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Theresa M. McCormick 1311 Owens Road Auburn, AL 36830

mccortm@auburn.edu 256.572.9018

EDUCATION

Institution Degree Major/Minor Date Awarded The University of Alabama Ph.D. Elementary Education/ August 2004 Social Science Education Research in Education The University of Alabama Ed.S. Elementary Education May, 2002 The University of Alabama M.Ed. Elementary Education August 1995 Jacksonville State University B.S. Elementary Education/ August 1991 Early Childhood Education

PROFESSIONAL EXPERIENCE Institution Rank Period of Appointment Auburn University Associate Professor 2009 - Present Auburn University Assistant Professor 2004 - 2009 The University of Alabama Instructor 2002 - 2004 Crossville School Classroom Teacher 1991 – 2002

ADMINISTRATIVE EXPERIENCE Assistant Department Head 2014 - Present Curriculum and Teaching The Department of Curriculum and Teaching has over 1000 undergraduate and graduate student enrolled in 13 different programs. The department currently has 41 faculty and staff. Responsibilities: The Assistant Department Head of Curriculum and Teaching chief responsibilities are to:

• Support the Head of the department in the administration and oversight of the academic programs, faculty, and staff

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• Provide leadership and support in all matters relative to the day to day business of the department

• Represent the department and college when meeting with other state institutions for the purposes of collaboration among the programs

• Provide oversight in meeting state certification requirements and CAEP requirement for teacher education programs

• Facilitate and provide oversight of the development of a new promotion and tenure policy and procedures document for the department

• Foster faculty development in teaching, research, outreach, and service • Chair search committees for tenure-track open positions • Mentor and support new tenure-track faculty • Evaluate and make recommendations for appointments for promotion and tenure • Lead faculty in the development of a strategic plan that supports the vision and mission

of the department • Contribute to departmental budget planning and disbursement of resources to support

faculty’s research and outreach efforts • Facilitate research and grant collaborations within the department, college, university,

and community stakeholders • Provide effective communication and presence when representing the department within

and beyond the university • Assist faculty in the development and expansion of undergraduate and graduate

opportunities to teach through international experiences Program Chair 2007 - 2014 Elementary Education As Program Chair of Elementary Education, I was responsible for the following:

• Strengthened collaborations and communication among faculty • Recruited undergraduate and graduate students to the program • Advised students • Scheduled course offerings and assign faculty’s teaching responsibility • Led program meetings • Collected and analyzed data to meet state certification and accreditation requirements • Wrote and submitted NCATE SPA report to Association of Childhood Education

International • Developed a curriculum map of the program and realigned coursework to better meet the

needs of the students as they progressed through the two year program • Managed budget and resource allocations of the Elementary Education Distance monies

(average $200,000 per year) • Represented the field experiences committee at the NCATE review visit • Submitted curriculum changes to the university and state in order to meet Alabama State

Department of Education certification requirements • Revised the Master’s in Elementary Education program into an e-learning program in

order to reach practicing teachers throughout the nation

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SELECTED HONORS

Library of Congress Summer Teacher Institute selected participant in weeklong professional development using the Civil Rights’ collection in Washington, DC. (August 1 – 7, 2015).

American Educational Research Association (AERA). Research in Social Studies Education Special Interest Group Best Paper Award. The title of the paper was Authentic Pedagogy: Examining Intellectual Challenge in a National Sample of Social Studies Classrooms. The Social Studies Research Special Interest Group of the American Educational Research Association (AERA) awards one “Outstanding Research Paper Award” at its annual conference for outstanding and scholarly contribution to the field of research in social studies education to the SSIRC research team. (April 10, 2011). For a list of researchers and more information about the research project see http://www.auburn.edu/academic/societies/ssirc/index.html

Outstanding Faculty Member awarded by the Auburn University Student Government Association at the Student Government Association Honors Ceremony. The Auburn University’s Student Government Association teaching award is given on behalf of the student body, recognizing professors who have made extraordinary contributions to Auburn University through classroom teaching and service to the university. (April 12, 2010) Emily and Gerald Leischuck Undergraduate Teaching Award awarded by Auburn University’s College of Education. The Gerald and Emily Leischuck Undergraduate Teaching award honors a full-time tenured faculty member in the College of Education who has demonstrated effective and innovative teaching methods and a continuing commitment to student success through advising and mentoring inside and outside the classroom. (March 30, 2010) Auburn University Alumni Undergraduate Teaching Excellence Award awarded by the Auburn University Alumni Association and presented at the Faculty Awards Ceremony. This award recognizes the outstanding teaching of undergraduates from nominations made by department heads, deans, alumni, and students. (September 30, 2010) Outstanding Faculty Member awarded by the Auburn University Student Government Association at the Student Government Association Honors Ceremony. Auburn University’s Student Government Association teaching award is given on behalf of the student body, recognizing professors who have made extraordinary contributions to Auburn University through classroom teaching and service to the university. (April 7, 2008)

Selected to the Auburn University New Faculty Scholars Program hosted by the Biggio Center for the Enhancement of Teaching and Learning. New faculty at Auburn University are nominated to this prestigious program which begins with the Orientation program and followed by monthly meetings and a three day retreat focusing on the professoriate and best practices for effective teaching. (2006 – 2007) The University of Alabama College of Education Excellence in Teaching by a Doctoral Student Award. (April 2003)

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Awarded The University of Alabama College of Education Most Outstanding Student in the Category of Scholarship and Research Award. (May 2003) Awarded the Outstanding Elementary Teacher of American History by The National Society of the Sons of the American Revolution. (April 1998) Awarded Alabama Teaching American History $3,500.00 Award for a weeklong professional development at Colonial Williamsburg’s Teacher Institute. (July 1995) Invited membership to Kappa Delta Pi invited to an international honor society in education committed to recognizing excellence and fostering mutual cooperation, support, and professional growth for educational professionals. (1990 – present).

