education · 2017-07-27 · will serve as a template for other states as their popula-tion...

EducationTimesEducationTimes

WINTER 2003

U N I V E R S I T Y O F F L O R I D A C O L L E G E O F E D U C A T I O N

Message from the DeanC A T H E R I N E E M I H O V I C H , P H . D .

s someone who has been trained as ananthropologist, my longstanding researchinterests are in the area of culture and education. For this reason, I find Florida to be a wonderful state for examining the

complex interrelationships between culture and educa-tion at all educational levels. Every year, our studentpopulation is becoming ever more diverse, not just by race and ethnicity, but also in the rapidly growingnumber of students who speak English as a second language and those who have special needs and requireassistance, not just within the family and PreK-12schools, but also within the community as they transi-tion to adulthood. When you add the fact that Floridaalso has the fastest growing population under age 18 inthe country, it is clear that how we address these issueswill serve as a template for other states as their popula-tion diversity increases over time.

This diversity is an exciting source of energy,talent, and ideas that contributes to the overallstrength and ideals of a democratic society. At thesame time, educators are faced with unprecedentedchallenges in helping students succeed in masteringthe demands of a fast-moving, information-oriented,high technology culture that may not match the cultural capital students bring from their family andcommunity contexts. This challenge has been takenup by both the University of Florida and the Collegeof Education in implementing several new initiativesto prepare students and educators to live in a morepluralistic society.

In a previous column, I commented on the significant roles that the Opportunity Alliance, a scholarship and professional development program forstudents and teachers at six highly diverse, low-incomehigh schools across the state, and the Lastinger Centerfor Learning, which operates programs for K-5 teachersand administrators to introduce them to research-based practices, play in enhancing our outreach tomore diverse schools and communities. Added to thismix is the College Reach Out Program (CROP), a sum-mer program for students in grades 6-12 to learn moreabout postsecondary opportunities, and the FloridaFund for Minority Teachers (FFMT), a state-wide program based in our College to prepare more diverseteachers for all schools. We have also revived ourHolmes Partnership, and we are actively seeking newways to establish collaborative partnerships with schooldistricts, community groups, and businesses to involve

all citizens in the critically necessary task of improvingeducation for all students.

At the department level, many faculty are activelyengaged in research and service activities that under-score the importance of acknowledging students’diverse needs and cultural experiences. Within theSchool of Teaching and Learning, faculty in theLanguage and Literacy program situate literacy and second language acquisition within a cultural frame-work. Counselor Education faculty have a grant toprepare more bilingual school counselors, and SpecialEducation faculty have numerous grants to help teach-ers become more knowledgeable about inclusionmodels and transition issues. At P.K. Yonge, our K-12developmental research school, teachers have imple-mented Summer Adventures in Literacy (S.A.I.L.), avery effective intervention program for struggling read-ers. Finally, faculty in the preservice and continuingteacher education programs highlight culturally relevant pedagogical strategies to prepare our studentsto teach in more diverse schools.

These kinds of activities can only be sustained inan environment where outreach is valued for the differ-ence it makes in peoples’ lives and the new knowledge ithelps create. In this sense, our attention to culture isfocused not just on diversity issues, but also on the cultural practices of the university. The culture of theacademy has not always valued this type of engagement(hence the concept of the “ivory tower”); but undernew leadership, I see this model becoming more accept-ed, particularly in the professional colleges, where theneeds and views of practitioners have always been moreprevalent. From an anthropological perspective, a cleardistinction exists between “schooling” (experiences inbounded organizational structures) and “education”(experiences that encompass life-long learning frombirth to death). To quote my favorite anthropologist,Margaret Mead: “We are now at a point where we musteducate our children in what no one knew yesterday,and prepare our schools for what no one knows yet.”Asthe College of Education moves forward with its plansfor our 100th year celebration next year, we envision anew paradigm emerging that embraces the “scholarshipof engagement” and builds upon the rich cultural practices and norms of all citizens in Florida.

A

The mission of the College

of Education is to prepare

exemplary practitioners and

scholars; to generate, use

and disseminate knowledge

about teaching, learning, and

human development; and to

collaborate with others to

solve critical educational and

human problems in a diverse

global community.

EducationTimes is published bythe College of Education,University of Florida.

DEAN

Catherine Emihovich

EDITORKay Shehan Hughes

ASSISTANT TO EDITORMary Bennett

CONTRIBUTORSMary BennettNatasha CrespoKay Shehan Hughes

LAYOUT/DESIGNJ&S Design Studio

UF College of EducationP.O. Box 117040Gainesville, FL 32611Phone: 352-392-0728www.coe.ufl.edu

D E P A R T M E N T S

02 Dean’s Message

10 Faculty News

12 Alumni News

14 Edugator News

Content

F E A T U R E S

04 CollaborationsCommunity PartnershipsThe work of Elizabeth Bondy links University training withreal classroom experiences through joint projects.BY NATASHA CRESPO

06 SpeakersThe American UniversityArt Levin speaks to UF students, faculty and staff aboutchanges in the American university.B Y J . D I A N E “ D P ” P O RT E R

08 GrantsBaby Gator Launches New PlaygroundAlong with a new playground, plans at Baby Gator includescience education for young children.

COVERWe need to imagine an educational systemwhere voices previously silent will now beheard and where differences are acknowl-edged and validated while we seek to identifyand preserve those cultural elements that constitute the democratic core of this nation.! A T T E N T I O N E D U G A T O R S . . .

If you have received National Board Certification for your subject area,please take a moment to let us know. Simply fill out the card insert in this issue ofEducationTimes and return it postage paid.

4EDUCATIONTIMES WINTER 2003

It is a place where researchers are encouragedto branch out and intertwine their work withthe people of the city.

Focusing on “scholarship of engage-ment” types of activities, in which facultyconnects with people who are working outside of the university setting, is a primarygoal for the College. In other words,professors should join with agencies that areactually doing the work they are studying andteaching to students. In the case of the Collegeof Education, the term refers to people who partner with other organizations such as schools, libraries, andcounseling centers.

