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DEAN
C:irheririe Eni'h.. :h

EDITOR
K.:', Shehor, Hughae

ASSISTANT TO EDITOR
I.\or Eer.r.tt

CONTRIBUTORS
M\or, Beriner
t.aorao Co,:l,
N:r,.: D'.:n.:,
Nrirn.:, De.:in
C3:.1 Ring
K.:c, Shehor Huche:

LAYOUT/DESIGN
JS De .lri Sh.r.:ll.

UF College o( Ec.li.:coor,
PF'C' ,. ii .,JO
*:,ir.ne .,lle FL 32011
Phone 352. 3i 2.,:-'
www.coe.ufl.edu

FEATURES

4 Meetings
National Holmes Partnership Meeting
UF takes the meeting by storm
BY NANCY DEAN, PH.D.

6 Collaboration
English Language Initiative
Working with migrant farmworking families
in Greater Gainesville
BY MARIA CODY, PH.D.

8 Affiliates
The Florida Center for Community Inclusion
The University Center of Excellence in Developmental
Disabilities announces a new affiliate

DEPARTMENTS

10 Faculty News
12 Alumni News
14 Edugator News

COVER
"Never doubt that a small group of thoughtful
and committed people, working together, can
change the world. Indeed, it is the only thing
that ever has." -Margaret Mead

MEETINGS

UF Takes

The National Holmes

Partnership Meeting
BY NANCY DANA, PH.D.
SCHOOL OF TEACHING AND LEARNING by Storm

T he weather may be beautiful
this time of year in Gainesville,
but a critical mass of teachers,
faculty, administrators, and
graduate students from UF School
Partnership efforts created a thunderous
impact at the National Holmes
Partnership meeting in San Diego,
California, January 15-17, 2004. Our
strong presence at the conference was
evidenced by our record-breaking atten-
dance 26 people total including Deans
Catherine Emihovich and Rodman Webb,
13 faculty members, 5 teachers, and 2
administrators from P. K. Yonge, the
Lastinger Center, and Alliance partnership
schools, and 4 graduate students (includ-
ing UF's two new Holmes Scholars).
UF's impact and accomplishments
were multifaceted during the group's
three-day trip to San Diego. To start, Dean
Emihovich hosted an alumni dinner.
Seven alumni joined Dean Emihovich and
UF faculty to get acquainted and hear
about the many powerful initiatives that
are underway in the College of Education.
Alumni were most impressed with the
college's direction, including the extraor-
dinary ways faculty are joining with
practitioners in schools to gain insights
into teaching and learning and to make a
difference in high poverty/high need
schools in the state.
These UF partnership efforts were
publicized at the conference itself in eight
separate presentations three highlight-
ing UF Alliance work and three
highlighting Lastinger Center work.
P. K. Yonge faculty and Counselor
Education faculty made the remaining
two presentations.
Representing the UF Alliance, Ben
Nelms (Alliance Director), Mickie Miller
(Assistant Director), Wanda Lastrapes

(Urban Education Coordinator), Ronetta
Wards (teacher, Jean Ribault High School),
Adriana Martinez (teacher, Miami Senior
High School), and Ilviana Osceola (teacher
and UF graduate student) delivered three
presentations entitled "The University of
Florida Alliance: A Partnership with Urban
Schools," "Project FIRM: The Use of Text
Sets in Teaching Reading Across the
Curriculum," and "Project CHESP
(Community/Higher Education/School
Partnership): An Urban Cross-Age
Tutoring Service Learning Project."
The first presentation provided an
overview of the Alliance a partnership
between UF and six urban high schools,
located in Jacksonville, Miami, and
Orlando, now labeled as "struggling"
through the state school-grading system.
Shared in this presentation were the goals of
the Alliance (to enhance learning as tested
by state-mandated tests, to advance college
preparation, and to develop school

improvement strategies in partner schools),
as well as some of the strategies that they
have utilized to meet these goals (scholar-
ship awards, summer leadership institutes,
and the development of collegiality among
the partners). The remaining two presenta-
tions focused on special Alliance projects in
partner schools Project FIRM, which pre-
pares mentor teachers in the teaching of
reading across the curriculum with an
emphasis on the use of text sets to supple-
ment adopted textbooks in content areas,
and Project CHESP, a cross-age tutoring
program connecting UF ESOL students,
students in Early Childhood Education
classes at Miami Senior High School, and
children in Auburndale Elementary School
in Miami, Florida.
Representing the Lastinger Center For
Learning, a coalition of professionals,
including Don Pemberton (Center
Director), Alyson Adams (Program
Coordinator), Elizabeth Bondy, Mary Ann

Clark, Dorene Ross, Diane Yendol
Hoppey (UF faculty and Teacher
Fellows Project facilitators), Gloria
Merrieux, Lea McNealy (teacher and
principal at Duval Elementary
School), and Fran Vandiver, Linda
Hayes, and Valerie Austin (P. K.
Yonge director and teachers) actively
participated in sessions throughout
the conference as well as delivered
three presentations of their own to
share the Lastinger work.
In the first presentation entitled
"The Teaching Fellows Project: An
Example of Teacher Driven
Professional Development in High
Poverty Elementary Schools,"
Lastinger Center professionals
presented research findings on the
professional concerns of teachers in
high poverty schools; described the
design principles for the Teaching
Fellows Project, a professional
development program designed to
impact students; and presented
selected examples of the teacher-
designed, inquiry-based professional
development program emerging in
these schools.
The second Lastinger presenta-
tion ("The Florida Principals
Fellows Project: Connecting Leaders
and Sharing Solutions in High
Poverty Elementary Schools")
discussed the principal's role in
Lastinger Center work.
Finally, in a presentation enti-
tled "Effective Strategies for Low
Income, Minority Students: A Year-
Long Study in an Elementary PDS,"
UF faculty member Buffy Bondy
joined with Duval Elementary
School teacher and principal Gloria
Merrieux and Lea McNealy to high-
light the findings from a year-long
study of two teachers' promising
practices in this Lastinger Center
high poverty (95% of students on
free and reduced lunch) elementary
school site.
In addition to the Alliance and
Lastinger presentations, P. K. Yonge
faculty shared a developing experi-
mental model for introducing
music education students to the
realities of the music classroom and

