Front Cover
 Table of Contents
 Back Cover

Group Title: Annual report, College of Education, University of Florida
Title: Annual report
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00091364/00004
 Material Information
Title: Annual report
Physical Description: Serial
Language: English
Creator: College of Education, University of Florida
Publisher: College of Education, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2010
 Record Information
Bibliographic ID: UF00091364
Volume ID: VID00004
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.

Table of Contents
    Front Cover
        Page i
        Page ii
    Table of Contents
        Page 1
        Page 2-3
        Page 4-5
        Page 6-7
        Page 8-9
        Page 10-11
        Page 12-13
        Page 14-15
        Page 16-17
        Page 18-19
        Page 20-21
        Page 22-23
        Page 24-25
        Page 26-27
        Page 28-29
        Page 30-31
    Back Cover
        Page 32
Full Text
College of Education
P.O. Box 117040
Gainesville, FL 32610

Non-profit org.
Jacksonville, FL
Permit No. 4390

College o Educatio
UFUNIV~ERST0o FOIDA20-0anulrpr






\url--------- II,

oThe mission ofthe College
of Education is to prepare exemplary
S"IH!l professional practitioners and scholars; to
l prgenerate, use and disseminate knowledge
.p about teaching, learning and human
development; and to collaborate with others
to solve critical educational and human
problems in a diverse global community.

College earns full re-accreditation
The College of Education at the University of Florida in 2010 was granted
full, continued accreditation of its educator
N C JE preparation programs by the National Council
of for Accreditation of Teacher Education, the
in nation's primary accreditor of teacher-education
programs. Examiners cited exceptional strengths in faculty teaching and research,
high-quality students, statewide outreach and school-improvement partnerships,
and diversity efforts in faculty and student recruitment. The College has been
continuously accredited since NCATE's founding in 1954.

The College of Education depends on
gifts from alumni and friends to cover
needs as basic as student scholarships,
faculty support and specialized
equipment. A donation would be greatly
appreciated and is tax-deductible.
Please cut this card along dotted line
and mail it inside envelope to:
UF Foundation PO Box 14425
Gainesville, FL 32604-2425
(You also may donate online at:

We need your support!
Enclosed is my gift of: $25 0 $50 0 $100 0 $250 0 other $
I'd like to join the Dean's Leadership Circle with my gift of $ ($1,000 or above)
O Enclosed is my check payable to the University of Florida Foundation
O Mastercard O Visa D American Express O Discover
Card number Expiration date
Billing address
(if different from address on reverse side)
Signature of card holder Date

C- (Please cut along dotted line and mail card inside envelope with gift)

l aAbout our theme: "Profile 2010"
Mention "Profile" these days and some people-especially your "Friends"-may assume you're
talking about the personal bio you posted on some trendy social-media site on the Internet. We
chose this simple theme not only for its literal meaning, but also in acknowledgement of the
many ways people and organizations can connect with each other in today's global and digital
society. Whether you're "turning" the page or "clicking" on each page as you read this report,
we hope our connection leads to a personal exchange about our common interest to make a
difference-in the classroom, in the world and in your life. And, oh yes, do visit the College's
social-media sites at: www.facebook.com/UF.COE and http://twitter.com/UF_COE.

Produced by: University of Florida College of Education
Office of News & Communications
P.O. Box 117040, Gainesville, FL 32610
Director/Editor/Writer: Larry Lansford
Design: Kristi Villalobos, Kno Limit Designs, Gainesville, FL
Photography: Larry Lansford, Ray Carson, (UF Photography)

Home P Account v-

Dean Catherine


The Educational Testing Service has just issued a very
sobering report, The Black-White Achievement Gap: When Progress
Stopped (2010), that should be required reading for all education
policymakers. This report outlines in great detail the historic
persistence of the achievement gap, the policy changes that
narrowed the gap in reading and mathematics during the 1970s
and 1980s, and the factors that lead to the dispiriting conclusion
that the gap is now increasing in the first decade of the 21st
century. This conclusion, coupled with the rapid demographic
shifts now evident in all 50 states regarding race and class
issues in public education, gives new urgency to the call from
U.S.Secretary of Education Arne Duncan that closing this gap is
the "civil rights issue of our generation."
Colleges of education must take this call very seriously to
demonstrate their viability and relevance in the public realm,
particularly since they continue to suffer near-constant attacks
on their lack of contributions to school improvement and K-
12 student learning outcomes. I couldn't be more proud of the
fact that despite all the difficult budget reductions the College
of Education has endured over the last four years, faculty and
students continue to excel in teaching, scholarship and service,
especially on this important issue.
The overarching theme of the activities featured in this year's
annual report is a laser-like focus on whole school improvement
intended to help close the achievement gap in Florida's most
challenged schools, whether it is about providing better prepared
math and science teachers, increasing college access, or working
with families to enhance early learning outcomes.
The fact that the state of Florida has just been named as one
of the recipients of Race to the Top education stimulus funds also
makes us very optimistic that many of the programs and projects

2009-2010 Highlights
Molding Master Teachers
Key Initiatives
By the Numbers

Closing the achievement gap: 'the
civil rights issue of our generation'

listed in this report may very well be picked up for statewide
implementation. In particular, the Florida Master Teacher
Initiative has been highly praised by district and state officials,
and preliminary evaluation data on this program indicates that
when teachers band together and work as a team with their
instructional leader, along with solid community support, real
and significant improvements in student learning follow.
In addition, the College of Education and its Lastinger Center
for Learning, working in close partnership with the Miami-
Dade School District, recently received an 13 Innovation Grant
to develop an online early childhood master's program similar
to our already highly successful Teacher Leadership for School
Improvement master's degree. Although the details of this
grant will be reported on more extensively in next year's annual
report, I mention it now as further evidence of our commitment
to improving teacher quality in schools where young children
desperately need the best teachers we can send them.
Closing the achievement gap will be extremely difficult even
under the best circumstances, and in an economic recession, the
challenges are greater than ever. But when outstanding faculty
and students put their collective talents to use in making a
difference to create a more just and equitable society, the results
are astonishing. I hope you appreciate reading about them in our
2009-2010 Annual Report.


Dean Catherine Emihovich

4 Faculty Research Awards
6 Academe
8 Laurels
13 The Year in Pictures
14 Alumni & Giving

M e Pl A n w

UF College of Education

Affiliates, Centers and Institutes

Fast Facts

3 schools
College academics are organized
into three schools for optimal
resource-sharing, cost-effectiveness
and to promote interdisciplinary
collaborations among faculty with
complementary interests and

* School of Human Development
and Organizational Studies in
* School of Teaching and Learning
* School of Special Education,
School Psychology and Early
Childhood Studies

21 bachelor's and advanced
degree programs within 7
academic specialties

* Counselor education
* Early childhood studies
* Educational administration
* Research and evaluation
* School psychology
* Special education
* Teacher education

We are one of America's best colleges
The UF College of Education, founded in 1906, consistently ranks
among the top 25 among public education schools in the elite
Association of American Universities. The College boasts three
nationally ranked academic specialties in the 2011 US News & World
Report's reference guide, America's Best Graduate Schools:
3rd Counselor Education
4th Special Education
19th Educational Administration
7th School Psychology faculty also was ranked 7th nationally
in scholarly productivity in the Chronicle of Higher
Education's most recent rankings, in 2007.

Bright futures start here
Our varied degree programs can lead to rewarding careers in
teaching, early childhood and special education, counseling, school
and education administration, and leadership posts in higher
education. Our challenging programs of scholarship and real-world
experiences prepare educators to serve not just their schools, but
also their communities.

Our core philosophy: Engaged scholarship
By partnering with public schools and communities across the state,
UF education professors and students engage in scholarly outreach
activities that directly contribute to improved schools and increased
student learning, or address important social and community issues.

Through partnerships with public schools, school districts and communities, UF
education faculty are working through several College-designated centers and
institutes to meet Florida's varied and fast-changing educational needs:
P. K. Yonge Developmental Research School: Since its 1934 founding,
the College's renowned laboratory school has served as a center of innovative
educational program development and dissemination for K-12 students.
UF Alliance: partners with high-poverty high schools and middle schools
in Florida's three largest cities-Jacksonville, Orlando and Miami-to
promote student and educator leadership and enhance college access
for underrepresented urban youth.
Center for Disability Policy and Practice: fosters interdisciplinary research
and training activities to improve learning and classroom achievement for
children with special needs.
Center for School Improvement: cultivates UF partnerships with Florida
schools to provide novel, "inquiry-based" professional development programs
as a primary method of school improvement.
Institute of Higher Education: UF resident faculty provide mentoring,
networking and continuing professional development opportunities for
higher education practitioners and leaders, with special emphasis on Florida
community colleges and college access for underrepresented groups.
Lastinger Center for Learning: links some 300 partnering schools across
Florida with UF research scholars from multiple disciplines, forming powerful
learning communities in support of school improvement and children's learning
and healthy development.
National Center to Inform Policy and Practice in Special Education
Professional Development (NCIPP): Under a $2.5 million federal grant,
UF researchers at NCIPP are studying and introducing new strategies for
helping states and local school districts improve the retention and quality of
beginning special education teachers.

