Volume 1, Issue 6
CURRICULUM AND INSTRUCTION DEPARTMENT
April 29, 2011
Inside this issue:
Awards & Celebrations
1
Honoring our
Retirees
2-3
Co-teaching in
SPED 4010
4
Irene Howell AT
Center
5
Vitale, Mike
6-7
Ryan, Caitlyn
7
Baby Stars
8-9
MLS Conference
10
NAME Conference
11
Women of
Distinction
12
McKernan, Jim
12
SPED Faculty
Collaborate
13
Staff Introductions
14
TQP Grant
15
Tar River Reading
Council
16
Project ECU LEAP
17
2011 RCAW Win18
ners & Spring Grad.
Faculty Senate
19
Birthdays
19
Awards & Celebrations
The Board of Governors Distinguished Professor for Teaching Award is designed to recognize and support excellent teaching at each of the 17 constituent universities in our system. The recipients of these awards are recognized at a variety of
functions and have demonstrated excellent or exceptional teaching ability.
Two of the finalists for the Board of Governors Distinguished Professor for Teaching Award were Dr. Liz Fogarty and Dr. Peggy Yates. Dr. Peggy Yates was one of
six winners.
Congratulations to a finalist of the Max Joyner Award—Dr. Peggy Yates. This
award honors an outstanding faculty member who has shown commitment and enthusiasm in teaching and mentoring off-campus students and who has demonstrated
excellence in the delivery of courses offered through Continuing Studies, distance
education courses offered online or face-to-face.
The Servire Society—These recipients have demonstrated a commitment to volunteer service, embodying the spirit of our motto, Servire, to serve. Members have
contributed 100 or more hours of volunteer service, without compensation and outside their normal realm of duties, to the community at large within the previous
year.
Two C & I faculty were recognized for their service—Mrs. Sandra Harvey as a 3rd
year member and Dr. Liz Fogarty as a 2nd year member.
Dr. Louis Warren was recognized at the Chancellor’s Leadership Academy and
inducted as a Leadership Academy Fellow.
Curriculum & Instruction
Page 2
Honoring our Retirees
Dr. Al Muller
Dr. Christine Fitch
Dr. Sue Steinweg
“I found that there were
these incredibly great
people at doing certain
things, and you couldn't
replace one of these
people with 50 average
people. They could just
do stuff that no number
of average people could
do.” Steve Jobs
like Burmese rubies and
modeled 21st century
skills before there was a
name for them. The ease
with which he manipulated intellectual cargo
alerted you to sluggishness in your own mental
operations. He pushed
students to passionately
and independently make
Dr. Christine Fitch and
literary expeditions into
Dr. Sue Steinweg, two
books of merit and grew
incredibly great SPED
minds that, like Loblolly
faculty members are
Pines, stretched high to
retiring this year. While
meet the Sun. Colleagues
It does not seem possiwe know we can’t rebenefited from his trustplace them with 50 peo- ble that Professor
worthiness and practicalEmeritus Al Muller
ple, we also know we
ity. While former students
could be retiring from
can’t make it possible
often returned to campus
ECU. During his career, for “Muller’s” advice,
for them to do the
things that they want to he championed the Eng- they did not linger. Only
do if we keep them here lish Education program, the ones without pretense
the College of Educadoing all of the fabuwere comfortable in his
tion, the Department of company. And who, but
lous things they do for
English, and his stuSPED, C&I, COE, and
he, could pull that off? Al
ECU! We could devote dents.
was and will always be
an entire newsletter to
Dr. Muller’s class dis- unforgettable.
each of them and their
cussions on William
wonderful characteristics, competencies, and Golding and James
contributions -- and still Baldwin featured elecwe could not adequately tric performances, but
express how grateful we were never selfare to have them as our aggrandizing. Tight and
colleagues and collabo- loose, wise and whimsical, charming and—
rators; nor articulate
how much we will miss how should we put this?
—blunt, he never took
them personally and
himself too seriously.
professionally.
