, because schools can’t hire

enough of those teachers, they often haveteachers teaching mathematics who wereprepared in some other subject. I think herein Georgia we’ve made terrific progress inraising the mathematical competence of theteachers in the state and consequently inraising the competence of the children.

That’s true across the country. Peopletend to think that the schools are not doinga good job today, but they really ought totake a closer look at what’s going onbecause there are a lot of students learning alot of mathematics. And they’re learningmathematics that students weren’t learning30 years ago.

Q: Why is there such a negative percep-tion of how we’re doing in teaching andlearning mathematics?

J K : It isn’t just mathem a ti c s , but sch oo lm a t h em a tics does get bad press part lybecause of these intern a ti onal com p a r-i s on s . Th ere never was a time wh en U. S .s tu dents were learning all the mathem a t-

ics that was taugh t , yet we have this vi ewthat back in our gra n d p a ren t s’ d ay allkids were doing great in mathem a tics andn ow they ’re not. S tu dents are learning agreat deal of m a t h em a tics tod ay, and Idon’t think we give te ach ers en o u gh cred-it for what stu dents are learn i n g. Nowobvi o u s ly, we could do bet ter, and that’swhat we try to do here at UGA – prep a rete ach ers to do a bet ter job of te ach i n gm a t h em a ti c s . I think the te ach er is thekey to the whole thing.

Q: Why is there such a shortage of mathteachers?

J K : Th ere’s been a short a ge of well - pre-p a red math te ach ers ever since I startedte aching 46 ye a rs ago. Wh en I was in co l-l ege in the late ‘ 5 0 s , on ly abo ut 40 percen tof the math te ach ers were certi f i ed inm a t h em a ti c s . That nu m ber is not mu chd i f ferent tod ay.

The number of people preparing tobecome math teachers is down nationwide

From the latter findings , the stu dents weregro u ped into three categori e s : those who re a l-ly like math, admit they ’re good at it and loo kforw a rd to te aching it; those who have hadb ad ex peri en ces with math as learn ers ,a ref ru s tra ted by it and are not re a lly looking for-w a rd to te aching it; and those who con s i dermath simply on par with anything else – notexc i ting but not fri gh tening ei t h er.

“The biggest thing we’ve found so far isthat there seems to be a connection betweenthe teachers: content knowledge of mathe-matics, their level of comfort with it andhow they view themselves as teachers. I talkabout it in my research as authority,”Mewborn explained. “Whether they seeauthority to make instructional decisions asexternal to them – as residing in their prin-cipal, in another teacher, in a textbook or inparental expectations – or whether it ’sinternal to them and they need to do whatthey think is right based on the particulargroup of children they’re teaching.

“ It’s wh en you cro s s - referen ce all of t h e s ecom pon ents that you see some intere s ti n g

MEWBORN from page 23

Mewborn teaching graduate students in mathematics educationPHOTO BY PAUL EFLAND

KILPATRICK from page 23


for two major reasons. First, there are nowa lot of other majors in college that pullpeople away from mathematics. In the last30 years or so, in particular, computer sci-ence has probably pulled more people awayfrom mathematics than any other major,mainly because there are better-paying jobsin that field.

The job market in math education isgood.Our graduates can easily get jobs asteachers. They may not be able to teach inthe school they want to in Atlanta and itssuburbs, but if they are willing to go torural Georgia,they’ll find lots of openings.So there are jobs, but they’re not necessarilywhere people want to be. And they don’tpay as well as they should.

The other re a s on there is less attrac-ti on to te aching mathem a tics tod ay isthat people are complaining that sch oo l sa re failing, and te aching is seen as lessrew a rding than it used to be , so thec a reer doe s n’t seem so attractive .Nevert h el e s s , we do get people com i n gb ack to us who have been in business and

m ade some mon ey but haven’t en j oyedthe job because it doe s n’t provi de the sat-i s f acti on of working with kids.

Q: What do we need to do to improve ourteaching and learning of mathematics?

JK: The single most useful step would beto elevate the profession by offering betterpreparation, better working conditions andbetter wages.

A lot of po l i ticians are attracted toacco u n t a bi l i ty, wh i ch , to them , m e a n s“give a te s t .” Th a t’s prob a bly the ch e a pest -- and least hel pful – way to improve te ach-ing and learn i n g. A mu ch more ef fectivew ay would be to attract and prep a re bet terte ach ers , giving them bet ter working con-d i ti ons and high er salaries – but thatwould cost mon ey.

I don’t want to say that I’m againstaccountability, but I don’t think it makessense to push for accountability withoutdoing a lot of other things first.

We should first try to improve the qu a l-

i ty of te ach ers and then trust them more .Th ere is no one in a bet ter po s i ti on to saywhat a child knows abo ut mathem a ti c sthan that ch i l d ’s te ach er. A test that yo uh ave that child take in an hour is notgoing to tell me as mu ch as a good te ach ercould abo ut the mathem a tics that ch i l dk n ows and can do.

