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<h1>Institutional Student Learning Outcomes Assessment Committee</h1>
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<h2>Leadership</h2>
<p><strong>Co-Chair</strong>: Dr. Donna Wilkerson-Barker<br /><strong>Co-Chair</strong>: Dr. Sandeep Mitra</p>
<h2>Committee Charge</h2>
<p>Develop and propose an assessment plan and schedule for the ISLOs that aligns with the University’s existing Institutional Assessment Plan.</p>
<p>Elements of the plan should address how to:</p>
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Identify, implement, or develop means of collecting and analyzing data
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Identify a structure for communicating ISLO assessment results to the University community
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Encourage units across the institution to articulate operational goals related to the ISLOs
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Establish regular ISLO assessment processes, analyze and publish results, and provide those results to budgetary and programmatic decision-makers
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<h2>Committee Structure</h2>
<p>Members of the committee represent various departments across the schools and administrative units of the University, selected on the basis of their experience with accreditation, general education assessment, or work as administrators.</p>
<p>The ISLOAC is conducting a pilot assessment of ISLO 1, Oral Communication in fall 2019.</p>
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<h1>Heather Raczkowski</h1>
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<h1>Finance and Advancement Services Administrative Unit Assessment</h1>
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<h3 tabindex="-1">Executive Summary</h3>
<p tabindex="-1">Historically, the Finance and Advancement Services unit in the Division of Advancement worked as two separate units. The units worked together closely but were always managed separately. When the previous Director of Finance retired in November 2018, the units were combined under one umbrella and led by the newly created position of Director of Finance and Advancement Services. Combining the units helped to increase efficiencies and prevent overlap. The Director of Finance and Advancement Services reports directly to the VP of Advancement.</p>
<p tabindex="-1">Including the Director, the unit consists of a team of five, is fully staffed, and works well together. Each brings a unique skill set to the team. Together, the team has 70 years of experience working in higher education Advancement. The team oversees Advancement’s State, Foundation and BASC budgets; manages all accounts receivable and payable; processes all donor gifts/pledges/acknowledgments; and maintains over 100,000 alumni records in the University’s Banner database.</p>
<p tabindex="-1">Finance and Advancement Services supports the work of Advancement as we all work to Build a Better Brockport. We engage our alumni and surrounding community though events; continually work to improve our processes; are fiscally responsible with our budgets; and good stewards of donated dollars. Our work helps senior leadership make well-informed decisions and because of good records management, our gift-officers are better prepared to go out and solicit donations.</p>
<p tabindex="-1">In the fall 2020 semester, the Finance and Advancement Services unit in the Division of Advancement began prepping for the Administrative Review Process. The team started by reviewing its internal processes and reviewing and editing SWOT Analysis questions provided by the Office of Accountability and Assessment. Jenny Green from Assessment moderated the SWOT on November 20, 2020. The assessment covers the fiscal year July 1, 2020 to June 30, 2021.</p>
<p tabindex="-1">Overall, the unit works well together and with the other units within Advancement. These strong working relationships help contribute to its success. Throughout 2020-21, the team has focused on improving its processes to make its work more efficient. As efficient as the unit tries to be, sometimes the volume of work and requests received can overextend the team. With that being said, there are many opportunities available to the unit going forward. Streamlining processes and converting more documents to paperless are major goals and continuous opportunities. The potential to implement new software to improve productivity and eliminate some manual processes is a great opportunity as well.</p>
<p tabindex="-1">While there is always the threat of limited resources or potential budget cuts, with the current staff and operational plans in place, the unit is well positioned to thrive and have great success in 2021-22 and beyond.</p>
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<h1>Periodic Administrative Unit Assessment 5-Year Calendar Cycle</h1>
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<p>AY 2020-2025</p>
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<h3 tabindex="-1">Academic Year 2020 – 2021 (Reintroduced)</h3>
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<th tabindex="-1">Division</th>
<th tabindex="-1">Sub-Division/Unit</th>
<th tabindex="-1">Unit Head</th>
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<td tabindex="-1"><p tabindex="-1"><strong tabindex="-1">Administration & Finance</strong> (Jim Wall)</p></td>
<td tabindex="-1"><p tabindex="-1">Facilities Maintenance & Operations</p></td>
<td tabindex="-1"><p tabindex="-1">Kevin Rice</p></td>
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<td tabindex="-1"><p tabindex="-1"><strong tabindex="-1">Advancement</strong> (Mike Andriatch)</p></td>
<td tabindex="-1"><p tabindex="-1">Finance & Advancement Services</p></td>
<td tabindex="-1"><p tabindex="-1">John Sapienza</p></td>
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<td tabindex="-1"><p tabindex="-1"><strong tabindex="-1">University Relations</strong> (Dave Mihalyov)</p></td>
<td tabindex="-1"><p tabindex="-1">University Communications: Social/Digital Media (video/the Port/Daily Eagle)</p></td>
<td tabindex="-1"><p tabindex="-1">John Follaco</p></td>
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<h3 tabindex="-1">Academic Year 2021 – 2022</h3>
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<th tabindex="-1">Division</th>
<th tabindex="-1">Sub-Division/Unit</th>
<th tabindex="-1">Unit Head</th>
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<td tabindex="-1"><strong tabindex="-1">Academic Affairs</strong> (Linda Delene, Interim Provost and Vice President)</td>
<td tabindex="-1">Drake Memorial Library</td>
<td tabindex="-1">Pamela O’Sullivan (Interim Director)</td>
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<td tabindex="-1"><strong tabindex="-1">Administration & Finance</strong> (Jim Wall)</td>
<td tabindex="-1">Facilities Planning and Construction</td>
<td tabindex="-1">Gary Morog</td>
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<td tabindex="-1"><strong tabindex="-1">Advancement</strong> (Mike Andriatch)</td>
<td tabindex="-1">Campaign <em tabindex="-1">(next Campaign review: AY2025-2026)</em></td>
<td tabindex="-1">David Walbaum</td>
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<td tabindex="-1"><strong tabindex="-1">University Relations</strong> (John Follaco)</td>
<td tabindex="-1">Marketing</td>
<td tabindex="-1">Debbie Jacob</td>
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<h3 tabindex="-1">Academic Year 2022 – 2023</h3>
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<th tabindex="-1">Division</th>
<th tabindex="-1">Sub-Division/Unit</th>
<th tabindex="-1">Unit Head</th>
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<td tabindex="-1"><strong tabindex="-1">Academic Affairs</strong> (Linda Delene, Interim Provost and Vice President)</td>
<td tabindex="-1">Center for Graduate Studies</td>
<td tabindex="-1">Mike Harrison</td>
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<td tabindex="-1"><strong tabindex="-1">Administration & Finance</strong> (Jim Wall)</td>
<td tabindex="-1">Environmental Health and Safety</td>
<td tabindex="-1">Julie Caswell</td>
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<tr tabindex="-1">
<td tabindex="-1"><strong tabindex="-1">Advancement</strong> (Mike Andriatch)</td>
<td tabindex="-1">Alumni Engagement</td>
<td tabindex="-1">Kerry Gotham</td>
</tr></tbody></table>
<h3 tabindex="-1">Academic Year 2023 – 2024</h3>
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<th tabindex="-1">Division</th>
<th tabindex="-1">Sub-Division/Unit</th>
<th tabindex="-1">Unit Head</th>
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<tr tabindex="-1">
<td tabindex="-1"><strong tabindex="-1">Academic Affairs</strong> (Linda Delene, Interim Provost and Vice President)</td>
<td tabindex="-1">Institutional Research and Analysis</td>
<td tabindex="-1">TBD</td>
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<tr tabindex="-1">
<td tabindex="-1"><strong tabindex="-1">Administration & Finance</strong> (Jim Wall)</td>
<td tabindex="-1">Procurement and Payment Services</td>
<td tabindex="-1">Karen Riotto</td>
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<tr tabindex="-1">
<td tabindex="-1"><strong tabindex="-1">Advancement</strong> (Mike Andriatch)</td>
<td tabindex="-1">Donor Relations & Stewardship</td>
<td tabindex="-1">Jamie Beers-Wilson</td>
</tr></tbody></table>
<h3 tabindex="-1">Academic Year 2024 – 2025</h3>
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<th tabindex="-1">Division</th>
<th tabindex="-1">Sub-Division/Unit</th>
<th tabindex="-1">Unit Head</th>
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<tr tabindex="-1">
<td tabindex="-1"><strong tabindex="-1">Academic Affairs</strong> (Linda Delene, Interim Provost and Vice President)</td>
<td tabindex="-1">Global Education and Engagement</td>
<td tabindex="-1">Lindsay Crane</td>
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<tr tabindex="-1">
<td tabindex="-1"><strong tabindex="-1">Administration & Finance</strong> (Jim Wall)</td>
<td tabindex="-1">Student Accounts & Accounting Services</td>
<td tabindex="-1">Karen Riotto</td>
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<td tabindex="-1"><strong tabindex="-1">Advancement</strong> (Mike Andriatch)</td>
<td tabindex="-1">Giving (including Annual, Major) and Foundation Scholarship Office</td>
<td tabindex="-1">David Walbaum</td>
</tr></tbody></table>
<h3 tabindex="-1">Additional Units to Evaluate</h3>
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Office of Accountability & Assessment
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Brockport Auxiliary Service Corporation (BASC) (including Bookstore & Dining Services)
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<h1>University Communications Administrative Unit Assessment</h1>
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<p>AY 2020-2021</p>
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<p tabindex="-1">The Communications side of University Communications seeks to achieve an environment conducive to accomplishing the following: distributing clear and consistent messaging; articulating the University’s mission, values, and strategic goals; representing and celebrating the diversity found within our university community; and adopting a culture of transparent communications as viewed by internal and external audiences. All communication processes and initiatives should be aligned with “Building a Better Brockport: A Strategic Plan for the Future 2017-2022,” the University’s current strategic plan.</p>
<p tabindex="-1">The unit is responsible for the public relations, writing, social media, video/photography, and content/design for much of the University’s website.</p>
<p tabindex="-1">The team has benefitted the campus during COVID through general campus communication updates, educational videos, website updates, and social media outreach. We promote the accomplishments of students, faculty, and staff to the SUNY Brockport community through such vehicles as the university website, the Daily Eagle, the Port, Brockport Today, YouTube and several social media outlets.</p>
<p tabindex="-1">The look and navigation of the University’s homepage and numerous underlying pages was redesigned in spring 2021. The launch of a new communication vehicle – Brockport Today – and campus events calendar was launched at the same time. The event calendar is a function long requested by the campus community. The Daily Eagle also underwent a facelift after hearing from the campus what they wanted to see.</p>
<p tabindex="-1">On the social media front, the team always monitors trends regarding new platforms and ways to engage the community, so from year to year, and even with academic years, we are agile. For example, during the upcoming year we will be using Tik Tok to reach Gen Z prospective students while decreasing our usage of Facebook and Twitter.</p>
<p tabindex="-1">Challenges we face include a changing media landscape resulting in fewer opportunities to promote the University through earned media; a lack of personnel depth in several areas, including social media; demands from campus for our services over and above what we can provide; and maintaining adequate equipment. Potentially the biggest challenge we, and everyone on campus will face is the budget and ensuring we are able to do what the University needs us to do.</p>
<p tabindex="-1">The unit restructured in 2018 and is now more efficient, versatile, collegial, and collaborates well with campus partners. We have regular creative content meetings to better plan workflow and projects. This allows team members to better understand the overall needs of the unit and to be more aware of what others are working on.</p>
<p tabindex="-1">EDI is top of mind when determining who/what to profile, to feature in news stories or videos, to highlight/promote on social media. The team is cognizant of representing the breadth of the campus community, and also works to ensure everything produced is accessible.</p>
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<h1>FMO Administrative Unit Assessment</h1>
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<p>AY 2020-2021</p>
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<h3 tabindex="-1">Executive Summary</h3>
<p tabindex="-1">The Administrative Unit Assessment was an engaging experience for the Office of Facilities Maintenance and Operations. It has allowed for closer examination of all our sub-units. Many important ideas and updates came out of this experience, especially through the self-examination within the SWOT Analysis.</p>
<p tabindex="-1">A major theme emerged - the need for improved use of data and data informed outcomes. We have become a more data-centric institution and the Office of Facilities Maintenance and Operations is committed to providing the information needed to inform data driven decisions by University administration.</p>
<p tabindex="-1">One weakness noted and in the planning stages to correct, is that Facilities Management does not have a training plan or policy for its preventive maintenance staff. The University has addressed, in varying degrees, each of our effective preventive maintenance practices. However, some improvements have been identified, most importantly regarding how the University measures the timeliness of our preventive maintenance activities and the extent to which it ensures that all buildings are covered by preventive maintenance plans.</p>
<p tabindex="-1">Our assessment results show a significant need for a new work order tracking system. This new system will allow for a much increased ability to collect and analyze data on all work requests. Such as the average time to start work on a request from the time it was submitted, how long it takes to close out the request, and other data to track timeliness and analyze for patterns of issues. This system (AIM) will also us to provide timely feedback to our staff. The data collected will also be used in our Preventative Maintenance programs to track issues such as recurrent problems with individual pieces of equipment.</p>
<p tabindex="-1">Recent APPA survey results reveals the top 3 issues for SUNY Brockport facilities as:</p>
<ul tabindex="-1">
<li tabindex="-1">
Space (remote/hybrid learning and workplace needs; the “right” space/better utilization; programmatic requirements, repurposing);
</li>
<li tabindex="-1">
Aging infrastructure, deferred renewal/backlog, and the need for infrastructure master planning;
</li>
<li tabindex="-1">
Diminishing financial and budgetary resources
</li>
</ul>
<p tabindex="-1">The physical condition of the grounds, buildings and other facilities at SUNY Brockport changes continuously, often in unplanned ways. Changing from a reactive to proactive division is not an easy task, but one we are committed to achieving. We can see this occurring through the progress we have made in our goals (15% waste diversion and 10% reduction in water and energy consumption), the increase in planned work order activity, and the development of our people through professional developmental training and activities.</p>
<p tabindex="-1">The maintenance and housekeeping staff is very experienced, which is a huge asset to the University. However some of the staff will be approaching retirement age within the next few years and plans need to be developed to capture and document the institutional knowledge of these staff members prior to leaving. Our assessment results, as shown in the body of this paper, reflects that we currently have a very positive view of our housekeeping efforts as reported by<br tabindex="-1" />students and staff. We will need to closely monitor our survey results for early warning signs of any decline based on staff turnover. These assessment results will have significant impact on our staffing and budget models.</p>
<p tabindex="-1">This assessment tool has also shown us that current financial headwinds will likely have much more impact on the department in both the near and long-term future. We will need to adjust quickly to any further decline in enrollment and increased inflationary costs. We will also have the added pressure of the aging infrastructure of the campus. This will cause more resources to be directed towards issues that have been mostly hidden from view in the past.</p>
<p tabindex="-1">One part of our infrastructure that we won’t be hiding from the public’s view is our exciting new Meadows Restoration Project (Appendix I) on New Campus Drive, across from parking lot X. This project reflects the ongoing commitment of the Office of Facilities Maintenance and Operations to continue to seek out and develop new ways to promote both fiscal and environmental sustainability, which is reflected in SUNY Brockport’s Goal 3 - To be a sustainable Institution for the 21st Century.</p>
<p tabindex="-1">We are extremely proud of the progress this office has made over the past few years and feel that as a result of this assessment process, we are much better poised to continue forward with additional opportunities for improvement in our campus facilities.</p>
<h4 tabindex="-1">OVERVIEW OF ASSESSMENT PLANNING PROCESS</h4>
<p tabindex="-1">The assessment process for the Office of Facilities Maintenance and Operations (M&O) started during the summer of 2020. The initial task was the gathering of pertinent information that would be needed for the assessment process, most notably an updated SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis. The previous SWOT analysis was completed in 2015. A copy of both are in the appendix for reference. Using a template provided by the University’s Office of Accountability and Assessment, the information below was gathered, reviewed and updated as necessary over the course of several months.</p>
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Order An Assessment
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Ordering a Language Assessment Online
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To register for your online assessment, please follow the directions below:
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<li>Go to <a href="https://www.languagetesting.com/" target="_blank" rel="noopener">Language Testing Internationals website</a> to purchase your test and set up your account.
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<li>On the left side of your screen, select the <strong>language</strong> in which you will be testing and click the <strong>Get Certified button</strong>
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<li>On the next screen, direct your attention to the right-hand column labeled <strong>Students/Teachers</strong> and choose the following option: <strong>Programs with ACTFL Requirements</strong>. Select <strong>Choose Test</strong>.
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<li>In the blank under “What school or institution are you looking for?” start typing “<strong>Brockport</strong>”. <strong>SUNY Brockport</strong> should pop up automatically (if it doesn’t, contact Jenny Green (<a href="mailto:[email protected]">[email protected]</a>). Click <strong>Continue</strong>.
</li>
<li>On the next page, select your test(s) – choose “<strong>Select Test</strong>” so that you see it turn blue, and click <strong>Continue to Schedule</strong>.
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<li>You will come to a proctoring page — select <strong>Web-Based Proctoring</strong> (or your institution if you will be going to campus for testing).
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<li>Select your time zone and choose the date and time you’d like to take the test. You’ll be asked to log in if you have an existing LTI account or create one if you do not, and you’ll make your payment.
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<li>You’ll get to a page that allows you to review your order; you can order an additional test from this page as well before final checkout.
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<li>You’ll be emailed with instructions once you have ordered your test(s).
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<li>Select your Certificate Format and Delivery method.
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<strong>For Customer Support:</strong> 800-486-8444, Option 1
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<h1>Make a Gift</h1>
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<h2>Help Golden Eagles Soar</h2>
<p>The School of Arts and Sciences prepares students for lifelong achievement by providing an enriching education and opportunities for experiential learning. Not all students have the resources to participate fully in these activities.</p>
<p>Please join us by <a href="http://alumni.brockport.edu/give" target="_blank" rel="noopener">making a gift</a> of any size to help keep a Brockport education within reach of all students. Together, we can establish a community that supports and creates opportunities for students to thrive in a world that is at once ever changing and interconnected.</p>
<h3>Our Priorities</h3>
<ul>
<li>
<strong>Scholarship Support</strong><em>:</em> Scholarships make Brockport education affordable for students and families. Since 1999, the estimated cost has increased by nearly 135% for an in-state undergraduate student. By growing scholarships, the University can recruit more students and ensure that they persist through their education.
</li>
<li>
<strong>Experiential Learning:</strong> Hands-on learning, especially outside of the classroom, enable students to develop professional skills, foster professional relationships, clarify career interests, and enhance employment prospects. It often comes with additional costs. Gifts from our community encourage students to participate in opportunities that prepare them for post-Brockport success.
</li>
<li>
<strong>Academic Innovation & Enrichment:</strong> Public funding for higher education continues to decrease. The need to invest in cutting-edge technology and to upgrade facilities that enhances the Brockport experience is growing. Private support is vital to funding unique department needs, programs, and initiatives.
</li>
<li>
<strong>The Golden Eagle Opportunity Fund:</strong> This fund provides emergency grants to our most vulnerable students to meet needs not met through traditional forms of student aid. It helps students pay their rent, utility bills, purchase food, gain access to technology for on-line instruction, cover medical expenses, transportation costs, and overcome other unforeseen financial challenges to continue their education. To date, the fund has awarded over 520 grants to students totaling nearly $200,000.
</li>
</ul>
<h3>Designate Your Gift</h3>
<p>Your philanthropy makes a difference in the delivery of our programs, in the lives of our students, and helps to Build a Better Brockport. Please support an area of the School that means the most to you and consider the options below.</p>
<p> </p>
<ul>
<li>
<strong><em>The School of Arts & Sciences Fund (#690.01)</em></strong><strong>:</strong> Your gift will support scholarships, experiential learning opportunities, career preparedness programs, and other initiatives throughout the School.
</li>
<li>
<strong>Support a Specific Department:</strong> Make a gift to support department-specific programming, student activities, scholarships, collaborative research projects, and more. <a href="https://adminlb.imodules.com/s/1549/images/FileLibrary/f4d77b7d72b84cfe806bb5b09b9e9c43.pdf" target="_blank" rel="noopener">View the complete list of departmental funds here</a>.
</li>
<li>
<strong>School of Arts & Sciences Student Experiential Learning Support Fund (#690.14):</strong> Your gift will enable students to take part in experiential learning (internships, research, etc.) or career development opportunities. This fund would support student travel, grants or stipends, supplies, and other expenses required to participate fully.
</li>
</ul>
<h3>Ways to Give</h3>
<ul>
<li>
<a href="http://alumni.brockport.edu/give" target="_blank" rel="noopener"><strong>Donate Online</strong><strong>:</strong></a> Make a one-time gift or an installment gift online with a credit card via our secure gift page. If you would like to support a specific fund within the School, please select “Designate my gift elsewhere and include both the name and number of the fund in the box to direct your gift.
</li>
<li>
<strong>Donate by Mail:</strong> Send a check, payable to the Brockport Foundation, to the address below. Please include, in the memo section of your check, where you would like to direction your gift.<br />Brockport Foundation<br />350 New Campus Drive<br />Brockport, NY 14420
</li>
<li>
<strong>Planned Giving:</strong> Please visit our <a href="http://brockportlegacy.org/">planned giving website</a> for more information or talk to your financial adviser. There are a variety of opportunities for you to meaningfully impacts the lives of students and leave your Brockport legacy.
</li>
</ul>
<h3>Contact Us Today</h3>
<p>If you have questions about making a gift or if you would like to learn more about supporting the School of Arts & Sciences please contact:</p>
<p><strong>Donnie Walters</strong><br />Engagement Officer<br />Division of Advancement<br /><a href="mailto:[email protected]">[email protected]</a></p>
<h3>You Make All the Difference</h3>
<p>Thank you for considering a philanthropic investment in SUNY Brockport. Nearly every aspect of the School of Arts and Sciences is made possible because of our alumni and friends. Your generosity will enrich our academic environment and create opportunities for students. We thank you!</p>
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<h1>Arts For Children-Interdisciplinary Major (Art Speciality)</h1>
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<h2>
Arts For Children, Art Speciality
<a id="arts-for-children-art-speciality"></a></h2>
<hr />
<p class="intro">The recommendations below are for the Art Specialty only within the Arts for Children Major. For other specliaties, please see appropriate page.</p>
<p>Students with an affinity for all arts, a particular interest in one of five art forms (visual art, dance, literary arts, music or theatre), and an interest in working with children are invited to declare Interdisciplinary Arts for Children (IAC) as their major. Students should indicate an Arts for Children specialty area of art, dance studies, literary arts, music or theatre. Upon matriculation, students are assigned an advisor by the IAC advisement coordinator.</p>
<p>There is no portfolio requirement for entry to the Art Specialty, but students are required to meet with the IAC Program Director during their first semester at Brockport for an interview, to create a course outline toward graduation, and to discuss the Childhood Inclusive Certification option.</p>
<p>Students should not take advanced coursework in the major until completing prerequisite coursework in</p>
<p>ART 210 (or ART 221), as well as DNS 115, MUS 105 and THE 281, followed by IAC 280.</p>
<p> </p>
<h4>Required Courses in the Freshman Year</h4>
<table border="0"><tbody>
<tr><th colspan="2"><strong>First Semester or</strong> <strong>Second Semester</strong></th></tr>
<tr><td colspan="2">
<ul>
<li>
DNS 115 Introduction to Dance
</li>
<li>
ART 210 2-Dimensional Design <strong>or</strong> ART 212 3-Dimensional Design
</li>
<li>
MUS 105 Introduction to Music
</li>
<li>
THE 281 Creative Drama
</li>
<li>
ART 221 Drawing I
</li>
</ul></td></tr></tbody></table>
<p> </p>
<h4>Recommended Courses</h4>
<p>General Education courses which also fulfill requirements for Childhood Inclusive Certification including HST 211 or 212, NAS 273 and GEP 115.</p>
<p>NOTE: Art Specialty students fulfill G and O requirements with ARH 201 (sophomore year) so should not schedule other courses to fulfill these requirements.</p>
<p> </p>
<h4>Required Courses in the Sophomore Year</h4>
<table class="{{custom}}" border="0"><tbody>
<tr><th colspan="2"><p><strong>First Semester or Second Semester</strong></p></th></tr>
<tr>
<td>
<ul>
<li>
IAC 280 Intro to Related Arts for Children*
</li>
<li>
ARH 201 Survey of World Art I (Note: Fulfills O requirements)
</li>
<li>
Any art studio courses
</li>
</ul>
</td>
<td>
<ul>
<li>
ARH 202 Survey of World Art II
</li>
<li>
Any art studio course
</li>
<li>
THE 365 Puppet Theatre (spring only) or
</li>
<li>
ENG 482 Children’s Literature
</li>
<li>
(ENG 482 required for certification intent)
</li>
</ul>
</td>
</tr></tbody></table>
<p><strong>*Prerequisite: introductory courses in art, dance, music, theatre</strong></p>
<p> </p>
<p>The degree in Arts for Children can be combined with certification in elementary education. Admission to this program, offered through the Department of Education and Human Development, requires a separate application usually prior to entering the junior year. Specific advisement is needed for both the Arts for Children Interdisciplinary Major and the teacher education certification program. It is important to meet with the IAC Program Director as soon as possible to discuss pre-requisite course sequences for both programs.</p>
<p>Consult the Course catalog or website (www .brockport .edu/afc) for the complete listing of arts for children core, Art specialty and required courses in other arts disciplines.</p>
<p> </p>
<h4>Grade Requirement</h4>
<p>This major/program requires a grade of C or above in all courses used to fulfill major requirements. Courses with C- CANNOT be applied and must be repeated.</p>
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<li class="anchor-h2"><a href="/academics/advisement/handbook/academic-programs/#academic-programs">Academic Programs</a></li>
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<li class="anchor-h2"><a href="/academics/advisement/handbook/african-african-american-studies-major/#african-african-american-studies">African-African American Studies</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/alcohol-substance-abuse-studies-major/#alcohol-and-substance-abuse-studies">Alcohol and Substance Abuse Studies</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/anthropology-major/#anthropology">Anthropology</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/art-major/#art-babs">Art (BA/BS)</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/art-bfa-major/#art-bfa">Art (BFA)</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/arts-for-children-major/#arts-for-children-art-speciality">Arts For Children, Art Speciality</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/arts-for-children-dance-major/#arts-for-children-dance-speciality">Arts for Children, Dance Speciality</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/arts-for-children-dance-studies-major/#arts-for-children-dance-studies-speciality">Arts for Children, Dance Studies Speciality</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/arts-for-children-literary-major/#arts-for-children-literary-arts-speciality">Arts for Children, Literary Arts Speciality</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/arts-for-children-music-major/#arts-for-children-music-speciality">Arts for Children, Music Speciality</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/arts-for-children-interdisciplinary-major-theatre-speciality/#arts-for-children-theatre-speciality">Arts for Children, Theatre Speciality</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/athletic-training/#athletic-training">Athletic Training</a></li>
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<li class="anchor-h2"><a href="/academics/advisement/handbook/childhood-inclusive-education-bilingual-track/#childhood-inclusive-education-bilingual-track">Childhood Inclusive Education Bilingual Track</a></li>
<li class="anchor-h2"><a href="/academics/advisement/handbook/communication-studies/#communication-studies">Communication Studies</a></li>
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<li class="anchor-h2"><a href="/academics/advisement/handbook/contractual-liberal-arts-major/#contractual-liberal-arts-major-clam">Contractual Liberal Arts Major (CLAM)</a></li>
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Mission
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The School of Arts and Sciences cultivates curiosity, creativity, and knowledge in pursuit of a better world.
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Vision
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Learn More About the School of Arts & Sciences
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Watch the videos below for more information about the fields of study within the School of Arts and Sciences.