Scholarship of engage-ment work is essential forthe success and professionaldevelopment of the univer-sity. A tie between theacademic and the “realworld” is essential. Thisfact is evident in the workof Professor ElizabethBondy. A faculty memberof the University of Floridafor more than 13 years,Bondy has dedicated herefforts to linking universitytraining with true classroom experience.

“If we are embracing the scholarship ofengagement concept, it means that we can nothide,” Bondy said. “There is no place to hide.We need to make sure that our work is real andimportant and relevant to practitioners, thepeople who are really doing the work.”

Her expertise is connected to teachereducation in the elementary school setting.After receiving her undergraduate degreefrom Tufts University in the areas of child

study and psychology, Bondy taught in a private school in Massachusetts for childrenwith learning disabilities. She later worked inthe Florida school system before returningto graduate school at UF. After completingher doctoral work, Bondy was hired by theSchool of Teaching and Learning.

Since that time, she has developed anumber of programs that center on helpingchildren who struggle with school.

Bright Futures This program was designed and imple-

mented years before theemergence of the FloridaBright Futures Scholarship.Since the fall of 1990, BrightFutures has been providingsupport and mentorship forchildren in Gainesville publichousing neighborhoods.

The idea for the programoriginated during a jointmeeting between the Collegeof Education, the GainesvillePolice Department, and the Gainesville HousingAuthority. All had special con-cerns about the large school

drop out rate among children living in publichousing. It was agreed that UF students shouldbe brought in to provide academic assistancefor those kids, and the aid should begin as earlyas possible during a child’s academic career.

That very fall, a voluntary project with 11 UF students interested in working with children was launched. Thirteen years later, thenow grant-funded program has evolved toinclude approximately 125 students in the falland about 50 to 60 in the spring and has grown

to encompass six public housing neighbor-hoods. First semester juniors from the UnifiedElementary PROTEACH Program meet twicea week with the same child. They focus on academic work as well as coaching and mentorship relationship building.

“The way Bright Futures works is thatwe built it into our teacher education pro-gram,” Bondy said. “At the same time thatthe folks in the community housing andpolice were concerned about what was happening in the public housing areas, we atthe College were concerned that we were notadequately preparing our students to workwith the many types of students and familiesthat are out there. This was a wonderfulopportunity where our need and the community’s needs came together.”

The way the program works is as follows: Children from the participatingneighborhoods are recruited, and their parents sign them up. Bondy then pairs eachUF student with one of the children. The pairis then involved in a variety of activities intend-ed to guide both the student and the child.

“Our students have course work that islinked to Bright Futures,” Bondy said. “It’snot like we just say, ‘Hi, welcome, you are offto public housing.’ We integrate this experi-ence into the courses they are taking.”

For example, since students are taking alanguage arts class and learning about writing, they can administer certain writingactivities with their children and observetheir work. Furthermore, the students areenrolled in a counselor education coursethat focuses on how to connect families toschools. One of their assignments is to inter-view the child’s primary caregiver.

“It makes very important connectionsfor them,” Bondy said. “It’s not just anabstract college course; rather it’s some-thing linked to a particular child you areworking with.”

COLLABORATIONS

Community N ATA S H A C R E S P O

The College of Education has embarked on a voyageof collaboration and partnership with the community.

Partnerships

5WINTER 2003 EDUCATIONTIMES

COLLEGE OF EDUCATIONU N I V E R S I T Y O F F L O R I D A

Since 1984, it has been a

College of Education tradition to

give each of its graduates a

lapel pin. The pin, shaped like

an apple, is embossed with a

blue and orange UF. We are

offering these pins at no charge

to our alumni who graduated

before this tradition began. To

date, we have sent out over

3500 pins.

Order Today!

To receive your free College of Education

apple lapel pin, simply send

a request to:

Apples, Development

and Alumni, College of

Education, University of Florida, P.O. Box

117044, Gainesville, FL 32611-7044.

FREEAPPLE PIN

UF students are not the only ones benefiting from this partnership though. Thechildren receive help where they need it. At thestart of the program, letters are sent requestingguidance from each child’s teacher. Someteachers are quite detailed, stressing that eitherthe weekly spelling list be reviewed or thathomework be completed.

“It’s not foolproof, but across the boardit’s been a real win/win kind of a project wherethe students profit from it and so do the chil-dren,” Bondy said.

The two main goals of the program are toprovide support for elementary school children to help them be more successful inschool and to help future teachers develop thecultural competence to work with people whomay be of an unfamiliar cultural group.

“There are loads of opportunities for students to learn in this kind of experience,”Bondy said. “They are in a community, often apart of a community they didn’t even knowexisted. It’s fascinating. This is new, and it isimportant for them to get this experiencebecause they will encounter these children andtheir families later when they are teachers.”

So in order for Bright Futures to be effective, a number of groups must worktogether to get the job done. Teachers from theschools and residents from the neighborhoodmust supervise the area provided by the hous-ing authority where UF students mentorchildren from public housing complexes.

F to A in 0 to 60 FlatAnother of Bondy’s programs involves

partnering with Duval Elementary School,one of the poorest schools in the district.However, with the help of research and partnerships, the school is making extraordi-nary strides in bridging the learning gap. Lastyear, Duval received a grade of A in the stateassessment test. This was a remarkableachievement considering it had an F the previ-ous year.

“There is nothing wrong with them [thestudents at Duval], but they need a little moretime and a little more support to be as success-ful as children across town,” Bondy said.

For the last three years, Bondy has been a“professor in residence” at the school. It is aconcept she has been trying to develop.Basically, a person in this position is a facultymember who invests a significant amount of

time in a school setting not just to do researchbut also to really collaborate with the people atthe school.

Bondy spends at least one full day aweek at Duval observing the issues facingteachers these days. It is essential to under-stand what is going on in classroomsnowadays if a person is to adequately teachcollege students how to be teachers.