for increasing their pre-professional
contact time with children in a pres-
entation entitled "Preparing Our
Musical Future: A University/
Laboratory School Partnership
Model for Music Teacher
Education." Finally, in "Factors in
Educational Success of Minority
Educators," Counselor Education
faculty Mary Ann Clark and
Michael Brooks discussed the results
of a study using qualitative and
quantitative methods examining
factors that have helped cultural/
ethnic minority students surmount
obstacles and be successful in their
educational pursuits.
UF's partnership work was also
shared in the presentation for the
Nancy Zimpher Best Partnership
Award made by Penn State and the
State College Area School District
PDS, previously directed by Nancy
Dana prior to her joining the UF
faculty this August. Creating a coali-
tion between the University of
Florida and Penn State is a possibil-
ity that was discussed for the future,
to enable both institutions to deepen
their commitment to engaged
scholarship.
In addition to UF's heightened
visibility attained through the
plethora of presentations, Dean
Emihovich and Tom Dana (director
of the School of Teaching and
Learning) participated in the
Holmes Scholars job fair, producing
a great deal of interest in UF's
College of Education for the next
generation of professors. UF
Holmes Scholars Yashica Crawford
and Michelle Thompson represent-
ed UF in specialized programs for
scholars.
The UF College of Education
weather front that passed through
San Diego and dominated the
Holmes Partnership Meeting clearly
impacted the national partnership
scene, putting UF on the map for its
commitment and excellence in
school-university partnership
endeavors. Weather prediction for
the future of school-university part-
nerships at UF sunny and bright!

, 5 EDUCATIONTIMES

EDUCATIONT/MES

SPRING 2004 SPRING 2004

COLLABORATIONS

Meeting the Needs?

English Language

Working with Migrant Farmworking n tl
Families in Greater Gainesville n i T

BY MARIA COADY, PH.D.
SCHOOL OF TEACHING AND LEARNING(

J osephina (not her real name) is a
21-year-old migrant farm worker
from Mexico whose daughter,
Estrella, is three and a half years
old. Josephina has lived in the United
States for less than one year, traveling
between the tobacco fields in Tennessee
and nurseries in Florida. In the outskirts
of Gainesville, Josephina attends English
as a Second Language (ESL) classes on a
regular basis.
One week this past January,
Josephina arrived at class clutching her
left jaw in pain. She explained that she
had had some problems with a tooth. A
reduced-cost dental clinic did not provide
her with any dental options or a clear
understanding of the problem (no one
there spoke Spanish); so, with the assis-
tance of some community volunteers,
Dr. Maria Coady brought Josephina to a
local Gainesville dentist to examine her
teeth at a reduced fee. Josephina needed
four extractions, several fillings, and two
separate cleaning.
Meanwhile, she was also examined
by a medical doctor who found that she
has an irregular heartbeat; thus,
Josephina needed additional medication
before dental surgery could be performed.
She also needed someone to take care of
Estrella for several hours during each
dental visit while her father and husband
worked. Over the past month, members
of the local community, including
University of Florida students, have come
together to provide childcare and make
donations of food, clothing, and health
care supplies to the family. While
Josephina's case is not unique, it illus-
trates how teaching English to migrant
farmworkers and families often entails

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more than just teaching language; it
requires addressing the immediate health
and social needs of individuals.
For student volunteers at the
University of Florida, teaching English to
this population is truly a labor of love.
During any given week, four to six stu-
dents give up their Saturday evenings to
travel more than 40 miles round trip to
Williston to teach English; a similar size
group spends Sunday afternoons in the
company of peers carpooling to High
Springs to assist migrants; and still a third
group travels west from Gainesville to
Newberry to teach English on Wednesday
evenings in a room reserved at the local
library. Despite the challenges of no fund-
ing and just a few donated materials and
supplies, like the migrants they teach, the
volunteers always show up.
This fall and spring, Coady has
worked alongside a group of dedicated
undergraduate and graduate students from
a multitude of disciplines at the university.
Most of the students are members of
HABLA, the Hispanic Association for
BiLingual Assistance, a university group
established less than two years ago, for

which Coady acts as faculty advisor.
HABLA was established with the mission
of assisting non-English-speaking migrant
workers and their families in the region.
As part of that mission, student volunteers
teach English to Spanish-speaking adults
and their children within a 20-mile radius
of Gainesville. The founding members
were pre-medical students who had been
asked to use their bilingual (English-
Spanish) abilities to interpret in the
maternity and craniofacial units at Shands
Medical Center. The project began in fall
2003 with four students teaching English to
about a dozen Spanish-speakers in
Newberry. The volunteer teachers used
materials that they obtained from the
Internet, as well as their own ESL text-
books. Trained neither in pedagogy nor
second language acquisition, the HABLA
students turned to the ESOL/Bilingual
Education program in the School of
Teaching and Learning last summer for
training and support.
In fall 2003, Coady and the students
surveyed the local area to gain a sense of
the population and need. They found a
growing population of migrant farm
workers living in the outlying regions of
Gainesville, primarily where farms
(nurseries and other agricultural areas)
are located. As a result of this initial inves-
tigation, the program was expanded to
include two additional sites: Williston
and High Springs. The outreach expan-
sion also included a larger cast of
volunteer teachers, both bilingual and
monolingual, studying at the university in
fields as varied as biodiversity, law,
community-family services, and education.
Working with this population is not
simply a matter of teaching English; it