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<h3 class="go"><a href="/live/profiles/2234-monica-brasted"> Monica Brasted, Ph.D</a></h3><dl><dt> Interim Dean (School of Arts and Sciences), Professor (Journalism) </dt><dd> (585) 395-2157<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 149 A </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/2237-rey-sia"> Rey Sia, Ph.D</a></h3><dl><dt> Assistant Dean (School of Arts and Sciences), Professor (Biology) </dt><dd> (585) 395-2783<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 149 C </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/2233-sarah-bensley"> Sarah Bensley</a></h3><dl><dt> Administrative Assistant 1 </dt><dd> (585) 395-2394<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 149 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/2235-tiffany-jewell"> Tiffany Jewell</a></h3><dl><dt> Administrative Assistant 2 </dt><dd> (585) 395-5806<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 149 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3413-rehnuma-karim"> Rehnuma Karim, Ph.D</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-5712<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 247 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/2268-amy-mcnulty"> Amy McNulty</a></h3><dl><dt> Adolescence Education Advisement Coordinator </dt><dd> (585) 395-5516<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 299 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/2238-stuart-soloway"> Stuart Soloway</a></h3><dl><dt> Assistant to the Dean/ Arts Events Manager </dt><dd> (585) 395-2797<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Tower 1106 B </dd></dl></li></ul></div></div>
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<h3 class="go"><a href="/live/profiles/3558-larry-albanese"> Larry Albanese ’76</a></h3><dl><dt> BS Business Administration. Senior Sales Engineer at C.T.C. </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5512-barbara-bashaw"> Barbara Bashaw ’89</a></h3><dl><dt> BS Dance & BS Interdisciplinary Arts. Arnhold Professor of Practice in Dance Education at Teachers College, Columbia University </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5513-michael-cravotta"> Michael Cravotta ’85</a></h3><dl><dt> BS Communication & BS Business Administration. Associate Vice President / Senior Creative Director at Capital Group </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5514-stacy-fitch"> Stacy Fitch ’85</a></h3><dl><dt> BS in Communication. Retired Senior Vice President, ESPN Network & Production Operations / The Walt Disney Company </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5515-anthony-harris"> Anthony Harris ’89</a></h3><dl><dt> BS Communication. Director of Sales and Marketing at ComTec Solutions </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5516-andrew-kirchoff"> Andrew Kirchoff</a></h3><dl><dt> BS Psychology. Supervisory Special Agent at Federal Bureau of Investigation </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5517-howard-maffucci"> Howard Maffucci ’73</a></h3><dl><dt> BS Political Science. County Legislator LD 10 Monroe County </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5518-michael-nicholson"> Michael Nicholson ’01</a></h3><dl><dt> BS Chemistry. President and Chief Operating Officer at Inceptor Bio </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5519-ed-smart"> Ed Smart ’91</a></h3><dl><dt> BS in Mathematics. Owner & Principal Architect at smartDESIGN Architecture </dt><dd/></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5520-joshua-swanson"> Joshua Swanson ’12</a></h3><dl><dt> BS Computer Science & BS Mathematics. Senior Engineering Manager at dunnhumby </dt><dd/></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/5521-gregory-tortorello"> Gregory Tortorello ’88</a></h3><dl><dt> BS Communication. General Manager at Laird Plastics </dt><dd/></dl></li></ul></div>
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<h3 class="go"><a href="/live/profiles/2240-thomas-hernandez"> Thomas Hernandez, EDD</a></h3><dl><dt> Dean, School of Education, Health, and Human Services </dt><dd> (585) 395-2510<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 257 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/2241-alisa-james"> Alisa James</a></h3><dl><dt> Associate Dean </dt><dd> (585) 395-5935<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 257 B </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/2242-lisa-mogle"> Lisa Mogle</a></h3><dl><dt> Administrative Assistant 2 </dt><dd> (585) 395-2510<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 257 D </dd></dl></li></ul></div>
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<h1>Cluster Hire 2022-23</h1>
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<h2>Position Summary</h2>
<p>The School of Education, Health & Human Services at the State University of New York (SUNY) Brockport, is committed to fostering a diverse, inclusive, socially engaged community of scholars who prioritize teaching, research, and service that address educational, economic, health and social disparities. Addressing and combatting structural inequities, particularly racism, is central to the vision, mission, and work of the School of Education, Health & Human Services. We believe that improving opportunities and outcomes for underrepresented minoritized individuals and communities requires a concentration of scholars who, from their varied disciplinary backgrounds, are committed to addressing and challenging racism and other forms of systemic oppression. Doing so effectively requires innovations in pedagogy and research; we seek scholar-activists from a range of disciplines who are committed to challenging racist practices and (re)shaping scholarship around race, racism and (in)equity to improve access, opportunity, and policy across society in pursuit of equitable and inclusive classrooms and organizations.</p>
<p>The lines included in this cluster reside in separate departments in the School of Education, Health & Human Services, but we see them conceptualized as working together over time on scholarship and programs of shared interest. Candidates should also feel welcome to work closely with others in their home departments.</p>
<p>Priority status will be given to applicants making strong and innovative contributions to their field; with experience working effectively with racially minoritized students; who have developed and demonstrated critical pedagogy skills; and who have engaged their academic and local communities to address vital social issues.</p>
<h3>Department of Social Work, MSW Program (Assistant Professor, tenure track)</h3>
<p>We seek scholar-practitioners who want to be part of an academic community committed to fostering integrity, civility, cultural humility, and justice. Candidates for this position must 1) possess a Doctorate in Social Work or a closely related field from an accredited US Department of Education or internationally recognized college or university. ABD candidates will be considered and must earn their doctorate within 6 months of hire; 2) have a MSW degree from a CSWE accredited institution; 3) have at least two years of post-MSW direct social work practice experience; 3) demonstrated ability for research and scholarly activities; 4) demonstrated commitment to work with culturally diverse populations; 5) a NYS Social work license at the LMSW level is required within one year of appointment; and, 6) the ability to teach courses across the curriculum.</p>
<p>For more information about the position, please contact search chair <a href="mailto:[email protected]?subject=">Pam Viggiani</a>.</p>
<p><a class="button tiny go" href="https://careers.pageuppeople.com/788/cw/en-us/job/496362/assistant-professor-master-of-social-work-program-tenure-track">Apply Now</a></p>
<h3>Department of Educational Administration (Open Rank, Chair, tenure track)</h3>
<p>We seek diversity, equity, and inclusion oriented scholar-practitioners and citizen scholars with a record of innovative practice, and critical pedagogy skills focused on 1) addressing issues of power in education with attention to principal/school leader preparation, 2) critical race or critical fields relevant to educational leadership, 3) leadership for diverse contexts including urban, suburban, and rural settings, 4) supporting multilingual learners, and/or 5) family and community engagement.</p>
<p>For more information about the position, please contact search chair <a href="mailto:[email protected]?subject=">Carol Godsave.</a></p>
<p>Position Closed</p>
<h3>Department of Education & Human Development</h3>
<h4>Teaching English to Speakers of Other Languages (TESOL) (Instructor, tenure track)</h4>
<p>We seek practitioners whose work engages directly with schools and communities and includes any of the following (or related) domains: 1) teaching English as a new language in Pre-K-12 schools; 2) newcomer students, including students with interrupted formal education; 3) bilingual and/or multilingual education in Pre-K-12 schools; 4) culturally- and linguistically-sustaining pedagogies; 5) equity-oriented teacher education practices and program designs.</p>
<p>For more information about the position, please contact search chair <a href="mailto:[email protected]?subject=">Dr. Marium Abugasea Heidt.</a></p>
<p>Position Closed</p>
<h4>Inclusive & Special Education / Disability Studies in Education (Assistant Professor, tenure track)</h4>
<p>We seek scholars whose research and experience engages directly with schools and communities and includes any of the following (or related) research areas: 1) teaching students with disabilities / special education; 2) Disability Studies in Education (DSE) and/or Disability Critical Race Theory (DisCrit), 3) inclusive education and anti-racist and liberatory pedagogies; 4) culturally- and linguistically-sustaining pedagogies; 5) the dynamics of inclusive classroom cultures particularly for students of color, LGBTQ students, multilingual students, and other minoritized learners; 6) equity-oriented teacher education practices and program designs; and 7) equity oriented practices of assessment or technologies.</p>
<p>For more information about the position, please contact search chair <a href="mailto:[email protected]?subject=">Dr. Jennifer Ashton</a>.</p>
<p>Position Closed</p>
<h4>Early Childhood Inclusive Education (Assistant Professor, tenure track)</h4>
<p>We seek scholars whose research and experience engages directly with schools and communities and includes any of the following (or related) research areas: 1) inclusive, anti-racist and liberatory teaching in early childhood education; 2) culturally- and linguistically-sustaining pedagogies; 3) the dynamics of inclusive classroom cultures particularly for students of color, LGBTQ students, multilingual students, and other minoritized learners; 4) equity-oriented teacher education practices and program designs; and 5) equity oriented practices of assessment or technologies.</p>
<p>For more information about the position, please contact search chair <a href="mailto:%[email protected]%3e">Dr. Janka Szilágyi</a>.</p>
<p><a class="button tiny go" href="https://careers.pageuppeople.com/788/cw/en-us/job/496467/assistant-professor-of-early-childhood-inclusive-education">Apply Now</a></p>
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<h1>
Accreditations
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Athletic Training
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<a href="https://caate.net/">Commission on Accreditation of Athletic Training (CAATE)</a>: Students who want to become certified athletic trainers must earn a degree from an accredited athletic training curriculum. Accredited programs include formal instruction in areas such as injury/illness prevention, first aid and emergency care, assessment of injury/illness, human anatomy and physiology, therapeutic modalities, and nutrition. Classroom learning is enhanced through clinical education experiences. To become an athletic trainer, candidates must graduate with a degree in Athletic Training from an accredited athletic training program and successfully pass the Board of Certification (BOC) Exam. To practice as an athletic trainer in most states, the individual must also be credentialed within the state.
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Counselor Education
</h2>
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<a href="http://www.cacrep.org/">The Council for Accreditation of Counseling and Related Educational Programs (CACREP)</a>: CACREP accredits master’s and doctoral degree programs in counseling and its specialties that are offered by colleges and universities in the United States and throughout the world. In 1987, the Department of Counselor Education was the first in New York state to receive CACREP accreditation. Our faculty are locally, regionally and nationally recognized leaders in the field.
</p>
<p>
 
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<h2>
Exercise Science
</h2>
<p>
<a href="https://www.caahep.org/">Commission on Accreditation of Allied Health Education Programs (CAAHEP)</a>: The Commission on Accreditation of Allied Health Education Programs is the largest programmatic accreditor of the health sciences professions. In collaboration with its Committees on Accreditation, CAAHEP reviews and accredits over 2100 individual education programs in 30 health science occupations. CAAHEP accredited programs are assessed on an ongoing basis to assure that they meet the Standards and Guidelines of each profession.
</p>
<p>
CAAHEP is recognized by the Council for Higher Education Accreditation (CHEA). CAAHEP is also member of the Association of Specialized & Professional Accreditors (ASPA).
</p>
<p>
 
</p>
<h2>
Healthcare Studies
</h2>
<p>
<a href="https://www.naadac.org/">National Association for Alcoholism and Drug Abuse Counselors (NAADAC)</a>: NAADAC, the Association for Addiction Professionals, represents the professional interests of more than 100,000 addiction counselors, educators and other addiction-focused health care professionals in the United States, Canada and abroad. NAADAC’s members are addiction counselors, educators and other addiction-focused health care professionals, who specialize in addiction prevention, treatment, recovery support and education. An important part of the healthcare continuum, NAADAC members and its 47 state and international affiliates work to create healthier individuals, families and communities through prevention, intervention, quality treatment and recovery support.
</p>
<p>
 
</p>
<h2>
Nursing
</h2>
<p>
<a href="http://www.aacnnursing.org/CCNE">Commission on Collegiate Nursing Education (CCNE)</a>: Officially recognized by the U.S. Secretary of Education as a national accreditation agency, the Commission on Collegiate Nursing Education (CCNE) is an autonomous accrediting agency, contributing to the improvement of the public’s health. CCNE ensures the quality and integrity of baccalaureate, graduate, and residency programs in nursing.
</p>
<p>
CCNE serves the public interest by assessing and identifying programs that engage in effective educational practices. As a voluntary, self-regulatory process, CCNE accreditation supports and encourages continuing self-assessment by nursing programs and supports continuing growth and improvement of collegiate professional education and nurse residency programs.
</p>
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<h2>
Recreation & Leisure Studies
</h2>
<p>
<a href="https://www.nrpa.org/certification/accreditation/coaprt/">Council on Accreditation for Parks, Recreation, Tourism & Related Professions (COAPRT)</a>: The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) recognizes academic programs in colleges and universities that prepare new professionals to enter the parks, recreation, tourism and related professions. COAPRT Accreditation is a status granted to an academic program that meets or exceeds stated criteria of educational quality. In the United States, accreditation of professional preparation curricula is conferred by non-governmental bodies, which are often closely associated with professional associations in the field. COAPRT accredits baccalaureate degree programs in this profession.
</p>
<p>
 
</p>
<h2>
Social Work (BS and MSW)
</h2>
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<a href="https://www.cswe.org/">Council on Social Work Education (CSWE)</a>:Founded in 1952, the Council on Social Work Education (CSWE) is the national association representing social work education in the United States. Its members include over 750 accredited baccalaureate and master’s degree social work programs, as well as individual social work educators, practitioners, and agencies dedicated to advancing quality social work education. Through its many initiatives, activities, and centers, CSWE supports quality social work education and provides opportunities for leadership and professional development, so that social workers play a central role in achieving the profession’s goals of social and economic justice. CSWE’s Commission on Accreditation is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in the United States and its territories.
</p>
<p>
Our undergraduate Social Work Program was established in 1971 and has been continuously accredited through the Council on Social Work Education (CSWE) since 1973. The Greater Rochester Collaborative MSW Program of SUNY Brockport and Nazareth College was the first public university/private university collaborative MSW program in the country. It received initial accreditation from The Council on Social Work Education (CSWE) in 2003 and was reaccredited in 2007 and 2015 (for eight years).
</p>
<p>
 
</p>
<h2>
Teacher Education
</h2>
<p>
<a href="http://www.caepnet.org/">Council for the Accreditation of Educator Preparation (CAEP)</a>: Since 1835, SUNY Brockport has provided a transformational environment for future educators. We are among the first institutions in New York to receive full accreditation through the Council for the Accreditation of Educator Preparation (CAEP). We are proud to have earned this prestigious accreditation, which will continue our tradition of producing the best educators in New York. The scope of CAEP’s work is the accreditation of educator preparation providers having programs leading to certification/licensure, bachelor’s, master’s, post-baccalaureate, and doctoral degrees in the United States and internationally.
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<p>The School of Education, Health, & Human Services (EHHS) prepares intellectually curious students dedicated to their professional futures. The School has a focus on student and alumni success through the preparation of students for further study, professional careers, advancement, and community involvement.</p>
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<p>The School of Education, Health, & Human Services fosters interdisciplinary approaches to engage and transform our communities and our world to promote quality of life and an equitable society.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/school-education-health-human/">School of Education, Health, & Human Services</a></li><li> <a href="/academics/school-education-health-human/dean-message/">Message from the Dean</a></li>
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Message from the Dean
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Welcome to the School of Education, Health, and Human Services at SUNY Brockport! I am glad you have made your way to our website and encourage you to continue to explore our broad undergraduate and graduate programs, growing professional development opportunities, and exciting initiatives. I hope you will also feel free to reach out and connect with our exceptional faculty and dedicated staff who are always pleased to meet with you, myself included.
</p>
<p>
The School of Education, Health, and Human Services (EHHS) prepares intellectually curious students dedicated to their professional futures. The School has a strong emphasis on student success through the preparation of students for further study, professional careers, advancement, and community involvement. We are a school of professions and we seek to nurture innovative, interdisciplinary approaches to real world issues. Our vision is to help our students engage with and transform our communities and our world through innovative professional practice.
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If you choose to join us in one of our outstanding undergraduate or graduate professional programs you will find that you will have many rich opportunities to participate in self-directed inquiry, problem solving, innovative research, clinical and professional practice, and reflection in applied real world settings. You will have many opportunities to practice your craft in a variety of field-based experiences and assignments throughout your time with us.
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<p>
It is my view that through your interaction with the School of Education, Health, and Human Services you will find an expansive range of undergraduate and graduate academic programs that will help you make a significant difference in our community. Whether you are studying Education, Educational Administration, Counselor Education, Nursing, Public Health, Healthcare Studies, Social Work, Kinesiology, Sport Studies, Physical Education, or Recreation and Leisure Studies our graduates are prepared to do just that: Make a difference. The inspiration you receive from our skilled faculty will combine with your passion for your discipline to contribute immensely to our world, just as it has done by Brockport graduates in the past.
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All of the faculty and staff here in the School of Education, Health and Human Services invite you to reach your goals and build your future with us here at Brockport. Welcome!
</p>
<p>
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<p>
Thomas J. Hernandez, EdD, LMHC<br/>
Dean<br/>
School of Education, Health, & Human Services
</p></div>
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You can officially apply to SUNY Brockport without submitting SAT or ACT scores.
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<a class="go tiny button" tabindex="-1" href="/admissions/apply/index.html">APPLY NOW</a>
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WHAT IF I ALREADY TOOK THE SAT/ACT? CAN I STILL SUBMIT MY SCORES?
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Yes, of course! You can submit your test scores in order to be considered for our <a tabindex="-1" href="/admissions_aid/scholarships/extraordinary/scholarship_us.html">Extraordinary Academic Scholarships</a>.
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SINCE I DON’T NEED TO SUBMIT TEST SCORES, WHAT DO I NEED TO SUBMIT TO APPLY TO BROCKPORT?
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We will need three things from you:
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<a tabindex="-1" href="/admissions/apply/index.html">Apply</a> through the Common App or SUNY App
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WITHOUT A TEST SCORE, WHAT WILL MAKE MY APPLICATION STAND OUT?
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Our Admissions Advisors will review your application holistically. We will look at everything in your application - including your high school courses, involvement (such as community service, clubs, etc.), letter(s) of recommendation, and college essay.
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WILL CERTAIN PROGRAMS STILL REQUIRE THE SAT/ACT?
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All programs are test-optional, including Direct Entry Nursing.
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There may be some exceptions, but please contact us if you are interested in the 3+3 DPT Program with SUNY Upstate Medical.
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CAN I STILL RECEIVE SCHOLARSHIPS WITHOUT THE SAT OR ACT?
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Brockport has a number of <a tabindex="-1" href="/admissions_aid/scholarships/index.html" target="_blank" rel="noopener">scholarships</a> available to first-year students. All of our merit-based Extraordinary Academic Scholarships, including the Honors College Prometheus Scholarship, are test optional. Test optional applicants must still meet the GPA requirements while our Admissions Committee will review each individual application holistically.
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Reach out to us if you have any questions about applying to Brockport:
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<strong tabindex="-1">Office of Undergraduate Admissions</strong><br tabindex="-1"/>
<a tabindex="-1" href="mailto:[email protected]?subject=">[email protected]</a><br tabindex="-1"/>
Call: 585-395-2751<br tabindex="-1"/>
Text: 585-366-8886
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/dance/">Dance</a></li><li> <a href="/academics/dance/summer-dance-2019/">Brockport Summer Dance</a></li>
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Brockport Summer Dance
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Brockport Summer Dance 2019 presents Anatomiae Occultii
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AUGUST 16TH - 25TH, 2019
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The Department of Dance welcomes NYC-based artists and collaborators Adam Barruch and Chelsea Bonosky to share their approaches to dance technique, body conditioning, partnering, and repertory with intermediate to advanced dancers. Anatomiae Occultii’s work emphasizes physicality, theatricality, innovation, and unique artistry in a broad range of intimate choreographies, group work commissions, multi-disciplinary collaborations and dance films. In addition to teaching and sharing artistry throughout the 10-day workshop, this summer’s intensive will result in the staging of a repertory work on an ensemble of student-performers.
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Additionally, the company will continue to deepen their work as artists-in-residence with a showing of professional repertory on Tuesday, August 27th, time TBA.
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<a href="http://alumni.brockport.edu/summerdance19" target="_blank" rel="noopener">Register today!</a> $300 for participants registering before May 15th (otherwise $350), special $150 rate for recent alumni of the Department of Dance.
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Housing options are available, email to inquire. Questions can be addressed to <a href="mailto:[email protected]">[email protected]</a>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/dance/">Dance</a></li><li> <a href="/academics/dance/video-audition/">Video Audition Information</a></li>
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<h1>Video Audition Information</h1>
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<h2>Video Audition Information</h2>
<p>The dance audition, offered throughout the year, is required for admission to all three dance programs (BFA in Dance, BA/BS in Dance, and Minor in Dance). Audition applications are accepted on an ongoing basis and reviewed in the order they are received.</p>
<p><a class="go" href="https://forms.brockport.edu/view.php?id=2483211" target="_blank" rel="noopener">Undergraduate Audition Application Form</a></p>
<h3>Frequently Asked Questions</h3>
<h4>WHO SHOULD AUDITION?</h4>
<p>Everyone who wishes to major (BFA and BA/BS) or minor in dance is required to audition to be accepted into the Department of Dance. The dance audition is a separate process from the University’s admission and can be taken before or after applying to the University. All students who wish to attend Brockport as Dance majors must be accepted to both the University and Department of Dance to enroll in dance major classes. Several non-major dance classes are available to students not accepted into the Department of Dance.</p>
<h4>WHAT TO INCLUDE IN YOUR VIDEO SUBMISSION?</h4>
<p>The video must include:</p>
<ul>
<li>
A short verbal introduction of yourself
</li>
<li>
Why you want to study dance at SUNY Brockport
</li>
<li>
Your career goals
</li>
<li>
A short sample (no more than four minutes) of a warm up of your choice (Ballet, Jazz, Lyrical, Modern, African, etc)
</li>
<li>
A short (no more than four minutes) combination in the style of your choice (modern, ballet, African, hip-hop, jazz, etc)
</li>
</ul>
<p>Your video submission can be uploaded directly into the application or you can provide a link to a video sharing site such as Vimeo or YouTube in the application.</p>
<h4>WHAT IS THE PURPOSE OF THE AUDITION?</h4>
<p>The purpose is to provide the dance faculty an opportunity to assess your current technical level as well as your potential for development.</p>
<h4>WHAT HAPPENS AFTER THE AUDITION?</h4>
<p>Notification emails will be sent within two weeks after the audition to the email address provided on the application. Dancers not accepted to the dance program are permitted to re-audition in another academic year after completion of additional study. Several dance classes are scheduled each semester for non-majors in ballet, modern, African, tap, and other styles.</p>
<h3>Contact</h3>
<p>For specific information, please contact:</p>
<p><strong>Department of Dance<br /></strong>SUNY Brockport<br />350 New Campus Drive<br />Brockport, NY 14420-2939<br /><strong>Phone:</strong> (585) 395-2153<br /><strong>Fax:</strong> (585) 395-5134<br /><strong>Email:</strong> <a href="mailto:[email protected]">[email protected]</a></p>
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<h1>Mohamed Diaby</h1>
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African Music Specialist
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(585) 395-2153<br/>
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<h1>Greg Woodsbie</h1>
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Dance Musician
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(585) 395-2153<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 238<br/>
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<h1>Edward J. Murphy</h1>
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<h3>Edward J. MurphyJr</h3>
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Lecturer
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(585) 397-9321<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 144 A<br/>
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<h3>Bio</h3>
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Eddie Murphy received his undergraduate degree in dance from SUNY Brockport and an MS in Special Education from the University of Arizona, and has performed with dance companies in Arizona, California, Washington and Albany, NY. He returned to Rochester and founded the Drumcliffe School of Irish Dance and the Drumcliffe Dance Project. A certified teacher and adjudicator of Irish dance whose students regularly compete and win awards in national and international competitions, he teaches Irish Dance and Introduction to Dance at SUNY Brockport.
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<h1>Jenise A Anthony</h1>
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<h3>Jenise A Anthony</h3>
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Assistant Professor & Artistic Director of Sankofa Dance & Drum Ensemble
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(585) 395-5304<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 147 C<br/>
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<h3>Bio</h3>
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Jenise Akilah Anthony, a native of Trinidad and Tobago, is a dance educator, choreographer and performing artist, well known for her African Diaspora dance work. She received most of her initial training while dancing with Trinidad companies such as Les Effort Dancers, Beverly Hinds Dance Theatre, Metamorphosis Dance Company and Caribbean School of Dancing. Jenise graduated Summa Cum Laude with a B.S. in Dance from Coppin State University (CSU) in Baltimore MD where she received the Most Outstanding Dancer award and was selected to perform at the Gala concert for the Mid-Atlantic Regional American College Dance Festival (ACDA). She has left her legacy at CSU as the founder and Assistant Director of the annual Liturgical Dance Conference hosted each year by the Dance Department. Jenise received her MFA degree in Dance at Texas Woman’s University (TWU), where she was a longstanding Graduate Assistant. She was renowned for her dynamic courses in Jazz, African and online theory courses and was recognized for her excellence in dance education with two distinguished teaching awards: The Outstanding Graduate Teaching Assistant award from TWU’s Graduate Student Council and the Excellence in Teaching award from TWU’s Department of Dance.
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Jenise has been privileged to work for recognized dance companies like Dance Place in D.C., Creative Outlet Dance Theatre of Brooklyn, Trajectory Dance Project and the Dallas Black Dance Theater where she studied intensively with professionals like Carla Perlo, Jamal Gaines, Marcia Howard, Sylvia Souman, Kim Abel, Milton Myers, and Baba Chuck Davis. As a longstanding member of the Bandan Koro African Drum & Dance Ensemble she has received professional experience through international travel and training in both drum and dance. She has studied with esteemed native West African master instructors such as Mohammed Diaby, Youssouf Koumbassa, Mouminatou Camara, Djeneba Sako, Karamoko “Moko” Camara, Jean-Claude Lessou, and Weedie Braimah.
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With her dance experiences in a myriad of genres, Jenise’s work passionately focuses on fusing all her trainings to develop and expand what she calls a “Modern Afro-Carib” vocabulary. She is also committed to conceptualizing methodologies for teaching culturally influenced dance forms. She has pursued this focus while working as faculty and guest artist at Texas Christian University, Tarrant County College and TWU. Her work has been presented at ACDA, the Dance Africa Festival and Concert, Dallas and the Jazz Festival, Denton TX. She continues to travel internationally performing and building her dance repertoire and continues her performance and educational practices working with students and dance professionals.
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<h1>Kaley Pruitt</h1>
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<h3>Kaley Pruitt</h3>
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(She/Her/Hers)
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Assistant Professor
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<dd>
(585) 395-5789<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 145 B<br/>
<a href="http://kaleypruittdance.com/" class="offsite" target="_blank">Website</a><br/>
Office Hours: <p>
T/TH 1:30-3:30pm
</p>
</dd>
</dl>
</div>
</div>
<h3>Bio</h3>
<p>
Kaley Pruitt is originally from Ketchum, Idaho. She received her MFA in Dance & Choreography from University of Wisconsin Milwaukee where she was awarded the Distinguished Graduate Student Fellowship. She holds her BFA in Dance from Florida State University and was a member of Dance Repertory Theatre directed by Lynda Davis. She also studied at Footlight Dance Centre, Idyllwild Arts Academy, The Boston Conservatory, José Limón Dance Foundation, and with Doug Varone & Dancers. She founded her dance company Kaley Pruitt Dance in 2014 in New York City and has created over 25 works for the stage and screen. Pruitt has been commissioned by Repertory Dance Theatre, Wasatch Contemporary Dance Company, Fem Dance Company, Simantikos Dance Chicago, Illinois Shakespeare Festival, and Illinois State University. The company has been presented by: Rochester Fringe Festival, Austin Dance Festival, Simantikos Dance Chicago, Milwaukee Fringe Festival, WIM Dance Festival, ACDA National & Regional Conferences, University of Wisconsin Milwaukee, Dixon Place Theater, Green Space, Triskelion Arts, Manhattan Movement & Arts Center, Chez Bushwick and The Center for Performance Research, Built on Stilts, The Secret Theater, Ketchum Arts Commission, and Movement Research.
</p>
<p>
Alongside performing with Kaley Pruitt Dance, she has danced for choreographers: Jessica Heaton, Becky Radway Dance Projects, Maggi Dueker, Rose Hutchins, Esme Boyce, Leanne Schmidt & Company, The Treehouse Shakers, Megan Sipe, and Project Agent Orange. She’s also had the opportunity to perform works by José Limón, Steve Koester, Gerri Houlihan, Lynda Davis, Roger Bellman, Anne Krampen, Shelley Bourgeosis, & Jackie O’Toole. Kaley was previously on the dance faculty at Illinois State University & Illinois Wesleyan University, and Steffi Nossen School of Dance. She served on Dance/NYC’s Junior Committee from 2011-2014.
</p>
<h3>Education</h3>
<p>
M.F.A. in Dance & Choreography from University of Wisconsin Milwaukee
</p>
<p>
B.F.A. in Dance from Florida State University
</p>
<p>
Additional Study at The Boston Conservatory & Idyllwild Arts Academy
</p>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<p>
Choreography, Modern Dance, Contemporary Dance, Improvisation, Ballet, Dance History, Anatomy & Kinesiology, Somatic Practices
</p>
<h3>Courses Taught</h3>
<p>
Modern Dance, Ballet, 20th-21st Century Dance History, Graduate Dance History, Aesthetics & Culture
</p>
<h3>Research Interests</h3>
<p>
Pruitt’s research focuses primarily on kinesthetic empathy, interactivity in performance, and embodied civic discourse. She is interested in the choreography and psychology of protest and the body/movement’s role in social change. She believes understanding audience-performer relationship and crafting empowering embodied interaction is key to mobilizing dance and performance within our shifting social and political landscapes.
