News and Events

ANNOUNCEMENTS

SOE All School Meeting and Welcome Back Celebration & Lunch

Please join us for the All-School Meeting tomorrow (August 18) from 9 a.m.-noon in EUC Alexander (note the location change). A light breakfast will be available at 8:30 a.m. Following the meeting, the Welcome Back Lunch and Celebration will be at Revolution Mill from 1-3 p.m. We look forward to seeing you!
 
 

Curriculum Corner

The SOE Curriculum Committee would like to update you on our deadlines for the 2017-2018 year.

Deadline to Submit Forms to SOE Curriculum Committee
September 5 (Spring/Summer 2018 Deadline)
September 26
October 31
November 28
January 16 (Fall 2018 Bulletin Deadline)
February 20
March 20
April 17

Please note: Submissions for curricular changes to the SOE Committee for Spring/Summer 2018 must be received by September 5th, and must be approved by our September 12th meeting. Please submit all forms to Scott Howerton: wshowert@uncg.edu. If you have any questions about curricular items, please feel free to contact your SOE Curriculum Committee representative.

 
Many thanks from the Committee,
Anne Akers (LIS)
Jill Chouinard (ERM)
Brian Clarida (ELC)
Scott Howerton (TEHE, Co-Chair, UCC Rep.)
Teresa Little (SES, Co-Chair)
Keith Mobley (CED)
Jewell Cooper (ex-officio, GSC Rep.)

Helpful Links:

UNCG Curriculum Guide (use this link to access CURRENT forms and to learn about curriculum procedures)

Curriculum Help Workshops Not sure how to complete your form(s)? There’s help…Please Sign-Up!

 
    

UPCOMING EVENTS

SOE International Social

Diversity in Language & Culture Conference

FACULTY, STUDENT AND ALUMNI ACCOMPLISHMENTS

Congratulations to Dr. Amy Vetter (TEHE) on her award from Research Foundation of CUNY on Behalf of Hunter College for her project “Using discourse analysis to facilitate critical conversations in the English classroom.”  This project is supported by funds from The Spencer Foundation. The purpose of the research is to investigate how a professional development opportunity for English teachers to study their classroom discourse impacts their facilitation of critical conversations about literature with students.

Congratulations to Dr. John Willse (ERM) on his award from the American Board of Pediatrics for his project “Experiential Measurement Training with American Board of Pediatrics.” This assistantship is an appointment at the American Board of Pediatrics’ (ABP) office in Chapel Hill, NC. The primary role of the graduate assistant will be to assist ABP psychometric staff with both operational psychometric work (e.g., standard setting, statistical analysis, technical report writing, practice analysis) and applied research projects (e.g., conducting literature reviews, designing research studies, analyzing data, preparing manuscripts and presentations).

Congratulations to Dr. Jean Kang (SES) on her award from the UD Department of Education Office of Special Education Programs (OSEP) for her project “Preparing Post-Baccalaureate Early Interventionists/Early Childhood Educators for Working with ALL Children.” The proposed project addresses absolute priority requirements including: using evidence-based practices to support adult learning and to promote positive outcomes for professionals and young children with disabilities and their families; incorporating principles and strategies of individualization into the curriculum; providing in-depth field experiences, particularly with high-need children with disabilities; incorporating national and state standards/competencies throughout the program; establishing a mentoring program to enhance student retention and success; conducting induction activities with program graduates to support them in the field; and expanding partnerships with community experts, families, schools, and agencies.

Congratulations to Dr. Diane Ryndak (SES) on her award from US Department of Education, Office of Special Education Programs (OSEP) for her project “Project LEAPS: Leadership in Extensive and Pervasive Support Needs.” The Doctoral Program in Special Education at UNCG has a history of (a) graduating scholars who procure and maintain employment in teacher preparation programs nationally, and (b) conducting OSEP projects to prepare high quality leaders. LEAPS builds on this history by collaborating with the North Carolina (NC) Department of Public Instruction, low-performing schools in NC, self-advocates and parents of students with disabilities, and national experts to prepare leaders in research and the preparation of teachers to meet the needs of high-need students with disabilities who are far below grade level; at risk of not graduating with a regular high school diploma on time; or not on track to being college- or career-ready by graduation.

 
Posted in SOE

Meet Victoria Budesa, a 2017 graduate of the Special Education: General Curriculum teacher education program, who will be spending her first year teaching abroad as a special education teacher in an international school in Stuttgart, Germany. Her blog, “The Teaching Adventures of Miss B,” shares a weekly recount of the many experiences, funny moments, travel adventures, and reflections as an international school teacher over the course of her first year of teaching abroad.

The last six weeks living here in Stuttgart have surely been filled with many moments of discovery, adventure, growing, as well as creating memories. I just finished working the summer camp for ages 4-12 that my school, the International School of Stuttgart (ISS), holds each year for the community as well as children that attend the school during the year as well. It was a great opportunity to not only get to meet some of the students who go to the school, but also an great way of acclimating to my new life here in Stuttgart.