Ot h er co u n tries rely more on thei rte ach ers and less on tests to give eva lu a-ti ons of s tu den t s . Th ey trust their te ach-ers’ ju d gm ent more than we do. Th eacco u n t a bi l i ty issue is not so mu ch howwell the te ach er performs as it is howmu ch inform a ti on we can get from te ach-ers as to what the stu dents are learn i n g.That inform a ti on is mu ch more va lu a bl eto soc i ety than any test score . I think thete s t - s core met h od of trying to improveedu c a ti on ign ores the fact that it’s re a llywhat happens bet ween te ach er and stu-dents that co u n t s . ■

See the complete interview on COE Online atwww.coe.uga.edu/coenews

ch a racteri z a ti ons of te ach ers ,” Mewborn said.“For example, if you get somebody who

has low content knowledge but thinks thatauthority is internal to them, they’ll deviatefrom the textbook and find a fun, cute andinteresting activity for their students. Butbecause their mathematical knowledge isshallow, sometimes that activity is reallycute, but it fails to bring out the mathemati-cal emphasis in the activity,” she said.

“The group that is mathem a ti c a lly con f i-den t ,t h o u gh , is my bi ggest ch a ll en ge as ate ach er. That typ i c a lly su rprises peop l e . Th eythink that the ones who have had a badm a t h em a tical ex peri en ce would be mybi ggest ch a ll en ge . But those stu dents come ins ayi n g, ‘I had a misera ble ex peri en ce in math-em a tics as an el em en t a ry sch ool stu den t ,a n dI don’t want my stu dents to go thro u gh that.’The stu dents who are mathem a ti c a lly con f i-dent and who see aut h ori ty as ex ternal ten dto have learn ed math by plu gging and chu g-ging formu l a s . While they were good at math,t h ey tend to assume that their stu dents wi lla ll learn as qu i ck ly as they do, and wh en theydon’t , those futu re te ach ers think that inorder to make their stu dents unders t a n d ,t h eywi ll simply fo ll ow the tex tbook and repe a tthe procedu re aga i n .

“The ideal teachers,” Mewbornexplained, “seem to be the ones who aremathematically confident but who also see

authority as internal.“Th ey ’ve got the meaningful activi ty with a

su b s t a n tial mathem a tical con tent obj ective ,t h ey ’ve got the stu dents en ga ged ,t h ey cana n s wer qu e s ti ons po s ed to them and they canm a ke con n ecti ons to ye s terd ay ’s lesson or to as c i en ce lesson that their ch i l d ren are learn i n g,”Mewborn said. “ It’s just a re a lly ri ch lesson .”

So how do college professors help createthat ideal teacher?

“I re a lly think that we have to look at te ach-ers as learn ers just like we look at ch i l d ren asl e a rn ers ,” Mewborn said. “We’ve got to look atwhat they bring to us wh en they get to co ll egeand determine how we can build on that to gett h em to wh ere we want them to be .”

ABOVE AND BEYOND

Despite the fact that Mewborn stays busywith teaching and research, she makes it apoint to be involved with campus organiza-tions and has served on the UniversityCouncil,the Educational Affairs Committeeand the Deans’ Forum.

“I think it makes you a better facultymember to understand the university as awhole and how it functions,” Mewborn said.

But Mewborn’s service activities don’tend when she leaves campus. She conductsstaff development work with six elementar yschools in the Clarke County School

District to help teachers think about newways to teach mathematics so that childrenwill learn it more effectively.

In addition, Mewborn ran for and wonthe District 1 seat on the Clarke CountyBoard of Education.

“I could see different things that werehappening in the district,(and) I thought Ihad a perspective to bring to the board ofeducation that could perhaps help move thedistrict forward,” she said.

Although there are usually 50 or moreuniversity-level jobs in mathematics educa-tion open every year, Mewborn has nointention of leaving Athens.

“I would love to spend my en ti rec a reer at the Un ivers i ty of G eor gi a . I ’mfortu n a te to be in a dep a rtm ent wh eremost of our fac u l ty have spent thei ren ti re careers . This dep a rtm ent has thath i s tory and that rep ut a ti on of peop l es t aying toget h er for 25 or 30 ye a rs . Iwould love to be able to do that.” ■

Janet Jones Kendall is director of The GeorgiaScholastic Press Association and GeorgiaJournalism Academy, based in UGA’s GradyCollege of Journalism and MassCommunication.


S E N I O R

Here’s a brief

glance at just

a few of the

College of

Education’s

senior scholars

whose work has

influenced their

profession, state

and nation.

Dishman is co-director of the Exercise Psychology Laboratory in the College of

Education where he advises graduate students studying behavioral and biopsycho-

logical aspects of exercise and physical activity.

