As we navigate through another exciting academic year, we’re reminded of the critical role we all play in supporting the success of our students. College is a transformative experience, one filled with both opportunities and challenges. Whether students are embarking on their first semester or are well on their way to completing a graduate degree, our goal is to ensure they feel empowered, supported, and prepared for the future.
Support comes in many forms: from academic advising and mentorship to emotional and mental well-being resources. It’s not just about succeeding in the classroom; it’s about building resilience, finding a sense of community, and fostering personal growth. I want to thank each one of you who have engaged in a Workshop, Coaching Circle, or Book Club designed to help support our students.
I see your work and know that each of you are committed to creating an environment where every student has the tools and guidance they need to thrive. Thank you for being part of this vibrant learning community.
Happy Fall Ya'll
-Vicki Groves-Scott
Dr. Donna Wake and Dr. Jessica Herring-Watson:
On August 14, 2024, Dr. Donna Wake and Dr. Jessica Herring-Watson (Department of Teaching and Learning) presented at the CETAL Teaching with AI Mini-Conference. Their presentation, titled "Research Applications Across the Disciplines," focused on the innovative ways AI can be integrated into academic research to support faculty engagement and efficiency with the research process.
Their session reviewed use of AI to clarity and focus of the research question, explore appropriateness of methodology, identify and vet appropriate literature, engage in creating tools for data collection, consider options for data analysis, and support the writing process. They also focused conversation key ethical considerations in working with AI to support faculty research.
Through their insightful session, they explored practical applications of generative AI tools, demonstrating how these technologies can support research endeavors, from data analysis to creative problem-solving. The presentation highlighted not only the current capabilities of AI but also its potential to transform educational practices and advance interdisciplinary research.
Avery Ferguson, daughter of Laura Marshall (Department of Teaching and Learning), has recently been selected to represent the University of Arkansas on its prestigious Mock Trial Team. With a strong interest in International Relations and local government, Avery brings her passion for justice and global issues to this exciting new role. As she embarks on this academic journey, her dedication to Political Science and her involvement in Mock Trial reflect her commitment to both her studies and her future career in public service.
Dr. Tammy Benson:
Teaching in the College of Education presents both challenges and opportunities that have resulted in my most exhilarating and fulfilling professional career. Over the past 34 years, I have navigated numerous changes in higher education including shifts in faculty expectations, programmatic changes, and varying leadership styles. Despite these evolving factors, the consistent and never changing source of joy for me is the relationships I’ve built with my students through teaching, learning and interactions. Balancing these relationships and prioritizing high quality classroom instruction with the numerous external pressures require intentional effort and strong commitment. It is extremely difficult to keep students as your primary priority when you are surrounded by so much noise. However, maintaining focus on my vision as an educator - aiming to drive positive change in K-12 education through the training of exceptional teachers - helps keep this noise at bay.
When I first came to UCA, research was shared with me that showed flexibility to be regarded as the number one characteristic of highly effective faculty members. Combine that with a strong compassion and care for students, effective and specific communication, and a cultivation of collaborative communities can result in a rewarding and enduring legacy as a teacher educator. My teaching spans face-to-face, online, and hybrid formats, and includes both graduate and undergraduate classes. Principles that guide my approach to teaching and have resulted in a source of deep pride and satisfaction for me including the following:
Connection: Beginning each semester with allotted time to get to know your students well before proceeding with course content sets the tone for the environment and fosters a sense of familiarity. Creating google slides with personal photographs, hobbies, and stories allow us to get to know each other, increasing our empathy and care for each other. I create videos each Monday that add a personal touch to course content and relevant, current events so experiences can be shared. Reaching out to students through email, providing my personal cell number, and being responsive to student questions and concerns all help to build that personal connection that drives motivation and learning.
Collaboration: It’s been very important to me to ensure that students are interacting with one another and getting to know each other as fellow professionals and future teachers. Whether we are enacting role plays in the classroom, working in groups to create best practice lesson plans, or participating in weekly discussion posts online, the primary goal is cultivating a community of collaboration and care. We participate in “safe spaces" activities where we share personal experiences and respond to commonalities we share as fellow learners.
Compassion: Having two children of my own in college at the same time taught me a lot about providing compassionate care for my university students. Nothing helps you relate more to the struggles and stresses of being a university student than living with one. Although it is not always easy to extend extra compassion and understanding, the end result is always a win/win for you and your student. I have hosted students at my home, escorted groups to professional conferences, helped students out of financial difficulties, and provided extra attention and guidance to distressed students. These experiences always brought the greatest job satisfaction, resulting in the greatest blessing to me.