means knowing the language and cultural
background of the students, paying
attention to their social needs, and
responding by creating a network of
community services that supports the
lifestyles of the migrants and their children.
This is no small task, as there is also
tremendous variation in the group in
terms of age, educational background,
economic need, and English ability level.
For example, some of the adults participat-
ing in the program have lived in the United
States for upwards of 15 years; others have
been here for less than a month. Some
participants are able to read and write in
the first language; still others cannot.
Carmen, for example, was a trained and
practicing medical doctor in Mexico, who
is learning English from a foundation of
bilingualism (Spanish and Mayan). This
makes her language learning goals and
needs different from other participants.

Despite the challenges of
no funding and just a
few donated materials
and supplies, like the
migrants they teach, the
volunteers always show up.

Thus, the umbrella term "culturally
and linguistically diverse" eclipses the varia-
tion and distinct needs of the individuals in
the program, especially when their
language learning needs are tightly inter-
twined with distinct social needs. Language
teaching initiatives must respond to meet
those needs. This happens by creating
lessons with language learning objectives
that are connected to a particular theme
that addresses their social concerns. As the
children of farm working families enter the
school districts in Alachua and the
surrounding counties, we can predict that
this population and its needs will continue
to grow and change in many ways. Coady,
along with students from HABLA and the
School of Teaching and Learning, will
continue to develop a language and literacy
program that responds to the needs
of the participants. This diversity is
undoubtedly here.

2004 Bellwether Awards Announced

The Uni..ei i, of Flo i:1i: In httule of
Higher E.:lucciiorn announceded Fel:.iu.:i,, 3
,*:i ils 2'004 C:omniunit', olleie Futures
,senIl:.1, i.:it Blue Ridge Community
College North Carolina; Seminole
Community College, Florida;
.:n,:d Springfield Technical and
Community College, Massachusetts,
..e l'rhi ,ear's winners of the prestigious
Bell.. ehei awards. The Bellwether Awards
.ere established to recognize outstanding
and innovative programs that are leading
colleges in the 21st Century.
Blue Ridge Community College
(BRCC) won in the Instructional Programs
.:id Services category, which recognizes
programs and services that foster or sup-
port teaching and learning in the
community college. "Learning Together:
A Family- Centered Literacy Program"
described BRCC's multi-agency educational
collaboration serving Western North
Carolina's rapidly growing Latino popula-
tion. The program's objective is to
enhance English language and social skills
For Latinos of all ages in a friendly
environment so that participants may
advance and obtain a GED diploma.
Seminole Community College won in
the Planning, Governance and Finance
category, which recognizes programs or
activities that improve efficiency and effec-
tiveness in the community college. "They
'Joined the Team to Build the Dream'-
A $5 Million Center for Building
Construction" explained the process the
college went through in order to provide
iloteof-lhe-art, workplace-simulated labs
fo, *:l::ppinticeship students. More than 90
in.:lultr, partners donciled $2.5 million of
the ecquirecd S5 million to construct a
-enrer for Bulld:l.ng Con li uct.on
S:prinr ieldl Technic:.:l :in.:l Communir ,
Collie (5TCC) ..on in he Wo' force
De.elop:.nmieni cotior', ..hich recogni:e
5l,,:ile,.lic :ill,: nces ihol :promole communir,
.:in:d economic .:le.elopl:meno i r C:reoli.e
.1_1e of Pec:l E s:ate Con.ertin. .:i Deielicl

Fa.:io', into on Economic De.elopmeni
En.:line demon :i ci:teI ho.. :ci mnIIll ul:.:in
college i:purch.:i edl c: 500 000 :lu.:ii e-fiool
:lerelici i:icloly adjacent to its cacin::u in
199o Within six years, the facility, known
cis the STCC Technology Park, had created
over 2,000 local jobs, incubated dozens
of new businesses, contributed $250,000
annually in city taxes, and provided
$300,000 annually to support college
programs.
The Institute of Higher Education
issued a call for Bellwether Award
nominations in the fall of 2003, and
30 Finalist colleges were competitively
chosen from the applicants. Ten finalists
were selected in each category:
Instructional Programs and Services,
co-sponsored by the National Council of
Instructional Administrators; Planning,
Governance and Finance, co-sponsored
by the Council for Resource Development;
and Workforce Development, co-sponsored
by the National Council for Workforce
Education. Finalists presented at the
Assembly, and one winner was then
selected in each category.
The Community College Futures
Assembly convenes annually as an inde-
pendent national policy forum for key
opinion leaders to work as a "think tank"
in identifying critical issues Facing the
future of community colleges and to
recognize Bellwether Finalist colleges as
trend-setting institutions. This year, the
Assembly's tenth anniversary, participants
focused: on solutions to community college
critical issues
For more information about
the Bell, ether A.,ards or Futures
Assembly conrull the Communit,
College Furure eb site at
htnp ....... coe uil edu/futures,
e-n-.:,l futures@coe uH.edu, or call
352.392.07J4 e.,t. 280. The 2005
:Communir, College Futures Assembly is
scheduled (o0 January 29-February 1,
2005 in Orl:nrdo, Florida.