Fast Figures (2009-10)

Student Enrollment: 1,863
Undergraduate: 575
Graduate: 1,288
Online Enrollment: 4,395

Faculty (full-time):


Alumni: 28,

106 Research funding: $37.8 million
total; $8.9 million in yearly
73 research expenditures.
,406 Operating budget: $38.3


M e Pl A n w

UF College of Education I

2009-10 Highlights

Math-science summit calls for action statewide. UF's Lastinger

Center for Learning hosted a fall summit on mathematics and science

education for Florida educators and community leaders, issuing a call for

action to pursue aggressive school reform strategies that can help restore

America's global competitiveness in the vital technical fields.

UFTeach prepares scientists, math whizzes for classroom.

Inventive recruiting strategies continue to draw some of UF's best and

brightest mathematics and science majors into the teaching ranks through

UF Teach. The program was created in 2008 to ease the crisis in math and

science education. The two-year program enrolls close to 60 UF math and

science undergraduates each year. By 2012, UF Teach expects to have more

than 400 students enrolled and graduate 80 yearly into the teaching ranks.

By 2017, about 240 UFTeach graduates should be teaching, mainly in Florida,

and will have impacted more than 80,000 students.

Faculty help shape national policy. Several education faculty served

on or advised elite groups instrumental in shaping national education policy:

NCATE enlisted COE Dean Catherine Emihovich for its blue-ribbon panel

on teacher preparation reform; education technology expert Catherine

Cavanaugh served on U.S. Education Secretary Arne Duncan's advisory group

on virtual schooling; professors Mary Brownell and Paul Sindelar helped draft

recommendations on special education teacher quality and evaluation for the

congressional House Education Committee; and higher-education scholar

Luis Ponjuan addressed a national briefing on Capitol Hill to raise awareness

of the cavernous learning gap among Latino males.

Students benefit from diverse faculty, classmates. The college

continues to bring together faculty and students from diverse backgrounds

who share similar academic and personal interests and goals. The college

benefits from considerable diversity among the faculty, with 23 percent from

racial and ethnic minority groups. That compares to 15 percent in 2002,

Among students, 30 percent hail from racial-ethnic backgrounds, compared

with 23 percent in 2002.

Student Council voted tops on campus. The Education College

Council was selected Best Council of the Year by UF's Board of College

Councils. The ECC is an umbrella organization for all COE student


'Bama community 'scouts' UF lab school as model for new school system. A group of nearly 30 town

and school leaders from Pike Road, Ala., visited P.K. Yonge Developmental Research School recently to "scout out" PKY

as a model school for the town's efforts to start its own school system. The visitors spent the day observing classes and

brainstorming with PKY and COE faculty about their plans.

Florida Master Teacher Initiative rolls out across the state. This first-of-its-kind initiative provides tuition-

free, job-embedded, advanced degree programs in curriculum and instruction for practicing teachers, blending on-site

and online coursework. Its purpose: to develop master teachers and leaders for Florida's highest-need schools. The

program launched five years ago in Dade and Collier counties, but now serves in disadvantaged areas ofAlachua, Duval

and Pinellas counties, as well. Statewide last year, more than 230 teachers were enrolled.

Breaking down barriers: 50 years later. The year was 1959 when Daphne Duval-Williams enrolled in a Ph.D.

program, becoming the College of Education's first black student. A half-century later, in September 2009, the college

marked its 50th anniversary of integration with a special celebration recognizing the success and positive impact that our

African American alumni and faculty have made in the education field.

Summer institutes boost teaching in math, science, civics. Aided by a grant from the state Department of

Education, the college staged a series of two-week summer institutes to increase teachers' content knowledge and help

bring Florida teachers up to speed on new, rigorous standards in mathematics and science. Under a separate grant from

the Helios Education Foundation, UF education professors focused on strengthening civics education in Florida through

a series of summer workshops for middle grades educators from seven Florida counties.

Sources of Revenue: FY 2009-10

Total operating budget: $38.3 million

* State appropriations & tuition

* Sponsored grants and contracts

* Endowment earnings and gifts

* Misc. gifts/service agreements

$ 24,683,742

$ 8,610,994

$ 2,742,363

$ 2,250,481

$ 38,287,580

The College marked its 50th anniversary of
integration with a special fall celebration.

UFTeach draws some of UF's best and brightest math
and science majors into the teaching ranks.


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NCATE accreditation examiners cited the high
quality of UF's education students.

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Fifth-grade teacher Rodney Watson, shown on his gradu- graduate education degree program. The Florida Master Teacher
ation day, reenergized his career through UF's novel,
tuition-free, job-embedded master's degree program. Initiative was developed and is administered by the Lastinger Center for
Learning and the School of Teaching and Learning at the University of
Florida's College of Education.
It's a powerful push to help practicing teachers develop as master teachers, school leaders and advocates for
children at Florida's most challenged schools.
The coursework is job-embedded. Here is what that means: Overseen by UF professors-in-residence, teacher-
students attend on-site classes and online courses while remaining on the job at their schools. That is a crucial
aspect because it allows teachers to immediately apply in the classroom what they learned in the coursework.
Amazingly, the degree program is essentially free. Teacher-students in partnering schools pay only $150 per
semester for books and fees. Their tuition of more than $20,000 is offset by grants and stipends from the W.K.
Kellogg Foundation, the Helios Education Foundation and other foundations, the Florida Legislature and,
increasingly, local school districts. In return, the teachers must agree to remain at their inner-city or high-need
schools during the program and for at least three years after graduation.
"What interested me at first about (the program) was that it was strongly job-embedded and I would be
working closely with my colleagues," said Watson, who teaches fifth grade at Village Oaks Elementary in
Immokalee, an economically depressed farming community northwest of the Everglades. "That's what drew me to
it, but I didn't realize how powerful that would be."
Participating teacher-students are grouped into "cohorts," usually consisting of several dozen colleagues from
their school and nearby schools. Each cohort is overseen by a UF professor-in-residence who serves as an on-site
instructor, mentor, motivator and educational cheerleader.
The curriculum is "inquiry-based" and collaborative. Teachers focus on a question or issue important to their
students, work together in cohorts, and then propagate their learning and knowledge through their schools, school
districts, school-based leadership teams and "professional learning communities" they form with other teachers.
Don Pemberton, director of the Lastinger Center, says the inquiry-based program is a blueprint for training and
retaining high-quality teachers-and for invigorating an increasingly demoralized workforce.
"The program's power is transformative. It improves teachers. It improves students. It improves communities,"
Pemberton said. "We're changing the way teachers teach. This is the cutting edge for developing teachers in

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that students of Lastinger-trained teachers clearly benefit from
the program-which should excite education policymakers and
"We see student-learning in the significantly improved FCAT
scores of our partner schools in comparison to matched schools," said
Philip Poekert, a UF professor-in-residence who guides and counsels
Watson explains a lesson to his fifth-grade class at Village
Lastinger teacher-students in Miami-Dade. Oaks Elementary School in Immokalee.
Dorcas Howard, the principal at Village Oaks Elementary in
Immokalee, says all of her faculty members are learning from Rodney
Watson and other Master Teacher graduates at the school, "and that's what makes it so powerful."
Pemberton says the Lastinger Center hopes to keep expanding the Master Teacher Initiative to other Florida counties, and
that it's poised for a national rollout.
"We know how to develop master teachers," Pemberton says. "We're doing that right now and we do it better than anybody.
We truly believe this work is transformational
N --'. .I for teachers, and we know it can scale up to
a thousands and thousands of teachers."

More details about the job-embedded
degree program are available at:
www.education. ufl. edu/centers/
Lastinaer/developiniob. html

Standardized test scores suggest that students of
UF-trained master teachers like Watson clearly
benefit from their improved instructional practices.

How a revolutionary UF graduate degree program is reinvigorating

and transforming teachers and improving student achievement

- at some of Florida's most challenged schools

SSearch A

UF College of Education

Key Initiatives

Baby Gator, UF's pre-K lab school (directed by Pam Pallas,
pictured on playground), would be the hub of UF's pro-
posed Center for Excellence in Early Childhood Studies.


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One in three children in the U.S. enters school
unprepared to learn. Many never catch up.