His research and writing focus on neurobiological aspects of the mental health outcomes

associated with physical activity and on behavioral determinants of habitual exercise. He has

been invited to speak on his research around the world.

Dishman has authored or co-authored six books: Essentials of Fitness, Exercise Adherence:

Its Impact on Public Health, Advances in Exercise Adherence, Physical Activity for Fitness and

Health, Exercise Psychology, and Physical Activity Epidemiology. He has also authored more

than three dozen book chapters and written or co-written more than 170 articles in journals

dealing with psychology of exercise and sport and has served on the editorial boards for

numerous journals in behavioral medicine,psychology, and exercise science.

Since joining the UGA faculty in 1985, Dishman has received more than $2.3 million in

external research grants.

He is a fell ow of the Am erican Co ll ege of S ports Med i c i n e , the Am erican Ps ych o l ogi c a l

As s oc i a ti on , and the Am erican Ac ademy of Ki n e s i o l ogy and Physical Edu c a ti on . He has served

as a con sultant on exercise beh avi or to more than two dozen insti tutes and va rious health

groups inclu d i n g : the Na ti onal In s ti tute of Mental He a l t h , the Na ti onal He a rt , Lu n g, and Bl ood

In s ti tute , the Stu dy Secti on on Ch ronic Disease and Ep i dem i o l ogy of the Na ti onal In s ti tutes of

He a l t h , the Sports Medicine Council for the Un i ted States Olympic Com m i t tee , and the

Olympic Pri ze su b - com m i t tee of the Medical Com m i s s i on of the In tern a ti onal Olym p i c

Com m i t tee (IOC ) . He also is one of 22 founding mem bers of the IOC ’s Olympic Ac ademy of

S port Scien ce s . He received his PhD from the Un ivers i ty of Wi s con s i n - Mad i s on .

For more information:

www.coe.uga.edu/exs/fsd/dishman_vita.html

S C H O L A R S

ROD DISHMAN

professor,exercise science


Hayes received an Eminent Career Award in 2002 from the

Association for Specialists in Group Work (ASGW) and was

a Fulbright Senior Research Scholar at the University of Tokyo in

Japan for two years (2001-2002).

He was a Foreign Research Fellow and a Visiting Professor at the

University of Tokyo, Japan,from 2000-2002. He was also a Visiting

Professor at the University of Jyvaskyla,Finland in 2002. He has

been a member of the European Institute of Psychotherapy since

1998 and has received more than a dozen national and internation-

al awards for his research over his 20-year career. He is a licensed

psychologist in Georgia and a registered psychologist in Illinois. He

is also a nationally certified counselor. He teaches graduate courses

in individual, group, school, grief and cross-cultural counseling.

Si n ce joining the UGA fac u l ty in 1988, Haye s’ re s e a rch has

s o u ght to answer qu e s ti ons rel a ted to the em powerm ent of

te ach ers , the devel opm ent of dem oc ra tic practi ces in sch ools as

s ocial or ga n i z a ti on s , s tu dent devel opm en t , the rel a ti on s h i p

bet ween mu l ti c u l tu ral factors , group and indivi dual devel op-

m en t , and enhancing the devel opm ental tra j ectories of profe s-

s i onal co u n s el ors as part of a con certed ef fort to tra n s form the

prep a ra ti on of s ch ool co u n s el ors . Cu rren t ly, this work is bei n g

ex p a n ded to ad d ress profe s s i onal devel opm ent and edu c a ti on a l

i n terven ti ons from mu l tiple cultu ral pers pectives intern a ti on a lly.

He received his EdD from Bo s ton Un ivers i ty.


www.coe.uga.edu/echd/Tenure/testrichardh.htm

Wraga, who is the founding interim head of the department

of educational administration and policy, teaches graduate

students in foundations and history, curriculum development and

evaluation,curriculum theory and policy.

Si n ce joining the UGA fac u l ty in 1995, Wra ga’s re s e a rch has

foc u s ed on curri c u lum theory, devel opm en t , h i s tory, and po l i c y.

He has aut h ored a boo k , Dem o cra c y ’s high sch ool: The co m pre-

h en s ive high sch ool and edu c a tional refo rm in the Un i ted St a te s

( 1 9 9 4 , Un ivers i ty Press of Am eri c a ) , and co - a ut h ored two oth-

ers . He has wri t ten six book ch a pters and more than two dozen

a rti cles in journals su ch as Edu c a tional Re se a rch er, Jou rnal of

S ch ool Le a d ers h i p, Hi s to ry of Edu c a tion Quarterly, and T h e

Classical Jou rn a l . He also co - ed i ted the boo k , Re se a rch Revi ew

for Sch ool Le a d ers .