He treated good ideas
Christine and Sue – The
Special Education faculty and students have
been enriched by the
opportunity to work
with and learn from
both of you and the program is immeasurably
better because of your
contributions! Thank
you! Godspeed! We are
proud and grateful for
the opportunity to know
and work with both of
you!
Volume 1, Issue 6
Page 3
Honoring our Retirees
How Many Hats Can One Pirate Wear?
.
None can ever accuse her of being quite bored,
Not the infamous Pirate, known as Beth Ward!
She always has multiple irons in the fire…
A trait we all can certainly admire!
First she’s a wonderful family girlHusband, kids and grandkids are the center of her world.
She’s also a Pirate, through and through,
To her purple and gold, she will always be true!
“Let no one ever
come to you without leaving better
and happier. Be the
living expression of
kindness in your
face, kindness in
your eyes, kindness
in your smile.”
~Mother Teresa
Principal, professor, loves to teach
Never met a student she didn’t try to reach.
Being County Commissioner she also enjoys….
Better known as “Beth, and the Good Old Boys!”
Her connections are vast, they never quitShe knows or is kin to all the county of Pitt!
Her attire is all matched from her head to her feetA more coordinated lady you never will meet!
She’s quiet, reserved and has a shy demeanor….
You know that’s a lie if you’ve ever seen her!
She is truly vivacious, outgoing and smartAlways smiling, laughing and sharing her heart.
Mrs. Beth Ward
To our colleague- whatever your future endeavors,
ELEM will be your home and we’re your friends forever!
Lisa
Curriculum & Instruction
Page 4
Co-Teaching in SPED 4010
Marsha Tripp and John Smith have been co-teaching two sections of SPED
4010 for three continuous semesters. This is a course for all non-special education majors in inclusive education. They teach and model the six coteaching strategies as researched by Marilyn Friend which include:
One-Teach, One Observe
Team Teaching
Parallel Teaching
Station Teaching
Alternative Teaching
One-Teach, One Assist
At the end of each class, the students identify and discuss the co-teaching
strategies that were modeled by their instructors. The students are also assigned a peer-buddy. With their buddy, they have to present an effective
teaching strategy such as scaffolding, cooperative learning, use of graphic
organizers, task analysis etc. They present the strategy using a co-teaching
model and then the students have to engage in an activity using the strategy
presented. This gives the students hands-on experience in both the coteaching model as well as a research based strategy. The TQP strategies are
being incorporated in our teaching as well Marzano’s levels of thinking to
include:
Present: (Knowing) the strategy
Model: (Applying) the strategy throughout the semester
Demonstration: (Integration) opportunities for student demonstration in class
Volume 1, Issue 6
Page 5
April News from Irene Howell Assistive Technology Center
*We entered into a university-vendor partnership with Slater Software, who
produces Pixwriter and Picture It, where they donate 29 out of 30 licenses (an
in-kind donation of about $11,324), provide ongoing training for our faculty
and students through on-demand webinars and occasional donations of other
software.
*At a recent conference, the Marblesoft/Simtech company donated their entire
software line, with permission to run it on all machines for a total in-kind contribution of $6870
*Melissa Engleman became a certified VizZle trainer, and the Monarch Company has entered into a university-vendor partnership with us, providing faculty
accounts at no cost (usual cost is $750/license), student semesterware, and significant discounts to our graduates. This amounts to an in-kind contribution of
over $7500.
*In April, over 120 students came in for software evaluations and to learn about
assistive technology from SPED 2000 Intro to Special Education.
*Lindsay Stump presented on how to make e-Books for a class of 31 students
from CDFR department.
*Sandy Boccio, Smart Notebook Software certified trainer, presented a sixweek series of training events for faculty in the Assistive Technology Center.
*Melissa Engleman began a six-week training series for special education faculty on new items in the AT Center. The same series will be repeated, and
opened up to C&I Faculty
*Sarah Hara began running a single subject study using the b-Calm device with
a child who has autism.