</p>
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Awards/Recognitions
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Commissioned by: Repertory Dance Theater, Wasatch Contemporary Dance Company, Fem Dance Company, Simantikos Dance Chicago, Illinois Shakespeare Festival, and Illinois State University
</p>
<p>
University of Wisconsin Milwaukee Distinguished Graduate Student Fellowship
</p>
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Kaley Pruitt Dance company social media: @kaleypruittdance
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<h1>Benoit Beauchamp</h1>
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<h3>Benoit Beauchamp</h3>
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Director
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(585) 395-5300<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 42<br/>
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<h3>Bio</h3>
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Benoit Beauchamp (lighting designer) is a contemporary artist specializing in live performance. Beauchamp received his MFA in Scenic and Lighting Design from the California Institute of the Arts. Recent work on campus includes lighting design for a large number of dance concerts. In addition, he has been lighting many dance concerts and theatre festivals around the country with various choreographers and directors. Before moving to New York, he produced dance at the University of Virginia where he coordinated multiple dance residencies for the University, working with artists such as Bill T. Jones/Arnie Zane Dance Company, AXIS Dance Company, and various independent choreographers from the USA and Canada. Beauchamp’s lighting has been seen internationally with work that has been produced across the US, Canada, the UK, and Australia.
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<h1>Marianne Dalton</h1>
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(585) 395-2271<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 145 D<br/>
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<h1>James P Hansen</h1>
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<h3>James P Hansen</h3>
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Professor
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(585) 395-2062<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 144 B<br/>
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James Hansen performed for 15 years with both modern and ballet companies in and outside New York City. He is a senior Professor in the Department of Dance, serves as the Undergraduate Program Director, and has previously served as department Chair. He is an internationally accomplished choreographer and teacher who has been commissioned to create dances by several professional dance companies including Cuerpo Escrito Danza in Santiago, Chile, the Pennsylvania Dance Theater, Moving Currents in Tampa, Thread Meddle in Chicago, and Second Wind Dance Company in Norfolk and by numerous universities including Ohio University, University of Washington in Seattle, and Case Western Reserve.
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He has been produced by several prestigious dance festivals including two summers at Jacob’s Pillow Inside/Out, the Toronto Fringe Festival (fFIDA), the International Dance Festival in New York City, The American Dance Guild Festival, Yes Virginia Dance, The Pasadena Dance Festival, DUMBO Dance Festival in Brooklyn, the National ACDFA conference at Washington DC’s Kennedy Center, and for two years at Encuentro Internacional de Danza-Teatro in Chile. His work has received enthusiastic reviews across the United States. Lisa Jo Sagolla of Backstage NY described Pulse as “full of blood”, “grippingly aggressive”, and “a wonderful example of how much the human body can communicate.“ Leona Baker of Portfolio Weekly in Norfolk, VA described Three Olive Martinis as a “spiritual and tormented duet” that was “gifted and mesmerizing.” Julinda Lewis of The Richmond Times Dispatch described White W(h)oles as “breathtakingly sexy with startling lifts and the violent impact of a tango.” Marty Clear of the St Petersburg Times wrote Ophelia’s Reclamation “delivered lasting impact” and Erika Kinetz of the NY Times described Fade to Snow and Gray as a “thoughtful meditation on group dynamics.” Since founding James Hansen/Assemblage Dance, Hansen has received over $40,000 in grants for his choreography including support from New York State Council for the Arts and the Puffin Foundation.
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Hansen teaches Modern technique, composition, repertory, contact improvisation, and seminar courses to both graduate and undergraduates students and regularly creates dances for students to perform in the annual faculty concert DANSCORE.
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<h1>Emma L Scholl</h1>
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<h3>Emma L Scholl</h3>
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Costumer
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(585) 395-2201<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 41<br/>
<a href="https://www.emmascholl.com/" class="offsite" target="_blank">Website</a><br/>
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<h3>Bio</h3>
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Emma Scholl (Costumes) is a costume designer and technician for theatre, dance, and film. In addition to her work for the Department of Dance at Brockport, she recently designed costumes for an adaptation of <em>The Bacchae</em> at SUNY Oswego’s Theatre Department. Her wearable art was presented at the STRUTT Wearable Art Show in Ontario, Canada and at the Rochester Fringe Festival. Previous to her move to Rochester she managed the costume shop and designed for the Hangar Theatre in Ithaca, NY. She has also designed dance and theatrical costumes at Bloomsburg University, Bucknell University, and Florida State University. Recent theatrical design credits include <em>The Bacchae, Other Desert Cities, Little Shop of Horrors, 4000 Miles, Last of the Red Hot Lovers,</em> and <em>Full Gallop</em>. She holds an MFA in costume design from Florida State University.
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<li> <a href="/academics/dance/">Dance</a></li><li> <a href="/academics/dance/directory/">Faculty & Staff</a></li>
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<h1>Mariah Maloney</h1>
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<h3>Mariah Maloney</h3>
<p>
(she/her/hers)
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Associate Professor
</dt>
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(585) 395-2493<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 145 C<br/>
<a href="https://www.instagram.com/mariahmaloneydance" class="offsite" target="_blank">Website</a><br/>
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<h3>Bio</h3>
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Mariah is a Fulbright U.S, Scholar Fellow. Current research explores the intersectionality of Irish traditional music in dialogue with postmodern improvisation practices. This work is dedicated to unearthing the possibilities of a new choreographic voice in dialogue and celebration of Traditional Irish music, dance and culture. Mariah grew up listening to her mother play live chamber music inside a homesteader log cabin and this early relationship to live music informs her dance making process. Improvisation practice in dialogue with physical environment, choreographic structure and collaborations with interdisciplinary artists continues to inform Mariah’s creative process.
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<p>
<em>“…an eloquent correlation between personality and artistic imprint. “…the essence of her performance tonight, through an art in summarizing innocence, play, simplicity and, above all, beauty.”</em> Nestor Tirri, La Nacion
</p>
<p>
Mariah Maloney, Artistic Director of Mariah Maloney Dance originally from Homer, Alaska, is a New York dance artist, filmmaker and international choreographer. Mariah performed, lectured and taught internationally as a dancer with the Trisha Brown Dance Company for eight years, and today is a recognized Trisha Brown alumnus, serving as guest artist in performance, a faculty member and re-staging project director.
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<p>
Mariah is regularly invited to perform, teach and create new work in New York, throughout the United States, and internationally in Europe, Asia and South America. Mariah Maloney Dance has presented work at Jacob’s Pillow Dance Festival Inside/Out series; New York City venues: La MaMa etc; The Kitchen; Danspace Project; Mark Morris Dance Center; Movement Research Open Performance; Gibney Dance and Brooklyn Museum of Art to name a few. Recent engagements include Semana de la Danza 2019!, Lima, Peru; Buenos Aires Dance Festival, Argentina; Danspace Project/Food for Thought; Marlin Miller Series at Alfred University; NYSCA project Albany Symphony Water Music with Loren Loiacono; APAP and the Rochester Fringe Festival. Mariah is an author at Dance Magazine where she has published on Trisha Brown. She earned a BFA from Purchase College and an MFA from Hollins/ADF.
</p>
<p>
Recently, Mariah has evolved her scholarship to include Dance for Camera. In 2020, as the pandemic began to shutter people in their homes, Mariah found herself dancing alone in her living room with the camera as witness. Months later, she located her choreographic process outdoors on the original indigenous lands of the Ais and Seminole tribes - today these lands are known as Melbourne Beach, Maritime Hammock Sanctuary and the Indian River. Working with natural light, the environment and landscape, in collaboration with composer JoAnne Maffia, Mariah created <em>A Visitor’s Intimacy of the Now</em> a part of the Documentary Film: ‘<em>The Making of’ Hammer & Rain: Reflections through Time’</em>. <em>A Visitor’s Intimacy of the Now</em> explores improvisation in response to the land, in dialogue with choreographic structure, unearthing the articulate sensing body through the medium of film. The film has been presented at nineteen International Film Festivals receiving awards at the Wicklow ScreenDance Laboratory 2022, Bray, Ireland; Paradise Film Festival, Paris, France; Beyond the Curve International Film Festival, Paris, France; Boden International Film Festival, Boden, Sweden; Indo Singapore International Film Festival, Tamil Nadu, India amongst others.
</p>
<p>
Mariah is an internationally regarded teacher who is an active professional artist, and seasoned professor at SUNY Brockport. Mariah is passionate about providing dynamic pedagogy, engaging in high impact learning, cultivating critical thinking and education/curiosity around Dance and the Fine Arts.
</p>
<p>
She has served as a guest artist at Dance Ireland, Dublin, Ireland; Theatre Academy Helsinki, Helsinki, Finland; Indabi Dance Festival, Incheon, Korea; Russian Contemporary Dance Festival TSEKH Moscow, Russia; Centre National de la Danse, Paris, France; Tanzplan Dresden Muse 8 Palucca-Schule Dresden, Germany; Ballet National de Marseille Ouverture 1, Marseille, France; La Raffinerie, Brussels, Belgium; Kalamata International Dance Festival, Kalamata, Greece; Charleroi Danses, Charleroi and Brussels, Belgium; Encuentro Internacional De Danza Teatro, Santiago, Chile; Vancouver Ballet Society, Vancouver, Canada; American Dance Festival Summer/Winter Intensive. She has premiered new work at colleges including Columbia College, Chicago; The University of South Florida; Dartmouth College; Ohio University and The University of Maryland Baltimore County. She has taught at Purchase College; NYU; Hunter College; Mount Holyoke College and The University of Utah.
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In New York, Mariah has been invited to serve as faculty and guest choreographer at the Mark Morris Dance Center, where she restaged an original choreography, <em>Le Jardin de Vingt Sculptures</em>. Additionally, Mariah has served as guest artist faculty at the Mark Morris Dance Center, leading Intermediate Advanced Contemporary classes as well as student company workshops. Mariah regularly joins the Trisha Brown Dance Company as faculty member, where she leads workshops at venues including Movement Research, Gibney Dance Center, City Center and Peridance Capezio Center. She enjoys working with Movement Research where she has served as moderator for Open Performance and as a Studies Project Critical Correspondence panelist.
</p>
<p>
Mariah is an Associate Professor at SUNY Brockport, Department of Dance where she works with graduate and undergraduate students in all levels of somatic based modern; composition; improvisation; somatics; seminar and repertory. She serves as chair to MFA thesis projects and BFA honors thesis projects and for over ten years has served as Graduate Program Director and MFA Advisor. Recent grant awards support Mariah’s research and fieldwork in County Clare, Ireland: Provost’s Post Tenure Fellowship, United University Professions grant, and the Scholarly Incentive award.
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<h1>Carlos R. A. Jones</h1>
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(He/Him/His)
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Professor + Chair
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(585) 395-2153<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 141<br/>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/education-human-development/">Education & Human Development</a></li><li> <a href="/academics/education-human-development/childhood-msed/">Master of Science in Education: Childhood Inclusive Education</a></li>
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<h1>Master of Science in Education: Childhood Inclusive Education</h1>
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<h2>Description</h2>
<p>Designed for individuals seeking to become a NY State certified teacher for the first time. Leads to certification in the following two areas: Childhood grades 1-6, and Students with Disabilities (special education) grades 1-6. Leads to both initial and professional certification.</p>
<h2>Admission to the Program</h2>
<p>The application process is managed by the <a href="file:///graduate/">Center for Graduate Studies</a>. Applicants must have the following qualifications:</p>
<ol>
<li>
A baccalaureate degree from an accredited four-year college or university with a recommended GPA of 3.0 on a 4.0 scale.
</li>
<li>
Statement of objectives
</li>
<li>
Three letters of reference
</li>
<li>
Resume
</li>
</ol>
<p>* Additionally, this program requires that candidates demonstrate that they have previously completed the following coursework and workshops; students may be admitted with conditions that they satisfy missing requirements within a specified timeframe prior to student teaching:</p>
<table><tbody>
<tr>
<td>English</td>
<td>≥6 credits, including a writing course and Children’s Literature</td>
</tr>
<tr>
<td>Language Other than English</td>
<td>≥6 credits</td>
</tr>
<tr>
<td>Mathematics</td>
<td>≥6 credits, including a course in statistics (or probability/statistics) and Pre-Calculus (or above)</td>
</tr>
<tr>
<td>Social Studies</td>
<td>≥6 credits, including U.S. & World history</td>
</tr>
<tr>
<td>Science</td>
<td>≥6 credits, including physical and life science</td>
</tr>
<tr>
<td>Social & Cultural Perspectives</td>
<td>≥9 credits**</td>
</tr>
<tr>
<td>Childhood Development/Psychology</td>
<td>≥3 credits</td>
</tr>
<tr>
<td>Humanities</td>
<td>≥3 credits</td>
</tr>
<tr>
<td>Artistic expression</td>
<td>≥3 credits</td>
</tr>
<tr>
<td>Personal health</td>
<td>≥1 credit</td>
</tr></tbody></table>
<p>**Examples of what meets the “Social and cultural perspectives” requirement can be found in Brockport’s undergraduate <a href="/academics/education-human-development/childhood-inclusive-multidisciplinary/">Inclusive Multidisciplinary Childhood Education program</a>.</p>
<p>Contact department for specific advisement.</p>
<h2>Program Requirements</h2>
<p>Students must meet the University’s <a href="file:///graduate/">standards for graduate study</a>.</p>
<h4>Initial Sequence Courses</h4>
<ul>
<li>
<strong>Phase I</strong><br />
<ul>
<li>
EDI 513: Intro to Special Education (3cr)
</li>
<li>
EDI 560: Childhood Development and Learning (3cr)
</li>
<li>
EDI 581: Instructional Technology (3cr)
</li>
</ul>
</li>
<li>
<strong>Phase II</strong>
<ul>
<li>
EDI 632: Graduate Childhood Foundations (3cr)
</li>
<li>
EDI 561: Childhood Inclusive Classroom Management (3cr)
</li>
<li>
PRO 534 EHD Childhood Field Experience I (1cr)*
</li>
<li>
EDI 542: Pedagogical Mathematics Knowledge II (3cr)
</li>
</ul>
</li>
<li>
<strong>Phase III</strong>
<ul>
<li>
EDI 514: Field-Based Special Education Methods (3cr)
</li>
<li>
EDI 523: Diverse Learner Social Studies (3cr)
</li>
<li>
EDI 671: Supporting English Language and Multilingual Learners in the Classroom (3cr)
</li>
<li>
PRO 535: EHD Childhood Field Experience II (1cr)*
</li>
<li>
EDI 735: Emergent Language & Literacy (3cr)
</li>
</ul>
</li>
<li>
<strong>Phase IV</strong>
<ul>
<li>
EDI 524: Diverse Learner Mathematics (3cr)
</li>
<li>
EDI 525: Diverse Learner Science (3cr)
</li>
<li>
EDI 519: Assessment in Special Education (3cr)
</li>
<li>
PRO 536 EHD Childhood Field Experience III (1cr)*
</li>
<li>
EDI 518: Language, Literacy, and the Learner (3cr)
</li>
</ul>
</li>
<li>
<strong>Phase V</strong>
<ul>
<li>
PRO 737: Practicum (6cr)**
</li>
<li>
EDI 763: Student Teaching Seminar (3cr)
</li>
</ul>
</li>
</ul>
<p><strong>Minimum Total Credits: 54</strong></p>
<p><strong>*Includes Field Experience</strong><br /><strong>**Full time Student Teaching</strong></p>
<p><strong>Dignity for All Students Act (DASA): Students are also required to complete DASA training for program completion.</strong></p>
<h2>Certification</h2>
<p>Students who complete this program are eligible for the University’s recommendation for New York State certification. Program completion and submission of the recommendation form are also required to secure the University’s recommendation. Additional New York state certification requirements must be satisfied to earn certification. Students are advised to consult the Brockport <a href="/academics/certification/">Certification Office</a> for comprehensive information regarding NYSED certification requirements.</p>
<h2>Student Learning Outcomes</h2>
<p>Upon completion of the program, students will be able to demonstrate:</p>
<ul>
<li>
Content knowledge: Students will be able to understand the central concepts of their discipline.
</li>
<li>
Pedagogical content knowledge: Students will be able to develop instructional plans and strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
</li>
<li>
Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
</li>
<li>
Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
</li>
<li>
Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
</li>
<li>
Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.
</li>
</ul>
</div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/field-experience/">EHD Field Experience</a></li><li> <a href="/academics/field-experience/ghana/">Student Teaching in Ghana</a></li>
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<h1>
Student Teaching in Ghana
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Overview
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<p>
The Ghana Student Teaching placement program is a unique experience that allows our students the option to teach in a diverse setting. This program is a student teaching placement under the direction of a professor from the School of Education from SUNY Geneseo. Our teacher candidates complete their first student teaching placement in New York State and then complete their second placement in Ghana. The program usually runs from late October through mid-December.
</p>
<h3>
Housing
</h3>
<p>
Teacher candidates stay in the KCCR Guest Course at Kwame Nkurmah University of Science and Technology (KNUST).
</p>
<h3>
KNUST Basic School
</h3>
<p>
Student teachers will be placed at KNUST Basic School to complete their placements. Evening seminars will address a variety of topics drawing on candidates daily work in their classrooms and providing time to reflect on the similarities and differences between education in Ghana and the U.S.
</p>
<h3>
Cultural Excursions
</h3>
<p>
Excursions and cultural events are planned during the stay in Ghana including:
</p>
<ul>
<li>Drumming lessons
</li>
<li>Visits to cultural markets and villages
</li>
<li>The King’s Palace
</li>
<li>Elmina Castle
</li>
<li>Cape Coast Castle
</li>
<li>Mole National Park
</li>
<li>Kakum National Park
</li>
</ul>
<h3>
Program Cost Information
</h3>
<p>
The program cost includes:
</p>
<ul>
<li>International airfare from major east coast metro area airport
</li>
<li>Accommodations
</li>
<li>Some group meals
</li>
<li>Teaching facilities
</li>
<li>Field trips, scheduled museum and entrance fees, guided tours, guest lectures, cultural excursions, etc
</li>
<li>In-country travel
</li>
</ul>
<p>
The program cost does not include:
</p>
<ul>
<li>Passport
</li>
<li>Visa
</li>
<li>Travel from your home to major east coast metro area airport
</li>
<li>Pre-departure health expenses and travel preparation expenses
</li>
<li>Personal spending money
</li>
</ul>
<h3>
Application Information
</h3>
<p>
Student Teaching Applications begin the Fall <strong>prior</strong> to the year of your student teaching placement. There is a $20 application fee for teacher candidates.
</p>
<h3>
Contact
</h3>
<p>
For further questions regarding admissions information and payment, please refer to the SUNY Geneseo webpage <a href="https://www.geneseo.edu/education/student-teaching-ghana" target="_blank" rel="noopener">SUNY Geneseo webpage</a> or Program Director <a href="mailto:[email protected]">Dr. Crystal Simmons</a>, at (585) 245-5339.
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Student Teaching Through SUTEC
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<strong>Please Note:</strong> Our students are expected to take on their roles and responsibilities as a teacher candidate professionally as they are representing SUNY Brockport. Find out what the SBTE expects of their teacher candidates during their field experience. 
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Teacher candidates in SUNY Brockport’s education program can choose to apply for student teaching in New York City through SUTEC.
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This program provides the teacher candidate with an opportunity to experience student teaching in one of New York City’s public schools. The SUTEC program works closely with the home campus, while facilitating orientation, placements, college supervisors, and seminar groups in the city. For more information and an application, visit the <a href="http://www.suny.edu/sutec/">SUTEC website</a>.
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Teacher candidates interested in applying for student teaching through SUTEC must follow the standard process for submitting a Student Teaching Placement Request Form and resume to the Field Experience Office, as well as the SUTEC application. Deadlines are critical in this application process:
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Career Outlook for Instructional Design
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What are the typical job responsibilities of an instructional designer?
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These might include working with faculty members to create and revise/recreate courses, consulting with leading companies to develop employee training materials, leading training programs, and teaching in an ID program. According to the Bureau of Labor Statistics, some key responsibilities of instructional designers are:
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<li>Develop and coordinate the implementation of curricula
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<li>Assess student needs and discuss the implementation of appropriate pedagogical strategies with teachers or clients
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<li>Review and recommend textbooks, guides, and other educational materials
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<li>Recommend teaching techniques and the use of various technologies
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<li>Plan, organize, and conduct client or employee trainings
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<li>Analyze student data and test scores to assess learning
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<li>Train teachers and other instructional staff in new content or programs
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<li>Mentor or coach teachers to improve their skills
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What are the job prospects for someone with an ID degree?
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According to the Bureau of Labor Statistics, the employment outlook for instructional designers is strong, with an 11 percent increase in positions expected between 2016 and 2026. The recent movement towards online teaching and training due to COVID 19 has given a tremendous boost to this field, and currently Inside HigherEd considers instructional designing to be the ‘hottest job’ in Education.
</p>
<p>
There are multiple prospects for a graduate of ID, in terms of industry and roles. These include, but are not limited to, education, corporate, healthcare and insurance, technology, and government agencies (including National Guard, Army, NASA, Border Security and NSA) with roles involving leadership, teaching, coordinating, consulting, facilitating, and service (providing design services). Some of the popular job titles affiliated with instructional design are:
</p>
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<li>Chair of Department of Instructional Design
</li>
<li>Chief Academic Officer
</li>
<li>Chief Learning Officer
</li>
<li>Clinical or Tenure Tracked Professor
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<li>Consultant
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<li>Course Design Manager
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<li>Curriculum Developer
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<li>Dean of Regional Campus
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<li>Director of Center for Teaching & Learning
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<li>Director of Instructional Design Librarian
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<li>Director of Instructional Technology
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<li>Director of Learning & Performance
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<li>Director of Learning Design Operations
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<li>Director of Training & Development
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<li>Distance Education Specialist
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<li>EdTech Curriculum Developer
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<li>Education Program Manager
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<li>Employee Trainer
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<li>Human Performance Specialist
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<li>Instructional Design Coordinator
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<li>Instructional Technology Director
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<li>Learning Architect
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<li>Lead or Senior Instructional Designer
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<li>Learning Development Manager
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<li>Senior Researcher & Designer
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<li>Faculty Trainer within the Field (Instructional Design, Instructional Technology, e-learning, Adult Education, Curriculum & Instruction)
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<li>Technology Innovation Specialist
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<li>Training Manager
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/field-experience/">EHD Field Experience</a></li><li> <a href="/academics/field-experience/childhood-curriculum/">Childhood Inclusive Generalist Education Curriculum</a></li>
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<h1>Childhood Inclusive Generalist Education Curriculum</h1>
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<h2>Childhood Inclusive Generalist</h2>
<p>A large portion of our student’s curriculum involves three 50-hour field experience placements and a student teaching placement. The information below lays out what is expected of our teacher candidates during each phase of their field experience/student teaching placements.</p>
<p>At least <strong>one</strong> field experience or student teaching placement must meet each of the following requirements:</p>
<ul>
<li>
Completed in a high-need school
</li>
<li>
Working with children with special needs
</li>
<li>
Working with children who are not native speakers of English
</li>
</ul>
<p>These requirements are likely to be met in multiple field experiences and/or student teaching placements. The current high-need school district in the Rochester area is the Rochester City School District. A total of 150 hours of field experience is required prior to student teaching. Field experience will be in school or community settings.</p>
<p><strong>Please note</strong>: In <strong>all</strong> phases, candidates may tutor, assist in classroom activities, grade papers, create bulletin boards, and work with individuals or small groups, etc., at the teacher’s discretion. Our goal is for teacher candidates to be actively involved in working with students as much as possible.</p>
<h3>Phase 1: Inclusive Middle Level Teaching</h3>
<p>Some observation (if needed) and participation in a diverse general education classroom setting (Grades 1–6). 50 clocked hours are needed by the end of the semester.</p>
<ul>
<li>
Plan and lead one learning activity or lesson
</li>
</ul>
<h3>Phase 2: Methods in Special Education</h3>
<p>Participation (under the supervision of a teacher certified in special education) in a setting that includes children with disabilities (Grades 1–6). 50 clocked hours are needed by the end of the semester.</p>
<ul>
<li>
Create an inclusive unit plan in <strong>any</strong> content area and teach one lesson for all students, including students with disabilities
</li>
<li>
Work with an emergent reader to create a Running/Reading Record
</li>
<li>
Create and teach one small group literacy activity
</li>
</ul>
<h3>Phase 3: Language Literacy Learner</h3>
<p>Participation in a diverse general education classroom setting (Grades 1–6). 50 clocked hours are needed by the end of the semester.</p>
<ul>
<li>
Plan and teach an inquiry-based science lesson and a problem-based math lesson
</li>
<li>
Conduct pre-test and post-test for math and science lesson to evaluate the impact their teaching had on students’ understanding
</li>
<li>
Candidates will complete 5–7 individual tutoring lessons in literacy to be completed with a single student. At least one of these lessons will be taught to a small group, meeting the needs of the single student and other students in the group
</li>
</ul>
<h3>Phase 4: Practicum in Childhood Inclusive Education with Seminar</h3>
<p>Single Student Teaching placements will predominantly involve working with one teacher for a full semester (general ed or special ed). However, because the University is a dual certification program, student teachers will have an opportunity to work with students from both populations: general ed and students with disabilities.</p>
<ul>
<li>
Student teaching <strong>must</strong> occur in grades 1–6
</li>
<li>
Full-time placements follow the school district calendar Monday – Friday throughout the semester (15 weeks)
</li>
</ul>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/field-experience/">EHD Field Experience</a></li><li> <a href="/academics/field-experience/teacher-educator-expectations/">Expectations for School-Based Teacher Educator</a></li>
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<h1>Expectations for School-Based Teacher Educator</h1>
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<h2>Expectations</h2>
<p>The faculty and staff of the Department of Education and Human Development are most appreciative of the time and effort of school-based teacher educators to help Brockport teacher candidates learn their profession. Teacher candidates are both excited and nervous about the prospect of teaching in a classroom and show individual differences in their growth and development during field experiences and student teaching. The following serves to explain general responsibilities, policies, and tips that may help the school-based teacher educator during the field experience phases.</p>
<h3>A Successful School-based Teacher Educator…</h3>
<ul>
<li>
Displays a disposition toward teacher education as an aspect of professional responsibility.
</li>
<li>
Shares and eventually delegates classroom responsibilities.
</li>
<li>
Communicates effectively and is able to articulate a rationale for all classroom practices.
</li>
<li>
Demonstrates knowledge of the curriculum in the current assignment.
</li>
<li>
Uses a variety of instructional, assessment, and classroom management strategies to meet the needs of diverse learners.
</li>
<li>
Is proficient at short-term and long-range planning.
</li>
<li>
Demonstrates a high degree of professionalism (e.g., regular attendance, involvement beyond the classroom, collaboration with all elements of the school community).
</li>
<li>
Is a reflective, patient, and flexible practitioner.
</li>
<li>
Encourages the development of the teacher candidate’s own personal style, is open to new ideas, and is willing to take risks.
</li>
<li>
Is comfortable working with adults.
</li>
<li>
Shows a willingness to devote time to appropriate guidance and feedback throughout the placement.
</li>
</ul>
<h3>When Working with a Teacher Candidate…</h3>
<ol>
<li>
Take nothing for granted as your teacher candidate is relatively new to the teaching profession. Help the teacher candidate acquire and demonstrate competencies essential for becoming a certified teacher.
</li>
<li>
Avoid assuming that a teacher candidate is like other candidates you have mentored.
</li>
<li>
If possible, familiarize your teacher candidate with the building, office, safety procedures, and introduce them to other staff members. Share information such as a daily schedule, class lists, map of the school, list of faculty and staff, building procedures, basic classroom rules, student handbook, classroom technology, etc.
</li>
<li>
Prepare your students for the teacher candidate’s arrival. Introduce them as another teacher who will be working with you.
</li>
<li>
Provide workspace for your teacher candidate.
</li>
<li>
Consider providing your home or cell phone number and email in case of illness or emergency.
</li>
<li>
Establish a communication line that permits mutual questioning. Build confidence by staying positive and offering constructive and specific feedback.
</li>
<li>
Based upon your judgment of the teacher candidate’s capability, gradually increase the responsibilities assumed. The needs of your students and their capacity to accept this role from the teacher candidate will understandably have an impact on the rate at which this transition can occur.
</li>
<li>
Assist your teacher candidate initially with administrative tasks, grading, homework assessments, etc.
</li>
<li>
Avoid asking your teacher candidate to teach without preparing for a lesson unless it is necessary.