Acclimating to my new life here in Stuttgart took a couple of days, but was easier then I initially suspected. The biggest things I had to get used to were having most shops, restaurants, and supermarkets closed on Sundays, navigating the public transportation system, and grocery shopping more frequently, as refrigerators are not as big here in Germany as they are in the states typically. Here in Stuttgart, I share an apartment with three other one-year contract teachers at the school, which was one of several perks I was given in my contract. The four of us have really gotten along and have become great friends over the last six weeks. We live in the south part of Stuttgart, about 10 minutes via the U-Bahn (German subway) to the center of town and 20 minutes to school, which is very convenient. Another one of those perks included the school paying for me to take a basic level German class at a language school near the center of town. I am three weeks into the language class and I have enjoyed my time so far and being able to use basic phrases to get around town. I am hoping that I will be able to speak some German by the time the holiday season begins.

This week, I begin with ‘induction week’, a whole week dedicated to new staff coming into ISS this year. I will be getting a tour of the school, meeting some of the faculty I will be working beside, learning about the curriculum taught here (ISS follows the IB, or International Baccalaureate, model), as well as determining my schedule for the year as an Upper School (Grade 6-10) Special Education Teacher. I am excited to get to meet my new colleagues as well as learn more about where I will be teaching this year. School officially doesn’t begin until next Thursday, but I will have professional development with the whole school faculty before then.

I am so thankful to be able to bring my knowledge of special education, and LOVE of teaching this coming year to my students here in Stuttgart. I have no clue what this year will bring, but know that it’s simply the beginning of a new, exciting chapter in my career as an educator and I can’t wait to see what happens along the way!

 

As a part of NAV1GATE, a new orientation day at UNCG, the School of Education hosted freshmen and transfer students who have declared a major within the School. Dean Randy Penfield welcomed nearly 200 students to the School of Education building, encouraging and reminding them, “You are going to change the world. You are going to change lives.”

The group learned more about the SOE’s five bachelor’s programs from current students before breaking out into groups to spend time in two sessions with faculty and staff. Sessions included introductions to the SELF Design Studio, the Michel Family Teaching Resources Center, study abroad in the SOE, and the Professions in Deafness major.

Dean Penfield and all of the faculty and staff of the SOE are excited to follow the class of 2021 throughout their journey in the School and cannot wait to see how these students will transform the field of education!

See below for pictures from the day:

The LearnLab Summer School is an intensive 1-week course focused on creating technology-enhanced learning experiments and building intelligent tutoring systems. The summer school provides you with a conceptual background and considerable hands-on experience in designing, setting up, and running technology-enhanced learning experiments, as well as analyzing the data from those experiments in a technology supported manner. The summer school is organized into four parallel tracks: Building online courses with OLI (BOLI), Intelligent Tutor Systems development (ITS), Computer Supported Collaborative Learning (CSCL), and Educational Data Mining (EDM).

I participated in the EDM track and took part in several lectures on Survival Analysis in Intelligent Tutors, Intelligent Tutoring Systems, Bayesian Knowledge Tracing (BKT), Feature Engineering, and Machine Learning with Simulated Students. These lectures were presented by some of the top researchers and grad students in their field.

On the last day, student teams presented their accomplishments to the rest of the participants. My team’s presentation was titled, “Feature Generation and Prediction: An Iterative Process”. We analyzed process data from a computer-based game focused on learning decimals. In this data set, there were few content variables but many more computer-tracked variables, such as time and number of attempts. For this reason, we used a tool to automate feature engineering, called “Featuretools”. The variables generated from this tool were used to predict enjoyment and percent correct rate for the steps per question in the game. In our project, we showed that the initial features generated performed well in predicting these two outcome variables and that future steps would utilize pruning and generation of new features until a “complete” set of features was found.

Having the opportunity to learn from, work with, and get hands-on experience from others in the EDM field was a great experience. I learned a lot and received some insight into how to incorporate the new skills I learned into my dissertation topic.

Posted in SOE

The Testing, Evaluation, Assessment & Measurement (TEAM) Institute is one of five efforts launched by Dr. Jhan Doughty Berry as part of the ETS Diversity Portfolio. TEAM gathers students in the latter stages of their graduate program for a two-day learning and professional development experience and provides opportunities for learning and development that extend beyond the Institute.

This summer I joined nine other fellows from around the country as we participated in TEAM 2017. We participated in six different sessions over a two-day period. On day one, Dr. Jay Campbell, Executive Director, National Assessment of Educational Progress (NAEP) presented to us a general overview of NAEP and current and future trends in assessment. Next, Felicia DeVincenzi, Strategic Advisor, Core Compentency in Assessment, spoke to us about the nature of assessment at ETS. The most exciting and informative session was presented by Sydell Carlton, Assessment Specialist III. Sydell presented on the test fairness review process at ETS from her 59-year career at the company! It was great to speak to and learn from someone who has had so much experience in assessment at one company.

