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Nov. 18, 2013 – -


Call for Proposal Submissions for Funding Consideration
The SOE Director's P. Buckley Moss Scholarship Award (supported by CLAHS)
Proposals due December 5, 2013 (by 5pm)
Funding amount: up to $1,000
Eligibility: SOE full-time faculty employment
Submit electronically to SOE Leadership Team via recipient Beth Lawton:
Proposal: Submit a one-page, single-spaced statement about unfunded research you are doing or plan to do that fits the scope of the foundation criteria.

On page 2 of the file include the timeline for your research, a very short budget (e.g., travel, meals, equipment, materials) with one-to-two sentences justifying each item, and all of your contact information. Please do not include any payroll line items such as wages since Foundation resources cannot be directly charged for this type of expense. (The email message should include one attached Word file, no additional files.)

Scope of foundation criteria: Describe what you are doing with respect to professional development activities in your work with ICAT or not involving ICAT regarding professional development activities whereby, either way, the focus is on the arts/creativity, professional development, teaching, and research.

Subject line for emailed submissions: Proposal submission for the SOE Director's P. Buckley Moss Scholarship

NCPEA Living Legends 2014 recipient! David Alexander, professor in Educational Leadership, has just been named the NCPEA Living Legends 2014 scholar


David Alexander David Alexander

In order to recognize outstanding contributions to the field of educational administration, the National Council of Professors of Educational Administration (NCPEA) began the Living Legend Award in 1999. Recipients of this most prestigious award are recognized for:

  1. Living a life that inspires others
  2. Exemplary service to NCPEA A model of genuine care, ethics and professionalism in service to education
  3. Dedication to research, teaching and service to the professions
  4. Significant contributions to the field of educational administration


About David Alexander's accomplishments in education law and outstanding service>>

NCPEA Teacher of the Week!  

Katherine Cennamo, professor and Chair of Learning Sciences and Technologies, recognized for creating effective, engaged, and dynamic teaching and learning environments

Source: Last week's CIDER announcement
Teacher of the Week, Katherine Cennamo, is from the School of Education! The goal of the Teacher of the Week program is to recognize effective, engaged, and dynamic teachers. You can view the Teacher of the Week on the main CIDER web page:

Teacher of the Week

Kathy Cennamo Kathy Cennamo

The Center for Instructional Development and Educational Research (CIDER) recognizes Katherine Cennamo, professor of Learning Sciences and Technologies, for utilizing a cognitive apprenticeship approach in her classroom to give her students the opportunity to work as novice instructional designers for a client through a service learning partnership.

Dr. Cennamo teaches EDIT 5534 Applied Instructional Design (ID) Theory, EDIT 5164 Design for Learning, and EDIT 5594 TS: ID Project Development: Advanced ID. She works with graduate students in the School of Education and designs her instruction to allow for collaboration, the implementation of design approaches based on learning theory, meaningful experiences aimed to enhance knowledge transfer, and the development of project management skills.

Recognition: Dr. Cennamo works with students not only as their professor, but as one student noted, "she was humble enough to let us see her as the 'most experienced member of the team' who shared her stories, validated our ideas, relied on our suggestions, oriented our decisions, and helped us achieve."

Dr. Cennamo and her students from her 2011/2012 Advanced ID course recently earned second place in the AECT IAP-DDL Distance Education Best Practices Award for their work creating a six-module e-learning course on Project Management for a client that serves numerous non-profit organizations. One student claimed that the project "was a success because Dr. Cennamo is a talented, passionate designer and teacher who celebrated our team's cultural, professional, and educational diversity! Team members were from Haiti, Guatemala, Africa, China, Brazil, the US, and Jamaica."

Numerous students agree that Dr. Cennamo demonstrates a sincere interest in the success of each student, and that, by way of observation, she finds ways to leverage each team members' unique talents, to share responsibility, and to celebrate success. One student team members admired Dr. Cennamo's instructional methods and the appropriateness of her lesson design for preparing students for the "ill-structured nature of instructional design challenges." Another student team member mentioned that "she created a real cognitive apprenticeship experience in which, as members of a community, we gradually moved from the periphery while becoming more competent. We learned from each other and from her 'thinking out loud' when she coached us. Besides learning about instructional design, I also learned about teamwork and learner-centered, meaningful teaching." Similarly reinforced by another team member, Dr. Cennamo "created an environment in which we could apply theory in a real-world setting, while also providing the safety net of her expertise. She invested heavily in not only the application of theoretical and design principles to the online modules, but in each student. She demonstrates the skills that she wants us to master. She asks poignant questions instead of merely giving answers." Through the service learning partnership, Dr. Cennamo engaged in a unique challenge by offering this real-world opportunity to her students. As one of her students commended her for, not only did she have the obligation to deliver a product to the client, but she also had to ensure that her students, the learners, "were developing the necessary skillsets, all within one semester."

Dr. Cennamo has the unique ability to guide students in the development of instructional products, given her extensive career in the field of instructional design and technology and her expertise in media production. She is actively working to instill this same passion in her students while encouraging them to value service opportunities as they contribute to the field.

Her students have recognized her success in these endeavors, as the following responses demonstrate: "Dr. Cennamo was a co-creator and facilitator of the process and product, rather than an authoritative master. Through this experience I learned how to effectively work with a client and manage all the various variables of an IDT project; how to avoid panicking when things are not going according to plan, but re-strategize and focus on the desired outcome." And, "Through Dr. Cennamo I learned the value of service learning, the power of team diversity, and the importance of celebrating differences!"

Programmatic Collaboration that Benefits Preservice Teachers


Betti Kreye Betti Kreye

Since spring 2010, Betti Kreye and Kris Tilley-Lubbs have been involved in a collaboration between Mathematics Education and English as a Second Language (ESL) Education programs to offer opportunities for preservice teachers from both programs to work together to address curricular and linguistic gaps that occur for English language learners (ELL) in content area classrooms. They model collaboration, facilitate group interactions, and create authentic field experiences within the required course, Topics in Diversity and Multicultural Education. Through this work together, they have created a space for preservice teachers to practice collaboration and to develop the necessary knowledge, skills, and dispositions to address the educational needs of diverse students.

Kris Tilley-Lubbs Kris Tilley-Lubbs

Their goals for the students include having them develop
1) understanding of their own perspectives and those of the students they teach; 2) observing ELL in mathematics and ESL classes; 3) comparing standards for both programs; 4) identifying gaps in content standards and World-Class Instructional Design and Assessment (WIDA) Can-Do Descriptors (the language ELL are able to understand and produce in the classroom); 5) planning instruction with support for ELL; 6) working collaboratively to design, implement, and assess the impact of their mathematics lessons for ELL; 7) presenting their projects; and 8) reflecting on their collaborative process in working with a group to complete the project.

(Adapted from Kreye, B., & Tilley-Lubbs, G. A. (2013). Collaboration for authentic preservice teacher experiences: Mathematics and English as a second language. International Journal of Teaching and Learning in Higher Education. 25(3) (

Course Featured in the News


Joycelyn Wilson Joycelyn Wilson

Congrats to Joycelyn Wilson, Assistant Professor, Foundations of Education Director, Department of Learning Sciences and Technologies

Read about this feature regarding her Introduction to Hip-hop Course featured in a student newspaper )