</li>
<li>
Provide opportunities for your teacher candidate to observe other teachers or their students in other classrooms.
</li>
<li>
Please provide the college supervisor with periodic feedback related to the teacher candidate’s progress and achievement.
</li>
<li>
Please review the course requirements and expectations for the field experience provided to you at the beginning of the semester by the college supervisor.
</li>
<li>
Sign the candidate’s time log each time they are at the placement site. Candidates need to complete 50 hours over the course of the semester.
</li>
<li>
Complete the field experience assessment and review it with your teacher candidate.
</li>
</ol>
<h3>Stipend</h3>
<p>School-based teacher educators are eligible to receive either a $400 cash stipend or two $250 tuition waivers for a full 15-week student teaching placement. School-based Teacher Educators hosting a candidate for a half-semester placement will receive a $200 stipend or a $250 tuition waiver. A <a class="file file_6677 lw_files_pdf" title="stipend_waiver_election_form.pdf" href="/live/files/6677-stipendwaiverelectionformpdf">Supervising/Critic Teacher Stipend/Waiver Election Form</a> will be provided and should be completed and returned to the Field Experience Office.</p>
<ul>
<li>
The New York State Financial System uses a Vendor Identification Number in place of a social security number. School-based teacher educators will be required to fill out a <a class="file file_6679 lw_files_pdf" title="w-9_form.pdf" href="/live/files/6679-w-9formpdf">NYS Substitute W9 form</a> one time, which will result in an assigned Vendor ID Number.
</li>
<li>
The Internal Revenue Service considers tuition waivers as compensation for services performed in the year that the waiver is issued. An IRS Form 1099-MISC (Miscellaneous Income) must be filed for any individual receiving waivers/stipends that exceed $600.
</li>
</ul>
<h3>Other Benefits</h3>
<p>School-based teacher educators also are offered the following benefits from the University:</p>
<ul>
<li>
Free library privileges. The community membership fee is waived. To obtain a courtesy card, contact Drake Memorial Library at (585) 395-2277.
</li>
<li>
Faculty rates for individual recreation passes, which includes reduced rates on racquetball courts, the gymnasium, fitness center, pool, and basketball courts. Membership applications can be obtained by calling (585) 395-2681.
</li>
<li>
Season passes to all regular home athletic events free of charge. Passes can be obtained by calling (585) 395-2681.
</li>
</ul>
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<h1>
College Supervisor Resources
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College Supervisors
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College Supervisors play a significant role in our students’ field experience and student teaching experience. They serve as the liaison between the teacher candidate, School-Based Teacher Educators (SBTEs), and the Field Experience Office.
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<a class="go" href="/academics/field-experience/supervisor-expectations/">College Supervisor Expectations</a>
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<p>
Find out what is expected from our college supervisors and how their role plays a significant impact in our student’s learning.
</p>
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<a class="go file file_6683 lw_files_document" title="Observation Form.doc" href="/live/files/6683-observation-formdoc" target="_blank" rel="noopener">Observation Form</a>
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<p>
It is the role of the college supervisor to ensure that the teacher candidate is receiving a quality education during their field experience.
</p>
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<h1>School-Based Teacher Educators Resources</h1>
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<h3 class="go">School-Based Teacher Educators</h3>
<p>School-based Teacher Educators (SBTE) teachers in local school districts who mentor the University’s teacher candidates for field experience or student teaching placements. Please review the curriculum for our <a href="/academics/field_experience/adolescence_curriculum.html">Adolescence Inclusive Generalist</a> or our <a href="/academics/field_experience/childhood_curriculum.html">Childhood Inclusive</a> students for expectations based on their prior experience if you are an SBTE.</p>
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<h3 class="go"><a class="go" href="/academics/field-experience/forms/">Forms</a></h3>
<p>Our forms webpage has all of the forms that a school-based teacher educator will need when working with a student from the University for the student teaching or field experience.</p>
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<h3 class="go"><a class="go" href="/academics/field-experience/teacher-educator-expectations/">Expectations for SBTEs</a></h3>
<p>SBTEs play an important role in shaping the University’s teacher candidates for the future through the role of a mentor.</p>
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<h3 class="">Field Experience/ Student Teaching Information</h3>
<p>Teacher candidates must complete three, 50 hour field experiences and a student teaching experience with an SBTE. Our <a href="/academics/field_experience/student_teaching.html">student teaching</a> and <a href="/academics/field_experience/overview.html">field experience</a> webpages provide useful information and resources for both students and SBTEs.</p>
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<h1>Frequently Asked Questions</h1>
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<h3>Teacher Candidate FAQ</h3>
<p>Below you will find some of our most frequently asked questions related to field experience and student teaching. If you can not find an answer to your question below, please view our <a href="/academics/field_experience/contact.html">contact page</a> to find out who you should reach out to.</p>
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Student teaching must take place in Rochester area school districts, where the University has a relationship with school personnel and college supervisors have a reasonable travel distance. The new NYS Education Department requirements for certification have made it critical that teacher candidates receive the guidance and support needed for achieving the goals of the program while at Brockport. There are two alternatives to doing student teaching in the Brockport/Rochester area: Student Teaching in Australia and Student Teaching in New York City through SUTEC (see more about both of these options on the Student Teaching page of this website). 
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Some districts require that teacher candidates submit their fingerprinting forms to the New York State Education Department (NYSED) prior to placing in the district. We will let you know if you are placed in one of those districts well in advance so you have time to get fingerprinted. 
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<p>We recommend that you complete five-six field experience hours per week over a 10-week period. With that in mind, we recommend you identify a block of time each week and establish a routine schedule for field experience (i.e. a three-hour block of time two days per week <strong>or</strong> a single five-hour time block one day per week). Travel time does NOT count toward your 50 hours. It is important to leave enough time between classes for your field experience when registering for the following semester.</p>
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We work diligently to confirm each of 200 placements each semester based on NYSED, program, and candidate requirements. Please be assured that you will have a placement and enough time to complete it. Some placements are confirmed by particular districts sooner than others, which is why your classmates may begin their placements before you. 
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To avoid this as a last-minute problem, make sure you contact your SBTE as soon as you receive your placement confirmation. Sometimes it takes a few days for teachers to respond. A follow-up phone call or another email politely stating your request is appropriate if you don’t get a response after two-three days. Be sure the email address and phone number are correct. If you are still having problems, sometimes it is helpful to contact the district secretary at the main office, indicate that you are having difficulty connecting with your SBTE, and ask if there might be a best way to connect (phone, email, a written message for the teacher’s mailbox, etc.). This should generate a response from the teacher. If not, contact the Field Experience Office and we will intervene. 
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If a teacher candidate requests a particular SBTE or district, and it is valid for the placement (appropriate phase or correct content and grade level), we make every attempt to request the placement for the candidate. Often, the school district administrator will not be able to accommodate the request for reasons within the school district itself. Once that happens, we place a new request at other districts until an appropriate placement is confirmed. 
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<p>Candidates who already hold NYS Certification <strong>do not</strong> need to complete a 50-hour field experience associated with EDI 514.</p>
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<p>A new form and resume are needed each semester, regardless of the circumstances.</p>
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<p>The Student Teaching Conference and Professional Development Days are mandatory and teacher candidates are responsible for making arrangements in their schedules to be able to attend. Dates are provided well in advance to avoid conflicts. On rare occasions (for example, travel abroad with a University-sponsored group) and with prior consent from the Director of Field Experience, a candidate may be excused and presented with the opportunity to make up the workshop. The Field Experience and Certification staff cannot make individual appointments for missed workshops. </p>
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<p>The Field Experience staff makes every attempt to place candidates near their home to reduce travel time. However, placements are based on New York State guidelines, and at least one placement must be in a high-need school. We also have to work around the availability of school personnel. With over 200 placements each semester, we cannot accommodate every request for a local placement. It is the policy of the Department of Education and Human Development that teacher candidates are responsible for transportation to and from field experience and student teaching placements. </p>
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<p>Schools are considered high-need based on the percentage of children in the district who are eligible for free or reduced lunch programs. This rating changes from year to year in some districts, based on changes in the student population. </p>
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<h1>Expectations for Teacher Candidates</h1>
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<h2>Expectations</h2>
<p>SUNY Brockport teacher candidates are carefully selected and admitted into a teacher certification program through a competitive selection process. A team of faculty and staff carefully review each application and make offers of program acceptance to those most qualified.</p>
<p>The teacher candidate must submit the following during the semester prior to their field experience placement:</p>
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Field Experience Application
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Resume
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<p>In all field experiences and student teaching placements, teacher candidates have the responsibility to demonstrate <strong>developing skills</strong> and <strong>dispositions</strong> required of teachers. Developing skills will be evaluated on the final assessment of the field experience.</p>
<h3>Responsibilities</h3>
<p>Candidate responsibilities for field experience vary based on the site and level of the field experience. Minimally, each candidate must observe and lead at least one learning experience or lesson. In tutoring programs such as AVID, candidates observe, tutor, and instruct students individually and in group settings. Additionally, all teacher candidates must have the opportunity to observe and participate in a classroom setting with a teacher certified in the content area or in students with disabilities.</p>
<p>The college supervisor will communicate specific field experience requirements at the beginning of the semester and contact the school-based teacher educator (SBTE) throughout the semester to maintain communication regarding the experience. Time logs will be provided to the candidate and need to be signed by the SBTE to verify attendance. Additional time logs can be found on our forms <a href="/academics/field_experience/forms.html">webpage</a>.<br />It is expected that a teacher candidate will be at a developing or proficient skill level in the early field experiences. It is important for school-based teacher educators to recall their early experiences in a classroom and reflect on how their skills have developed over time. A veteran teacher often performs tasks without thinking of the “micro-steps” involved in each task. Teacher candidates often need time to develop these micro-steps and incorporate them into their teaching.</p>
<p>Teacher candidates should be familiar with and embody the six <a href="/academics/professional_education/policies.html">Teacher Candidate Dispositions:</a></p>
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Positive Outlook
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Intellectual Integrity
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Professionalism
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<div class="directory_index"><ul class="bport_flex-container bport_wrap"><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/2209-"> Amber Brooks</a></h3><dl><dt> Administrative Assistant 1 </dt><dd> (585) 395-2505<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 252 E </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/2210-"> Tracy Feaster</a></h3><dl><dt> Director of Partnership Development and Field Experience </dt><dd> (585) 395-2596<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 252 C </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/2211-"> Connor Finn</a></h3><dl><dt> Advanced Program Field Experience Coordinator </dt><dd> (585) 395-2322<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 252 F </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/2215-"> Janet Peluso-Militello</a></h3><dl><dt> Coordinator of Field Experience, Kinesiology </dt><dd> (585) 395-5369<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Tuttle North B205 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/2217-"> Shelly Smith</a></h3><dl><dt> Coordinator of Field Experience </dt><dd> (585) 395-2562<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 252 G </dd></dl></li></ul></div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/field-experience/">EHD Field Experience</a></li><li> <a href="/academics/field-experience/partnerships/">Clinical Partnerships and Practice</a></li>
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<h1>Clinical Partnerships and Practice</h1>
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<h2>Our Partnerships</h2>
<p>The Field Experience Unit has worked with many local and international partnerships to provide our teacher candidates with multiple options to earn a quality learning experience.</p>
<h3>Australia Student Teaching</h3>
<p>The Australia Student Teaching program, established in 2005, provides an unequaled student teaching experience for candidates who want to study abroad and get hands-on experience working with a school system in another country. Relationships are at the core of this experience, and candidates most often fulfill their students with disabilities student teaching requirement while in Australia.</p>
<p><a class="go" href="/academics/field_experience/st_australia.html">Study Abroad in Australia</a></p>
<h3>Brockport Central School District</h3>
<p>The Brockport Central School STLE Grant partnership began in 2013 when the district was awarded a New York State grant. Due to our close proximity, the University is able to attend frequent meetings to discuss our collaboration</p>
<h3>East Irondequoit AVID</h3>
<p>Since the beginning of our partnership in 2008, our teacher candidates have had the opportunity to learn and participate in the Advancement Via Individual Determination (AVID) program. This program provides tutoring to students in the district with a program goal of those students attending university after graduation from high school.</p>
<h3>Greece Central School District</h3>
<h3>Hilton Central School</h3>
<p>Our partnership with the Hilton Central School district was established in 2015 designed to address the shortage of substitute teachers available in their school system and enhance the quality field experience and student teaching for students at the University.</p>
<h3>Lyndonville AVID</h3>
<p>Another AVID program established in 2010, our partnership with Lyndonville sees our students spending approximately half of their 50 field experience hours in AVID sessions and tutorials and the other half in a classroom within their content area or special education.</p>
<h3>Monroe Community College</h3>
<h3>Rochester City School District</h3>
<h3>SUNY Urban Teacher Education Center (SUTEC)</h3>
<p>The SUTEC student teaching program provides a unique teaching experience for candidates who want to work in urban school districts with a diverse population.</p>
<p><a class="go" href="/academics/field_experience/sutec.html">Student Teaching in New York City</a></p>
<h3>Teacher Immersion Fellows Program</h3>
<p>The Teacher Immersion Fellows (TIF) Program is a partnership between area colleges and participating school districts that offers college students the opportunity to gain paid experience in the education field, while enhancing their educational and employment opportunities throughout and following their college careers.</p>
<p><a class="go" href="http://www.monroe2boces.org/TeacherImmersionFellowsProgram.aspx">Teacher Immersion Fellows Program</a></p>
<h3>Tri-County Teacher Resource Center</h3>
<h2>Diane Mauer Partnership Award</h2>
<p>The Council on the Accreditation of Educator Preparation (CAEP), Standard 2 definition of clinical partnerships and practice states; “The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate a positive impact on all P-12 students’ learning and development.”</p>
<h3>Past Award Recipients</h3>
<ul>
<li>
2017 Hilton Central School District
</li>
<li>
2016 Brockport Central School District (mature) and Greece Arcadia High School (emerging)
</li>
<li>
2015 Australia Student Teaching Program, with special recognition to the Talara Primary College and Currimundi Special School
</li>
<li>
2014 East Irondequoit School District, East Irondequoit Middle School
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<li>
2013 Rochester City School District
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<li>
2012 Brockport Central School District
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/field-experience/">EHD Field Experience</a></li><li> <a href="/academics/field-experience/assessments/">Assessments and Time Log</a></li>
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<h1>Assessments and Time Log</h1>
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<p class="intro">Sponsored by SUNY Brockport, State University of New York with a grant from the American Democracy Project.</p>
<h2>Field Experience Time Log</h2>
<p>Please use this <a class="file file_6565 lw_files_pdf" title="Field_Experience_Time_Attendance_Log.pdf" href="/live/files/6565-field-experience-time-attendance-log">Time Log</a> to document your field experience.</p>
<h2>Assessments</h2>
<p>Student Teaching Assessments are sent electronically to the email address of our teacher candidates, college supervisors, and School-Based Teacher Educators (SBTE). The assessments will be sent by our <a href="mailto:[email protected]">[email protected]</a> email address. All student teaching assessments are completed online in Tk20. Teacher candidates are encouraged to meet with their SBTE regarding the assessment, and save a copy of their assessment before submitting it.</p>
<h3>Field Experience</h3>
<p>The following assessments are used for all students pursuing a degree within the field of education and human development at SUNY Brockport (not including TESOL).</p>
<p><a class="file file_6551 lw_files_pdf" title="tc_fe_assessment.pdf" href="/live/files/6551-tcfeassessmentpdf">Mid-Semester Field Experience Assessment</a></p>
<p><a class="go" href="/academics/field-experience/final-field-experience-assessment/" target="_blank" rel="noopener">Final Electronic Field Experience Assessment (All placements)</a></p>
<h3>Student Teaching</h3>
<p>The following assessments are used for all students pursuing a degree within the field of education and human development at SUNY Brockport (not including TESOL).</p>
<p><a href="/academics/field-experience/gacp/" target="_blank" rel="noopener">Global Assessment of Candidate Performance (All placements)</a></p>
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<source type="image/webp" media="(max-width: 500px)" srcset="/live/image/gid/149/width/500/height/281/crop/1/src_region/0,0,640,360/7212_field_experience_profile.rev.1657659987.webp 1x"/>
<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/149/width/800/height/450/crop/1/src_region/0,0,640,360/7212_field_experience_profile.rev.1657659987.webp 1x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/149/width/500/height/281/crop/1/src_region/0,0,640,360/7212_field_experience_profile.rev.1657659987.jpg 1x"/>
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<h3 class="go"><a class="go" href="/academics/field-experience/about/">About Field Experience</a></h3>
<p>All students pursuing a degree in the field of education and human development must complete three 50 hour field experience placements before graduation.</p>
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<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/149/width/800/height/450/crop/1/src_region/0,0,640,360/7213_filling_out_a_form.rev.1657659987.webp 1x"/>
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<h3><a class="go" href="/academics/field-experience/forms/">Forms & Sample Resumes</a></h3>
<p>Students, college supervisors, and SBTEs can find the necessary forms including sample resumes, time logs, and more on our forms webpage. </p>
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<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/149/width/800/height/450/crop/1/src_region/0,0,640,360/7195_childhood_education_field_experience.rev.1657659986.webp 1x"/>
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<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/149/width/800/height/450/crop/1/src_region/0,0,640,360/7195_childhood_education_field_experience.rev.1657659986.jpg 1x"/>
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<h3 class="go"><a class="go" href="/academics/field-experience/teacher-candidate-expectations/">Expectations for Teacher Candidates</a></h3>
<p>Our students are expected to take on their role and responsibilities as a teacher candidate professionally as they are representing SUNY Brockport. Find out what the SBTE expects of their teacher candidates during their field experience.</p>
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<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/149/width/800/height/450/crop/1/src_region/0,0,640,360/7251_teaching_at_computer.rev.1657660020.jpg 1x"/>
<img width="800" height="450" alt="Student working near computer" data-caption="Student working near computer" src="/live/image/gid/149/width/800/height/450/crop/1/src_region/0,0,640,360/7251_teaching_at_computer.rev.1657660020.jpg" title="teaching at computer" loading="lazy" data-max-w="640" data-max-h="360"/>
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<h3 class="go"><a class="go" href="/academics/field-experience/new-admit/">New Students</a></h3>
<p>Teacher candidates who are newly admitted into the program are given individual advisement to find out more about program requirements.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/field-experience/">EHD Field Experience</a></li><li> <a href="/academics/field-experience/about/">About Field Experience</a></li>
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<h1>About Field Experience</h1>
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<p class="intro">Placements are arranged by the Field Experience Office – teacher candidates do not make their own placement arrangements.</p>
<p>The teacher candidate must submit a Field Experience Application the semester prior to their field experience. A new form is needed for each of the three placements.</p>
<p>Some placements have a tutoring component where the candidate spends part of their 50 hours assisting students in the tutoring program at the district, and a portion of their hours in a classroom setting. Orientations and training are provided for tutoring programs.</p>
<h2>Application</h2>
<p>The candidate is required to complete an application during the semester prior to each field experience placement. The Field Experience Application is emailed with instructions to apply to all teacher candidates. If you ahve any questions or need another application, please reach out to our <a href="/academics/field_experience/contact.html">office</a>. A resume must also be submitted prior to each field experience. Placement request forms and resumes for spring placements are due by October 15; for fall placements they are due by March 15. In addition, the candidate must register for the course as soon as possible and complete an availability form. Some school districts or tutoring programs may require additional paperwork.</p>
<h2>Assessment</h2>
<p>Each teacher candidate is carefully monitored and assessed during their education program. An overall minimum GPA of 2.5 (undergraduate) or 3.0 (graduate) must be maintained or the teacher candidate is placed on program probation. S/he has one semester to raise the GPA to the minimum standard or s/he is dismissed from the program. Each teacher candidate is also closely assessed on teacher candidate dispositions. Intervention strategies can be recommended or program dismissal enacted if candidate dispositions are not evident to at least a developing degree.</p>
<p>A brief, paper instrument is given to the school-based teacher educator (SBTE) early in the semester to check on their candidate’s progress, and returned to the college supervisor. A complete field experience assessment must also be completed by the SBTE at the end of each placement. This assessment is done electronically through Tk20, and will be used in determining the grade for the course, for promotion to the next phase of the program, and to verify that requirements have been completed. An email with log-in information for the assessment will be sent from <a href="mailto:[email protected]">[email protected]</a> with instructions and due dates.</p>
<h2>Requirements</h2>
<p>During field experience, teacher candidates will work with small groups or individual students, observe various classes, tutor, participate in class activities and lessons and lead/teach at least one lesson or learning activity. The purpose of field experience is to prepare the teacher candidate for student teaching by orienting him/her to the classroom, teaching, and school environment. At the beginning of the field experience, the college supervisor will provide additional information about their requirements and expectations. Requirements are also reviewed during class visits by the Field Experience Office staff. Tutoring program expectations typically are shared with candidates during an orientation meeting early in the semester. When a tutoring program is included as part of the placement, both classroom and tutoring program expectations must be honored and carried out.</p>
<p>For new students who are joining the program and want to know more about the program and field experience our webpage linked below can help the student understand the requirements of the program and how to professionally dress and conduct yourself at your placement.</p>
<p><a class="go go" href="/academics/field-experience/new-admit/">New Student Experience</a></p>
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Who to Contact
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For technical issues such as not receiving e-mails with log in information; can’t complete the assessment; can’t view the assessment contact the IT help desk at (585) 395-5151 option 1. All assessments are completed in Tk20, any questions regarding issues with the assessments can be sent to the help desk.
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Questions regarding faculty contracts through Education & Human Development for college supervision can be sent to <a href="mailto:[email protected]">Heather Laudico</a>.
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For college supervisors who travel to observe teacher candidates at their placement site please reach out to <a href="mailto:[email protected]">Heather Laudico</a>.
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Field Experience & Student Teaching Placements
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Field Experience and Student Teaching Placements are coordinated by <a href="mailto:[email protected]">Shelly Smith</a>. Teacher candidates are not to solicit placements at the districts.
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Questions regarding SBTE paperwork for payment of stipends or tuition waivers for student teaching supervision (based on type of placement) should contact <a href="mailto:[email protected]">Amber Brooks</a>.
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Concerns & Questions Regarding Placement & SBTE
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Initial concerns voiced to the college supervisor should be handled by further investigation (contacting the SBTE, arranging a meeting at the district, etc.) to gather input from both the SBTE and teacher candidate and try to come to a resolution. Dispositional matters that require follow up can be directed to <a href="mailto:[email protected]">Tracy Peterson</a>.
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Online Documents/Forms/Webpages
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For questions/updates regarding any of our documents, forms, and webpages, contact <a href="mailto:[email protected]">Amber Brooks</a>.
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<h1>Adolescence Inclusive Generalist Education Curriculum</h1>
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<h2>Adolescence Inclusive Generalist</h2>
<p>A large portion of our student’s curriculum involves three 50-hour field experience placements and a student teaching placement. The information below lays out what is expected of our teacher candidates during each phase of their field experience/student teaching placements.</p>
<p>At least <strong>one</strong> field experience or student teaching placement must meet each of the following requirements:</p>
<ul>
<li>
Completed in a high-need school
</li>
<li>
Working with children with special needs
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Working with children who are not native speakers of English
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<p>These requirements are likely to be met in multiple field experiences and/or student teaching placements. The current high-need school district in the Rochester area is the Rochester City School District. A total of 150 hours of field experience is required prior to student teaching. Field experience will be in school or community settings.</p>
<p><strong>Please note</strong>: In all phases, candidates may tutor, assist in classroom activities, grade papers, create bulletin boards, and work with individuals or small groups, etc., at the teacher’s discretion. Our goal is for teacher candidates to be actively involved in working with students as much as possible.</p>
<h3>Phase 1: Inclusive Middle Level Teaching</h3>
<p>Observation and participation in a diverse classroom setting (Grades 5–9). 50 clocked hours are needed by the end of the semester.</p>
<ul>
<li>
Teacher candidate must lead at least <strong>one</strong> learning activity or lesson in their content area. The University offers math, social studies, English, foreign languages (Spanish and French), and Sciences (biology, chemistry, earth science, and physics)
</li>
</ul>
<h3>Phase 2: Teaching Inclusively</h3>
<p>Observation and participation in a high school setting (Grades 10–12). 50 clocked hours are needed by the end of the semester.</p>
<ul>
<li>
Teacher candidate must lead at least <strong>one</strong> learning activity or lesson in their content area. The University offers math, social studies, English, foreign languages (Spanish and French), and Sciences (biology, chemistry, earth science, and physics)
</li>
</ul>
<h3>Phase 3: Methods in Special Education</h3>
<p>Observation and participation (under the supervision of a teacher certified in special education) in a setting that includes children with special needs (Grades 7–12). 50 clocked hours are needed by the end of the semester.</p>
<ul>
<li>
Candidates create an inclusive unit and teach one lesson (in <strong>any</strong> content area).
</li>
</ul>
<h3>Phase 4: Practicum in Adolescence Inclusive Education with Seminar</h3>
<p>Single Student Teaching placements will predominantly involve working with one content teacher for a full semester. However, because the University is a dual certification program, student teachers will have an opportunity to work with students from both populations: general ed and students with disabilities.</p>
<ul>
<li>
Student teaching <strong>must</strong> occur in grades 7–12.
</li>
<li>
Full-time placements follow the school district calendar Monday – Friday throughout the semester (15 weeks)
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/field-experience/">EHD Field Experience</a></li><li> <a href="/academics/field-experience/new-admit/">New Student Experience</a></li>
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<h1>New Student Experience</h1>
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<p class="intro">Teacher candidates who are newly admitted into either education program will be given individual advisement to find out more about program requirements.</p>
<h2 class="bport_structure_hidden">Main Page Content</h2>
<h2>Receiving Your Placement</h2>
<p>Staff from the Field Experience Office will visit each classroom associated with a field experience course early in the semester, to give an overview of expectations and to answer any questions from the student. When a teacher candidate is registering for a course that requires a 50-hour field experience placement there are several steps that must be taken. All field experience placements are arranged between the Field Experience Office staff and administrators in the school districts. Teacher candidates do not arrange their own placements. In order for the Field Experience Office staff to secure a field experience placement for a teacher candidate, the following is required prior to the field experience:</p>
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<li>
Field Experience Application. The form is available on our <a href="/academics/field_experience/forms.html">forms webpage</a>. In subsequent semesters, notification will be given via email that forms are due for the following semester. A new form is due for each field experience placement. For more information on this process, view our associated <a href="/academics/field_experience/about.html">webpage</a>.
</li>
<li>
A resume. A professional, updated resume will be due each semester prior to field experience and student teaching. Resumes must follow the guidelines in the <a href="/academics/field_experience/forms.html">Resume Samples</a>. In addition, resumes can be critiqued through Career Services. Resumes are submitted with the Field Experience Application.
</li>
<li>
Teacher candidates must register for the course as soon as possible.
</li>
<li>
Field Experience placement dates for fall begin in September (by mutual agreement between the School-based Teacher Educator, or SBTE, and teacher candidate), and continue through December (the final week of classes). Placement dates for spring begin in February (by mutual agreement between the School-based Teacher Educator, or SBTE, and teacher candidate), and continue through May (the final week of classes).
</li>
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<p>Once a placement is confirmed, an email is sent to the teacher candidate from the Field Experience Office which contains the placement information (school district, School-based Teacher Educator’s name and contact information, grade level, and type of placement). Candidates then contact the School-based Teacher Educator (SBTE) as soon as possible to arrange a start date and schedule.</p>
<h3>At Your Placement</h3>
<h4>Attendance</h4>
<p>The teacher candidate <strong>should not</strong> take days or time off from field experience without receiving prior approval from the SBTE and reporting such absences to the college supervisor. During inclement weather the teacher candidate should listen to local news sources for school closings. We realize that occasional illness occurs and unexpected issues arise at times. If this happens, the candidate should immediately contact the SBTE and explain the circumstances. Not doing so can result in a disposition transgression. All absences must be made up by the end of the semester in order to meet the pre-student teaching field experience requirement and should be pre-arranged with the SBTE.</p>
<h4>Clothing/Attire</h4>
<p>It has been proven that the teacher candidate’s dress influences students’ perceptions and can have a profound impact on the field experience environment. Moreover, it can influence perceptions of school personnel, parents, and members of the school community. Yet, dress can be a conflicting personal and professional matter. It must be understood that what is appropriate dress for one’s personal life may not be appropriate for one’s professional life.</p>
<p>School officials and college supervisors have the right to ask a teacher candidate to “cover up” or send a teacher candidate home if they are not dressed appropriately. Teacher candidates are asked to view their appearance before entering the school site and make sure it is professional. Although finances are often an issue for college students, wardrobes do not have to be extensive for candidates to dress professionally — mixing and matching and borrowing apparel pieces from others can help maximize professional wardrobe options.</p>
<p>Teacher candidates are encouraged to talk with their SBTE about appropriate dress, observe the dress of other teachers, and dress accordingly, avoiding extremes. The Career Services Office on campus has a <a href="/academics/career/students/enhance/professional_dress">Professional Clothes Closet</a> which can assist with professional wardrobe needs.</p>
<h4>Name Badge</h4>
<p>Teacher candidates are asked to purchase a teacher candidate name badge from the BASC Office at the University to identify themselves when participating in field experiences. During field experiences, badges should be worn in a visible location at all times.</p>
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<h1>
Students with Disabilities Documentation
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Students with Disabilities
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<h3>
Requirements
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<p>
During student teaching within a single placement, each teacher candidate is required to obtain experience in both content/general education and students with disabilities. While the candidate’s edTPA will be completed in content/general education as a means of providing documentation of that experience, students with disability’s experiences will be verified via documentation similar to the time log used in field experiences. During the first weeks of student teaching, a plan for obtaining experience with students with disabilities should be established among the teacher candidate, School-based Teacher Educator (SBTE), and college supervisor. This experience must occur for at least 20 days during the semester.
