FRANCIS E. GODWYLL, PhD.
STRENGTHS
Solid background in student advising including supervision of diploma, undergraduate and graduate level
projects, theses and doctoral dissertations,
Excellent research background including initiating, planning, guiding, leading and conducting quantitative,
qualitative and action research,
Skilled in organizing, planning and implementing workshops, conference presentations, and training
sessions,
Strong background in editing papers for publication,
Experienced in book publication,
Enhanced interviewing skills acquired through serving on boards and panels for student admission, recruitment
and promotion of university academic staff and assessing students for awards of academic distinction,
Accomplished communicator with a distinct ability to work well with all levels of an institution,
Well-developed team leadership abilities with consultation and collaboration skills,
Proficient in online-teaching and application of technology to teaching and learning.
EDUCATION
University of Education at Heidelberg, Heidelberg, Germany
Doctor of Education
Dissertation: “Development and Evaluation of Diagnostically Supported Teaching
Strategies to Reduce School Failure in Ghana”
Director: Professor Reimer Kornmann
Honors: Cum Laude
University of Cape Coast, Ghana
M.Ed. in Special Education
Thesis: “Effects of Positive Reinforcement and Extinction on Behavior Disordered
Pupils: A Study of Apewosika D/C Primary School, Cape Coast”
Director: Professor Okechukwu C. Abosi
University of Cape Coast, Ghana
B.Ed. Honors concurrently with Associates Degree in Religious Studies
Undergraduate Project: “Non-formal Education for Community Development: A Study of
Apewosika/Kokwado Communities”
Director: Professor James Opare
2003
1992
1989
PROFESSIONAL TEACHING EXPERIENCE-UNIVERSITY LEVEL
University of North Florida, Jacksonville, FL
Associate Professor of Education Leadership and Doctoral Program Director of
Educational Leadership
Teach graduate courses, advise doctoral students, supervise doctoral dissertations and
direct the Master’s and Doctoral programs in Educational Leadership
2013-present
Ohio University, Athens, OH- Department of Educational Studies
Associate Professor of Education
Taught courses in Comparative Education, Leadership, Educational Administration, and
2011-2013
F. Godwyll - CV
Page 1
International Education and Development. Served as an academic advisor for masters
and doctoral students. Served on masters’ theses and doctoral dissertation committees.
Assistant Professor of Education - Department of Educational Studies
Taught courses in Multicultural Education, International Education, Comparative Cultures,
Advanced Foundations of Education, and Poverty, Education and International Development.
Served as academic advisor for masters’ and doctoral students.
Served on masters’ theses and doctoral dissertation committees
2005-2011
Exchange Scholar - Department of Educational Studies
Taught courses in Introduction to Cultural Studies, Poverty, Education and International
Development, School Society and Professional Education, Education and Cultural Diversity,
Comparative Education, Comparative Cultures and Education, Learning from Non-Western
Cultures, and Democratic Methods of Teaching. Served on masters theses and doctoral
dissertation committees.
2002-2005
National-Louis University International Campus, Heidelberg, Germany
Adjunct Faculty
Taught in the M.Ed. Interdisciplinary Studies in Curriculum and Instruction
University of Education at Winneba, Ghana
Lecturer - Adjunct Faculty
University of Cape Coast, Ghana; University of Education at Winneba, Ghana; and
Eastern Washington University USA Linkage Program
Lecturer - Adjunct Faculty and Theses Supervisor
University of Cape Coast, Ghana
Lecturer
Taught Special Education, Social Foundations, and Psychology related courses at both
undergraduate and graduate levels.
Communicative Skills Instructor
Taught the general liberal studies, integrated English course to assist new students with
the university’s English writing requirements.
2000-2001
1999-2000
1995-1996
1996-1997
1993-1997
1994-1997
K-12 EXPERIENCE AND SUPERVISION
Ohio University, Athens, OH, Creating Active Reflective Educators Partnership
schools (C.A.R.E)
Field Experience Supervisor
Supervised student teacher candidates (sophomore-seniors) in clinical field
experiences in neighboring C.A.R.E. partnership schools.
Hermann Gmeinder, SOS Project Schools, Tema and Asiakwa, Ghana
Clinical Supervisor
Organized professional development sessions for about 70 teachers from
th
kindergarten to 9 grade on adopting inclusive education practices. Assisted the
schools to create an Inclusive Education Policy
F. Godwyll - CV
2003-2007
1997
Page 2
Observed and supervised teachers, implemented approaches of inclusive
practices in their classrooms, and provided feedback and evaluation for building
administrators.
K-12 schools in 9 Political/Administrative Regions, Ghana
Clinical Supervisor
Supervised undergraduate and graduate student teachers from the College of
Education of University of Cape Coast placed in K-12 regular and special needs
schools in Ghana for their student teaching.
The Villa School, Schlierbach, Germany (Institute of Behavior Disorders,
a project Institute of the University of Education in Heidelberg)
Teaching and Research
Taught English and Cultural Studies (grades 4-12)
1993-1997
2001
Observations in Special Schools in Ghana, Finland, and Germany
1987, 1999, 2001
Observations in Regular Schools in Finland (grades K-3)
1999
University of Cape Coast, Ghana
Child Development Center Coordinator
Taught English, Math, and Life Skills to children with varying disabilities (grades K-9)
1989-1997
Mfantsiman Girls’ Secondary School, Saltpond, Ghana
Student Teacher (Clinical Teaching)
Taught Religious Studies (grades 10-12)
1987
Nana Bompeh Junior Secondary School, Takoradi, Ghana
National Service Personnel
Taught Social Studies (grades 7-9)
1984-1985
RELATED TEACHING EXPERIENCE
OLA College of Education formerly OLA Teacher’s Training College
(An initial Post-Secondary Teacher Training College for K-9 teachers)
Tutor
Taught courses in Aims and Principles of Education, Social and Philosophical Foundations of
Education and an Integrated Education syllabus (using a thematic approach across a spectrum
of core courses for professional education preparation).
Supervised Capstone projects and student teaching.
University of Cape Coast, Ghana
Graduate Assistant
Assisted in teaching and research in special education, social foundations and educational
psychology related courses.
1991-1993
1992
LEADERSHIP
University of North Florida, Jacksonville, FL
Director of Doctoral Program for Educational Leadership (EdD)
2013-present
The Doctoral Program Director is a critical link between the Chair and the College as well as
the administrative link to the faculty and students of the program. The responsibilities typically
encompass the following:
F. Godwyll - CV
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Oversees and coordinates the administration and governance of the program, serves
as a point of contact for graduate students enrolled in the program, as well as provide
administrative linkage between the faculty and the chair;
Serves as the representative of the program on relevant bodies at the departmental,
college, university and the community levels as appropriate;
Responds to concerns from faculty, administrators and students;
Provides orientation to students about the doctoral program and faculty to its mission
and purpose;
Advocates for faculty who teach in the program;
Works with the faculty, the chair of the department and relevant college or university
units to develop doctoral curricula and courses;
Markets, recruits and facilitates the admission of doctoral students ensuring equal, fair,
and timely consideration of all applicants as well as managing cohort size and enrollment;
and coordinates admission processes and procedures with graduate school;
Monitors and reviews the progress of student applications and petitions;
Advises and mentors doctoral students with respect to program and degree requirements
and assign permanent advisers;
Assist in program assessment systems and compliance with institutional irb policies and
procedures;
Enforces relevant departmental, college and university regulations pertaining to graduate
studies, provide periodic reports on the program and data for institutional and
accreditation reports;
Facilitates professional development activities for doctoral students and capacity building
For faculty within the program;
Monitors the annual progress of graduate students towards degree;
Oversees core course transfer/substitution requests and the dissertation process;
Manages the budget for the program and promotes scholarship;
Keeps regular and well-advertised office hours and;
Carries out other responsibilities as determined by the chair of the department ,
Chairs the doctoral steering committee;
Represents the college on the university graduate council which establishes
university-wide graduate policies and procedures;
Organizes and chairs the meetings of the doctoral teaching faculty;
Organizes, schedules and monitors yearly doctoral comprehensive examinations;
Schedules faculty for teaching assignments and ensure efficient course rotations;
Innovates, assesses and monitors programmatic improvements for quality assurance in
alignment with GALC and SACS guidelines;
As the only doctoral program offering dissertations at UNF, I provide leadership to
emerging doctoral programs across the university.
Chair Doctoral Steering Committee of the UNF Educational Leadership Doctoral Program
The Doctoral Steering Committee assures representation for all program constituents
in the policy process. Policies and procedures related to the educational leadership
doctoral program are developed through the Doctoral Steering Committee which
is chaired by the Doctoral Program Director and they are brought to the Doctoral
Teaching Faculty for review and approval.
F. Godwyll - CV
2013-present
Page 4
Chair Doctoral Teaching Faculty of the UNF Educational Leadership Doctoral Program.
Doctoral Teaching Faculty members are responsible for the curriculum of the program
And approve recommended changes in policies and curriculum. The Doctoral
teaching faculty meets at least once a month. The Doctoral Teaching Faculty
develops learning outcomes for the program. The doctoral program director
reports annually to the faculty on progress in achieving the learning outcomes.
Ohio University, Athens, OH - Department of Educational Studies, College of Education
Co-Coordinator of Educational Administration Doctoral Program (EdD)
2013-present
2010-2013
Co-Coordinator is responsible for the following functions:
 Scheduling courses, in consultation with program faculty and co-coordinator,
 Handling course scheduling concerns after schedule is set,
 Recruitment and marketing functions,
 Preparation and dissemination of recruitment materials,
 Answering queries about the program,
 Co-coordinating the development of a marketing strategy,
 Co-coordinating the review of admission application,
 Developing and updating materials for the program’s website,
 Representing the program and program faculty to constituencies and audiences inside and outside
the university,
 Co-coordinating discussions of program admission standards,
 Co-managing staffing decisions based on program needs and faculty expertise and interests,
 Monitoring the work of graduate and other financial aid recipients,
 Co-coordinating the evaluation of financial aid applications,
 Co-coordinating budgetary decision-making.
Director of Teach in Ghana Program-Office of Education Abroad
2005-2013
The Teach in Ghana program offers participants the unique opportunity to gain real world
teaching experience and to develop cross-cultural teaching skills that are essential
in today’s globalized world. Participants are placed in different schools, live with Ghanaian
families and thus are fully immersed in the rich culture. As the Director I plan and work
with the team in the areas of:
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Recruiting
Interviewing
Student Orientation
Parent Orientation
Monitoring and grading academic, clinical and service learning experience
Coordination with In-country Director
Other logistical services
Ohio University, Athens, OH -The Patton College of Education.
Chair of Undergraduate Curricula Review Committee
Provided leadership in reviewing and approving all curricula and program changes for the
undergraduate programs in The Patton College of Education. Provided oversight and
monitoring of all undergraduate course changes and curricula revisions for conversion
from quarters to semesters.
F. Godwyll - CV
2009-2011
Page 5
Coordinator of Cultural Studies in Education program in the Department of Educational Studies
College of Education
This program had master’s and doctoral programs as well as offered professional and core
courses for pre-service undergraduate student teachers.
Program Coordinator is responsible for the following functions:
 Scheduling courses, in consultation with program faculty, for both Athens campus and
regional campuses,
 Scheduling program area faculty meetings,
 Handling course scheduling concerns after schedule is set,
 Recruitment and marketing functions,
 Preparation and dissemination of recruitment materials,
 Answering queries about the program,
 Coordinating the development of a marketing strategy,
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2009-2010
Coordinating the review of admission application,
Developing and updating materials for the program’s website,
Representing the program and program faculty to constituencies and audiences
inside and outside the university,
Coordinating discussions of program admission standards,
Approving staff to teach on regional campuses,
Managing staffing decisions based on program needs and faculty expertise and interests.
Coordinating the reviews of student evaluations of part-time faculty
(including full-time faculty teaching part-time for a program) and teaching assistants,
Coordinating the assignments of graduate associates (teaching and research) and other
financial aid recipients,
Monitoring the work of graduate assistants and other financial aid recipients,
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 Coordinating the evaluation of financial aid applications,
 Coordinating budgetary decision-making.
Creating Active Reflective Educators (CARE) Partnership Program Coordinator
A three-year college and school partnership program focusing on Democratic Education.
The Coordinator’s responsibilities are as follows for the 3 cohorts totaling about 75 students:
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F. Godwyll - CV
2005-2007
Recruit for each year’s cohort,
Register sophomore, junior and senior C.A.R.E. students each quarter for their alternative
courses,
Choose faculty to teach C.A.R.E. courses in Teacher Education, Educational Technology
and Cultural Studies),
Advise on placements, field experience, and course of study for C.A.R.E,
Convene monthly C.A.R.E. faculty meetings to discuss alignment of C.A.R.E. courses
with C.A.R.E. philosophy and field placements,
Convene and/or visit each C.A.R.E. building liaison to coordinate placements, address
emerging issues, and strengthen university/school ties,
Oversee C.A.R.E. curriculum and program for coherence and alignment with new
College of Education programs,
Monitor C.A.R.E. students’ progress in meeting College requirements,
Advertise and Recruit C.A.R.E. students from incoming freshmen, which includes
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forming a committee of representatives from C.A.R.E. buildings to join in interview
and selection procedures,
Maintain communication with C . A . R . E . building p r i n c i p a l s a n d b u i l d i n g liaisons.
Provide C.A.R.E. schools and faculty with workshops, mentoring, and pedagogical support,
Serve as a member of the partnership support group at College,
Regularly visit Amesville, Federal Hocking Middle and Federal Hocking high schools, plus
Alexander Junior High School,
Offer opportunities to C.A.R.E. building teachers to participate in professional
development activities (conferences, teaching methods courses, and so forth),
Arrange for student placements in each of the four partnership schools.
University of Cape Coast, Ghana
Secretary to University Teachers Association of Ghana (Equivalent to AAUP)
1995-1997
Kept and maintained all minutes, records and communiques of the association. Served on the
bargaining negotiating team on behalf of faculty with the university administration, the
legislature and government. Served as the spokesperson for the branch in its outreach to
the university community and the press.
Assistant Examinations Officer-College of Education
1994-1997
In charge of assisting the processing of all examination results from various departments,
scheduling meeting of all faculty in the various departments for the approval of each
semester examination results.
Examinations Officer-Department of Educational Foundations
1994-1997
In charge of receiving and vetting all examination questions from all faculty members
in the department in conjunction with the head of department for the centralized final
examinations; scheduled the time table for all end of semester examinations taken
under the auspices of the department covering about 1,200 students in some instances
at different sites of the University campus; ensured adequate copies of examination questions
were printed for each course, ensured examination rooms were prepared with index
numbers of students written on the tables to seat students accordingly; scheduled for proctors;
ensured adequate stationery and answer booklets were available for students;
managed the logistics of moving proctors to and from examination sites; serving refreshments
for proctors; ensuring safe delivery of completed responses to course assigned faculty; and
above all, ensuring the integrity of the examination process by guarding against leakages,
cheating and other malpractices.
RELATED LEADERSHIP EXPERIENCE
Midwestern Educational Research Association (MWERA)
President
The president serves as the Chair and Chief Executive Officer of the Association Council and
on the Board of Directors for one year, conducts and directs all official meetings and
Association business, and represents the Association in official and/or business transactions
including deeds, mortgages, bonds, contracts, checks, and other instruments. The president
also appoints committees and task force groups, presents the Annual Presidential Address at
the MWERA Conference, serves as the Chair of the Nominating Committee, and subsequently
serves as the Immediate Past President.
F. Godwyll - CV
2007-present
2014-present
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President-Elect
The President-Elect conducts official meetings and directs the association business in the
absence of the President, prepares the association budget for the following year (for
approval by the association council), serves as a member of the Association Council and the
Board of Directors for one year, and serves as a member of the Nominating Committee. The
President-Elect may serve as a Program Co-Chair with the Vice-President and in the
subsequent year will serve as President.
2013-2014
Program Chair for MWERA Annual Conference
Vice President
2013
2012-2013
The Vice President conducts official meetings and directs Association business in the
absence of President, President-Elect, and Immediate Past President. The Vice President
also serves as the Annual Conference Program Chair, where I implemented the Board of
Directors’ guidelines to appoint all Division Chairs and Co-chairs and managed the
Conference Program, including preparation of the Conference Program issue of the
MWERA Journal and the conference abstracts. The Vice-President is responsible for the
conceptualization of the conference theme with approval from the Board of Directors,
monitors the blind peer review processes of all submissions, promotes the conference and
selects the keynote speaker(s) for the conference. The Vice President serves as a member
of the Association Council and the Board of Directors for a one-year term.
Vice President-Elect
The Vice President-Elect serves as Program Chair in training with the Vice President.
The Vice President-Elect implements the Board of Director’s guidelines to manage the
Conference Program, serves as a member of the Association Council and the Board of
Directors, and serves as Vice President in the subsequent year.
University of North Florida
Departmental Representative on the University Graduate Council
The Graduate Council is vested with the responsibility of formulating, reviewing,
Disseminating, and monitoring the implementation of policies and procedures
concerning graduate education at the University of North Florida, including but
not limited to; admission requirements and policies; completion requirements;
curriculum standards; instruction standards; and graduate faculty standards.
University of Western Cape, South Africa
Appointed External Examiner for the College of Education
University of Education at Winneba, Ghana
External Assessor on the Appointments and Promotions Board
(equivalence of university level Tenure & Promotions Committee)
Oguaa Educator Journal, published by the Faculty of Education, University of Cape Coast
Assistant Marketing Manager
Responsible for sales and outreach for the journal
University of Cape Coast, Ghana
Hall Counselor
F. Godwyll - CV
2011-2012
2013-present
2003, 2008
1997
1994-1997
1993-1997
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Counseled 40 students in Atlantic Hall on issues involving personal, educational, and familial
issues
Department of Educational Foundations, University of Cape Coast, Ghana
Coordinator for Child Development & Referral Unit
Oversaw diagnosis, assessment and remediation of children with exceptionalities.
Supervised the day-to-day programming of teaching and remediation for children attending the
center. Planned Individualized Education Plans (IEPs) for each child and held parent conferences
and training undergraduate and graduate student teachers in special education practicum.
University of Cape Coast, Ghana
Assistant Coordinator for Blind Resource Center
Faculty of Education Sub-committee
Reviewed “The Education Reform Review Committee of 1995”
(EERC), Ministry of Education, Ghana
International Foundation for Education and Self-Help (IFESH) Program to Ghana,
University of Cape Coast/Ankaful Psychiatric Nursing School, Cape Coast, Ghana
Collaborated with Professor H. Grossman- IFESH Fellow (of San Jose State University)
Research and teaching
1989-1997
1993-1997
1995
1995
Assistant National Coordinator of the Ghana Methodist Students Union
Coordinated the work of all branches of the union in universities, high schools and communities.
1990-1993
Secretary General of the Ghana Methodist Students Union in Charge of the National Secretariat
1987-1989
Kept and maintained all records of the union, planned district, regional and national conference
for the union, raised funds and represented the union at the parent church meetings
University of Cape Coast, Ghana
Vice President of Ghana Association of Evangelical Students, University of Cape Coast Chapter.
1987-1988
Mfanstipim High School, Cape Coast, Ghana
Deputy School Prefect in charge of domestic issues
1983-1984
Oversaw the work of sectional prefects in charge of all the dormitories or halls of residence,
dining hall or cafeteria, and school dispensary. Assisted with maintenance of good behavior
and creating a conducive learning environment within the school rules and regulations at
school. (A seven year all boys boarding high school of about 1,200 students modeled after
the British school system).
Co-vice President of the Students Representative Council (Student Senate)
1983-1984
President Ghana Red Cross Society, School Branch
1982-1983
Secretary Scripture Union, School Branch
1982-1983
AWARDS
Transformative Faculty Recognition Award of the Patton College of Education’s allocation of the
Transformative Faculty Recognition funding from the office of the Executive Vice-President and
Provost at Ohio University; specifically, nominees were faculty members who had been
employed at Ohio University for at least three years and who, through their teaching and/or
research, inspire undergraduates and/or graduate students by:
F. Godwyll - CV
2011
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Encouraging and sustaining intellectual curiosity in their students,
Implementing effective innovations in curriculum, in teaching/research methods, or in
academic/co-curricular programs,
Developing meaningful opportunities for students to collaborate on substantive
research or creative activity projects,
Providing outstanding student advising and mentoring,
Facilitating professional development and networking opportunities for students,
Motivating students to challenge themselves through competing for national awards,
or undertake community service projects.