... transforming education from cradle to
classroom to college and career

Early childhood studies: our children, our future
Children begin learning from the moment they are born. Yet, one in
three children in the United States enters school unprepared to learn, and
many never catch up. UF early-childhood specialists are working with
practitioners, communities, schools and families to ensure high-quality,
early-learning experiences for all children.
The 2007 appointment of world-class scholar Patricia Snyder to the
new David Lawrence Jr. Endowed Chair in Early Childhood Studies
signaled the College of Education's commitment to elevate an already-
strong program into the top tier of nationally recognized programs in early
childhood studies. UF's program now has eight distinguished faculty,
including the recent return of Maureen Conroy, a national authority on
early behavioral interventions for young children with autism.
The professors are mentoring their doctoral students to become the
new scholars and leaders in the field-who in turn will prepare the next
generation of practitioners trained to meet the needs of all children and
families in increasingly diverse and inclusive early-learning settings. UF
instructors have added more field experiences, while conducting research
with their doctoral students on vital areas such as embedded instruction
in early learning, routines-based intervention, early literacy and language,
family support, developmental screening, and social and emotional
foundations for young children's learning and development.
Early childhood faculty also are involved in the UF Lastinger Center's
school readiness efforts for the youngest children in Miami-Dade
elementary schools (see "Ready schools," next page, under "Whole school
Snyder is working collaboratively with colleagues from
the College and across campus, including Baby
Gator Child Development and Research
Center, to establish a campus-wide Center
for Excellence in Early Childhood Studies,
where scholars from diverse field-such as early '
childhood studies, pediatrics, health sciences, and
law-will collaborate with local, regional, state
and national partners to advance the science of
early childhood development and early learning I.


'Whole school' improvement: the heart of real reform
The College of Education partners with more than 300 high-need schools across the state on innovative
"whole school" improvement efforts. Effecting measurable improvement requires reexamining and changing all
parts of school life, from workplace culture to teacher leadership, from student readiness to curriculum upgrades,
from professional development for teachers and principals to parent and community involvement.
Several UF programs are emerging as national models of whole school improvement:

Ready schools for ready children
Under a shared $10 million grant, the college's Lastinger
Center for Learning is breaking new ground with a massive
effort to expand research-proven child and school readiness
programs-first in Miami-Dade County elementary schools
and then in high-need schools across Florida and in other
interested states.
The four-year rollout, launched in 2007 under the name of
Ready Schools Miami, involves multiple partnerships between
UF and early learning centers, families, community groups, and
social and health-care sectors, all working together to make sure
at-risk children enter school healthy and ready to learn.
The schools, in turn, are prepared to be ready and responsive
to the needs of their youngest students, creating action plans
for improving school culture and instructional strategies, and -- *
providing a seamless transition for students through the earliest
providing a seamless transition for students through the earliest Early-childhood education faculty are preparing the next generation of
elementary grades. scholars and leaders in the field.
UF "professors-in-residence" embed themselves in the
classrooms of partnering schools for first-hand observation and
lead novel, on-the-job professional development for teachers and
principals that directly impacts teaching and school improvement efforts.

Florida Master Teacher Initiative
The groundbreaking Master Teacher initiative (seepage 6) provides tuition-free, on-the-job advanced
degree programs in curriculum and instruction for groups of teachers at the same school, blending on-site
and online coursework so teachers can remain in their classrooms. Its purpose: to develop master teachers
and leaders for Florida's highest-need schools.
UF's Lastinger Center for Learning launched the program five years ago in Dade and Collier counties,
but now serves in disadvantaged areas ofAlachua, Duval and Pinellas counties, as well. College-based
faculty provide the online instruction, while local master teachers are hired and trained as "professors-in-
residence" for first-hand observation and on-site instruction at the schools. What teachers learn can be
applied immediately to improve student learning and school performance.
The program incorporates the college's popular online Teacher Leadership for School Improvement
graduate degree curriculum. Participating teachers create inquiry-oriented "professional learning
communities" and organize special training opportunities for their colleagues at school. They must commit
to teaching at their high-need school for five years following completion of the program. Statewide last
year, more than 230 teachers were enrolled.

M e Pl A n w

UF College of Education

Key Initiatives

At UF's partnering PDC schools, teachers-in-training, prac-
ticing teachers, and teacher educators learn from each
other to improve the education of all students.


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UFTeach gives science and math majors
classroom experiences starting in their first
semester of the two-year program.

The state has used Florida PROMiSE course
materials to polish the science and math skills of
more than 17,000 mid-career teachers.

*Professional Development Communities
T I _. l I, k, -..- . ir. I. r diverse elementary schools in
ir i, I :l'. i i .-.ir, r,. ..ni i.i teacher-education and school
improvement networkk committed to preparing the next generation
of "inclusive" teachers. The resulting Professional Development
Communities (PDC) network consists of school-based teachers and
principals, UF student-teachers, doctoral students, university teacher
educators and elementary students.
Each year at PDC schools, some 150 prospective teachers learn to
teach alongside a mentor committed to providing opportunities for
all students to be successful. Prospective teachers, practicing teachers
and teacher educators learn from each other to improve the education
of all students while simultaneously pursuing the schools' yearly
improvement goals in the area of student learning.

Getting our groove back in math and science
Studies show U.S. students lag substantially behind their international
counterparts in science and mathematics education. The problem: universities
produce too few graduates in the technical fields, and middle and high school
students are too often taught by teachers undertrained in science and math.
UF's College of Education is getting creative to spike the number of science
and math graduates qualified to teach these subjects. We're talking major
numbers-crunching here ...

UF Teach is the College's initiative to boost mathematics and science
education by producing scientists and math whizzes who can teach.
Supported by grants exceeding $3.4 million, UF Teach recruits UF
science and math majors and inducts them into the community of
teachers by giving them classroom experiences starting in the first
semester of the multi-year program. The program, in its third year, offers
education minors for their efforts in hopes they will take to teaching.

Florida PROMISE helps seasoned teachers polish skills
UF partners with two other Florida universities on this award-winning
effort (seepage 14) to polish the science and math skills of mid-career
teachers. College faculty and master teachers lead hands-on, laboratory-
based professional development workshops and a series of two-week
summer institutes to strengthen the subject content knowledge of
participating teachers. The state, which funds the program, also has used
the course materials in professional development training for more than
17,000 Florida teachers.

Tuition-free degrees for Pinellas teachers
With $1.6 million from The Helios Education
Foundation, the College's Lastinger Center for Learning
is helping Pinellas County schools "power up" on their
mathematics and science teaching. Under the four-year
grant, about 100 Pinellas teachers will be eligible to earn a
tuition-free master's degree in math or science curriculum
and instruction in exchange for a five-year teaching
commitment at their high-need schools. The coursework
combines online and on-site instruction. Another 400 \
will enroll in UF-sponsored, job-embedded professional
development activities. The initiative could impact as many I
as 4,500 students in high-needs middle and high schools in
Pinellas County.

Teaching the teachers who teach children with UF's PDC network consists of eight diverse element
disabilities formed to prepare the next generation of inclusive t
The demand for more special-education teachers has plagued
American school systems for more than two decades. The need is especially dire for teachers with expertise
in severe disabilities. UF's special education program, ranked fourth in the nation, is one of the College's top
generators of external grants and funding, and many of the projects focus on expanding the pool and quality of
special education teachers.
UF researchers are leading a new effort to resolve a nationwide shortage of both special-education teachers
and university professors qualified to groom the next generation of teachers in the field of severe disabilities.
Under an $800,000 grant from the U.S. Department of Education, UF special-education researchers have
recruited three new doctoral students who seek to become university researchers and professors with expertise
in significant disabilities. UF also will hire eight postdoctoral fellows to mentor and collaborate with the
students on research projects about teacher preparation and special educational services for students with severe
In a related effort, UF has recruited five more doctoral students to conduct studies on teacher quality issues
in special education.
The College's new National Center to Inform Policy and Practice in Special Education Professional
Development, or NCIPP for short, is the first of its kind. Center faculty are working with four large school
districts in separate states to test and incorporate new strategies for improving the mentoring and practices of
beginning special-ed teachers serving students with serious disabilities.
Faculty scholars also are developing evidence-based professional development packages to promote inclusive
teaching practices in preschool learning centers, and for practicing teachers to advance their literacy instruction
skills for students with learning challenges.
UF special-education and early-childhood researchers currently have five research projects funded by highly-
competitively Institute of Education Sciences grants, with a combined value of nearly $8 million.

M e Pl A n w

UF College of Education I

Key Initiatives

By the Numbers

The UF Alliance awards 30 college scholarships each
year for students at partnering high-poverty schools.


2 of 7 albums

See All

High-quality teaching is one reason the College
has held continuous national accreditation since

Higher-education researchers seek to reverse
the challenges facing Latino American males
and other diverse student populations in their
education experiences.