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Possible Classroom Settings
</h3>
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<li>In an inclusive classroom setting, the student teaching candidate can collaborate with the SBTE and special educator to offer individualized or small group instruction for students with IEPs or 504 plans on a regular basis throughout the placement.
</li>
<li>If no students with disabilities are in the assigned placement, the student teaching candidate can work with the SBTE to identify a special education teacher(s) (i.e. consultant teacher, co-teacher, resource room, or self-contained classroom teacher) who will work with the candidate to obtain this experience. The candidate and special educator can then develop an alternative plan to teach students with disabilities in a different setting (e.g. using an open period to teach in a special education classroom or a resource room on a regular basis over the course of the semester).
</li>
<li>In consultation with the SBTE, develop a unique plan that will involve teaching students with disabilities on a regular basis throughout the semester.
</li>
</ul>
<h3>
Documentation & Assessment of Experience
</h3>
<ul>
<li>The college supervisor will complete at least one observation of the candidate teaching students with disabilities.
</li>
<li>Teacher candidates can complete the Students with Disabilities Documentation form electronically or on paper. It then must be signed by the student teaching candidate, the SBTE, the special educator, and college supervisor with an original (not electronic) signature. Once complete, teacher candidates will upload the form to Tk20.
</li>
</ul>
<h3>
Suggestions for Meeting the Requirement
</h3>
<ul>
<li>Provide a safe and positive learning environment for students with disabilities.
</li>
<li>Develop, select, adapt, and/or use a repertoire of evidence-based instructional strategies to advance student learning.
</li>
<li>Conduct formal and/or informal assessments of student knowledge and/or skills.
</li>
<li>Conduct regular and ongoing assessment of student progress on specified knowledge and/or skills.
</li>
<li>Analyze assessment data to document student progress.
</li>
<li>Develop an individualized student intervention plan (academic or behavioral).
</li>
<li>Participate in developing or revising a student’s Individualized Education Plan (IEP) or 504 Plan, including use of any specified technology (e.g. IEP Direct).
</li>
<li>Participate in the implementation of a Response to Intervention (RTI) including developing interventions and ongoing assessments.
</li>
<li>Participate in (a) Committee on Special Education (CSE) IEP meeting(s).
</li>
<li>Participate in other meetings as appropriate (e.g. Instruction Support Team).
</li>
<li>Participate in any afterschool programs specifically geared toward helping students with special needs.
</li>
<li>Other specified teaching tasks as determined by the SBTE and special educator
</li>
</ul>
<p>
<a class="download file file_6606 lw_files_document file file_6606" title="SWD_Documentation.doc" href="/live/files/6606-swddocumentationdoc">Students with Disabilities Documentation Form (word document)</a>
</p></div>
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Student Teaching in Australia
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Teacher Candidates have a unique opportunity to do one portion of their student teaching placement on the Sunshine Coast of Australia.
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This option consists of spending June through early September in Australia, having an orientation to the program and Australian culture, an Outback Tour, and culminates in a placement at one of the school districts. The second portion of the student teaching requirement is completed in a Rochester area school district in the spring semester prior to the summer placement in Australia, or in the fall semester immediately following the summer placement.
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The Field Experience Office at SUNY Brockport has partnered with the SUNY Cortland study abroad office, which administers the program for local SUNY participating schools. For more information, visit the <a href="https://sunycortland-horizons.symplicity.com/index.php?s=programs&mode=form&id=b8e080f881be4c6122d879057ab3553c">SUNY Cortland Study Abroad</a> website and click on their Australia Program.
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An information session is held in the fall of each year to give a program overview to interested candidates and have former participants share their experiences. Please view the <a class="file file_6668 lw_files_pdf" title="ast_flyer1.pdf" href="/live/files/6668-astflyer1pdf" target="_blank" rel="noopener">flyer</a> with previous student teacher testimonials, and links to the Australian school districts that host student teachers. A <a class="file file_6669 lw_files_pdf" title="ast_flyer2.pdf" href="/live/files/6669-astflyer2pdf">second flyer</a> outlines the placement dates and gives more information. If you can’t wait for the fall session, please contact Tracy Peterson, Director of Partnership Development and Field Experience, at (585) 395-2596 or by email at <a href="mailto:[email protected]">[email protected]</a>.
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<h1>Forms, Documents & Resources</h1>
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<h2>Field Experience</h2>
<p><a class="file file_6594 lw_files_pdf" title="resume_adolescence_generalist.pdf" href="/live/files/6594-resumeadolescencegeneralistpdf">Resume Sample for Adolescence Education (pdf)</a></p>
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<p><a class="file file_6565 lw_files_pdf" title="Field Experience Time Attendance Log" href="/live/files/6565-field-experience-time-attendance-log">Time Log (pdf)</a></p>
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<p><a class="file file_6552 lw_files_pdf" title="tc_fe_assessment.pdf" href="/live/files/6552-tcfeassessmentpdf">Field Experience Mid-Semester Progress Report (pdf)</a></p>
<p><a href="/academics/field-experience/final-field-experience-assessment/">Final Field Experience Assessment for all Placements</a></p>
<p><a class="file file_6683 lw_files_document" title="Observation Form.doc" href="/live/files/6683-observation-formdoc">Observation Form (word document)</a></p>
<p><a class="file file_6592 lw_files_pdf" title="remediation_policy.pdf" href="/live/files/6592-remediationpolicypdf">Remediation Policy (pdf)</a></p>
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<p><a href="/academics/field-experience/gacp/">Global Assessment of Candidate Performance for all Placements</a></p>
<p><a class="file file_6606 lw_files_document" title="SWD_Documentation.doc" href="/live/files/6606-swddocumentationdoc">Students with Disabilities Documentation Form (word document)</a></p>
<p><a class="file file_6604 lw_files_document" title="substitute_policy.doc" href="/live/files/6604-substitutepolicydoc">Substitute Teaching Policy for Student Teachers (word document)</a></p>
<h3>School-Based Teacher Educators</h3>
<p><a class="file file_6677 lw_files_pdf" title="stipend_waiver_election_form.pdf" href="/live/files/6677-stipendwaiverelectionformpdf">Stipend/Waiver Form (pdf)</a></p>
<p><a class="file file_6679 lw_files_pdf" title="w-9_form.pdf" href="/live/files/6679-w-9formpdf">W-9 Form</a></p>
<p><a class="file file_6680 lw_files_pdf" title="w-9_sample_form.pdf" href="/live/files/6680-w-9sampleformpdf">W-9 Sample Form (pdf)</a></p>
<p><a class="file file_6592 lw_files_pdf" title="remediation_policy.pdf" href="/live/files/6592-remediationpolicypdf" target="_blank" rel="noopener">Remediation Policy (pdf)</a></p>
<h2>Code of Ethics</h2>
<p><a class="go" href="http://www.nea.org/home/30442.htm">National Education Association (NEA)</a></p>
<p><a class="go" href="https://www.nysut.org/resources/all-listing/2003/june/a-code-of-ethics-for-educators">New York State United Teachers (NYSUT)</a></p>
<p><a class="go" href="/academics/professional_education/full_disposition_policy.html">Professional Disposition Policy</a></p>
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<h1>Student Teaching Overview</h1>
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<h2>About Student Teaching</h2>
<p>Student teaching must take place in Rochester area school districts (see exceptions below), where the University has a relationship with school personnel and college supervisors have a reasonable travel distance. There are four SUNY approved alternative locations for student teaching outside the Brockport/Rochester area:</p>
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<p>Student teaching placements in the Rochester area school districts consist of a single placement over the course of the semester, for 15 weeks (this will differ if you are part of an alternative location program). As with field experience, an application and resume must be submitted the semester prior to student teaching in order to have the Field Experience Office secure a placement for teacher candidates.</p>
<p>For more information, resources, and forms related to student teaching, refer to our <a href="/academics/field_experience/student_teaching.html">Student Teaching homepage</a>.</p>
<h3>Student Teaching Seminar</h3>
<p>Student teaching candidates are required to attend weekly seminar meetings with their college supervisor and seminar group. During the seminar meetings, candidates have an opportunity to discuss questions about their student teaching placement, receive support on the edTPA process, and learn from the experiences of their college supervisor and colleagues. Seminars will be held at a school district if there is a cohort on site and on campus (in computer labs if edTPA support or writing is scheduled). Professional development opportunities such as guest speakers for certification or classroom management, or visiting a local school district for mock interviews may be incorporated into the seminar meeting time.</p>
<p>Student teaching candidates will be informed about their college supervisor and the day/time of their seminar group meetings prior to the start of the semester. Typically the seminar is held in the late afternoon or early evening, after regular school district hours. College Supervisors will inform their seminar group about the location of the meeting.</p>
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<h1>Getting the Most from Student Teaching</h1>
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<p class="intro">Teacher candidates begin to learn how to teach in the classroom just as a student learns in the classroom.</p>
<h2>How to Get the Most Out of Student Teaching</h2>
<p>The student teaching experience requires a high degree of involvement and integration in the school setting. Candidates are expected to gradually assume increased responsibility with the final goal of planning, instructing, and assessing the entire class.</p>
<h3>Prior to the First Day</h3>
<ul>
<li>
Attend the full-day Student Teaching Conference. At that time, meet with the college supervisor and peers in the seminar group. During the conference and college supervisor meeting, candidates should clarify any questions or concerns about their placements, expectations, schedules and/or general procedures that will be followed.
</li>
<li>
Meet with the school-based teacher educator (SBTE) before the first day they begin working with students, to develop a timeline for their work to be completed during the placement and to begin learning about the SBTE’s expectations.
</li>
<li>
Find out the school’s hours of operation. While candidates often follow the same schedule as their SBTE, specificity about morning arrival and end-of-the-day departure is critical to collaboration, understanding, and expectations.
</li>
<li>
Obtain copies of useful documents related to your placement’s district including curriculum guides and Student Learning Outcomes, Common Core Standards, and more. Many of these materials are on the district’s website.
</li>
<li>
Inquire at the school’s main office about any sign-in or other procedures that are required.
</li>
<li>
Meet the building principal, other administration, faculty, and staff. Many teacher candidates ask the building principle to oversee one of their lessons for input.
</li>
<li>
Find out classroom procedures and rules including tardiness, drinks/food, restroom usage, electronic devices, and more.
</li>
<li>
Become familiar with the students’ basic learning and performance characteristics, including approximate levels of achievement and general strengths and weaknesses.
</li>
<li>
Review the student teaching syllabus included in these modules which is established by the department and college supervisor, and work with the SBTE to begin planning to meet the requirements.
</li>
</ul>
<h3>What to Expect During Student Teaching</h3>
<ul>
<li>
Assume the roles and responsibilities of a professional teacher (attendance, dress, speech, behavior, and dispositions).
</li>
<li>
With the implementation of a single student teaching model, we encourage co-teaching between the student teacher candidate and SBTE whenever possible. The college supervisor can serve as a resource for how to best conduct this. Additional information can be found <a href="http://www.marilynfriend.com/approaches.htm">here</a>.
</li>
<li>
Interact with and observe students in a variety of settings: small and large group instruction, unstructured settings (lunch, recess, hallways, etc.), and during individual interactions with their peers.
</li>
<li>
Begin individual and/or small group lessons where the SBTE has selected the instructional objective.
</li>
<li>
Gradually expand responsibility for planning and teaching small groups, supervising outside of the classroom, and performing essential tasks.
</li>
<li>
Observe other classrooms and programs. This is typically done at the <strong>end</strong> of the placement.
</li>
<li>
Continue to develop a personal style and refine a philosophy of teaching through experimentation with different methods and materials, and reflective practice.
</li>
<li>
Assume more responsibility for the total learning atmosphere and environment.
</li>
<li>
Accept an increased level of teaching responsibility as the placement continues. This may include an increase in the daily teaching load by teaching more subjects and periods as the placement nears completion.
</li>
<li>
Utilize multiple assessments of learner abilities, needs, and feelings, as appropriate through observation and demonstrate effective ways of expressing sensitivity to individual differences.
</li>
<li>
Make arrangements with the SBTE to be observed at regular intervals by the college supervisor throughout the placement. The college supervisor will observe <strong>at least four</strong> times during the placement.
</li>
<li>
Contact the SBTE and college supervisor if problems arise. Early intervention of a small problem can help prevent the development of a more significant problem later.
</li>
<li>
Experience a typical teaching load by performing all the duties of a typical school day. Take over planning and teaching independently. The candidate should assume the major role in the organization and teaching of the class.
</li>
<li>
Participate in all of the professional responsibilities of the SBTE (staff/team/department meetings, student meetings, school functions, etc.)
</li>
<li>
Grow professionally by attending faculty and professional association meetings, participating in conferences with parents/caregivers, attending professional conferences and staff development sessions, and seeking constructive evaluation from others.
</li>
<li>
Keep a reflective journal based on the college supervisor requirements. Frequent journal entries allow for consistent self-assessment and college supervisor comments. Reflect on both positive and negative experiences.
</li>
<li>
Find time to work on the edTPA. Requirements and more information regarding the edTPA found <a href="/support/institutional-assessment/edtpa/">here</a>.
</li>
<li>
Implement all requirements of the student teaching syllabus established by the department and college supervisor.
</li>
</ul>
<h3>Implementing Strategies to Teach All Students</h3>
<p>The following activities represent the application of many of the competencies we anticipate candidates will obtain in teaching students with a variety of learning needs. The SBTE is encouraged to review this list during the initial week to plan activities and determine timelines for those competencies that are possible to complete.</p>
<h4>Pre-Referral/Referral/Assessment/Planning</h4>
<ul>
<li>
Participate with general education classroom teacher throughout all steps in the pre-referral process.
</li>
<li>
Participate with the classroom teacher in the preparation of a referral regarding a student suspected of having a disability.
</li>
<li>
Assist in the team staffing relative to the preparation of an assessment plan.
</li>
<li>
Assist in the implementation of the assessment plan by completing assigned assessments. Observe the administration of assessments assigned to other members of the multidisciplinary team.
</li>
<li>
Participate in a school team staffing preparatory to the CSE/IEP Team meeting to determine student eligibility for special education services.
</li>
<li>
Assist in the interpretation of evaluation and the development of student IEP.
</li>
<li>
Assist in the informal/formal assessment for assistive technology for a student with an IEP.
</li>
</ul>
<h4>Consultation</h4>
<ul>
<li>
Participate in a parent conference related to an initial referral for special education services. Participate in a parent conference related to student progress review and preparation for CSE/IEP Team annual review of a student with an IEP.
</li>
<li>
Participate in a parent conference related to anticipated CSE/IEP Team declassification of a student with an IEP.
</li>
<li>
Participate in CSE/IEP Team meetings for an annual review and a triennial review for a student with an IEP.
</li>
<li>
Participate in a school staffing meeting related to planning for the transition of a student with an IEP moving from one building to another.
</li>
</ul>
<h4>Instruction</h4>
<ul>
<li>
Use multidisciplinary team assessment information and in collaboration, prepare student IEP.
</li>
<li>
Plan for and implement lessons involving individual and small group instruction related to the attainment of stated IEP goals and objectives.
</li>
<li>
Create learning experiences that are appropriate for general education curriculum goals, state learning standards, IEP goals and objectives, relevant to students, and based upon principles of effective instruction.
</li>
<li>
Create learning experiences that operate at multiple levels to meet the developmental and individual needs of students with diverse learning needs.
</li>
<li>
Use multiple strategies to implement instruction.
</li>
<li>
Use assistive technology to implement instruction.
</li>
<li>
Develop and implement a disability awareness unit or project.
</li>
<li>
Collaborate with the general education teacher in planning, co-teaching, and evaluating content-area lessons.
</li>
<li>
Develop and use a record-keeping system for monitoring progress of an individual student and the total class.
</li>
<li>
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<li> <a href="/academics/education-human-development/">Education & Human Development</a></li><li> <a href="/academics/education-human-development/directory/">Faculty & Staff</a></li>
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<h1>Lys Kirby</h1>
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<h3>Lys Kirby</h3>
<p>
(they/them/theirs)
</p>
<dl>
<dt>
Graduate Assistant
</dt>
<dd>
(585) 395-5554<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 293<br/>
Office Hours: <p>
Monday: 1p-5p
</p>
<p>
Tuesday: 10a-4p
</p>
<p>
Wednesday: 11:15a-3:15p
</p>
<p>
Thursday: 10a-4p
</p>
</dd>
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<h1>Christopher B. Manaseri</h1>
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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<h1>Micheil Sheffield</h1>
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Administrative Assistant 1
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(585) 395-2616<br/>
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Office: Brown Building 210 A<br/>
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<h1>Jennifer Lyn Sinsebox</h1>
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<h3>Jennifer Lyn Sinsebox, Ed.D</h3>
<p>
(She/Her/Hers)
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<dt>
Lecturer
</dt>
<dd>
(585) 395-2661<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brockport Downtown 516<br/>
Office Hours: <p>
Upon request. 
</p>
</dd>
</dl>
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<h3>Education</h3>
<p>
<strong>St. John Fisher College</strong><span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264}"></span>
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<li>Education Doctorate in Executive Leadership (Ed.D.) 2020<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
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<li><i><span data-contrast="auto">Dissertation: “Supervision and Evaluation Practices That Impact </span></i><span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span><i><span data-contrast="auto">Teacher Learning: A Case Study of Rural Teachers’ Perspectives</span></i><span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
</li>
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<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
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<strong>State University of New York at Oswego</strong>
</p>
<ul>
<li>
<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264}"></span>New York State Superintendent Development Program 2015<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
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<span data-ccp-props="{"201341983":0,"335551550":2,"335551620":2,"335559685":288,"335559739":0,"335559740":264}"></span>
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<strong>State University of New York at Brockport</strong>
</p>
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<li>
<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264}"></span>Certification of Advanced Study in Educational Administration 2011<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
</li>
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<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
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<p>
<strong>Nazareth College of Rochester</strong>
</p>
<ul>
<li>
<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264}"></span>Master of Science in Special Education 1995<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
</li>
<li>
<span data-contrast="auto">Areas of Concentration: Learning and Emotional Disabilities</span><span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
</li>
</ul>
<p>
<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
</p>
<p>
<strong>Nazareth College of Rochester</strong><span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264}"></span>
</p>
<ul>
<li>Bachelor of Arts in Psychology 1991<span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
</li>
<li>
<span data-contrast="auto">Areas of Concentration: Special and Elementary Education</span><span data-ccp-props="{"201341983":0,"335559685":288,"335559739":0,"335559740":264,"469777462":[7560],"469777927":[0],"469777928":[1]}"></span>
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Teacher Supervision and Evaluation Practices
</li>
<li>Student Assessment Practices
</li>
<li>Strategic Planning and School Improvement Practices
</li>
</ul>
<h3>Courses Taught</h3>
<p>
<strong>EDI 603: Educational Assessment & Evaluation</strong>
</p>
<ul>
<li>Evaluation provides an overview of the theory and practice of assessment. Emphasizes assessment and evaluation practices consistent with appropriate standards. Methods include performance assessments, instructional rubrics, portfolios and exhibitions, and objectively-scored tests. Includes assessments used for improving performance, design, and instructional practices.
</li>
</ul>
<p>
<strong>EDA 678: Evidenced-Based Techniques for Teacher Assessment</strong>
</p>
<ul>
<li>
<span dir="ltr" role="presentation">Evidenced-Based Techniques for Teacher Assessment is for those preparing to be an</span><br role="presentation" />
<span dir="ltr" role="presentation">Administrator in public or private schools.</span> <span dir="ltr" role="presentation">The course presents a variety of evaluation and supervisory strategies based on currently proven models</span> <span dir="ltr" role="presentation">as well as in direction and development of staff. Performance appraisal and teacher evaluation models</span><br role="presentation" />
<span dir="ltr" role="presentation">are explored.</span>
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Teacher Supervision and Evaluation Systems and Practices
</li>
<li>Grants and Innovation Practices in PK-12
</li>
<li>Out of School Programming
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
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Recent Publications
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<p>
<a href="https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1483&context=education_etd">Supervision and Evaluation Practices That Impact Teacher Learning: A Case Study of Rural Teachers’ Perspectives</a>
</p>
<p>
Dissertation Defended July 2020; Degree awarded December 2020 from St. John Fisher University.
</p>
<p>
<strong>Abstract:</strong>
</p>
<p>
The purpose of this qualitative descriptive case study was to gain an in-depth understanding of what factors of the teacher supervision and evaluation process in a small, rural school district impacted the extent to which teachers learned and improved instructional practices. The case study explored if teachers in a small, rural school district experienced formative supervision practices that helped them learn or improve their teaching practices. Three implications emerged from the study. First, authentic leadership promotes teacher growth. Second, authentic leadership ensures empowered postconferences, and third, authentic leadership participates in walkthroughs to provide teachers with feedback. This study provides recommendations for future research, policy makers, rural superintendents, principals, and teachers. Policy makers need to revise legislative language in New York State Education Law §30-12d with the removal of independent evaluator observations of teachers. Superintendents of schools need to complete the Rural/Single Building School District Independent Evaluator Hardship Waiver to supersede the requirements that create burdens and/or hardships. Rural administrators need to model the way regarding formative supervision practices, such as walkthroughs to support teacher growth and development. Districts need to ensure that postconferences are a requirement of the teacher evaluation process. Finally, teachers need to assume responsibility of their own learning with the participation in collaborative learning walks with other teachers to learn and improve instructional practices.
</p>
</div>
</li>
</ul>
</article>
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<h1>Jennifer Raponi</h1>
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(585) 395-2616<br/>
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Office: Brown Building 210 A<br/>
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<h1>Janka Szilagyi</h1>
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<h3>Janka Szilagyi, Ph.D</h3>
<p>
(she/her/hers)
</p>
<dl>
<dt>
Professor and Chair
</dt>
<dd>
(585) 395-5945<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 212<br/>
</dd>
</dl>
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<h3>Education</h3>
<ul>
<li>PhD, University at Buffalo, The State University of New York
</li>
<li>MA, University at Szeged, Hungary
</li>
<li>MS, University at Szeged, Hungary
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<p>
Mathematics teaching and learning, Bilingualism, Foreign Language teaching and learning
</p>
<h3>Research Interests</h3>
<p>
Developmental progressions in the learning of mathematical concepts, Elementary and middle level mathematics teachers’ understanding of inquiry, Heritage language maintenance, world language learning
</p>
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Szecsi, T. & Szilagyi, J. (2021). Language Assessment Literacy: Analyzing the Perspectives of Mainstream Teachers Toward English Learners. Journal of English Learner Education, 12(1), 1-29. https://stars.library.ucf.edu/jele/vol12/iss1/3
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Szilagyi, J. & Szecsi, T. (2020). Why and how to maintain the Hungarian language: Hungarian-American families’ views on heritage language practices. <em>Heritage Language Journal, 17</em>(1), 114-139. https://doi.org/10.46538/hlj.17.1.5
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Zhang, J., Wright, A. M., Kim, E., & Szilagyi, J. (2019). A collaborative journey toward inclusive teacher education programs. <em>Curriculum and Teaching Dialogue, 21</em>(1-2), 37-51.
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Szecsi, T., Szilagyi, J., & Giambo, D. (2015). Teacher Candidates Talk about Heritage Language Maintenance: Views and Possible Approaches. <em>Heritage Language Journal</em>, <em>12</em>(1), 75-99.
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Szilagyi, J., Clements, D., Sarama, J. (2013). Young Children’s Understandings of Length Measurement: A Developmental Progression. <em>Journal for Research in Mathematics Education, NCTM, 44</em>(3), 581-620.
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Szilagyi, J., Giambo, D., Szecsi, T. (2013). “What If I Don’t Speak It?” Classroom Strategies to Nurture Students’ Heritage Languages. <em>Childhood Education, 89</em>(2), 117-121.
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<h1>Lorraine M. De Siena</h1>
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<h3>Lorraine M. De Siena</h3>
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(She/Her/Hers`)
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Lecturer
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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<h3>Bio</h3>
<p>
I am a retired elementary teacher in the Greece Central School District.  I have mentored new teachers there for 10 years.  In addition to teaching and mentoring, I am also a NYSUT trainer of the New York State teacher standards and teach graduate courses through NYSUT.  Supervising student teachers, however, is my passion.  I have supervised graduate students at the University of Rochester.  Currently I am a coordinator of supervisors and supervise student teachers here at Brockport.  
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When not working with student teachers, my five grandchildren and five children keep me busy.  I love to cook and bike ride.
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<h3>Education</h3>
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Bachelor of Science from Daemen University
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Master of Arts in Education  from the University of Rochester
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<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
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NYSUT trainer of Teacher Performance Standards
</p>
<h3>Courses Taught</h3>
<p>
Childhood Student Teaching
</p>
<p>
Childhood Seminar
</p>
<p>
Adjunct Adelphi Univesity:  Teaching Through Learning Channels
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Instruction for All course in Greece Central School District
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Golden Apple Teacher of the Year-Greece Central School District
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<h1>Mahmoud Altalouli</h1>
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<h1>Natalie Sue Svrcek</h1>
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<h3>Natalie Sue Svrcek, Ph.D</h3>
<p>
(She/Her)
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<dl>
<dt>
Assistant Professor
</dt>
<dd>
(585) 395-5503<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 285<br/>
</dd>
</dl>
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<h3>Education</h3>
<ul>
<li>
<p>
Ph.D. The University of Texas at Austin, 2019
</p>
<p>
Curriculum and Instruction, Language and Literacy Studies
</p>
</li>
<li>
<p>
M.Ed. The University of Texas at Austin, 2010
</p>
<p>
Curriculum and Instruction, Language and Literacy Studies
</p>
</li>
<li>
<p>
B.S. The University of Texas at Austin, 2004
</p>
<p>
Applied Learning and Development, Reading Specialization
</p>
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Literacy Teacher Education
</li>
<li>Preservice Teacher Field Placement
</li>
<li>Reading Assessment & Development
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>Academic Planning Seminar 
</li>
<li>Emergent Language and Literacy
</li>
<li>Literacy Assessment
</li>
<li>Literacy, Language, and the Learner
</li>
<li>Literacy Policy, Advocacy, and Coaching
</li>
<li>Teaching Reading to Students with Diverse Needs
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Critical Qualitative Methods
</li>
<li>Literacy Teacher Education
</li>
<li>Asset Based & Humanizing Pedagogies
</li>
<li>Inclusive Children’s Literature
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
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<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>
<strong>Svrcek, N. S. &</strong> Abugasea Heidt, M. (2022). Beyond levels and labels: Applying self-determination theory to supporting readers. <em>Literacy.</em> <a href="http://doi.org/10.1111/lit.12286">http://doi.org/10.1111/lit.12286</a>
</li>
<li>Pizzo, J., <strong>Svrcek, N. S.</strong>, Colantonio-Yurko, K. (2022). A framework for discussion in a post-COVID world: supporting discussion in virtual learning spaces. In P. Bawa (Ed.), <em>Preparing faculty for technology dependency in the post-covid-19 era.</em> IGI Global.