TEACHING Statement of teaching philosophy As I have reflected and refined my teaching philosophy over the last twenty-three years of teaching elementary students, pre-service and in-service teachers, I believe a common goal of my teaching is learning outcomes. If my teaching does not achieve the desired learning outcomes, whether with fifth graders, undergraduates, or doctoral students, I have not been an effective teacher and/or mentor. As an elementary teacher educator, learning outcomes for my pre-service and in-service teachers include developing the knowledge and skills necessary to (a) effectively meet the needs of all learners through research based practices, (b) be able to conduct scholarly inquiries, (c) grow professionally through life long learning, and (d) develop complex understandings both within and across disciplinary boundaries. My area of expertise in elementary education is social studies. My specialty is teaching and learning of history through the critical analysis of primary sources. With the adoption of the Common Core, critical literacy in this area has received a renewed interest. Therefore, I have incorporated strategies in my own teaching that my pre- and in-service teachers can use in their own classrooms. To achieve desired learning outcomes with my undergraduate and graduate students, I see my role as a facilitator following Vygotsky’s philosophy of socio-constructivist approach to instruction. Vygotsky (1978) emphasized the importance of the social context for cognitive development. I have incorporated a variety of learning opportunities in an effort to build a community of learners through inquiry, group discussions, case studies, and cooperative learning. Course activities and assignments are designed to promote a collaborative construction of knowledge and its application to real classroom dilemmas.

Teachers of the 21st century must collaborate with many different stakeholders as they meet the needs of all learners in their classroom. Pre- and in-service teachers are challenged to reflect and apply research-based practices to real world situations. I believe learning is change facilitated by the introduction of new information, ideas, and beliefs. Learning is the defining moment when “the light bulb goes off”…that “ah ahh!” moment when new information, skills, or ideas becomes internalized. Supported by brain-based research, this process of internalization requires connecting old information with new, chunking ideas; constructing and reconstructing;

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and conceptualizing new meanings. I believe learning is a life long process that takes many curves and detours along the way.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press. Courses Taught CTEE 3100 Introduction to Elementary Education - undergraduate CTEE 4010 Elementary Social Studies Methods – undergraduate CTEE 4950 Supervision of Internship - undergraduate CTEE 7510 Research in Elementary Social Studies – graduate (on campus and online) CTEE 7410 Approaches to Teaching in Elementary School – graduate (on campus and online) CTEE 8980 Doctoral Seminar CTEE 8990 Dissertation Supervision Ph.D. Graduate Students with Degrees Completed Doctoral Committee Chair Steven Knott, Elementary Education, Building Blocks of a Functional Classroom Community: A

Case Study of the Challenges to Construct a Successful environment of Learning, Graduated Summer 2014, currently teaching grade 2 in Montgomery City Schools, AL.

Amy Stenson, Elementary Education, Effective Teaching in High Poverty Schools, Graduated

Fall 2013, presently a classroom teacher in Phenix City Schools (AL). Leslie Cowell, Elementary Education, Pre-teaching Vocabulary to Improve Reading

Comprehension, Graduated Fall 2012, presently an Assistant Professor at Faulkner University in Montgomery, AL.

Silvia Scaife, Elementary Education, How and in What Ways does Homogeneous Small Group

Instruction in Reading Influence Struggling Middle School Readers and Their Attitudes Toward Reading, Graduated Spring 2011, presently a classroom teacher in Auburn City Schools.

Doctoral Committee Member Jay Howell, Ph.D. Secondary Social Science, Using Lesson Study to Develop Professional

Teaching Knowledge for Problem-based Historical Inquiry Among 4th Grade Social Studies Teachers, Graduated Summer 2014, presently Assistant Professor at Southern Mississippi University.

*Susan DuBose, Ph.D. Educational Leadership, Perceptions of Alabama History Education

Initiative Participants on the Marginalization of Social Studies by National, State, and Local Policies, Graduated Fall 2011, presently Secondary Curriculum Supervisor for Elmore County School System. *from Alabama State University.

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Rebecca Hendrix, Ph.D. Elementary Education, Using Creative Dramatics to Foster Conceptual

Learning in a Science Enrichment Program, Graduated Fall 2011, presently an Enrichment Specialist at Opelika City Schools (AL).

Leah Whitten, Ph.D. Educational Foundations, Leadership, and Technology, High School

Polling on Career Exploration, Graduated Fall 2011, presently an Assistant Professor at Austin Peay State University, Clarksville, TN.

Bethany Stewart, Ph.D. Elementary Education, University and Elementary School Perspectives

of Ideal elementary Science Teacher Dispositions, Graduated Summer 2010, presently a classroom teacher in GA.

Wanda Warmack, Ph.D. Elementary Education, Elementary Education Pre-Service Teachers’

Attitudes Toward Reading, Graduated Spring 2007, presently an Associate Professor at Faulkner University, Montgomery, AL.

Virginia Wilcox, Ph.D. Elementary Education, A longitudinal Comparative Study Examining

Frequency and Types of Technology Usage Between Practicing Classroom Teachers and Pre-Service Education Majors, Graduated Spring 2005, presently an Associate Professor at Wesleyan College in Macon, GA

Grants Related to Teaching Kaminsky, J., & McCormick, T. (November, 2012 – present). iPads in the University Classroom. The Auburn University Competitive General Fee Equipment (GFE) Grant awarded $60,000 to purchase equipment of technological innovation–i.e. the iPad. My role in this project, thus far, has included participating in planning sessions prior to the submission of the grant, beginning Spring of 2012 (see Part A 5 a), strategizing the deployment of the project, and recruiting elementary faculty for the project as they would be teaching the students receiving the iPads. Thus far, I have contributed to 40% of the time and effort for procuring and implementing this grant. Data from this project is currently being collected. McCormick, T. (2007) Awarded the Daniel F. Breeden Endowed Grant for the Enhancement of Teaching and Learning. Amount awarded $1858.00 by the Biggio Center for the Enhancement of Teaching and Learning. Proceeds from this grant were used to buy instructional materials for the social studies methods course. Primarily, children’s literature books that earned the National Council for the Social Studies Notable Trade Book award were purchased for student’s use in their lab placement. In addition, I developed model lesson plans that I incorporated into my teaching using the NCSS Notable Trade Books. These lessons have been presented at professional conferences and published.