Equal access to college: vital to America's economy
N. r c i. c,; 1 _..1.. I-,,..,. 1L ,:,, I .',, but many do, and America needs
ni.. .. ,:..ll .. '.. lir.-- i .p ii, iii..n ,,i nerrepresented minorities- to
ni-.i .p r ..i *- l rr1,..Il ,1,. I-, ..I F liege of Education is working to
r i -p tirir ii .J .: r..n! itrr tinnr.nr i.i ensure that everyone has the same
opportunities to attend college and become vital contributors to our economy ...
UF Alliance
This COE-based program last year provided outreach and college
access activities to more than 1,100 high school students, mostly minority
urban youth. The Alliance links UF and six high-poverty high schools in
Jacksonville, Orlando and Miami, plus three affiliate schools in Puerto Rico.
Since 2001, the Alliance has hosted 3,000 ninth-graders from partnering
schools for overnight visits to UF, giving them a taste of college life and
familiarizing them with the academic offerings and the admissions process.
Other student activities include leadership forums, mentoring and school-
based events to heighten awareness of the college preparation and planning
process for both students and their parents.
Alliance faculty also have developed professional leadership programs for
teachers to support teacher retention and school-improvement efforts.
Each year, the UF Alliance awards 30 scholarships-five to each partner
school-for students to attend the University of Florida. The scholarships
are valued at $12,500 over four years.
In search of the 'Vanishing Latino Male'
Latinos are now 15 percent of the U.S. population. Yet Latinos, or
Hispanics, earn only 6 percent of all bachelor's degrees. Studies show that
young men of color-particularly Latino Americans-are far less likely to
attend or stay in college than other young men and women. Luis Ponjuan,
the new director of the College's Institute of Higher Education, is studying
ways to reverse this tragic trend. He is collaborating with researchers in
several UF colleges and at the University of Texas-Austin on plans to create
an interdisciplinary center aimed at better understanding the challenges that
America's increasingly diverse student population faces in their educational
CROP: College Reach-Out Program
UF's College of Education is one of 43 postsecondary institutions across
the state hosting a College Reach Out Program, created by the Florida
Legislature in 1983 to increase the number of disadvantaged students who
successfully complete a postsecondary education.
CROP introduces students in grades 6-12 to the academic world beyond
high school, strengthening their educational motivation and preparation
through activities such as tutoring, mentoring, college campus tours,
entrance test preparation courses and scholarship assistance.

Year of the College of Education's

The number of highly-
competitive Institute
of Education Sciences
grants currently held
by UF researchers in
special education and
early-childhood studies.

Consecutive years the College
has held continuing national
accreditation from the National
Council for the Accreditation
of Teacher Education (since
NCATE's founding in 1954).


The national ranking of
UF's Student Chapter of
the Florida Education
Association, chosen
tops in its category for
2010 by the National
Education Association.
NEA also named UF
chapter president
Laura Roberts as 2010
Outstanding Student

Total number of active College of Education
alumni, and 3,310 are members of the UF
Alumni Association.

Cost of tuition for
Teacher Leadership for
School Improvement
(TLSI), the college's
new job-embedded
graduate degree
program-focused on
developing master
teachers-that's free to
teachers in partnering
high-need schools.

Amount of currently funded research, Collegewide.

Percent pass rate on major certification and
licensing exams recorded last year by UF
students completing the teacher education,
educational leadership, school psychology
and school counseling programs.

Years in a
row that UF's
program has
been ranked
among the
Top 5 in its
specialty in
US News
& World
survey of
Best Graduate



M e Pl A n w

UF College of Education

Cutting-edge Research

Special education researchers are developing a reading
curriculum to help children control their emotions and


3 of 5 albums

See All

A joint UF-USF-FSU effort received a Workforce
Florida award for helping to stem the state's
crisis in math and science education.

UF education researchers have developed an
online workshop for virtual school instructors
on teaching high school students with learning


UF education researchers are working with
school districts to quickly transfer research-
proven "best practices" of teaching directly into
the classroom.

.. catalyzing change in practice and policy

UF education faculty and their graduate students are aggressively pursuing
vital research, crossing multiple disciplines, that is making a dramatic impact
on teaching and learning, whole-school improvement, education policy and
leadership in all education disciplines. They also are partnering with school
districts to quickly transfer the latest research-proven "best practices" of
teaching directly into the classrooms of some of Florida's most challenging
Our faculty researchers are demonstrating increased competitiveness and
expertise in generating external grant support for their vital work. In 2010,
they were awarded nearly $38 million in research and training grants-an
increase of $8.5 million (or 29 percent) over the previous year. About $10.4
million of that was for new research, a 70 percent upturn.
Research expenditures increased by 16 percent to $8.9 million-the
highest total since at least 2003. Individually, College faculty members
averaged nearly $180,000 each in yearly grant support.

2009-10 Research Highlights
Award-winning effort to advance math-science teaching
showing PROMiSE
A novel partnership between Florida's three major research universities-
UF, USF and FSU-has received a special award from Workforce Florida,
the state's workforce policy and oversight board, for their joint effort to stem
Florida's crisis in mathematics and science education. The project, funded
by Florida's education department, has yielded research-proven professional-
development programs and summer institutes to increase teachers' content
knowledge and bring Florida teachers up to speed on new, rigorous state
standards in math and science. UF's College of Education received more than
$2 million in 2010 for its part in the three-year "Florida PROMISE" project.

Reading lessons shaped to promote early social,
emotional growth
Studies show that student learning in the early grades depends largely
on successful social and emotional development. With today's focus on
high-stakes standardized testing, though, many educators focus primarily
on academic achievement at the expense of children's social and emotional
growth. UF special education researchers have received a $1.5 million federal
grant to develop a reading curriculum that combines storybook reading
techniques with social stories to encourage critical thinking about controlling
their emotions and behavior. The award came from the U.S. Institute of

Education Sciences on the heels of a successful pilot study funded by a UF opportunity grant. The researchers will
work with four kindergarten and four first-grade classes at two Marion County schools to field-test and fine-tune
the evidence-based curriculum.

Lab school taking lead in classroom technology
Aided by a $375,000 competitive state grant, instructors at P.K. Yonge Developmental Research School
(UF's K-12 laboratory school) made giant strides toward becoming a national model and demonstration site for
effective classroom technology integration. The Florida Department of Education grant supported P.K. Yonge's
rigorous efforts to upgrade classroom technology and increase access to digital teaching tools that heighten student
participation and learning.
Improvements included new equipment such as LCD projectors, interactive white boards, digital cameras and a
mobile computer lab station. Working with UF education technology professors, the school is evaluating and fine-
tuning its professional-development approach for eventual dissemination to schools across the state and nation.

To predict student success, there's no place like home
Current school reform efforts, like No Child Left Behind, emphasize teacher
quality as the most important factor in student success, but UF counselor-
education researchers have identified another, stunningly accurate predictor of
classroom performance-the student's home address. The researchers attribute
their finding to a profound correlation they documented between home location,
family lifestyles and students' achievement on state standardized tests.

Virtual schooling offers hope to students at risk for failing,
dropping out
Collaborating researchers in education technology and special education are
incorporating strategies for tailoring online courses for high school students
at risk for failing or dropping out, or those with disabilities. In a recent article
in Quarterly Review ofDistance Education, the researchers reported improved
performance among students with disabilities in virtual courses and outlined
guidelines for effective course development. They developed an online workshop
for virtual school instructors on teaching students with disabilities and pilot-
tested the workshop with instructors from Florida Virtual School.

Literacy instruction may aid rehab of incarcerated teens

Counselor education researchers have documented a
profound correlation between the students' home address,
family lifestyles and their achievement on state standard-
ized tests.

In a $1.5 million, federally funded effort, researchers are testing the use
of literacy instruction in helping teens "doing time" in juvenile corrections facilities actually make time count
during their incarceration. The three-year project, funded by the U.S. Institute of Education Sciences, teams
special education and reading specialists from UF and Georgia State University. The researchers are evaluating
research-based teaching and intervention methods and also testing new professional development programs on
implementing effective literacy instruction in juvenile justice settings.

Faculty R-ea Awars

All Active Projects during FY 2009-2010 **indicates New Projects funded during 2009-10; some grant-funding spans multiple years

Dean's Area

> Catherine Emihovich
Norman Hall Renovation Project
US Department of Housing and U
October 2007 December 2013

STheresa B. Vernetson
Co-PI: Michael V. Bowie
College Reach-out Program (CRO
State Community Colleges
September 2008 August 2009

> Theresa B. Vernetson**
Co-PI: Michael V. Bowie
College Reach-out Program (CRO
ARRA Funds
State Community Colleges
September 2009 August 2010

> Theresa B. Vernetson**
Co-PI: Michael V. Bowie
College Reach-out Program (CRO
State Community Colleges
September 2009 August 2010

> David Miller**
(Research and
Evaluation Methodology)
Co-PI: Catherine

(Dean's Area)
Jacksonville Children's
$396,000 Commission
January 2010 -
September 2010


$66,566 Ac
P)- Pr

R. Craig Wood**


School of Human Development
& Organizational Studies in

> Elliot Douglas** (Engineering)
Co-PI: David Therriault
(Educational Psychology)
Co-PI: Mirka Koro-Ljungberg
(Research and Evaluation Methodology)
Empirical Study on Emerging Research: The
Role of Epistemological Beliefs and Cognitive
Processing on Engineering Students'Ability
to Solve Ambiguous Problems
National Science Foundation
August 2009 July 2012


SDavid Miller
(Research and Evaluation Methodology)
Co-PI: Catherine Emihovich
(Dean's Area)
Evaluation of Jacksonville Children's
Jacksonville Children's Commission
March 2009 September 2009



Luis Ponj
0ogram Eva
ay 2009 -

(Educational Administration and Po
American Education Finance Assoc
May 2009 June 2010

SValeria Gordon (Dentistry)
Co-PI: Cyndi Garvan
(OER/Research and Evaluation Met
Alkali production in Human Dental
and Saliva as Predictor of Caries Ri
National Institute of Health
September 2008 August 2009