</li>
<li>Mosley Wetzel, M., Daly, A., LeeKeenan, K., & <strong>Svrcek, N. S.</strong> (2021). Practicing racial literacy in mentoring preservice teachers. <em>Journal</em> <em>of Literacy</em> <em>Research</em> <em>53</em>(4), 539-562<em>.</em> <a style="background-color: #ffffff;" href="https://doi.org/10.1177/1086296X211052246">https://doi.org/10.1177/1086296X211052246</a>
</li>
<li>
<strong>Svrcek, N. S.</strong>, Rath, L., Olmstead, K., & Colantonio-Yurko, K. (2021). “We are still putting out fires”: Considering educator intentionality in remote instruction during the COVID-19 pandemic. <em>Education and Information Technologies</em>, 1-22. <a href="https://doi.org/10.1007/s10639-021-10679-w">https://doi.org/10.1007/s10639-021-10679-w</a>
</li>
<li>
<strong style="background-color: transparent;">Svrcek, N. S.,</strong> <span style="background-color: transparent;">& Miller, H. C. (2021). Developing critical communities for critical conversations in k-12 classrooms</span><strong style="background-color: transparent;">.</strong><span style="background-color: transparent;"></span><em style="background-color: transparent;">Language Arts Journal of Michigan, 36</em><span style="background-color: transparent;">(1), 10-19.</span> <a href="https://doi.org/10.9707/2168-149x.2265">https://doi.org/10.9707/2168-149x.2265</a>
</li>
<li>Hoffman, J. V., Lammert, C., DeJulio, S., Tily, S., & <strong>Svrcek, N. S.</strong> (2020). Preservice teachers engaging elementary students in an activist literacy curriculum. <em>Research in the Teaching of</em> <em>English, 55</em>(1), 9-31.
</li>
<li>Miller, H. C. & <strong>Svrcek, N. S.</strong> (2020). Challenging dominant perspectives and textual hierarchies in English and literacy teacher professional development. <em>The Clearing House: A Journal of Educational Strategies, Issues and Ide</em><em>as.</em> <a href="https://doi.org/10.1080/00098655.2020.1801565">https://doi.org/10.1080/00098655.2020.1801565</a>
</li>
<li>Miller, H. C., Olmstead, K. M., Colantonio-Yurko, K., Shema, A., & <strong>Svrcek, N. S.</strong> (2020). Moving from inaction to action: Challenging homo-and transphobia in middle school English language arts. <em>Middle Grades Review</em>, <em>6</em>(1), Article 5.
</li>
<li>Hoffman, J. V., <strong>Svrcek, N. S.</strong>, Lammert, C., Daly-Lesch, A., Steinitz, E., Greeter, E., & DeJulio, S. (2019). A research review of literacy tutoring and mentoring in initial teacher preparation: Toward practices that can transform teaching. <em>Journal of Literacy Research, 51</em>(2), 233-251. doi:10.1177/1086296X19833292
</li>
<li>Wetzel, M. M., <strong>Svrcek, N. S.</strong>, LeeKeenan, K., & Daly-Lesch, A. (2019). Coaching through the hard parts: Addressing tensions in teaching with one preservice teacher learning to teach literacy in a fifth-grade classroom. <em>Teaching and Teacher Education</em>, 82, 43-54. doi:10.1016/j.tate.2019.02.006
</li>
<li>Wetzel, M. M., Vlach, S. K., <strong>Svrcek, N. S.</strong>, Steinitz, E., Omogun, L., Salmerón, C., … & Villarreal, D. (2019). Preparing teachers with sociocultural knowledge in literacy: A literature review. <em>Journal of Literacy Research, 51</em>(2), 138–157. doi:10.1177/1086296X19833575.
</li>
<li>Wetzel, M., Hoffman, J. V., Maloch, B., Vlach, S. K., Taylor, L. A., <strong>Svrcek, N. S.</strong>, … & Lavender, H. (2018). Coaching elementary preservice teachers: Hybrid spaces for cooperating teachers and university field supervisors to collaborate. <em>International Journal of Mentoring and Coaching in Education, 7</em>(4), 357-372. doi:10.1108/IJMCE-12-2017-0074
</li>
<li>Worthy, J., <strong>Svrcek, N. S.</strong>, Daly-Lesch, A., & Tily, S. (2018). “We know for a fact”: Dyslexia Interventionists and the authoritative discourse of dyslexia. <em>Journal of Literacy Research, 50</em>(3), 359-382. doi:10.1177/1086296X18784759
</li>
<li>Worthy, J., DeJulio, S., <strong>Svrcek, N. S.</strong>, Villarreal, D. A., Derbyshire, C. LeeKeenan, K., … Salmerón, C. (2016). Elementary teachers’ understandings and perspectives about dyslexia. <em>Literacy Research: Theory, Method, and Practice, 65, 436-453</em>. doi:10.1177/2381336916661529
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<ul>
<li>Miller, C., <strong>Svrcek, N. S.</strong>, & Colantonio-Yurko, K.C. (2022, November). <em>Building a professional learning community for social justice using young adult and children’s literature</em> [Lecture]<em>.</em> Conference on English Leadership Annual Convention, Anaheim, California.
</li>
<li>
<strong>Svrcek, N. S.,</strong> Pizzo, J., & Colantonio-Yurko, K. C. (2022, November) <em>Supporting thoughtful multimodal discussion in ELA blended learning spaces</em> [Lecture]<em>.</em> National Convention for Teachers of English Annual Convention, Anaheim, California.
</li>
<li>Colantonio-Yurko, K., Pizzo, J., & <strong>Svrcek, N. S.</strong> (2022, September). <em>Encouraging better reading of course texts.</em> Center for Learning and Teaching (CELT), SUNY Brockport, Brockport, NY, United States.
</li>
<li>Miller, C., <strong>Svrcek, N. S.</strong>, & Colantonio-Yurko, K.C. (2022, June). <em>Young adult and children’s literature as professional development for social justice.</em> Leadership for Professional Learning Symposium, Dublin, Ireland.
</li>
<li>Pizzo, J., <strong>Svrcek, N. S.</strong>, Colantonio-Yurko, K. (2021, November). <em>Enhancing teaching and learning with digital tools.</em> Center for Learning and Teaching (CELT), SUNY Brockport, Brockport, NY, United States.
</li>
<li>Miller, H. C., <strong>Svrcek, N. S.,</strong> Colantonio-Yurko, K. C. (2021, September). <em>Mornings with the professors.</em> Mornings with the Professors, SUNY Brockport, Brockport, NY, United States.
</li>
<li>Svrcek, N. S. (2018, November). <em>“I decided to lean into it instead of shy away:” A multicase study of critical literature units</em>. Paper presentation at the annual meeting of the Literacy Research Association, Indian Wells, CA.
</li>
</ul>
</div>
</li>
</ul>
</article>
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<h1>Jennifer Ashton</h1>
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<h3>Jennifer Ashton, Ph.D</h3>
<p>
(She/Her)
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<dt>
Associate Professor
</dt>
<dd>
(585) 395-5546<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 208<br/>
<a href="https://www2.brockport.edu/live/profiles/1363-" class="offsite" target="_blank">Website</a><br/>
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<h3>Education</h3>
<ul>
<li>PhD, University of Rochester
</li>
<li>MS, SUNY, College at Geneseo
</li>
<li>BS, SUNY, College at Geneseo
</li>
</ul>
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<h3>Areas of Specialty</h3>
<ul>
<li>Disabilities Studies
</li>
<li>Inclusive Education
</li>
</ul>
<h3>Courses Taught</h3>
<p>
EDI 413/514 Introduction to Special Education
</p>
<p>
EDI 414/514 Methods for Teaching Students with Disabilities
</p>
<p>
EDI 450/550 Disability Studies in Education
</p>
<h3>Research Interests</h3>
<ul>
<li>Co-teaching
</li>
<li>Inclusive Education
</li>
<li>Pre-service Inclusive Education
</li>
</ul>
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Recent Publications
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<p>
Ashton, J.R., Flugel, A., Kelly, G. (2023). Disability and ableism in literature. In K. Olmstead, S. Troiani (Eds.) Many books, many stories: Using children’s and young adult literature to open classroom conversations. Peter Lang.
</p>
<p>
Ashton, J.R. (2021). A bridge too far: Teachers and community practice. In J. Sauer & L. Ware (Eds.), Steven J. Taylor: Blue man in a red world. Brill Publishing.
</p>
<p>
Olmstead, K.M., Ashton, J.R., Wilkens, C. (2020). Do you really want to do this? Student teacher perspectives on imperfect placements. <em>Teacher Education Quarterly.</em>
</p>
<p>
Sniatecki, J.L., Ashton, J.R., Perry, H.B., Snell, L.H. (2020). Positive aspects of disability among college students. <em>Journal of Research in Innovative Teaching & Learning</em>,
</p>
<p>
Ashton, J.R., & Arlington, H. (2019). My fears were irrational: Transforming conceptions of disability in teacher education through service learning. <em>International Journal of Whole Schooling,</em> <em>15</em>(1), 50-81.
</p>
<p>
Olmstead, K.M., Colantonio-Yurko, K., Ashton, J.R., & Rath, L.T. (2019). Re-envisioning teacher education: Using DisCrit perspectives to disrupt deficit thinking. <em>Journal of Curriculum, Teaching, Learning, and Leadership in Education, 4</em>(1), 31-37.
</p>
<p>
Ashton, J.R. (2016). Keeping up with the class: A critical discourse analysis of teacher interactions in a co-teaching context. <em>Classroom Discourse</em>, <em>7</em>(1): 1-17.
</p>
<p>
Wilkens, C., Ashton, J.R., Maurer, D., Smith, M. (2015). Some of this is not your fault: Imperfect placements, student teachers & university supervision. <em>Schools: Studies in Education 1</em>2(2), 329-341.
</p>
<p>
Ashton, J.R. (2014). Beneath the veneer: Marginalization and exclusion in a co-teaching context. <em>The International Journal of Whole Schooling, 10</em>(1), 43-62.
</p>
<p>
Ashton, J.R. (2011). The CEC professional standards: a Foucauldian genealogy of the re/construction of special education. <em>International Journal of Inclusive Education, 15</em>(8), 775-795.
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<h1>Lakisha Wilson</h1>
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<h3>Lakisha Wilson</h3>
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210<br/>
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<h1>Cody Miller</h1>
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<h3>Cody Miller, Ph.D</h3>
<p>
(He/Him/His)
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<dl>
<dt>
Associate Professor
</dt>
<dd>
(585) 395-5526<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 201<br/>
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<h3>Education</h3>
<ul>
<li>PhD, University of Florida
</li>
<li>Graduate Certificate, University of Florida
</li>
<li>MEd, University of Florida
</li>
<li>BA, University of Central Florida
</li>
</ul>
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<h3>Areas of Specialty</h3>
<ul>
<li>English education
</li>
<li>Young adult literature
</li>
<li>LGBTQ topics in education
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>
<span lang="EN" xml:lang="EN">EDI 728: Critical Literacy B-12</span>
</li>
<li>
<div>
<span lang="EN" xml:lang="EN">EDI 475/575: Practicum and Seminar in Adolescence English Edu</span>
</div>
</li>
<li>
<div>
<span lang="EN" xml:lang="EN">LST 715: Graphic Novel and Comic Studies</span>
</div>
</li>
<li>EDI 430/530: Education and Society
</li>
<li>EDI 791: Seminar in English Education
</li>
<li>EDI 436/536/WMS 436: Gender and Sexuality Topics in K-12 Education
</li>
<li>EDI 465/565: Methods of Teaching Secondary ELA
</li>
<li>EDI 647: Teaching Adolescent Reading, Writing, and Literature
</li>
<li>EDI 445/545: Inclusive Middle Level Teaching in ELA
</li>
<li>EDI 678: Issues in English Education
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Critical English pedagogies
</li>
<li>LGBTQ young adult literature
</li>
<li>Book bans 
</li>
<li>Graphic novels and superhero texts in ELA classrooms 
</li>
<li>Popular culture/cultural studies in ELA classrooms
</li>
<li>Teachers as public scholars
</li>
</ul>
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<a href="#panel_profile_31" role="tab" id="panel_profile_31-heading" aria-controls="panel1" aria-expanded="false">
Awards/Recognitions
</a>
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<ul>
<li>Presidential Teaching Excellence Award, SUNY Brockport, 2023
</li>
<li>Faculty-Student Engagement Award, SUNY Brockport, 2023
</li>
<li>LGBTQIA+ Advocacy and Leadership Award, National Council of Teachers of English, 2022
</li>
<li>
<em>English Leadership Quarterly</em> Honorable Mention for Best Article, “Confronting Concerns, Navigating Politics: Teaching Young Adult Literature in High School English Departments,” Conference on English Leadership, National Council of Teachers of English, 2021
</li>
<li>
<em>English Leadership Quarterly</em> Honorable Mention for Best Article, “Being a Radical Pragmatist: Reflections on Introducing LGBTQ YA Lit to an ELA Department,” Conference on English Leadership, National Council of Teachers of English, 2020
</li>
<li>Paul and Kate Farmer <em>English Journal</em> Writing Award, “<em>Miles Morales: Spider-Man</em> and Reimagining the Canon for Racial Justice,” National Council of Teachers of English, 2019
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
<strong>Refereed Journal Articles</strong>
</p>
<ul>
<li>
<span lang="EN" xml:lang="EN">Rodriguez-Astacio, R., Hines, C., & <strong>Miller, C.</strong> (2024). Criticality and the cowl: Teaching Black superhero narratives with DC Graphic Novels for Young Adults. <em>ALAN Review, 51</em>(2), 11-19.</span>
</li>
<li>
<span lang="EN" xml:lang="EN">Abugasea Heidt, M., French, M.M., & <strong>Miller, C.</strong> (2023). Graphic novels as curricular counter-narratives for English language learners and emergent bilinguals. <em>Multicultural Perspectives, 25</em>(2), 116-125.</span>
</li>
<li>
<span lang="EN" xml:lang="EN"><strong>Miller, C.</strong> (2023). Learning from literature and legality: Supreme Court cases and young adult literature in a social foundations of education course. <em>Democracy and Education, 31</em>(1), Article 2. Available at <a href="https://democracyeducationjournal.org/home/vol31/iss1/2/">https://democracyeducationjournal.org/home/vol31/iss1/2/</a>. </span>
</li>
<li>
<span lang="EN" xml:lang="EN">Yurko, K.C., Adams, B., Boehm, S., & <strong>Miller, C.</strong> (2023). Boundaries, objectification, and gender norms: Addressing sexual and gender-based harassment with middle grades literature. <em>Middle School Journal, 54</em>(1), 23-31. </span>
</li>
<li>
<span lang="EN" xml:lang="EN">martin, s.w., & <strong>Miller, C.</strong> (2022). The category is “pandemic queer”: Reading, connecting, and reimagining literacy with LGBTQ+ youth in the age of COVID-19. <em>Radical Teacher, 124,</em> 13-23.  </span>
</li>
<li>
<span lang="EN" xml:lang="EN">Dowie-Chin, T., <strong>Miller, C.,</strong> Boehm, S., & Worlds, M. (2022). “Freedom, freedom, where are you?”: A critical approach to examining music videos as protest and resistance. <em>Special Issues: Critical Media Literacy, 2, </em>98-105.</span>
</li>
<li>
<strong><span lang="EN" xml:lang="EN">Miller, C.,</span></strong> <span lang="EN" xml:lang="EN">Hines, C., Rodriguez-Astacio, R.M. (2022). With great power comes… youth empowerment?: A critical content analysis of Marvel’s superhero young adult literature. <em>ALAN Review, 50</em>(1), 33-44. </span>
</li>
<li>
<div>
<strong>Miller, C.,</strong> Boehm, S., Yurko, K.C., & Adams, B. (2022). Himpathy, herasure, and down girl moves: A critical content analysis of sexual assault in young adult literature. <em>Journal of </em><em>Literacy Research, 54</em>(3), 298-321.
</div>
</li>
<li>Adams, B., Yurko, K.C, <strong>Miller, C.</strong>, & Boehm, S. (2022). Beyond perpetrators, victims, and survivors: Young adult literature as bystander intervention education. <em>ALAN Review, </em><em>49</em>(3), 42-52.
</li>
<li>
<strong>Miller, C.</strong>, & Jeter, G. (2022). “We can position ourselves as experts”: Teachers learning to write and publish on national blogs. <em>Excelsior: Leadership in Teaching and Learning, </em><em>14</em>(2), 66-81. Available at <a href="https://surface.syr.edu/excelsior/vol14/iss2/4/">https://surface.syr.edu/excelsior/vol14/iss2/4/</a>.
</li>
<li>Boehm, S., Yurko, K.C., Olmstead, K., <strong>Miller, C.</strong> (2021). When princesses become dragons: Critical literacy, <em>Damsel</em>, and confronting rape culture in English classrooms. <em>Girlhood Studies, 14</em>(3), 72-89.
</li>
<li>
<strong>Miller, C.</strong>, Yurko, K.C., Nasra, K., Mufford, H., Sanchez, R., & Mulroy, A. (2021). Developing critical social justice literacy by reading young adult literature: Reflections and implications on future classroom practice. <em>Ubiquity: The Journal of Literature, </em><em>Literacy, and the Arts, 8</em>(1), 15-47. Available at <a href="http://ed-ubiquity.gsu.edu/wordpress/wp-content/uploads/2021/08/Miller-et-al.pdf">http://ed-ubiquity.gsu.edu/wordpress/wp-content/uploads/2021/08/Miller-et-al.pdf</a>.
</li>
<li>
<strong>Miller, C.</strong>, & Boehm, S. (2021). A civic and literary coalition: Analyzing young adult literature and news media in secondary ELA. <em>The English Record, 71</em>(2), 49-60.
</li>
<li>Bittner, R., <strong>Miller, C.</strong>, Pennell, S. (2021). We’re not sick, we’re not straight: Conversion therapy and the compulsory body in YAL. <em>ALAN Review, 48</em>(3), 27-36.
</li>
<li>Svrcek, N., & <strong>Miller, C.</strong> (2021). Developing critical communities for critical conversations in K-12 classrooms. <em>Language Arts Journal of Michigan, 36</em>(1), 10-19.
</li>
<li>Mundorf, J., <strong>Miler, C.</strong>, Hines, C., Worlds, M., & Del Riego, J. (2021). When the curriculum needs rescuing: Superhero graphic novels as disruptive curricular forces. <em>Ohio Journal of </em><em>English Language Arts, 60</em>(2), 25-30.
</li>
</ul>
<p>
<strong>Books</strong>
</p>
<ul>
<li>Greathouse, P., & <strong>Miller, C.</strong> (Eds.) (2022). <em>Queer adolescent literature as a compliment to the English language arts curriculum (2nd edition).</em> Rowman & Littlefield. 
</li>
</ul>
<p>
<strong>National Blog Publications</strong>
</p>
<ul>
<li>
<strong>Miller, C. </strong>(2023, Nov 12). <a href="https://ncte.org/blog/2023/11/advocates-freedom-read/">Advocates for the freedom to read continue to defeat book bans.</a> <em>Literacy & NCTE: The Official Blog of the National Council of Teachers of English</em>.
</li>
<li>
<strong>Miller, C. </strong>(2023, Oct 14). <a href="https://ncte.org/blog/2023/10/power-policy-book-bans/" target="_blank" rel="noopener">We need to talk about power and policy when discussing book ban efforts</a>. <em>Literacy & NCTE: The Official Blog of the National Council of Teachers of English</em>.
</li>
<li>
<strong>Miller, C. </strong>(2022, Dec 16). <a href="https://ncte.org/blog/2022/12/learning-from-successful-challenges/">Learning from successful challenges against book bans in 2022</a>. <em>Literacy & NCTE: The Official Blog of the National Council of Teachers of English</em>.
</li>
<li>
<strong>Miller, C.</strong> (2022, Sep 12). <a href="https://ncte.org/blog/2022/09/the-battle-over-books-is-a-battle-over-democracy-we-can-win-both/#:~:text=%E2%80%9CThe%20Battle%20over%20Books%20Is,Council%20of%20Teachers%20of%20English">The battle over books is a battle over democracy. We can win both</a>. <em>Literacy & NCTE: The Official Blog of the National Council of Teachers of English</em>.
</li>
<li>
<strong>Miller, C.</strong>, & Hines, C. (2021, Jul 14). <a href="https://ncte.org/blog/2021/07/stepping-speaking-interrogating-teaching-models-citizenship-marvel-comics/">“Stepping up and speaking out”: Interrogating and teaching models of citizenship with Marvel comics</a>. <em>Literacy & NCTE: The Official Blog </em><em>of the National Council of Teachers of English</em>.
</li>
<li>
<strong>Miller, C.</strong> (2021, Mar 09). <a href="https://ncte.org/blog/2021/03/teaching-supreme-court-cases-using-young-adult-literature/">Teaching Supreme Court cases using young adult literature</a>. <em>Literacy </em><em>& NCTE: The Official Blog of the National Council of Teachers of English</em>. 
</li>
<li>
<strong>Miller, C.</strong> (2020, Nov 16). <a href="https://ncte.org/blog/2020/11/atticus-finch-abraham-lincoln-imagination-white-educators/">Atticus Finch, Abraham Lincoln, and the imagination of white educators</a>. <em>Literacy & NCTE: The Official Blog of the National Councils of Teachers of </em><em>English</em>. 
</li>
</ul>
<p>
<strong>Media Appearances</strong>
</p>
<ul>
<li>Podcast interview for Hipocampo Children’s Books’ <em>Off the Shelf</em><em>!</em>, <a href="https://www.buzzsprout.com/1967188/11736863-banned-books">“Banned Books,” November </a><a href="https://www.buzzsprout.com/1967188/11736863-banned-books">2022</a><a href="https://www.buzzsprout.com/1967188/11736863-banned-books">.</a>
</li>
<li>Video interview for SUNY Brockport, <a href="https://www.youtube.com/watch?v=E01Carjcb9Q">“Banned Books, Banned Rights,”</a> July, 2022.
</li>
<li>Journal interview for <em>School Library Connection</em>, “Research into practice. Fictional role models for social justice teaching: Interview with Henry Cody Miller, Mario P. Worlds, and Tianna Dowie-Chin,” 2021
</li>
<li>Magazine interview for <em>Education Week</em>, <a href="https://www.edweek.org/leadership/when-school-go-remote-many-lgbtq-students-lose-a-safe-space/2021/03">“When school goes remote, many LGBTQ students lose a safe space,”</a> 2021.
</li>
<li>Magazine interview for <em>Learning for Justice, 66</em>, <a href="https://www.learningforjustice.org/magazine/spring-2021/the-classical-roots-of-white-supremacy">“The classical roots of white</a> <a href="https://www.learningforjustice.org/magazine/spring-2021/the-classical-roots-of-white-supremacy">supremacy,”</a> 2021.
</li>
<li>Scholarship cited in CNN article, <a href="https://www.cnn.com/2020/09/30/us/banned-books-week-lgbtq-trnd/index.html">“Some of the most frequently banned books feature LGBTQ stories, library association says,”</a> 2020.
</li>
<li>Facebook Live panel, <a href="https://tinyurl.com/y25khb3e">“Gene Luen Yang, Live with Banned Book Week.”</a> Sponsored by the National Council of Teachers of English and the Comic Book Legal Defense Fund, 2020.