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RESEARCH Commentary

My scholarship primarily focuses on developing pre-service and in-service teachers’ pedagogical content knowledge in the area of teaching history in K – 6 classrooms using primary sources. Efforts toward publication have focused on teaching practices that can be used by teachers and teacher educators. Scholarly work has been published in the top professional journals in my field including, but not limited to, Social Studies and the Young Learner, Social Education, The Journal of Social Studies Research, Social Studies Research and Practice, the International Journal of Social Science and Theory and Research in Social Education. Since earning promotion and tenure, I have collaborated on two national research projects (Social Studies Inquiry Research Collaboration (SSIRC) and the National Survey of Social Studies Teachers). The SSIRC study, led by Dr. John Saye, examined secondary social studies classrooms’ practice of authentic intellectual learning. I served as a second observer in classrooms in Lee County, AL, Hoover City Schools, AL, and Spanish Fort, AL. I served was one of four quartile data managers for all data collected from the national study.

The National survey of Social Studies Teachers consisted of a team of researchers from 35 states who distributed an electronic survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it was the largest survey of social studies teachers in over three decades. I served as the Alabama data collector and co-author of the book chapter reporting findings from elementary teachers. The National Survey of Social Studies Teachers project represents three years of a collaborative effort resulting in numerous professional presentations and a book. I co-authored the “Elementary Social Studies: An Examination in Practice” chapter. All practitioner articles and/or presentations are informed by my research and are designed to reach audiences of teachers and teacher educators alike.

Book Chapters

Morowski, D. L. & McCormick, T. M. & Zimbleman, K. (*in press) Climbing Lincoln’s step:

The African American journey in A. Libresco, J. Balantiex, & M. Battenfeld (Eds.) Notable Books Notable Lesson:Putting social studies in the K – 8 curriculum. ABC: Clio. (40% contribution) *anticipated publication date March 2016

Schwertz, M., & McCormick, T. (2013). Elementary social studies: An examination in

practice in J. Passe, & P.B. Fritchett (Eds.) The status of social studies views from the field. (pp 77-87). Charlotte, NC: Information Age Publishing, Inc. (50% contribution)

McCormick, T. (2010). Generating effective teaching through primary sources. In E. Heilman,

R. Furja, & M. Missias (Eds). Social studies and diversity teacher education: What we do and why we do it. (pp 89-92). New York, NY and London, U.K.: Routledge.

Publications Morowski, D. L., & McCormick, T. M., & Speaker, M. (January/February, 2015) Identifying

multiple perspectives on the Montgomery bus boycott utilizing primary sources. Social Studies and the Young Learner 27(3), 26-30. (45% contribution, 30% acceptance rate)

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Morowski, D., & McCormick, T. (Winter, 2014). Irena Sendler and the Children of the Warsaw

Ghetto Lesson Plan. Social Studies Research and Practice, 9(3), 169-174. (50% contribution, 11% acceptance rate)

Morowski, D., & McCormick, T. (2014). Teacher researchers: Utilizing archival primary

sources. Social Studies Research and Practice, 9(2), 15 – 32. (50% contribution, 11% acceptance rate)

Morowski, D., & McCormick, T. (2013). Hidden teens: Hidden lives - A Notable Trade Book

Lesson. Social Studies: Research and Practice, 8(1), 160-168. (50% contribution, 11% acceptance rate)

McCormick, T., Eick, C. & Womack, J. (2013). Culturally responsive teaching: Awareness and

professional growth through a school-university partnership. National Association of Professional Development of Schools School-University Partnership 6(1), 6-14. (80% contribution, 25% acceptance rate)

SSIRC (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to

student performance on state-mandated tests. Theory and Research in Social Studies Education, 41(1), 89-132. See http://www.auburn.edu/ssirc/member.html for a list of contributing authors (25% contribution, 15% acceptance rate)

McCormick, T., & Hubbard, J. (2011). Every picture tells a story: A study of teaching methods

using historical photographs. The Journal of Social Studies Research, 35(1), 1 – 22. (90% contribution, 12% acceptance rate)

Eick, C., & McCormick, T. (Winter, 2009 - 2010). Beginning to think critically about responsive

pedagogy in practice: An elementary education book study in student teaching. Southeastern Regional Action in Teacher Education, 19(1), 52 – 60. (45% contribution, 35% acceptance rate)

McCormick, T. (September, 2008). Fear, panic, and injustice: Executive order 9066. Social

Education, 72(5), 268 - 271. (20% acceptance rate) McCormick, T. (2008) Historical inquiry with fifth-graders: An action research study. Social

Studies Research and Practice, 3(2), 119 – 129. (11% acceptance rate) McCormick, T., Boyd, P., & Scaife, S. (Fall, 2007). Graduate studies cohort for elementary

teachers: New direction for professional development. Journal of Research in Education, 17, 54–62. (90% contribution, 18% acceptance rate)

McCormick, T. (Spring, 2007). Espionage and the American Revolution Lesson Plan, Social

Studies Research and Practice, 1(4), 88 – 92. (11% acceptance rate)

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Sunal, C.; McCormick, T.; Sunal, D. & Shwery, C. (2005). The demonstration of teaching values in elementary preservice teachers’ electronic portfolio. International Journal of Social Education, 20(1), 81-95.

Sunal, C., McCormick, T., & Sunal, D. (Spring, 2005). Elementary teacher candidates’

construction of criteria for selecting social studies lesson plans for electronic portfolios. Journal of Social Studies Research, 29(1) 7-17). (40% contribution, 10% acceptance rate)

McCormick, T. (2004). Letters from Trenton, 1776: Investigating primary sources in the fifth

grade. Social Studies and the Young Learner, 17(2) 5-12. (30% acceptance rate)

Peer-reviewed papers at professional meetings

McCormick, T., Morowski, D., Brush, T. Elementary Methods Professors: Don’t Throw in the Towel! Research paper to be presented at the annual meeting of the College University Faculty Assembly of the National Council for the Social Studies in New Orleans, LA in Novemb, 2015.

Saye, J. & SSIRC. Authentic Pedagogy: Examining Intellectual Challenge in Social Studies

Classrooms. Research paper presented at the annual meeting of the College University Faculty Assembly of the National Council for the Social Studies in New Orleans, LA in November 11, 2015.

Morowski, D. L. , McCormick, T. M. & Speaker, M. Digging a Hole to Heaven: Coal Miner

Boys NCSS Notable Trade Book Lesson Plan. Practitioner presentation and the annual meeting of the National Council for the Social Studies annual meeting in New Orleans, LA on November 14, 2015.