*Anna Strickland began a study in her classroom on the TAP-It device, comparing it with other interactive whiteboard use.
Curriculum & Instruction
Page 6
Michael Vitale, Professor of Research
Dr. Vitale’s professional initiatives across the past year include a mixture of teaching,
research and service.
Teaching Initiatives
As a major teaching initiative, Dr.Vitale has implemented a series of design enhancements to his distance learning, Masters-level Introductory Research course. Most researchers believe that actively involving graduate students in apprenticeship experiences is the best way for them to gain knowledge of research concepts and an understanding of research in their field of interest. In contrast, within a distance learning setting (vs. face-to-face instruction), research courses based on encyclopedic research textbooks fall short of developing such a meaningful understanding of research concepts by
students.
In contrast to a textbook-oriented course, the enhanced design of the Introductory Research course identifies and involves students in a set of logistically-efficient activities/
assignments they would experience if they were engaged in an apprenticeship experience (e.g., analysis of published research in terms of classroom applications, identification of possible future “in-field” research studies based on a limited literature review on
student-selected topics, identification of a topic of interest and completion of a miniresearch study, development of a detailed research proposal that - as an enhancement of
a published study - could result in a published research study, methodological critique
of issues identified in the research literature).
As a critical complement, students gain an understanding of the core research concepts
that provide a foundation for the apprenticeship-oriented course activities through a set
of focus questions and focus question discussions (framed as answers). In completing
all assignments, students work in collaborative groups through which the course structure encourages extensive peer discussion. Finally, to insure individual student understanding of research concepts, mastery of course-developed, criterion-referenced tests is
required of students.
Based on overall quality of student work, student test performance, and positive student
feedback, the versions of the course implemented during the present academic year
have been very successful.
Research Initiatives
Research initiatives for the past year have focused on several activities. The first is the
completion of a multi-year NSF-funded project investigating the effects of a grade 3-5
in-depth science model that replaces traditional reading/language arts on student
achievement in reading comprehension and science. This project showed not only that
students involved in using the model obtained greater levels of achievement in reading
and science in grades 3-5; but also that these effects transferred to grade 6-8 in a manner that increased with grade level. In addition, the model was successfully adapted for
use in grades K-2 and shown effective in accelerating student achievement in reading
and science as well. Present project activities consist of additional cohort-oriented data
analysis, completion of the project web-page, and manuscript development for publication.
Volume 1, Issue 6
Page 7
Michael Vitale, Professor of Research—cont.
The second research initiative has been the implementation and testing of a cognitivescience-oriented, inductive vocabulary development model as a means of accelerating
student vocabulary development and reading comprehension. Based on an underlying
concept of latent semantic analysis, teachers guide students in the structured, multiple
substitution and interpretation of semantic word-families in traditional basal reading
stories. In the model, the use of semantic word families is designed to enhance vocabulary on nationally-normed and project-developed tests while the implicit requirement of
students having to understand the story passages to engage in vocabulary substitution
tasks is designed to build reading comprehension proficiency. Preliminary findings are
consistent with the intervention design.
The third research initiative is the design and initiation of a cognitive-science-oriented
textbook for teachers that focuses on content-area instruction. The design of the book is
based on two perspectives: (a) consensus interdisciplinary research on meaningful learning and (b) a practical instructional systems approach that is intended to present the academic principles identified in research in a form usable by teachers in classroom settings.
Service
At the national level, Dr. Vitale is serving as (a) a member of the Policy Committee for
the National Association for Research in Science Teaching, (b) Associate Editor of the
Journal of Direct Instruction, and (c) a reviewer for the International Journal of Science
and Mathematics. In addition, he has provided leadership and support to a number of
schools in the area of reading and science instruction, including the design of a K-5 science-mathematics magnet school.
Dr. Caitlyn Ryan Publications
One recent publication:
Enciso, P. & Ryan, C. (2011) Sociocultural theory: Expanding the aims and
practices of language arts education. In D. Fisher and D. Lapp (Eds.),
Handbook of research on teaching the English language arts (3rd edition), pp. 119-138. New York: Routledge.