</li>
</ul>
</div>
</li>
</ul>
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<h1>Melissa Rodriguez-Meehan</h1>
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<h3>Melissa Rodriguez-Meehan, EDD</h3>
<p>
(She/Her/Hers)
</p>
<dl>
<dt>
Assistant Professor
</dt>
<dd>
(585) 395-2616<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 213A<br/>
<a href="https://www.linkedin.com/in/melissa-rodriguez-meehan-mpa-ed-d-471a411ba" class="offsite" target="_blank">Website</a><br/>
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<h3>Education</h3>
<ul>
<li>EdD, Florida Gulf Coast University
</li>
<li>MPA, Florida Gulf Coast University
</li>
<li>BS, Barry University
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Early Childhood
</li>
<li>Play-based learning
</li>
<li>Student voice/choice
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>EDI 411 Early Childhood Development and Learning
</li>
<li>EDI 601 Diversity in Education
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Playful learning
</li>
<li>Project based learning
</li>
<li>Social Justice in Education
</li>
<li>Antiracism in Education
</li>
<li>DEI Topics
</li>
<li>Liberatory Learning
</li>
<li>Ungrading
</li>
</ul>
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Recent Publications
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<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
<strong>Peer-Reviewed Journal Articles</strong>
</p>
<p>
<span style="font-weight: 400;">Turcotte, N., McElfresh, K.</span> <strong>Rodriguez-Meehan, M</strong> <span style="font-weight: 400;">(March, 2023). “It’s about the journey, not the destination”.</span> <span style="font-weight: 400;"></span> <span style="font-weight: 400;">Graduate students’ perceptions of upgrading.</span><i><span style="font-weight: 400;"> Journal of Applied Instructional Design</span></i><span style="font-weight: 400;">.</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><a href="https://doi.org/10.51869/121/ntkmmrm"><span style="font-weight: 400;">https://doi.org/10.51869/121/ntkmmrm</span></a><span style="font-weight: 400;"></span>
</p>
<p>
<strong>Rodriguez-Meehan, M</strong><span style="font-weight: 400;">., Brown, K., & Turcotte, N. (September, 2022). “A win-win for all”: Supporting</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">literacy in early childhood and bringing awareness to shelter dogs.</span><i><span style="font-weight: 400;"> Early Childhood Education Journal, </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> 1-9. </span></i><a href="https://doi.org/10.1007/s10643-022-01389-0"><span style="font-weight: 400;">https://doi.org/10.1007/s10643-022-01389-0</span></a><span style="font-weight: 400;"></span>
</p>
<p>
<span style="font-weight: 400;">Stork, M.,</span> <strong>Rodriguez-Meehan, M.,</strong> <span style="font-weight: 400;">Martelli, C. D., Martin, H., Turcotte, N., Molloy, A., & Wang, C. X.</span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">(August, 2022). Designing an innovation school: Perspectives from a school-university partnership.</span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><i><span style="font-weight: 400;">PDS Partners</span></i><span style="font-weight: 400;">, 17(2), 18-33.</span>
</p>
<p>
<span style="font-weight: 400;">Turcotte, N.,</span> <strong>Rodriguez-Meehan, M</strong><span style="font-weight: 400;">. & Stork, M.G (June, 2022). This school is made for students: Students’</span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">perspectives on PBL.</span> <i><span style="font-weight: 400;">J Form Des Learn</span></i> <span style="font-weight: 400;">6, 53–62.</span> <a href="https://doi.org/10.1007/s41686-022-00066-0"><span style="font-weight: 400;">https://doi.org/10.1007/s41686-022-00066-0</span></a><span style="font-weight: 400;"></span>
</p>
<p>
<span style="font-weight: 400;">Stork, M., Turcotte, N., Rizzuto, M., Wang, C., &</span> <strong>Rodriguez-Meehan, M.</strong> <span style="font-weight: 400;">(April, 2022). Prepare for success:</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">Designing a digital badge program with a school-university partnership.</span> <i><span style="font-weight: 400;">Journal of Formative Design in</span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;">Learning</span></i><span style="font-weight: 400;">.</span> <a href="https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1007%2Fs41686-022-00065-1&data=05%7C01%7Cmmeehan%40fgcu.edu%7C25f849a191724a85d29208da2220212e%7Cf7a5a4ef4ffa4c80bfb3c12e28872099%7C0%7C0%7C637859818820146221%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=4M4Q%2FhyEXrmU9RQ3UT8sHgewbHwIdaIklukBAwuYE4I%3D&reserved=0"><span style="font-weight: 400;">https://doi.org/10.1007/s41686-022-00065-1</span></a>
</p>
<p>
<strong>Rodriguez-Meehan, M</strong><span style="font-weight: 400;">. (September 2021) “Could that be play?”: Exploring pre-service teachers’ perceptions</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">of play in kindergarten.</span> <i><span style="font-weight: 400;">Early Childhood Education Journal, </span></i><span style="font-weight: 400;">1-14.</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"><a href="https://doi.org/10.1007/s10643-021-01257-3">https://doi.org/10.1007/s10643-021-01257-3</a></span>
</p>
<p>
<strong>Book Chapters</strong>
</p>
<p>
<strong>Rodriguez-Meehan, M</strong><span style="font-weight: 400;">. & Halpern, C. (April, 2023). Returning to in-person school during COVID:</span> <span style="font-weight: 400;"></span> <span style="font-weight: 400;">Perspectives from kindergarten classrooms. In E.Fonsen, R. Ahtiainen, K.M. Heikkinen, & L. heikonen (Eds.)</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><i><span style="font-weight: 400;">Early Childhood Education Leadership in Times of Crisis: International Studies During the COVID-19 </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> Pandemic (</span></i><span style="font-weight: 400;">119-134</span><i><span style="font-weight: 400;">)</span></i><span style="font-weight: 400;">. Verlag.</span>
</p>
<p>
<span style="font-weight: 400;">Szecsi, T., &</span> <strong>Meehan, M</strong><span style="font-weight: 400;">. (2018). “Dogs are great listeners”: A university course project leads to young</span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">children’s reading to shelter dogs. In M.R. Jalongo (Ed.).</span> <i><span style="font-weight: 400;">Children, Dogs and Education: Caring for, </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;">learning alongside, and gaining support from canine companions</span></i> <span style="font-weight: 400;">(299-320). Springer.</span>
</p>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
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<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<p>
<strong>PEER REVIEWED CONFERENCE PAPERS AND PRESENTATIONS</strong>
</p>
<p>
<strong>Rodriguez-Meehan, M</strong><span style="font-weight: 400;">. Chorbda, T., Haughton, V. & Franz, M. (February 9-10, 2023). “You get to pick”: A</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">case study of choice and play in pedagogy in kindergarten.</span> <i><span style="font-weight: 400;">Paper Presentation at Eastern Educational </span></i>
</p>
<p>
<i><span style="font-weight: 400;"> Research Association (EERA)</span></i><span style="font-weight: 400;">, Myrtle Beach, South Carolina.</span> <i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i>
</p>
<p>
 
</p>
<p>
<strong>Rodriguez-Meehan, M.,</strong> <span style="font-weight: 400;">Brown, K. & Turcotte, N. (February 9-10, 2023). “A win-win for all”. Supporting</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">literacy in early childhood and bringing awareness to shelter dogs.</span> <i><span style="font-weight: 400;">Paper Presentation at </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> Eastern Educational Research Association</span></i><span style="font-weight: 400;">, Myrtle Beach, South Carolina.</span>
</p>
<p>
<span style="font-weight: 400;">Turcotte, N. &</span> <strong>Rodriguez-Meehan, M</strong><span style="font-weight: 400;">. (February 2-3, 2023). Centering Relationships In Our Teaching &</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">Learning Practices.</span> <i><span style="font-weight: 400;">Virtual Presentation at Fifth Annual Symposium on Teaching and Learning,</span></i> <span style="font-weight: 400;">Florida</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">Gulf Coast University, Fort Myers.</span>
</p>
<p>
<strong>Turcotte, N., McElfresh, K., & Rodriguez-Meehan, M. (2022).</strong> <span style="font-weight: 400;">Transforming Assessment Practices: Making</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">Our Students’ Learning a Priority.</span> <i><span style="font-weight: 400;">Paper Presentation for Teacher Education Division at Association for</span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> Educational Communications & Technology (AECT)</span></i><span style="font-weight: 400;">, Las Vegas, NV.</span>
</p>
<p>
<strong>Rodriguez-Meehan, M.,</strong> <span style="font-weight: 400;">Chorbrda, T., Haughton, V., & Franz, Madison. (November 16-18, 2022).</span> <i><span style="font-weight: 400;">Moving </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;">towards more choice in kindergarten</span></i><span style="font-weight: 400;">.</span> <i><span style="font-weight: 400;">Round Table Presentation at Florida Educational Research </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> Association (FERA)</span></i><span style="font-weight: 400;">, Daytona Beach, FL. United States</span>
</p>
<p>
<strong>Rodriguez-Meehan, M.</strong><span style="font-weight: 400;">, Brown, K., Turcotte, N. (February 3-4, 2022). Young children reading with dogs:</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">Community partnerships, informal learning environments, and social-emotional skills</span><strong>.</strong> <i><span style="font-weight: 400;">Poster </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> Presentation at Eastern Educational Research Association (EERA)</span></i><span style="font-weight: 400;">, Clearwater, FL.</span>
</p>
<p>
<strong>Rodriguez-Meehan, M.</strong> <span style="font-weight: 400;">(February, 2022). “Could that be play?”: Pre-service teachers’ perceptions of play in</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">kindergarten</span><i><span style="font-weight: 400;">.</span></i><span style="font-weight: 400;"></span><i><span style="font-weight: 400;">Paper Presentation at Eastern Educational Research Association Conference (EERA)</span></i><span style="font-weight: 400;">,</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">Clearwater, FL.</span>
</p>
<p>
<strong>Rodriguez-Meehan, M.</strong> <span style="font-weight: 400;">& Houghton, V. (February 23-25, 2022). Reflections on PBL work in a hybrid</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">undergraduate social studies methods class</span><i><span style="font-weight: 400;">. Poster Presentation at SOTL Commons Conference</span></i><span style="font-weight: 400;">.</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">Savannah, GA.</span>
</p>
<p>
<span style="font-weight: 400;">Turcotte, N.,</span> <strong>Rodriguez-Meehan, M.,</strong> <span style="font-weight: 400;">& Stork, M. (2021). Student-centered, student-driven; An ethnographic</span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">exploration of students’ learning experiences at a project-based learning school.</span><i><span style="font-weight: 400;"> Paper presentation at </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> Association for Educational Communications & Technology (AECT)</span></i><span style="font-weight: 400;">, International Convention.</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">Chicago, Illinois.</span>
</p>
<p>
<span style="font-weight: 400;">Brown, K.</span> <strong>Rodriguez-Meehan, M.,</strong> <span style="font-weight: 400;">& Turcotte, N. (2021).</span> <i><span style="font-weight: 400;">Children and Adolescents Reading to Shelter Dogs.</span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i> <span style="font-weight: 400;">COE Annual Research Day. Florida Gulf Coast University, Fort Myers, FL.</span>
</p>
<p>
<span style="font-weight: 400;">Turcotte, N. &</span> <strong>Meehan, M.R</strong><span style="font-weight: 400;">. (2021, February). Fostering Community in Online Courses through Instructor</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">Presence.</span> <i><span style="font-weight: 400;">Virtual Presentation in Southwest Florida Symposium on Teaching and Learning: Building </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"> Connections in Virtual Environments.</span></i> <span style="font-weight: 400;">Florida Gulf Coast University, Fort Myers, FL.</span>
</p>
<p>
<strong>Meehan, M.R</strong><span style="font-weight: 400;">. (2020, November). Safety, Flexibility, and Choices: Reflections of Educational Environments in</span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">PK-20 Settings in Southwest, FL.</span> <i><span style="font-weight: 400;">Virtual Presentation in Jornada Internacional</span></i><span style="font-weight: 400;">. Universidad Camilo</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span> <span style="font-weight: 400;">Jose Cela, Madrid, Spain.</span> <span style="font-weight: 400;"></span>
</p>
<p>
<strong>Meehan, M.R.</strong> <span style="font-weight: 400;">(2020. March).</span> <i><span style="font-weight: 400;">Pre-service Teachers’ Perceptions of Play in Kindergarten</span></i><span style="font-weight: 400;">. Florida Gulf Coast</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">University College of Education Symposium on Scholarly Engagement, Fort Myers, Florida.</span>
</p>
<p>
<strong>Meehan, M.R.</strong> <span style="font-weight: 400;">& T. Szecsi (2018, April).</span> <i><span style="font-weight: 400;">Dogs are Great Listeners: A University Course Project Leads to </span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;"></span></i><i><span style="font-weight: 400;">Young Children’s Reading to Shelter Dogs</span></i><span style="font-weight: 400;">. Florida Gulf Coast University College of Education</span> <span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;"></span><span style="font-weight: 400;">Symposium on Scholarly Engagement, Fort Myers, Florida.</span>
</p>
<p>
<strong>MEDIA APPEARANCES</strong>
</p>
<p>
Video interview for <em>WINK News</em>. <a href="https://winknews.com/2023/03/20/inside-an-fgcu-education-classroom-teachers-in-training-ready-to-step-in/" target="_blank" rel="noopener">“Inside an FGCU education classroom: Teachers in training ready to step in</a>.” March 20, 2023.
</p>
<p>
Video interview for WINK News. <a href="https://winknews.com/2022/08/05/making-the-grade-wink-news-back-to-school-special/">“Making the Grade: Back to school special”</a>. August 5, 2022.
</p>
<p>
Video interview ABC7 News. <a href="https://abc-7.com/abc-7-wzvn/2019/03/11/program-allows-kids-to-read-to-shelter-dogs/">Program allows kids to read to shelter dogs</a>. March 11, 2019.
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<h1>Arianna Sciacca</h1>
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<h3>Arianna Sciacca</h3>
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Graduate Assistant
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(585) 395-5554<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 293<br/>
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<h3>Bio</h3>
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Hello and welcome to my bio!
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<p>
My name is Arianna (R-E-on-ah) Sciacca (Shock-ah), and I am thrilled to be a graduate assistant to Dr. Amy Shema. A little background about myself would be that I am currently studying TESOL to fulfill my dreams of combing the things I love, culture, children, and education. As I continue my studies and work as a GA, I hope to gain experience in research, classroom structure, and networking. My biggest aspiration is to take what I have learned from SUNY Brockport and apply it abroad, teaching English in South Korea. 
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Please feel free to reach out to ask questions about opportunities abroad, research I am working on, or the Brockport Summer Learning Program!
</p>
<h3>Education</h3>
<p>
Bachelor in Inclusive Childhood education, SUNY Brockport, 2023
</p>
<p>
Working toward master’s in Teaching English to Speakers of Other Languages (TESOL), SUNY Brockport, 2025
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NYSRA conference 2023 - Poster and Paper on ‘How Summer Learning can Strengthen Social Emotional Learning (SEL)’
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<li> <a href="/academics/education-human-development/">Education & Human Development</a></li><li> <a href="/academics/education-human-development/directory/">Faculty & Staff</a></li>
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<h1>Amelia B. Mahlstadt</h1>
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<h3>Amelia B. Mahlstadt</h3>
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Adjunct Lecturer
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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<h1>Priscilla Panza</h1>
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<h3>Priscilla Panza</h3>
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Adjunct Lecturer
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210<br/>
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<h3>Education</h3>
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MAT Secondary Mathematics Education, National Louis University 
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BA Mathematics, University of Rochester
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BA Psychology, University of Rochester
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<h3>Areas of Specialty</h3>
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Mathematics education for diverse learners, particularly students in need of remediation and those with emotional and behavioral disabilities.  
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<h3>Courses Taught</h3>
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EDI424
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EDI439
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<h1>Melissa Kagle</h1>
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(585) 395-5019<br/>
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Office: Brown Building 296<br/>
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<h1>Erika N Lange-Geyer</h1>
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<h3>Erika N Lange-Geyer</h3>
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(She/Hers/Hers)
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Adjunct Lecturer
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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<h1>Nicole Felczak</h1>
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<li> <a href="/academics/education-human-development/">Education & Human Development</a></li><li> <a href="/academics/education-human-development/directory/">Faculty & Staff</a></li>
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<h1>Jessica R. Milton</h1>
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<h3>Jessica R. Milton, Ph.D</h3>
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Adjunct Lecturer
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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<h1>Papia Bawa</h1>
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<h3>Papia Bawa, Ph.D</h3>
<dl>
<dt>
Assistant Professor and Instructional Design Program Coordinator
</dt>
<dd>
(585) 395-2616<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210<br/>
</dd>
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<h3>Education</h3>
<ul>
<li>Ph.D. Purdue University-Main Campus
</li>
<li>MSED. Purdue University-Main Campus
</li>
<li>MA: CSJM University, India
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Instructional Designing with focus on CoI Framework
</li>
<li>Game-Based Learning and Gamification
</li>
<li>eLearning and Technology Integration in Curriculum
</li>
<li>Disruptive and Transformative Technology
</li>
<li>Using Technology in the Service of Diversity and Social Justice
</li>
<li>Technology Phobic Faculty Training
</li>
</ul>
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Awards/Recognitions
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<ul>
<li>Frank B. DeBruicker Award 2017 (Purdue University) for excellence and commitment to educational technology research.
</li>
<li>IWA Graduate Student Research Award 2017 for an outstanding proposal on women discrimination study.
</li>
<li>Outstanding Dissertation Award 2017-2018 nomination, AERA Division B Publications
</li>
</ul>
</div>
</li>
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Recent Publications
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<p>
Bawa, P. (2020). Game On! Investigating Digital Game-Based Versus Gamified Learning in Higher Education. International Journal of Game-Based Learning (IJGBL), 10(3).
</p>
<p>
Janakiraman, S., Watson, W. R., Watson, S. L., & Bawa, P. (2019). Instructional design and strategies for multicultural education: A qualitative case study. Journal of Educational Research and Practice, 9(1), 300-315. doi:10.5590/JERAP.2019.09.1.21
</p>
<p>
Bawa, P., Lee Watson, S., & Watson, W. (2018). Motivation is a Game: Massively multiplayer online games as agents of Motivation in higher education. Computers & Education. doi:10.1016/j.compedu.2018.05.004
</p>
<p>
Bawa, P. (2018). Massively Multiplayer Online Gamers’ language: Argument for an M-Gamer Corpus. The Qualitative Report, 23(11), 2714-2753. Retrieved from <a href="https://nsuworks.nova.edu/tqr/vol23/iss11/8" target="_blank" rel="noopener">https://nsuworks.nova.edu/tqr/vol23/iss11/8</a>
</p>
<p>
Bawa, P. (2018). Self-Regulation, Co-Regulation, and Feedback in the context of Cross-Cultural Language acquisition in Higher Education: A conceptual approach. Journal of Research Initiatives, 4(1), 1-23. Retrieved from <a href="https://digitalcommons.uncfsu.edu/jri/vol4/iss1/9/" target="_blank" rel="noopener">https://digitalcommons.uncfsu.edu/jri/vol4/iss1/9/</a>
</p>
<p>
Bawa, P. (2018). Using Kahoot to inspire. Journal of Educational Technology Systems, 004723951880417. doi:10.1177/0047239518804173
</p>
<p>
Bawa, P., Watson, S. L., & Watson, W. (2018). Gaming the performance: Massively Multiplayer Online Games and performance Outcomes in English and Business Courses. Journal for Virtual Worlds Research, 11(2). doi:10.4101/jvwr.v11i2.7291
</p>
<p>
Bawa, P. (2017). Game on: Massively multiplayer online games (mmog) as tools to augment teaching and learning (10681049) (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (10681049)
</p>
<p>
Bawa, P. (2017). Making sense of making meaning, the semiotic way: Emotional journey of a novice learner. The Qualitative Report, 22(1), 73-104. Retrieved from <a href="http://nsuworks.nova.edu/tqr/vol22/iss1/5" target="_blank" rel="noopener">http://nsuworks.nova.edu/tqr/vol22/iss1/5</a>
</p>
<p>
Bawa, P., Phillion, J., & Watson, S. L. (2017). Changing face of race-based aggression in the USA: Where we are, why we are here and where we are going. Imperial Journal of Interdisciplinary Research, 3(1), 633-657. Retrieved from <a href="http://www.onlinejournal.in/IJIRV3I1/112.pdf" target="_blank" rel="noopener">http://www.onlinejournal.in/IJIRV3I1/112.pdf</a>
</p>
<p>
Bawa, P., & Watson, S. L. (2017). A Phenomenological study of graduate Chinese students’ English writing challenges. The Qualitative Report, 22(3), 779-796. retrieved from <a href="http://nsuworks.nova.edu/tqr/vol22/iss3/7" target="_blank" rel="noopener">http://nsuworks.nova.edu/tqr/vol22/iss3/7</a>
</p>
<p>
Bawa, P., & Watson, S. (2017). The CHAMELEON characteristics: A phenomenological study of instructional designer, faculty, and administrator perceptions of collaborative instructional design environments. The Qualitative Report, 22(9), 2334-2355. Retrieved from <a href="http://nsuworks.nova.edu/tqr/vol22/iss9/4" target="_blank" rel="noopener">http://nsuworks.nova.edu/tqr/vol22/iss9/4</a>
</p>
<p>
Bawa, P., & Watson, S. L. (2017). The Looking Glass Effects: A phenomenological study of graduate Asian students’ English writing challenges. Journal of Research Initiatives, 2(5), 1-25. Retrieved from <a href="http://digitalcommons.uncfsu.edu/jri/vol2/iss3/7" target="_blank" rel="noopener">http://digitalcommons.uncfsu.edu/jri/vol2/iss3/7</a>
</p>
<p>
Bawa, P., Watson, W., & Watson, S.L. (2017). To game or not to game? How using massively multiplayer online games helped engagement and performance in an online college writing course: A mixed methods study. Journal of Research Initiatives 3(1). Article 12. Retrieved from : <a href="https://digitalcommons.uncfsu.edu/jri/vol3/iss1/12">https://digitalcommons.uncfsu.edu/jri/vol3/iss1/12</a>
</p>
<p>
Bawa, P. (2016). Retention in online courses: Exploring issues and solutions–A literature review. SAGE Open, 6(1), 1-11. doi:10.1177/2158244015621777
</p>
<p>
Bawa, P. (2017). Hey, want to Play? ‘Kahooting’ to Win the Learning Game. In AECT 2017 Convention Proceedings (pp. 57-66). Retrieved from <a href="https://members.aect.org/pdf/Proceedings/proceedings17/2017/17_05.pdf" target="_blank" rel="noopener">https://members.aect.org/pdf/Proceedings/proceedings17/2017/17_05.pdf</a>
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Bawa, P. & S.L. Watson. (2017). The Other Side of the Looking Glass: Bridging Lewis Carroll’s World and the Realities of Chinese Graduate Students English Writing Challenges: A Phenomenological Study. In Central States Anthropological Society Annual Meeting Program (pp. 34-35). Lincoln, NE: Central States Anthropological Society.
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Bawa, P. (2016). Instructor Autonomy for Improved Learner Performance in Online Environments within a Community College: Reforming Rigidity within Standardized Curriculum Study. In 23 International Conference on Learning and the Learner knowledge community. Vancouver, Canada.
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Bawa, P. (2016). Retention in online courses: Exploring issues and solutions–A literature review. SAGE Open, 6(1), 1-11. doi:10.1177/2158244015621777
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Bawa, P. (2015) PETAEL project: New paradigm of developmental learning and fully immersed peer mentoring. In Dominguez, N (Ed). New Perspectives in Mentoring: A Quest for Leadership Excellence and Innovation, UNM Mentoring Conference. Paper presented at 8th Annual Mentoring Conference, Albuquerque (pp. 1202-1205). University of New Mexico Mentoring Institute.
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Bawa, P. (2006). Reflections on A Sunny Day. Bloomington, IN: Author House.
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<h1>Karen Ferrara</h1>
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<h1>Bridget K. Quigley</h1>
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<h3>Mrs.Bridget K. Quigley</h3>
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(She/Her/Hers)
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Adjunct Lecturer
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
Office Hours: <p>
Available as needed to Zoom or after class weekly. Email me to set up a time. 
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<h3>Bio</h3>
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I have taught Special Education at Barclay Elementary in Brockport since 2002, second and third graders. I currently teach in an ICOT (integrated co-teaching) classroom. I have also been a Consultant Teacher and taught 15:1 for ELA and math.  I started teaching Assessments in Special Education at SUNY Brockport in May 2022. 
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<h3>Courses Taught</h3>
<p>
EDI 419/519
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<h1>Buffie Edick</h1>
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<h3>Buffie Edick</h3>
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(She/Her/Hers)
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Coordinator of Graduate and Undergraduate Advisement
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(585) 395-2326<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 200<br/>
<a href="https://www2.brockport.edu/academics/education-human-development/directory/" class="offsite" target="_blank">Website</a><br/>
Office Hours: <p>
Please complete this advising form to request an appointment with me: <a href="https://forms.brockport.edu/view.php?id=2749647">https://forms.brockport.edu/view.php?id=2749647</a>. 
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<h3>Bio</h3>
<p>
I have worked at SUNY Brockport since 2014, shortly after graduating with my Bachelor’s degree from Brockport. I began my professional journey as a second career, in Undergraduate Admissions as the Transfer Coordinator. After four years in Admissions, I shifted over to the Education and Human Development department as the Coordinator of Advisement and Graduate Director. 
</p>
<h3>Education</h3>
<p>
Associates Degree, Genesee Community College - 2012
</p>
<p>
Bachelor’s Degree, Psychology, SUNY Brockport - 2014
</p>
<p>
Master’s of Science, College Counseling and Student Development, SUNY Brockport - 2022
</p>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
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Student development, Academic Advising, Holistic approach to advisement. 
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Outstanding Adult Student, GCC
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Outstanding Adult Student, SUNY Brockport
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<h1>Kathleen C Colantonio-Yurko</h1>
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<h3>Kathleen C Colantonio-Yurko, Ph.D</h3>
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(585) 395-5468<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 206<br/>
</dd>
</dl>
</div>
</div>
<h3>Education</h3>
<ul>
<li>PhD, University of Florida
</li>
<li>MA,Clemson University
</li>
<li>BA, Virginia Tech
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Children’s Literature
</li>
<li>Literacy
</li>
<li>English Language Arts (Teacher Education)
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Children’s Literature
</li>
<li>Young Adult Literature
</li>
<li>Critical Literacy
</li>
<li>Adolescent Literacy
</li>
<li>Third Culture Kids
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
<strong>Selected Recent Publications </strong>
</p>
<p>
<strong>Colantonio-Yurko, K</strong><span style="font-weight: 400;">., Abugasea Heidt, M., & Szilagyi, J. (2023). Third Culture and Cross-Cultural Kids: Supporting Bi/Multilingual Students with Many Cultural Identities and Experiences.</span> <i><span style="font-weight: 400;">The Clearing House: A Journal of Educational Strategies, Issues and Ideas</span></i><span style="font-weight: 400;">,</span> <i><span style="font-weight: 400;">96</span></i><span style="font-weight: 400;">(2), 52-60.</span>
</p>
<p>
<strong>Colantonio-Yurko, K. C.,</strong> <span style="font-weight: 400;">Adams, B., Boehm, S., & Miller, H. C. (2023). Boundaries, objectification, and gender norms: Addressing sexual and gender-based harassment with middle grade literature.</span> <i><span style="font-weight: 400;">Middle School Journal</span></i><span style="font-weight: 400;">,</span> <i><span style="font-weight: 400;">54</span></i><span style="font-weight: 400;">(1), 23-31.</span>
</p>
<p>
<span style="font-weight: 400;">Miller, C., Boehm, S.,</span> <strong>Colantonio-Yurko, K</strong><span style="font-weight: 400;">., & Adams, B. (2022). Himpathy, herasure, and down girl moves: A critical content analysis of sexual assault in young adult literature.</span> <i><span style="font-weight: 400;">Journal of Literacy Research, 54</span></i><span style="font-weight: 400;">(3), 298-321.</span>
</p>
<p>
<strong><span style="font-weight: 400;">Adams, B.,</span> <strong>Colantonio-Yurko, K</strong> <span style="font-weight: 400;">Miller, C., & Boehm, S. (2022). Beyond perpetrators, victims, and survivors: Young adult literature as bystander intervention education.</span> <i><span style="font-weight: 400;">ALAN Review, 49</span></i><span style="font-weight: 400;">(3), 42-52.</span></strong>
</p>
<p>
<strong>Colantonio-Yurko, K.</strong>, Boehm, S., & Olmstead, K. (2021). There Are No Rewards for Girls Who Are Too Spirited’: Schools as Gaslighting Mechanisms in Girls with Sharp Sticks. Research on Diversity in Youth Literature, 4(1), 8.
</p>
<p>
<strong>Colantonio-Yurko, K.</strong>, Miller, H. C., & Cheveallier, J. (2018). ” But she didn’t scream”: Teaching about sexual assault in young adult literature. Journal of Language and Literacy Education, 14(1), 1-16.
</p>
<p>
Boehm, S., <strong>Colantonio-Yurko, K.</strong>, Olmstead, K. & Miller, H.C. (2020). Athlete as agitator, assaulter, and armor: sports, identity, and sexual assault in young adult literature. Study and Scrutiny: Research on Young Adult Literature, 4(2), 31-56.
</p>
<p>
Boehm, S., <strong>Colantonio-Yurko, K.</strong>, Olmstead, K., & Miller, H.C. (2021). When princesses become dragons: Critical literacy, Damsel, and confronting rape culture in English classrooms. Girlhood Studies, 14(3), 72-89.
</p>
<p>
Miller, H., <strong>Colantonio-Yurko, K.</strong>, Boehm, S. (2020) Confronting concerns, navigating politics: Teaching young adult literature in high school English departments. English Leadership Quarterly. 42(4) 1-10.
</p>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<p>
<strong>Colantonio-Yurko, K</strong><span style="font-weight: 400;">., Boehm, S., & Miller, H. C, Adams, B., Mertens, G. E., . (2023, November). Challenging Rape Culture in Canonical Texts with Contemporary Adaptations in the Secondary Classroom. NCTE Annual Conference. Columbus, OH. </span>
</p>
<p>
<span style="font-weight: 400;">Adams, B., Mertens, G. E.,</span> <strong>Colantonio-Yurko, K.,</strong> <span style="font-weight: 400;">Boehm, S., & Miller, H. C. (2023, March). Pairing canonical texts with contemporary young adult adaptations to challenge rape culture. Journal of Literacy Innovation Annual Conference. Virtual.</span>
</p>
<p>
<span style="font-weight: 400;">Miller, C., Svrcek, N., &</span> <strong>Colantonio-Yurko, K.C</strong><span style="font-weight: 400;">. (2022, June).</span> <i><span style="font-weight: 400;">Young adult and children’s literature as professional development for social justice.</span></i> <span style="font-weight: 400;">Leadership for Professional Learning Symposium, Dublin, Ireland.</span>
</p>
<p>
<span style="font-weight: 400;">Boehm, S.,</span> <strong>Colantonio-Yurko, K</strong> <span style="font-weight: 400;">(2021, November).</span> <i><span style="font-weight: 400;">The Athlete Identity as Protection: Sexual Assault in YA. </span></i><span style="font-weight: 400;">Round Table Presentation at National Council of Teachers of English, Online Conference.</span>
</p>
<p>
<span style="font-weight: 400;">Boehm, S.,</span> <strong>Colantonio-Yurko, K</strong><span style="font-weight: 400;">., Olmstead,K. (2021, November).</span> <i><span style="font-weight: 400;">Gaslighting in YA: When Females Fight Back. </span></i><span style="font-weight: 400;">Panel Presentation at National Council of Teachers of English, Online Conference.</span>
</p>
<p>
<span style="font-weight: 400;">Miller, C. Svrcek, N.</span> <strong>Colantonio-Yurko, K</strong><span style="font-weight: 400;">. (2021, September). Engaging in Contemporary Social and Politics Topics using Children’s and Young Adult Literature. Presented at Mornings with the Professors, SUNY Brockport.</span>
</p>
</div>
</li>
</ul>
</article>
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<h1>Carol Henderson Wade</h1>
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<h3>Carol Henderson Wade, Ph.D</h3>
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(She/Her/Hers)
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<dt>
Associate Professor
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<dd>
(585) 395-5569<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 298<br/>
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<h3>Education</h3>
<ul>
<li>Post-Doctoral Fellow, Harvard University
</li>
<li>PhD, Clemson University
</li>
<li>MA, Clemson University
</li>
<li>BS, Clemson University
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<p>
Transition researcher from high school (secondary) mathematics to college level mathematics, specifically with a focus on how secondary teachers teach for conceptual understanding and transfer of learning; Quantitative analysis of large scale data sets; Assessing student performance.
</p>
<h3>Research Interests</h3>
<p>
Teaching mathematics for conceptual understanding and transfer of learning; Eye tracking to enhance instruction and learning of secondary mathematics, specifically application problems.
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<p>
Wade, C., Sonnert, G., Sadler, P.M., Hazari, Z. (2017). Instructional Experiences that Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus. <em>American Secondary Education,</em> 45(2), 4-21. <a href="https://www.researchgate.net/profile/Carol_Wade3/publication/318349515">https://www.researchgate.net/profile/Carol_Wade3/publication/318349515</a>
</p>
<p>
Wade, C.H., Sonnert, G., Wilkens, C.P., Sadler, P.M. High School Preparation for College Calculus: Is the Story the Same for Males and Females? (2017). <em>The High School Journal,</em> 100(4), 250-263. <a href="https://muse.jhu.edu/article/663567">https://muse.jhu.edu/article/663567</a>
</p>
<p>
Wade, C., Sonnert, G., Sadler, P.M., Hazari, Z., Watson, C. (2016). A Comparison of Mathematics Teachers’ and Professors’ Views on Secondary Preparation for Tertiary Calculus. <em>Journal of Mathematics Education Research Teachers,</em> 7(1), 7-16. <a href="http://journal.tc-library.org/ojs/index.php/matheducation/article/viewFile/1153/707">http://journal.tc-library.org/ojs/index.php/matheducation/article/viewFile/1153/707</a>
</p>
<p>
Wilkens, C. P., Wade, C. H., Sonnert, G., & Sadler, P. M. (2015). Are Homeschoolers Prepared for College Calculus? <em>Journal of School Choice,</em> 9(1), 30-48. <a href="http://www.tandfonline.com/doi/full/10.1080/15582159.2015.998963">http://www.tandfonline.com/doi/full/10.1080/15582159.2015.998963</a>
</p>
<p>
Wade, C. (2011). Secondary Preparation for College Calculus: Significant Pedagogies used to revise the Four Component Instructional Design Model. <em>Published dissertation, Clemson University. (ProQuest ID 2371212971).</em>
</p>
<p>
Benson, L., D. Bowman, Wade, C. & R. Hutchison. Effectiveness of an In-Class Demonstration for Improving Student Performance and Attitudes. 2009 <em>ASEE Annual Conference Proceedings</em> (2009).