For day two, Dr. Tabitha McKinley, New Jersey State Coordinator for NAEP, presented an overview of the online tool, the NAEP Data Explorer. Finally, Christopher Lopez and Monica Hopkins gave a presentation on strategic staffing at ETS. This was especially of interest to me because we got an insight into what types of things certain departments at ETS (and similar companies) like to see in potential candidates resumes/CVs.

Overall, it was a great experience. I connected and networked with researchers and staff and had the opportunity to talk about my work from last year’s internship with others who were interested in similar topics.

Posted in SOE

ANNOUNCEMENTS

SOE News will run on a bi-weekly basis until the first week of classes. Please continue to submit news items to soeannou@uncg.edu.

 

SOE Students in Shanghai

One SOE student shares about her experience studying abroad in Shanghai on UNCG’s homepage!

 

SOE All School Meeting and Welcome Back Celebration & Lunch

 

 
    

UPCOMING EVENTS

SOE International Social

Diversity in Language & Culture Conference

FACULTY, STUDENT AND ALUMNI ACCOMPLISHMENTS

Congratulations to Dr. Claudia Pagliaro (SES) on receiving additional funding from Salus University and the national Leadership Consortium in Sensory Disabilities (NLCSD), providing fellowships to doctoral students.

NLCSD is a doctoral level professional preparation Cooperative Agreement funded by the U.S. Department of Education, Office of Special Education Programs and is administered by Salus University. The consortium consists of 25 universities with doctoral programs that have an emphasis in one or more of the three sensory impairment areas: blind/visually impaired, deaf/hard of hearing, and deafblindness.

 

Congratulations to Dr. Christina O’Connor on her continuation of funding from the U.S. Department of Education for her project, “Transforming Teaching through Technology (TTtT)”!

 

 
Posted in SOE

Congratulations to Dr. Claudia Pagliaro (SES) on receiving additional funding from Salus University and the national Leadership Consortium in Sensory Disabilities (NLCSD), providing fellowships to doctoral students.

NLCSD is a doctoral level professional preparation Cooperative Agreement funded by the U.S. Department of Education, Office of Special Education Programs and is administered by Salus University. The consortium consists of 25 universities with doctoral programs that have an emphasis in one or more of the three sensory impairment areas: blind/visually impaired, deaf/hard of hearing, and deafblindness.

Fellowships including tuition and stipends are available to US citizens/permanent residents who must first be accepted into a doctoral program. Fellowships provide funding for tuition and a stipend for four years of doctoral study.

NLCSD Fellows participate together in a structured added-value enrichment program in addition to their individual Universities’ Doctoral Programs of study in Special Education. The added-value NLCSD Research Based Conceptual Model supplements the research curriculum provided at the NLCSD parent Universities.  During the Fellows’ studies, there is an ongoing, on-line asynchronous, wiki based research forum which provides opportunities for Fellows to critically examine research issues in the field, engage in discussion with faculty and researchers across the country, and engage collaboratively in designing, implementing and disseminating research.

Doctoral students in Specialized Education Services with a specialization in deafness have been selected by NLCSD.

 

Congratulations to Dr. Christina O’Connor on her continuation of funding from the U.S. Department of Education for her project, “Transforming Teaching through Technology (TTtT),” in the amount of $1,536,517.00!

Transforming Teaching through Technology, a Teacher Quality Partnership project of the University of North Carolina at Greensboro in partnership with Guilford County Schools and Winston-Salem/Forsyth County Schools, will address Absolute Priority 1 and Competitive Preference Priority 1 by developing an innovative and replicable model for the integration of technology in the teacher education curriculum.

In order to better prepare current and future teachers to thoughtfully integrate existing and emerging technology for P-12 student learning, Transforming Teaching through Technology will:

  • move beyond enhancement (substitution & augmenting) to promote transformational use of instructional technology in teaching and learning
  • transform approaches to P-12 learning such that instructional technology is an integral part of learning
  • alter the way we engage and motivate students in learning
  • create space where teacher candidates can be engaged in instructional technology –enriched teacher education programming
  • cultivate meaningful collaboration between university and schools to promote new mindsets to integrate instructional technology for learning

Through reforming the teacher education curriculum by embedding the Techno logical Pedagogical Content Knowledge (TPACK) framework and proper modeling and scaffolding in the teacher development process (from pre-service to induction), Transforming Teaching through Technology will equip 300 teacher candidates per year with the knowledge, skills, and dispositions to intentionally integrate technology in a thoughtful and adaptive manner to promote academic learning for all students.

It is expected that this project will result in increased engagement of public school students in innovation, creativity, problem-solving and entrepreneurship through the development of collaborative project-based learning environments utilizing emerging technology and 21st Century skills.

 

SoftChalk can help you to introduce active learning opportunities and improve engagement. It can be used to create interactive elements, quizzes, modules, or an entire course housing a variety of media.

To learn more about SoftChalk view the Using SoftChalk with your Canvas Course.

To use one of the multiple licenses purchased by the School of Education, please fill out the request form.