Communication: I have never been able to let emails lie in an inbox! This can be stressful for university faculty because our jobs can easily become a 24/7 expectation. I certainly believe in boundaries for faculty and have always strived to keep a healthy work/life balance. However, I do believe it is very important to prioritize our students' concerns and address them promptly. Another aspect of communication that has been important to me is to give specific feedback to students on all assignments. Asking students clarification questions about their assignments helps to elevate their higher level thinking skills. Providing videos of my explanations of each assignment with the rubric has also increased student performance. Reading and responding to student reflections of their work increases the learning experience for them and me! We are all learning together!
Commitment: Keeping students as a priority is a commitment that takes time, intentionality, patience, and creativity. Using small gestures like candy canes on finals day at Christmas, chocolate for prizes, and pizza on the last day of class are fun ways I have tried to show students that I am committed to their learning and their personal growth. Attending events together like chili cook-offs and potlucks have brought great appreciation, joy and have enhanced student engagement.
Catering to Inclusivity: Beginning my career in a second grade classroom and working with some of the most talented special education teachers both gave me a passion and desire to ensure that I meet the needs of all my students, both K-12 and university populations. I have done my best to ensure that all students have equal access to educational opportunities and feel respected and valued, regardless of their background, abilities, or learning styles. When I do get a notification from the Disability Resource Center with specific recommendations for modifications, my courses usually already implement those strategies. Adapting instruction to meet the needs of all students, including those with disabilities, remains a priority in all I do. Having written notes and video explanations, allowing more time for work and interacting with students about clear expectations have resulted in excellent relationships with all my students.
Finally, I would like to thank my amazing Teaching and Learning Department faculty colleagues for teaching me so much about utilizing technology to enhance learning for me and my students. I work with the most creative, dynamic faculty that can make online learning so engaging that it differs very little from face to face instruction. Employing class recordings, weekly virtual office hours, and video interaction tools such as Padlet, Zoom, and Google Meet to accommodate diverse learning needs are just a few ways that my instruction has been amplified through high quality technology tools.
The recognition of winning the 2004 UCA University Teaching Excellence Award is one of the proudest moments in my career. I am immensely proud to be recognized as an innovative and engaging instructor in the field of education. My life's work has been dedicated to influencing and inspiring future educators to excel in K-12 classrooms, and witnessing their growth and success is profoundly fulfilling. The continued connection I maintain with past students, who frequently reach out to share their achievements and express their gratitude, stands as a testament to the lasting impact of my teaching. As I conclude my time at UCA, my hope is that my wonderful colleagues and future teacher educators will continue to “fight the fight” to put students first, always making teaching and learning the priority even when surrounded by noise.
* Dr. Benson is a Professor in the Department of Teaching and Learning.
Dr. Keith Pachlhofer:
The semester is off to a dynamic start in DST for those of us teaching Mathematics. Recently, the Math Department transitioned from a textbook for College Algebra that had been in use for many years, a change that, while seemingly incremental, represents a significant shift given that this textbook had been the standard for as long as I have been at UCA (20 years!). This new textbook emphasizes not only learning mathematical concepts but also exploring their applications in every section. This approach is particularly beneficial for students who struggle with understanding the rationale behind each topic, though it does mark a considerable shift in pedagogical philosophy. Additionally, our Foundations courses must now adapt to this new problem-solving methodology. As a result, we have had to develop new problem sets, lesson plans, and exams for this course, making this semester exceptionally action-packed.
My research agenda for the year is centered on two primary areas: 1) the evolving landscape for student athletes in higher education and 2) the demographics of DST students and the impact of interventions on those struggling with mathematics courses. For many students in my classes, Mathematics is not their preferred subject. I aim to gain insights into these students and explore strategies to enhance their learning experience, with the goal of supporting their retention and degree completion at UCA. Additionally, I am keen to observe how the UCA Commitment program impacts our student population within DST. With the recent increase in student admissions to DST, I am interested in assessing how prepared these students are for the college experience. It promises to be an exciting year for us!
Lastly, I would like to express my gratitude to the CoE for warmly welcoming our department into its academic community. For years, our department felt like an outlier on campus, often feeling unrecognized or even unwelcome. Your embrace has made us feel valued from the start, and it has been a blessing to finally have a place we can call home.
* Dr. Pachlhofer is a Senior Lecturer of Mathematics in the Department of Student Transitions.
Dr. Charlotte Parham:
The 2023-2024 Year is off to a great start. I am the principal investigator for three grants and currently teach one course. Winthrop Rockefeller Foundation Student Success for All (WRFSS), Arkansas Imagination Library (ARIL), and Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) are my three grants. I am the co-investigator with Donna Wake on the WRFSS grant. We are closing out the final semester for WRFSS and are in the process of publishing and presenting results from the work. As Donna and I close out WRFSS, Erika McMahan and I are getting GEAR UP Arkansas off the ground. GEAR UP is a program that can significantly impact students' ability to get "to and through” college. Erika is the GEAR UP state director hired to execute the grant's goals and objectives. With Erika's leadership, we have hired a full staff to work with our 3500 GEAR UP scholars across 15 schools and 11 districts. We had a wonderful GEAR UP retreat with our schools to help our schools reflect on school culture as we implement the GEAR UP programming.