</p>
<p>
Cook, M., Visser, R.D., & Wade, C. (2009). The influence of text-graphic integration and individual differences on learning from multimedia presentations. Paper presented at the Annual Meeting of the <em>National Association for Research in Science Teaching (NARST),</em> Garden Grove, CA.
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<h1>Kelly M Young</h1>
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<h3>Kelly M Young</h3>
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(She/Her/Hers)
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Lecturer
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
Office Hours: <p>
By Appointment
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<h3>Bio</h3>
<p>
I have been in the education field for over 20 years. I have worked as a preschool teacher, second grade teacher, and currently I am an AIS Literacy Specialist at Brockport Central Schools. I have been an adjunct lecturer at SUNY Brockport since 2019. 
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<h3>Education</h3>
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I received both my undergraduate and graduate degrees from SUNY Brockport. 
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<h3>Courses Taught</h3>
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EDI 414/515
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Roy Bubb Award
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<h1>Theodore R. Murray</h1>
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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<li> <a href="/academics/education-human-development/">Education & Human Development</a></li><li> <a href="/academics/education-human-development/directory/">Faculty & Staff</a></li>
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<h1>Nicole M. Coppola</h1>
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<h3>Nicole M. Coppola</h3>
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(She/Her/Hers)
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Adjunct Lecturer
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(585) 395-2616<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
Office Hours: <p>
By Appointment
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<h3>Education</h3>
<p>
B.A. in Mathematics with a concentration in Adolescent Education, SUNY Geneseo, 2008
</p>
<p>
MSEd in Instructional Technology, Nazareth College, 2012
</p>
<p>
Ed.D in Learning and Teaching in Social Contexts, University of Buffalo, Anticipated 2025
</p>
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<h3>Areas of Specialty</h3>
<p>
Mathematics Education, Instructional Technology, Development of pre-service and early career teachers
</p>
<h3>Courses Taught</h3>
<p>
Mathematics for Adolescent Teachers, NAS 520
</p>
<p>
Topics for Teachers: Mathematical Modeling, NAS 619
</p>
<p>
Practicum in Adolescence Education with Seminar, EDI 475/575
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<h1>Justin Jackson</h1>
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<h3>Justin Jackson</h3>
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(He/Him/His)
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Adjunct Lecturer
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(585) 395-2616<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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EDI 730, EDI 740
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<li> <a href="/academics/education-human-development/">Education & Human Development</a></li><li> <a href="/academics/education-human-development/directory/">Faculty & Staff</a></li>
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<h1>Antoinette M. Keenan</h1>
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<h3>Antoinette M. Keenan</h3>
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(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
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<h1>Mary Maslanka</h1>
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<div class="small-12 medium-8 columns">
<h3>Amy L Shema, Ph.D</h3>
<p>
(She/Her/Hers)
</p>
<dl>
<dt>
Lecturer and Director of Brockport Summer Learning
</dt>
<dd>
(585) 395-5554<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 284<br/>
Office Hours: <p>
Tuesdays & Thursday 9:00-10:30 and 1:00-2:00
</p>
<p>
By appointment
</p>
</dd>
</dl>
</div>
</div>
<h3>Bio</h3>
<p>
Amy Shema, PhD is an instructor in the Department of Education and Human Development. Prior to her work at the University, she taught in the Rochester City School District and worked on contracts with the US Department of Education that focused on out of school time learning, literacy, and staff development. Her research includes work with diverse families, early childhood education, and social foundations of education.
</p>
<h3>Education</h3>
<ul>
<li>PhD, University of Rochester
</li>
<li>MS, University of Rochester
</li>
<li>BA, Allegheny College
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Literacy
</li>
<li>Social Foundation of Education
</li>
<li>Out of School Time and Summer Learning
</li>
<li>Early Childhood Education
</li>
<li>Play
</li>
</ul>
<h3>Courses Taught</h3>
<p>
EDI 430/530 Education and Society
</p>
<p>
EDI 735 Emergent Language and Literacy
</p>
<p>
EDI 462 Inquiry into Learning
</p>
<h3>Research Interests</h3>
<ul>
<li>Diverse Families
</li>
<li>Curriculum Studies
</li>
<li>Teacher Development
</li>
<li>Program Evaluation
</li>
<li>Community and School Partnerships
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_31" role="tab" id="panel_profile_31-heading" aria-controls="panel1" aria-expanded="false">
Awards/Recognitions
</a>
<div class="content" id="panel_profile_31" role="tabpanel" aria-labelledby="panel_profile_31-heading">
<p>
Presidential Teaching Award Nomination 2020, 2022
</p>
<p>
Student-Faculty Engagement Award Nomination 2021, 2023
</p>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
Shema, A. (2023). <a href="https://drive.google.com/file/d/15lq7lSD7bdncokXc9nwSfbTh2D4A8BY8/view?usp=sharing">Who is in your family?: Moving toward a more inclusive representation of diverse families in children’s literature</a>. In K. Olmstead & S. Troiani (Eds.) <em>Many books, many stories: Using children’s and young adult literature to open classroom conversations,</em> p. 67-81. Peter Lang Publishers
</p>
<p>
Miller, H. C., Olmstead, K., Colantonio-Yurko, K. C., <strong>Shema, A</strong>. L., Svrcek, N. S. (2020). Moving from inaction to action: Challenging homo- and transphobia in middle school English language arts. <em>Middle Grades Review, 6</em>(1), Article 5. https://scholarworks.uvm.edu/mgreview/
</p>
<p>
Shema, A. (2020). <a href="https://drive.google.com/file/d/1NIW26FtVSdTT0D3Pjehj_Q_3ydvcdPWH/view?usp=sharing">Moving from Activities to Activism</a>. In Shalin Lena Raye, Stephanie Masta, Sarah Taylor Cook & Jake Burdick (Eds.), <em>Ideating Pedagogy in Troubled Times: Approaches to Identity, Theory, Teaching, and Research</em> (pp. 83-85). Information Age Publishing: Curriculum and Pedagogy Group.
</p>
<p>
Shema, A. (2016). Family. In E. Brockenbrough, J. Ingrey, W. Martino, & N. Rodriguez (Eds.), <em>Critical Concepts in Queer Studies and Education: An international guide for the twenty-first century</em>, p. 95-104. New York: Palgrave Macmillan.
</p>
<p>
Shema, A. (2014). Troubling “Family”: How primary grade teachers negotiate hegemonic discourses of family. In K. Becker, E. Miller, N. Reid, B. Smith, & M. Sorensen (Eds.), <em>Collective Unravelings of the Hegemonic Web: Movement, place, and story</em>, p.113-125. Charlotte, NC: Information Age Publishing.
</p>
<p>
Shema, A. (2011). Editing Crew: More than just carets. In C. Reilly, V. Russell, L. Chehayl, & M. McDermott (Eds.), <em>Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy</em>, p. 7-20. Charlotte, NC: Information Age Publishing
</p>
<p>
Monroe-Baillargeon, A. & Shema, A. (2010). Time to talk: An urban school’s use of literature circles to create professional development. <em>Education and Urban Society</em>, 42(6), pp. 651-673.
</p>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<table>
<tbody>
<tr>
<td width="90">
<p>
March 25, 2023
</p>
</td>
<td width="199">
<p>
NYS Network for Youth Success Annual Conference
</p>
</td>
<td width="258">
<p>
Seeing Me: Selecting culturally diverse children’s books to promote engagement
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
March 11, 2023
</p>
</td>
<td width="199">
<p>
Antiracist Curriculum Project, virtual
</p>
</td>
<td width="258">
<p>
Engaging with Antiracist Curriculum in a Pre-service Teacher Education Course
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
October 27, 2022
</p>
</td>
<td width="199">
<p>
Childcare Development Associate Certification Class Session
</p>
</td>
<td width="258">
<p>
Playing <em>Is</em> Learning
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
February 23, 2022
</p>
</td>
<td width="199">
<p>
Critical Questions in Education (CQiE) Annual Conference
</p>
</td>
<td width="258">
<p>
Shifting from thinking like a student to thinking like a teacher: Benefits of non-traditional field placements in teacher education
</p>
</td>
</tr>
</tbody>
</table>
<table>
<tbody>
<tr>
<td width="90">
<p>
April 2021
</p>
</td>
<td width="199">
<p>
Virtual US Play Conference
</p>
</td>
<td width="258">
<p>
Beyond Candyland: Learning through making board games
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
February 6, 2021
</p>
</td>
<td width="199">
<p>
RALC Live Local Literacy Conference
</p>
</td>
<td width="258">
<p>
<a href="https://docs.google.com/presentation/d/1N1KLRIMgylKtCBCy_1aZWCQYgxcgIlKt/edit?usp=sharing&ouid=101069308989046875891&rtpof=true&sd=true">Who is in your family?: Moving toward a more inclusive representation of diverse families in children’s literature</a>
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
October 22, 2020
</p>
</td>
<td width="199">
<p>
Curriculum and Pedagogy
</p>
</td>
<td width="258">
<p>
<a href="https://docs.google.com/presentation/d/1_01RF12r1MoLETdaOmAj3svhQVxwv6_J/edit?usp=drive_link&ouid=101069308989046875891&rtpof=true&sd=true">Summer: More of the same or an opportunity for addressing equity in education</a>
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
October 17, 2020
</p>
</td>
<td width="199">
<p>
Rochester Maker Faire
</p>
</td>
<td width="258">
<p>
Beyond Candyland: How to modify board games to make them more engaging
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
April 2020
</p>
</td>
<td width="199">
<p>
American Association for the Advancement of Curriculum Studies
</p>
</td>
<td width="258">
<p>
Shifting from standards to students: Ethically engaged teacher preparation
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
October 22, 2019
</p>
</td>
<td width="199">
<p>
National Summer Learning Association
</p>
</td>
<td width="258">
<p>
Rochester Model for High Quality, Fun, and Engaging Summer Programs: 7 Principles
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
October 18, 2019
</p>
</td>
<td width="199">
<p>
Brockport Student Teaching Mid-Semester Conference
</p>
</td>
<td width="258">
<p>
But Play IS Learning - Using games to support learning
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
October 16, 2019
</p>
</td>
<td width="199">
<p>
EHD Scholars Forum
</p>
</td>
<td width="258">
<p>
SummerLEAP: Game Changers
</p>
</td>
</tr>
<tr>
<td width="90">
<p>
April 2019
</p>
</td>
<td width="199">
<p>
American Association for the Advancement of Curriculum Studies
</p>
</td>
<td width="258">
<p>
Opening the Gate While Holding the Keys
</p>
</td>
</tr>
</tbody>
</table>
</div>
</li>
</ul>
<p>
Dr. Shema grew up in Pittsburgh, Pennsylvania and has called Rochester home since 2000. She enjoys spending time outdoors, kayaking, sewing, and cooking. Her favorite joy in the world is spending time with her niece and nephews and hearing them laugh. 
</p>
</article>
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<h1>Meredith Lewis</h1>
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(585) 395-5550<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 218<br/>
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<li> <a href="/academics/education-human-development/">Education & Human Development</a></li><li> <a href="/academics/education-human-development/directory/">Faculty & Staff</a></li>
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<h1>Averill D. Kelley</h1>
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<h3>Averill D. Kelley, Ph.D</h3>
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(He/Him/His)
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<dl>
<dt>
Assistant Professor
</dt>
<dd>
(585) 395-5684<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 202<br/>
Office Hours: <p>
Fall 2023: Tuesday/ Thursday, 9:30 am - 11:30 am or by appointment
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<h3>Education</h3>
<ul>
<li>Ph.D. Curriculum & Instruction, University of Nevada, Las Vegas, (2023)
</li>
<li>M.A.T. Curriculum, Instruction, and Assessment, Marygrove College, (2014)
</li>
<li>B.A. in Education Social Studies, University of Nevada, Reno, (2008)
</li>
</ul>
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<h3>Areas of Specialty</h3>
<ul>
<li>Civics/ Civic Education
</li>
<li>Social Studies Education
</li>
<li>Multicultural Education
</li>
</ul>
<h3>Courses Taught</h3>
<p>
AAS 100 Introduction to African American Studies<br />
EDI 4/568 Teaching Social Studies Inclusively High School<br />
EDI 4/575 Student Teaching Seminar<br />
EDI 670 Issues in Social Studies Education<br />
PRO 430, PRO 431, PRO 432 Field Experience I, II III
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<h1>Megan McCormick</h1>
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(585) 395-2616<br/>
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<h1>Lee Ann Townsend</h1>
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<h3>Lee Ann Townsend</h3>
<dl>
<dt>
Adjunct Lecturer
</dt>
<dd>
(585) 395-2205<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 210 A<br/>
</dd>
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<h3>Bio</h3>
<p>
Lee Ann Townsend is a talented and committed educator who has taught in public schools for 39 years and counting, plus at SUNY Brockport since 2014. She has enjoyed many different positions in her public school career spanning 3 different states, including Elementary Teacher, Enrichment Specialist, Elementary Principal, ELA Coordinator, and Literacy Specialist.
</p>
<p>
She believes all students can learn and grow in their pursuit of literacy, regardless of their background or circumstances. Literacy learning is a life-altering and lifelong process, and it is important to create a supportive and engaging learning environment where students feel safe to take risks and explore their own literacy interests and talents. Quality literacy teaching and learning are anchored in current educational research and respectful of individual student needs and goals.
</p>
<h3>Education</h3>
<ul>
<li>Advanced Studies in Educational Administration, SUNY Brockport, Dec. 2005  
</li>
<li>Advanced Studies in Literacy Education K-12, Nazareth College, May 2002
</li>
<li>M.S. Elementary & Early Childhood Education, Nazareth College, May 1997
</li>
<li>B.S. Elementary Education, University of Texas at Tyler, December 1984
</li>
</ul>
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<h3>Areas of Specialty</h3>
<ul>
<li>Teaching reading and writing to diverse learners
</li>
<li>Supporting dyslexic and struggling learners’ literacy growth
</li>
<li>Literacy development across content areas
</li>
<li>Supporting student and teacher agency and self-efficacy
</li>
</ul>
<h3>Courses Taught</h3>
<p>
Undergraduate 
</p>
<ul>
<li aria-level="1">EDI 432 - Teaching Literacy in the Middle and High School - Part II
</li>
</ul>
<p>
Graduate
</p>
<ul>
<li aria-level="1">EDI 532 - Teaching Literacy in the Middle and High School - Part II
</li>
<li aria-level="1">EDI 634 - Teaching Reading to Children with Diverse Needs
</li>
<li aria-level="1">EDI 645 - Research in Literacy Education 
</li>
<li aria-level="1">EDI 727 - Methods and Materials in Literacy Education 5-12
</li>
<li aria-level="1">EDI 736 - Literacy Seminar
</li>
<li aria-level="1">EDI 745 - Adolescent Literacy Internship
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li class="TrT0Xe">Determining effective strategies for all struggling readers.
</li>
<li class="TrT0Xe">Equity and opportunity for all learners.
</li>
<li class="TrT0Xe">Increasing professional learning opportunities.
</li>
<li class="TrT0Xe">Family engagement in literacy education.
</li>
<li class="TrT0Xe">Increasing access to high-quality diverse books and content.
</li>
</ul>
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Awards/Recognitions
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2004 Presidential Award for Excellence in Teaching Math, New York State Awardee
</p>
<p>
1991 Presidential Award for Excellence in Teaching Science, N. Carolina Awardee
</p>
<p>
1991 Mary Kerns Award for Excellence in Science Teaching for Guilford Co. Schools
</p>
<p>
1985 Beginning Teacher of the Year for Thomas Elementary School, Plano, Texas
</p>
</div>
</li>
</ul>
<p>
Professional Affiliations 
</p>
<ul>
<li aria-level="1">International Literacy Association (ILA)
</li>
<li aria-level="1">Rochester Area Literacy Council (RALC)
</li>
<li aria-level="1">New York State Reading Association (NYSRA)
</li>
</ul>
<p>
Personal Interests
</p>
<ul>
<li>Reading all kinds of books
</li>
<li>Sailboat racing
</li>
<li>Traveling
</li>
<li>Camping and backpacking
</li>
<li>Landscaping
</li>
</ul>
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<h1>Kathleen Olmstead</h1>
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<div class="small-12 medium-8 columns">
<h3>Kathleen Olmstead, Ph.D</h3>
<p>
(She/Her/Hers)
</p>
<dl>
<dt>
Associate Professor
</dt>
<dd>
(585) 395-5053<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 294<br/>
</dd>
</dl>
</div>
</div>
<h3>Education</h3>
<ul>
<li>EdD, Hofstra University
</li>
<li>MS, Hofstra University
</li>
<li>BA, State University of New York at Binghamton
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Children’s literature
</li>
<li>Family literacy
</li>
<li>Early childhood education
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Literacy and empathy
</li>
<li>Inclusive children’s literature
</li>
<li>Home-school literacy connections
</li>
<li>Early literacy
</li>
<li>Teacher education
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
<strong>Selected Works:</strong>
</p>
<p>
<strong>Edited Book</strong>
</p>
<ul>
<li>Olmstead, K., Troiani, S. (Eds.).(2023). Many books, many stories: Using children’s and young adult literature to open classroom conversations. NY: Peter Lang.
</li>
</ul>
<p>
          See it here: <a href="https://www.peterlang.com/document/1282574" target="_blank" rel="noopener">Many Books, Many Stories</a>
</p>
<p>
<strong>Book Chapters</strong>
</p>
<ul>
<li>Rath, L. & Olmstead, K. (In Press). “It was awesome. No one was telling us what we had to write!”: Empowering young writers through digital bookmaking. In Aird, S. & Mackey, T. (Eds.). <em>Teaching Digital Storytelling: Inspiring Voices Through Online Narratives.</em>
</li>
<li>Olmstead, K., Colantonio-Yurko, K. C., Rath, L. T. (2023). “How in the world will we teach online?”: Re-Envisioning literacy practicums for distance education. In Bobbie Kabuto and Sinead Harmey (Ed.), <em>Literacy in Diverse Contexts</em>. UCL Press.
</li>
<li>Olmstead, K., Colantonio-Yurko, K. C., Meredith, H. (2023). “They are not the stories we have been told or that we have been asked to teach”: Re-Envisioning classroom libraries through inclusion of global children’s literature. In Kathleen Olmstead & Serena Troiani (Eds.), <i>Many books, many stories: Using children’s and young adult literature to open classroom conversations</i>. NY: Peter Lang.
</li>
</ul>
<p>
 
</p>
<p>
<strong>Scholarly Articles:</strong>
</p>
<ul>
<li>Olmstead, K., & Xue, J. (in press). Empathy and action through literacy: Addressing food waste and food insecurity. <em>Talking Points</em>, National Council of Teachers of English.
</li>
<li>Olmstead, K., Kalenda, P., Rath, L., Xue, J., & Zhang, J. (2022). Empathy throughout the curriculum: Using picture books to promote activism & equity. <em style="background-color: transparent;">New York State Reading Association, 33</em><span style="background-color: transparent;">(1), 69-88.</span>
</li>
<li>
<span style="background-color: transparent;">Svrcek, N., Rath, L., Olmstead, K., Colantonio-Yurko, K., (2022). “We are still putting out fires.”: Considering educator intentionality in remote instruction during the COVID 19 pandemic. <em>Education and Information Technologies.</em> 27(1), 407-428.</span>
</li>
<li>
<span style="background-color: transparent;">Colantonio-Yurko, K., Olmstead, K., Rath, L. & Hutchings, M., (2021). Standing-up to social injustices: Using critical literacy and global children’s literature for equity. <em>The Dragon Lode</em>. 39(2), 27-36.</span>
</li>
<li>
<span style="background-color: transparent;">Jackson, J., Olmstead, K., & Woltz, R., (2021): “Thank you for making me like school again.” Student and family engagement through one school’s family literacy fair. <em>The California Reader.</em> Winter Edition.</span>
</li>
<li>
<span style="background-color: transparent;">Colantonio-Yurko, K., Boehm, S., Olmstead, K., (2021). “There are no rewards for girls who are too spirited.”: Schools as gaslighting mechanisms in Girls with Sharp Sticks. <em>Research on Diversity in Youth Literature</em>, 4(1), Article 8.</span>
</li>
<li>
<span style="background-color: transparent;">Boehm, S., Colantonio-Yurko, K, Olmstead, K., Miller, C., (2021). When princesses become dragons: Critical literacy, Damsel, and confronting sexual assault in English classrooms. <em>Girlhood Studies</em>, 14(3), 72-89.</span>
</li>
<li>
<span style="background-color: transparent;">Colantonio-Yurko, K., Olmstead, K., Lalik, M., Mufford, H., Sanchez, R., (2021). Expanding worlds: Studying abroad as teachers. <em>Ubiquity</em>, 8(1), 98-115.</span>
</li>
<li>Rak, L., Olmstead, K., Zhang, J. & Pelttari, C., (2021). Graduate literacy students’ reading <span style="background-color: transparent;">completion and instructional techniques for improving outcomes. <em>Brock Education Journal,</em> 31(1), 22-38.</span>
</li>
<li>Olmstead,K., Colantonio-Yurko, K.C., Jackson, T., Jackson, J. & Rath, L., (2020). “I just have so many ideas”Celebrating teachers’ meaningful literacy practices in a time of mandated curriculum. <em>The Journal of Literacy Innovation</em>, 5(1),24-36.
</li>
<li>Olmstead, K., Ashton, J., & Wilkens, C. (2020). “Do you really want to do this?”: Student teacher perspectives on imperfect placements. <em>Teacher Education Quarterly</em>. 47(4), 56-77.
</li>
<li>‘Boehm, S., Colantonio-Yurko, K., Olmstead, K., Miller, C. (2020). Athlete as agitator, assaulter, and armor: Sports, identity, and sexual assault in young adult literature. <em>Study and Scrutiny,</em> 4(2), 32-56.
</li>
<li>Miller, H., Olmstead, K., Colantonio-Yurko, K.., Shema, A. & Svrcek, N. (2020). Moving from inaction to action: Challenging homo- and transphobia in middle school English Language Arts. <em>Middle Grades Review,</em> 6(1),1-10.
</li>
<li>Colantonio-Yurko, K.., Kalenda, P., Olmstead, K., Rath, L., Wright, A. (2020). I never knew a librarian did that: Exploring how faculty and librarian relationships support meaningful collaboration. <em>Journal for New Librarianship</em>.
</li>
<li>Rath, L., Olmstead K., Zhang, J. & Beach, P. (2019). Hearing students’ voices: Understanding student perspectives of online learning. <em>Online Journal of Distance Learning Administration</em>.
</li>
<li>Olmstead, K., Colantonio-Yurko, K. C., Ashton, J., Rath, L. T. (2019). Re-envisioning teacher education: Using DisCrit perspectives to disrupt deficit thinking. <em>Journal of Curriculum, Teaching, Learning and Leadership in Education</em>, 3(2).
</li>
<li>Olmstead, K. & Kabuto, B. (2018). Writing artifacts as narratives of emotion. <em>Language and Literacy,</em> 20(2),102-123.
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<ul>
<li>Olmstead, K., Kalenda, P., Rath, L. & Zhang, J. (2022). Empathy across the Curriculum.<br />
New York State Reading Association Conference, Syracuse, New York.
</li>
<li>Rak, L., Olmstead, K., & Zhang, J., (2022). Graduate students’ reading completion: A nine -year longitudinal<br />
study. Conference on Academic Research in Education (CARE) Online Conference.
</li>
<li>Boehm, S. Colantonio-Yurko, K & Olmstead (2021). Gaslighting in YAL: When Females Fight Back. Co-authored virtual presentation at National Council of Teachers of English (NCTE) Online Conference.
</li>
<li>Colantonio-Yurko, K. & Olmstead, K. (2019). Literacy for all students: Using global children’s literature to disrupt deficit perspectives. Presentation given at International Literacy Association, New Orleans, LA.
</li>
<li>Olmstead, K. & Colantonio-Yurko, Kathleen. (2019). Using global children’s literature to disrupt deficit perspectives on diversity. Presentation given at National Council of Teachers of English (NCTE),<br />
Baltimore, MD.
</li>
<li>Olmstead, K. (2019). Why do they hate to read and what we can do about it. Presentation given at The College at Brockport Education and Human Development Department Brown Bag. Brockport, NY.
</li>
<li>Colantonio-Yurko, K., Olmstead K, Sanchez, R., Nasra, K., Lalik, M., Brockway, & M., Hutchins, M. (2019).Considering meaningful children’s literature and YAL in responsive classrooms. Presentation given at the College at Brockport Scholars Day, Brockport, NY.
</li>
<li>Olmstead, K. & Jackson, J. (2019). “She learned how to have fun in school.”: Celebrating creativity and the arts through a schoolwide literacy fair. Presentation given at the Rochester Area Literacy Council’s Live Local Literacy conference, Pittsford, NY.
</li>
<li>Olmstead, K., Colantonio-Yurko, K.C, Jackson, T & Jackson, J. (2019). Creating spaces for meaningful literacy practices. Presentation given at the Rochester Area Literacy Council’s LiveLocal Literacy conference, Pittsford, NY.
</li>
<li>Kabuto, B. & Olmstead, K. (2018). Young writers finding their voices through genre. Presentation given at the National Council of Teachers of English (NCTE) Annual Conference, Houston, Texas.
</li>
<li>Olmstead, K., Colantonio- Yurko, K., & Ashton, J. (2018) Interrupting deficit thinking in teacher education programs. Presentation given at the College at Brockport Diversity Day, Brockport, NY.
</li>
<li>Novinger Robb, S. & Olmstead, K. (2017). What’s my level? What does it matter? Unpacking neoliberal truths about leveling young readers and texts. Presentation given at the Reconceptualizing Early Childhood Education (RECE) conference, Toronto, Canada.
</li>
<li>Kabuto, B. & Olmstead, K. (2017). Reclaiming meaning in writing development. Presentation given at the Literacy Research Association (LRA) conference. Tampa, FL.
</li>
<li>Kabuto, B. & Olmstead, K. (2016). Writing so they know how sad I feel: Children as self- advocates. Presentation given at the National Council of Teachers of English (NCTE) annual conference, Atlanta, GA.
</li>
<li>Kabuto, B. & Olmstead K. (2016). The social transformation of writing artifacts: From narratives of grief to narratives of resiliency. Presentation given at the Literacy Research Association (LRA), Nashville, TN.
</li>
<li>Novinger Robb, S. & Olmstead, K. (2016). “But I don’t like to read”: Teacher candidates’ attitudes toward reading and teaching reading. Presentation given at the European Early Childhood Education Research Association (EECERA) 26th annual conference, Dublin, Ireland.
</li>
<li>Novinger Robb, S. & Olmstead, K. (2016). Going underground: Children negotiating their literate identities.Presentation given at the European Early Childhood Education Research Association (EECERA) 26th annual conference, Dublin, Ireland.
</li>
<li>Novinger Robb, S. & Olmstead, K. (2016). Lets’ level with each other: The impact of leveling on children’s literate identities. Invited presentation given at the New York State Reading Association (NYSRA) annual conference, Rochester, NY.
</li>
<li>Kabuto, B., Olmstead, K. & Velasco, P. (2014). Family stories: Exploring early literacy and family engagement. Presentation given at the annual conference of the National Council of Teachers of English, Washington, DC.
</li>
<li>Taylor, D., Olmstead, K. & Radice, L. (2013). Transforming K–12 schools into safe academic environments for children whose adverse life experiences compel us to create for them a more just and caring world. Presentation given at the Whole Language Umbrella Literacies for All Summer Institute, Hempstead, NY.
</li>
<li>Kabuto, B., Olmstead, K. & San Andres, L. (2013). Building thoughtful reading partnerships with families: Re-thinking the words we use with families. Presentation given at the Whole Language Umbrella Literacies for All Summer Institute, Hempstead, NY.
</li>
<li>Kabuto, B. & Olmstead, K. (2013). Re-inventing our work with families. Presentation given at the annual conference of the National Council of Teachers of English, Boston, MA.
</li>
<li>Kabuto, B. & Olmstead, K. (2012). Crossing borders, generations and media to connect with families through literacy: Implications that transcend traditional home- school borders. Presentation given at the annual conference of the National Council of Teachers of English, Las Vegas, NV.
</li>
</ul>
</div>
</li>
</ul>
</article>
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<h1>Akilah Collins</h1>
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