He served as a consultant, through the University of Iowa, on

developing a national civics curriculum for the Republics of

Georgia and Moldova. He has also served as a member of the

Board of Directors of the John Dewey Society, a member of the

Executive Board of the Society of Professors of Education,and

president of the Society for the Study of Curriculum History. He

received his EdD from Rutgers University.


www.coe.uga.edu/adminpolicy/faculty/wraga/index.html

RICHARD L. HAYES

professor,counseling and humandevelopment services

WILLIAM WRAGA

associate professor and interim head, educational administration and policy


R I S I N G Y O U N G

Here’s a brief

glance at some

of the rising

young scholars

whose work is

helping keep

UGA’s College

of Education

ranked among

the nation’s

best.

Ba i l ey has ga i n ed nati onal recogn i ti on for his em powerm ent interven ti ons for

ado l e s cents wh i ch inclu de Proje ct: Gen t l em en on the Move , The Young Wo m en

S ch ol a rs Pro gra m , The Young Fu tu re Le a d ers Pro gra m and the Pa rents of Em powered

You t h or ga n i z a ti on .

Project: Gentlemen on the Move, a Saturday program for African-American middle and

high school students, received a $10,000 grant in 2003 from the University System of

Georgia Board of Regents as part of a statewide effort to increase the number of African-

American males admitted to the state’s 34 colleges and universities.Students enrolled in the

program spend their Saturdays in a classroom at UGA being tutored by volunteers from

UGA and Clarke County schools. Positive results from the program: 71 percent of the fall

2002 participants scored above the class average on final exams at their schools.

Bailey’s other research interests include school counseling, group work, multicultural

and diversity issues, mentoring, and counseling professional development. He was named

to the International Research Fellows Program at UGA in 2002 and received the Group

Practice Award from the Association for Specialists in Group Work (ASGW) in 2001. Bailey

joined the UGA faculty in 1999. He received his PhD from the University of Virginia.


www.coe.uga.edu/echd/Tenure/testbailey.htm

S C H O L A R SDERYL F. BAILEY

assistant professor,counseling and humandevelopment services


Ru on a’s re s e a rch interests inclu de perform a n ce and inter-

ven ti on ef fectiveness sys tem s , fo u n d a ti ons of hu m a n

re s o u rces devel opm ent (ph i l o s oph i c a l , t h eoreti c a l , and histori-

c a l ) , and stra tegic HRD – all areas in wh i ch she has publ i s h ed

a rti cles and/or papers . Her re s e a rch has ex p l ored the core

bel i efs underlying the field of H R D. Her work curren t ly foc u s e s

on the cri tical link bet ween theory and practi ce . Ru on a’s publ i-

c a ti ons have appe a red in sch o l a rly journals su ch as Hu m a n

Re sou rce Devel opm ent Quarterly, Perfo rm a n ce Im provem en t

Q u a rterly, Human Re sou rce Devel opm ent In tern a ti o n a l , Adva n ce s

in Devel oping Human Re sou rce s , In tern a tional Jou rnal of

Training and Devel opm en t, and Fu tu res Re se a rch Quarterly.

Ru ona has been aw a rded the Outstanding As s i s t a n t

Profe s s or Aw a rd by the Un ivers i ty Council for Work force and

Human Re s o u rce Edu c a ti on and the Ri ch a rd A . Sw a n s on

Re s e a rch Excell en ce Aw a rd . She is curren t ly the As s oc i a te

E d i tor- i n - Ch i ef of Adva n ces in Devel oping Human Re sou rce s a n d

s erves on the Boa rd of Di rectors for the Ac ademy of Hu m a n

Re s o u rce Devel opm en t . She received her PhD from the

Un ivers i ty of Mi n n e s o t a .


www.coe.uga.edu/occstudies/faculty.html

Ho u’s re s e a rch focuses on cancer screening edu c a ti on and

prom o ti on , HIV preven ti on , and eva lu a ti on of h e a l t h

progra m s . She was invo lved in the Encore P lus Eva lu a ti on (of a

n a ti onal breast and cervical cancer edu c a ti on program) funded

by the Cen ters for Disease Con trol and Preven ti on , HIV filter

p a per home screening for high - risk people in Ta iw a n , and an

H I V- po s i tive cases fo ll ow-up proj ect funded by the Dep a rtm en t

of He a l t h , Rep u blic of Ch i n a .

Recently, Hou has focused on projects relating to community

strategies to promote screening for early detection of selected can-

cers. Most of the studies involved developing and validating the

study instrument,assessing psychosocial factors that influence

screening behavior, developing and implementing a theory-based

screening program,and evaluating the effectiveness of program

interventions. She is also currently developing an HIV test educa-

tional program for college students. Hou has strong professional

ties with her birth country of Taiwan and returns each summer to

teach and collect data.

Prior to coming to UGA, Hou established and directed a com-

munity health department at one of the major teaching hospitals in

Taiwan where she developed health education training courses for

the neighborhood community, supervising and coordinating the

home care services and discharge plans.