Distinguished Faculty Research and Scholarship for College of Education
Distinguished Faculty Graduate Teaching for College of Education
Distinguished Faculty Graduate Teaching for College of Education
Certificate of Appreciation in recognition of service as an IDS graduate student’s capstone
project committee member, a “thank you” for contribution the International Development
program, Ohio University.
Certificate & Letter of Appreciation: Sports, Youth & Africa Symposium, on behalf of the
Institute for the African Child, Sports Administration Program, and the African Students Union,
as appreciation for serving as the chair for the Sports and Culture Panel during the Sports Youth
and Africa Symposium, and recognition for outstanding contribution and commitment to the
Sports, Youth and Africa Symposium, Ohio University.
Recipient of highly prestigious Deutsche Akademische Austauschdienst (DAAD) German Academic
Exchange Service scholarship award for PhD program at the University of Education at
Heidelberg in Germany.
Certificate of Appreciation in grateful recognition of continuing service and support to the
Improving Educational Quality Project, University of Cape Coast. Ghana.
CONSULTANCY EXPEREINCE
University of Education, Winneba in Ghana
Consultant
2010
2009
2006
2006
2004
1997-2001
1997
July 2009
Facilitated a 3 day Workshop on “Critical Pedagogy Series” for all newly employed faculty and
staff as well as continuing faculty and staff (50-60 participants) at University of Education,
Winneba in Ghana
 Theme: Making a Paradigm Shift from Banking System to Engaged Pedagogy
Centre for Research on Improving Quality of Primary Education in Ghana (CRIQPEG) of the
Faculty of Education, University of Cape Coast
Research Team Leader and Local Consultant
A five-year project sponsored by the United States Agency for International Development (USAID)
through the Institute of International Research (IIR), USA now American Institute for Research (AIR).
The Centre carries out school/classroom-based research for the purpose of improving the quality of
education at the primary school level in Ghana.
The Centre sought to demonstrate a process whereby research on improving educational quality
could be integrated into the educational system at the primary level.
1994-1997
Objectives of the research:
• Understand how and why the country’s classroom-based interventions influence pupil
performance.
• Use classroom research findings to improve educational quality.
F. Godwyll - CV
Page 10
• Create opportunities for dialogue among researchers and educators seeking to improve
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educational quality at the local, regional, national and international levels.
Maintain a history of the project by documenting the rationales for choices made,
opportunities and constraints encountered, and lessons learned.
Hermann Gmeinder, SOS Village Project Schools, Ghana. A Private welfare organization serving orphans and
destitute children
Consultant
1997
Consulted on building and sustaining an inclusive system of education
to accommodate diversity and special needs children in school population in all SOS
schools in Ghana. Provided professional development for teachers, supervised and
evaluated teachers in relation to the adoption of inclusive practices in the classrooms.
Ghana National Association of Teachers (GNAT)
Consultant
Commissioned with two others to conduct a study and review the Ghanaian
Government’s policy document on Educational reforms and provided technical advice
to the National Teachers Union on the implications of the reforms for educational
theory and practice.
 Research report produced: GNAT. (1996). GNAT’s response to the new policy guidelines
on education. Accra, Ghana: GNAT.
Association for the Development of African Education (ADAE)
Consultant/Co-author
Conducted study that culminated in the writing of the Ghana section with two co-authors
for a book project covering six African countries on:
 “Formulating Educational Policy” Lessons and Experiences from Sub-Saharan Africa”
Ministry of Education, Ghana
Consultant for School Review of the Basic Education Sector
 Research report produced: Ministry of Education. (1995). A tale of two Ghana’s:
The view from the classroom. Accra, Ghana: Ministry of Education.
1995-1996
1995
1995
BOOK PUBLICATIONS
Godwyll, F. E., Ojiambo, P. O. & Bedu-Addo, P. K. A. (Eds.). (2014). Perspectives on empowering education.
New York, NY: Nova Science. Retrieved from
https://www.novapublishers.com/catalog/advanced_search_result.php?keywords=godwyll&osCsid=1e3e0db
44f250d683b28fb8f3834f687&x=15&y=10
Godwyll, F. E. (2010). Managing classroom behavior with least intrusive approaches: A view from Ghanaian
classrooms. Saarbrücken, Germany: VDM Verlag Dr. Mueller E.K. (Available from
http://www.amazon.com/Managing-Classroom-Behavior- IntrusiveApproaches/dp/3639265084/ref=sr_1_4?ie=UTF8&s=books&qid=1278628564&sr=1-4
Mensah, W., & Godwyll, F. E. (2010). Female ritual servitude: The Trokosis in Ghana.
Bloomington, IN: Author House Publishers. (Available from http://www.amazon.com/Female-Ritual-ServitudeTrokosis- Ghana/dp/1438949499/ref=sr_1_3?s=books&ie=UTF8&qid=1328835707&sr=1-3 Kindle Edition
available from
http://www.amazon.com/Female-Ritual-Servitude-TrokosisF. Godwyll - CV
Page 11
ebook/dp/B005TIYSQK/ref=sr_1_2?s=books&ie=UTF8&qid=1328835707&sr=1-2
Godwyll, F., & Romano, R with Dwyer, M., et al. (2009). Perspectives on social justice in education: Educational
foundations examined [Digital text]. El Cajon, CA: National Social Science Press. (Also available from
http://www.nsspress.com/)
Godwyll, F. E., & Kang, S. Y. (Eds.) (2008). Poverty, education and development. New York, NY: Nova Science
Publishers. (Available from (http://www.amazon.com/s/ref=nb_ss_b?url=searchalias%3Dstripbooks&field- keywords=godwyll&x=22&y=22)
Godwyll, F. E. (2008). Diagnostically supported teaching strategies to reduce school failure: An evaluation of
selected schools in Ghana. Saarbrücken, Germany: VDM Verlag Dr. Mueller E.K. (Available from
(http://www.amazon.com/s/ref=nb_ss_b?url=search- alias%3Dstripbooks&fieldkeywords=godwyll&x=22&y=22)
Godwyll, F. E., Eckhoff, K., Holm, S., & Gailing, R. (2000). Games for learning in school and at home. Accra, Ghana:
Ghana Limited. Awarded a grant by Ghana Action and Kindermissionswerk, two German non-governmental
organizations to the tune of DM 10,000.00 ($5,000). (1, 000 Copies of this book have been distributed free of
charge to primary schools in three educational districts in Ghana).
BOOK IN PROGRESS
Godwyll, F. E., Larson, W. & Ojiambo, P. O. (Eds.) (In revisions). From the Periphery to the center: Educating the
marginalized.
PUBLISHED BOOK CHAPTERS
Godwyll, F. E. (2014). Introduction. In E. F. Godwyll, F. E., P. O. Ojiambo., & P. K. A. Bedu-Addo (Eds.),
Perspectives on empowering education (p p . ix -xix). New York, NY: Nova Science.
Godwyll, F. E., & Ojiambo, P. O. (2014). Empowerment brewed in the African pot for education, governance
and democracy: a concoction of the old and new. In E. F. Godwyll, F. E., P. O. Ojiambo., & P. K. A. BeduAddo (Eds.), Perspectives on empowering education (pp . 91 -109). New York, NY: Nova Science.
Ngan, N., & Godwyll, F. E. (2014). Empowering education from the perspective of a language classroom. In
E. F. Godwyll, F. E., P. O. Ojiambo., & P. K. A. Bedu- Addo (Eds.), Perspectives on empowering education
(p p . 17 -29). New Y o r k , N Y : Nova Science.
Wilson, A.J., & Godwyll, F. E. (2014). Moving policy towards place based education in Ghana: Using artistic forms
and indigenous knowledge systems as empowering paradigms. In E. F. Godwyll, F. E., P. O. Ojiambo., & P. K. A.
Bedu-Addo (Eds.), Perspectives on empowering education(p p . 129 -148). New York, NY: Nova Science.
Godwyll, F. E, & Essiaw, M. N. (2013). Math hurts the delicate female frame:" An analysis of the challenges of
sixth graders in Cape Coast- Ghana. In F. Toyin & B. Teboh (Eds.), The power of gender, the gender of
power: women's labor, rights and responsibility in Africa (pp. 169-199). Trenton, NJ: Africa World Press.
Godwyll F. E. & Magadla, S. (2012). Educating postconflict societies: Lessons from Rwanda and Liberia. In M. O.
Ensor (Ed.), African Childhoods: Education, Development, Peacebuilding and the Youngest Continent (pp.
185-200). NY: Palgrave Macmillan. Available at http://us.macmillan.com/africanchildhoods/MarisaOEnsor
Romano, R., & Godwyll, F. E. (2009). Perspectives on social justice in education: An Introduction. . In E. F. Godwyll
& R. Romano (Eds.), Perspectives on social justice in education: Educational foundations examined (pp.1-15).
California, CA: National Social Science Press.
F. Godwyll - CV
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Romano, R. Godwyll, F. E., & Glascock, C. (2009). Politics of education: Educating for
social justice. In E. F. Godwyll & R. Romano (Eds.), Perspectives on social justice in education: Educational
foundations examined (pp.143-173). California, CA: National Social Science Press.
Godwyll, F. E. (2009). Purposes of schooling and conflicting expectations. In E. F. Godwyll
& R. Romano (Eds.), Perspectives on social justice in education: Educational foundations examined (pp. 213226). California, CA: National Social Science Press.
Godwyll, F. E. (2009). Teachers’ rights & responsibilities. In E. F. Godwyll & R. Romano (Eds.), Perspectives on
social justice in education: Educational foundations examined (pp. 227-248). California, CA: National Social
Science Press.
Godwyll, F. E. (2008). Education at the crossroads: The Ghanaian dilemma and puzzle. In G. Wan (Ed.), The
education of diverse student populations: A global perspective (Explorations of educational purpose 2) (pp.
111-138). Netherlands: Springer.
Diamanka, F., & Godwyll, F. E. (2008). Gender, poverty, and female education in Sub- Saharan Africa. In
E. F. Godwyll & S. Y. Kang (Eds.), Poverty, education and development (pp. 135-146). New York, NY:
Nova Science Publishers.
Godwyll, F. E. & Malcalm, E. (2008). A review of the world’s poverty situation; An analysis of structural
adjustment program and food aid. In E. F. Godwyll & S. Y. Kang (Eds.), Poverty, education and development
(pp. 3-12). New York, NY: Nova Science Publishers.
Adusah-Karikari, A., & Godwyll, F. E. (2008). Globalization and its impact on women in developing countries.
In E. F. Godwyll & S. Y. Kang (Eds.), Poverty, education and development (pp. 201-211). New York, NY: Nova
Science Publishers.
Godwyll, F. E. (2008). Introduction. In E. F. Godwyll & S. Y. Kang (Eds.), Poverty, education and development (pp.
vii-xii). New York, NY: Nova Science Publishers.
Godwyll, F. E. (2006). Using the mother tongue (L1) as a medium for early identification and diagnosis for
communication disorders: A look at Ghana. In Obeng and Obeng (Eds.), From linguistics to cultural
anthropology: Aspects of language, culture and family issues in Ghana (West Africa (pp. 58-66). Germany:
Lincom Europa.
Godwyll, F. E. (2004). Democracy in teaching and learning: Perspectives from Ghana democracy & education.
The Magazine for Classroom Teachers, Institute for Democracy & Education, Ohio University, Athens, Ohio,
USA, 15(1).
Godwyll, F. E. (2002). The rural child's cry: “Voices section” of democracy & education. The Magazine for
Classroom Teachers, Institute for Democracy & Education, Ohio University, Athens, Ohio, USA, 14(3).
Godwyll, F. E. (2002). Instructional language policy: The Ghanaian dilemma. In G.S. Obeng & H. Beverly (Eds.),
Political independence with linguistic servitude: The politics about languages in the developing world (pp.
133-150). New York, NY: Nova Science Publishers. Fobih, D. L., Koomson, A. K., & Godwyll, F. E. (1996).
The Case of Ghana. In Association for the Development of African Education (DAE) Formulating
education policy: Lessons and experiences from sub-Saharan Africa (pp. 63-84). Paris, France: Association
for the Development of African Education.
F. Godwyll - CV
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ARTICLE UNDER REVIEW
Johnson, J., Godwyll, F., & Shope, S. (Under Review). The influence of grade span on student achievement in
Florida: A quantitative investigation. Education Leadership Review.
PUBLISHED ARTICLES
Ngumbi, K. E., Godwyll, F. E., & Alhadi, E. (2013). The effect of border conflicts in Africa. The Eastern Africa
Journal of Humanities and Sciences, 1(1), 1-17
Godwyll, F. E., Larson. W., & Ahwireng, D. (2013). Challenges of head teachers as instructional leaders: A
Ghanaian perspective. Journal of Education and Humanities: Theory and Practice, 4 (8), 53-74.
Nguyen, N. T., Godwyll, F. E. (2010). Factors influencing language-learning strategy use of English learners in an
ESL context. Mid-Western Educational Researcher, 24(4), 7- 13.
Godwyll, F. E. (2010). The saga of diagnosing the entry behaviors of Ghanaian first graders. Academic
Leadership, 8 (4), 110-115. Retrieved from
http://www.airiti.com/ceps/ec_en/ecjnlarticleView.aspx?jnlcattype=0&jnlptype=0&j
nltype=0&jnliid=5484&issueiid=104292&atliid=2218502
Takeuchi, M., & Godwyll, F. E. (2010) Language and care: Tensions for Japanese teachers and foreign students in
Japanese schools. Academic Leadership, 8(3). Retrieved from
http://connection.ebscohost.com/c/articles/67740898/language-care-tensions-japanese-teachers-foreignstudents-japanese-schools
Godwyll, F. E., & Ngumbi, E. K. (2009). Problematic recipe: Alternatives to public health education to reduce
the HIV pandemic. Nordic Journal of African Studies, 18(1), 73- 90 (Also available from
http://www.njas.helsinki.fi/abstracts/vol18num1/abstract_18_1_3.html
Adusah- Karikari, A., & Godwyll, F. E. (2009). The juggling act: Mothers as academics. The International Journal of
Diversity in Organizations, Communities and Nations, 8(6), 19-30. Retrieved December 3, 2009, from
http://francisebenezergodwyll.cgpublisher.com/
Miyafusa, S., & Godwyll, F. E. (2009). The saga of border crossers: Social adjustment of Japanese female
students in a Midwestern U.S. University. The International Journal of Organizations, Communities, &
Nations, 9(4), 157-170. Retrieved December 3, 2009, from http://francisebenezergodwyll.cgpublisher.com/
Takeuchi, M., & Godwyll, F. E. (2009). Japanese teachers' perception of homogeneity: Foreign
students as exceptions. The International Journal of Organizations, Communities, & Nations, 9(5), 159-172.
Retrieved December 3, 2009, from http://francisebenezergodwyll.cgpublisher.com/
Malcolm, E., & Godwyll, F. E. (2009, February). Diffusion of information communication technology in
selected Ghanaian schools. iConnect-Online. Retrieved from http://www.iconnectonline.org/News/diffusion-of-information-communication-techn ology-in-selected-Ghanaian-schools
Godwyll, F. E., & Annin, C. (2006). Perpetuation of racism and sexism in the US: Subtle reinforcement by
popular culture. The International Journal of Diversity in Organizations, Communities and Nations, 6(4), 41-50.
Retrieved from http://francisebenezergodwyll.cgpublisher.com/
INVITED PUBLICATIONS FOR ENCYCLOPEDIA VOLUME ON MIDDLE EAST, ASIA AND AFRICA
Godwyll, F. E. (2012). Volume 2: Cultural sociology of Africa; Part 3, 1900 to present: Corruption. In O.
Patterson, & J. G. Geoffrey (Eds.). Cultural sociology of the Middle East, Asia, and Africa. Thousand Oaks, CA:
Sage Publications.
F. Godwyll - CV
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Godwyll, F. E., & Ayittey, K. (2012) Volume 2: Cultural sociology of Africa; Part 3, 1900 to present: Coups and
Revolts 1950-2009. In O. Patterson, & J. G. Geoffrey, (Eds.). Cultural sociology of the Middle East, Asia,
and Africa. Thousand Oaks, CA: Sage Publications.
Godwyll, F. E., & Wilson, A. (2012).Volume 2: Cultural sociology of Africa; Part 2, 1400 to 1900: Family life and
structure. In O. Patterson, & J. G. Geoffrey (Eds.). Cultural Sociology of the Middle East, Asia, and
Africa. Thousand Oaks, CA: Sage Publications.
Godwyll, F. E., & Wilson, A. (2012).Volume 2: Cultural sociology of Africa; Part 3, 1900 to present: Family life and
structure. In O. Patterson, & J. G. Geoffrey, (Eds.). Cultural Sociology of the Middle East, Asia, and Africa.
Thousand Oaks, CA: Sage Publications.
Godwyll, F. E. & Annor, G. (2012). Volume 2: Cultural sociology of Africa; Part 3, 1900 to present: Female
circumcision. In O. Patterson & J. G. Geoffrey, (Eds.). Cultural Sociology of the Middle East, Asia, and Africa.
Thousand Oaks, CA: Sage Publications.
Godwyll, F. E., & Ngumbi, E. (2012).Volume 2: Cultural sociology of Africa; Part 2: 1400 to 1900: Women. In O.
Patterson, & J. G. Geoffrey, (Eds.). Cultural Sociology of the Middle East, Asia, and Africa. Thousand Oaks, CA:
Sage Publications.
JURIED ARTICLES AND PRESENTED PAPERS
Johnson, J., Godwyll, F. E, & Shope, S. (2014, August). The influence of school grade span on student achievement in
Florida: A quantitative investigation. Paper presented at the 68th Annual National Council of Professors of
Educational Administration Conference, Camarillo, California, August 5-8, 2014.
Godwyll, F. E. (2013, November). Trokosi practice: Context and concepts. As a part of the symposium on
“Marginalization of Women: Mélange of Voices.” Paper presented at the Mid-Western Educational Research
Association (MWERA) Hilton Orrington Hotel Annual Conference, Evanston, Illinois, November 6-9, 2013.
Godwyll, F. E. (2013, November). Exploring the low access to education of children in northeastern Kenya.
Paper presented at the Mid-Western Educational Research Association (MWERA) Hilton Orrington Hotel
Annual Conference, Evanston, Illinois, November 6-9, 2013.
Godwyll, F. E. (2013, October). Doing research without preparation: A study of selected initial teacher training
colleges in Ghana. Paper presented at the 2013 CIES Southeast Regional Conference. Florida State University,
Tallahassee. October 11-13, 2013.
Godwyll, F. E. (2012, November). Educational planning and brain drain in Africa in the wake of globalization.
Paper presented at the Mid-Western Educational Research Association (MWERA) Hilton Orrington Hotel
Annual Conference, Evanston, Illinois, November 7-10, 2012.
Godwyll, F. E., & Oye, S. (2013, October). Living on the periphery: the saga of the trokosis in Ghana as
disenfranchisement from formal education. Paper presented at the 2013 CIES Southeast Regional Conference.
Florida State University, Tallahassee. October 11-13, 2013.
Godwyll, F. E. (2012, April). Paradigm shift: Bringing education to the doorsteps of nomadic populations in
northeastern Kenya. Paper presented at The 56th Annual Meeting of the Comparative and International
Education Society. San Juan, Puerto Rico, April 22-27, 2012.
Godwyll, F. E & Abdifarhan, G. F. (2011, October). Education at the crossroads of tradition and modernity: Mobile
schools for nomadic pastoralists in northern Kenya. Poster session presented at Paper presented at the 24th
F. Godwyll - CV
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annual meeting of Midwestern Educational Research Association. Sheraton Westport Tower Hotel, St. Louis,
MO, October 12-15, 2011.
Godwyll, F. E. (2011, April). The Socio-economic setting of the Trokosi practice. In F. E. Godwyll (Chair), Living
on the Fringes: Paradigms that Liberate. Symposium presented at the 55th Annual Conference of the
Comparative and International Education Society (CIES). Montreal, Canada, May 1-5, 2011.