S7 EDUCATIONTIMES

EDUCATIONT/MES

SPRING 2004 SPRING 2004

The University Center of Excellence in Developmental Disabilities

Announces New Affiliate

T he University Center of Excellence in Developmental community life, employment, housing, assistive technology,
Disabilities at the University of Florida (UF-UCEDD) and transportation have been directly benefited by the
has presented the opportunity to all University of research, service, and training provided by UCEDDs.
Florida faculty and Florida community members to These centers work with people with disabilities, members of
work with the Center to achieve common goals for the State of their families, state and local government agencies, and community
Florida and the nation. The Center's commitment to education, providers in projects that provide training, technical assistance,
research, and service can serve as an integral piece in the collab- service, research and information sharing, with a focus on building
orative environment. the capacity of communities to sustain all their citizens (see
The University of Florida is pleased to introduce Florida's www.aucd.org).

newest University Center of Excellence in
Developmental Disabilities: the Florida The Cente
Center for Community Inclusion (FCCI). of expert
Since 1963, University Centers for Excellence inservice an
in Developmental Disabilities (UCEDD) have
been working to accomplish a shared vision education,
that foresees a nation in which all people, service and
including people with disabilities, participate and infa
fully in their communities. UCEDDs have
played key roles in every major disability
initiative over the past four decades. Many issues, such as early
intervention, health care, community-based services, inclusive
and meaningful education, transition from school to work and

T is*.-. di 0r0Hlro s1 2.

Sfme

her's areas
se include
d preservice
community
d outreach,
irmation
nation.

Recently, the Association of University
Centers on Disabilities (AUCD) granted
UF-UCEDD affiliate membership. The AUCD is
comprised of sixty-one UCEDDs. They are in
every state and territory, located in a university
setting. As an affiliate member, UF-UCEDD has
joined an established national organization that
has been instrumental in advancing policies and
practices concerning individuals with develop-
mental disabilities and their families.

The mission of UF-UCEDD is to support the self-determi-
nation, inclusive opportunities for choice and quality of life for
adults with developmental disabilities and their families, thus
supporting the capacity for reciprocal relationships.
A five-year process to develop UF-UCEDD in partnership
with the Florida Developmental Disabilities Council (FDDC),
the Mailman Center at the University of Miami, and the
Advocacy Center for Persons with Disabilities began recently.
The goals are to facilitate interdisciplinary preservice and
inservice training, community service and outreach, informa-
tion dissemination, and research in the areas of emphasis
identified by the FDDC. These areas are Childcare,
Education/Early Intervention, Employment, Family Support,
Formal and Informal Community Supports, Health, Housing,
Recreation, Transportation, and Quality Assurance (Full Life
Planning). The hope is that UF-UCEDD will link statewide
interdisciplinary research, services, and training, dedicated
to improving the quality of life for adults with developmental
disabilities.
The Center's areas of expertise include inservice and preser-
vice education, community service and outreach, and information
dissemination. An infrastructure is in place that will support all
aspects of grant and project development, including conceptualiz-
ing and writing grant applications, technical editing, providing
statistical expertise and information technology services, and
planning and implementing project evaluations.
To learn more about services and to discuss how the FCCI
can work together with you, please contact UF-UCEDD at
352-392-0701 ext. 307. And visit the Web site at
http://www.coe.ufl.edu/Proiects/UFUCEDD.

Lastinger Center Brings

Teachers Together

On Wednesday, January 28, 2004, the Lastinger Center for
Learning brought together over 100 teachers from five
Gainesville schools to participate in the first Gainesville
Community Meeting of the Florida Teacher Fellows. This event is
not only a recognition of the hard work and dedication of these
educators but an opportunity for them to expand their growing
professional communities to network with other high poverty
elementary schools in the county. This year marks the initiation of
the Florida Teacher Fellows program, with 225 teachers throughout
the state being awarded Teacher Fellowships. Fellows participate in
monthly school meetings where a UF faculty facilitator assists them
in focusing their collective strengths on addressing dilemmas of
teaching and learning in high poverty schools. At each school,
teachers engage in inquiry into their own practices by looking at
student work collaboratively; creating action plans to address
student learning and refining those plans through collective reflec-
tion in critical friends groups; and investigating, exploring, and
sharing research-based best practices with their peers.
This community meeting was established to respond to teach-
ers' requests to share what they are learning more widely. Teachers in
the fellowship initiative recognize they have a lot to learn with and
from each other, both within and across schools. At this three-hour
meeting, teachers from Duval, Rawlings, Williams, Prairie View, and
P. K. Yonge (a) participated in five workshops run by UF faculty
members in order to get a taste of the resources and knowledge that
UF's College of Education has to offer, (b) participated in small
cross-school groups organized by grade level to share important
things they are learning at their schools through the Teacher Fellows
program, and (c) reconvened in whole-school groups with their
facilitators to discuss how what they learned at this community
meeting will impact their work at each school.
Response to this community meeting was overwhelmingly pos-
itive. Teachers reported that they would like to see more meetings of

Name:
Age:

Surgeries:
Prognosis:
In Need Of:

Norman Holl
70 years c. ld .:.riq. rll, builli in 1 3J4
Previous Anne.. :urqer, in earl, io0 3
Band-Aid rer-..a.i.on ,n 2003n
Ole Norm .: o merr, and in poor health
Education Te.:hriolog, traniplani
Total overhaul .:.t leachi.nq cloaroom.si
Tummy tucl.irnq he ire: bur L.eepinqg he
historical iri:qrrr.:r..:.I. ':i.rre
Main Lobb, :.urqer.,