I am celebrating the success of the Arkansas Imagination Library grant and waiting to hear if we will receive the funding for another four years. This grant is in partnership with the Department of Elementary and Secondary Education (DESE), whose support and collaboration have been invaluable. Through this grant and DESE partnership, we have tripled the monthly number of children receiving books from approximately 29,000 to 84,000 in the last four years. Evidence-based research states that increased book access contributes to a stronger literacy foundation. Our study confirms the benefits of access to books. Our results, displayed below, show that children who received books through this program scored higher on school readiness assessments compared to those not enrolled.
*Dr. Parham is an Associate Professor in the Department of Leadership Studies.
Dr. Stefanie Sorbet:
I have been assisting the executive board of the Mid-South Educational Research Association, or MSERA, in preparing for the upcoming annual conference in Chattanooga, Tennessee this November. After the conference this fall, I will begin serving MSERA as president for the upcoming 2025 year term. I have been a part of MSERA since 2018 and it has given me many opportunities to collaborate across disciplines, universities, and with so many colleagues.
I am currently working with a colleague and assistant professor of Recreation and Park Administration at Eastern Kentucky University to prepare a presentation titled: Building Community: Foundations for Team Building in ALL Classrooms. This presentation incorporates team building, communication strategies, and social and emotional skills for interns enrolled in a variety of service disciplines as a way to increase interns’ communication and leadership skills as well as enhance their personability prior to entering their profession.
My newest adventure has been taking on CLEI 8311 which is the introduction to research methods in the Community Leadership Equity and Inclusion PhD program. This is an exciting opportunity for me and I feel like I can truly share my experiences in research with our doctoral candidates as well as work to support them as they embark on their journey. In Elementary, Literacy and Special Education, I continue to teach Positive Classroom Environment, observe juniors in their initial field placement, and engage them in their first POP cycle experience. Morning meetings and social and emotional skills remain an active component of my research and I continue to support educators who are implementing such strategies to build community within their classroom. Currently I am assisting two area elementary schools to implement Morning Meetings schoolwide and design new positive behavior strategies. It is an exciting and busy time!
* Dr. Sorbet is an Associate Professor in the Department of Elementary, Literacy, and Special Education.
The Bear Essentials Food pantry can use your egg cartons. The pantry is located behind the Physical Plant building -- just follow the purple flags.
The pantry gives out 6 eggs per visitor, so larger egg cartons can be cut up and dropped off. They have a donation cupboard outside the door, so you can drop off egg cartons any day or time.
For more information about the Bear Essentials Food Pantry you can go to https://uca.edu/foodpantry/.
* Darla Escamilla (Department of Leadership Studies) posting with donated egg cartons.
Carise and Preston Echols:
Carise and Preston Echols, both principals at Conway Public Schools, graduated together with their Educational Specialist degrees in August at UCA .
Carise is currently principal at Theodore Jones Elementary. Preston is currently principal at Conway Junior High School. The Department of Leadership Studies offers Ed.S. options for K-12 district-level leadership, building-level leadership, and program leadership.
Scarlet Belonie:
Scarlet Cates (Belonie) joins the department of Elementary, Literacy, and Special Education as a Visiting Lecturer.
Scarlet shared, "I grew up and still live in the small town of Clinton, Arkansas. I came to UCA as an undergraduate student in 1997. After graduation, I worked for a year as a paraprofessional and was then offered a job in a special education position." Scarlet came back to UCA as a graduate student for her Master's in Special Education. In 2017, she earned her Master's as an Education Specialist in Building Administration and Special Education Administration.
Scarlet has taught Special Education for the last 23 years, most of that in the Clinton School District. She has taught everything from birth through 12th grade resource classes and self-contained. Scarlet added, "Since I was an undergraduate it has been my dream to teach at UCA. This summer my dream came true when I was offered a position as a Visiting Clinical Instructor." Outside of school, she is a mom to 3 adult children, 3 fur babies, and is married to her husband, Steve.
Dr. Jessica Herring-Watson:
Dr. Jessica Herring-Watson recently published an article titled "From Intention to Action: How Preservice Teachers Use Technology-Enabled Learning During Student Teaching" in The Journal of Teacher Education (JTE). JTE is a leading teacher education journal with a 5% acceptance rate. Link to article: https://journals.sagepub.com/doi/abs/10.1177/00224871241268577