Kohlmeier, J., Saye, J., Howell, J., McCormick, T., Jones, R., & Brush, T. Promoting problem-

based historical inquiry through scaffolded lesson study. Research paper presented at the annual meeting of the American Educational Research Association in Chicago, IL on April 19, 2015.

McCormick, T. & Morowski, D. Notable Trade Book Presentation: The Boy Who Harnessed the

Wind. Paper presented at the annual meeting of the National Council for the Social Studies, Boston, MA, November 2014.

Kohlmeier, J., Saye, J., McCormick, T., & Howell, J. Promoting professional teaching

knowledge with scaffolded lesson study. Research paper presented at the annual meeting of the College University Faculty Assembly of the National Council for the Social Studies in Boston, MA on November, 20, 2014.

Morowski, D., & McCormick, T. Did I make it count? Research paper presented at the annual

meeting of the College University Faculty Assembly of the National Council for the Social Studies in Boston, MA on November 20, 2014.

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Passe, J., Hinde, E., Doppens, F., Shiller, J., & McCormick, T. We now have proof!: What do we do? Research in Practice session presented at the annual meeting of the College University Faculty Assembly of the National Council for the Social Studies in Boston, MA on November 21, 2014.

McCormick, T., & Morowski, D. An analysis of elementary preservice teachers’ instructional

practices using primary sources. Research paper presented at the annual meeting of the American Educational Research Association in Philadelphia, PA on April 7. 2014.

Saye, J., Kohlmeier, J., McCormick, T., Howell, J., Jones, R., Shannon, D., Brush, T. Scaffolded

Lesson Study: Promoting Professional Teaching Knowledge for Problem-Based Historical Inquiry. Research paper presented at the annual meeting of the College and University Faculty Assembly of the National Council for the Social Studies, St. Louis, MO, November 2013.

Morowski, D.,& McCormick, T. Notable Trade Book Presentation: Irena Sendler and the

Children of the Warsow Ghetto. Paper presented at the annual meeting of the National Council for the Social Studies, St. Louis, MO, November 2013.

Saye, J., Kohlmeier, J., McCormick, T., Howell, J., Jones, R., Shannon, D., Brush, T.,

Supporting Problem-Based Historical Inquiry for Elementary and Secondary Teachers: Scaffolded Lesson Study. Research paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. on April 2013.

McCormick, T., & Morowski, D., Critical Literacy and Teaching History: Elementary Teacher

Candidates Incorporate Primary Sources in a Field Based Placement. Research paper presented at the annual meeting of the Hawaii International Conference on Education in Honolulu, HI, January 2013.

McCormick, T., & Morowski, D. Teacher Researchers: Developing Knowledge through

Archival Research. Research paper presentation at the International Society for Social Studies annual conference in Orlando, FL on March 2, 2012.

McCormick, T., & Morowski, D. Elementary Teacher Candidates’ Use of Primary Sources in

their Field-Based Placement. Research paper presentation at the College University Faculty Assembly of the National Council for the Social Studies annual conference in Seattle, WA, November 2012.

Morowski, D., & McCormick, T. Teachers Delve into Diversity Through Archival Research.

Research paper presentation at the College University Faculty Assembly (CUFA) of the National Council for the Social Studies annual conference in Washington, DC on December 1, 2011.

SSIRC. Authentic Intellectual Challenge in Social Studies Classrooms and Its Relationship to

Student Learning Principal Investigations. Research paper presentation at the College University Faculty Assembly (CUFA) of the National Council for the Social Studies

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annual conference in Washington, DC on December 1, 2011. For a list of researchers and more information about the research project see http://www.auburn.edu/academic/societies/ssirc/index.html

SSRIC. Authentic Intellectual Challenge in Social Studies Classrooms and Its Relationship to

Student Learning. Research paper presented at the American Educational Research Association annual conference in Denver, CO on April 10, 2011. For a list of researchers and more information about the research project see http://www.auburn.edu/academic/societies/ssirc/index.html

Brush, T., Ottenbreit-Leftwich, A., Saye, J., Glazewski, K., McCormick, T. PBL-TECH: Using

Web 2.0 tools and resources to support problem-based curricular: Innovations in pre-service teacher education. Paper presentation at the Society for Information Technology and Teacher Education (SITE) annual international conference in Nashville, TN on March 10, 2011.

McCormick, T., & Eick, C. Teacher Candidates’ Emerging Understandings of Culturally

Responsive Pedagogy in Today’s Changing Classrooms. Research paper presentation for Division K: Teacher Education at the American Educational Research Association annual conference in Denver, CO on May 2, 2010.

SSIRC. The Social Studies Inquiry Research Collaborative (SSIRC): Authentic Intellectual

Challenge in Social Studies Classrooms. Research paper presented at the College University Faculty Assembly (CUFA) of the National Council for the Social Studies national conference, November 11, 2010 in Denver, CO. For a list of researchers and more information about the research project see http://www.auburn.edu/academic/societies/ssirc/index.html

McCormick, T. Every Picture Tells a Story: A Study of Teaching Methods Using Historical

Photographs with Elementary Students. Research paper presented at the College University Faculty Assembly (CUFA) annual conference in Atlanta, GA on November 12, 2009.

McCormick, T., Womack, J., Eick, C., & Scaife, S. Teachers and candidates: Learning together

about practices that support diverse students. Research paper presentation at the Professional Development Schools National Conference in Daytona Beach, FL on March 13, 2009.

McCormick, T. Using the NCSS Notable Trade Books: My Brother’s War: Using Historical

Photographs to Teach the Civil War. Paper presentation of the Early Childhood/Elementary Community at the National Council for the Social Studies (NCSS) annual conference in Houston, TX on November 16, 2008.

McCormick, T. Portraits of Practice: Using Reading Strategies to Guide Elementary Students

Analysis of Primary Sources. Research paper presented at the American Educational Research Association (AERA) annual conference in New York, NY on March 27, 2008.

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McCormick, T. Using the NCSS Notable Trade Books: Scraps of Time, 1960, Abby Takes a

Stand. Paper presented at the National Council for the Social Studies (NCSS) annual conference in San Diego, CA on December 3, 2007.

McCormick, T. & Hubbard, J. Using Fiction to Teach Social Studies. Paper presented at the

annual Open House for Social Studies Educators at the Alabama Department of Archives and History conference in Montgomery, AL on July 24, 2007.