She also serves as a support system forbeginning teachers at the school. Bondy setsup appointments with five teachers eachweek to observe their classrooms.Afterwards, they have individual consulta-tions where problem-solving techniques arepracticed. However, teachers are not the onlyones who seek aid from the professor.Assistant principals, guidance counselors,and other personnel get involved.

“I am part of the team there, and I try towork with people to solve problems,” she said.

In addition to the “professor in residence” role, Bondy co-facilitates ateacher reading group. Some teachersexpressed an interest in professional reading.So a group of nine gets together and meetson a voluntary basis to discuss readingsrelated to the social curriculum of the class-room. They want to learn how to help kidsbe a better part of the community.

Bondy also works with the TeacherFellows Project at Duval, which is related tothe Lastinger Center. The year-long profes-sional development program that is active innine schools across the state of Florida allowsteachers to determine the course of their professional development and what it is theywould like to do to help children learn.Bondy’s group consists of 27 participants,including two music teachers, a guidancecounselor, an assistant principal, and class-room teachers. The group meets monthly tobrainstorm on work that will assist children.

One of her main responsibilities as “professor in residence” is to conductresearch and document what is going on inthe school. Last year, two exceptionalteachers were followed for a whole yearwith the purpose of understanding whatteaching practices proved successful in thedifferent classroom settings. The teachers,students, and parents were interviewed inan attempt to gather data on the subject.

Continued on page 8...


Life-long teaching and learning.Critical thinking. Creativity. Thinking out-side of the box. A willingness to change asthe world around us changes. These are theanswers to the questions regarding thefuture of the American university and therole it should play in higher education. Thefuture, however, is now.

On the evening the University ofFlorida was experiencing a change of lead-ership, Dr. Art Levine was speaking to agroup of UF students, faculty, and staffabout change. The eleventh president of theUniversity of Florida had been named onone side of SW 34th Street, and just acrossthe road, a bigger picture was being paintedof the new world of higher education.

Levine, president of ColumbiaUniversity’s Teachers College, addressed fiveforces that would change, and in some caseshave already changed, the future of theAmerican university: 1) the economy, 2) thechanging demographics of students andour country’s population, 3) technology, 4)privatization in higher education, and 5)the convergence of knowledge producers.

1. EconomyJust as the industrial revolution

changed the face of the American work-force, so will the informational revolutionwe are currently experiencing. Wealth, as weknow it, may no longer be the result ofphysical laboring, but may result more fromthe knowledge a person possesses.Knowledge comes with education. Themore education and credentials peoplehave, obviously, the more knowledge andskills they have, right? It makes sense. Butthen, the more knowledge and skills wehave, the faster processes and procedureschange because we become more efficient,more effective, and potentially, more com-plicated. At that point, is the knowledge andthe skill set needed the same as before?

Probably not. The vicious cycle begins. Howdo we keep up with the changing world welive in? How do we keep up with ourselves?

Levine used the term “just-in-case”education to describe the reason most stu-dents have traditionally pursued a college

degree (i.e., “Just in case I need it”). Now,however, the term “just-in-time” educa-tion seems to be more appropriate (i.e., “Ilearned what I needed to know just intime to use it”). Given that the averageperson will undergo six career changes inhis or her lifetime, one knowledge or skillset based on one college degree may notbe sufficient anymore.

What does this mean for us as educators? It means the demand for higher educationwill increase, but the face of it will be verydifferent. According to Levine, it is probablethat students will want more knowledge andmore skills in a shorter period of time, tar-geted more toward a specific concept, idea,or discipline. It means that students may notbe patient enough to wait four years to get adegree that could be outdated the day theygraduate. Maybe it means we need to find away to make college degrees “timeless”through periodic updates.

2. DemographicsOn college campuses, the number of

students who would typically be considered“traditional” is decreasing, while the num-

ber of 25+-year-old students who attendpart-time and live off campus is increasing.These are also the students who aredemanding more convenience, better serv-ice, quality professors, and only want to payfor the services they utilize on campus.

What does this mean for us as educators?In combination with the economy, it meansthat a good number of today’s students andtomorrow’s students will want their educa-tion “to go.” They want what is comparableto a 24-hour fast-food drive-through win-dow, on-line banking and shopping,1-800-fix-my-problem customer service,never-have-to-leave-my-house education.That is a tall order to fill and flies in the faceof everything we know and admire aboutthe English structure of institutions of high-er education, on which the original ninecolonial colleges were founded in the UnitedStates. Of course, there will still be the stu-dents who do want a “traditional” collegeeducation, on campus, in four years. Levinespeculates that their needs could be the totalopposite of their fast-food friends, in thatthey will demand more – more time, morespace, more variety, more in-depth knowl-edge, more resources, more opportunities,more discussions, more research, moremajors to choose from, and a more specificcurriculum. Can we be all things to all peo-ple and still be effective? Who decides?

3. TechnologyLevine referred to this force as the

wildcard. Most of us have been known toput off purchasing a computer or otherpiece of electronic equipment for fear of itbeing out of date the day after we buy it.Could the same thing be happening witheducation? Look at the copyright dates ofthe textbooks being used in classroomstoday. Then think of the two years priorwhen the book was being written and printed.

Art Levine on the Future of...

One Graduate Student’s Commentary B Y J . D I A N E “ D P ” P O RT E R

SPEAKERS

The American University

Art Levine, president ofColumbia University’s TeachersCollege, is an advocate ofimproving teacher quality and enhancing technology in higher education. His mostrecent book is When Hopeand Fear Collide: a Portrait of Today’s College Student.


How much of this information is still relevantby the time it reaches the students’ hands? Notonly that, but how many textbooks would youactually consider to be entertaining or inviteinteraction on the part of the reader?

What does this mean for us as educators?It means we really need to think outside of thebox in terms of information delivery. Not onlywill our 24/7 society want information anytime and any place, but also in real-time, withreal people, dealing with real scenarios andresources, all over the world. It means we haveto be up-to-date in our respective disciplines,not to mention up-to-date with technologyand how to use it most effectively with our stu-dents.