Godwyll, F. E. & Magadla, S. (2011, March). The role of education in conflict and post conflict societies: A
discourse analysis of Rwanda and Liberia. Paper presented at the 2011 Africa Conference at The University of
Texas, TX, Austin, March 25-27, 2011.
Kyei-Blankson, L., & Godwyll, F. E. (2011, March). The new blend: When students are given the option to choose.
Paper presented at the 2011 annual meeting of the Society for Information Technology and Teacher
Education International Conference, Nashville, TN, March 7-11, 2011.
Godwyll, F. E. & Akita, E. M. (2011, February). Ghana after Beijing: Representation of women in politics.
Paper presented at the7th Annual International Globalization, Diversity and Education Conference. Spokane,
WA, February 24-26, 2011.
Kyei-Blankson, L., & Godwyll, F. E. (2010, October). An examination of learning outcomes in Hyflex Learning
Environments. Paper presented at the 2010 annual World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education to be held in Orlando, Florida, USA, October 18-22, 2010.
Akita, E. M &. Godwyll, F. E. (2010, July). Socialization and women representation in Ghana’s political
space: The challenges. Paper presented at the 10th International on Diversity in Organizations,
Communities and Nations. Queen’s University Belfast, Northern Ireland, July 19-23, 2010.
Godwyll, F. E. (2010, April). Counter-hegemonic approaches to reduce the spread of the HIV/AIDS pandemic
in sub-Saharan Africa. Poster presentation at GH/Innovate 2010, Yale University, New Haven, CT, April, 17-18,
2010.
Godwyll, F. E., & Essiaw, M. N. (2010, March). Math hurts the delicate female frame: An analysis of the
challenges of six graders in Cape Coast- Ghana. Paper presented at the 10th Annual Africa Conference,
University of Texas at Austin, Austin, TX, March 26-28, 2010.
Godwyll, F. E. (2010, February). Linguicism in the age of technology. Paper presented at the 2010 International
Globalization, Diversity, and Education Conference, Washington State University, WA, February 25-27, 2010.
Godwyll, F. E. (2010, February). Social justice in education: What is it?- As a part of the symposium on
“Social justice in Education: A moving Target” Paper presented for at the 10th Annual Educational
Leadership (EDL) Graduate Student Conference, Miami University, Oxford, OH, February 20, 2010.
Godwyll, F. E. (2009, October). Doing research without preparation: The saga of K-9 teachers in Ghana.
As a part of the symposium on, "The Gap Between Policy and Practice: The Role Of Research." Paper
presented at the Mid-Western Educational Research Association (MWERA) 2009 Annual Conference, St.
Louis, MO, October 14-17, 2009.
Nguyen, N. T., Godwyll, F. E., & Pham, D. (2009, October). Toward critical pedagogy in English as a foreign
language education. Poster session presented at the Mid-Western Educational Research Association
(MWERA) 2009 Annual Conference, St. Louis, MO, October 14-17, 2009.
F. Godwyll - CV
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Amagnoh, G., & Godwyll, F. E. (2009, September). Multiculturalism: The power of interconnected structures in
higher education. Paper presented at Ohio Valley Philosophy of Education, 2009 annual conference,
Dayton, OH, September 24-26, 2009.
Takeuchi, M., & Godwyll, F. E. (2009, September). Language and care: Tensions for Japanese teachers and
foreign students in Japanese school. Paper presented at Ohio Valley Philosophy of Education, 2009 annual
conference, Dayton, OH, September 24- 26, 2009.
Miyafusa, S., & Godwyll, F. E. (2009, June). The saga of border crossers: Social adjustment of Japanese female
students in a Mid-western U.S. university. Virtual presentation at 9th International Conference on Diversity
in Organizations, Communities and Nations, Riga, Latvia, June 16-19, 2009.
Takeuchi, M., & Godwyll, F. E. (2009, June). Ethnic Japanese teachers’ perception of homogeneity: Foreign
th
students as exceptions. Virtual presentation at 9 International Conference on Diversity in Organizations,
Communities and Nations, Riga, Latvia, June 16-19, 2009.
Ngumbi, E., & Godwyll, F. E. (2009, April). Negotiating the curriculum for empowerment: The reality on the
ground in Kenya. Paper presented at the Graduate Education Association (GEA)’s First Annual Spring
Conference, College of Education at Ohio University. Athens, OH, April 18, 2009.
Nguyen, N., & Godwyll, F. E. (2009, April). Empowering education from language classroom’s perspectives.
Paper presented at the Graduate Education Association (GEA)’s First Annual Spring Conference, College of
Education at Ohio University. Athens, OH, April 18, 2009.
Addington, J., & Godwyll, F. E. (2009, March). Examining education and development in Appalachia. Through
the lens of environmental education. Paper presented at the 2009 Annual Appalachian Studies
Conference, Shawnee State University, Portsmouth, OH, March 27-29, 2009.
Godwyll, F. E., & Essiaw, N. M. (2009, March). The subtle and unspoken discrimination against girls in math
class: The case Ghana. Paper presented at Including Children: Celebrating 10 Years of The Institute for
the African Child Conference at Ohio University Athens, OH, March 12-14, 2009.
Godwyll, F. E. (2009, February). The role of care in teaching relations. As a part of the symposium on,
What Does Love Got To Do with It? Holistic Education, Passion and Practice. Paper presented at the 9th
Annual Miami University Graduate Conference, at Miami University, Oxford, OH, February 14, 2009.
Godwyll, E. F. (2008, January). Tapping into indigenous knowledge through language: A snapshot of
teaching and learning Dagaree in Ghana. Paper presented at Enabling Local Knowledge in Africa: A
Pathway toward Social Resilience, Ohio University, Athens, OH, January 24-25, 2008.
Malcalm, E., & Godwyll, F. E. (2008, May). Diffusion of information communication technology education in
Ghanaian schools. Paper presented at the 3rd International Conference on ICT for Development,
Education, and Training – an Annual Event for Developing e-Learning Capacities in Africa, Accra, Ghana May
28-30, 2008.
Powell, S., & Godwyll, F. E. (2008, October). Factors affecting post-secondary educational realization among
Appalachian students. Paper presented at the MWERA 2008 Annual Conference, Columbus, OH, October 1418, 2008.
Nguyen, N., & Godwyll, F. E. (2008, October). The influence of gender, age, nationality, and proficiency levels on
language learning strategy use. Paper presented at the MWERA 2008 Annual Conference, Columbus, OH,
October 14-18, 2008.
F. Godwyll - CV
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Godwyll, F. E. (2007, April). Education at the Crossroads: Perspectives from Ghana. Presented in a
symposium at American Educational Research Association (AERA) in Chicago, IL, April 2007.
Godwyll, F. E. (2007, April). Diagnosing the entry behavior of first graders in Ghanaian primary schools.
Paper presentation at AERA in Chicago, IL, April 2007.
Godwyll, F. E. (2007, May). Reconceptualization of the Brain Drain Phenomenon and its Impact on
th
Educational Planning in Africa. Paper presented at the 9 International Conference on Education in
Athens Greece, May 28-29, 2007. Organized by the Athens Institute for Education and Research (ATINER)
Adusah-Karikari, A., & Godwyll, F. E. (2007, October). Women in higher education. Paper presented at the
MWERA 2007 Annual Conference in St. Louis, MO, October 2007.
Godwyll, F. E. (2007, January). The CARE Program. A panel presentation at Holmes Partnership Conference on
“Partnership: Nuts and Bolts,” Marriott San Antonio Rivercenter Texas, San Antonio, TX, January 25-28, 2007.
Godwyll, F. E., & Annin, C. (2006, June). Perpetuation of racism and sexism in the US: Subtle reinforcement
by popular culture. Paper presented at the 6th International Conference on Diversity in Organisations,
Communities and Nations. New Orleans, Louisiana, June 12-15, 2006.
Godwyll, F. E., & Annin, C. (2006, March). Forming bonds that last: perspectives from pedagogy of
relations. Paper presented at the 6th Annual Miami University Graduate Student and Faculty Conference at
Miami University, Oxford, OH, March 4, 2006.
Godwyll, F. E. (2004). Behind these appearances of diversity. Paper presented at Bi- centennial Celebration
Conference on Diversity at Ohio University, Baker Center, Ohio University, Athens, OH.
Godwyll, F. E. (2003). Development and evaluation of diagnostically supported teaching strategies to reduce
school failure in Ghana. Paper presented at Enhancing our Learning through Research, 2nd Annual College of
Education Conference, Ohio University, Athens, OH.
Godwyll, F. E. (2002). Exploring alternative strategies of health education to reduce HIV/AIDS epidemic. Paper
presented at HIV/AIDS and the African Child Health Challenges, Educational Possibilities, Ohio University,
Athens, OH.
Godwyll, F. E. (2002). Using the mother tongue (L1) as a medium for early identification and diagnosis for
communication disorders: A look at Ghana. Paper presented at Annual Conference on African Linguistics, Ohio
University, Athens, OH.
Godwyll, F. E. (2002). Instructional language policy: The Ghanaian dilemma. Paper presented at Ohio University
Faculty Lectures, Athens, OH.
Godwyll, F. E. (2002). Learning and teaching democracy: International perspectives. Paper presented at
International Conference on Democracy in Education, Tutzing, Germany.
Godwyll, F. E. (2001). Causes and remedies of school failure in Ghana. Paper presented at International
Conference on Intercultural Education and Practices, Munster, Germany.
F. Godwyll - CV
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Godwyll, F. E. (2001). Subtle traditional philosophies and practices as barriers to child education and rights.
Paper presented at International Conference on Children of the World: Risks and Hope, Ohio University,
Athens, OH.
Godwyll, F. E. (1999). The state of educational provision in Ghana. Paper presented to faculty in the Faculty
of Education, University of Helsinki, Finland.
Godwyll, F. E. (1995). The success story of the Center for Research on Improving Quality of Primary Education in
Ghana (CRIQPEG): The pupils and the interventions. Paper presented to Overseas Donor Community on
Education.
Godwyll, F. E. (1995). The effects of some remedial intervention strategies in English language on primary school
pupils. Paper presented to Advisory Board of the Center for Research on Improving Quality of Primary
Education m Ghana (CRIQPEG).
Godwyll, F. E. (1992). The response of teacher education to the teaching-learning requirements of students in
training colleges: Problems faced by the beginning teacher as seen by a fresh graduate. Paper presented at
Ministry of Education (MOE) Seminar for University of Cape Coast, Ghana.
REVIEWS OF MANUSCRIPTS & INTERIVEWS
 Reviewed proposal for the MWERA Conferences.
 Interviewed candidates for the Fulbright US Student Program, Ohio University
selection process.
 Revised Masters Handbook for The Patton College of Education, Ohio University,
Athens OH
 Reviewed manuscripts for the Mid-West Educational Researcher
 Reviewed of proposals for the National Youth-At-Risk Conference Savannah,
Georgia Southern University.
 Reviewed of manuscripts for the Maiden edition of the Childhood in Africa:
An Interdisciplinary Journal.
 Reviewed of articles for the International Journal of Diversity in Organizations,
Communities and Nations.
 Reviewed of abstracts for 10th Anniversary Conference of the Institute
for the African Child, Center for International Studies, Ohio University,
Athens, Ohio, USA.
 Reviewed manuscripts for the Journal of Early Childhood and Development
and Care, special edition on Fathering.
 Reviewed of manuscripts for the journal, Ecquid Novi: African Journalism Studies.
Revised CARE Handbook for possible electronic dissemination to CARE
partnership students.
 Interviewed for an article by Mary Reed in “Ohio Today”— Fall/Winter
• Title: CARE: College of Education Program Prepares Kids for Life, Citizenship.
 Interviewed for an article by Melissa R. Calhoun in “Ohio University Perspectives”
Autumn/Winter 2006.
• Title: Scholars examine how Africa can face its most Compelling Issuethe Future of its Youth.
 Reviewed manuscripts for the African Symposium, an online journal for the African
Educational Research Network.
 Reviewed papers for the Working Papers Series of the Institute for the African
Child at Ohio University, Athens, OH.
 Reviewed articles for “Educational Alert,” a newsletter of University of Education
at Winneba, Cape Coast, Ghana.
F. Godwyll - CV
2009-present
2006, 2009,
2011-2012
2012
2011-2012
2014
2009
2006, 2009
2009
2009
2008
2007
2007
2006
2005
2002-2004
1999
Page 19
MEMBERSHIPS AND PROFESSIONAL ASSOCIATIONS
Advisory Board Member to the Center for Urban Education at University of North Florida
Florida Association of School Administrators (FASA)
Florida Association of Professors of Educational Leaders (FAPEL)
Midwestern Educational Research Association (MWERA)
 President
 President-Elect
 Program Chair for MWERA Annual Conference
 Vice President
 Vice President-Elect
Comparative International Education Society (CIES)
National Council of Professors of Educational Administration (NCPEA)
Affiliate Member of the Communication and Development Program, Center for
International Studies Ohio University, Athens, OH
Undergraduate Committee, College of Education
Ohio University, Athens, OH
American Educational Association (AERA)
Affiliate Member of African Studies Faculty, Center for International Studies
Ohio University, Athens, OH
Advisory Committee Member of the Institute of the African Child, Center for
International Studies Ohio University, Athens, OH
Admissions Committee of the African Studies Program, Center for International Studies
Ohio University, Athens, OH
Ohio Valley Philosophy of Education Association
Affiliate Member of African Studies Faculty, Center for International Studies
Ohio University, Athens, OH
African Studies Association (ASA)
Undergraduate Curricula Review Committee in the College of Education,
Ohio University, Athens, OH
Search Committee Member for the Department of Educational Studies in the College
of Education at Ohio University, Athens, OH for following positions:
 Assistant Professor
 Visiting Professor
 Instructor positions
Dean’s Advisory Council, The Patton College of Education, Ohio University, Athens, OH
Search Committee Member for the Department of Teacher Education in
The Patton College of Education at Ohio University, Athens, OH for
Middle Childhood Assistant Professor Position
Editorial Committee Member of MWERA
Advisory Board Member for “Taking Sides: Clashing Views on Educational Issues!”
Editorial Board of Childhood in Africa: An Interdisciplinary Journal of the Institute of
the African Child, The Center for International Studies, Ohio University, Athens, OH
Ohio University Committee for the Preservation of African Languages
the Center for International Studies, Ohio University, Athens, OH
Advisor of the First Annual Spring Conference, Graduate Education Association (GEA)
Ohio University, Athens, OH
Search Committee Member for Cultural Studies in Education Group IV Position,
Ohio University, Athens, OH
F. Godwyll - CV
2013-2014
2013-present
2013-present
2007-present
2014-present
2013-2014
2013
2012-2013
2011-2012
2010-present
2010-present
2009-2013
2008-2013
2007-2013
2005-2013
2005-2013
2005-2013
2004-2013
2002-2013
2002-2013
2008-2012
2011-2012
2011
2009-2010
2008-2009
2009
2009
2009
2009
2008-2009
Page 20
Search Committee Member for Director Position of the Edward Stevens Center for the
Study and Development of Literacy and Language, Ohio University, Athens, OH
Conference Planning Committee for Africa Education Research Network (AERN)
th
for Summit, Scheduled for April 9-12 , 2008 in Gaborone, Botswana
Professional Ethics & Equity Committee Member, College of Education
Ohio University, Athens, OH
College Niche and Identity Committee Member, College of Education
Ohio University, Athens, OH
Ghana Psychological Association (GPA)
University Teachers Association of Ghana (UTAG)
Graduate Research Committee, College of Education
Ohio University, Athens, OH
Dean’s Ad-hoc Advisory Committee on Partnerships, College of Education
Ohio University, Athens, OH
Institute for Democracy in Education (IDE)
Secretary of University Teachers Association of Ghana
University of Cape Coast Ghana branch
Departmental Sub-committee member for Educational Foundations
Reviewed course content, rewrote course descriptions, developed new course
Requirements and programs, developed and implemented articulation agreements, at the
University of Cape Coast, Ghana with University of Education at Winneba
Associate degree programs.
Departmental Sub-committee for Department of Primary Education
Created program objectives, course content, wrote course descriptions and developed new
course requirements at the University of Cape Coast, Ghana
Ghana National Association of Teachers (GNAT)
2008-2009
2008
2006-2007
2006
2000-2006
1993-2002
2005
2005
2002-2004
1995-1997
1994
1993
1991-1993
PARTICIPATION IN COLLOQUIA AND SEMINAR
Keynote Speaker: Jan L. Tucker Memorial Lecture at the NCSS 93rd Annual Conference,
Renaissance, St. Louis Grand Hotel, MO (November 21-23, 2013).
 Topic; Chasing the Wind: Globalization and Education in Africa- A Journey
into Ghanaian Education.
Panel participant — Panel of Published Scholars. A graduate class on the publication process
at College of Education, Ohio University, Athens, OH (May 20, 2010).
 What I've Learned Along the Way of Publishing!
Presenter — African Studies Brown Bag Series. Multicultural Center, Baker Center Yamada Ohio
University, Athens, OH (April, 29, 2010).
 The Saga of the Trokosis in Ghana.
Keynote Speaker: Launching of the African Cultural Week, "Different Colors, One people" at the
Friends of the Library, Ohio University, Athens, OH (May 03- May 07, 2010).
 Topic: Culture, Popular Culture and Hegemony: Reexamining African Cultural Legacy
Presenter: African Languages seminar organized by “The committee for the preservation of African
languages, at Baker Center, Ohio University, Athens, OH (September 23-24, 2009).
 Theme: Creating Engaging Syllabi and Lesson Plans for African Language Teaching
A panel participant: a class on the publication process at College of Education, Ohio University,
Athens, OH (May 22, 2009).
2013
Presenter: College of Education Faculty/Student Research Forum, Ohio University, Athens,
2009
2010
2010
2010
2009
2009
OH (February 13, 2009).
F. Godwyll - CV
Page 21
 Theme: Groping in the Dark: Doing Research without Preparation.
Presenter: Cultural Showcase event in the Friends of the Library room at Alden Library,
Ohio University, Athens, OH (February 12, 2009).
 Theme: From Cradle to Final Rites: The Akan Cultural Experience
Chair and panel participant: African Studies Brown Bag Series. Yamada Conference Room.
Ohio University, Athens, OH (February, 11, 2009).
 Theme: A Critical Appraisal of Elections in Ghana: Lessons and the Way Forward
Guest Speaker: Induction Ceremony by Kappa Delta Pi International Honors Society in
Education, Ohio University, Athens, OH.
 Topic: Making a Pedagogy of Relations Possible as Future Educators
Guest Speaker: Ohio University Chapter of Council on Exceptional Children, Athens, OH.
 Topic: Relevance of Multiculturalism to the Special Educator
Guest Speaker: Induction Ceremony by Kappa Delta Pi International Honors Society in
Education, Ohio University, Athens, OH.
 Topic: Setting the Stage for Excellence as Educators
2009
2009
2006
2006
2005
WORKSHOPS AND CONFERENCES ATTENDED
27th Annual Conference of Mid-Western Educational Research Association (MWERA),
Evanston, Illinois.
Conference President Elect, Session chair, and Discussant
NCSS 93rd Annual Conference, Renaissance St. Louis, MO
Keynote Speaker: International Assembly
26th Annual Conference of Mid-Western Educational Research Association (MWERA),
Evanston, Illinois.
Conference program chair, Presenter, Session chair, and Discussant
CIES Southeast Regional Conference, Florida State University, Tallahassee.
Paper presenter and Session chair
25th Annual Meeting of Mid-Western Educational Research Association (MWERA),
Evanston, Illinois.
Paper presenter, Session chair, and Discussant
56th Annual Meeting of the Comparative and International Education Society (CIES),
San Juan, Puerto Rico.
Paper presenter
24th Annual Meeting of Midwestern Educational Research Association, (MWERA)
Sheraton Westport Tower Hotel, St. Louis, MO.
Paper presenter, Session chair, and Discussant
Africa Conference at The University of Texas, TX, Austin.
Paper presenter
Annual meeting of the Society for Information Technology and Teacher Education
International Conference, Nashville, TN.
Paper co- presenter
7th Annual International Globalization, Diversity, and Education Conference, Spokane, WA,
Paper presenter
55th Annual Conference of the Comparative and International Education Society (CIES).
