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Spring 2022 Research and Creative Showcase

beth ferri sits at her deskAs we bring the Spring semester to a close, there is a wealth of research and scholarly news to celebrate. Once again, I highlight research and creative work that engages or amplifies our key signature areas (Inclusive and Anti-racist Pedagogy and Practice and Digital Pedagogy and Practice). I also spotlight our SOE Centers, highlight some notable awards, honors and accomplishments of faculty, and conclude with some of the accomplishments of our graduate students. I apologize if I missed any of your work—please be sure to use the news submission form on the SOE website to submit any publications or creative accomplishments so I will be sure to catch it for the next newsletter. I hope you enjoy reading about the great research and creative work going on in the School of Education! It is an honor to support you in your research, please reach out to me anytime.

—Beth A. Ferri, ADR

Celebrating SOE Faculty Awards, Honors, and Accomplishments

Marcelle Haddix was appointed Associate Provost for Strategic Initiatives.

Melissa Luke received the 2021 Association for Specialists in Group Work (ASGW) Group Work Practice Award

Leela George was awarded a Meredith Teaching Recognition Award for Continuing Excellence

Michael Gill and Susan Thomas, along with colleagues in Arts & Sciences, organized a symposium on Anti-Asian Violence that brought together a cohort of scholars, students, and activists to trace the genealogies and geographies of anti-Asian violence.

News from our SOE Centers

Center for Academic Achievement and Student Development (CAASD)

Center on Disability and Inclusion (CDI)

  • The CDI welcomes a post-doctoral fellow, Mercedes Cannon, who joins the CDI from IUPUI. Cannon’s research focuses on the intersections of disability and race and, particularly, the experiences of Black women with disabilities as they transition to college.
  • InclusiveU (a program of the Lawrence B. Taishoff Center for Inclusive Higher Education) held an Inclusion Works! Reverse Job Fair where local employers were invited to learn about InclusiveU seniors and their employment related interests and skills.

Center on Experiential Pedagogy and Practice (CEPP)

  • Ben Dotger received funding to do School Leader Simulations PD for Onondaga-Cortland-Madison County BOCES.
  • Sharon Dotger led a K-2 Science Lesson Study involving teachers from Solvay and Cazenovia on soil erosion.

Funded Research

Charlotte Sharpe received a grant from National Council of Teachers of Mathematics for her project, Co-constructing Culturally-Affirming Accountable Talk in Math Classrooms: Charlotte Sharpe (PI), Stephen Caviness & Joseph “Brent” Sharpe (co-PI). Sharpe also received a CUSE “Good-to-Great” grant for her project, Critical Educators at our Core: a design study of a practice-based critical educator pipeline program.

Melissa Luke and Derek X. Seward (co-PIs) received a grant from US Dept. of Health & Human Services for their project, Interdisciplinary Collaborative Training for Integrated Behavioral Health Care.

Qui Wang received funding from the National Institutes of Health & Human Services for his role as statistician for the project, The Influence of Contextual and Constitutional Emotional Processes on Speech Motor Control and Speech Motor Practice Effects in Early Childhood Stuttering.

Books Published by SOE Faculty

book covers for books described below by applebaum, dotger and chandler-olcott, ferri et all, and theoharis

Barbara Applebaum published the 2021 book, White Educators Negotiating Complicity: Roadblocks Paved with Good Intentions (Lexington Books) exploring what it means to teach against whiteness while negotiating complicity in systemic injustice. Introducing the concept of a vigilantly vulnerable and informed humility, Applebaum both illuminates what theory can tell us about praxis and offers guidance for white educators in their attempts to negotiate the effects of white complicity on their pedagogy.

Ben Dotger and Kelly Chandler-Olcott published Clinical Simulations as Signature Pedagogy: Educator Preparation Across the Disciplines (Harvard Education Press). This book explores the use of live-actor simulations as a signature pedagogy to support the development of teachers, leaders, and counselors in developing critical competencies and navigating authentic and complex challenges in their practice. Contributors include many SOE colleagues, including Duane Graysay, Joanna Masingila, Michael Norris, Sharon Dotger, Melissa Luke, Joseph Shedd, Leela George, Diane Canino-Rispoli, Christy Ashby, and Megan Cartier.

Beth Ferri (with co-editors) published the 2022 book, DisCrit Expanded: Reverberations, Ruptures, and Inquiries (Teachers College Press). The book showcases how DisCrit has both deepened and expanded, providing increasingly nuanced understandings about how racism and ableism circulate across a range of educational contexts. Contributors draw on DisCrit to offer diverse forms of activism, expanded solidarities, and collective forms of resistance.

George Theoharis (with coeditor) published Parenting in the Pandemic: The Collision of School, Work, and Life at Home (Information Age Publishing). In this collection of personal essays contributors (including several from the SOE, including Dalia Rodriguez, Mario Perez, Elisa Macedo Dekaney, Sharon Dotger, Jing Lei, and Bong Gee Jang) discuss the challenges of teaching and parenting through a global pandemic.

Scholarship: Inclusive and Anti-racist Pedagogy and Practice

Nicole Fonger published the article, “Teaching Is a Journey: Toward Anti-Racism in Practice” in the journal Mathematics Teacher: Learning and Teaching PK-12. In the article, Fonger provides an “open reflection” of her journey to naming and disrupting the ways that racism manifests in mathematics education and continuing to seek out ways to enact liberatory mathematics instructional practices.

Sultan Kilinc (with S. Alvardo) published the article, “Two dual language preschool teachers’ critical consciousness of their roles as language policy makers” in Bilingual Research Journal. The article explores how dual language preschool teachers demonstrate critical consciousness in their dual language education (DLE) classroom in Arizona. In particular, they document how the teachers in their study promoted bilingualism, challenged English hegemony, and created an inclusive and social justice-oriented learning community in their classrooms.