Our technological society also requirestoday’s educators to be “edu-tainers” in orderto grab students’ attention, get them involvedand interacting with their own learning,and convince them that what we have to offeris something they want and need. As anexample, Levine mentioned being able to

recreate history through virtual tours of 18thcentury Paris, simulating a walk down thestreets, interacting with famous people, beingable to smell the air, etc. – much better than achapter from a textbook!

The use of technology could possibly beone of the most difficult obstacles to overcomein a traditional higher education setting. Weare accustomed to lectures or small group dis-cussions with face-to-face student interaction.We are accustomed to brick buildings withclassrooms, desks, chalkboards, and maybe alaptop to view a PowerPoint presentation. Weare accustomed to sequential, discipline-spe-cific (as opposed to interdisciplinary) topicswith preconceived outcomes. We are finallyaccustomed to utilizing e-mail, class discussionlists, Internet resources, and some Web-basedapplications in our classes. We hope this isenough to keep students physically coming tocampus, to our offices, to our classes for yearsto come. But is it? (It might be if we could alsooffer free parking close to class!)

4. PrivatizationThe technology wildcard leads us to a

discussion of privatization in higher educa-tion. Levine suggested that the business ofhigher education is actually very attractive tothe business sector – because we are per-ceived as being slow to change. We cannotvery well argue with that! So, what’s going onin the outside world while we are inside ourbrick buildings and classrooms talking to students? The business industry is marketinghigher education to anyone in the world whois interested, any time they are ready, anyplace they wish to partake.

Private, for-profit entities such as theUniversity of Phoenix may be shaping thefuture of higher education and the Americanuniversity. You will not find brick buildingssurrounded by grass and trees with classesfull of undergraduates and tenured professors engaging in dialogue at theUniversity of Phoenix.

Continued on page 15...


COMMUNITY PARTNERSHIPS

Continued from page 5...Furthermore, surveys were given to

teachers asking them to rank the effectivenessof different strategies that helped transformDuval from an F to an A school.

These research efforts help Duval, butthey have the potential of helping others too,”Bondy said.

The Family, Youth, Community Consortium

The Family, Youth, CommunityConsortium (FYCC) is another one ofBondy’s projects concentrating on joint ven-tures. This network of people is made up ofdifferent agencies and organizations with avariety of special interests in young people.Along with principals and teachers, represen-tatives from Planned Parenthood, the HarnMuseum, the Chamber of Commerce, andneighborhood nutrition centers make up thisdiverse group. Meeting five times a year atvaried locations, FYCC’s mission is to coordi-nate and develop resources to supportstruggling children and youths. The group isable to pool each individual’s resources toprovide a thorough look into relevant issues.For example, a librarian wanted to know whowas working on child safety regarding com-puters and technology. The Chamber ofCommerce contact knew exactly who to call.

“It’s all about coordinating our resourcesto make things more efficient,” said Bondy.

During the meetings, reports from sub-committees are given. Announcements keepmembers informed about what is going on inthe community. The group has achieved somesuccessful products since it began. The Website gives a detailed directory of resourcesavailable to help children and families. (Hardcopies were distributed too.) The organizationis currently trying to compile a list of Web sitelinks that provide aid for children.

Bondy is very encouraged by the resultsof her work. Her commitment and passionhave contributed greatly to the College’sendeavor. Teamwork between the universityand the community is key to creating a strongfoundation for flourishing children andthriving teachers.

For the first time, the Florida SpaceGrant Consortium has awarded agrant to a preschool. The recipient ofthis grant was Baby Gator ChildDevelopment and Research Center atthe University Of Florida College OfEducation.

According to NASA administrator Dr. Jaydeep Mukherjee, the grants areintended for school-age children, butthe one submitted by Darci Hames, aBaby Gator teacher, included plans forscience education support for youngchildren, which convinced NASA thatan award for this preschool wasappropriate.

On Wednesday, November 12, 2003,Baby Gator hosted specially invitedguests during a dedication ceremony forthe playground equipment purchased asa result of the grant. NASA sent admin-istrator Dr. Jaydeep Mukherjee andPayload Specialist Sam Durrance toassist with the “lift off.” Durrance alsoautographed photos for guests, shared a7-10 minute video of his space travel,and answered questions.

Activities included: • Christine Zamora from the Florida

Department of Agriculture provideda display and information aboutplants in space.

• Febi Mayfield, a teacher at BabyGator and an accomplished song-writer and vocal artist with thegroup “Jabezz,” sang “SpaceWalker,” a song she composedabout space. She recently sang thissong and others she has composedfor an event hosted by NASA inTitusville.

• NASA lent a Moon Rocks displayfor the day. Rosario Munoz andJuanita Luster, Baby Gator teachers,have completed the trainingrequired by anyone handling therocks.

• Each Baby Gator classroom set up a booth in the playground whichcontained interactive science activities for the children and theirfamilies. The classrooms were alsoopened to display space projects.

• The Baby Gator Parent AdvisoryCouncil served lunch to parents andfamilies at noon.

Baby Gator Launches New Playground

GRANTS

GRANTS

Elizabeth Bondy – Ph.D. in Curriculum

and Instruction; M.Ed. in reading

education; B.A. in child study and

psychology. Contact: 392-9191 ext. 247

or [email protected]

ix graduate students in the Collegeof Education presented papers atthe annual History of EducationSociety meeting in Evanston,

Illinois from October 30 to November 2.The students’ conference papers allstemmed from research projects theyundertook in Professor Sevan Terzian’s“Seminar in Social Foundations,” EDF7934, in the spring of 2003. The specialtopic for the seminar was the history of sec-ondary education in the United States. Allsix students are pursuing doctoral or master’s degrees in the social foundations ofeducation program in the Department ofEducational Leadership, Policy andFoundations at UF. They organized theirconference proposals in the form of twopanels.