First Gainesville Community Meeting of the Florida Teacher Fellows
this type because they never have the opportunity to talk to teachers
in similar schools and learn about strategies that are working in
similar contexts. They left wanting more...more workshop breakout
sessions, more time in cross-school groups, more time to talk about
the dilemmas of teaching in high poverty schools, and more time to
talk about how to share successes with others through program
documentation and evaluation. Teachers left feeling invigorated,
motivated, and renewed, which says a lot for a meeting held after a
long school day!
In addition to the focus on teacher and student learning,
the Teacher Fellows initiative was designed to strengthen the
connections between the College of Education and local
schools. Dean Catherine Emihovich, Deputy Superintendent
Sandra Hollinger, and Center Director Donald Pemberton
offered welcoming remarks at the meeting, outlining their
recognition of and appreciation for the dedicated educators
involved in this Lastinger initiative. As these speakers alluded to
in their opening remarks, this meeting marks another step in
the continued collaboration between the College of Education
and Alachua County schools. The hope is to leave "No Educator
Behind" as we all work together to improve the education of
Florida's elementary school students.
For more information on the Florida Teacher Fellowship program or
other Lastinger Center initiatives, visit the Web site at
www.coe.ufl.edu/Centers/Lastinger/index.html or contact: Alyson
Adams, Ph.D., Program Coordinator, UF Lastinger Center for Learning,
P.O. Box 117052, 111 Norman Hall, Gainesville, FL 32611,
352-392-0726 ext. 295 or adamsa@coe.ufl.edu.

"He Ain't Heavy, He's Ole Norman"
(The gu, I :..:h a me:: he needs a total makeover!)

hfier all he L beez r n r.':..qh hIe's still pumping out teach-
er5 educator admir.ri:rro.-:.r: and lifelong learners.
He i home c1 more ilhoar 2'5 000 alumni.
C'orn I ,c.u help rhe C1' :.u. continue ? Here's how:
Send in a qih i.:. ihe Uri..ersity of Florida Foundation,
Norman oHall IPer.:..ori:.n Project, c/o Debbie Hagopian
I ::: Norman Holl

o-ame :.lle FL .2.i i.-44
Thank you, and Norm thanks you, tool

9 EDUCATIONTIMES

AFFILIATES

EDUCATIONT/MES 8

SPRING 2004 SPRING 2004

FACULTY NEWS

news from
facu ity news instructli*onal technolo

Phillip A. Clark, professor in Educational Linda L. Larnme, professor in the School of Jew !9 y
Leadership, Policy and Foundations and director Teaching and Learning, is the recipient of the
of the Stewart Mott Davis Center for Community University of Florida President's Humanitarian Equipment Check Out Center (ECHO) Electronic PortFolios
Education, was inducted as a charter member in Award, given to a student, faculty, staff, or BY GAIL RING, DIRECTOR OF INSTRUCTIONAL TECHNOLOGY Special thanks are extended to
the Hall of Fame of the National Community community member who has made significant The Office of Instructional Technology (OIT) staff in Courtney Herosy, Sherri Sakai, Brearma
Education Association in December 2003. He has humanitarian contributions on campus and/or in room G525 of Norman Hall are having success in their Seidel, Jillian Landers, Holly Moody, -oA
served as the director of the Up Center for over the local community. or
31 years and is a founding member of the national attempts to place technology in the hands of faculty and and Sara Rhouzihad who demonstrat-
organization. Other inductees included the late students. Recently, OIT implemented the online ECHO ed their electronic portfolios at the 2003 411;o
Charles Stewart Mott, founder of the C. S. Mott Martha B. League, supervisor of field Center (httj2://tech.coe.ufl.edu/echo/) where faculty and Homecoming Reception.
Foundation, and the late Frank J. Manley, founder experiences for the Department of Special students can check out an assortment of computer and The electronic portfolio project is a nationally recog-
of the national community education movement. Education and project director for the Celebrate video equipment. Opportunities to playwith technology are nized initiative in which teacher education students are
Teaching grant, has been selected as the 2003-2004 continually offered in the hopes that once professors and required to develop and maintain teaching portfolios
Teacher of the Year for the College of Education. students are comfortable with technology they will use it in connected to the Florida Accomplished Practices. Students
Nancy F. Dana, professor in the School of Her name will now go forward for consideration the classroom. Because of generous donations from the collect work throughout the PRO-
Dean's Office, the PT3 Teaching and Technology Initiative, TEACH Program, select illustrations
Teaching and Learning and the assistant director for the university-wide award. In addition to being and Apple Computer, the ECHO Center has three laptop
of the Center for School Improvement, has honored at the commencement ceremony on -4 PC to include in their electronic portfo-
carts available for check out (both Macintosh and PC hos, and reflect on those choices in a
received the Nancy Zimpher Award for Best Sunday, May 2, 2004, she will also be recognized compatible), five digital video cameras, three digital still 2441 4111.... rationale statement which articulates
Partnership at the annual meeting of the Holmes at a special university-wide commencement cameras, several CD burners, two portable projectors, ten the reasonin behind their choice. In
Partnership. She took a leadership role in creating ceremony on Friday, April 30. 9
the Central Pennsylvania Holmes Partnership, a Web cameras, and more. Faculty have used this equipment this way students make connections between theory and
coalition of university faculty at Penn State and in a variety of ways. For example, the laptop carts have practice: the theories they learn in the classroom and the
local schools. This partnership emphasized Anne McGill-Franzen, associate professor in allowed professors to convert any classroom in Norman practical teaching experiences they have in the program.
professional development for teachers through the School of Teaching and Learning, and colleagues Hall into a computer lab. For a closer look at the portfolio project, please visit the
inquiry and action research. have been awarded the Dina Feitelson Research In conjunction with faculty development workshops Web site at www.coe.ufl.edu/OIT/ej2-main.htmI. You may
Award by the International Research Association. (httj2://www.coe.ufl.edu/OIT/calendar/index.html), faculty also view the electronic portfolios of Courtney at
This prestigious award recognizes an empirical study and students learn how to utilize the technology that is www.ej2.coe.ufl.edu/2003/courtneyherosy/index.htm,
readily available to them. For example, after attending an Sherri at www.e42.coe.ufl.edu/2003/SherrSakai/index.htrn,
Kristen M. Kemple, professor in the published in the journal of Educational Psychology image processing workshop, some faculty began video Breanna at www.ej2.coe.ufl.edu/2003/breannascidel/index.htrn,
School of Teaching and Learning and a noted entitled "Learning To Be Literate: A Comparison of projects and encouraged their students to explore a variety Jillian at www.ei2.coe.ufl.edu/2004/TillianLanders/l*nde)Lhtrn,
expert on children's social competence, has Five Urban Early Childhood Programs." of uses for video in their coursework. Examples of student Holly at www.ej2.coe.ufl.edu/2004/Holl)Ln2oody/index.htrn,
written a much needed book for both early videos may be found on the e-portfoho examples page at and Sara at www.ei2.coe.ufl.edu/2003/SaraRouhizad/index.htrn.
childhood educators and early childhood Theresa B. Vemetson, assistant dean for www.coe.ufl.edu/oit/. Students have been using their expe- Watch for more opportunities in the future to see the
special educators entitled Peer Competence and student affairs, has recently been elected to serve as rience with this technology to get jobs, to get into graduate graduating elementary PROTEACH students demonstrate
Social Inclusion in Early Childhood Programs treasurer of the Florida Association of Colleges for school, and to document their PROTEACH experiences their "completed" electronic portfolios and discuss the port-
(New York: Teachers College Press, 2004, Teacher Education. using a variety of media. folios with showcase attendees.
179 pp).