Montreal, Canada.
Paper presenter
Mid-Western Educational Research Association Annual Conference (MWERA),
St. Louis, MI & Columbus, OH.
Presenter, Chair, and Discussant
2010 Annual World Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education, Orlando, FL.
Paper co- presenter
F. Godwyll - CV
2014
2013
2013
2013
2012
2012
2011
2011
2011
2011
2011
2007-2011
2010
Page 22
10th International Conference on Diversity in Organizations, Communities and Nations.
Queen’s University Belfast, Northern Ireland.
Paper co-presenter
GH/Innovate 2010, Yale University, New Haven, CT.
Poster presenter
10th Annual Africa Conference on Sexuality, University of Texas at Austin, Austin, TX.
Paper presenter
2010 International Globalization, Diversity, and Education Conference, Washington State
University, Spokane, WA.
Paper presenter.
The Communication and Development Studies Program Conference on New Approaches to
Research and Practice in Communication and Development and Social Change,
Ohio University, Athens, OH.
Session chair
Annual Miami University Graduate Student and Faculty Conference at Miami University,
Oxford, OH.
Presenter and Chair
International Conference on Health and Sports, Grover Center, Ohio University, Athens, OH.
Chair
First Annual Graduate Education Association Spring Conference. College of Education
at Ohio University, Athens, OH.
Presenter and discussant
Including Children: Celebrating 10 Years of the Institute for the African Child Conference,
Ohio University, Athens, OH.
Presenter and chair of sessions
Annual Appalachian Studies Conference, Shawnee State University, Portsmouth, OH.
Presenter
International Conference on Diversity in Organizations, Communities, and Nations
New Orleans, Louisiana, Riga, Latvia- virtual presentation.
Presenter
International Conference of Ohio Valley Philosophers of Education, Bergamo Center,
Dayton, OH.
Presenter
The 3rd International Conference on ICT for Development, Education, and Training;
an annual event for developing e-learning capacities in Africa, Accra, Ghana.
Presenter
American Educational Research Association (AERA), Chicago, IL.
Presenter and Discussant
Holmes Partnership Conference, TX.
Role played-presenter
International Conference on the Invisible Child: Poverty in the Heartland, Implications
for Educators, Muskingum College, New Concord, OH.
Presenter
International Workshop on Beyond Violence: Transforming Intractable Conflicts,
Ohio University, Athens, OH.
Chair
International Workshop on Leadership in Constrained Environments, Ohio University,
Athens, OH.
Participant
Education Policy Researchers Conference by Ohio Collaborative, Columbus, OH.
Participant
Bi-centennial Celebration Conference on Diversity at Ohio University, Baker Center,
Ohio University, Athens, OH.
F. Godwyll - CV
2010
2010
2010
2010
2010
2006, 2009, 2010
2004-2010
2009
2009
2009
2006, 2009, 2009
2004, 2005, 2009
2008
2007
2007
2004
2004
2004
2004
2004
Page 23
Presenter
International Conference for the African Studies Association in Boston, MA.
Participant
Second Annual College of Education Conference on Enhancing our Learning through Research,
Ohio University, Athens, OH.
Presenter
Conference of the Institute for Democracy in Education on Teaching for Democratic
Activism, Athens, OH.
Participant
International Conference on Children and Islam: Faith and Social Change in Africa and
Southeast Asia, Athens, OH.
Chair
Conference of the Institute for Democracy in Education on Teach Our Children Well:
Democracy’s Promise, Athens, OH.
Participant
International Conference on Bringing Rights of the Disabled Children’s Rights into the Focus
of the UN Rights and Convention of the Child, Bonn, Germany.
Participant
International Symposium on The Concept of Disability in an Inter-Cultural Context,
Bonn, Germany.
Presenter
Strategies for Remediation in English Language, Reading, and Writing Skills of Primary School
Pupils, Koforidua, Ghana.
Presenter
Distance Education Material Writing, University of Cape Coast, Ghana.
Participant
Qualitative Research Procedures, University of Cape Coast, Ghana.
Participant
Effective Teaching of English Language in Primary Schools, University of Cape Coast, Ghana.
Participant
Improving the Quality of Education in Primary Schools, University of Cape Coast, Ghana.
Presenter
Primary Education Curriculum Development, University of Cape Coast, Ghana.
Participant
Professional Development Through Appraisal, University of Cape Coast, Ghana.
Participant
2003
2003
2003
2003
2002
2000
1998
1996
1995
1995
1994
1993
1992
1991
ACADEMIC ADVISING EXPERIENCE
Master’s and Ph.D. student advisor, Cultural Studies in Education Program,
College of Education, Ohio University, Athens, OH
McNair Scholars Program advisor
Ohio University, Athens, OH
Undergraduate, Master’s, and Ph.D. student advisor, College of Education
Ohio University, Athens, OH
2005-2013
2005-2008
2005-2007
COMMUNITY INVOLVEMENT & VOLUNTEER WORK
Member, Stakeholders Group-Communication
Social Skills Program Redesign Team in Duval County,
Jacksonville Florida
The Communication Social Skills Program in Duval County (CSS) serves students with
F. Godwyll - CV
2014-2015
Page 24
Autism Spectrum Disorder and Related Disabilities. The stakeholders group comprising
of district and school based staff as well as parents and community members,
is review current programming and current research in order to help establish
the most effective educational practices
Member, Ghana Red Cross Society
 Volunteered in a number of humanitarian activities in distressed communities.
 Participated in fundraising activities to meet food and health needs of communities.
 Initiated grass-root educational programs.
 Collaborated with indigenous groups for awareness creation and self-reliance.
General Secretary to the Ghana Methodist Students Union and later served as the
Assistant National Coordinator
 Initiated a strategic plan that brought tremendous growth to the organization
in terms of membership, capital formation and asset acquisition.
 Promoted constitutional amendments that ensured efficient structures,
broadened its vision and expanded relations and effective collaboration
with other organizations.
 Other activities included budgeting, planning and monitoring, training,
organization of conferences and leadership workshops for key personnel and
executive members at all levels throughout member institutions.
1976-1984
1987-1993
CONTINUING RESEARCH
My research interest covers broadly leadership of marginalized populations and the use of
education as a tool for empowerment in transcultural settings to improve the human condition.
The following are some specific examples among others:
 Education Leadership, policy planning and reforms in transcultural settings,
 Empowerment,
 School failure and academic quality assurance,
 School improvement strategies,
 Early childhood education practices & philosophies, children’s rights &
communication barriers in education,
 Diversity and equity issues,
 Language and mobility,
 Poverty, education and development,
 Indigenous knowledge systems.
F. Godwyll - CV
Page 25
Addendum to
Curriculum Vitae of
Francis E. Godwyll, Ph.D.
740.591.9168 ( C)
Email: [email protected]
COURSES TAUGHT
Kindergarten – High School (K-12) — Ghana
1. Social Studies
2. English Language
3. Religious Studies
4. Math (Number Work)
5. Life Skills
Initial Teacher Training College for training teachers for K- 9 — Ghana
1. Aims and Principles of Education
2. Social and Philosophical Foundations of Education
3. Integrated Education syllabus (using a thematic approach that cuts across a wide spectrum of
core courses for professional education preparation)
P-12 Germany—Institute of Behavior Modification for Rehabilitation of Individuals
with Behavior/Emotional Disorders
1.
English
2.
Cultural Studies
College/ University level (Undergraduate) — Full time — Ghana
1. Psychology of Childhood
2. Abnormal Psychology
3. Introduction to Educational Psychology
4. Psychology and Education of Individuals with Exceptionality
5. Assessment in Special Education
6. Characteristics of Individuals with Learning Disabilities
7. Communicative Skills (an integrated English course to assist freshmen cope with University
English writing requirements)
College/ University level (Graduate — Masters) — Full time — Ghana
1. Advanced Studies and Methods in Learning Disabilities
2. Advanced Studies and Methods in Visual Impairment
3. Advanced Studies and Methods in Behavior Disorders
4. Advanced Studies and Methods in Mental Retardation
5. Advanced Studies and Methods in Hearing Impairment
30
6. Advanced Studies and Methods in Giftedness
7. Mainstreaming in Special Education
8. Advanced Practicum in Special Education
9. Qualitative Research Methods
College/University level (Undergraduate)— Part-time— Ghana
1. Introduction to Special Education
2. Curriculum and Educational Adaptations for Diverse Individuals
3. Methodology for Differentiated Classrooms
4. Curriculum Planning, Implementation and Evaluation for Diverse Individuals
5. Community Resource Mobilization for Education
6. Consultation and Collaboration Skills for Classroom Teachers
College/ University level (Undergraduate) — USA
1. Introduction to Methods for Democratic Classrooms and Field Experience
2. Advanced Methods for the Democratic Classroom and Field experience
3. Learning from Non—Western Cultures
4. Education and Cultural Diversity
5. School Society and Professional Education
6. Characteristics of Learners with Exceptionality
College/University level (Graduate-Masters)—Part-time Germany
1. Understanding Diversity in Education
College/ University level (Graduate) — USA
1.
Seminar in Comparative Education
2.
Comparative Cultures and Education
3.
Poverty Education and International Development
4.
Advanced Seminar in Comparative Education
5.
Comparative Concepts of Childhood and Disability
6.
Introduction to Cultural Studies in Education
7.
Advanced Foundations of Education
8.
Education and Development in Africa
9.
Social Structure and Change in Education
10.
Administration of Education in Other Countries
11.
Programs in International Education
12.
Politics and Policy in Education
13.
Cultural Context of Leadership
31
14.
School Effectiveness
15.
Using Data for Decision Making
16.
Moral and Ethical Dimensions of Leadership
17.
Sociology, Politics, and Change in
Education
18.
Foundations of Educational Research in
Leadership
19.
Foundations of Educational Research
20.
Inquiry into Research in Educational Leadership
32
Appendix A I
Below is a table that displays the scores across a wide range of courses I taught at Ohio
University in Athens, Ohio. On a scale of 5 my scores from courses taught from 2002-2013
have been above 4.0. In a greater number of cases they were above the departmental average.
EVIDENCE OF TEACHING EXCELLENCE
Quarter
Course
Call#
Scale 1:
Course
Winter 2001-2002
EDCS505
02110
3.95
4.5
4.18
4.23
Winter 2001-2002
EDCS606
02111
4.74
4.81
4.87
4.8
Spring 2001-2002
EDCS505
02118
4.41
4.83
4.65
4.64
Spring 2001-2002
EDIC205
06171
4.5
4.73
4.47
4.58
Fall 2002-2003
EDCI310
01988
4.65
4.64
4.42
4.61
Fall 2002-2003
EDCS505
06610
4.71
4.68
4.38
4.62
Winter 2002-2003
EDCI210
06636
4.9
4.94
4.74
4.87
Winter 2002-2003
EDCS505
02212
4.6
4.77
4.45
4.63
Winter 2002-2003
EDCS606
02213
4.77
4.92
4.83
4.84
Spring 2002-2003
EDCI301
02023
4.38
4.8
4.41
4.56
Spring 2002-2003
EDCS505
02196
4.89
4.83
4.7
4.82
Spring 2002-2003
EDCI205
02259
4.69
4.8
4.68
4.73
Fall 2003-2004
EDCS400
02264
4.62
4.81
4.71
4.72
Fall 2003-2004
EDCS400
02262
4.43
4.76
4.5
4.58
Fall 2003-2004
EDCS505
06326
4.79
4.83
4.75
4.8
Winter 2003-2004
EDCI210
06010
4.95
4.9
4.79
4.89
Winter 2003-2004
EDCS400
02184
4.87
4.94
4.93
4.91
Winter 2003-2004
EDCS508
06164
4.35
4.55
4.45
4.45
Spring 2003-2004
EDCS400
05923
4.37
4.67
4.52
4.53
Spring 2003-2004
EDCS400
05925
4.39
4.63
4.61
4.54
Spring 2003-2004
EDCI205
02310
4.75
4.88
4.75
4.8
Summer 2003-2004
EDCS508
11691
4.83
4.8
4.8
4.81
Summer 2003-2004
EDCS706
40147
4.91
4.93
4.72
4.87
Fall 2004-2005
EDCS301
02419
4.13
4.47
4.34
4.32
Fall 2004-2005
EDCS400
02424
4.03
4.44
4.12
4.22
APPENDICES TO CV-FRANCIS GODWYLL
Scale 2:
Instructor
Scale 3:
Evaluation
Overall
1
Quarter
Course
Call#
Scale 1:
Course
Fall 2004-2005
EDCS510
02427
4.76
4.88
4.78
4.82
Winter 2004-2005
EDCR210
02389
4.91
4.87
4.68
4.79
Winter 2004-2005
EDCS301
02392
4.65
4.78
4.67
4.71
Winter 2004-2005
EDCS400
02394
4.43
4.74
4.73
4.63
Winter 2004-2005
EDCS400
02395
4.64
4.67
4.6
4.64
Winter 2004-2005
EDCS508
02399
4.67
4.75
4.72
4.72
Spring 2004-2005
EDCS205
02472
5
5
4.9
4.98
Spring 2004-2005
EDCS205
02473
4.83
4.94
4.69
4.84
Spring 2004-2005
EDCS301
02475
4.62
4.7
4.4
4.6
Spring 2004-2005
EDCS510
02480
4.87
4.71
4.9
4.82
Summer 2004-2005
EDCS504
11803
4.86
4.88
4.77
4.84
Summer 2004-2005
EDCS706
40602
4.79
4.7
4.65
4.72
Fall 2005-2006
EDCS301
02456
4.54
4.76
4.6
4.64
Fall 2005-2006
EDCS301X
54412
4.7
4.82
4.4
4.68
Winter 2005-2006
ECDS301
57213
4.75
4.89
4.73
4.8
Winter 2005-2006
EDCS508
02409
4.92
4.88
4.77
4.86
Winter 2005-2006
EDLE710
06943
4.95
5
4.95
4.97
Winter 2005-2006
EDCS710
02409
4.92
4.88
4.74
4.77
Spring 2005-2006
EDCS205
02366
4.55
4.73
4.61
4.64
Spring 2005-2006
EDCS605
02380
4.9
4.89
4.98
4.92
Summer 2005-2006
EDCS504
11199
4.73
4.92
4.75
4.81
Summer 2005-2006
EDCS706
40144
4.26
4.2
4.2
4.22
Fall 2006-2007
EDCS301
02495
4.43
4.81
4.48
4.6
Fall 2006-2007
EDCS700
02519
4.7
4.82
4.4
4.68
Winter 2006-2007
EDCS301
02544
4.42
4.59
4.59
4.53
Winter 2006-2007
EDCS301
57203
4.78
4.94
4.69
4.82
Winter 2006-2007
EDCS508
02557
4.35
4.61
4.49
4.49
Spring 2006-2007
EDCS205
02385
4.57
4.71
4.63
4.64
Spring 2006-2007
EDCS400
02393
4.71
4.89
4.52
4.74
Summer 2006-2007
EDCS508
02366
4.55
4.73
4.61
4.64
Summer 2006-2007
EDAD703
01133
4.96
4.95
4.85
4.93
APPENDICES TO CV-FRANCIS GODWYLL
Scale 2:
Instructor
Scale 3:
Evaluation
Overall
2
Quarter
Course
Call#
Summer 2006-2007
EDCS301
11119
4.9
4.91
4.95
4.92
Summer 2006-2007
EDCS400
40101
4.65
4.82
4.77
4.75
Summer 2006-2007
EDCS504
11121
4.73
4.83
4.75
4.78
Fall 2007-2008
EDCS301
86272
4.93
4.98
4.97
4.96
Fall 2007-2008
EDCS400
02447
4.34
4.52
4.47
4.44
Fall 2007-2008
EDCS700
02470
4.88
4.95
4.88
4.91
Winter 2007-2008
EDCS301
57206
4.67
4.76
4.73
4.72
Winter 2007-2008
EDCS400
02418
4.53
4.67
4.7
4.63
Winter 2007-2008
EDCS400
02419
4.29
4.6
4.36
4.43
Winter 2007-2008
EDCS508
02426
4.66
4.83
4.77
4.76
Spring 2007-2008
EDCS205
02349
4.58
4.87
4.69
4.72
Spring 2007-2008
EDCS400
02358
4.06
4.46
4.37
4.29
Summer 2007-2008
EDCS301
11140
4.32
4.62
4.54
4.5
Summer 2007-2008
EDCS301L
11141
4.23
4.6
4.52
4.45
Summer 2007-2008
EDCS400
40118
4.14
4.5
4.53
4.38
Summer 2007-2008
EDCS504
11142
4.61
4.8
4.6
4.68
Fall 2008-2009
EDCS700
02400
4.91
4.9
4.9
4.9
Fall 2008-2009
EDCS706
08049
4.93
4.98
4.97
4.96
Winter 2008-2009
EDCS301
57209
4.86
4.88
4.85
4.87
Winter 2008-2009
EDCS506A
07205
4.63
4.76
4.52
4.64
Winter 2008-2009
EDCS508
02415
4.66
4.82
4.71
4.73
Spring 2008-2009
EDCS 205
02357
4.48
4.64
4.62
4.58
Spring 2008-2009
EDCS504
02371
4.16
4.66
4.44
4.43
Summer 2008-2009
EDCS 400
40105
4.77
4.82
4.74
4.78
Summer 2008-2009
EDCS 504
11120
4.68
4.88
4.74
4.78
Fall 2009-2010
EDCS 505
02399
4.92
4.91
4.85
4.90
Winter 2009-2010
EDCS 508
02434
4.68
4.61
4.56
4.62
Winter 2009-2010
EDCS 506A
02433
4.38
4.48
4.49
4.45
Winter 2009-2010
EDCS 301
EDCS 301
(Intersession)
07768
4.21
4.54
4.51
4.42
57217
4.75
4.94
4.68
4.81
Winter 2009-2010
Scale 1:
Course
APPENDICES TO CV-FRANCIS GODWYLL
Scale 2:
Instructor
Scale 3:
Evaluation
Overall
3
Quarter
Course
Call#
Scale 1:
Course
Scale 2:
Instructor
Scale 3:
Evaluation
Overall
Spring 2009-2010
EDCS 205
02469
4.75
4.77
4.72
4.75
Spring 2009-2010
EDCS 301
02472
4.71
4.82
4.68
4.74
Summer 2009-2010
EDCS 400
40112
4.75
4.77
4.82
4.78
Summer 2009-2010
EDCS 301
11144
4.60
4.70
4.67
4.66
Summer 2009-2010
EDCS 301
11142
4.58
4.72
4.54
4.62
Summer 2009-2010
EDAD 780
11670
4.71
4.80
4.59
4.72
Fall 2010-2011
EDLE 710
07614
4.72
4.79
4.76
4.76
Winter 2010-2011
EDCS 508
02694
4.70
4.82
4.81
4.77
Winter 2010-2011
EDAD 780
07715
4.87
4.82
4.71
4.81
Spring 2010-2011
EDAD 780
11670
4.78
4.85
4.71
4.79
Fall 2011-2012
EDCS 301
17565
4.35
4.61
4.57
4.51
Fall 2011-2012
EDAD 752L
19002
4.71
4.80
4.66
4.73
Winter 2011-2012
EDCS 508
16868
4.38
4.45
4.30
4.39
Winter 2011-2012
EDLE 770
15076
4.60
4.68
4.57
4.63
Spring 2011-2012
EDAD 780
6567
4.38
4.43
4.23
4.36
Spring 2011-2012
EDCS 205
17894
4.98
4.98
4.92
4.96
Based on comparisons reported in my annual departmental evaluations, student
evaluations of my teaching effectiveness exceed the departmental averages. For example
the departmental mean for 2007 for 12 Group I faculty was 4.35 with a range from 2.914.98. My mean overall evaluation was 4.73 (n = 13 courses) in comparison. In 2009 for
winter quarter through fall quarter (n = 7 courses), my mean overall evaluation was
4.69 (compared with a departmental average of 4.5).