Erika Gubrium and Sheryl Howieformed a panel titled, “Case Studies of theEducation of Blacks in Florida’s PublicSchool System during the ReconstructionEra: Politics and Perspectives.” Gubrium’spaper, “A Reconstruction Era School inGainesville, Florida: Teacher Identity in theFace of Public Perceptions,” documents thesimultaneous optimism and pessimism of afemale Northern missionary teacher. In it,Gubrium considers gender roles in the 19thcentury in conjunction with the evangelical

impulse and emerging ideas about race.Howie’s paper, “The Impact of FloridaLegislation on the American MissionaryAssociation, 1865-1896,” demonstrates howstate politics and laws ultimately under-mined efforts to provide public educationto African Americans. Howie documentsdissension within the Republican Party,

which enervated ideals of racial equalityafter the Civil War.

Don Boyd, Regan Garner, AndrewGrunzke, and Larry Smith formed the second panel, “Federal Involvement inFlorida Secondary Education, 1930-2000.”Boyd’s paper, “The New Space Race: AHistorical Perspective on Space Utilizationin Florida Public Schools, 1938-2000,” doc-uments and analyzes the allocation ofclassroom space in three Florida countiesamid growing federal involvement in therealm of public education. In her papertitled, “The International Baccalaureate atEast Side High School, 1983-2000,” ReganGarner investigates the changing socialdynamics within one high school in

Gainesville, Florida, amid racial tensions inthe larger community. Andrew Grunzke’spaper, “Rock and Roll High School: TheRise of the Underground Newspaper, 1968-1995,” suggests that illicit studentpublications were often associated with thepunk movement and were fueled by courtrulings restricting freedom of speech in

public schools. Finally, Larry Smith profilesfederal attempts to mollify the severe pover-ty in North Central Florida during theGreat Depression in “Extending the Vision:WPA and NYA Activities in Florida.”

Professor Terzian chaired both panels, and each benefited from the com-ments of a critic: Jeffrey Mirel, professorof educational studies and history at theUniversity of Michigan, and Victoria-Maria MacDonald, associate professor ofhistory and philosophy of education atFlorida State University. The History ofEducation Society meeting draws scholarsfrom all over the world and is consideredone of the most prestigious conferencesin its discipline.


SCOE Graduate Students Present at NATIONAL

History of Education Meeting

The History of Education Society meeting draws scholarsfrom all over the world and is considered one of themost prestigious conferences in its discipline.

SEATof Honor

The pictured bench has been donated to the College of Education for student use by Mr. and

Mrs. Alan S. Pareira. Additional benches are available. Each bench will have a small, brass

plaque with the donor’s name and the date of donation. Or, if you prefer, you can dedicate

a bench in someone’s memory, having a plaque commemorate this person.

For more details, contact Mary C. Driscoll at (866) 773-4505. COLLEGE OF EDUCATION

U N I V E R S I T Y O F F L O R I D A


FACULTY NEWS

faculty newsVivian Correa has been selected to serve on the board of The Council for ExceptionalChildren (CEC). CEC is the largest internationalprofessional organization dedicated to improvingeducational outcomes for individuals with exceptionalities, students with disabilities, and/orthe gifted. CEC advocates for appropriate gov-ernmental policies, sets professional standards,provides continual professional development,advocates for newly and historically underservedindividuals with exceptionalities, and helps professionals obtain conditions and resourcesnecessary for effective professional practice.CEC now has 50,000 members in the UnitedStates, Canada, and throughout the world.

Nancy Fichtman Dana and DianeYendol-Silva of the School of Teaching andLearning have written a new book entitled The Reflective Educator’s Guide to ClassroomResearch: Learning to Teach and Teaching toLearn Through Practitioner Inquiry. Publishedby Corwin Press in March 2003, the book has aforward written by noted author and educatorAnn Lieberman. The text was written in recog-nition that teaching and learning are inherentlycomplex endeavors, fraught with many issues,problems, and tensions for teachers to face eachday in the classroom. Teacher inquiry is a powerful way for teachers to gain insights intothese daily issues, tensions, and problems andto engage in educational reform and change.

James Doud, chair and professor in theDepartment of Educational Leadership, Policyand Foundations, was named an “HonoraryNational Distinguished Principal” by the Boardof Directors of the National Association ofElementary School Principals. This award, theindividual NDP state awards, and a few inter-national school awards was presented at ablack-tie affair at the J. W. Marriott Hotel inWashington, DC on November 8. Although nolonger an active elementary school principal,the Board recognized Doud’s contributions tothe association over the past 25 years.

Lamont A. Flowers, assistant professorin the Department of Educational Leadership,Policy and Foundations in the College ofEducation, was recently selected as an associ-ate editor for the College Student AffairsJournal. The College Student Affairs Journal isthe national refereed journal of the SouthernAssociation for College Student Affairs.

Rose Pringle, assistant professor of scienceeducation in the School of Teaching andLearning, has been elected president-elect ofthe Southeastern Association for the Educationof Teachers in Science (SAETS). Pringle willserve one year as president-elect followed byone year as president.

If you have any questions, comments, or suggestions, please contact

Kay Shehan Hughes at 352-392-0726 x 266 or [email protected].


Don Bernard joined the faculty at theUniversity of Florida in mathematicseducation in 1969 after receiving his doctorate from Teachers College atColumbia University. Bernard hasimpacted thousands of elementary andearly childhood teachers through hismethods classes. In addition, he has influ-enced countless practicing teachersthrough his workshops in over 28 Floridacounties and his consultancies in 15states. He has been very active in localand national professional organizations,including the National Association for theEducation of Young Children, theAssociation for Supervision andCurriculum Development, and theNational Education Association. He hasbeen most active in mathematics associa-tions, serving as president of the FloridaCouncil of Teachers of Mathematics andnumerous times as a board member forthe Alachua County Teachers ofMathematics. He also has been active inthe National Council of Teachers ofMathematics where he has frequentlybeen a speaker or presider. Dr. Bernard isbest known for his active and playfulapproach to mathematics.