P.K. Yonge Developmenta
Research School

>Lynda Hayes
Co-PI: David Young
Co-PI: Kara Dawson
(STL-STEM Education)
P.K. Yonge classrooms
of the future
Florida Department of
July 2008 September

> Mickey MacDonald
Co-PI: Jennifer
Educating Sustainability
and Social Responsibility
Toyota Motor Sales USA
June 2009 May 2010

) Fran Vandiver
$180,958 Title I Part A
Florida Department of Education
uan** April 2009 September 2010

on and
n and Fran Vandiver
es Florida Department of Education
ate Fellows April 2009 September 2010

January Fran Vandiver**
$90,000 Florida Department of Education
April 2009 September 2011




nation I Fran Vandiver** ..--
Title II Part D: Enhancing ,-
Education through
$34,000 Technology
Florida Department of
July 2009 June 2010
:hodology) $1,049
> Fran Vandiver**
Title II Part D: Enhancing Education through
$13,967 Technology ARRA
Florida Department of Education
al July 2009 June 2010

S Fran Vandiver**
State Fiscal Stabilization Fund Government
Services Fund
Florida Department of Education
July 2009 June 2010


> Fran Vandiver**
Title I School Choice ARRA
Florida Department of Education
July 2009 June 2010



FIPSE: Fund for the Improvement of Postsecondary Education (USDOE)
IES: Institute of Education Sciences (USDOE)
OELA: Office of English Language Acquisition (USDOE)
OSEP: Office of Special Education Programs (USDOE)
OSERS: Office of Special Education and Rehabilitative Services (USDOE)

> Fran Vandiver**
Title II Part A
Florida Department of Education
July 2009 June 2010
> Fran Vandiver**
Title I Part A: Education of Disadvantaged
Children and Youth
Florida Department of Education
July 2009 June 2010

> Fran Vandiver**
Title I School Improvement
Florida Department of Education
July 2009 June 2010

> Fran Vandiver**
IDEA Part B Entitlement
Florida Department of Education
July 2009 June 2010

> Fran Vandiver**
State Fiscal Stabilization Fund
Florida Department of Education
July 2009 June 2010

> Fran Vandiver**
Dale Hickam Excellent Teaching Program
Florida Department of Education
September 2009 June 2010

> Fran Vandiver**
Title I School improvement ARRA
Florida Department of Education
September 2009 September 2010

School of Special Education,
School Psychology & Early
Childhood Studies

> Mary Brownell (Special Education)
Co-PI: Zhihui Fang (STL-Curriculum
and Instruction: Language and Literacy
Preparing Reading Endorsed Secondary
Special Ed (Project PRESS): Improving the
Preparation of Personnel to Serve
US Department of Education-OSERS/OSEP
September 2005 August 2009


> Mary Brownell (Special Education)
Co-PI: Ann Bishop (Special Education)
The Influence of Collaborative Professional
Development Groups & Coaching on the
Literacy Instruction of Upper Elementary
Special Education Teachers
US Department of Education-IES
July 2007 June 2011

> Mary Brownell (Special Education)
Co-PI: Paul Sindelar (Special Education)
National Center to Inform Policy and
Practice in Special Education Professional
US Department of Education-OSERS/OSEP
October 2007 September 2011

> Mary Brownell** (Special Education)
Co-PI: Paul Sindelar (Special Education)
Co-PI: Erica McCray (Special Education)
Research on Quality in Educating Special
Education Teachers (Project ReQuEST): A
Program to Prepare Leadership Personnel in
Special Education
US Department of Education- OSERS/OSEP
August 2009 August 2013

SJean Crockett
(Special Education)
Co-PI: David Quinn
(SHDOSE- Education
Administration and
Project Excel
US Department of
Education- OSERS/OSEP
June 2007 May 2011


SAnn Daunic** (Special Education)
Co-PI: Nancy Corbett (Special Education)
Co-PI: Stephen Smith (Special Education)
Social Emotional Learning through Literacy
US Department of Education-IES
May 2010 May 2013

SAnn Daunic** (Special Education)
Co-PI: Nancy Corbett (Special Education)
Co-PI: Stephen Smith (Special Education)
Social Emotional Learning through Literacy
UF Division of Sponsored Research
August 2009 July 2011

> Joseph Gagnon** (Special Education)
Co-PI: Holly Lane (Special Education)
Project Liberate
July 2009 June 2012

> Cynthia Griffin (Special Education)
Co-PI: Joseph Gagnon (Special
Co-PI: Stephen Pape
(STEM Education)
US Department of Education-OSERS/OSEP
August 2008 August 2012
$788, 291

Hazel Jones (Special
Co-PI: Alice Emery
(Special Education)
Project Cycle: Changing
Young Children's Lives
through Education
US Department of
January 2007 January

$799,967 Hazel Jones (Special Education)
Project ACE: Autism Competencies for
US Department of Education-OSERS/OSEP
January 2006 December 2009

Holly Lane (Special

Co-PI: Hazel Jones
(Special Education)
Co-PI: Christie
Cavanaugh (STL)
Project Read Aloud
UF Division for
Sponsored Research
August 2008 August



Faculty R-ea Awars

> Holly Lane (Special Education)
Co-PI: James McLeskey
(Special Education)
Project LITERACY: Literacy Intervention in
Teacher Education for Reaching all Children
and Youth
US Department of Education-OSERS/OSEP
January 2008 December 2011

> James McLeskey (Special Education)
State Personnel Development Grant
Florida Department of Education
October 2008 September 2009

> James McLeskey** (Special Education)
State Personnel Development Grant Part B
Florida Department of Education
October 2009 September 2010

> James McLeskey** (Special Education)
State Personnel Development Grant Part D
Florida Department of Education
October 2009 September 2010

> Jeanne Repetto** (Special Education)
Co-PI: Susan McGorray
(Epidemiology & Health Policy Research)
High School Exit Survey General Education
Studies Subcontract
May 2009 November 2009

SDiane Ryndak
(Special Education)
Project RISE:
Researchers in
Inclusion and Systems
Change in Special
Education: A Program
to Prepare Leadership
Personnel in Special
US Department of Education-OSERS/OSEP
January 2006 December 2009

> Diane Ryndak (Special Education)
Project SCIPP: (Significant Cognitive
Disabilities Personnel Preparation): A Multi-
University Consortium
US Department of Education-OSERS/OSEP
January 2007 December 2010

> Diane Ryndak** (Special Ec
Project PRAIS: Preparing Resea
Assistive Technology Applicatior
Education Contexts for Student
Significant Disabilities
US Department of Education-O0
January 2010 December 201:

SStephen Smith (Special EdL
Co-PI: Ann Daunic (Special E
Universal Cognitive-Behavioral
for Elementary Students to Red
Disruptive/Aggressive Behavior
US Department of Education-IE
May 2006 July 2010

>Stephen Smith
(Special Education)
Co-PI: Nancy Corbett
(Special Education)
Preparing Teachers for
the Critical Shortage
Area of Emotional or
Behavioral Disorders:
Training of High
US Department of Education-O0
January 2007 December 2010

education) > Patricia Snyder (Special Education and
archers in Early Childhood Studies)
n in General Tennessee Early Intervention Data System
s with (TEIDS) Plus: Integrating Quality
Assurance and Data-Based Decision Making
SERS/OSEP to Enhance IFSP Quality, Implementation,
3 and Child and Family Outcomes
$800,000 Vanderbilt University
August 2007 August 2008
ication) $74,637
Intervention > Patricia Snyder (Special Education and
luce Early Childhood Studies)
Examining the Potential Efficacy of a
-S Classroom-Wide Model for Promoting Social
Emotional Development & Addressing
$1,625,469 Challenge Behavior in Preschool Children
With & Without Disabilities
Vanderbilt University
August 2007 February 2010

> Patricia Snyder (Special Education and
Early Childhood Studies)
Co-PI: Maria Denney (Special Education
and Early Childhood Studies)
Head Start Center for Inclusion
University of Washington
SERS/OSEP September 2008 September 2009



> Patricia Snyder (Special Education and
Early Childhood Studies)
Impact of Professional Development on
Preschool Teachers' Use of Embedded-
Instruction Practices
US Department of Education-IES
July 2007 February 2010

> Patricia Snyder** I
(Special Education and o
Early Childhood Studies)
Tennessee Early
Intervention Data System
(TEIDS) Plus: Integrating
Quality Assurance and
Data-Based Decision
Making to Enhance IFSP
Quality, Implementation,
and Child and Family Outcomes
Siskin Children's Institute
July 2009 June 2011


> Patricia Snyder** (Special Education
and Early Childhood Studies)
Co-PI: Maria Denney (Special Education
and Early Childhood Studies)
Head Start Center for Inclusion
University of Washington
September 2009 September 2010

> Nancy Waldron (School Psychology)
Co-PI: Diana Joyce (School Psychology)
Project TIER
US Department of Education-OSERS/OSEP
January 2010 December 2013

School of Teaching and Learning
> Alyson Adams** (Lastinger Center)
Collier Counts
Collier County Schools
October 2009 October 2010