She has co-authored several articles in such journals as the

Journal of Evidence-Based Health Care, Health Promotion Practice,

Health Care for Women International, Journal of Sports Sciences, and

Journal of Community Health. She joined the UGA faculty in 2002.

She received her PhD from the University of Texas-Houston.


www.coe.uga.edu/health/faculty/hou.html

SU-I HOU

assistant professor,health promotionand behavior

WENDY RUONA

assistant professor,occupational studies

National/Regional/State

Regents Profe s s or of m a t h em a tics edu-c a ti on Jeremy Ki l p a tri ck was de s i g-

n a ted a Na ti onal As s oc i a te by the Na ti on a lAc ademy of S c i en ce s . The Na ti on a lAs s oc i a te de s i gn a ti on is a lifetime ach i eve-m ent recogn i ti on of s ch o l a rs who havecon tri buted pro bono servi ce on com m i t-tees of the Na ti onal Ac adem i e s , a gro u pcom prising the Na ti onal Ac ademy ofS c i en ce s , the Na ti onal Ac ademy ofE n gi n eeri n g, Na ti onal Re s e a rch Co u n c i l ,and the In s ti tute of Med i c i n e . He is thef i rst UGA fac u l ty mem ber to be named aNa ti onal As s oc i a te .

Kilpatrick also received the LifetimeAchievement Award for DistinguishedService to Mathematics Education from theNational Council of Teachers ofMathematics (NCTM).

S h a ran B. Merri a m, profe s s or ofadult edu c a ti on , received the Ca reerAch i evem ent Aw a rd from theCom m i s s i on of Profe s s ors of Adu l tE du c a ti on (CPA E ) . The disti n ctive hon or,wh i ch recogn i zes significant con tri bu-ti ons to the field thro u gh a lifetime ofre s e a rch and sch o l a rs h i p, is be s towedon ly on ce every three ye a rs .

Michael J. Padilla, director of educa-tor partnership grants, received the 2003Distinguished Service to ScienceEducation Award from the NationalScience Teachers Association (NSTA).

Peter Sm a gori n s ky, profe s s or of l a n-g u a ge edu c a ti on , and doctoral stu dent Ta raJo h n s on received the Ja n et Emig Aw a rd for2003 from the Na ti onal Council ofTe ach ers of E n glish (NCTE). An d re aL a k ly, a form er UGA stu dent and now ate ach er at Ch a t t a h ooch ee Hi gh Sch ool inAl ph a ret t a ,G a . , also con tri buted to thea rti cl e . The aw a rd is given annu a lly for thea rti cle publ i s h ed in English Edu c a ti on that

most con tri butes to edu c a tors’ thinking abo utE n glish te ach er edu c a ti on and most inform st h eir re s e a rch .

Three COE faculty members – KarenWatkins, Ronald Cervero and SharanMerriam – were inducted into theInternational Adult and ContinuingEducation Hall of Fame at the University ofOklahoma at Norman.

Cynthia O. Va i l, an assoc i a te profe s s or ins pecial edu c a ti on , was re a ppoi n ted toG eor gi a’s State In tera gency Coord i n a ti n gCouncil for Early In terven ti on (ICC). Th eICC advises the Dep a rtm ent of Hu m a nRe s o u rces (DHR), the Divi s i on of Pu bl i cHealth and other agencies re s pon s i ble fors erving ch i l d ren ,f rom bi rth to age three , wi t hdevel opm ental del ays and disabi l i ti e s ,a n dt h eir families in providing a family - cen tered ,com preh en s ive servi ce del ivery sys tem wh i chprom o tes child devel opm ent and familyf u n cti on i n g.

Roger B. Winston,Jr., professor emeri-tus of counseling and human developmentservices, received the OutstandingContribution to Literature and Researchfrom the National Association of StudentAffairs Administrators in Higher Education(NASPA).Winston retired last fall after 24years as a UGA faculty member.

University Awards and Honors

Louis Castenell, dean of UGA’s Collegeof Education, received the Pedro

Zamora Horizon Award from a studentcommittee representing residents of univer-sity housing for his efforts toward increas-ing diversity awareness in the university andAthens community.

Denise Mewborn, associate professor inmathematics education,was inducted intothe Illinois State University College ofEducation’s Hall of Fame last fall.Shereceived her bachelor’s in elementary educa-tion and master’s in mathematics fromIllinois State University in Normal, Il. Shereceived her PhD from UGA.

College Awards and Honors

Randy Kamphaus, professor and headof educational psychology, received the

2003 Russell H. Yeany, Jr., Research Award.Kamphaus co-developed a testing andassessment instrument now used aroundthe world to help educators address effectivechild learning and behavior.

Juanita Johnson-Bailey, associate pro-fessor of adult education, received the2003 Glickman Faculty Fellow Award.