Linda Crocker workedin the College of Educationfrom 1970-2002. Her pri-mary area of research is ineducational measurement,

with a focus on validation strategies.She is nationally known for her work inthis area and has served as the vice presi-dent of Division D of the AmericanEducational Research Association andpresident of the National Council onMeasurement in Education. She hastaught a wide range of courses in educa-tional research methodology andmeasurement. Her later years in theCollege were spent as the associate dean ofResearch and Graduate Studies.

Mary Lou Koran worked in theDepartment of Educational Psychologyfrom 1972-2003. Her primary area ofresearch is in learning and cognition,including a focus on learning outside of theclassroom. She has taught a wide range ofcourses on educational psychology.

Robert Myrick workedin the educational field as ateacher, counselor, admin-istrator, consultant,professor, and mentor.

Since 1967, he has been a member of theCounselor Education department. Hiswork has been presented through professional journals, book chapters,books, educational series and kits, and conferences. His consultation servicesinclude elementary school counseling,comprehensive developmental guidanceand counseling programs (PK-12),teacher-advisor programs (middle andhigh school), facilitative teaching, personal-ized education, time-management forcounselors, grief counseling, school coun-selor accountability and counseling, andapplied technology. Myrick has receivedvarious awards and has held membershipin a myriad of professional associations.

Woodrow “Max”Parker worked as a pro-fessor in the CounselorEducation departmentfrom 1974-2003. Prior to

joining the faculty at the University ofFlorida, Parker served as a public schoolteacher, juvenile court counselor, schoolguidance counselor, and assistant professor.His creative work includes multiculturalassessment tools and techniques for acquir-ing cultural knowledge. Parker’s researchhas been highlighted in refereed and non-refereed publications. He has been amember in many professional organiza-tions, won numerous awards, and servedthe College, university, and his professionthrough many outreach efforts.

Richard R. Rennerhas been a professor since1965. For several years,Renner promoted aninformative but amusing

international newsletter to foment activityin the College on comparative themes. Healso conducted a similar effort on behalf ofthe Social Foundations section of hisdepartment. His classes often used roleplaying and interviews of the foreign edu-cated as venues for understanding thesubject, but only on condition that the stu-dents had done enough advance study ofexpert sources to elicit the respect of theforeigners involved. While at the Universityof Florida, Renner also taught or gave guestlectures in Austria, England, Canada,Turkey, India, Australia, and seven LatinAmerican countries. He has consulted inCanada, the Netherlands, and Argentina.He served two terms of service respectivelyas a Fulbright professor in Ecuador andPeru and was chairman of the 1990University of Florida Task Force on“Internationalizing the Curriculum.”

Paul “Joe” Wittmerworked as a professor inthe Counselor Educationdepartment from 1968-2003. He has co-authored,

sole authored, and contributed to manybooks and professional journals. His manyawards include being named the secondUnited States citizen recipient of an ad-honorem professorship at the Universidaddel Valle, Cali, Columbia, South America,1972 and being named as one of the 20 most influential contributors to the counseling profession. Wittmer’s outreachhas benefited schools and communitiesthroughout the nation. In addition,Wittmer has been a member of variousprofessional counseling organizations, hasbeen a national and international consult-ant, and has served as the chair anddistinguished service professor in theCounselor Education department.

Reception Held for Retired Faculty


If you have any questions, comments, or suggestions, please contact Mary Driscoll at 140 Norman Hall;

PO Box 117044, Gainesville, FL 32611-7044; 352-392-1058 ext. 290, or by e-mail: [email protected].

2003 Grand Guard October 2-4 marked the 2003 Grand

Guard Reunion. Grand Guard recognizesthose alumni who graduated from theuniversity 50 years ago or more.

Thanks to this year’s leadership,C. Thomas “Tom” Gooding (BAE ’53,MEd ’62, EdD ‘64) and MaureenLeydon (BA ’53), the College ofEducation doubled the normal atten-dance during the weekend. Alumnicame from as far as North Carolina,Georgia, and California.

Seen in the picture at the podium areTom Gooding and Maureen Leydon,2003 Grand Guard chairs.

College of Education 2003 Grand Guardattendees with Dean Catherine Emihovich

Career NightThe College of Education’s Second

Annual Career Night took place onThursday, October 23. A full house ofstudents, faculty, and staff listened toand posed questions of the six educa-tion alumni who took part in the paneldiscussion.

Barbara Anderson (BAE ’69);John J. Carvelli (MEd ’86); Michael L.Haney (MEd ’88, EdS ’88); Felita Lott(BAE ’93); Rachael Sharpe (BA ’93,MEd ’94); and Elizabeth Van Ella (BAE’65) were the education alumni repre-sentatives for the evening. WoodjaFlanigan, assistant director of careereducation at the university’s CareerResource Center, also sat on the panel,along with Dean Catherine Emihovich.

From “critical moments” to “impor-tant mentors,” this alumni groupimpressed upon students the need to set high goals and go after their dreams.

The event was sponsored in conjunc-tion with the University of Florida’sAlumni Association. We want to especial-ly thank Kelly Boyle, Career Night’s chairand member of both the FloridaCicerones and the Student AlumniAssociation; Michelle Lovell, associatedirector of the UF Alumni Association;and Jon Cannon, UF director of mem-bership & marketing.

Elizabeth Van Ella (BAE ’65), alum-ni Career Night panelist, who had notbeen back to campus since 1965, flew infrom Chicago for the occasion. She alsowas a guest speaker at one of Rick

Ferdig’s educational technology classesand was a presenter at a LeadershipBreakfast for the College of Education.

