College of Education Newsletter

As the year draws to a close, we look back on the milestones, achievements, and moments that defined 2024 for the University of Central Arkansas College of Education (CoE).

• The ALTA Arkansas Chapter recognized UCA's MSE Literacy/Dyslexia Endorsement Program in their Weekly Alert, highlighting UCA’s contributions to academic language therapy training and continuing education for Certified Academic Language Therapists (CALT).
  
  
• Bears Teach Summit: Hosted on March 8, UCA welcomed 65 students from five high schools for a day of inspiration and interactive learning. With sessions led by UCA faculty, staff, and Arch Ford Education Cooperative specialists, the summit focused on education strategies, personal growth, and college readiness.

• Day of Giving: A record-breaking year saw the CoE raise $52,544.50, far surpassing the $20,000 goal. This achievement exemplified the collective generosity and commitment of our departments.
  

• The CoE and Hendrix College began a partnership for the Master of Arts in Teaching Program at UCA.

• CoE Summer Professional Development Series: Hosted 16 sessions, including six Strategic Instruction Model (SIM) workshops, with a total of 583 attendees.

• Renewed Apple Distinguished School recognition for the 2024-2027 period, affirming our leadership in educational technology.

• The Child Study Center earned re-accreditation from the National Association for the Education of Young Children (NAEYC), extending its certification through 2030. This achievement underscores our commitment to high-quality early childhood education.

• Technology Learning Center (TLC) student events: The TLC launched student events this semester. Each month there was a different themed event where participating students received a snack, prize, and activity. The TLC plans to continue the student events in the Spring 2025 semester.

Thank you for being part of this incredible year. Together, we’ve reached new heights and laid a strong foundation for 2025. Wishing everyone a joyful holiday season and a prosperous New Year!

- Vicki

The 2024 MSERA Annual Meeting took place from November 6-8 in Chattanooga, Tennessee, bringing together educators, researchers, and scholars to explore pressing topics in education.

Spotlight Presentations

Ms. Sunny Styles-Foster (Department of Elementary, Literacy, and Special Education):
Closing the Gap: Understanding Literacy Beliefs and Expectations in Teacher Preparation
Sunny Styles-Foster and Terrie Johnson of Centenary College of Louisiana shared insights from a survey on equitable literacy practices in teacher preparation programs nationwide. This session traced the survey's evolution and its foundation in H. Richard Milner IV’s framework on opportunity gaps in education.

Dr. Stefanie Sorbet (Department of Elementary, Literacy, and Special Education):
Navigating the Tenure and Promotion Process
Dr. Stefanie Sorbet, along with Kelly Byrd (University of South Alabama) and Nykela Jackson (University of Central Arkansas), provided junior faculty with guidance on balancing teaching, research, and service while preparing tenure and promotion packets.

Scaffolding Early Field Teaching Experiences in an Elementary Teacher Preparation Program
Dr. Sorbet also facilitated a roundtable exploring the impact of scaffolded teaching experiences, such as morning meetings and literacy interventions, on students’ preparedness for final field observations.

Dr. Matthew White (Department of Leadership Studies):
Predicting Preservice Teachers’ Culturally Responsive Teaching Outcome Expectations
Dr. White, along with Dr. Jessica Herring-Watson and Dr. Donna Wake, presented their award-winning research. This study, which earned the prestigious James E. McLean Distinguished Research Paper Award, delves into factors shaping preservice teachers' culturally responsive teaching expectations.

Dr. Crystal Voegele (Department of Teaching and Learning):
Disenfranchised Grief: An Unspoken Variable in the Teacher Exodus
Dr. Voegele explored how grief from unacknowledged losses contributes to teacher attrition, a pressing issue for the education sector.

Dr. Michael Mills (Interim Dean, UCA Graduate School):
Demographic Influences on School Accountability in Arkansas
Dr. Mills, along with Donna Wake and Debbie Dailey, presented findings from a multi-year regression study on ESSA performance scores, highlighting demographic factors that influence school accountability.