Joe Wi s en b a ker, a s s oc i a te profe s s or inedu c a ti onal psych o l ogy and director of t h eAc ademic Com p uting Cen ter, received theCo ll ege’s Aw a rd for Te aching Excell en ce .

Nancy Knapp, an associate professor ineducational psychology, received theCollege’s Outstanding Teaching Award forthe University’s Honors Day.

Rose Chepy a tor- T h om s on, a s s oc i a teprofe s s or of physical edu c a ti on and sports tu d i e s , received the Fac u l ty Sen a te D. Kei t hO s born Aw a rd for Te aching Excell en ce .


ExcellenceFACULTY EARN RECOGNITION

F A C U L T Y • S T A F F

Johnson-BaileyWinston


Ka te Ch a racter, certi f i c a ti on official in stu dent servi ce s , has receivedthe Co ll ege of E du c a ti on’s 2003 Staff Aw a rd for Excell en ce .

Character, a resident of Winder, was presented a plaque and a$1,200 cash award in ceremonies May 2 at River’s Crossing. The firstrunner-up, Elizabeth Platt, office manager in mathematics educa-tion,was awarded $750,and second runner-up, Freida Thornton,partnership liaison in elementary education, received $300.

The three finalists were selected from a list of 12 nominees thatincluded Betty Blum, Brenda Arnold, Donna Bodiford, BarbaraBoggs, René Hammond, Etta Roberts, Carolyn Taylor, MargaretTurner and Dave Wynne.

Faculty and staff members describe Character as hard working,compassionate, organized,and professional.

“ Her diligent work assu res that a stu den t’s hard work is actu a llyrew a rded by gradu a ti on ,” said one fac u l ty mem ber. “She maintains theDARS (degree audit report) en tries for the stu den t s , she helps stu den t sdeal with tra n s fer co u rses that do not autom a ti c a lly place in a corea re a , and she corrects mistakes wh en ever she can – she does every-thing in her power to help a stu dent thro u gh the ad m i n i s tra tive web.”

Ch a racter was said to be indis-pen s a ble du ring the tra n s i ti on fromqu a rters to sem e s ters a few ye a rsa go, of ten spending time re s e a rch i n gm i s t a kes in records and work i n gwith DARS progra m m ers to get the

s tu dents in the Co ll ege back on track .“If Kate doesn’t know the answer, she’ll find it for you,” said one

staff member.First runner-up Platt,a resident of Athens,has kept the mathe-

matics education department organized and informed for the past28 years. Since coming to UGA in 1974, Platt has become one ofthe most respected and knowledgeable staff members in the College.

Second ru n n er-up Th orn ton , also of At h en s , has worked in theel em en t a ry edu c a ti on dep a rtm ent since 1990 and has become atru s ted and loyal fri end to all with wh om she has worked .

Several staff m em bers were also recogn i zed for ye a rs of s ervi ceto the Co ll ege : Ma rtha Wi ll i a m s , 30 ye a rs ; S h i rl ey An ders on , 1 5ye a rs ; Jen n i fer Guyton and De Anna Pa l m er, f ive ye a rs .

Character Receives Top2003 Staff Award for Excellence

COE 2003 Staff Awardwinners: (L-R) ElizabethPlatt, Kate Character andFreida ThorntonPHOTO BY JANICE CIESLAK

F A C U L T Y • S T A F F


The Al pha Ep s i l onch a pter of Ka pp a

Delta Ep s i l on , b a s ed inU G A’s Co ll ege ofE du c a ti on , won severa ln a ti onal aw a rds at theedu c a ti on hon or soc i-ety ’s 2002 nati onal con-ven ti on held in Sa nAn ton i o.

The ch a pter won firs tp l ace in Co ll egi a teCh a pter activi ti e s , s ec-ond place in the Ch a pterS c ra pbook com peti ti on ,and first place in wri ti n gaw a rds for arti cles su b-m i t ted to the nati on a ln ews l et ter.

The Co ll egi a teCh a pter activi ties aw a rdis com p a ra ble to wi n-ning ch a pter of the ye a r.The UGA ch a pter wass el ected from abo ut 35o t h ers and inclu dedsu ch activi ties as thei n tervi ew and re su mécon te s t , m eeting spe a k-ers , b a n qu et and stu den trecogn i ti on .

The UGA ch a pter,wh i ch has abo ut 389m em bers , was led lastyear by Ka t h eri n eZ ro l k a, pre s i den t ; An n aJa cob s, 1st vi ce pre s i-den t ; Mered i t hGri s wo l d, 2nd vi ce pre s-i den t ; Jen n i fer Davi s,recording sec ret a ry;Jen n i fer Ke s l er, corre-s ponding sec ret a ry;Kasie Ja ck s on, tre a su r-er; Ti f f a ny Thom p s on,h i s tori a n ; S a rah He s ter,p a rl i a m en t a ri a n ; Ja d aJo h n s on, Webm a s ter;C h ri s ey Spea rs a n dAu d rey Broo ky, co u n c i lm em bers .