McCormick, T. Using the NCSS Notable Trade Books: Lesson and Units: Espionage and the

American Revolution, George Washington Spymaster. Paper presentated at the National Council for the Social Studies (NCSS) annual conference in Washington, DC on December 2, 2006.

McCormick, T. Promise and Practice: Exemplary Lesson Plans for Teaching Social Studies.

Paper presented at the National Council for the Social Studies (NCSS) annual conference in Washington, DC on December 1, 2006.

McCormick, T. Primary Documents in the Elementary Classroom: How and Why are They

Being Used? Research paper presented at the American Educational Research Association (AERA) annual conference in San Francisco, CA on April 8, 2006.

Sunal, C.; McCormick, T.; Sunal, D. & Shwery, C. Social Studies Electronic Portfolios:

Elementary Pre-service Teachers Demonstrate Teaching Values. Research paper presented at the American Educational Research Association (AERA) annual conference in Montreal, Canada on April 12, 2005.

McCormick, T. Using Concept Maps to Evaluate Teacher Candidates’ Beliefs and Dispositions

about School Curriculum. Research paper presented at the American Association of Colleges for Teacher Education (AACTE) annual conference in Washington, DC on February 22, 2005.

McCormick, T. Re-Reading Abraham Lincoln: How Elementary Teacher Candidates

Contextually Read Primary Documents. Research paper presented at the College University Faculty Assembly (CUFA) of the National Council of the Social Studies (NCSS) annual conference in Baltimore, MD, November, 2004

Sunal, C., McCormick, T., & Sunal, D. Choosing Representative Social Studies Samples for E-

Portfolios. Research paper presented at the College University Faculty Assembly (CUFA) E-Portfolio symposium of the National Council of the Social Studies (NCSS) annual conference in Baltimore, MD, November, 2004.

McCormick, T. Changes in a 21st Century Teacher Education Preparation Program: Reforming

Teacher Candidates’ Beliefs and Dispositions about School Curriculum. Research paper presented at the annual meeting of the American Education Research Association (AERA) in San Diego, CA, April 2004

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Sunal, C., McCormick, T., & Sunal, D. Social Studies Lesson Plans for Electronic Portfolios:

What Criteria Do Teacher Candidates Use in Selection. Research paper presented at the 2004 Best Practices: Integration of Technology into Instruction Conference at Stillman College, Tuscaloosa, AL on February 21, 2004.

Sunal, C., McCormick, T., & Sunal, D. (2003). The Construction Criteria for Selecting Social

Studies Lesson Plans for Electronic Portfolios. Research paper presented at the College University Faculty Assembly (CUFA) of the National Council of the Social Studies (NCSS) annual conference in Chicago, IL, November 2003.

McCormick, T. (2002). Student Historians Investigating the Past: An Inquiry Learning

Approach in the Elementary Classroom. Research paper presented at the College and University Faculty Assembly (CUFA) paper session of the National Council of the Social Studies’ annual conference in Phoenix, AZ, November, 2002.

Peer-reviewed invited panel presentations

Morowski, D. & McCormick, T. Teaching with Primary Sources. Invited panel presentation at the Mid-Western American Educational Research Association in Evaston, IL on October 22, 2015.

McCormick, T., & Morowski, D. Elementary Social Studies Methods Courses: Successes and

Challenges. Invited panel presentation at the College University Faculty Assembly professional retreat in Charlotte, NC on January 17, 2015.

Passe, J., Jimenez-Silva, S., Shiller, J., Lipscomb, G., Hess, D., & McCormick, T. Social studies

for a more just society. Invited research symposium presented at the annual meeting of the College University Faculty Assembly of the National Council for the Social Studies in Boston, Massachuetts on November 19, 2014.

Feinburg, J., McCormick, T., Alleman, J., Fitchett, P., Berson, I., Berson, M., Martin, L., &

Paska, L. Research and the novice social studies teacher: Empowering the profession. Invited panel presentation at the National Council for the Social Studies annual conference in Washington, DC on December 3, 2011.

McCormick, T., Alleman, J., Berson, M., Feinberg, J. Pritchett, P., & Martin, L. Multiple

methodologies: Application of research in the social studies. Invited panel presentation at the National Council for the Social Studies annual conference in Denver, CO on November 12, 2010.

Alleman, J., Berson, M., Fineberg, J., McCormick, T., & Berson, I. Evolving an evidence base

for effective social studies practice. Invited panel presentation of the NCSS Research Committee at the National Council for the Social Studies (NCSS) annual conference in Atlanta, GA on November 13, 2009.

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Alleman, J., Berson, M., Feinberg, J., & McCormick, T. Developing informed practice with research in the social studies. Symposium with representatives of the National Council of the Social Studies Research Committee discussing the role of empirical research in quality instruction. Invited presenters shared how current research can be used to inform practice of social studies instruction in the classroom at the annual conference of the National Council for the Social Studies in Houston, TX on November 15, 2008.

Berson, M., Alleman, J., Conklin, H., Feinberg, J., Marks, M., & McCormick, T. Translating

research into practice in the social studies. Invited symposium panel presentation of the Research Committee at the National Council for the Social Studies annual conference in San Diego, CA on November 30, 2007.

Berson, M., Alleman, J., Feinberg, J., Marks, M., & McCormick, T. Making a difference in

social studies by connecting research to practice. Invited symposium panel presentation of the Research Committee at the National Council for the Social Studies (NCSS) annual conference in Washington, DC on December 1, 2006.

McCormick, T., VanFossen, P., Slekar, T., Ukpokodu, O., & Brantely, D. Five major concerns

influencing the teaching of elementary school social studies methods Invited panel discussion at the College University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) annual conference in Kansas City, KS on November 18, 2005

McCormick, T., Hubbard. J., Thomas, S., LeCompte, K., Christensen, L., Strickland, J., &

Lackey, L. Early childhood social studies education: Forefronts. Invited symposium presented at the College University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) annual conference in Kansas City, KS on November 17, 2005.

Berson, M., & McCormick, T., Building a Nexus Between Research and Practice in Social

Studies. Invited panel presentation of the NCSS Research Committee at the National Council for the Social Studies (NCSS) annual conference in Kansas City, KS on November 19, 2005.