Dr. Deanna Kay Rice (Department of Elementary, Literacy, and Special Education):
A Novice Educator Implementing U.S. Special Education Practices Abroad: A Case Study in Romania
Dr. Rice shared her case study on the challenges and learnings of implementing U.S. special education practices in an international context, with insights from a faculty mentor relationship.

Dr. Donna Wake (Department of Teaching and Learning):
Dr. Wake’s contributions included multiple sessions:

• Exploring Psychological Safety in Technology-Enabled Learning (with Dr. Herring-Watson)
• Advancing Equity in K-12 Education: Coaching for Equity (with Dr. Charlotte Parham)

MSERA Leadership Update

Three faculty members from the College of Education were named to serve on the MSERA Board. Dr. Charlotte Parham was selected to serve as the Arkansas State Director, Dr. Deanna Rice was appointed as Institutional Membership and Sponsorship chair, and Dr. Stefanie Sorbet will serve in the role of President-Elect. In their new roles, they will work with colleagues across the seven-state MSERA region to promote and encourage educational research in diverse fields.

The James E. McLean Distinguished Research Paper Award

This award, presented annually, recognizes exceptional research papers at the MSERA conference. Winners are chosen through a rigorous blind review process and receive a plaque and a $500 reimbursement for presenting their research at AERA. This year’s recipients were Dr. Matthew White, Dr. Jessica Herring-Watson, and Dr. Donna Wake for their groundbreaking work on culturally responsive teaching.

Photo upper left: Dr. Matthew White and Dr. Donna Wake; Photo upper right: Dr. Donna Wake and Dr. MIchael Mills; Photo bottom left: Ms. Sunny Styles Foster; Photo bottom middle: Dr. Donna Wake; Photo bottom right: Dr. Stefanie Sorbet.

On November 18-19, several College of Education faculty presented at the Arkansas Association for Middle Level Education conference in Little Rock.

Dr. Erin Shaw and Dr. Valerie Couture presented "Supporting Students Through Transitions: Leveraging Young Adult Literature in School Counseling and Library Media Programs." Dr. Jeff Whittingham presented "Let’s Talk About Middle Grade Books." Noël Gieringer and Dr. Jessica Herring-Watson presented "Apple’s 30 Time-Saving Tips for Teachers," and Dr. Charlotte Parham presented "Restorative Practices in Middle School." Additionally, three Middle Level intern teachers--Allie Crowder, Rachael Martinka, and Liberty Moody--were able to attend the conference thanks to a College of Education "Classroom Innovation Grant." The interns were able to experience their first academic conference, meet middle-level teachers, administrators, and preservice teachers from around the state, and hear from keynote speakers Dr. Tyler Tarver and Katie Kinder.

Students in Dr. Nykela Jackson’s EDUC 1300 (RISE @ Hughes LLC course) engaged in hands-on challenges: the Index Card Tallest Tower Challenge or the Minimalist Paper Necklace Project.

Students reflected on the following questions:

• How does the challenge reflect the work of a teacher?
  
• What qualities of an effective teacher were essential for success in this activity?
  
• How can you apply what you learned in this challenge to your future classroom?
  

Key takeaways were: collaboration and teamwork, problem-solving and creativity, differentiation and embracing diverse perspectives, managing limited resources, and learning through trial and error.

The UCA Japanese Club recently hosted a calligraphy workshop, offering an introduction to the art of Japanese writing. For Dr. Leticia de la Garza (Department of Leadership Studies), it was a first-time experience. The highlight was creating personalized 2025 calendars while exploring the beauty and precision of kanji characters.

Dr. de la Garza said, "I attended with my husband, and together we experimented with crafting kanji. With 2025 being the Year of the Snake, I chose to write the character for "snake," which has special meaning for me as I was born in 1977—another Year of the Snake. This connection was something new I discovered during the workshop. Under the guidance of the Japanese Club, we learned to use traditional brushes to form intricate characters. Though none of us were experts, the room buzzed with enthusiasm as we realized that calligraphy is more than just writing—it’s an art form where every brushstroke tells a story."