Ifyou have any questions, comments, or suggestions, please contact
Kay Shehan Hughes at 352-392-0726 ext. 266 or tkhuzhes@coe.ufl.edu.

11 EDUCATIONTIMES

EDUCATIONT/MES 10

SPRING 2004 SPRING 2004

ALUMNI NEWS

Candy stripers, educators, and

The Story of Carole and Anita

Alumni Schedule of Events

April 24
Education Alumni Councl Board of Direclors
Meetingc 10 30, nami Roonm 158 Norman'r Hall

April 27
Scholarship of Engagement Dinner 6 30 p m
Universriy ,o Florida Emerson Alumni Hall ballroom

May 3
College of Educallon Alumni University of Florida
Alumni Association Golf andc Reception golf ol
noon and reception ao 6 30 p m Golden
Ocala GolF and Eiquesirionr Clu.l: Ocala Florida

May 20
Dishnqui.shed Leclure Series Dean Coaherine
Enmhovich Border Crossin.:gs The New Cuuural
Diversity in Florida Schools 6 30 p' m Universiy
of Flornda Emerson Alumni Hall

Alumni event in St. Augustine, Florida, on February 19 at
Le Pavilion Restaurant. From left Ann Henson, Reisa
George, Norm Nelson, Maggie Nelson, Paul George,
Dean Catherine Emihovich, and Glen Moore.
June 3
Alumni even Miami Florida

September 23
College of Educaolln Career Ni.hl 6 00 p m
Terrace Room Norman Hall

September 30 October 2
Universiry of Florida Grand Guard Reunion

F.:.r :ou.:di rii.:.ri.:l ri:n rrm :it.:.n prle.-:e c.:.:rtlci Pobin Fre, :ii rire,'':-,c.e uil :lu *:,r ?52 2':' -'2 e.,.i 2'

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E 13 EDUCATIONTIMES

EDUCATIONT/MES 12

SPRING 2004 SPRING 2004

EDUCATOR NEWS

American Youth Policy Forum

Welcomes COPSSE

James R. Swanson, BSE 55
t \E. I 5.. r-hr.e,] Ironi Er .r, P.,J. 11
I.-Ir ..-r ,I ,ni 1 -- r.' J i Jl .I 11 ,i l inI.:l
I, Hii.hJl HIIHb FIl..t. l, r"ll.i
I.Ir..a -r.HI, Emni.r I.i.l.. .iin I
c:Ii.m.ni L UII. r.-r, rll 2'" He
nio.- 10o Fr.jI hlr, I.lorili .rolr.i
m1 .l..i 1' ? ,. re,. nd, r-.:-,. dl
hor-or-ir, ,, i-nd-.r,,. ,1 m ,l- Flori.dj
E l' ,..jrJ o ,.Hil F:.- e ir.:h ,.: .il.o r ,

1956
Barbara J. Hull, tI EJ 5
iu.J ro. relre,.

1959
Jack (John) R. Lamb, r.IE.I 5'
,. .hoo.l I,,.irl m -iin er ir, 11,
Hll-l.-ro,, |i 'pI .o r r, r ..: :, .lI .
(Flor, I .) He ,i H Iin l .-ir ofl l.e UIF
Coll- e ofl E-1. l.:- ilion .Inii, H
. ..0 ..hor, ..11. .h .or, r. l F,"?-
Lijni. l I.Ii o ..l-l e ? a .. jr,l

1967
1 7 Kenneth Tyrone
Henson, t ED .."
1-n ,,J, I2. ,I 1 ,II,-J
I,2I I l ,c l.L