One recent conference presentation:
Ryan, C. (2011, February). Moving Beyond the In-School/Out-of-School Binary: The Power of Multi-Site Ethnography in Literacy Research. Paper
presented at the National Council of Teachers of English Assembly for
Research Conference in Madison, WI.
Curriculum & Instruction
Page 8
Congratulations to Dr. Ran Hu
Baby Ellie was born at 5:56 a.m. on April 26. She weighed 8 pounds 9 ounces,
and is 19 1/2 inches long.
Both Ran and baby are doing well. Dad is all smiles. Ellie's big brother Danny is
thrilled with his little sister!
Ran and her husband Hui Yang live at 2800 Royal Drive, Winterville, NC
28590. They expect to return home Thursday morning (yesterday).
Welcome, Baby Ellie!
Congratulations to Dr. Sandra Warren
Jude Thomas Carraway Warren joined our world in person at 11:57 p.m. on
Saturday, April 9th. Congratulations to Dr. Sandra Warren on her first grandbaby! Dr. Warren will have to send us all some pictures of her grandson.
Welcome, Baby Jude!
Volume 1, Issue 6
Page 9
Dr. Nancy Zeller, Professor & Area Coordinator of Research
Fig. 1 – Bigger Head at 3 Weeks
Fig. 2 – Smaller Head at 2 ½ Months
Latest Findings Reveal Zeller Heir May Have Shrinking Head
Dr. Zeller’s grandson, Jackson Aris Zeller, now 3 months old, is outperforming other children his
age: his weight and height place him in the 97th percentile of all humans in his natal cohort.
However, it has been found that young Zeller’s cranial circumference is only in the 70th percentile
(while at birth it was in the 95 percentile). So in proportion to the rest of his body, Jackson’s head
is shrinking! Observe Figures 1 and 2. When a caretaker attempted to place young Zeller in his
father’s christening outfit at three weeks, the best result that could be obtained, due to the enormous head, was to lay it over his upper torso. By 2½ months, the cranium was markedly smaller.
Dr. Zeller reminds her C & I colleagues that more data need to be collected to confirm her hypothesis. Young Zeller’s parents are quite concerned because—other than his dwindling cranium,
the child has met their expectations. Remarkably, a possible cause has come to light: several
observers have noted that young Zeller seeks nutrition at all times of the day (and night). As a
result, Dr. Zeller (formerly one of the nutrient providers) proposed a Single Subject ABA design,
involving nutrient intake reduction, in hopes of reallocating development from Jackson’s mushrooming body to his diminishing cranium. Regrettably, young Zeller’s parents were less than
enthusiastic about the proposed experiment and refused to sign the IRB Consent Form for Research on Human Subjects. Results were to have been reported in a highly anticipated article in
the Journal of Irreproducible Results or in the Annals of Improbable Research (AIR). This setback in her research agenda has been a shock to Dr. Zeller’s post-tenure review hopes.
Researcher with Subject Prior to Cranium Crisis
Curriculum & Instruction
Page 10
Mary Lois Staton Reading/Language Arts Conference – February 7, 2011
Dr. June Atkinson, North Carolina State Superintendent of Public Instruction, served as the keynote speaker of the 29th annual Mary Lois Staton
Reading/Language Arts Conference held at the Murphy Center on the campus of
East Carolina University. She addressed elementary, middle and high school
teachers as well as administrators, university faculty, and many pre-service
teachers. Her presentation focused on the Common Core Standards that North
Carolina and 46 other states are in the process of adopting and implementing by
2012-2013. Dr. Atkinson emphasized that improving North Carolina’s graduation rates is dependent on having essential standards in place along with appropriate assessment and accountability. She compared the standards to a GPS that
guides teachers and students through varied delivery formats including face to
face and virtual. Dr. Atkinson is hopeful that these standards will increase our
state’s graduation rates.