APPENDICES TO CV-FRANCIS GODWYLL
4
APPENDIX AII
EVIDENCE OF TEACHING EXCELLENCE AT UNIVERSITY OF NORTH FLORIDA FROM 201314 COVERING TWO DOCTORAL LEVEL COURSES, ONE MASTER’S LEVEL (FACE TO FACE)
COURSE AND ONE MASTER’S LEVEL FULL ONLINE COURSE
ITEM ID AND
ITEM
D01
D02
D03
D04
D05
D06
D07
D08
D09
D10
D11
D12
D13
D14
D15
D16
D17
D18
Communicates
effectively with
students
Enthusiasm for
course material
and teaching
Mastery of the
course content
Relates course
material to current
examples
Clearly explains
complex concepts
and ideas
Lectures
organized and
provide
framework for
learning
Course syllabus
accurately
described the
course
Course
instructional
materials used
effectively
Involves students
in class activities
Uses class time
well
Fosters
environment
conducive to
critical thinking
Treats all students
in a consistent
manner
Exams reflect the
material covered
Willingly assists
students outside
of class
I found this class
to be challenging
Description of
course objectives
and assignments
Communication
of ideas and
information
Expression of
expectations for
this class
F
2013
F
2013
F
2013
S
2014
S
2014
S
2014
S
2014
S
2014
S
2014
F
2014
F
2014
F
2014
U
C
I
U
C
I
U
C
I
U
C
I
4.33
4.39
4.73
4.36
4.4
4.62
4.44
4.34
4.89
4.32
4.3
4.18
4.54
4.63
5
4.55
4.53
4.85
4.59
4.49
5
4.51
4.57
4.18
4.58
4.66
5
4.58
4.58
4.85
4.61
4.56
5
4.55
4.61
4.45
4.47
4.56
5
4.5
4.54
4.85
4.54
4.42
4.89
4.46
4.55
4.52
4.26
4.32
4.82
4.3
4.37
4.62
4.36
4.22
4.78
4.26
4.24
4.18
4.31
4.27
4.36
4.33
4.36
4.54
4.41
4.24
4.78
4.3
4.21
4.4
4.47
4.42
4.1
4.49
4.4
4.23
4.55
4.31
4.67
4.47
4.29
4.36
4.36
4.38
4.64
4.39
4.42
4.62
4.45
4.41
4.78
4.36
4.33
4.27
4.34
4.52
4.64
4.37
4.48
4.54
4.44
4.47
5
4.37
4.52
4.36
4.36
4.29
4.73
4.39
4.31
4.54
4.44
4.31
4.89
4.49
4.29
4.45
4.38
4.51
5
4.4
4.48
4.85
4.48
4.41
4.89
4.44
4.44
4.55
4.49
4.52
5
4.51
4.55
4.77
4.57
4.51
4.89
4.49
4.49
4.55
4.43
4.55
4.7
4.45
4.5
4.67
4.52
4.49
4.78
4.44
4.47
4.44
4.48
4.51
5
4.5
4.51
4.69
4.55
4.51
5
4.48
4.53
4.5
4.13
4.2
4.64
4.15
4.07
4.62
4.14
4.07
4.22
4.09
4.12
4.55
4.25
4.2
4.45
4.29
4.29
4.31
4.35
4.2
4.89
4.25
4.11
4.36
4.18
4.21
4.82
4.22
4.28
4.69
4.3
4.15
4.89
4.18
4.08
4.36
4.27
4.33
4.73
4.3
4.34
4.62
4.38
4.19
4.89
4.27
4.17
4.36
APPENDICES TO CV-FRANCIS GODWYLL
5
APPENDIX AII
EVIDENCE OF TEACHING EXCELLENCE AT UNIVERSITY OF NORTH FLORIDA FROM 201314 COVERING TWO DOCTORAL LEVEL COURSES, ONE MASTER’S LEVEL (FACE TO FACE)
COURSE AND ONE MASTER’S LEVEL FULL ONLINE COURSE
ITEM ID AND
ITEM
D19
D20
D21
D22
D23
Availability to
assist students in
or out of class
Respect and
concern for
students
Stimulation of
interest in course
Facilitation of
learning
Overall rating of
instructor
F
2013
F
2013
F
2013
S
2014
S
2014
S
2014
S
2014
S
2014
S
2014
F
2014
F
2014
F
2014
U
C
I
U
C
I
U
C
I
U
C
I
4.31
4.34
4.91
4.34
4.38
4.54
4.39
4.33
4.89
4.3
4.28
4.2
4.36
4.44
5
4.39
4.45
4.69
4.44
4.36
4.89
4.36
4.4
4.4
4.18
4.26
4.91
4.21
4.3
4.54
4.29
4.16
4.89
4.17
4.16
4.27
4.21
4.24
4.91
4.23
4.3
4.54
4.31
4.19
4.89
4.2
4.17
4.27
4.22
4.3
4.91
4.26
4.34
4.62
4.34
4.17
5
4.22
4.2
4.36
KEY:
U= University-wide mean score
C= College-wide mean score
I= Individual-my mean score
I have provided four course evaluations in Appendix A I with the last course in fall 2014 as a fully
online class for your review as evidence of my continued excellence in teaching here at UNF. It is
important to point out that in fall 2013 and spring 2014, in 22 out of the 23 items my mean score was
always above both the college and the university means which have all been shaded yellow for easy
reference. It is significant to note that the only item where my mean score was lower than both
college and university means addresses how closely the syllabus described the course. I should point
out that in both courses I have had to significantly alter the syllabus in order to address deficits in the
relevant previous knowledge of the students in order to ensure that mastery of critical skills were
acquired. Thus the syllabus had to be adapted to address the needs of the students. Students’
comments from the fall 2013 course bears this out which I reproduce here for emphasis:
I appreciate instruction style and the ability of the professor to adapt the course to meet learning
needs of class. The format and outcome for the class were extremely valuable. Given that the
dissertation is the scary unknown monster at the end of the program, I think this course provided an
appropriate glimpse of what is to come and helped us realize that we really can be successful. The
learning by doing aspect of the course was very effective and very relevant. I feel confident that I could
reproduce the methods learned in this class with any topic in the future.
Loved your class. Thank you for changing up the syllabus and challenging us to become better writers.
I know that I am really going to appreciate this experience in the years to come. Take Care! (Curled
from respondents 10 & 1, fall 2013)
Dr. Godwyll provides a positive learning atmosphere and a student-centered approach to his class. He
truly has the best interest of the student at the heart of his teaching as it relates to course expectations
and outcomes. Finally, he makes great effort to demystify the dissertation writing and related
processes, offering tangible examples and strategic advice with regard to organization of ideas and
APPENDICES TO CV-FRANCIS GODWYLL
6
synthesis of thought. I am delighted he is teaching this class while preparing students for
comprehensive exams. (Curled from respondent 3, spring 2014)
Flexibility and the interest of the student have been my guiding principles in teaching therefore if I
notice that there are gaps in the pre-requisite knowledge and skill-set critical for anchoring the new
knowledge I make a choice to make adjustments in the syllabus, redesign in order to teach for
mastery. I am careful to reissue an amended syllabus with clearly stated new outcomes and
expectations for the course.
In summer 2014 my mean across all 24 items were higher than both college and university means. In
fall 2014 for the full online course 13 items were above both university and college means, two items
highlighted in green were higher than the college but lower than university means, one item
highlighted in blue was the same as university means but lower than college means and seven items
were below both the university and college means. It is worthy to mention here that the database does
not separate scores of face-to-face courses from online courses so the comparison I have made of the
fall 2014 full online course is with an aggregate group of courses that are not necessarily online
courses.
APPENDICES TO CV-FRANCIS GODWYLL
7
Appendix B
MEMBERSHIP OF MASTER’S THESIS AND GRADUATE PROJECT
COMMITTEES OUTSIDE THE PATTON COLLEGE OF EDUCATION (2005-2012)
No.
Name
Committee
Topic
Year
Dr. David Mould
(Chair)
Dr. Elizabeth Collins
Dr. Francis Godwyll
Dr. Francis Godwyll
Dr. Ann R.
Tickamyer
Dr. Elizabeth Collins
Dr. Francis Godwyll
(Chair)
Dr. David Mould
Textbooks Rental Scheme: Pilot
project, St. Francis Secondary
School, Makeni Sierra Leone, West
Africa. (Grant Proposal)
The role of traditional ideologies in
the empowerment of women in postsoviet Uzbekistan (Thesis)
2005
A Nation In Turmoil: Is Education
To Blame? An Analysis of Sudan’s
National Basic Education
Curriculum (Thesis)
The impact of micro-finance on
women-entrepreneurs in Temeke
District, Dar-es-Salaam, Tanzania
(Thesis)
Factors Contributing to Migration
from Ghana to the United States of
America (Thesis)
2006
Business Skill Training Project:
Women’s Finance House Botswana
(Project)
2007
The Role of Social Capital in the
Empowerment of Individuals with
Visual Impairment (IVI): The case
of Antigua and Barbuda (Thesis)
An analysis of the current social and
political status of the ethnic minority
groups in Laos (Project)
Ogun water side community radio
grant proposal. (Grant Proposal)
2007
A professional project for a grant
proposal to a funding agency for an
Entertainment Education
Communication strategy on radio to
address disability. (Grant Proposal)
Peer-Peer literacy Tutoring Program
for low-income youth in
Kirkissaoye. (Grant Proposal)
2008
1.
Milton Austine
Koroma
2.
Mohira R.
Kurbanava
3.
Hala M. Ibrahim
4.
Winnie E Terry
Dr. Francis Godwyll
(Chair)
Dr. Drew McDaniel
5.
Shani Salifu
6.
Runa Nagatomo
7.
Treasa M. James
8.
Chansouk
Insouvanh
9.
Akibu Olalekan
Hassan
10.
Nneka Agwebo
Dr. Francis Godwyll
(Chair)
Dr. Sandy Turner
Dr. D. Chikombe
Dr. Francis Godwyll
(Chair)
Dr. Julia Paxton
Dr. Jieli Li
Dr. Francis Godwyll
(Chair)
Dr. Rafael Obregon
Dr. Julia Paxton
Dr. Francis E.
Godwyll
Dr. Jieli LI
Dr. David H. Mould
(Chair)
Dr. Francis E.
Godwyll
Dr. Rafael Obregon
Dr. Francis Godwyll
(Chair)
Dr. Rafael Obregon
Dr. Duncan
11.
Mitchell G.
Boutin
Dr. Francis E.
Godwyll
Dr. Jieli Li
APPENDICES TO CV-FRANCIS GODWYLL
2005
2006
2007
2007
2008
2008
8
No.
Name
12.
Rhodialine
Baidoo
13.
Dianne Frances
A. de Guzman
14.
Seydina Ousmane
Sene
15.
Bose Maposa
16.
Saiba Suso
17.
Sarah Danso
18.
Mustapha Hasim
Kurei
19.
Leticia Agyeman
20.
Tracy Navaro
21.
Priscilla Bansah
22.
Grace Annor
Committee
Dr. Francis Godwyll
(Chair)
Dr. Tom Smucker
Dr. Chikombe
Dr. Rafael Obregon (
(Chair)
Dr. David H. Mould
Dr. Francis E.
Godwyll
Dr. W. Stephen
Howard (chair)
Dr. Francis E.
Godwyll
Dr. Julia. Paxton
Dr. William Stephen
Howard (Chair)
Dr. Edna Wangui
Dr. Francis Godwyll
Dr. W. Steve Howard
(Chair)
Dr. Nick Creary
Dr. Francis Godwyll
Dr. Francis Godwyll
(Chair)
Dr. Arthur Hughes
Dr. Tom Smucker
Dr. Dianne Ciekawy
(Chair)
Dr. Francis Godwyll
Dr. Steve Howard
Dr. Francis Godwyll
Dr. Tom Smucker
Dr. Amado Lascar
(Chair)
Dr. Francis Godwyll
Dr. Jose Delgado
Dr. Rafael Obregon
(Chair)
Dr. Francis Godwyll
Dr. David Horton
Dr. Rafael Obregon
(Chair)
Dr. Francis Godwyll
Dr Thomas Smucker
APPENDICES TO CV-FRANCIS GODWYLL
Topic
Year
Towards a Comprehensive
Healthcare System in Ghana
(Thesis)
2008
Communication under the tree:
Conflict survivors struggle for
educational achievement. (Project)
2008
Microfinance Alleviation poverty
through microfinance in West
Africa: The effectiveness of its
impacts. (Project)
2008
The coverage of child sexual abuse
in online newspapers from
Botswana. (Project)
2009
The impact of globalization on song
among the Mandinka (Project)
2010
Girls on the street: Causes, Survival
Measures and Hazards of female
street children in Accra (Ghana).
(Project)
Societal responses to the State of
Orphans and Vulnerable Children
(OVC) in Kano Metropolis. (Thesis)
2010
Grant proposal to eradicate Buruli
Ulcer Disease in the Amasie West
District in Ghana (Grant proposal)
The Impact of Tourism
Development : A case study of
Akumal (Project)
2010
Positioning the Public Affairs Unit
of the University of Cape Coast as
an Agent of Change for Institutional
Advancement (Project)
Building Information and
communication Technologies (ICT)
capacity for Junior High School
Girls in Ledzokuku- Krowern
District in Greater Accra Region,
Ghana (Project)
2010
2010
2010
2010
9
No.
Name
Committee
23.
Doreen Ahwireng
Dr. Ghirmai Negash
(Chair)
Dr. Edna Elizabeth
Wangui
Dr. Francis Godwyll
24.
Long Kon Long
25.
Mavis Araba
Mensah
26.
Perpetua EgyinNyenku
27.
Patrick Litanga.
28.
Evelyn Owusuah
29.
Uloaku Irobi
30.
Betty Ackay
31.
Prince Adu
32.
Dorcas I. Oduro
Dr. Steve Howard
(Chair)
Dr. Ghirmai Negash
Dr. Francis Godwyll
Dr Francis Godwyll
(Chair)
Dr Thomas Smucker ,
Dr Zelma BaduYounge
Dr. Francis Godwyll
(Chair)
Dr. Edna Wangui
Dr.Nicholas Creary
Dr. Steve Howard
(Chair)
Dr. Francis Godwyll
Dr. Dianne Ciekaway
Dr. Francis Godwyll
(Chair)
Dr. Edna Wangui
Dr. Dobge
Dr. Adeyanju (Chair)
Dr. Francis Godwyll
Dr. Carolyn Bailey
Lewis
Dr. Francis Godwyll
(Chair)
Dr. Diane Ciekway
Dr. Tom Smucker
Dr. Adeyanju (Chair)
Dr. Francis Godwyll
Dr. Tom Smucker
Dr. Adeyanju (Chair)
Dr. Francis Godwyll
Dr. B. Bates
Topic
Year
Examining the training that Hall
masters/Residence Directors
undergo before assuming their
positions: A case study of Ohio
University and University of Cape
Coast (Project)
Examining The Sudanese Second
Civil War and Its Aftermaths
(Project)
2010
Social Constructivism: A way
forward for Education in Ghana
(Project)
2010
Effects of Cultural and Educational
factors affecting girls' education in
the Central Region of Ghana
(Project)
The reintegration of Ex-child
Soldiers in Gulu/ Uganda (Project)
2010
Impact of culture on female
education (Project)
2012
Social-determinants of Infant and
Child Mortality in Nigeria (Project)
2012
Civil Society and the challenge of
development (Project)
2012
Malaria intervention project in
Tarkwa, Ghana (Grant Proposal)
2012
HIV/AIDS in Ghana: Factors
affecting women’s access to
voluntary counseling and testing
(Project)
2012
2010
2010
32 Completed Final Master’s Capstone Projects outside the Patton College of Education
Grant Proposals -6; Thesis – 7; Projects - 19
APPENDICES TO CV-FRANCIS GODWYLL
10
APPENDIX C
MEMBERSHIP OF MASTER’S GRADUATE PROJECTS AND THESES
COMMITTEES IN THE PATTON COLLEGE OF EDUCATION (2005-2012)
N o . Name
Committee
Topic
Year
1.
Richard Bateman
Critical analysis of the German
Immigration Policy (Thesis)
2005
2.
Hiroko Godaiin
Dr. Jaylynne
Hutchinson (chair)
Dr. Francis Godwyll
Dr. Robert Sheak
Dr. Francis Godwyll
2008
3.
4.
Egami Takatoshi
Bethany Hawkins
Dr. Francis Godwyll
Dr. Francis Godwyll
5.
Ngan Nguyen
Dr. Francis Godwyll
6.
Kathyrn Hazlett
Dr. Francis Godwyll
7.
Katie Hendrickson
8.
Becky BoakyeYiadom
Milea S. Maxwell
Dr. Jaylynne
Hutchinson (chair)
Dr. Francis Godwyll
Dr. Bob Kline
Dr. Francis Godwyll
The Impact of Self-esteem on
Learning among Japanese
Children
Vocational Education in Japan
The Human Right to Education:
Its Need and Implementation
Factors that Influence Language
Learning Strategy use of English
Learners in ESL Context
Poverty and Education in the
United States
Students Perceptions of
Resistance in Rural Areas (Thesis)
The Conflicting Roles: Graduate
Students as Mothers and Wives
An Examination of Service
Learning Study Abroad: A look at
Ohio University Programs
Education as a Rehabilitation Tool
on Child Soldier Victims in
Africa: Case Study Liberia
Education for NomadicPastoralists: A Case study of
Approaches to Expand
Opportunities for Nomadic
Children in Garissa District in
Northeastern Province Kenya
The English-Only movement and
Minority language Rights of LEP
Adult Immigrants in the United
States
Analyzing the Dichotomy of
Urban and Rural Schools: The
Role of Culturally-Relevant
Pedagogy and Place-Based
Education Methods
A Purposeful Education:
Examining Social Movements
2010
9.
Dr. Francis Godwyll
10.
Arinola T.
Wuraola
Dr. Francis Godwyll
11.
Abdifarhan Farah
Gure
Dr. Francis Godwyll
12.
Kaia DeMatteo
Dr. Francis Godwyll
13.
Ashley B.
Hopkins-Gardner
Dr. Francis Godwyll
14.
Bethany Deborde
Dr. Francis Godwyll
APPENDICES TO CV-FRANCIS GODWYLL
2008
2008
2008
2009
2010
2010
2010
2010
2010
2010
2010
11
N o . Name
Committee
Topic
Year
15.
Lisa Richards
Dr. Francis Godwyll
2010
16.
Hellen Bok
Dr. Francis Godwyll
17.
Xiaolin Li
Dr. Francis Godwyll
18.
Parehaiti Aiti
Dr. Francis Godwyll
19.
Robert I. Callahan
Dr. Francis Godwyll
20.
Sheri Rettig
Dr. Francis Godwyll
21.
Yusuke Kusunoki
Dr. Francis Godwyll
Dr. Gordon Brooks
22.
Peter N. Mwangi
Dr. Francis Godwyll
23.
Katherine D.
Troyer
Dr. Francis Godwyll
24.
Charles M Wentz
Dr. Francis Godwyll
25.
Renea P. Morris
Dr. Francis Godwyll
26.
Bhakti Sandeep
Shah
Kentaro
Hashizume
Dr. Francis Godwyll
Thomas Brian
Chambers
Kevin Davis
Dr. Francis Godwyll
Ashley M.
Mitchell
Dr. Francis Godwyll
Poverty in Early Childhood and
how it affects Education
Poverty and Education in Hong
Kong
Factors that Promote Second
Language Learning for Chinese
Students
An Analysis of Bilingual
Education in China
Identifying Factors that Predict the
First Term Academic Success of
Students Transferring Between
Two and Four Years Institutions.
Improving Higher Education
Outcomes of Foster Youth
The necessity of critical thinking
skills instructions in contemporary
Japanese education
Administration Dilemma’s in
Privatization and Course Offerings
in Kenyan Public Universities
Identifying Academic and personal
Characteristics that impact the
First Year academic Success and
Retention Rates of First
generation College Students
How Do Extra Curricula Activities
Affect Adolescents?
How African American Students
Cope with Mental Health Issues
On the Campus of Ohio University
An Indian’s Adaptation to Life at
Ohio University
International Japanese student’s
experiences in an American
university context
Analysis of teaching education in
the United States
The rural afterschool program as a
community model: Why and how
we need to build partnerships
A Comparative analysis of
primary education between India
and the United States
27.
28.
29.
30.