OUTREACH

Commentary

My outreach mission is dedicated to improving quality of life in our communities and helping people fulfill their educational goals. Funded grants have enabled me to participate in the outreach projects described below.

Consistently the primary focus of my outreach efforts have been in the area of elementary social studies through professional development for practicing teachers, revising state standards for 21st century learners, and reviewing and critiquing social studies curriculum and textbooks for the Alabama State Department of Education. The overarching title of my outreach is, “Developing Standards Based Teaching Practices with In-service and Pre-service Teachers When Teaching History.”

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Utilizing Primary Sources in the Elementary Classroom Library of Congress Teaching with Primary Sources Grant (Fall 2014 – December 2015). Co-principal investigator awarded $18,410. Description: Students in grades K -6 are tasked with describing connections between two events or historical texts and consider multiple points of view surrounding an event or topic. The goal of this project is to provide extensive professional development to both pre-service and in-service teachers in how to facilitate historical thinking with elementary students. The project objectives are to provide professional development in which the pre-service and in-service teachers will a) gain an understanding of effective instructional practices with an emphasis on inquiry-based and student-centered learning using primary sources and teaching resources from the Library of Congress; b) create standards-based, content-informed learning experiences integrating primary sources from the Library of Congress that exemplify effective instructional practice; and c) teach, assess, and reflect on their experiences and the effects of primary source-based instruction. Twenty-five grades 3-6 teachers and 50 pre-service teachers are currently participating an ongoing professional development sessions. Dr. Deborah Morowski and I are the co-principal investigators and facilitators for the professional development.

Impact: Since the project will target approximately 50 pre-service teachers enrolled in social studies methods courses over two semesters and 25 cooperating teachers, this project has the potential to impact 1000 – 1500 elementary students. In addition, the participating teachers will be conducting professional development for the teachers at their schools thereby extending the impact further. Plowing Freedom’s Ground Teaching American History Grant (2010 – 2013). Project team member, awarded $999,957. Description: Plowing Freedom’s Ground began as a three year partnership involving the Persistent Issues in History (PIH) Network at Auburn University and four East Alabama school systems: Lee County, Alexander City, Phenix City, and Tallapoosa County. In 2011, Troup County from West Georgia became the fifth system to join the project. The participating school systems expressed a need to provide intensive professional development for social studies teachers that would focus on issue based inquiry instructional design. The objective of this project was to provide teachers with enhanced historical content knowledge, inquiry-based teaching strategies, and interactive Web-based tools designed to improved student achievement in U.S. history. The method used was to provide a two-week intensive professional development session with historians and teacher educators. In addition, periodic meetings occurred throughout each of the three years. The target audience was 23 grades 4 – 12 classroom teachers. The “Plowing Freedom’s Ground” project focused on pivotal events in five historical periods that illustrate the challenges of ensuring fairness and justice for all Americans: Revolution and the New Nation, Expansion and Reform, Civil War and Reconstruction, the Development of Modern American and Contemporary America.

Impact: The impact of Plowing Freedom’s Ground lies in two key areas – development of teacher pedagogical content knowledge for teaching history and student learning. Each of the 23

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teachers typically has 20+ students in their classroom. When you think about the continued years of teaching each teacher will have and the impact of student learning over the years, this project will allow opportunities to hundreds of students to experience history in ways they may never have without the project. In addition, the units and lessons are housed in the PIHnet website for other teachers to use in their classrooms.

Alabama History Education Initiative (AHEI) with the Alabama Department of Archives and History (ADAH) (February, 2009 – May 2011), project team member, awarded $500,000.

Description: The Alabama History Education Initiative (AHEI) project was initiated by the Alabama Department of Archives and History (ADAH) to improve history instruction in Alabama classrooms. The history of Alabama is offered only to fourth graders in public schools in Alabama. Alabama’s role in key events in American history is, however, integrated throughout the social studies curriculum in grades K – 12. Based on a needs assessment by the Alabama State Department of Education, teachers expressed a deficit in the knowledge of Alabama history. To meet this need, grant monies obtained by the ADAH from the Malone Family Foundation, provided funds to offer professional development to teachers from each of the districts in the state. The objectives of the project were to (a) to provide professional development to 4 - 12 social studies teachers across Alabama with a focus on using historical primary from the ADAH in an effort to highlight Alabama’s role in major events in U. S. History and (b) to develop standards based lesson plans using primary sources from the Alabama Department of Archives and History. The project utilized the method of train the trainer model. Each participate would become a trainer for the social studies teachers in their school district. A total of 43 social studies teachers (20 in 2009 and 23 in 2010) from across the state attended a weeklong immersive training session at the ADAH to learn more about Alabama history and how to effectively integrate primary sources into classroom instruction. Impact: My role in the project, I observed the elementary teachers (total 23 over two years) teaching their lessons in their own classrooms all over the state of Alabama. I observed teachers providing deep knowledge about Alabama’s role during key events of American history. I witnessed students engaged in the learning process and asking critical questions. Observations of the lessons the teachers taught and the students’ demonstration of knowledge confirmed the objectives of the project were met. Since the train the trainer model was incorporated into this project, the teachers receiving training and resources were more than doubled over the two-year project. Lesson plans designed through this project are available to teachers across the state via http://www.archives.alabama.gov/ahei/index.cfm The results of this project has the potential to provide hundreds of teachers across Alabama readily available lessons plans incorporating primary sources from the Alabama Department of Archives and History that have been classroom tested.