If you're curious about Japanese culture or simply looking to step out of your comfort zone, events like these are a must-try. Who knows—you might just discover a new hobby and make some great memories along the way!

Dr. Donna Wake and Dr. Jessica Herring-Watson (Department of Teaching and Learning) recently had their article "Fostering critical views on educational technology: A cooperative inquiry with novice teachers" accepted for publication in the Journal of Digital Learning in Teacher Education!

The article can be accessed here: https://www.tandfonline.com/eprint/SCPJ9RZDFQGSEXFKMC9K/full?target=10.1080/21532974.2024.2431746

Dr. Amy Thompson (Department of Elementary, Literacy, and Special Education) has successfully earned her Certified Academic Language Therapist (CALT) designation through the Academic Language Therapy Association (ALTA).

This rigorous certification highlights Dr. Thompson’s expertise in transforming the academic experiences of individuals with language-based learning challenges. A CALT’s role, as outlined by ALTA, includes:

• Comprehensive Assessments: Reviewing evaluation reports and academic samples, then administering academic skills assessments for precise baseline documentation.
• Multisensory Instruction: Integrating visual, auditory, and motor processing with a structured understanding of English to build foundational written language skills.
• Focused Interventions: Delivering high-frequency, one-to-one or small-group instruction that links understanding, practice, and performance to achieve reading fluency and comprehension.
• Structured Language Mastery: Teaching phonology, morphology, syntax, semantics, pragmatics, and orthography to support age-appropriate oral and written language development.

Achieving CALT status is no small feat. Candidates must hold a master’s degree, complete extensive therapy-level training (at least 200 instructional hours and 700 clinical/teaching practicum hours across multiple teaching scenarios), and pass the ALTA Competency Exam.

Dr. Thompson’s accomplishment reflects her commitment to fostering language and literacy skills in her students. Please join us in congratulating her on this well-deserved milestone!

For more information about the CALT credential, visit ALTA’s website.

Dr. Odunola Oyeniyi and Dr. Evan Faidley (Department of Leadership Studies) received a grant from the Blue & You Foundation for a Healthier Arkansas to enhance mental health support through training and awareness. With that grant, the University of Central Arkansas will implement programming for students to build awareness promoting positive mental health outcomes and suicide prevention. Concurrently, UCA will actively engage faculty and student-facing staff to complete Mental Health First Aid (MHFA) training so they may better support students in distress and/or crisis. With this two-pronged approach, we aim to grow awareness, decrease stigma, and heighten confidence related to mental health challenges among college students.

Dr. Oyeniyi said, "We are so grateful to the Blue & You Foundation for funding projects and initiatives to improve the health of Arkansans. Supporting UCA students' mental health and well-being means so much to us. Thanks to Mollie Henager, Senior Director of Foundation Relations and Development, for her support in this process."

Each month, the College of Education will randomly select four faculty members (one each from the Department of Student Transitions, the Department Elementary, Literacy, and Special Education, the Department of Leadership Studies, and the Department of Teaching and Learning) to contribute to our newsletter. They can take this space to share what they are doing in their classrooms...anything new they are working on...new publications...an education topic they are passionate about...etc.

As I move forward in my 26th year in education, my 14 years as a junior high science and gifted education teacher continue to inform my approach to preparing the next generation of educators. In my courses on teaching and learning foundations, educational technology, and classroom diversity, I strive to model the innovative teaching practices I advocate for. Whether we're exploring project-based learning strategies, incorporating game-based learning for UDL responsiveness, or investigating ways to differentiate instruction using new technologies, my goal is to prepare teachers who can meet the diverse needs of all learners through student-centered learning. My personal experiences with hearing impairment have also taught me valuable lessons about persistence, adaptation, and the importance of creating truly inclusive learning environments – lessons that I bring to all aspects of my work in education.