Dr. Francis Godwyll
Dr. Francis Godwyll
2010
2010
2010
2010
2011
2011
2012
2012
2012
2012
2012
2012
2012
2012
2012
28 Completed Final Master’s Capstone Projects and 2 Theses
APPENDICES TO CV-FRANCIS GODWYLL
12
APPENDIX D
Here is the list of Doctoral committees I have served on so far either as member or a chair at
Ohio University, Athens (2005-2012). The breakdown is presented in the table below:
MEMBERSHIP OF DOCTORAL COMMITTEES
NAME
PROGRAM
OF STUDY
COMMITTEE
COMPREHENSIVE
EXAMS
COMMITTEE
Ruffin
Tiece
Stephen Safran
Francis Godwyll
Martha Roth
Adah Ward
Randolph
Stephen Safran
Francis Godwyll
Martha Roth
Adah Ward Randolph
Agya
BoakyeBoaten
Francis Godwyll
David Bower
Rosalie Romano
Abdullahi
Abdinoor
PROPOSAL/
DISSERTATION
COMMITTEE
DISSERTATION
TOPIC
YEAR
COMPLETED
Stephen Safran (Chair)
Francis Godwyll
Martha Roth
Adah Ward Randolph
(Dean’s Rep)
Limited English
Proficiency, Immigrants
Completed
2005
N. Muhammad (Chair)
David Bowers
Tracey Leindal
Rosalie Mohammed
Francis Godwyll (Chair)
Rosalie Romano
Debra Henderson
David Bower (Dean’s
Rep)
An Examination of the
Phenomenon of Street
Children in Selected
Communities in Accra,
Ghana
Completed 2006
Steve Howard
Francis Godwyll
David Mould
Najee Muhammad
Steve Howard
Francis Godwyll
David Mould
Najee Muhammad
Steve Howard (Chair)
Francis Godwyll
Najee Muhammad
Abdinoor Mohammed
(Dean’s Rep)
Constructing Education
in a Stateless Society:
The Case of Somalia
Completed 2007
Robert
Wafula
Steve Howard
Diane Ciekawy
Francis Godwyll
Rosalie Romano
Steve Howard
Najee Muhammad
Diane Ciekawy
Rosalie Romano
Steve Howard (Chair)
Francis Godwyll
Rosalie Romano
Diane Ciekawy (Dean’s
Rep)
Male Ritual
Circumcision among the
Bukusu of Western
Kenya : An indigenous
African systems of
epistemology and how it
impacts Western forms
of schooling in
Bungoma District
Completed 2007
Peter
Ojiambo
Otiato
Najee Muhammad
Diane Ciekawy
Steve Howard
Rosalie Romano
Najee Muhammad
Diane Ciekawy
Steve Howard
Rosalie Romano
Najee Muhammad
(Chair)
Francis Godwyll
Rosalie Romano
Diane Ciekawy (Dean’s
Rep)
Educating Modern
Kenyan: G. W. Griffin
and Starehe Boys Centre
and School
Completed 2007
Scott
Powell
Francis Godwyll
(Chair)
Jaylynne
Hutchinson
Najee Muhammad
Lena Meyers
Francis Godwyll
(Chair)
Jaylynne
Hutchinson
Najee Muhammad
Lena Meyers
Perceptions of
Appalachian Students
about Post-Secondary
Education
Completed 2008
Francis
Godwyll
(Chair)
Lena Meyers
Diane Ciekawy
Rosalie
Romano
APPENDICES TO CV-FRANCIS GODWYLL
Francis
Godwyll
(Chair)
Sandra Turner
Rosalie
Romano
Diane
Ciekawy
(Dean’s Rep)
13
Membership con’t
NAME
PROGRAM
OF STUDY
COMMITTEE
COMPREHENSIVE
EXAMS
COMMITTEE
PROPOSAL/
DISSERTATION
COMMITTEE
DISSERTATION
TOPIC
YEAR
COMPLETED
Wisdom
Mensah
Francis Godwyll
(Chair)
Rosalie Romano
Debra Henderson
Dauda Abubakar
Francis Godwyll (Chair)
Rosalie Romano
Debra Henderson
Dauda Abubakar
Francis Godwyll (Chair)
Rosalie Romano
Debra Henderson (Dean’s
Rep)
Dauda Abubakar
“Marginal Men” and
Double Consciousness:
The Experiences of
Sub-Saharan African
Professors Teaching in
a Midwest University
Completed 2008
Augustina
AdusahKarikari
Francis Godwyll
Chair
Marc Cutright
Rosalie Romano
Ginger Weade
Francis Godwyll Chair
Marc Cutright
Rosalie Romano
Ginger Weade
Francis Godwyll (Chair)
Rosalie Romano
George Johanson
Marc Cutright (Dean’s
Rep)
Experiences of Women
in Higher Education: A
Study of Women
Faculty and
Administrators in
Selected Public
Universities in Ghana
Completed 2008
Esameddin
Almadi
Steve Howard
(Chair)
Ann Burkhart
Francis Godwyll
Rosalie Romano
Steve Howard (Chair)
Ann Burkhart
Francis Godwyll
Rosalie Romano
Steve Howard (Chair)
Francis Godwyll
Rosalie Romano
Andrea Frohne (Dean’s
Rep)
Transforming School
Museum Partnership :
The Case of the
University of Florida
Harn Museum Teacher
Institute
Completed 2008
Nsreen Al
Alhmadi
Stephen Safran
Chair
Bonnie Beach
Diane Gut
Scott Jarvis
Diane Gut (Chair)
Francis Godwyll
Scott Sparks
Scott Jarvis (Dean’s Rep)
Diane Gut (Chair)
Francis Godwyll
Scott Sparks
Scott Jarvis (Dean’s Rep)
Teachers’ Perspectives
and Attitudes towards
Integrating Students
with Learning
Disabilities in Regular
Saudi Public Schools
Completed 2009
Collins
Annin
Francis Godwyll
(Chair)
Elizabeth Collins
Rosalie Romano
Ann Tickameyer
Francis Godwyll (Chair)
Elizabeth Collins
Rosalie Romano
Ann Tickameyer
Francis Godwyll (Chair)
Rosalie Romano
Ann Tickameyer
Elizabeth Collins (Dean’s
Rep)
From Messages to
Voices:
Understanding Girls’
Educational
Experiences in
Selected Communities
in the Akuapim South
District, Ghana
Completed 2009
Sumiko
Miyafusa
Francis Godwyll
Scott Jarvis
Debra Henderson
Rosalie Romano
Francis Godwyll(Chair)
Scott Jarvis
Debra Henderson
Rosalie Romano
Francis Godwyll (Chair)
Debra Henderson
Rosalie Romano
Scott Jarvis (Dean’s Rep)
Japanese Female
Border Crossers:
Perspectives from a
Midwestern U.S.
University
Completed 2009
Mohira
Kurbanova
Jaylynne
Hutchinson (Chair)
Francis Godwyll
Elizabeth Collins
Ann Tickameyer
(Dean’s Rep)
Jaylynne Hutchinson
(Chair)
Francis Godwyll
Elizabeth Collins
Ann Tickameyer (Dean’s
Rep)
Jaylynne Hutchinson
(Chair)
Francis Godwyll
Elizabeth Collins
Ann Tickameyer (Dean’s
Rep)
Times of Courage:
Women’s Movement
in Uzbekistan
Completed 2009
ChungYuan Hsu
David Moore
(Chair)
George Johanson
Teresa Franklin
Francis Godwyll
(Dean’s Rep)
David Moore (Chair)
George Johanson
Teresa Franklin
Francis Godwyll (Dean’s
Rep)
David Moore (Chair)
George Johanson
Teresa Franklin
Francis Godwyll (Dean’s
Rep)
Formative Research on
an Instructional Design
Model for the Design
of Computer
Simulation for
Teaching Statistical
Concepts
Completed 2009
Margaret
Sackey
Steve Howard
(Chair)
Bonnie Beach
Jaylynne
Hutchinson
Ann Tickameyer
Steve Howard (Chair)
Bonnie Beach
Jaylynne Hutchinson
Ann Tickameyer
Francis Godwyll (Chair)
Rosalie Romano
Gordon Brooks
Kathleen Sullivan (Dean’s
Rep)
Early Childhood
Potential Development
: Center-Based
Strategies and
Practices in Selected
Communities in Accra
Metropolitan Area of
Ghana
APPENDICES TO CV-FRANCIS GODWYLL
Completed 2009
14
Membership con’t
NAME
PROGRAM
OF STUDY
COMMITTEE
COMPREHENSIVE
EXAMS
COMMITTEE
PROPOSAL/
DISSERTATION
COMMITTEE
DISSERTATION
TOPIC
Mito
Takeuchi
Rosalie Romano
(Chair)
Eugene Ammarell
Francis Godwyll
Ginger Weade
Dominic
Dadzie
Rosalie Romano (Chair)
Eugene Ammarell
Francis Godwyll
Ginger Weade
Francis Godwyll(Chair)
Ginger Weade
Rosalie Romano
(Director)
Gene Ammarell (Dean’s
Rep)
A Case Study of
“Othering” in Japanese
Schools: Rhetoric and
Reality
Francis Godwyll
(Chair)
Rosalie Romano
Catherine Glascock
Lynn Harter
Francis Godwyll (Chair)
Lynn Harter
Yegan Pillay
Peter Mather
Rosalie Romano
Francis Godwyll (Chair)
Lynn Harter
Peter Mather
Rosalie Romano
Yegan Pillay (Dean’s
Rep)
Cost Sharing and
Equity in Higher
Education:
Experiences of
Selected Ghanaian
Students
Andrew
Ofori
Birkorang
Steve Howard
(Advisor)
Benjamin Bates
Rafael Obregon
Francis Godwyll
(Dean’s Rep)
Steve Howard (Advisor)
Benjamin Bates
Rafael Obregon
Francis Godwyll (Dean’s
Rep)
Steve Howard (Chair)
Benjamin Bates
Rafael Obregon
Francis Godwyll (Dean’s
Rep)
Promoting a New
Health Policy in the
Ghanaian Media:
Newspaper Framing of
the National Health
Insurance Scheme
from 2005-2007
Travis
Boyce
Najee Muhammad
Francis Godwyll
Katherine Jellison
Robin Jenkins
Francis Godwyll
Rosalie Romano
Frans Doppen
Adah Ward Randolph
Francis Godwyll (Chair)
Rosalie Romano
Adah Ward Randolph
Frans Doppen (Dean’s
Rep)
I am Leaving and not
Looking Back: The
Life of Benner C.
Turner
Winsome
Chunnu
Rosalie Romano
Catherine Glascock
Francis Godwyll
Robin Jenkins
Francis Godwyll (Chair)
Rosalie Romano
Catherine Glascock
Dauda Abubakar
Francis Godwyll (Chair)
Rosalie Romano
Dauda Abubakar
Thomas Smucker
Peter Mather (Dean’s
Rep)
Whither Are We
Drifting? Primary
Education Policy in
Jamaica
Completed 2009
Terry
Gunter
Francis Godwyll
(Chair)
Jaylynne
Hutchinson
Najee Muhammad
Lynn Harter
Francis Godwyll (Chair)
Jaylynne Hutchinson
Najee Muhammad
Lynn Harter
Francis Godwyll (Chair)
Jerry Johnson
Edna Wangui
Lynn Harter (Dean’s Rep)
Jerry Rose :An
Appalachia Man at the
Barre
Completed 2010
Edward
Akita
Francis Godwyll
(Chair)
Adah Ward
Randolph
Najee Muhammad
Dauda Abubakar
Francis Godwyll (Chair)
Adah Ward Randolph
Najee Muhammad
Arthur Hughes
Francis Godwyll (Chair)
Adah Ward Randolph
Najee Muhammad
Arthur Hughes (Dean’s
Rep)
Hegemony, Patriarchy
and Human Rights :
The Representation of
Women in Ghanaian
Politics
Completed 2010
Selam
GerzherAlemayo
Jaylynne
Hutchinson
David Moore
Najee Muhammad
Francis Godwyll (Chair)
Jerry Johnson
Diane Ciekawy
David Moore
Francis Godwyll (Chair)
Jerry Johnson
David Moore
Diane Ciekawy (Dean’s
Rep).
Development from
Abroad : Ethiopia
Migrants and
Community Level
Educational
Development in
Ethiopia
Completed 2010
Sela
Musundi
Jaylynne
Hutchinson (chair)
George Johanson
Francis Godwyll
Claudia Hale
(Dean’s Rep).
Jaylynne Hutchinson
(Chair)
George Johanson
Francis Godwyll (Member)
Claudia Hale (Dean’s Rep).
Jaylynne Hutchinson
(Chair)
George Johanson
Francis Godwyll
Claudia Hale (Dean’s
Rep).
Teacher Caring: an
Investigation of an AllGirl Rural Secondary
School in Western
Kenya
Completed 2010
APPENDICES TO CV-FRANCIS GODWYLL
YEAR
COMPLETED
Completed 2009
Completed 2009
Completed 2009
Completed 2009
15
Membership con’t
NAME
PROGRAM OF
STUDY
COMMITTEE
COMPREHENSIV
E EXAMS
COMMITTEE
Cort
Schneider
Jaylynne Hutchinson
(Chair)
Lynn Harter
J.W. Smith
Francis Godwyll
Jaylynne Hutchinson
(Chair)
Lynn Harter
J.W. Smith
Francis Godwyll
Jeahyeon
Ahn
David Moore (Chair)
Teresa Franklin
George Johanson
Francis Godwyll
James
Addington
PROPOSAL/
DISSERTATION
COMMITTEE
DISSERTATION
TOPIC
YEAR
COMPLETED
Jaylynne Hutchinson
(Chair)
Francis Godwyll
J.W. Smith
Lynn Harter (Dean’s
Rep)
Running for Normalcy,
Identity development,
and the disability Blues:
An Autoetnography
That explores One
Man’s Quest to
Understand his Identity
Completed 2010
David Moore (Chair)
Teresa Franklin
George Johanson
Francis Godwyll
David Moore (Chair)
Teresa Franklin
George Johanson
Francis Godwyll (Dean’s
Rep)
The effect of accents on
multimedia learning:
The relationship
between students’
culture perception and
accented voiced
instructions in students’
achievement.
Jaylynne Hutchinson
(Chair)
Francis Godwyll
Jack Wright
Rich Greenlee
Jaylynne Hutchinson
(Chair)
Francis Godwyll
Jack Wright
Rich Greenlee
Francis Godwyll (Chair)
Jerry Johnson
Jack Wright
Rich Greenlee
Sharon Denham (Dean’s
Rep)
Education and
development in rural
Appalachia: An
environmental
education perspective
Completed 2011
James
Archibald
Valarie Martin
Conley (Chair)
Robert Young
Kent Smith
Francis Godwyll
Valarie Martin Conley
(Chair)
Robert Young
Kent Smith
Francis Godwyll
Valarie Martin Conley
(Chair)
Robert Young
Kent Smith
Francis Godwyll (Dean’s
Rep)
The state of the faculty
senate: Roles,
responsibilities and
senate leadership
Completed 2011
Becky
Brooks
Francis Godwyll
(Chair)
Dianne Gut
Rosalie Romano
Jerry Olsheski
Francis Godwyll (Chair)
Dianne Gut
Rosalie Romano
Jerry Olsheski
Francis Godwyll (Chair)
Dianne Gut
Rosalie Romano
Jerry Olsheski
J W Smith (Dean’s Rep)
Is it still a hearing
world? A
phenomenological case
study of deaf college
student’s experiences in
Academia
Completed 2011
Elizabeth
Ngumbi
Francis Godwyll
(Chair)
Adah Ward
Randolph
Peter Githinji
Francis Godwyll (Chair)
Adah Ward Randolph
Peter Githinji
Francis Godwyll (Chair)
Adah Ward Randolph
Peter Githinji
Edna Wangui (Dean’s
Rep)
Educational experiences
of young Maasai
women in Kajiado
District, Kenya: A
phenomenological case
study of Enoomatasiani
girls secondary school
Completed 2011
Ngan
Nguyen
Francis Godwyll
(Chair)
Adah Ward
Randolph
Ludmila
Marchenkova
Francis Godwyll (Chair)
Adah Ward Randolph
Ludmila Marchenkova
Larry Burmeister (Dean’s
Rep)
Francis Godwyll (Chair)
Adah Ward Randolph
Ludmila Marchenkova
Larry Burmeister (Dean’s
Rep)
West wind blows:
Voices of Vietnamese
teachers and students of
English – A case study
of Nha Trang University
Completed 2011
Alex
Wilson
Francis Godwyll
(Chair)
Steve Howard
Jerry Johnson
Girmah Negash
Francis Godwyll (Chair)
Steve Howard
Jerry Johnson
Girmah Negash
Francis Godwyll (Chair)
Steve Howard
Jerry Johnson
Ron Stephens (Dean’s
Rep)
Mother’s wealth:
Matriliniality and
inheritance among the
Fantse of Ghana
Completed 2011
Michael
BoakyeYiadom
Peter Mather (Chair)
Francis Godwyll
Robert Young
Peter Mather (Chair)
Francis Godwyll
Robert Young
George Johanson (Dean’s
Rep)
Peter Mather (Chair)
Francis Godwyll
Robert Young
George Johanson (Dean’s
Rep)
Perception of the work
of Deans of students in
selected Ghanaian
Universities
Completed 2012
APPENDICES TO CV-FRANCIS GODWYLL
Completed 2010
16
NAME
PROGRAM
OF STUDY
COMMITTEE
COMPREHENSIVE
EXAMS
COMMITTEE
PROPOSAL/
DISSERTATION
COMMITTEE
DISSERTATION
TOPIC
YEAR
COMPLETED
Catherine
D.
Cutcher
Francis Godwyll
(Chair)
Edna Wangui
Jaylynne
Hutchinson
Francis Godwyll (Chair)
Edna Wangui
Jaylynne Hutchinson
Risa Whitson (Dean’s Rep)
Francis Godwyll (Chair)
Edna Wangui
Jaylynne Hutchinson
Risa Whitson (Dean’s
Rep)
Mamas of invention:
Popular education,
gender and development
among women’s
organizations in Kenya
Completed 2012
Fanta
Diamanka
Francis Godwyll
(Chair)
Jerry Johnson
Elizabeth Collins
Francis Godwyll (Chair)
Jerry Johnson
Elizabeth Collins
Steve Howard (Dean’s Rep)
Francis Godwyll (Chair)
Jerry Johnson
Elizabeth Collins
Steve Howard (Dean’s
Rep)
Broadcasting change:
radio talk shows,
education and women’s
empowerment in
Senegal
Completed 2012
Malcalm
Ebenezer
David Moore, Chair
Francis Godwyll
Adah Ward
Randolph
Albert
Akyeampong
David Moore, Chair
Francis Godwyll
Adah Ward Randolph
Albert Akyeampong
David Moore (Chair)
Francis Godwyll
Adah Ward Randolph
Albert Akyeampong
Phyllis Bernt (Dean’s
Rep)
Ghana’s educational
policy makers and their
impact on information
and communication
technologies education:
A case study of a
Ghanaian model senior
high school
Completed 2012
Debra D.