> Alyson Adams** (Lastinger Center)
Miami Counts
Miami Dade County Schools
October 2009 September 2011

> Alyson Adams** (Lastinger Center)
Alachua Counts
Alachua County School Board
March 2010 -June 2010

> Catherine Cavanaugh**
(STEM Education)
Co-PI: Kara Dawson (STEM Education)
Online Medical Education Degree (OnMED):
Androgenic Skills for 21st Century Clinical
Medical Educators
US Department of Education-FIPSE
January 2010 December 2011

SThomas Dana
(STEM Education)
Co-PI: Alan Dorseyt
(College of Liberal Arts
& Sciences-Physics)
UFTeach: Increasing
the Quantity & Quality
of Mathematics &
Science Teachers in
National Math and Science Initiative
November 2007 July 2012

> Ester deJong**
(Language and Literacy Educati
Equity in education: Scaffolding
Interaction in Linguistically Het
Spencer Foundation
August 2009 August 2010

> Ester deJong
(Language and Literacy Educati
Co-PI: Maria Coady
(Language and Literacy Educati
Co-PI: Candace Harper
(Language and Literacy Educati
Project DELTA
US Department of Education-OE
July 2007 June 2012

> Rick Ferdig (STEM Education)
Establishing a Framework to strengthen
Virtual High Schools: A Collaborative
Initiative to Improve Student Performance
) and Quality of Instruction
Bell South Foundation
May 2006 May 2011

> Benjamin Lok (Computer and
Information Science and Engineering)
Co-PI: Rick Ferdig (STEM Education)
HCC-Medium Mixed Reality Virtual Humans
for Training
S National Science Foundation
September 2008 August 2012
| $97,134

> Ruth Lowery**
(Language and Literacy
Bright Futures Project
City of Gainesville
August 2009 May

$2,400,000 > Stephen Pape** (STEM Education)
Co-PI: Tom Dana (STEM Education)
Florida Promise
on) University of South Florida
Sfor Peer October 2009 December 2010






> Stephen Pape
(STEM Education)
Co-PI: Tom Dana
(STEM Education)
Florida Promise
University of South
January 2009
- December 2010

ELA > Rose Pringle (STEM Education)
Co-PI: Thomasenia Adams
$1,107,771 (STEM Education)
Co-PI: Cirecie West-Olatunji
S (SHDOSE- Counselor Education: Mental
Health Counseling)
An Investigation of African American Girls'
Positionality in Science and Mathematics
National Science Foundation
September 2007 August 2010

deJong, Harper and Coady

People you Should Know...Faculty

Meet Catherine Cavanaugh

Associate Professor in Education
Technology, renowned expert in
virtual schooling, hopes 'banner
year' continues into 2011 and

Since arriving at UF in 2007,
Cavanaugh has cemented her
status as a global leader in
the virtual-education field. She

$1,057,436 received the inaugural Online
Innovator Award last year from
the International Council for K-
12 Online Learning, and also
garnered nationwide attention
for her paper for the Center for
American Progress in which she
documents the benefits of blending

online learning with face-to-face
instruction. She also served on a
national advisory group on virtual
education for U.S. Education
Secretary Arne Duncan. Cavanaugh
capped off her banner year by
landing a prestigious Fulbright
Scholarship to help the South Asia
nation of Nepal, one of the world's

$439,597 newest democracies, increase
access to education through
improved classroom technology.

F a c ulty R e s e a rch A w a rd s I

> Troy Sadler (STL- STEM Education)
Co-PI: Rick Ferdig (STL- STEM Education)
Co-PI: Richard Snyder
(Molecular Genetics & Microbiology)
Co-PI: MaryJo Koroly (Center for
Precollegiate Education & Training)
National Science Foundation
September 2008 August 2011

> Elizabeth Yeager-Washington**
(Curriculum and Instruction: Teacher
Education and Professional Development)
Critical Analysis of Constitutional Issues
with Implications for Social Studies Methods
Courses: A Summer Institute for Methods
Center for Civic Education
October 2008 September 2009
> Elizabeth Yeager-Washington**
(Curriculum & Instruction: Teacher Education
& Professional Development)
Florida Joint Center for Citizenship Teacher
July 2009 September 2009

Total Dollar Amount of College Wide Funding by Year

2006-2007 2007-2008 2008-2009 2009-2010

Total Dollar Amount of New Awards by Year

2006-2007 2007-2008 2008-2009 2009-2010

We're shaping

Florida Tomorrow.

"The College of Education

receives contributions from

fewer than 1,500 EduGators, or

about 5 percent of our alumni.

Through the Zucker Alumni

Challenge, I want to

educate and encourage

the more than 20,000

alumni who have

never given to the

college to consider

investing with an

annual contribution."

Research: Newly Funded Projects
by Agency Type (FY 2009-10)
Total: $10.5 million

* Federal
* Subcontract
* Private
* State
* Local

$ 3,905,347
$ 2,829,360
$ 3,162,758
$ 522,079
$ 62,301

Research: Currently Funded Projects
by Agency Type (FY 2009-10)
Total: $37.8 million

1 .



$ 4,210,590
$ 4,081,069
$ 3,887,700
$ 212,806

- Anita Zucker, who established the
Zucker Alumni Challenge to match
contributions from new alumni and
first-time donors

How will you help shape Florida Tomorrow?
Visit www.floridatomorrow.ufl.edu or call (352) 392-5472.


27% 38%


M e Pl A n w

UF College of Education I

People you Should Know...Students

Julianne Scherker (see profile next page) helps a fifth-grader
with his lesson during her fifth-year internship.


3 of 8 albums See All

UF teacher candidates receive hands-on field
experiences during every semester of their

UF professors in education technology and
medicine are collaborating on a master's
program for practicing health-care educators.

In their fourth semester, teacher candidates work
in pairs to develop skills in collaborative teaching.


... Students / Teaching / Learning

Hands-on exposure to student-teaching occurs every
The most effective teacher preparation programs provide teacher candidates
with ample hands-on exposure to classroom teaching and student engagement.
Few American teacher-education programs can match the breadth and quality
of UF's carefully constructed and monitored clinical experiences for teachers-in-
The following chart offers a sampling of hands-on field experiences that UF
elementary teacher candidates receive ...

900 hours of required clinical experiences for UF
elementary teaching candidates
UF's professional teacher preparation program in unified elementary
education starts in the junior year of college. Over the following three years,
occurring in every semester, teacher candidates receive more than 900
hours of hands-on classroom and field experience, as described below ...

Semester 1 Mentoring experience, working and forming relationships with
racially and economically diverse elementary students (2 hours weekly, over
13 weeks)
Semester 2 50 hours over 10 weeks in elementary classrooms, where
candidates implement lessons tied to courses on effective teaching, class
management and literacy
Semester 3 Supervised field experiences in teaching science and
mathematics, and in teaching students learning English as a second
Semester 4 Candidates work in pairs to develop skills in collaborative
teaching-16 hours weekly for 14 weeks-in UF-partnering Professional
Development Community schools. Guided by their experienced classroom
teachers, they also develop skills as reflective teachers while improving the
achievement of students, including some with significant disabilities.
Mandatory 5th Year Full-time internship during Semester 5 for 14 weeks-
totaling 600 hours-while also enrolled in a companion course on merging
teaching theory and practice. Fifth year of study leads to an M.Ed. degree.

For the middle and high school grades, most teaching candidates in English,
science, mathematics and social studies earn their bachelor's degrees in their
chosen specialty, and then serve a one-semester internship plus practicums and
other field experiences, while earning their master's in education.

Distance learning continues rapid growth
The College of Education's distance learning program started modestly in 2004
with 57 students enrolled in three online graduate courses. With exponential growth
every year since, the college last year offered more than twice as many COURSES-
130-as there were STUDENTS in our first year. In 2010, the college attracted nearly
2,800 distance-learning students from 11 countries, 26 states, and 59 Florida counties.
Combined, those students generated nearly 4,400 total enrollments.
Our distance-learning students generated nearly 12,500 total credit hours. That's
58 percent more than the previous year.
Our online menu now includes nine comprehensive degree programs in the
following five specialties:
Curriculum, teaching and teacher education (EdD)
Educational administration and policy (EdD)
Special education (MEd)
Curriculum and instruction/teacher leadership (MEd, EdS)
Educational technology (MEd, EdS, EdD)
Last year, 86 UF education students earned their graduate degrees online-in 34
EdS and 52 MEd programs.
The college offers a host of job-embedded online courses and degrees, providing
vital career-advancement support for practicing educators in Florida's public schools
and colleges.

Online medical education degree launched
UF professors in education technology and medicine are collaborating on a new
master of education degree program for practicing health-care educators. The program
will blend online and classroom instruction, providing clinical teachers in medicine and
other health-care disciplines with the skills to integrate effective digital teaching tools
into their instruction. The interdisciplinary project received $300,000 in funding from
the U.S. Department of Education.