My research interests span several areas that I believe are crucial for modern education: gifted science education, pre-service teacher leader identity development, and educational technology integration. This work has led to several recent publications, including an article in the Journal of Advanced Academics that examined how school shutdowns affected gifted student identification and services. As writer of the "Socially Scientific" column for the National Association for Gifted Children's Teaching for High Potential journal, I have explored topics like integrating artificial intelligence (AI) in gifted education, preparing for the 2024 solar eclipse with twice-exceptional learners, and incorporating writing with scientific inquiry with claim-evidence-reasoning strategy.

Currently, I'm excited to serve as Co-PI on the NSF-funded ATOM Scholars program, where we are investigating how supplemental instruction and peer mentorship can support chemistry undergraduates from diverse populations. Our findings suggest that these support systems make a real difference in student engagement and retention. I also enjoyed collaborating on the iBEAM-GT project, which focused on improving identification and services for twice-exceptional students. When I was asked to be involved with these projects, I was thrilled with the opportunity to continue my commitment to making education more accessible and engaging for all students.

I'm honored to serve in several leadership roles that allow me to contribute to the education field more broadly. I currently chair the STEM Network for the National Association for Gifted Children (2023-2025) and serve as chair of the organization’s Professional Standards Committee (2023-2025). As a member of the Council for Exceptional Children's Yes I Can Award Committee (2023-2025), I work to recognize and promote excellence in special education. These service roles complement my teaching and research by keeping me connected to the broader educational community and emerging best practices.

As we look toward the future of education, I'm particularly intrigued about the intersection of AI and differentiated instruction. I recently led professional development sessions at the local and national levels on using AI for differentiation to assist teachers and students in using AI to personalize learning opportunities and using AI to create extensions and enrichment activities. I believe we are at a crucial moment where technology can either widen or narrow educational gaps, and I am committed to helping educators harness these tools effectively and ethically. I see my mission as both educator and researcher dedicated to advancing education while ensuring it remains accessible and engaging for all students.

Every step of my journey, from writing curriculum to mentoring teacher candidates, has been enriched by the students and educators I've had the privilege to learn alongside. As technology continues to reshape education, I am excited about my continued collaboration with my colleagues and students to harness AI for ethical and impactful teaching.

*Dr. Buchanan is a Clinical Instructor II in the Department of Teaching and Learning

Campus Community Engagement: Dr. Evan Faidley remains an active member in all of his communities across personal and professional spaces. He is currently an assistant professor in the College Student Personnel Administration (CSPA) master’s program and the Community Leadership concentration leader in the Change Leadership for Equity and Inclusion (CLEI) Ph.D. program. Dr. Faidley serves a national role as the Co-Chair of the Orientation, Transition, and Retention Knowledge Community for NASPA, one of the prominent professional associations targeting the support and development of higher education administration. He is also a Mental Health First Aid Instructor on behalf of the National Council for Mental Wellbeing, which will be put into action with Dr. Odunola Oyeniyi (Department of Leadership Studies) during the 2025-2026 calendar year to train UCA community members and engage students in conversations about navigating crisis situations in the collegiate context. You may also find Dr. Faidley in the world of international higher education through his co-leadership role in one of CETAL’s pedagogy learning communities (Global Learning Research Group) alongside Dr. Allison Freed (Department of Teaching & Learning).

Classroom Shenanigans: Dr. Faidley has always been at his best when it comes to challenging, complicating, and confirming what learners know and understand. He teaches a variety of courses in the CSPA program like Practicum, Student Development Theory, Academic and Career Advising in Higher Education, Helping Skills in Higher Education, and Historical Perspectives: Access, Environment, and Belonging. You may also see him teach an Elementary French I and II course; his background and passion for French and Francophone studies shines through his language teaching and commitment to developing students as global citizens. During Spring 2025, Dr. Faidley will be partnering his graduate students in International Perspectives on Instructional Technology and Design with undergraduate preservice teachers in Mexico to participate in a collaborative online international learning (COIL) experience where they will explore and discuss the perceptions and usage of artificial intelligence in student learning between the United States and Mexico.