In addition to Dr. Atkinson’s presentation on the Common Core Standards, many other breakout sessions on literacy topics were offered throughout
the afternoon. The presentations were made by university faculty and classroom
teachers. Continuing Education Units were offered for their attendance.
This conference is sponsored each year by the Department of Curriculum
and Instruction in the College of Education. The late Mary Lois Staton, who
died in 2002, was a professor of education at ECU for 27 years. She founded
the conference to provide educators an opportunity for ongoing professional
education.
Volume 1, Issue 6
Page 11
National Association of Multicultural Education
Collaborative symposium at the National Association for Multicultural Education (NAME) Conference at the University of Missouri, Kansas City, April 2,
2011.
The symposium title was: MULTI-State University Collaboration: Responding
to the Professional Development Needs of Teachers of English Language Learners.
Description: This symposium presents the preliminary outcomes of a 5-year innovative collaboration among five universities in multiple states on concept
knowledge and strategies needed to address the differentiated needs of culturally
and linguistically diverse (CLD) students through coherent and sustained professional development.
Project ECU LEAP participated with (from left to right):
Dr. Jane Manner (East Carolina University - Project ECU LEAP), Dr. Joan
Nielson (Morningside College - Iowa), Dr. Janet Penner-Williams (U. of Arkansas), Dr. Socorro Herrera (Kansas State University - Center for Intercultural and
Multilingual Advocacy)
Curriculum & Instruction
Page 12
100 Years Back/100 Days
Forward
A Reception was held in Honor of the
2011 Women of Distinction
On Wednesday, April 13, 2011
The Chancellor’s Committee on the Status of Women, selected Dr. Diane
Rodriguez as a 2011 Woman of Distinction - Congratulations!
They received 42 nominations in all, representing ECU faculty and staff in
all schools and at all levels.
Every one of the women nominated personifies dedication, leadership, involvement, and hard work. They were awed by Diane’s accomplishments and
proud that she represents ECU.
Dr. Jim McKernan—presentation
One recent conference presentation:
McKernan, Jim (2011, February). He gave a research paper titled
“Theodore Brameld: Reconstructionism, Socialism and Philosophy of Education” at the 63rd Annual Meeting of the Southeast Philosophy of Education Society, Decatur, Georgia, February 18th, 2011.
Volume 1, Issue 6
Page 13
SPED Faculty Collaboration: Recent Publications
Jennifer Williams, Chan Evans, and Debbie Metcalf
Evans, C., Williams, J. B., & Metcalf, D. (2010). Using high- and low-technology tools
to enhance self- and peer-assessment and feedback for preservice teachers. Journal of Special Education Technology, 25(4), 55-60.
Abstract: This Content Area Applications article describes a pilot project designed to
improve and increase effective teacher behaviors of preservice special educators. Fourteen juniors participated in the Teach-Assess-Reflect (T-A-R) project. First, dyads used
Flip cameras to record each other teaching direct instruction lessons in their elementary
school practicum setting. Then, during in-class seminars, they viewed each video and
used a two-page form to record frequency data for target behaviors, reflect individually,
and share their reflections with peer partners. This use of high-tech and low-tech equipment and materials helped guide students’ development and professional growth, as
some of the responsibility for assessment and feedback was shifted from instructormediation to self- and peer-mediation Williams, J. B., Evans, C., & Metcalf, D. (2010).
Team teaching: A collaborative approach to effective online instruction. National
Teacher Education Journal, 3(3), 33-38.
———————————————————————————————————Abstract: This article describes team teaching in an online special education course at
East Carolina University. In order to address some of the instructional challenges of the
virtual format (e.g., time demands, isolation, lack of collaboration), an effective face-toface team teaching model was applied in which two instructors (a) planned together, (b)
delivered instruction together, and (c) evaluated the learning experience of students together. Perspectives of both instructors and their preservice special education teachers
are discussed, including advantages and disadvantages of the online teaching and learning experience.
Curriculum & Instruction
Page 14
New Staff Member-Ms. Sandy Boccio
Sandra's quest out of high
school was to learn how to
fly. This goal led her to
where she earned her Private Pilot's license certified
to fly single engine aircraft.