Meet Julianne Scherker

Inducted into UF Hall of Fame
in 2009, earned M.Ed. degree in
2010, now a first-year teacher in
NYC in Teach for America corps

Before starting her master's
studies last fall in elementary
education, Julianne Scherker
had already become one of
the most decorated underclass
students in College history. She
graduated Magna Cum Laude for
her B.A.E. degree and received
two campuswide honors for
Outstanding Undergraduate
Leadership and as an Outstanding
Four-Year Scholar. She also
became the third College of
Education student in five years
to be inducted into the UF Hall of
Fame-in the same Hall of Fame
class as ex-Gator quarterback Tim
Tebow. Julianne earned her M.Ed.
degree in May and immediately
joined the Teach for America
corps in New York City. She
eventually plans to pursue a Ph.D.
and "influence educational policy
so every student has access to a
quality education."

Distance Learning 3-Year Growth Trends:
UF College of Education
Academic # Courses Student Credit
Year Offered Enrollments Hours
2007-08 70 1,749 5,247
2008-09 106 2,621 7,863
2009-10 130 2,775 12,457

Nationally Recognized Faculty

National/International Honors and
Alyson Adams (teaching & learning/
Lastinger Center) co-recipient of Nate
Gage Award for excellence in educational
research reporting, from international
Teaching and Teacher Education journal

Mary Brownell (special education)
- helped draft recommendations on special
education teacher quality and evaluation for
congressional House Education Committee,
submitted on behalf of two leading special
education organizations (HECSEE and CEC)

Catherine Cavanaugh (education
technology)- 2011 Fulbright Scholar;
member of national advisory group on
virtual education to Education Secretary
Arne Duncan; named co-editor of
International Journal for K-12 Online
and Blended Learning; inaugural Online
Innovator Award by the International
Association for K-12 Online Learning

William Conwill
(counselor education)
vice president for
concerns of the
Association of
Counseling and
Development; senior
editor for the group's newsletter, The
Multicultural Counselor

Jean Crockett (special education)
- president, Division for Research of
the international Council for Exceptional

Kara Dawson
(education technology)
- chair of American
Educational Research
Association Special
Interest Group on
Technology as an Agent
of Change in Teaching
and Learning

Catherine Emihovich (dean) has
served since 2008 as president of the
Holmes Partnership, a consortium of local
and national education interests dedicated
to equitable education and reform in
teaching and learning

Nancy Dana
(Center for School
Improvement) -
National Impact Award
from New York State
Association of Teacher
Educators and the New
York Association of
Colleges for Teacher

Dorene Ross (Teaching & Learning)
- Outstanding Higher Education Faculty
Award, an alumni honor from University
of Virginia's Curry School of Education;
co-recipient of the Nate Gage Award for
excellence in educational research reporting,
from international Teaching and Teacher
Education journal

Paul Sindelar (special
education) helped
draft recommendations
on special education
teacher quality
and evaluation for
congressional House
Education Committee

Edil Torres-Rivera
(counselor education) named editor-
in-chief of Journal for Interamerican

James McLeskey
(special education)
- TED/Merrill Award
for Excellence in
Teacher Education,
by the Council for
Exceptional Children

Luis Ponjuan -
(educational administration and policy)
- one of five national experts on minority
education chosen by The College Board to
speak at national briefing on Capitol Hill to
raise awareness of overwhelming barriers
faced by minority males in education

Randy Hollinger (P.K. Yonge
Developmental Research School) COE
Scholarship of Engagement Award (PKY)

Tim Jacobbe (teaching and learning)
- COE Scholarship of Engagement Faculty

Mirka Koro-
(research and
methodology)- named
University of Florida
Research Professor for

David Miller (research and evaluation
methodology) COE Scholarship of
Engagement Faculty Award

Robert Myrick (professor emeritus,
counselor education) first recipient
and namesake of Robert Myrick Lifetime
Achievement Award by the Florida School
Counselor Association

Edil Torres-Rivera
(counselor education)
- co-recipient of COE
International Educator
of the Year Award

Linda Behar-Horenstein
(educational administration & leadership)
- COE Graduate Teacher of the Year; editor
of online Florida Journal of Education
Administration and Policy

Joseph Gagnon (special education)
- COE Scholarship of Engagement Faculty

Dean Emihovich named to blue-ribbon panel on teacher preparation reform
The nation's largest accrediting body for teacher education programs has enlisted UF education dean Catherine
Emihovich for a blue-ribbon panel of American educators and policymakers charged with bringing major reforms
to colleges of education and school districts.
Emihovich is part of the newly formed panel on clinical preparation, partnerships and improved student
learning, created by the National Council for Accreditation of Teacher Education. The NCATE panel is expected
to produce revolutionary recommendations for improving hands-on training experiences in the classroom and
strengthening partnerships between school districts and the education colleges that prepare their teachers.

Theresa Vernetson
(Student Services) -
chair, Florida Educator
Accomplished Practices
Advisory Work Group
to the chancellor
of public schools,
Florida Department of

Cerecie West-
Olatunji (counselor
- co-recipient of COE
International Educator
of the Year Award

Students: UF draws 'the best
and brightest'

National Recognition
Brian Barber (doctoral student, research
and evaluation methodology) American
Educational Research Association Student
Research Award

Andre Gutierrez (BAE '10, teaching and
learning) inducted into Phi Beta Kappa
national academic society

Kathryn Hermansen (BAE '10, teaching
and learning) inducted into Phi Beta Kappa
national academic society

Lindsey Jameson (BAE '10, teaching and
learning) inducted into Phi Beta Kappa
national academic society

Claire Pulignano (BAE '10, teaching and
learning) inducted into Phi Beta Kappa
national academic society

Laura Roberts
(MEd '10, teaching
and learning) 2010
Outstanding Local
Student Leader Award,
National Education

Michael Sulkowski
(doctoral student,
school psychology)
- Association of
School Psychology
Doctoral Graduate
Studies Award; Melissa
Institute for Violence
Prevention and
Treatment dissertation
research award

Vicki Vescio (PhD '10, teaching and
learning) co-recipient of the Nate Gage
Award for excellence in educational research
reporting, from the international journal
Teaching and Teacher Education

Rachel Wright (BAE '10, teaching and
learning) inducted into Phi Beta Kappa
national academic society

UF and College Honors
Brian Barber (doctoral student, research
and evaluation methodology) COE
Scholarship of Engagement Graduate
Student Award

Kali Davis (BAE '09, MEd '10, teaching
and learning) COE Outstanding Graduate
Leadership Award

Alexandria Harvey
(MEd '10, special
education) COE
Outstanding Graduate
Professional Practice

Jennifer Drake
Patrick (PHD '10,
teaching and learning)
- COE Outstanding
Graduate Research

Outstanding Alumni

National Recognition

Jason Flom (BAE '97,
MEd '99) Emerging
Leader Award from
ASCD (formerly
the Association
for Supervision
and Curriculum

UF and College Honors

Anita Zucker (BAE 72) UF Distinguished
Alumni Award

Kevin Berry (BAE '97, MEd '98, EDS '06)
- COE 2010 Outstanding Young Alumni

W. Max Parker (PhD '75, counselor
education) COE Lifetime Achievement

David Westling (EDD '76, special
education) COE Alumnus Achievement


F i


The Year in Pictures... S 0 Hm

6 From left, Reisa George, Dorene Ross, Paul George and Theresa Vernetson
get "groovy, baby" for the Woodstock Festival theme at the COE Fall Faculty
Recognition Reception; 7 COE alumnus Dennis Gallon (PhD '75) offers tips to
prospective education students at Education Career Night last spring; 8 New
alumni Timothy Hamlin and Sarah Mimbs "turn their tassels" to mark their
transition from candidate to graduate at spring commencement.

1 COE fetes Staff Members of the Year Sandy Durham and Jodi Mount,
Mardi Gras style; 2 Meet the graduate student researchers for the Project
DELTA team; 3 Instructor Charlotte Cannizzaro (right) assists teacher-par-
ticipants in sharing best practices in teaching math during a two-week
summer institute at UF; 4 UFTeach master teacher Griff Jones transforms
into Galileo to help student Serenitye Massey in a physics experiment on
motion; 5 Doctoral fellow Stephen Burgin prepares to blow up a leftover
Halloween pumpkin as an example of a science class demonstration.


M e Pl A n w

UF College of Education I

Alumni & Giving [

People you Should Know...Alumni

Jamee and Gilbert Miller created a fellowship in education
technology with their contribution.


3 of 4 albums

See All

New UFAA president Mark Trowbridge (MEd '92),
left, met up with his former COE professor, W. Max
Parker (PhD '95), at spring commencement.

^^^H i

Scholarship donor Bette Riker poses with recipi-
ent Ronald Del Moro at COE's spring Scholarship

Scholarship donor Marjorie Alexander with
recipient Laura Browning and family members.