Rockin’ Research: He sure does love to write! Dr. Faidley has been busy working on solo and collaborative research projects with peers on and off campus. He recently had a section in a book accepted, highlighting the work UCA’s Graduate School does through its podcast, as well as two articles in competitive higher education-focused journals and a co-written entry in NASPA’s Leadership Exchange magazine. Recently, Dr. Faidley had an article proposal accepted with Dr. Leticia de la Garza (Department of Leadership Studies) and Dr. Leah Horton (Honors College) advising on how tertiary education educators may strategically use the United Nations 17 Sustainable Development Goals to embrace and practice humanizing efforts surrounding quality education and interculturalism. As part of Dr. Faidley’s Student Development Theory course, he has mentored first-year graduate students to not only generate preliminary models for select college student populations of interest, but he has guided groups of students to write literature reviews for publication synthesizing literature about four different student groups: problematic gamers, LGBTQ+ students in the rural Bible Belt, working student-parents, and first-generation graduate students. Dr. Faidley is working with these student groups to develop a manuscript for publication in the coming weeks.

*Dr. Faidley is an Assistant Professor in the Department of Leadership Studies

This year began my 20th year at UCA. I had never given teaching at the higher education level a thought while completing my last degree. I was looking for a change, thinking it would be in the form of an instructional facilitator or special education position when I was asked to apply for the clinical position in the Elementary, Literacy, and Special Education department. My first thought was, 'What? Me? No, I teach little kids!'. Well, it turned out being a great fit because I'm still here.

With the shift from balanced literacy to the science of reading (SoR), there has been a lot of change in the last few years. For me, this was a welcome change as there were always a few kids who I felt like I couldn't reach as each school year passed by. As I was beginning my training in SoR, it became apparent as to what had been missing. I now take both my experience with a failed approach, and other knowledge of SoR and pass that knowledge along through the Child and Young Adult Literature course and Elementary Reading Methods course I teach at the undergraduate level and through Multisensory I and II at the graduate level. It brings me joy when I impress students with the knowledge of how to teach the five pillars of reading instruction effectively and why it's so important to be smarter than the program you use. The undergrads are easier to impress than my graduate students, so when I hear back from them in terms of the difference those courses make for them, I couldn't be happier.

I look forward in continuing refining and being able to ensure the next group of future teachers truly know their content and how to effectively use it in the classroom, no matter the grade or school in which they are placed. I take pride in working with both the students I have in class and the ones I supervise in the field to give them the best experience, as they deserve that and so do their future students. I also want those pre--service teachers to take pride in the knowledge they have built at their time at UCA so they can pay that forward in terms of producing successful students of their own.

*Ms. Herrington is Senior Clinical Instructor in the Department of Elementary, Literacy, and Special Education

Kudos to CLEI PhD student, Clevelon Lasker! Clevelon recently delivered a keynote presentation at an Arkansas Opioid Recovery Partnership event. The topic of her presentation focused on culturally competent hiring practices. The Arkansas Opioid Recovery Partnership represents a statewide network of local organizations working to abate the loss families and individuals have experienced due to opioid addiction. The goal of this unprecedented partnership is to reduce overdose deaths through prevention, treatment, enforcement, and recovery. Clevelon is an award-winning licensed professional counselor (private practice) and the Director of Enhance Care at Summit Community Care, an organization focused on delivering assistance to individuals with developmental disabilities or behavioral health.

Prior to the Thanksgiving break, PhD candidate LaShannon Spencer chose to defend her dissertation research in person on the UCA campus. Her grounded theory study, PRIORITIZING EQUITY AS A CORE COMPONENT OF ORGANIZATIONAL CULTURE IN HEALTHCARE: A STUDY OF BLACK WOMEN AS TRANSFORMATIONAL LEADERS, examined the experiences of Black women CEOs in healthcare leadership, and breaks important new ground. The methodology she employed, particularly her innovative integration of art interpretation alongside traditional qualitative approaches (see pic below), demonstrates sophisticated research design that allowed her participants' voices to truly be heard through commissioned art. Her dissertation chair is Dr. Donna Wake. Congratulations, Dr. LaShannon Spencer, on a successful defense!

Missed an issue? You can view past issues of the COE Newsletter by going to https://uca.edu/education/coenewsletter/.