With this dream fulfilled
and a primary goal accomplished she then redirected
her focus to Information
Technology where she continues to be motivated by
challenges.
Sandra is an IBM Certified
Lotus Professional, bringing 15+ years of technical
experience. She became
interested in
Assistive Technology in
response to her stepdaughter's cognitive
learning disability who
has struggled with reading, comprehension and
math since the 3rd grade.
Sandra’s Mom, who is
legally blind, struggles
with macular degeneration and is also hearing
impaired.
Sandra came to the Irene
Howell Assistive Technology Center one year
ago, as a volunteer, after
attending the North
Carolina Assistive Technology Professionals
(NCATP's) 19th annual
AT Expo(NCATP's) 19th
annual
AT Expo in Raleigh. She
was fascinated by the
scope of it all and eager to
learn everything possible
about this area of technology. She is actionoriented, precise and tireless.
Sandra recently earned her
certification with SMART
Technologies as a
“SMART Certified
Trainer” and will be presenting this technology to
SPED faculty during the
upcoming “SMART Training Workshop for Smart
Board Interactive Whiteboards”.
Assistive Technology is on the
move at East Carolina University!
New Advisor—LaShica Davis
Ms. LaShica Davis is
an academic advisor in the
College of Education Advising Center. She advises
Elementary, English, History and Middle Grades
Education majors. With a
background in Admissions,
her interests include recruitment of minority and
first generation students
along with inclusion, student outreach and retention
of all students. She takes
interest in programming
and events that cultivate
diversity in education and
the collegiate experience
and has planned Multicultural Family Day, an event
for prospective students,
for the past 5 years. She
teaches two sections of
COAD 1000, a course .
specifically designed to
enhance student development and learning in
higher education for incoming freshmen.
Degrees
She is also the advisor for
E.D.U.C.A.T.E., the COE
student organization for
minority pre-service educators which fosters personal and professional
leadership growth, provides opportunities to explore many aspects of the
multicultural experience as
part of a community of
learners, and enhances academic support of its members through advocacy and
resources.
M.S. Counselor Education
(Higher Education), East
Carolina University
B.A. Communication
(Public Relations), East
Carolina University
Minor Speech and Hearing Sciences
Areas of Interest
• Diversity
• First Generation Students
• Retention of Students
• Student Outreach
E-mail & Website Links
davislas@ecu.edu
Volume 1, Issue 6
Page 15
Teacher Quality Partnership Grant
Year two of the Teacher Quality Partnership Grant (TQP) brings on board our
second school district partner, Greene County Public Schools (GCS). Greene
County Schools is a rural, high-poverty, majority-minority district. In 2003
the district embarked on a school reform initiative focusing on literacy, comprehensive counseling/college access, and technology integration. Since that
time its one-to-one technology initiative (iTECH) has flourished as a result of
balancing infrastructure, content and professional development.
The iTECH initiative strives to deliver a rigorous, relevant curriculum to all
students and has strategically placed a core of well trained personnel throughout the system to provide for the ongoing needs of its teaching ranks and to
insure that
the full range
of benefits
are derived
from the
technology
that is
available.
Both students and
staff use
technology as
a part of
the daily instructional
process.
While the
TQP grant
will focus
on Pitt
County
Schools’ introduction
of instructional
coaches as a
part of their school reform efforts, the grant will focus on Greene County
Schools’ inclusion of technology facilitators. Currently, technology facilitators are housed in each school site and work directly with literacy facilitators
(K-5) to provide integrated targeted support for classroom teachers, students
and parents in the community. TQP will hire GCS technology facilitators to
work between the school district and the university. During the remaining
years of the grant, we will use our work together to best prepare our teacher
education students for the 21st century learners they will face in their classrooms.
Curriculum & Instruction
Page 16
Tar River Reading Council—February 17th
Approximately 25 area
educators attended the
February 17th meeting of
the Tar River Reading
Council at Wintergreen
Primary School. Dr.