Rayford
Francis Godwyll
(Chair)
Adah Ward
Randolph
Eric Jackson
Francis Godwyll (Chair)
Adah Ward Randolph
Eric Jackson
Frans Doppen (Dean’s Rep)
Francis Godwyll (Chair)
Adah Ward Randolph
Eric Jackson
Frans Doppen (Dean’s
Rep)
A phenomenological
case study of 7th grade
African American male
students in the
Afrocentric school at
Columbus, Ohio
Completed 2012
Sharon
Reynolds
Jerry Johnson
(Chair)
Francis Godwyll
John Hitchcock
Peter Mather
(Dean’s Rep)
Jerry Johnson (Chair)
Francis Godwyll
John Hitchcock
Peter Mather (Dean’s Rep)
Jerry Johnson (Chair)
Francis Godwyll
John Hitchcock
Peter Mather (Dean’s
Rep)
Resilience and thriving
in nontraditional college
students with
impairments:
Perceptions of academic
facilitators
Completed 2012
Patricia
Stevens
Francis Godwyll
(Chair)
William K Larson
Eugene Geist
Francis Godwyll (Chair)
William K Larson
Eugene Geist
Lynn Harter
Francis Godwyll (Chair)
William K Larson
Eugene Geist
Lynn Harter (Dean’s
Rep)
An examination of a
teacher’s use of
authenticating
assessment in an urban
middle school
classroom
Completed 2012
Eny
Winarti
Ginger Weade
(Chair)
John Henning
George Johanson
Brett Noel
Ginger Weade (Chair)
John Henning
George Johanson
Brett Noel
Ginger Weade (Chair)
John Henning
George Johanson
Brett Noel
Francis Godwyll (Dean’s
Rep)
School-level
curriculum: Learning
from a rural school in
Indonesia
Completed 2012
Brent
Bonine
Lynn Harter
Anita James
Scott Titsworth
Francis Godwyll
(Dean’s Rep)
Lynn Harter
Anita James
Scott Titsworth
Francis Godwyll (Dean’s
Rep)
Lynn Harter
Anita James
Scott Titsworth
Francis Godwyll (Dean’s
Rep)
Democratic Organizing
in the Corporate Sphere:
A Case Study
Completed
2012
Krah
Stephanie
Peter Mather
(Chair)
Laura Harrison
Marybeth Gasman
Francis Godwyll
(Dean’s Rep)
Peter Mather (Chair)
Laura Harrison
Marybeth Gasman
Francis Godwyll (Dean’s
Rep
Peter Mather (Chair)
Laura Harrison
Marybeth Gasman
Francis Godwyll (Dean’s
Rep)
Social Identity
Development of White
Students at Historically
Black Colleges and
Universities
Completed 2013
APPENDICES TO CV-FRANCIS GODWYLL
17
NAME
PROGRAM
OF STUDY
COMMITTEE
COMPREHENSIVE
EXAMS
COMMITTEE
John
Roush
John Hitchcock
(Chair)
Jerry Johnson
Francis Godwyll
Eugene Geist
(Dean’s Rep)
John Hitchcock (Chair)
Jerry Johnson
Francis Godwyll
Eugene Geist (Dean’s Rep)
Annette J.
Love
Raymie Mckerrow
(Chair)
Robert Young
Robert Sarikas
Francis Godwyll
(Dean’s Rep)
George V.
Amagnoh
PROPOSAL/
DISSERTATION
COMMITTEE
DISSERTATION
TOPIC
YEAR
COMPLETED
John Hitchcock (Chair)
Jerry Johnson
Francis Godwyll
Eugene Geist (Dean’s
Rep)
Educational Assets,
Resources, Barriers and
Social Capital in a
Semi-Isolated
Community of
Appalachia
Completed 2013
Raymie Mckerrow (Chair)
Robert Young
Robert Sarikas
Francis Godwyll (Dean’s
Rep)
Raymie Mckerrow
(Chair)
Robert Young
Robert Sarikas
Francis Godwyll (Dean’s
Rep)
Communication
Apprehension in the
Classroom: A study of
Nontraditional
Graduates at Ohio
University
Completed 2013
Francis Godwyll
(Chair)
Debra Henderson
Stacey Brinkley
Adah Randolph
Francis Godwyll (Chair)
Debra Henderson
Adah Randolph
Yegan Pillay
Francis Godwyll (Chair)
Debra Henderson
Adah Randolph
Yegan Pillay (Dean’s
Rep)
What do you See When
You see Us? Exploring
African American and
African College Student
Relations: A Pointillist
Perspective
Completed
2014
Jing An
Frans Doppen
(Chair)
Jeesun Jung
Ginger Weade
Francis Godwyll
(Dean’s Rep)
Frans Doppen (Chair)
Jeesun Jung
Ginger Weade
Francis Godwyll (Dean’s
Rep)
Frans Doppen (Chair)
Jeesun Jung
Ginger Weade
Francis Godwyll (Dean’s
Rep)
EuroAmerican
Teachers’ Perspectives
on Chinese-American
Students
Completed
2014
Matthew
Unger
Eugene Geist
(Chair)
Francis Godwyll
William Larson
Greg Johnson
(Dean’s rep)
Eugene Geist (Chair)
Francis Godwyll
William Larson
Greg Johnson (Dean’s rep)
Eugene Geist (Chair)
Francis Godwyll
William Larson
Greg Johnson (Dean’s
rep)
Parental Aggression
Towards School
Principals
Completed
2014
Terikay
Rumancik
Warren Hodge
(Chair)
Luke Cornelius
Sandra Gupton
Pingying Zhang
Warren Hodge (Chair)
Luke Cornelius
Sandra Gupton
Pingying Zhang
Francis Godwyll (Chair)
Luke Cornelius
Sandra Gupton
Pingying Zhang
Learning Strategies and
Leadership Behaviors of
Small Business Leaders
in Northeast Florida
Completed
2014
Phyllis
Pearson
Katherine Kasten
(Chair)
Christopher Janson
Warren Hodge
JeffriAnne Wilder
Katherine Kasten (Chair)
Christopher Janson
Warren Hodge
JeffriAnne Wilder
Francis Godwyll (Chair)
Christopher Janson
Warren Hodge
JeffriAnne Wilder
Beyond High School
Readiness: Efficacy,
Ethnicity, and
Aspirations of
Successful African
American High School
Students of the 21st
Century
Completed
2014
Asih
Ernawati
Ginger Weade
(Chair)
Yegan Pillay
Michael Hess
Jaylene Hutchinson
Ginger Weade (Chair)
Yegan Pillay
Michael Hess
Jaylene Hutchinson
Sarah Helfrich (Co-chair)
Frans Doppen (Co-chair)
Francis Godwyll
Yegan Pillay (Dean’s
Rep)
Understanding
Elementary teachers’
Perceptions toward the
national Examination in
Purwokerto, Central
Java, Indonesia
2015
26 Completed Doctoral Student’s Dissertation as Chair
15 Completed Doctoral Student’s Dissertation as Member of the Committee
9 Completed Doctoral Student’s Dissertation as the Dean’s representative of the Committee
50 Total Completed Doctoral Student’s Dissertations
APPENDICES TO CV-FRANCIS GODWYLL
18
The titles of the completed dissertations are indicative of the fact that graduates approached
their research with a critical lens drawing from several contemporary critical theoretical
fields. The subject matter covered school leadership, Appalachian culture, women, girl-child
education, street children, educational policy, immigrant identity of double-consciousness
and border crossers, biographies, critical role of early childhood, othering, costsharing/equity, and patriarchy, among others. Regardless of the focus, these students sought
to interrogate phenomena through what Sefa-Dei (1993) calls “critique directed at
comprehending and interrogating passive ways of knowing” (p. 10) and being. The crossdisciplinary spread among the committee members is also indicative of my collegial and team
approach as well as ability to work across a wide variety of academic unit boundaries.
APPENDICES TO CV-FRANCIS GODWYLL
19
APPENDIX E
NARRATIVE ON FOSTERING A COMMUNITY OF LEARNERS
1)
Encouraging and sustaining intellectual curiosity in students
I consider the opportunity offered to students to attend and participate in academic
conversations and intellectual discourse as an endeavor aimed at facilitating intellectual
curiosity among them.
Advance research, scholarship, and leadership: Encouraging conference and publication
by students
I have been very committed in assisting graduate students to attend conferences and to
publish. For instance, between 2006-2008, I selected the four best final research papers from
my course EDCS700-Advanced Foundations in Education as conference presentations in the
form of symposia. I attended the conference with the students to present. For some of these
students the conference was their first time ever being exposed to an academic setting of that
nature. By collaboratively working with them to create the abstracts for the initial submission
including working with them to develop their Power Points, I cultivated in them critical
lifelong skills for academic presentations. As a consequence of that, two of the four students
who were first time presenters on the panel with me at the 2009 9th Annual Graduate Student
and Faculty Conference at Miami, Ohio went on to independently present in two or more
conferences.
Another example of my support for graduate students was exhibited through assisting 10 of
my advisees to attend the 2009 Conference of the Midwestern Educational Research
Association in St. Louis, Missouri. Nine were presenters and one served as chair and
discussant. I personally drove the students to and from the conference site, which was about
an eight hour drive one way. I was recognized with the Dr. Gean Pierce Student Recruitment
Chocolate Rose Award by the conference organizers with a tie for first place with Dr. Gordon
Brooks Chair of the Department of Educational Studies, Ohio University for bringing the
most number of students to the conference. In 2010 at the annual conference in Columbus,
Ohio I won the award again. I was a recipient of the same award at the 2013 at the annual
conference in Evanston, Illinois. Below is a table showing my efforts at encouraging students
to attend conferences and present academic papers.
Table 1: Conferences Attended with Students
Conference
Year
Number of
students
Number of Students
Presenting
MWERA
CIES Southeastern Region
CIES
CIES
MWERA
NCPEA
MWERA
MWERA
MWERA
OVPES
OVPES
Miami conference
Miami conference
Miami conference
AERA
2013
2013
2012
2011
2011
2011
2010
2009
2008
2009
2005
2010
2009
2006
2007
10
3
2
4
3
2
7
10
2
2
3
8
6
5
1
10
3
2
4
2
2
1
9
1
2
3
5
5
1
0
APPENDICES TO CV-FRANCIS GODWYLL
Number of students
participating with no
presentation
0
0
2
4
3
2
6
1
1
2
3
3
1
4
1
20
Below I have provided a sample of the list of presentations I have jointly made with students
as part of the mentoring process.
Sample Presentations
Godwyll, F. E & Abdifarhan, G. F. (2011, October). Education at the crossroads of tradition
and modernity: Mobile schools for nomadic pastoralists in northern Kenya. Poster
session presented at Paper presented at the 24th annual meeting of Midwestern
Educational Research Association. Sheraton Westport Tower Hotel, St. Louis, MO,
October 12-15, 2011
Godwyll, F. E. & Magadla, S. (2011, March). The role of education in conflict and post
conflict societies: A discourse analysis of Rwanda and Liberia. Paper presented at the
2011 Africa Conference at The University of Texas, Austin, TX, March 25-27, 2011
Godwyll, F. E. & Akita, E. M. (2011, February). Ghana after Beijing: Representation of
women in politics. Paper presented at the 7th Annual International
Globalization, Diversity and Education Conference., Spokane WA, February 24-26,
2011.
Wilson, A. & Godwyll, F. E. (2010, October), Moving policy towards place-based education
in Ghana: Discourse analysis of artistic forms and indigenous knowledge systems.
Paper presented at the 23rd annual meeting of Midwestern Educational Research
Association Westin Great Southern Hotel, Columbus OH, October 13-16, 2010.
Akita, E. M. & Godwyll, F. E. (2010, July). Socialization and women representation in
Ghana’s political space: The challenges. Paper presented at the 10th International
Conference on Diversity in Organisations, Communities and Nations. Queen’s
University Belfast, Northern Ireland, July 19-23, 2010.
Titles of students symposium presentations based on best final papers from EDCS 700
2010
Godwyll, F. E. (2010, February). Social justice in education: What is it? In F. E. Godwyll
(Chair), Social justice in Education: A moving Target. Symposium conducted at the
10th Annual Educational Leadership (EDL) Graduate Student Conference, Miami
University, Oxford February 20, 2010.
•
•
•
•
Examination of Social Movements Towards Education for Social Justice.Bethany Deborde
Holistic Education: A Step in the Journey Towards Social Justice in EducationTamela Dickson
Bringing Nomadic Children on Board: The Case of the Marginalized Pastoralists
in Northern Kenya- Abdifaran Gure
A Voice for International Teaching Assistants: A Look into Classroom PracticeLara Wallace
APPENDICES TO CV-FRANCIS GODWYLL
21
Titles of students symposium presentations based on their dissertations
Godwyll, F. E. (2009, October). Doing research without preparation: The saga of K-9
teachers in Ghana. In E. F. Godwyll (Chair), The Gap Between Policy and Practice:
The Role Of Research. Symposium conducted as at the Mid-Western Educational
Research
Association (MWERA) 2009 Annual Conference, St. Louis, October 14-17, 2009.
•
Gaps in Enrollment and Housing Policies: The Case of a Public University in
Ghana- Dominic Sylvester Dadzie
•
Chaos and Confusion: Education Policy Implementation in Jamaica -Winsome
Chunnu
•
Seeking Material Gain: An African American College President’s Response to
Brown v. Board of Education- Travis Boyce
•
Myth of Homogeneity: Policies and Practices in Japanese Schools-Mito Takeuchi
•
Women’s Education in Kenya: Connecting Policy with Practice- Catherine
Cutcher
Nguyen, N. T., Godwyll, F. E., & Pham, D. (2009, October). Toward critical pedagogy in
English as a foreign language education. Poster session presented at the Mid-Western
Educational Research Association (MWERA) 2009 Annual Conference, St. Louis,
MO, October 14-17, 2009.
Amagnoh, G., & Godwyll, F. E. (2009, September). Multiculturalism: The power of
interconnected structures in higher education. Paper presented at Ohio Valley
Philosophy of Education, 2009 Annual Conference, Dayton, OH, September 24-26,
2009.
Takeuchi, M., & Godwyll, F. E. (2009, September). Language and care: Tensions for
Japanese teachers and foreign students in Japanese school. Paper presented at Ohio
Valley Philosophy of Education, 2009 Annual Conference, Dayton, OH, September
24-26, 2009.
Ngumbi, E., & Godwyll, F. E. (2009, April). Negotiating the curriculum for empowerment:
The reality on the ground in Kenya. Paper presented at the Graduate Education
Association (GEA)’s First Annual Spring Conference, College of Education at Ohio
University. Athens, OH, April 18, 2009.
Nguyen, N., & Godwyll, F. E. (2009, April). Empowering education from language
classroom’s perspectives. Paper presented at the Graduate Education Association
(GEA)’s First Annual Spring Conference, College of Education at Ohio University.
Athens, OH, April
18,
2009.
Addington, J., & Godwyll, F. E. (2009, March). Examining education and development in
Appalachia. Through the lens of environmental education. Paper presented at the
2009 Annual Appalachian Studies Conference, Shawnee State University,
Portsmouth, OH, March 27-29, 2009.
APPENDICES TO CV-FRANCIS GODWYLL
22
Titles of students symposium presentations based on best final papers from EDCS 7002009
Godwyll, F. E. (2009, February). The role of care in teaching relations. In E. F. Godwyll
(Chair), What Does Love Got To Do with It? Holistic Education, Passion and
Practice. Symposium conducted at the 9th Annual Miami University Graduate
Conference, at Miami University, Oxford, OH, February 14, 2009.
•
Relationships and the Disability Blue: The components of an Inclusive
Philosophy- Cort Schnieder
•
Student Resistance to Education-Katie Hendrickson
•
Language and Relational Pedagogy: A Kenyan Case-Elizabeth Ngumbi
•
A Culturally Relevant Pedagogy for African-American Students -Stephanie
Sanders
Powell, S., & Godwyll, F. E. (2008, October). Factors affecting post-secondary educational
realization among Appalachian students. Paper presented at the MWERA 2008
Annual Conference, Columbus, OH.
Malcalm, E., & Godwyll, F. E. (2008, May). Diffusion of information communication
technology
education in Ghanaian schools. Paper presented at the 3rd International
Conference on ICT for Development, Education, and Training – an Annual Event for
Developing e-Learning Capacities in Africa, Accra, Ghana May 28-30, 2008.
Nguyen, N., & Godwyll, F. E. (2008, October). The influence of gender, age, nationality, and
proficiency levels on language learning strategy use. Paper presented at the MWERA
2008 Annual Conference, Columbus, OH.
Godwyll, F. E., & Annin, C. (2006, June). Perpetuation of racism and sexism in the US:
Subtle reinforcement by popular culture. Paper presented at the 6th International
Conference on Diversity in Organisations, Communities and Nations. New Orleans,
LA, June 12-15, 2006.
2)
Fostering effective innovations in curriculum, teaching/research methods, or
academic/co-curricular programs to prepare students for leadership in a global society
Instruction
I will discuss below the different ways I have tried to reach my students in order to facilitate
the inculcation of our college’s conceptual core as value statements as they go through my
courses. I will devote this section to some specific strategies I have adopted in teaching my
courses.
Students in EDCS 400 at Ohio University undertook a project which required them to create
their own schools. This project puts into action the ideas, theories, and discussions dealt with
in class, which examined the symbiotic relationship between school and society. As a
foundation for their schools students incorporated their own philosophy of teaching. In my
attempt to foster the creation of critical thinking skills among my students, I encourage them
APPENDICES TO CV-FRANCIS GODWYLL
23
to question the school system as it exists today and provide opportunities for them to explore
what could be done to improve education in schools.
I have become fond of making students write reflective papers. I realize that this technique
ensures students pay close attention to the text. Thus students write weekly reflective papers
in EDCR 101, EDCR 210/L, EDCS 301, EDCS 400, EDCS 504, EDA 7420, EDA 7241,
EDF 6607and EDCS 700 based on the book(s) assigned for the class. In doing so they are
required to think reflectively, critically, and analytically as well as justify the stands/positions
they take.
They are required to respond to the following:
1) Do you agree or disagree? What is the basis of your agreement or disagreement?
2) What issues are raised in the text? What intellectual questions arise?
3) What experiences do you have that relates to what you have read?
4) What personal/professional insight(s) did you gain?
5) How does the information challenge or enhance your worldview?
Apart from making the students pay attention to the core issues in the text, they must learn
how to make counter claims and support each of these. These to me are skills students need
to acquire in order to be successful in their professional lives. Once acquired these skills are
essential to future educators as lifelong learners. The reflective papers are used as a basis for
discussion within the class. It is then graded using the five point criteria stated above and
returned to students during the next class session to ensure quick feedback.
Another example of an activity aimed at preparing students as life-long learners is writing
research papers based on selected topics either provided by me or selected by the students.
These topics, regardless of how they are selected, should be related to the objectives of the
course. This is undertaken in every class I teach. I believe acquiring research skills are
critical for an educator as a life-long learner. The format I encourage them to use is as
follows: select a topic or an issue, explicate what the contentions of the issue are within a
given context, raise appropriate questions to be addressed, identify primary and secondary
data to critically interrogate in order to answer the questions raised and draw conclusions.
Many of our students have difficulty writing their research papers in an organized fashion,
thus the format greatly helps.
I use an assignment called Born into History, which I believe was originally designed by Dr.
Najee Muhammad (of blessed memory) to prepare students to be responsive to diversity.
This project aims at assisting students in understanding that their social historical existence is
not an isolated and obscure abstraction in time, space, or place but is interwoven with
multifaceted factors among which are our society, education, and culture. The premise of the
project is that we are all born into a consciousness (i.e., into a historical context), but often do
not understand the preceding social context or condition of our existence. It is the past that
shapes and informs our present and our future consciousness. Overall students are assessed
based on their understanding of how these factors have shaped who they are today (their
perceptions, biases, fears, anxieties among others) and implications for them as teachers or
community members in the future. Thus in our effort to prepare our students to become
change agents, I seek to provide through this activity/assignment self-understanding, which
to me is the starting point for change. Gandhi is noted to have said that the change we expect
to see is the change that occurs in us.
Another example of an activity I use to prepare candidates to be responsive to diversity is an
assignment called the Second Voice. In order to help students develop skills that will
APPENDICES TO CV-FRANCIS GODWYLL
24
enhance their teaching abilities, they are required to choose a "second voice" they will
represent in class. "Voice" is not used here as just a metaphor for "point of view" or "world
view." The use of "voice" refers to the self, the mind/body, the "I," a person's thoughts,
feelings, and intuitions all rolled into one ("Constructive Thinking: Personal Voice" by
Thayer-Bacon, 1998). The goal of this assignment is not to make students feel like they have
a split personality or are schizophrenic. My goal is to help students to develop the skills
necessary to listen, understand, and relate to culturally diverse people. It is to make students
think more deeply about the complexity of culture and their own understanding of diversity
and multiculturalism.
Students write an eight to ten-page paper representing their Second Voice. The paper must
include a thoughtful and well-documented presentation of the history of this culture and other
various aspects of the culture they have explored. Students discuss the relationship between
culture of the selected “Second Voice” and the educational system, examining any problems
or issues related to deculturalization and the struggle for equality in schools. As students read
and listen to their interviewees, they will explore themes of social justice and human rights,
such as: political and civil rights, religious issues, socioeconomic inequities, discrimination
and/or bullying, language, racism, sexism and gender differences, sexuality, war and conflict.