Lisa Hammett, a doctoral student in communication sciences and disorders, wasone of only four students recently chosen from around the world as Bamford-LaheyScholars for 2002.

The honor includes scholarship funding of up to $10,000 a year for doctoral studentswho intend to specialize in children’s language disorders. Funding for the scholarshipcomes from the Los Angeles-based Bamford-Lahey Children’s Foundation, which sup-ports programs enhancing the linguistic, cognitive, social, and emotional developmentof children.

Hammett is currently pursuing research, with professor and department head Annevan Kleeck, on abstract language development and intervention for children with lan-guage disorders, and the role of parent in early literacy development.

Ha m m ett earn ed her under gradu a te and master ’s degrees in speech - l a n g u a ge pathology fromJames Mad i s on Un ivers i ty in Vi r gi n i a . She spent nine ye a rs in clinical practi ce in public and intern a-ti onal sch oo l s , co ll a bora ting with te ach ers to meet the va ri ed needs of young ch i l d ren with languageand literacy disorders .

John Petrocelli, a doctoral student in counseling psychology, received a national scholarship from theAmerican Psychological Foundation (APF) in cooperation with the Council of Graduate Departments ofPsychology (COGDOP). The Ruth G. and Joseph D. Matarazzo Scholarship provides an award of $3,000.

The dissertation of Sigrid Kennebrew, a doctoral student in counseling psychology, received an honor-able mention for the prestigious Association of Psychology Postdoctoral and Predoctoral InternshipCenters (APPIC) Student Research Award.

Six graduate students in educational leadership received scholarship awards:El ea n or Si ke s, of Byron , and Ka t hy Kell ey, of G a i n e s vi ll e , received the David J. Mu ll en , Sr. ,

Mem orial Sch o l a rship Aw a rd , given to doctoral candidates in the edu c a ti onal leadership progra mprep a ring for a public sch ool po s i ti on . The $1,000 sch o l a rship is aw a rded du ring the year of wri ti n gthe doctoral dissert a ti on .

Joy Tolbert, of Pendergrass,and Rex Wallace, of Jefferson, received the Carroll Wade McGuffeyScholarship Award, given to doctoral students whose studies include research into the impact of theschool’s physical environment on teacher behavior, pupil behavior and/or learning.

Kim Halstead, of Perry, and Marcus Beaver, of Snellville, were presented the Ray E. Bruce ScholarshipAward, $500 in academic support of students studying for graduate degrees in educational leadership.

Ti f f a ny Thom p s on, a sen i or from Macon , received the 47th Paul Ta ppan Ha rwell Sch o l a rship fromthe dep a rtm ent of el em en t a ry edu c a ti on . She used the $750 aw a rd du ring her stu dent te ach i n gs em e s ter in spring 2003.

Thomas VanSoelen, a third-year doctoral student in elementary education, received the Harold D.Drummond Scholarship from Kappa Delta Pi, an international honor society in education.

VanSoelen,a native of Iowa,has taught all grade levels from K-12 in four different states as well as col-lege-level courses. At UGA, he teaches undergraduate courses in elementary education and coordinatesfield placements in four counties within the Early Childhood Education Partnership Program.

Ten Co ll ege of E du c a ti on stu dents received Stu dent Te aching Sch o l a rships for spring sem e s ter 2003:Amy Al bri t ton , John Wi ll Dea n , Ma rilyn Lainie Gatch , Louise Tayl or Gra dy, Melinda Ho ll i s a n dRebecca Moon , a ll of l a n g u a ge edu c a ti on ; Hea t h er C. Green, e a rly ch i l d h ood edu c a ti on ; La ke s h aHo l t, health and physical edu c a ti on ; R a ch el Jon e s, s c i en ce edu c a ti on ; and Mi ch a el Yo u n g bl ood,s ocial scien ce edu c a ti on .

Elementary education students Heather Green and Janneke Counts received D. Keith OsbornScholarships for fall semester of 2002.

Green, of Marietta,was awarded the scholarship as the department’s Outstanding Senior of 2002-03.Counts, of Savannah,was named the Outstanding Graduate Student. The $500 scholarships honor thelate pioneer in early childhood education.

Osborn was a professor of education and child development for 26 years at UGA’s College ofEducation. He was graduate coordinator for elementary education from 1980-93. He was a faculty me m-ber and division chair at the Merrill Palmer Institute at Wayne State University from 1952-68.

Hammett

S T U D E N T H O N O R S

UGA Chapterof KDE ReceivesNational Award


Sh a reef Ba cchu s, a mathem a tics te ach erat Hilsman Mi d dle Sch ool in Cl a rke

Co u n ty, was named to the Te ach er Advi s oryCouncil of the Na ti onal Ac ademies ofS c i en ce ,E n gi n eering and Med i c i n e .