Jeanne Swafford of the
University of North Carolina Wilmington shared a
wealth of teaching ideas
related to read alouds and
web resources. Book
talks, author readings of
books, and informational
videos are just a few ideas
that revealed the ways the
Internet can be used to
enhance and extend liter-
acy experiences. For example, showing the actual news footage of
Philippe Petit crossing
the wire between New
York City’s twin towers
can enhance the reading
of The Man Who Walked
Between the Towers.
Dr. Caitlin Ryan was the
featured speaker at
Creekside Elementary
School on April 14th and
featured a workshop on
multicultural literature.
Visit us on Facebook:
http://
www.facebook.com/#!/
pages/Tar-River-Reading
-Council/181816554305
and contact Elizabeth
Swaggerty with questions: swaggertye@ecu.edu.
Page 17
Project ECU LEAP
Project ECU LEAP (Leading Exceptional Annual Progress) had three presentations at NABE 2011 (National Association for Bilingual Education) in New Orleans this year. Each presentation showcased the work of our graduate students
in TESL, including teachers from our cohorts in both Pitt and Lenoir Counties. They were as follows:
1. ENGLISH LANGUAGE LEARNERS IN RURAL SCHOOLS: DESIGNING
AND DELIVERING INSTRUCTION
Dr. Diane Rodriguez, Dr. Jane Manner, Wendy Piro, Yvonne Hardy, Maria
Delgado (Lenoir County Schools)
2. USING THINKING MAPS TO IMPROVE WRITING PROFICIENCY FOR
ELLs
Patty Burke, Dolly Hathaway, Amanda Amante (Pitt County Schools)
3. ENGAGING AND EFFECTIVE LEARNING STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
Amanda Brewington, Carolina Herrera, Candice Wade (Pitt County Schools)
The sessions were very well attended, and our graduate students did an outstanding job presenting their work and research.
This photo is of Dolly Hathaway, Patty Burke, and Amanda Amante (Pitt
County Teachers and Project ECU LEAP participants).
Maria Delgado &
Wendy Piro from
Lenoir County.
Curriculum & Instruction
Page 18
2011 RCAW Winners—Graduate Presentation Winners
Graduate Oral
Education
Student and Graduate Program
Thea Johnson, MA Education
Mentor & Dept. College
Elizabeth Swaggerty, Ed./COE
Undergraduate Poster Student & Major
Mentor & Dept. College
Humanities & Ed. Heather Ayers, C & I
Sharilyn Steadman, C&I/COE
Spring Graduation
Friday May 6, 2011 University Commencement Ficklen Stadium rain or shine
processional starting at 9:00 am, ceremony beginning with the arrival of the
Platform Party on stage.
Friday May 6, 2011 at 5:00 pm the College of Education graduation ceremony will be held in Minges Coliseum.
Volume 1, Issue 6
Page 19
Congratulations to the following faculty who have been
elected as Faculty Senators for the College of Education, beginning on April 26, 2011.
Faculty Senators
Patricia Poczontek
Dept. of Curriculum and Instruction
College of Education
Speight 119
Phone: 252-328-6833
E-mail: poczontekp@ecu.edu
Patricia Anderson
Cheryl McFadden
Alternate Faculty Senators
Ruth (Chan) Evans
Lora Lee Smith-Canter
We’re on the Web!
http://www.ecu.edu/cseduc/ci/Index.cfm
Faculty and Staff Birthdays for March, April & May
March
April
Sandra Harvey—2nd
Katherine Misulis-4th
Karen Voytecki — 12th
Jane Manner—29th
Laura King—13th
Dawn Shelton—25th
May
Roxene Barrett—20th
Dorothy Muller-31st
LaShica Davis– May 21st
Sharon Schlicting—22nd
Elizabeth Swaggerty—22nd
Peggy Yates—31st
Michael Vitale—22nd
Melissa Engleman—24th
Lora Smith–Canter—24tth