Margaret Rosenberger (BAE ’49,MEd ’52), who is known to manyGainesville area alumni and friends forher years of service to education, is busywriting these days. She has written eightbooks, the most recent, The Birth andGrowth of The Village, which is a historyof Gainesville’s premier retirement home,The Village. It is the home of manyCollege of Education alumni, faculty, andfriends – Hal Lewis, James Wattenbargerand his wife, Hilda Wiles, and DorothyStripling, just to name a few. Rosenbergerhas made a lasting contribution to thearea’s history, a permanent testament tothe spirit and goal in making this retire-ment community a reality.

Most of the proceeds of the bookwill go to Rosenberger’s philanthropies,one being the College of Education. Youcan obtain more information about thebook by mailing her:8015 N.W. 28th Place, Apt. B-110,Gainesville, FL 32606-8605 or emailingat [email protected].

ALUMNI NEWS

alumni news


The generosity of two College of Education alumni willimprove the University of Florida’s Teaching and TechnologyInitiative. Donald H. Gilbart (BA ’52, MEd ’63) and Helen W.Gilbart (BAE ’65, MEd ’67) have committed a leadership giftto the College of Education to further the K-12 technologypartnership program.

Teachers in the 21st century classroom will use moreinformation technologies than ever before. In addition tostrengthening teachers’ content and pedagogical knowledge,current reform efforts include expectations for preparingteachers to use information technologies effectively in theclassroom. In 2002, the College of Education partnered with5 elementary schools, 11 in-service teachers, and 12 pre-service teachers. The program enhanced technology

lessons for nearly 300 elementary school students. Under thedirection of Kara Dawson, the program hopes to add anotherschool partner during the 2003-2004 year.

Don and Helen both know the value added with an up-to-date teaching staff that realizes the importance of technology in the classroom. Don taught sociology and psychology at Lake City Community College and then atHillsborough Community College. Helen taught at Lake CityHigh School and at St. Petersburg Community College, over-seeing the humanities division the last ten years. Don andHelen are both retired but stay current with the technologyneeds of schools and universities.

Thank you, Don and Helen, for your generous support!

Tampa Couple Promotes Educational Technology

Baby Gator!In honor of her 50th reunion, JoAnneMcCartney Fleece has given a wonderfulgift to Baby Gator, the College ofEducation’s early childhood center serv-ing more than 130 children from agesone to five.

Shown during the Grand Guard activities, Pam Pallas (standing, left)discusses Baby Gator with JoAnneFleece (far right) and other members ofthe 2003 Grand Guard Reunion.

Dr. Vincent McGuireScholarshipA newly endowed scholarship for theCollege of Education was establishedby Vincent McGuire and his wife.Dr. McGuire received his BS from New York University, his MA fromColumbia, and his EdD from theUniversity of Florida.

McGuire taught high school inWestchester County, New York;Zephyrhills, Florida; and P.K. YongeLaboratory School. He served as a professor at the University of Florida for38 years. He was the state coordinatorfor Phi Delta Kappa, for which hereceived the “Certificate of Recognition.”He was the president of the FloridaCouncil of Teachers of English andreceived an Honor Award for his contri-bution to English education.

He was the author and editor of20 high school English textbooks,

three college texts, and six literarymaps of Florida. He was also a staffwriter for the National SafetyCouncil.

In his spare time, Vincent enjoystennis and has previously served aspresident of the UF tennis boosters.

The College of Education thanksVincent and his wife, Windy, for thisgenerous donation!

Vincent McGuire and his wife Windy.


1952

Rachel (Riherd Ohse) Bosma,BSE ’52, MEd ‘60, has retired as abusiness education teacher.

1955

Alice (Crider Coe) Davis, BAE’55, is a senior health educator at thePinellas County Health Department(Florida) and is working with the leadintervention team.

1958

Thomas C. Park, BAE ’58, MAE’59, EdD ’61, died at his home inHerndon, Virginia on July 20, 2003at the age of 84. An educator andmusic textbook editor, he came tothe United States in 1956 aftergraduating from the Kyung SungAcademy in Korea and teaching for15 years in the College ofEducation at Seoul NationalUniversity. He retired as a professorof education at St. Cloud StateUniversity (Minnesota) in 1985.Park was an avid violinist who per-formed with many orchestras andwas the editor of the first series ofmusic textbooks for Korean childrenin grades 1-6. He was also theauthor of many books, including abook titled Folk Songs of China,Japan, and Korea. He is survivedby his wife of 61 years, Whasoon;his sons, James (Grace) of Potomac,Maryland; John (Sarah) ofHerndon, Virginia; his daughters,Susan Kim of Hernando, Florida;Doris Park of Silver Spring,Maryland; and Betty Saggart ofOverland Park, Kansas.

1962

Martin W. Schoppmeyer, EdD‘62, has retired as university profes-sor emeritus of educationaladministration from the University ofArkansas. He and his wife, Marilyn(BSE ’51, MEd ’58), are helping theirson to start a charter school calledThe Academy.

1968

Linda A. Nugent, MEd ’68, whoattended the University of Floridaunder a fellowship to prepare read-ing teachers for middle schools, hasretired as a reading teacher from FoxLane Middle School in Bedford, NewYork, after 34 years.

1971

Eunice (Martin)Baros, MEd ’71,the founder and firstpresident of Savantat the University ofFlorida, is an assis-

tant public defender in Palm BeachCounty, Florida. She has been select-ed to serve on the American JewishCommittee National Council for atwo-year term (2003-2005) and theFlorida Legal Services Board ofDirectors (2001-2003).

1973

Michele A. (Melia) Edwards,BAE ’73, currently teaching atBlanche Ely High School in BrowardCounty, Florida, has just returnedfrom a three-week course, “TeachingShakespeare through Performance,”at the Globe Theatre in London as arecipient of an English SpeakingUnion scholarship. Currently, shepartners with the IIRP at the Universityof South Florida to review the FloridaTeacher Certification Examination forDrama. Edwards retired October2003 with 30 years in English, the-atre, and dance education. She wasnamed the 1987 Arts Teacher of theYear and is a past president of theFlorida Association for TheatreEducation. She is an InternationalThespian Society member and troupesponsor who has served as a districtchair and state program coordinator.Additionally, she developed a cross-curricular Kennedy Center workshopentitled “Trap Your Ideas on Paper”for motivating and developing writingskills through the arts.