The council serves as a veh i cle for inte-gra ting the ex peri en ces of cl a s s room te ach ersi n to the Na ti onal Ac adem i e s’ del i bera ti ons onedu c a ti onal issu e s . It all ows te ach ers to pro-vi de their practical pers pective on curren ti s sues to stu dy com m i t tee s , standing boa rd scon s i s ting of Na ti onal Ac ademies mem bers .

In 2001, Bacchus was named the sec-ondary-level winner of the PresidentialAward for Excellence in Mathematics andScience. The award, sponsored by theNational Science Foundation and createdby former President Jimmy Carter in 1983,is the nation’s highest honor for K-12math and science teachers. Bacchusreceived his MEd in mathematics education from UGA.

C h a rles H. Green, of Cl a rke s vi ll e , form erpre s i dent of Ta llulah Fa lls Sch oo l , receivedthe Excell en ce in Edu c a ti on Aw a rd from theP i ed m ont Co ll ege Alumni As s oc i a ti on .Green , who gradu a ted from Pied m ont in1 9 5 7 ,t a u ght English in Ha bersham Co u n tyand Th om a s vi ll e , wh ere he also served as an

el em en t a ry and high sch ool pri n c i p a l .Du ring the late ‘60s and early ‘ 7 0 s , he wasprincipal of Va l dosta Hi gh Sch oo l .

Green was superintendent of WareCounty Schools from 1973-79 and Griffin-Spalding County Schools from 1979-89.He became president of Tallulah FallsSchool in 1989, overseeing great improve-ments in the school’s programs and facili-ties until his retirement in 2001. He earneda doctorate from UGA in 1973.

Christine Register, a gifted educationinstructor at Barnett Shoals Elementar ySchool,was named the Clarke CountySchool District’s 2002 Teacher of the Year.

Regi s ter, who was also aw a rded thePonsoldt Chair for Elem en t a ry Edu c a ti on , at wo - year hon or be s towed by the Fo u n d a ti onfor Excell en ce in Pu blic Edu c a ti on in Cl a rkeCo u n ty, te aches adva n ced math and in theS pectrum gi f ted program and overs ees thes ch ool's stu den t - opera ted cl o s ed - c i rcuit tel e-vi s i on stati on . Regi s ter earn ed her doctora tein el em en t a ry edu c a ti on from UGA.

One of Anne Barge Clegg’s 2003 bridal gown designs received national recognition when it was chosen for the bride-to-be on the NBC Today Show’s “Today Throws a Wedding.”

Clegg’s line is sold exclusively at Neiman Marcus department stores and select bridal shops nationally.Her studio and headquarters are in the Atlanta Four Season’s Hotel.

Cl egg, who has a BA in art edu c a ti on from UGA, said she had wanted to be a bridal gown de s i gn er sincech i l d h ood . Yet , coming from a family of te ach ers ,h er father en co u ra ged her to go into a field that would g u a ra n tee her a rew a rding career. She came to the UGA Co ll ege of E du c a ti on in 1966 with inten ti ons ofbecoming an art te ach er. However, while doing her stu dent te aching assign m ent in Atlanta in 1969, she go ta ch a n ce to show her bridal gown sketches to a repre s en t a tive from the Pri s c i lla of Bo s ton Bridal trunk showthat happen ed to be vi s i ting town . She was hired on the spo t ,a n d , as they say, the rest is history.

Wally Bassett,principal ofCenterville

ElementarySchool, was

selectedGeorgia’s 2003

NationalDistinguished

PrincipalPHOTO BY

ANDREA BASSETT

Ann BargeClegg’s bridalgown (inset)that recentlywon nationalattention onNBC’s TodayShowPHOTO BYLAUREN BARRETT

WallyBassett,

principal atCentervilleElementarySchool inWarner Robins,

was selected Georgia’s2003 NationalDistinguishedPrincipal. He is one ofjust 50 principals fromacross the country rec-ognized for inspiringteachers and studentsto achieve.

Nominees for thedistinguished awardwere selected by peersin their home states.The committee thatchose Bassett wasimpressed by the tech-nology at the school,the school climate andthe Georgia School ofExcellence and NationalRibbon School awardsCenterville Elementaryreceived under Bassett’sleadership in 1998-99.The school alsoreceived a School BellAward from theGeorgia Association ofExemplary SchoolPrincipals in 1998.

Bassett, who hasbeen principal atCenterville since 1976,will receive the awardin formal ceremonies inWashington, D.C.,inNovember. The awardprogram is sponsoredby the U.S. Departmentof Education and theNational Association ofElementary SchoolPrincipals.

Bassett received hismaster’s of educationdegree from UGA.

A L U M N I I N T H E N E W S

Bassett NamedNational Principal

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2004 UGA COE EDUCATION magazine

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