Project REACH (May, 2007 – December, 2008). Project REACH. The East Alabama Inservice Center awarded $26,500 for a professional development project for pre-service and in-service teachers. I served as a co-principal investigator. Description: This outreach project sought to help teachers and teacher candidates reflect and revise their instructional methods to meet their students' diverse needs and become more familiar

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with their students' backgrounds, culture, and language. Partnering with Auburn City Schools, the East Alabama Regional In-service Center and the Department of Curriculum and Teaching, the goal of Project REACH of this project to enhances research-generated knowledge to “personal practical knowledge” for effective strategies for meeting the needs of at-risk students. The project established book study professional learning communities as its model. School based learning groups included classroom teachers and elementary education interns. From Rage to Hope: Reclaiming Black and Hispanic Students and Improving Black Student Achievement through Enhancing Self-Image by Crystal Kuykendall was the selected as the book study. Throughout the 2007 – 2008 academic year, pre-service and in-service teachers read and reflected in some written form on the text through a narrative reading log as it related to their personnel views on schooling and teaching students of diverse backgrounds, cultures and languages. Impact: The direct beneficiaries of the impact of this project are the students in which the 353 teachers who participated in the project have made a purposeful effort to meet the needs of at-risk learners. Further, the broader research community will benefit from the research findings developing best practices for: (a) teaching diverse at risk students; (b) social justice practices in the classroom; and (c) partnerships with teachers for internship placements and requirements. One key theme that was identified in the post surveys was the “awareness” of the diversity and how the culture in the home impacts student learning. One teacher’s insightful comment was, “I always told myself that parents that never come to school for parent events or meetings ‘just don’t care’ when in fact it may be because they are working two jobs or perhaps the parents have negative feelings from their own school experiences and don’t feel welcome. I had never considered that our school could do more to welcome parents and make them feel part of the community.” Outreach Professional Development

Teaching with Primary Sources in the Elementary Classroom. All day professional development co-planned and co-presented with Dr. Deborah Morowski for 25 elementary classroom teachers who are hosting a social studies methods student. Modeled instructional activities using Library of Congress digital primary sources were used related to the Civil Rights Movement.

Plowing Freedom’s Ground Persistent Issues in History Summer Seminar Co-developed and presented to social studies teachers from Lee County, Alexander City, Tallapoosa County, and Phenix City Schools (July 9 – 13 2012). (36 hours) Plowing Freedom’s Ground Lesson Study Workshop Led 5th grade teachers from Lee County in the construction of an issue based inquiry unit of study (July 16 – 20, 2012). (36 hours) Plowing Freedom’s Ground Persistent Issues in History Summer Seminar Co-developed and presented to social studies teachers from Lee County, Alexander City, Tallapoosa County, and Phenix City Schools (July 5 – 9, 2011). (36 hours)

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Plowing Freedom’s Ground Lesson Study Workshop Led 5th grade teachers from Lee County in the construction of an issue based inquiry unit of study (July 12 – 16, 2011). (36 hours) Plowing Freedom’s Ground Persistent Issues in History Summer Seminar Co-developed and presented to social studies teachers from Lee County, Alexander City, Tallapoosa County, and Phenix City Schools (July 5 – 9, 2010). (36 hours) Plowing Freedom’s Ground Lesson Study Workshop Led 5th grade teachers from Lee County in the construction of an issue based inquiry unit of study (July 12 – 16 2010). (36 hours) Developing Persistent Issues in History Curriculum Units Co-developed and presented to social studies teachers from Auburn City Schools. (July 19 – 23 2010) (36 hours) Developing Persistent Issues in History Curriculum Units Co-developed and presented to social studies teachers from Auburn City Schools. (July 13 – 17 2009). (36 hours) Alabama Humanities Foundation (September 29, 2009) requested that I present a session on Teaching Critical Thinking Using Primary Sources to a group of Alabama educators who participated in the Slavery in Alabama History Project. (6 hours) Developing Persistent Issues in History Curriculum Units Co-developed and presented to social studies teachers from Auburn City Schools. (July 13 – 17 2007). (18 hours) Conducted professional development workshop “Curriculum Mapping: Aligning the Alabama Course of Study with Year Long Instructional Plans” for Macon County School System at Booker T. Washington High School for the East Alabama Regional In-service Center (August 7, 2006) (6 hours)

Developing Persistent Issues in History Curriculum Units

Co-developed and presented to social studies teachers from Auburn City Schools. (July 12 – 16 2006). (18 hours)

SERVICE

Service to the university, college, department and/or program is listed in chronological order with the most recent listed first under the general heading of “University Service”.

a. University Service

Assistant Department Head, Curriculum and Teaching (May 2014 – present)

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Board Member on AU’s Honor’s College Advisory Board (August 2013 – present)

Chair of the College of Education’s Field Experiences Committee (Fall 2014 – Summer 2017)

Institutional Representative (IR) to the American Association of Colleges for Teacher

Education (AACTE) (2013 – present)

Chair of the Sustaining Professional Learning Communities committee for the Department of Curriculum and Teaching (Fall 2014 – Spring 2016)

Mentoring Committee Member for first year tenure track faculty Dr. Mary McIllwan in the

Department of Curriculum and Teaching (Fall 2014 – 2019) Chair for search committee for Assistant/Associate Professor of English for Speakers of

Other Languages Education (Spring 2015 – Summer 2015) Committee Member of the College of Education’s Curriculum Committee (2014 – 2015) Board Member of Auburn University’s Institutional Review Board for Protection of Human

Subjects in Research (August 2005 – July 2014)

Committee Member of Shared Governance committee as part of the Department of Curriculum and Teaching’s Strategic Plan (2013 – 2014)

Committee Member of the College of Education’s Distance Education Committee (2013 –

2014)

Elementary Education Program Chair (2007- 2014) Mentoring Committee Member for first year tenure track faculty in the Department of

Curriculum and Teaching teaching (2011 – 2013) Chair of the search committee for the position of Elementary Education Math or Language

Arts (Fall 2010 – Spring 2011) Co-Chair of the K-6 Advisory Council for continuous improvement of K-6 programs within

the College of Education (2009 – 2011)

Committee member of peer review of teaching committee for Dr. Charles Eick, (2008 – 2011)

Committee Member of the Department of Curriculum and Teaching’s Graduate Studies

Committee (Fall 2007 – Spring 2009)

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President of the East Alabama Regional In-service Center Governing Board (December 2007 – December 2008)

Governing Board Member of the East Alabama Regional In-service Center (December

2005 – December 2008) Committee Member of the College of Education’s Field Experience Committee (Fall 2005

– Fall 2008) Committee Member for search committee for the position of Elementary Education

Generalist (Fall 2007 – Spring 2008) Committee Member of the Undergraduate Studies Committee in the Department of

Curriculum and Teaching (Fall 2007 – Spring 2008) Committee Member for search committee for the position of Elementary Education with a

concentration in Mathematics (Fall 2007 – Spring 2008) Committee Member of search committee for the selection of a director of the East Alabama

Regional In-service Center, April 2007 – January 2008.