Nurturing our Vision of Florida Tomorrow

$20M campaign goal reached two years early, reset to
meet more vital needs
Despite the challenging economy, the College of Education last year
surpassed its ambitious $20 million capital campaign goal more than two years
ahead of schedule, as part ofUF's historic, five-year Florida Tomorrow capital
The College's generous alumni, friends, parents, faculty, and supportive
corporations and foundations once again answered the call to support academic
excellence and innovation at a time when help was most needed.
Florida Tomorrow contributions surged to nearly $22 million by year's end,
so a new fundraising target of $25 million was set for the College to address
more vital needs. Launched in 2007, Florida Tomorrow is already the most
successful fundraising campaign in College history. Donations are earmarked
to benefit four areas of need-campus enhancement, faculty support, graduate
student support, and program support and research.
Additional support is sorely needed for two of the College's top fundraising
priorities-a proposed Center of Excellence for Early Childhood Studies (see
Key Initiatives section, page 8) and a planned Experiential Learning Complex
to advance the use of beyond-state-of-the-art technology in education.

Gifts yield 3 new scholarships, fellowships
The College of Education enjoys a 104-year tradition of excellence and
innovation, thanks in large part to scholarships and fellowships of all sizes
and established in a variety of ways. Interest earned last year on cumulative
endowments and annual gifts, valued at more than $13 million, enabled us to
award $109,000 in scholarships and fellowships to 64 of our most deserving
Recent gifts and bequests led to the creation of three new scholarships and
fellowships in 2009-10:
Jamee (MAE '02) and Gilbert Miller Fellowship in Education
Technology (see related news item in Highlights section, next page)
Max (MEd '54, EdD '56) and Doris King Annual Scholarship for
doctoral students in higher education administration
Mary F. Compton (DEd '67) Fellowship, to support doctoral
students in education with at least 10 years' of working experience

2010 highlights in giving
Private gifts to the College last year topped $3 million, a 22 percent increase over the
previous year. Highlights of this inspiring fundraising year include:
The W.K. Kellogg Foundation's two gifts, totaling $1.5 million, for ongoing
support ofUF's groundbreaking early-childhood education programs in Miami-Dade
public schools;
The Helios Education Foundation contributed $700,000 to support the UF
Lastinger Center's partnership with Pinellas County schools, giving as many as
500 mathematics and science teachers a shot at free tuition for advanced degree
coursework and professional development activities provided by College faculty.
Education alumnae Anita Zucker (BAE '72) and Patricia Rusk (BAE '57) each
Z UCK donated $50,000, the year's largest gifts by individuals. Rusk's
ZUCK R pledge was made in the form of a charitable gift annuity to
CIKT T 1 ~create a general scholarship for COE students; Zucker is
Providing matching funds up to $50,000 to generate annual-
giving contributions by young COE alumni who have never or
IIIL UU seldom donated before. (See details, page 21.)
Jamee Cagle Miller (MAE '02), recognized by UF in 2009 as one of its
Outstanding Young Alumni, didn't need any prodding from the Zucker Challenge.
She and husband Gilbert gave $30,000 to create a new fellowship for graduate
students in education technology.

A complete Honor Roll of Giving for the year is available online at:

We sincerely thank you-all of our donors, friends and supporters-for your generosity
and service. Your investment yields an immediate and visible impact on our efforts
and creates ripples of change that will resonate for many years to come.

Congratulations for success in campaign
A HUGE, heartfelt THANK YOU goes out to the 10 members of the College's
Capital Campaign Volunteer Board for their dedication and enthusiasm: Barbara
Anderson, Jim and Mary Brandenburg, Susan Cheney, Jim Eikeland, Bill Hedges,
Donna Lutz, Carolyn Marty, Sheila Pettis and Dianne Reed. CONGRATULATIONS
for steering a successful Florida Tomorrow campaign. We're ready for the stretch run to
meet our new goal!

Meet Anita Zucker (BAE '72)

Former teacher and lifetime
education advocate, committed
philanthropist and UF supporter,
first women CEO of Hudson Bay

It's difficult to pin a label on
1972 alumna Anita Zucker.
She is a former educator, a
lifetime education advocate,
a committed philanthropist, a
history-making businesswoman,
and one of Charleston, South
Carolina's leading citizens. Her
accomplishments and community
service record easily explain her
2009 UF Distinguished Alumnus
Award. She and her late husband,
Jerry Zucker, a triple major at UF,
have been longtime UF supporters.
In 2008, after Jerry's death,
Anita succeeded him as head of
the family-owned Hudson Bay
Company, becoming the Canadian
firm's first woman chief executive.
She is now working on UF's
2010-11 annual giving campaign
to reconnect EduGators with
their College of Education alma
mater through the Zucker Alumni
Challenge (see details, page 21).

M H P A w

UF College of Education I

Alumni & Giving

Donor Honor Roll


The College of Education is pleased to acknowledge its many benefactors who supported the College
during the 2009-10 fiscal year, which ran from July 1, 2009 through June 30, 2010. Thanks to you, it was
another outstanding year for the College. We acknowledge each of you for your outstanding loyalty,
generosity and leadership. Limited space prevents us from recognizing all of our loyal supporters here,
but a complete Honor Roll of Giving is available online at www.education.ufl.edu/HonorRoll.*

We are especially grateful to the following individuals and organizational donors who made gifts totaling
$1,000 or more to the College during the past year. Your leadership gift demonstrates your belief in
our mission, and a commitment to providing teachers and mentors to groom our future leaders in all
education disciplines.

Major Donors (2009-10) $1,ooo+ Annual Gifts
* College of Education alum ** P.K. Yonge Developmental Research School graduate COE & PKY alum

$1,000,000 or more
W.K. Kellogg Foundation

$100,000 to $999,999
Helios Education Foundation
James M. (d) & Janice M. Moran
The Jim Moran Foundation, Inc.

$50,000 to $99,999
The Education Foundation of Collier Cty.
Frances C. & William P. Smallwood Fdtn.
Allen** & Delores* Lastinger
The Lastinger Family Foundation
Patricia Rusk*
Kenneth & Karen Turja
Anita Zucker*

$10,000 to $49,999
Cmnty Fdtn of the Chattahoochee Valley
Mary Compton*
Babs Dalsheimer** & Evalena Cates
James Horner**
Dr. Catherine Morsink
Jamee* & Gilbert Miller
The Phelps Foundation Trust

Dorene** & Jack Ross
Hannelore Wass

$5,000 to $9,999
Darla Dee Turlington Charitable Fdtn.
Florida Fund for Minority Teachers, Inc.
Harris Corp.
Kenneth & Janet Keene
The Hon. Ralph D. Turlington, Sr.

$1,000 to $4,999
Barbara* & Richard Anderson
Brevard Community College
Jerry & Linda* Brim
Christopher Brkich* & Katie Milton*
Sandra & Joseph Burghardt
Central Florida Community College
Colgate-Palmolive Co.
ConocoPhillips, Inc.
Daniel** & Janet Dennison
Joshua & Sally*** Dickinson
Dr. Phillips, Inc.
Cathy Durrett-Filusch* & Edward Filusch
Catherine & Ronald Emihovich
Don* & Helen* Gilbart
Jeffrey Gorrell*

Lincoln & Lillian Hall
Maxwell* & Doris King
Karen Koegel*
Esther Marshall
Col. Thomas* (d.) & Josie McClelland
John** & Nancy Mullett
Bernard & Eileen Oliver
Herman* & Barbara Packard
Louetta** & Pete Peterman
Walter & Bonnie Pike
Francisco Rabell
Paco Rabell
Bette C. Riker*
Mark* & Sally Rosser
Richard** & Karen* Scarborough
Scarborough Insurance Co., Inc.
George & Jane** Schildge
Seminole Community College
State Farm Insurance Co.
Theresa* & William Vernetson
Rolf & Marjorie Wesche
Ovadene Wesley*
Jim White**
JoAnn* & Joseph White
Willa* & Edward Wolcott
Roger Yoerges* & Denise Esposito

* The Donor Honor Roll was compiled as accurately as possible from university records, but occasionally errors can occur. If there are any discrepancies,
please contact the College of Education Development Office at 352.273-4142, or via email at development@coe.ufl.edu.

Administrative Listings

Professor and Dean
(352) 273-4135

Professor and Associate Dean for Academic Affairs
(352) 273-4134

Professor and Interim Associate Dean
for Research & Faculty Development
(352) 273-4116

Lecturer and Assistant Dean for Student Affairs
(352) 273-4376

School Directors
Human Development and
Organizational Studies in Education
Professor and Acting Director
(352) 273-4300

Teaching & Learning
Professor and Director
(352) 273-4242

Special Education, School Psychology
and Early Childhood Studies
Professor and Director
(352) 273-4292

Affiliate, Center & Program
Center for Disability Policy & Practice
Professor and Director
(352) 273-4278

Center for School Improvement
(New director to be appointed)

Institute for Higher Education
Assistant Professor and Director
(352) 273-4313

Lastinger Center for Learning
Lecturer and Director
(352) 273-4108

National Center to Inform Policy
& Practice in Special Education
Professional Development (NCIPP)
Professors and Co-Directors
(352) 273-4259

UF Alliance
Interim Director
(352) 273-4355

P.K. Yonge Developmental
Research School
Lecturer and Director
(352) 392-1554, ext. 223


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