1973

Susan (Stein) Luck, BAE ’73, isan art teacher at North GladesElementary. She was named 2001Teacher of the Year and receivedtwo grants in 2002.

1975

John M. Novak, EdD ’75, is aprofessor of education and chair ofGraduate Studies at BrookUniversity, St. Catharines, Ontario,Canada. Novak was voted presi-dent-elect of the Society ofProfessors of Education. His latestbook is entitled Inviting EducationalLeadership (London: PearsonEducation). In the last ten years hehas been an invited keynote speak-er on six continents.

1979

Rona F. Flippo, EdD ’79, a pro-fessor of education at FitchburgState College in Massachusetts, justpublished her 11th book in January2003: a reading assessment bookfor use by teachers of grades K-8entitled Assessing Readers:Qualitative Diagnosis andInstruction.

1987

Lisa W. (Werner Slocumb)Wiggins, MEd ’87, is an educa-tional consultant/diagnostician withthe Multidisciplinary Diagnostic andTraining Program (MDTP) at theUniversity of Florida.

1990

Juan L. Vazquez, PhD ’90, thehead of the Department ofMathematics at Missouri SouthernState University in Joplin, Missouri,was promoted to full professor ofmathematics in fall 2003.

1993

Karry Ann (Blackstone)Castillo, MEd ’93, is an academicspecialist at Brevard County’s newestschool, Manatee Elementary. Castillocompleted her Educational Leadershipcertification in spring 2003.

1998

Iana L. Baker, BAE ’98, MEd ‘99,formerly the program coordinator forthe Florida Fund for MinorityTeachers, Inc., is working as a 5thgrade teacher at Belleview SantosElementary School in Belleview,Florida.

Jeanne M. Herbert, MEd ’98, aregional professional developmentspecialist for Orange-Ulster BOCES inNew York, is one of nine specialistsstatewide that ensures compliance ofSpecial Education’s regulations (bothfederal and state) by providingregional staff development and in-services for all personnel and parents.

1999

Danielle N. (Nadrowski)Stone, MEd ’99, is a Pre-K ESETeacher at Rainbow ElementarySchool (Florida).

2000

Genobia A. (Wedemier)Babalola, MEd ’00, EdS ‘00, leadtherapist at Tanner Behavioral Healthin Carrollton, GA, became a national-ly certified counselor in June 2003and became a licensed professionalcounselor in August 2003.

2002

Louis H. Murphy Jr., BAE ’02,MAE ‘03, is working on theGovernors Grant for ESE through theFlorida Council on ElementaryEducation and has signed with theHillsborough County school system(Florida).

edugator news

EDUGATOR NEWS


You will find a Web site, though, where you canreceive your entire education (depending onhow you define “education”). Right in front ofyour computer monitor, you can register forclasses, purchase your books, attend class andinteract with your professors and other class-mates, visit the library, turn in your classassignments, and even graduate – all withoutleaving your chair! Sounds enticing, doesn’t it –and it certainly would not take four years ofyour life to complete the program.

What does this mean for us as educators?It may mean finding a balance between ourtraditional ideas of higher education and thosedescribed above. It may mean doing a betterjob of funding traditional higher education,marketing benefits more effectively, incorpo-rating more technology into our delivery, ortargeting a specific audience we want to enticeto campus. We need to decide whom we wantto educate, how to go about it, and then, howwell we are going to do it.

5. Convergence of Knowledge Producers

Technology and privatization cometogether in this force. Large audiencesaround the world can simultaneously takepart in classes, seminars, and training ses-sions via satellite provided by companies ableto hire full-time content providers (a.k.a.professors with stock options). People seek-ing higher education, further education, orprofessional development now have choicesbeyond the American university. Corporateuniversities, for-profit education centers, andeven community education centers all sellpieces of education for the convenience ofthe consumer. Levine described a possiblescenario of the future where these alternativeeducation providers compete for the best-known names in academia to be theirfull-time content providers. These professorswould be behind-the-scenes producers of thecurriculum, choreographers of informationdelivery, and directors of their own tenureand research processes. The best professorswould become stars, complete with agentsthat negotiate packages with book deals,commercial endorsements, distance learningcourses, and consulting gigs. With knowledgecomes power, prestige, money, and maybe afan club!

What does this mean for us as educators?Maybe it means that we need to tap into theseresources for ourselves in order to stay currentwith respective fields of study. Maybe it meanswe need to find ways to market our expertiseand contract with the for-profit institutionsand join forces with them. Maybe it means weshould have enough confidence in what takesplace in our brick institutions to continue toenhance that experience for students and mar-ket it appropriately. Levine believes there arethree types of institutions of higher education:1) Brick, 2) Click, and 3) Brick and Click.Maybe it means we should also find ways toincorporate some of the click into our brick.

Levine questioned what might happen tothe quality and integrity of a college degreewhen students choose to spend their seat timelearning only in front of their computersinstead of physically listening to professorsteach in classrooms and interacting with otherstudents through the educational process. Is itpossible that competencies, certificates, andportfolios could become more important toemployers than critical thinking, interpersonalskills, and some basic common knowledge?For anyone who has been on a college campusrecently or read an article about the currentstate of higher education, Levine’s words cameas no surprise. The issues with the economy,student demographics, technology, and priva-tization are not new issues for highereducation. How we choose to respond tothem, however, especially in light of Levine’scomments, will have to be new.

Life-long teaching and learning. Criticalthinking. Creativity. Thinking outside of thebox. A willingness to change as the worldaround us changes. These are the answers tothe questions regarding the future ofthe American university and the role itshould play in higher education. The future,however, is now.

J. Diane “DP” Porter isthe assistant director ofhousing for AcademicInitiatives and a graduate student inHigher EducationAdministration.


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