', 1, 1- ., 1 I... e;.c ,i I I-I,,, ,
B. .:on iJI TI,- hook u,-. i.-
bIHHiH -O H:irT-iIr mi III- I. 1ccl

l i-r-. ron .].]l I- i. jI i, -
m..J.l.- I..oel ni III.- l ..l ,j, l,.-.
I.Hl- er l, l -orrIr nH i or ..i ..orni,:e
l-vh:Jlir *1 lorl iier M-ihor rjl ?h .i-jrl :

H-jur Iri,IHrurl-
.r., ci Flo n I I
rI lur H- .1.
i-- Driin r-h IT- i, ier
alor I :o r ri- ,- r 2 J I ., Iii ,
,-o,.:,r ,orl T,-i.:l, er E-l..:.jlor.
i. .J. .or1, Pi l, .hli-r, H.- .ir.J I,,,
.1l- I.- i roin Hl I i .ir CHI- rl--,lor.
0.o,,I, Crol,1,iJ her- I,- -. r" -.. ,
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Thli- Ci.I.i- 1 He .:.ir, be :oni.J.:ieJ Ji
Lenrelh '.-r,.,n,,.:t.j .Jel e: ..

Glenn G. Tucker, r.\E .. E-l.
.',. E.ID -' r- ,.reJ r, 1 "-'?

1971
Jan Ayres, E. "I 1 ..:...e.i:--
I-.i.I.-r .ji Ho.- Jr.t b.,.op t ,1 J, JI-
,.hlool ii C ..-r.lle 1.-. [leen
T. r.T.ir- Oi-; o 0 the ini',,,,,l rjl I- ,J" ,
E .r, rer 5,.Ihool pror-jr, i JlrH.t-r
".:on',.lI-l j.jir., ,I',,r,,Jr-L. 1 ol Otler
'... ol.. r...r o~- II- o:0i. lr Dui nrI
lh'+ n-rl'lihr- ,,rM II1- I .- in .ill
-Ir .- l 1r 1* l o r...; ,. .,-l r r. J I lr.r-|
,: ,._1.rl |m .I i ro i ,.1,.- t,:hi-J i i to rl,-ir
I,..l-nli H..m Ir.lir- i] tsl b.en .i-l.
Jpir i.- .. rnl r n 111.1, 7- ,F r .. il11
Ira Rosenbe i:rogr.j.ir, b-E .- nlr
.11 I J.Iolin.. Sf.' .:T -ni. er
.-r.lhor. jl, a. re, h.,iH, I-r
nOl rni jl *H i C.1 l -inj.lr. L.~..-r.
Te-j..l,.r olI the rl lr .lo l.. :lHool

Karen (Dent) Scarborough,
b-E -1 ,i. ..n -.. Hor.. .,ior
lor l .:lH ol .oln..ii r Hbi. i... HI

1975
Ira Rosenberg, B-E "5. I l--r
f..irn-r lor lhL Ur -nl-. S l-. l .'o,.-11
1-1r,..... ,, i.* .i t,, rl .h.l ,01a lor r.,
N. lor..I o ,-1:nr1on l of Ln-r
Currner...inJ iJ mnener o.: rh- lojr.J
ofl rle Br.:,.- .ir I Co.nr, C.lic.r Clu,.

1979
Carolyn (Green) Speed, f EJ
-.' n U, ,- .. ....,,In.- .Inr or a0
il- Polk omrr, 'Oppor..jln. r, r o.r.,..l-
.1 o.. mnmn r, i,.a i-ri. i.|ier.n. in

B. irlo Flor,.i., TI. -i .i-- r.r:. ,-r.,.
ill- Iollo r.. r. ..oi ,nh,..h Hi.jhl, r,. I,
Polk 'lealhaoliae ,111 Hirrl-;

Rick Varner, B r.E.I I 5 I .11
I .'i I HJill irin.:.p il HO .-Jr.,l b iJi,
r.,.l.lle ,..lhool ir, C-1 l. .e,.,lle I,.-.
.-.ir, r. ..i l. ore oFl ,l- h r,,j,,.1,r.jl
lS% E lor-r SI:lool .ro.lr-.in.
Th- biJiop I-. i n in,,-l.- .1.i ,jir,I
hiirlre,l, ol orlh-r ..,lool, i..:ro-. Ili,
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rac.o.iiniion'i D[unr.,j thle i---1 rl'r---
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..rl, il ro elilh. ...-r.hil, ill JPL
I.:,mi othe rl.-1.ir rc.. -r

1983
Robert D. Askren, E-E *" .
p'r.el ii Trniir, E -...:op,l *:-hur.h ir.
SI ,- -liu-l.r,- Flonr.l.1 l. ir. lr,
.:-rihh-l I- '- i-lor. il .. jr

1987
Larry C. Kubiak, PhD Jre,..
lor .of P .,..holo,-]..l -, r.... ,> l 11.
T.jll.,J-., t emnor.il E .-h-T. ir.il
H-j.lll -. ,rlr .- i,. r-.- nll, lI.le.
pre.,, -Jril ol hie Flor,,li PF, .liolo:j...il
- .: liri 10 o r..- in 2'i

1995
Carmelo J. Sigona, r 'E.I .1
hr.ir, lr ..Li ... .il..,l N -- J rm- ,

William David Weaver, E-. '--
.E.-1 o l .1. ,.I-r I .-. li ir..] .l
te,i.orlc.rjI ..1. 11- ool lorr i ..
-*r, e-r, D,' lrlr,-. I ll hn1= hi -i 1.
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1n1.- E.CL -.I,.:.lh.ori Til,. ,.ir lhe
.rn-1 l.ilon.il to.ir.1 Cerlhi.Jliori