Representative and Presenter at the poster session for the National Colleges Accreditation for Teacher Education (NCATE) team visit representing the Early Childhood and Elementary Education program in the Department of Curriculum and Teaching, April 22, 2007.

Vice President of the East Alabama Regional In-service Center governing board (December

2006 – December 2007). Presenter at the COE Camp War Eagle Parents’ meeting at the request of Associate Dean

Emily Melvin, July 7, 2005

Committee member of search committee for Music education assistant professor position, Spring, 2005.

Professional Service Service to professional is listed in chronological order with the most recent listed first. Membership to professional organizations is listed at the end.

Outside reviewer of materials submitted for tenure and promotion to Associate Professor at Baylor University, Waco, TX (September 2015 – December 2015)

Research paper proposal reviewer, annual conference of the College and University Faculty

Assembly of the National Council for the Social Studies (2002 – present)

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Practitioner presentation proposal reviewer, annual conference of the National Council for the Social Studies (2002 – present)

Research paper proposal reviewer, annual conference of the American Educational Research

Association, Division K Teacher Education (2006 – present) Research paper proposal reviewer, annual conference of the American Educational Research

Association, Research in Social Studies Education Special Interest Group (2004 – present)

Outside reviewer of materials submitted for promotion to Professor at State University, Boise,

ID (June 2015 – September 2015) Outside reviewer of materials submitted for promotion to Associate Professor and tenure at

Texas Christian University, Fort Worth, Texas (June 2015 – September 2015) Review board member for The Journal of Social Studies Research The Journal of Social Studies Research (JSSR) is an internationally recognized peer-reviewed

journal designed to foster the dissemination of ideas and research findings related to the social studies. JSSR is the official publication of The International Society for the Social Studies (ISSS) (Summer 2010 – present).

Manuscript reviewer for Social Studies Research and Practice. Social Studies Research and Practice journal is a peer reviewed, electronic journal that focuses

on providing a venue for P–16 social studies research and practice manuscripts, lesson plans, reviews, and issues related to higher-level learning outcomes and can be found at http://www.socstrp.org/ (Summer 2 to present)

Outside reviewer of materials submitted for tenure and promotion to Associate Professor at

University of Northern Iowa, Cedar Falls, IA. (August 2014 – October 2014) Outside reviewer of materials submitted for tenure and promotion to Associate Professor at

University of Louisville, Louisville, KY. (June 2014 – August 2014). Manuscript reviewer for Journal of Curriculum and Instruction (JoCI) The Journal of Curriculum and Instruction is a peer-reviewed, open access journal that provides

a forum for the dissemination of articles focused on research, practice, and related issues relevant to teaching and learning in the preK-12 environment (2007 – 2014)

Outside reviewer of materials submitted for tenure and promotion to Associate Professor at the

University of North Carolina at Charlotte, Charlotte, North Carolina. (June 2013 – August 2013)

Manuscript reviewer for Interdisciplinary Journal of Problem-Based Learning

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The Interdisciplinary Journal of Problem-Based Learning publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms (Summer 2008 – Summer 2013)

Social Studies Textbook Review Committee for the Alabama State Department of Education

(February 2013 – December 2013) Chair of the College University Faculty Assembly (CUFA) Board of the National Council for

the Social Studies’ professional organization (Fall 2011 – Fall 2012) Board Member of the College University Faculty Assembly (CUFA) Board of the National

Council for the Social Studies’ professional organization (Fall 2009 – Fall 2013) Newsletter Editor of the Research in Social Studies Education Special Interest Group Executive

Board of the American Educational Research Association (Spring 2010 – Spring 2011) Committee Member for the Alabama State Department of Education Social Studies Course of

Study Task Force Team (January 2009 – December 2010) Advisory Board Member of the Social Studies Council of Alabama (2007 -2010) Chair of the National Council for the Social Studies 2009 Exemplary Research Award selection

committee (May 2009 – August 2009) Committee Member of the National Council for the Social Studies 2008 Exemplary Research

Award selection committee (May 2008 – May 2009). Manuscript reviewer for Journal of Interactive Online Learning The Journal of Interactive Online Learning focuses on providing a venue for manuscripts,

critical essays, and reviews that encompass disciplinary and interdisciplinary perspectives in regards to issues related to higher-level learning outcomes in an online delivery of instruction (August 2005 – August 2008)

President of the Alabama Council for the Social Studies (July 2006 – July 2008) Chair of the Early Childhood/Elementary Special Interest Group of the National Council for the

Social Studies, July 1, 2006 – July 1, 2007. Committee member on the National Council for the Social Studies 2007 in Jean Dresden

Grambs Distinguished Career Research in Social Studies Award selection subcommittee (May 2007 – August 2007)

Chair of the Research Committee of the National Council for the Social Studies (July, 2006 to

July, 2007)

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Treasurer of the Early Childhood/Elementary Education Special Interest Group of the National Council of the Social Studies (November 2003 to November 2006)

Chair of the National Council for the 2006 Social Studies Exemplary Research in Social Studies

Award selection committee (May 2006 – August 2006) Vice Chair of the Research Committee of the National Council for the Social Studies (July,

2005 – July, 2006) Committee Member of the 2005 Exemplary Research Award selection committee for the

National Council for Social Studies Research Committee (May 2005 – August 2005) Vice President of the Alabama Council for the Social Studies (July 2004 – July 2006) Committee Member for the Alabama State Department of Education selection committee for

the “American History Teacher of the Year for Alabama” award on June 24, 2005 in Montgomery, AL

Memberships in Professional Organizations

• Social Studies Council for Alabama (SSCA) (2004 – present) • National Council for the Social Studies (NCSS) (1999 – present) • Committee Membership – NCSS Research Committee (2003 –2013) • Committee Membership – NCSS Early Childhood/Elementary Education

Committee (2002 – present) • College University Faculty Assembly (CUFA) (2002 – present) • American Educational Research Association (AERA) (2004 – present) • AERA Division Membership – Division K Teacher Education (2004 – present) • AERA Special Interest Group Membership – Social Studies Research (2003 –

present) • AERA Special Interest Group Membership – Teaching History – (2004 to

present) • American Association of College for Teacher Education (2012 – present) • Association of Teacher Educators (2009 – present)