Courtney Mauldin (with T. Kim) published the article, “Troubling the Unintended Harm of Heroic Discourses in Social Justice Leadership” in Frontiers in Education, in which they examine the tendency of school leaders who seek to enact social justice tend to conflate hero-centered or savior discourses in problematic and counter-productive ways.

Wendy Moy published “Come Together: An Ethnography of the Seattle Men’s Chorus Family” in Together in Music: Coordination, Expression, Participation published by Oxford University Press. Moy also presented the northeast premiere of Amendment: Righting Our Wrongs, a musical work by Melissa Dunphy that juxtaposes voices of the founding fathers with the voices of BIPOC women (including Stacey Abrams, Francis Harper, Melissa Dunphy, Astrid Silva, Mary Church Terrell, and Ida B. Wells), fighting for universal suffrage.

Barbara Applebaum published “Ongoing Challenges for White Educators Teaching White Students about Whiteness’ in Studies in Philosophy and Education. Applebaum examines some of the pedagogical challenges that white educators face in countering white fragility in the classroom. She argues that white educators must be willing to “rock the boat” and cultivate “white double consciousness.”

Melissa Luke and doctoral candidate Kellin Cavanaugh published “Transgender college student identity development: A narratology of intermediating experiences” in the Journal of Humanistic Counseling. In the article Luke and Cavanaugh explore how gender roles and stereotypes affect experiences of transgender and gender-nonconforming college students. 

James Haywood Rolling, Jr., published the article “Why Anti-Racism Matters” in the journal Art Education. Celebrating the 75th anniversary of Art Education journal, this special issue, Brave Spaces for Reimagining Art Teacher Preparation, documents a range of responses to this pivotal moment in the field of art education. Rolling’s article offers a brief exploration on how “brave spaces” function, how they persist and grow ever stronger, despite unwavering resistance.

Derek X. Seward, Yanhong Liu, Melissa Luke and J. Shannon published the article, “Stigma, help-seeking, and counseling with African American male college students” in the Journal of Counseling & Development.

George Theoharis, along with his colleagues, published the article, “Strengthening equity work in the face of opposition” (2022) in the journal Educational Leadership. In this article, Theoharis and colleagues argue that attacks against Critical Race Theory or CRT in schools is an “organized distraction intended to discredit” and interrupt the justice, equity, diversity and inclusion work. They conclude with 5 practices school leaders can adopt in order to turn toward equity work so needed in U.S. schools.

Scholarship: Digital Pedagogy and Practice

Qui Wang (with C. Lai & X. Huang) published the article “The differential interplay of TPACK, teacher beliefs, school culture, and professional development with the nature of in-service EFL teachers’ technology adoption” in the British Journal of Educational Technology. The article reports findings about the interplay of factors that influence teacher’s technology adoption.

Moon-Heum Cho and colleagues published, “Teacher professional development: Approaches and lessons from a pilot study in Ethiopia” in Teacher Educator. In this collaboration between a higher education programs in Korea and Ethiopia, Moon-Heum Cho and colleagues developed a series of 30 professional development videos. Findings demonstrate significant increases in teacher efficacy in using learning centered approaches after completing the professional development lessons.

In the Media

  • James Haywood Rolling, Jr. was interviewed by NPR on ways that “arts classes can be an oasis” for students dealing with the trauma of COVID-19.
  • Kal Alston was interviewed by Inside Higher Education about the impact of book bans on AP classes, and ultimately on college success.
  • George Theoharis was interviewed on CNY Central to provide alternatives to increasing police presence in school that focus on building relationships and community in schools and classrooms.
  • Beth Ferri was interviewed by KBTX to discuss experiences of students with learning disabilities in higher education settings.
  • Joanna Masingila was interviewed by WAER after SCSD reported a 77% increase in graduation rates, attributing the success to a “systematic and sustained effort” by the district to support student success and provide teachers with professional development.

Graduate Student Highlights

Phillandra Smith (Special Education) received the Graduate School Dean’s Award for Excellence in Research and Creative Work

Doctoral Prize Nominations:
Timothy Wasserman (Dawn Johnson, Advisor) Higher Education for “First-Generation College Student Baccalaureate Attainment: Investigation of a Psychological Model of College Student Retention”
Kirsis Dipre (Melissa Luke, Advisor) Counseling and Counselor Education for “Mental health service use disparities among LatinX communities: An intersectional examination of the role of skin color, acculturative stress, racial discrimination and mental health literacy”

Dissertation Fellowships: Phillandra Smith, Special Education; Keshab Adhikari, Mathematics Education

Pre-Dissertation Awards: Chelsea Bouldin, Cultural Foundations of Education; ParKer Bryant, Literacy Education; Stephen Caviness, Teaching and Curriculum; Jersey Cosantino, Cultural Foundations of Education; Easton Davis, Cultural Foundations of Education; Kelly Kearns, Counseling and Counselor Education; Samantha Maguire, School Psychology; Yuri Pavlov, Instructional Design, Development and Evaluation; Xiaoxuan Qu, Counseling and Counselor Education; Lei Wang, Instructional Design, Development and Evaluation

SOE Awards & Honors

Joan N. Burstyn Endowed Fund for Collaborative Research:
Claudine-Lonjé A. Williams & Dr. David Pérez II (faculty mentor)

Research & Creative Grant Competition Awardees: Linzy Andre, Yang Liu, Abigail Erskine, Derron Hilts, Stephen Caviness, Melvina Djufri, Atiya McGhee