1996
Joey Knapp, r E.l 9.' I .
I-.:lln.i. 1ri rl l .L1 .-" >.,e ,1
,.ilr io e 1,. i10 ,I ore ,r,.i 1h 6
ni.]i .i.jer ol J [I n.1.1 :,jll-.I
IJrllor .l.,en ( .. ...- ur.Ior al-r, or- I

1997
David Shelnutt, B- -r. E. -1 :
E-1.3 3 Ij ulor, l- .h-r .il

Bn.:hhol- H..]li 5..eool ,1. G. .,-..Ill-

:Co'u, Tei, .i-r o1 11e .,-ir He
.ork., ol On i lC.:.Ir 1i- ilr
E I...:.ii. ,niij L.- I H -r.Ih 1n Ill- Ccll- je
ol E, i.:.ioH .,
1999
Lana L (Lorenz) Barros, b-E
f'- 1E.I ] i l, l.. l, I
-r,.h--r .*:onm n'iirnl, .:',-.ol lor tlree,
,e' r. .: rrT.rI l, oI'I nl- rriH r, l.-T-e
. H i, h.-r ,ni -or. TH ..T j 1 r- r
. -nl.- .1 1 1 2.... Flor..i1 P'-cs m._l
" ,O,.i.lhon ,-ordl-r-r..c. 011 .:o rl..rr r
-'l 'i-rol-r I I-rl r .-H,l I.

Elizabeth J. Hill, B-E ; Er.IE.
i 1 i 1.. 11,,.1 ,,, 1 11 2,,,, 1 11 T-v.i:l,er
ol lth- I-ir ir, ih, r-..irl Co,,rj,
, l.hol, (Flori. .il

2002
Jessica L. Peramo, B-E '2
t \E- 1 ,3 ., re I .lI, n.j.11il lsi .h-r
for i .l F ..-ir,. I, I.o jr.orm. l i-. I.,
fr.erril El-m-ni.jr, 3.hioc-l ri.-
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Tes,.i-r h ol F .,e -ir lor her ..:h.:.ol
- i.J r.i or.,i lo r .I,,rr ..on ,.-liHon or
t HIjin. D-.ile Co..rr,

2003
Jordan M. Johnson, B-E ,3
S ..:,,rr. -rl, Ia L ,. r r ,Jr i 1- I h, i-r
,il N. rll .-.1I El.-ninl- r, H ln
H. P, .l.. iirI',r Flor..1- 1

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T he Center for Personnel Studies
in Special Education (COPSSE)
presented information to the
American Youth Policy Forum
(AYPF) concerning the proliferation of
alternative route programs being developed
to address the growing shortages of special
education teachers. This event was held on
Friday, February 27, 2004, from 11:45-2:00
p.m. in the Longworth Office Building,
Washington, D.C.
Nationally, 98% of the nation's
schools report shortages of qualified spe-
cial education teachers. Many states, in
response to the demands of the "No Child
Left Behind" Act and the Individuals with
Disabilities Act, have developed alternative
routes to certification (ARCs). According
to the COPSSE study, 15% of special edu-
cators earn their degrees through these
alternative programs. The research also
shows great range and variability in the
structure and standards of these programs.
Nearly half of the ARCs require less than
three months of preparation before
students enter the classroom as special
education teachers; 14.6% require no
training at all. There are 175 such
programs in 33 states and the District of
Columbia.
Dr. Paul Sindelar, one of the researchers
looking at what ARCs do to help meet the
need to find highly effective and qualified
teachers for every special education student,
states, "...Effective ARC programs exhibit
meaningful collaboration among key stake-
holders (IHEs, SEAs, LEAs); have adequate
length and intensity; contain substantive,
rigorous, and programmatic content; and
provide careful and frequent supervision
and mentoring."
Michael Rosenberg, a professor at Johns
Hopkins University and a principal in the
COPSSE study, said, "The complex nature of
special education programs makes it diffi-
cult to establish the connection between
what teachers do and what students achieve.

More work needs to be done to assess the
effectiveness of these programs."
The AYPF also provided a forum for a
policy discussion regarding the use of ARCs
as a means to train qualified teachers for
special education classrooms.
AYPF is a service organization that
works to provide accurate, up-to-date infor-
mation for policymakers and their senior
aides so that effective educational programs,
hands-on learning experiences, internships,
and community service opportunities can
be developed for youth across the nation. By
providing information exchanges that bring
leading policymakers, researchers, and
youth-serving practitioners into a bipartisan
group of senior Congressional aides,
Executive Branch leaders, state offices locat-
ed in Washington, D.C., and their
counterparts in national associations
focused on the education of youth and
career development, AYPF assists in the
development of national youth education,
training, and transition opportunities.
Prior to the American Youth Policy
Forum, COPSSE presented to members of
Congress a series of policy briefs representing
recent research concerning the preparation of
highly qualified teachers, administrators,
paraprofessionals, and related service person-
nel. The event was held on Thursday,
February 26, 2004, in the Dirksen Senate
Office Building. The COPSSE policy briefs
make available the latest research on the effec-
tiveness of both traditional and alternative
teacher preparation programs. COPSSE is
funded by the Office of Special Education of
the United States Department of Education.
Dean Ralph Fessler of the School of
Professional Studies in Business and Education
at Johns Hopkins University and Dean
Catherine Emihovich of the University of
Florida presented the policy briefs to Senate
and House members. Both schools represent
the principal partners in the Center, whose goal
is to enhance classroom practice and to
improve learning for students with disabilities.

E15 EDUCATIONTIMES

EDUCATIONT/MES 14

SPRING 2004 SPRING 2004

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