In the conclusion, students reflect on what they have learned from adopting this Second
Voice throughout the quarter.
The team-teaching assignment is also a medium through which students incorporate new
insights and current research into their teaching. The class is divided into small groups of
students. Ideally they work with people who are planning to teach at either the same grade
level or in the same content area. They use a standard format of a lesson plan acceptable to
their content area specialization. Each group is responsible for planning and teaching to the
class a topic of its choice, but based on the curriculum of the public schools and show how
they incorporate recent research on addressing diversity. The group organizes a 30-minute
presentation for the class. The students are expected to experiment with creative teaching
technologies and methods that appeal to multiple intelligences (visual, aural, spatial, and
kinesthetic, etc.). They have to ensure that all group members participate in shaping the
lesson. After the presentation, each group leads a discussion about the main points raised in
the lesson. Everyone else in class participates in the lesson and discussions, and provides
feedback for the presenters as well as assesses their lesson based on the criteria coconstructed with the class. This encourages peer evaluation of class presentations by
individuals or groups as well as their own participation in group activities.
I believe that it is the social construction of knowledge that allows for the development of
different levels of understanding and misunderstanding. The emphasis here goes beyond the
need for retention of the ideas, to the analysis of the materials and incorporation of new
perspectives, theories, and current research rather than simply regurgitating facts. Therefore,
class participation through the dialogical process is strongly encouraged and expected.
Individual participation is expected because it represents a unit of the whole discourse.
Students are encouraged through diverse means to contribute to the thinking process.
Additional strategies used in promoting reflection, critical thinking, problem solving, and
professional and lifelong dispositions include blackboard discussions, debates on
controversial issues, peer tutoring, cooperative learning groups, class outreach, individual
and group projects, place-based pedagogy where students attend unique and educationally
rich events and reflect on lessons learned through participation. Use of guest speakers with
specialized knowledge have been highly regarded by students across graduate and
undergraduate courses, as well as conducting interviews of students from non-western
APPENDICES TO CV-FRANCIS GODWYLL
25
countries to learn about their educational journey and their adaptations to U.S. culture.
I encourage the integration of technology into my teaching in diverse ways. Blackboard, for
example, is an essential tool used to facilitate discussion, the posting of assignments,
assessments, communication, and instructor feedback. I use a website project in EDCS 400
that requires students to create their own websites, incorporating issues discussed in class
with current research and issues relevant to the core objectives of the course. Students are
also encouraged to use wikis for their website project thus enabling them to develop
technology skills as well. Students also use presentation tools such as PowerPoint or Prezi to
share information in class.
One of the innovative teaching approaches I used during a 2009 winter intersession EDCS
301 course for 22 students was combining a face-to-face session with online using Adobe
Connect. This was in response to many student inquiries about the possibility of doing the
course online since they had commitments out of town that included afternoon school
observations or work and family engagements. I therefore began by conducting a poll using a
Google survey tool to ascertain the number of those who wanted this option and then the type
of facilities they needed to enable them to participate in an online class. The results showed
that 17 of the 22 preferred the online option and 15 of them would have to drop the course if
online option was not available. I emailed the students and provided them six different
sessions for an orientation during the examination week to make sure that they all understood
how to use the Adobe Connect system and how they would be participating in the class.
Working together with College staff and one of my Doctoral students, who needed
experience in the classroom, we had successful orientation sessions for about 20 students.
The feedback was overwhelmingly positive. This innovative class approach allowed students
to be in the face-to-face session or online on any day depending on their needs and is now the
subject for ongoing research with another colleague, an Assistant Professor in the
Department of Educational Administration and Foundations at Illinois State University. Two
conference papers have emanated from this project and we are in the process of preparing a
journal article for a presentation to a peer-review journal.
Teaching Effectiveness
My teaching effectiveness is based on philosophy of continuous improvement of my
pedagogy to meet the needs of my students. Students’ evaluations received (n=89) as
evidenced in appendix AI shows the highest mean score of 4.60 and the lowest mean of 4.45
since 2002 when I started teaching at Ohio University in Athens. My individual yearly scores
were usually above departmental averages as exemplified in scores for 2007. Whereas the
departmental average for 12 Group I faculty was 4.35 with a range from 2.91-4.98, my mean
overall evaluation was 4.73 for a total of 13 courses taught. Again in 2009 my overall mean
for seven courses taught was 4.69 compared with a departmental average of 4.5 (see
appendices AI &II). My teaching load between 2005-2010 was 196.96% above the target
weighted student credit hours (WSCH) as a tenure-track faculty.
Curriculum Development
I inherited a number of international courses such as EDCS 205, 505, 508, 606, 605, and 706
some of which had not been taught for a while. Even those that had been taught regularly had
a limited scope to Africa. Over the years I have worked to expand the content to make them
more international in outlook and scope. A clear example of the broader scope of one of
these courses is Poverty, Education, and Development (2008) which was generated by my
experience of EDCS 508. I developed two new courses, “School, Culture, and Society” and
“Teaching in a Multicultural Classroom” for the American University of Dubai.
APPENDICES TO CV-FRANCIS GODWYLL
26
Another curriculum development activity is developing the syllabus for EDAD 703 for the
Educational Administration weekend cohort. As a Program Coordinator for Cultural Studies
in Education I worked with my colleagues to reconceptualize the courses and program of
study for transfer into semesters. The most extensive curriculum development has resulted
from expanding, amalgamating, transferring, and transforming the international courses
originally housed in Cultural Studies in Education to Educational Administration to form the
core and electives courses for a new specialization called Leadership in Comparative
International Education (LCIE). The new doctoral specialization in LCIE is designed to
relate a firm grounding in the theories and methods of international comparative education
for the analysis of education's role in the processes of economic growth, political
development, and social change. The specialization will include coverage of (a) educational
policy issues in a global context, (b) educational planning from a comparative perspective,
(c) the dynamic relationships between school and community, equity and education, and (d)
the political economy of educational development. Students are expected to achieve
substantial research competence to enable them to carry out large-scale database research,
qualitative/action research, quantitative research, and/or mixed method research and
evaluation.
3)
Developing meaningful opportunities for students to collaborate on substantive
research or creative activity projects
My mentorship of my students does not end with the defense of the dissertation or a
successful write up of a graduate project in the case of master students but I am active in their
search for jobs and search for graduate school. I go over with them how to conduct
themselves during job interviews, assist them with writing cover letters, and edit their vita. I
also work with them to seek avenues to publish their work. Through my sustained support
four of my graduates have revised their dissertations and published them into books, three
others have published articles from their dissertations; four more are in the process of
publishing from their dissertations. I have also co-published with some of them while they
also have their individual publications. Thus, 73% of my graduates have or are in the process
of publishing.
Examples of such publications are given below. I must state here, however, that as a personal
principle as long as the work is coming out of the student’s dissertation I offer first authorship
to them not as an index of the level of involvement and contribution but to motivate them and
give them a sense of ownership.
Sample Publications
Takeuchi, M. & Godwyll, F. E. (2010) Language and care: Tensions for Japanese teachers
and
foreign students in Japanese schools. Academic Leadership, 8 (3). Retrieved from
http://www.academicleadership.org/emprical_research/Language_and_Care_Tens
ions_for_Japanese_Teachers_and_Foreign_Students_in_Japanese_Schools.shtml
Adusah- Karikari, A., & Godwyll, F. E. (2009). The juggling act: Mothers as academics. The
International Journal of Diversity in Organisations, Communities and Nations, 8(6),
19-30. Retrieved December 3, 2009, from
http://francisebenezergodwyll.cgpublisher.com/
Godwyll, F. E., & Ngumbi, E. K. (2009). Problematic recipe: Alternatives to public health
education to reduce the HIV pandemic. Nordic Journal of African Studies, 18(1), 7390
APPENDICES TO CV-FRANCIS GODWYLL
27
Godwyll, F. E., & Annin, C. (2006). Perpetuation of racism and sexism in the US: Subtle
reinforcement by popular culture. The International Journal of Diversity in
Organisations, Communities and Nations, 6(4), 41-50. Retrieved December 3, 2009,
from http://francisebenezergodwyll.cgpublisher.com/
Takeuchi, M., & Godwyll, F. E. (2009). Japanese teachers' perception of homogeneity:
Foreign students as exceptions. The International Journal of Organisations,
Communities, & Nations,
9(5), 159-172 .Retrieved December 3, 2009, from
http://francisebenezergodwyll.cgpublisher.com/
Nguyen, N. T., Godwyll, F. E. (2010). Factors influencing language-learning strategy use of
English learners in an ESL context. Mid-West Educational Researcher, 23(4), 7-13.
Miyafusa, S., & Godwyll, F. E. (2009). The saga of border crossers: Social adjustment of
Japanese female students in a Midwestern U.S. University. The International Journal
of Organisations, Communities, & Nations, 9(4), 157-170. Retrieved December 3,
2009, from http://francisebenezergodwyll.cgpublisher.com/
Additionally in five invited submissions for a Sage peer-reviewed Encyclopedia I worked
with four of my PhD students, details are provided below:
Godwyll, F. E. & Ayittey, K. (2012)."Volume 2: Cultural sociology of Africa; Part 3, 1900 to
present: Coups and Revolts 1950-2009." In O. Patterson, and J. G. Geoffrey, (Ed.).
Cultural sociology of the Middle East, Asia, and Africa. Thousand Oaks, CA: Sage
Publications.
Godwyll, F. E. & Wilson, A. (2012)."Volume 2: Cultural sociology of Africa; Part 2, 1400 to
1900: Family life and structure." In O. Patterson, and J. G. Geoffrey, (Ed.). Cultural
sociology of the Middle East, Asia, and Africa. Thousand Oaks, CA: Sage
Publications.
Godwyll, F. E. & Wilson, A. (2012)."Volume 2: Cultural sociology of Africa; Part 3,1900 to
present: Family life and structure." In O. Patterson, and J. G. Geoffrey, (Ed.).
Cultural sociology of the Middle East, Asia, and Africa. Thousand Oaks, CA: Sage
Publications.
Godwyll, F. E. & Annor, G. (2012)."Volume 2: Cultural sociology of Africa; Part 3,1900 to
present: Female circumcision." In O. Patterson, and J. G. Geoffrey, (Ed.). Cultural
sociology of the Middle East, Asia, and Africa. Thousand Oaks, CA: Sage
Publications.
Godwyll, F. E. & Ngumbi, E. (2012)."Volume 2: Cultural sociology of Africa; Part 2: 1400
to 1900: Women." In O. Patterson, and J. G. Geoffrey, (Ed.). Cultural sociology of the
Middle East, Asia, and Africa. Thousand Oaks, CA: Sage Publications.
4)
Outstanding student advising and mentoring
Advising/Supervision
Advising also refers to my role as a member of dissertation committees, thesis committees,
and graduate capstone projects. Since 2005, when I became a tenure track faculty at Ohio
University, I carried roughly 41% of the advising list of the Cultural Studies in Education
APPENDICES TO CV-FRANCIS GODWYLL
28
program. I have chaired 26 completed dissertations, served as a member on 24 and currently
serving as a member and chairing several. I served as a member or chaired a combination of
62 graduate capstone projects in and outside the college of education at Ohio University. I
believe that my advising role outside the college is indicative of my collegiality and ability to
work across programs. In conclusion, since there is no real way of quantifying the work
involved in supervision and advising, I have approximated the time spent on each of these
formal activities from 2005-2010 as 810 hours (or 101 eight hour days) investing in students’
academic lives through supervision and advising. I consider this to be a heavy portion of my
time given for a vital ingredient of our mission as a department, college, and university (see
appendices to CV- B, C, & D).
Mentoring for Graduate Association
I served as the Faculty Advisor for the newly created Graduate Education Association in the
College of Education and under my guidance they organized a very successful student-led
research conference in the spring of 2009 which was attended by about 30 participants. The
best papers from this conference have been selected to be part of an edited volume currently
under contract with Nova Science Publishers for publication.
Tutoring Psychology 101: To build a support system and infrastructure that accommodates
the needs of diverse students
I realized that one of the weeding out processes for students’ interested enrolling in the
College of Education, was Psychology 101. I therefore volunteered beginning in 2005 to
assist students who felt marginalized and challenged by the course to come to me for
tutorials. I taught this course while in Ghana for more than four years. I announced this in a
meeting held by the former Dean James Heap with parents of multicultural students who
were interested in the majoring in education. I also worked with the then Minority
Recruitment and Retention Coordinator, Marie Robinson, for referrals. I worked with about 8
students, coincidentally all African-Americans. The intervention has been highly
individualized to meet specific areas of need after diagnosis. Some needed one session,
meaning a one hour explanation of basic concepts, for others it was five one hour sessions,
and for others it was an all-quarter bi-weekly sessions lasting one to two hours. Below is an
extract from a parent whose daughter went through the tutorial with me after she failed the
course the first time. She became a referral point for other students for tutorials. My
information is that she made an “A” in the retake.
Francis, it’s me, …, and I have two freshmen students who are Urban Scholars that are
failing Psych 101 miserably!!! I have been trying to advise them but they still continue to
bomb the tests! I thought back on how you helped my daughter, …, her freshman year to pass
and also to develop some study habits that served her well. As you know, she graduated in
June and got married but what you don’t know is that she graduated with a 3.34 GPA and
never had problems in a large lecture class after working with you to learn how to review
and retain the information. Do you have any time in the next week or so to meet with these
struggling students. I’m sure they could benefit from meeting with you and hopefully salvage
their grades! Please let me know as soon as humanly possible. Thanks,….
Please note: I have taken out the names because of privacy issues.
5)
Facilitating professional development and networking opportunities for students
Despite the advising load I had, I worked very hard with all advisees including working all
night in the office with several of them to complete their dissertations. I met on regular basis
(usually twice a month) with all advisees in a group where I organize diverse professional
development activities for them. These include talks on critical topics pertaining to how to
use theory effectively in research, and new and innovative approaches to research (e.g.
APPENDICES TO CV-FRANCIS GODWYLL
29
Appreciative Inquiry). I also organize workshops on using library database, Thesis and
Dissertation processes, preparing research posters among others. Advisees take turns to
present different stages of their academic progress to the group. I group advisees who are at
similar stages of their academic journey into writing groups and they hold weekly sessions to
encourage peer learning. Advisees ready to defend proposals or final dissertations get the
opportunity to present to the bigger group of advisees and receive valuable feedback from all
before their official defense date. These sessions serve as preparation for the candidates and
also a good learning experience for those who are yet to get there.
The structure of the regular workload of faculty in the college has not provided opportunities
for team teaching but I have used some of my doctoral students to team teaching as part of
their mentoring process. Our program at Ohio University did not have room for graduate
students who are not officially designated teaching assistants to teach courses, therefore one
of the means by which doctoral students could gain classroom teaching experience was by
team teaching with them. I began by working with them from syllabus construction, through
selection of texts and assignments, and finally provide them opportunities to lead different
activities in the class. I will cite a few examples to show how these sessions have impacted
the students. Dr. Agya Boakye-Boaten was the first to utilize this opportunity. He went on to
become an adjunct faculty at Columbus State Community College where he was awarded the
best adjunct faculty. He then moved on to a tenure track faculty position as an Assistant
Professor of University Studies North Carolina A & T State University in Greensboro, and is
currently an Assistant Professor and Director of Africana Studies Program at the University
of North Carolina- Asheville.
Dr. Travis Boyce was the second to take advantage of this. Within two quarters of working
intensively with him in EDCS 301 and EDCS 400, he was selected by South Carolina State
University in Orangeburg’s Department of Social Sciences as an Adjunct Instructor of
History for their summer school in 2007 and 2008. He is currently a tenured Associate
Professor of Africana Studies and Social Sciences at The University of Northern Colorado.
Dr. Augustina Adusah-Karikari also took advantage of this in EDCS 508 and EDCS 400 and
she has moved on to teach UC 115 at Ohio University and is now a Lecturer at the Ghana
Institute for Management and Public Administration (GIMPA) in Ghana. I am not by any
stretch of the imagination claiming the successes of these very fine graduates as mine, but
considering the fact that before their first teaching jobs the only teaching experience they had
was through what I called “internship,” one cannot but give some credit to the work we did
together team teaching. It is also noteworthy that in all three cases during the reference
checks search committee members were emphatic in asking me to make a prediction of their
possible success as classroom teachers based on my experience with them in team teaching. I
had to outline and give specific details about what they actually did as part of this team
teaching effort.
Dr. Dominic Dadzie, Dr. Mito Tacheuchi and Dr. Sumiko Miyafusa who also availed
themselves to assist in teaching EDCS 301, EDCS 400, EDCS 205 EDCS 700, gained
invaluable skills that have propelled them in their current teaching jobs. During their
attachment with me I worked intensively with them among others on syllabus development,
course delivery modes, grading, discussing feedback with students as well as allowing them
to have guided practice in actual teaching of different aspects of the lessons. Dr. Dadzie is
now the Acting Dean of the Faculty of Arts and Sciences at Regent University College of
Science and Technology in Ghana and Dr. Takeuchi as an Associate Professor teaching
English and Japanese Studies in South China Business College. Guangzhou, Guangdong, P.
R. China. Dr. Miyafusa on the other hand is an Assistant Professor's in Showa Women's
APPENDICES TO CV-FRANCIS GODWYLL
30
University, Tokyo, Japan.
Dr. Wisdom Mensah, Dr. Fanta Diamanka, Dr. Ngan Nguyen and Dr. Elizabeth Ngumbi took
advantage of this professional development opportunity to work with me in teaching EDCS
504 and EDCS 205. Apart from guiding them to learn how to develop a syllabus based on the
University catalog description, I assigned them specific topics to prepare and teach to the
classes. I also worked with them on grading, facilitating classroom discussions/dialogue,
participating in Blackboard discussions. Currently Dr. Mensah is a lecturer at the University
of Professional Studies, Accra- Ghana. Dr. Diamanka has assumed a position as a full-time
Integrated Humanities Faculty at the New Orleans Center for Creative Arts in New Orleans
Louisiana. Dr Nguyen is currently a teaching Faculty and Vice-Director in the Department of
External Affairs and Collaboration at the Nha Trang University in Vietnam. Dr. Ngumbi is a
Senior Lecturer in Curriculum Studies and Instruction at The Catholic University of Eastern
Africa (CUEA). Even with my students who could not be directly involved in these
professional development sessions, I continued to mentor them in different ways such as
working on application letters, developing their CV and preparing them for interviews among
others. A good number of them have moved on to take jobs. For example Dr. Catherine
Cutcher is now the Associate Director, Global Studies Programs at Ohio University. Dr.
Becky Brooks is now an Assistant Professor and Program Director of Deaf StudiesInterpreting at Ohio University, Lancaster campus.
National awards and community service projects
6)
Fulbright Awards
I have mentored two students for the award of Fulbright Scholarships namely; Benjamin
Hargrove who pursued a dual masters in College Student Personnel and Cultural Studies in
Education and Catherine Cutcher, a PhD Candidate in Cultural Studies in Education.
Faculty Mentorship
I have served as the faculty mentor for two visiting scholars to The Patton College of
Education. First is Professor Ma Zaoming, Professor in Comparative Education, Institute of
International and Comparative Education School of Educational Science, South China
Normal University, Shipai, 55 Zhongshan Avenue West, Guangzhou,Guangdong, P. R.
China, 510631 (Postal Code). Second, Ms. Hajara Umar Sanda Fulbright Scholar and
Lecturer from Bayero University, Kano Nigeria.
Community Service Projects
The activities listed here are powerful responses to the call for action. When undergraduate
students do not confine their convictions to themselves and in a class, but decide to put them
into action to solve an immediate problem one can say that transformation is taking place.
There is a direct transfer of knowledge to activism and acting as change agents.
Undergraduate students in EDCS 400, upon reading and discussing inequities in schools
decided to sell raffle tickets and raised over $300 which was donated in the form of a gift
certificate to Harmer Elementary School, 100 Fort Square, Marietta, OH 45750 which had
gone under flood waters on November 15, 2004 at the end of the fall quarter.
Another class of undergraduate students realizing their privileged position in EDCS301 and
learning about cuts in educational budgets particularly to Head Start Institutions organized a
bake sale and donated the proceeds to Athens Head Start (Spring 2005).
APPENDICES TO CV-FRANCIS GODWYLL
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