The
THE GRADUATE SCHOOL OF EDUCATION NEWSLETTER | WINTER 2014
GSE Undergraduate Minor Grows
G
SE formally launched an undergraduate
minor in education this fall enrolling nearly
150 students by the end of the first semester.
The minor was established to provide avenues
to engage students broadly in the field of education
and to ensure that those students interested in pursuing
education as a career are well prepared to do so.
Dave Archer who was appointed as the undergraduate
education minor coordinator, immediately got to
work to form a committee of undergraduate students
to further develop the program. This group of hardworking, enthusiastic, and creative students has met
biweekly to explore a range of interesting possibilities.
For example:
Molly Conway developed an advising manual, Jackie
Franklin compiled a list of reasons students should
apply to the minor, and Brynn Bohannon led the
work to produce an electronic newsletter to enhance
communication and disseminate information about
the minor to students.
Andrea Cioffi and Alexandra Fernandez developed
and disseminated electronic surveys to students in the
minor as well as to those who might be interested.
The compiled information aided the process of
deciding course offerings, course times, and website
information effectiveness.
Kait Reed worked on coordinating internships for
students in places like the Campus Pre-School,
Binghamton Boys and Girls Club, Roberson Museum
and Science Center, as well as in school districts and
educational organizations.
Alexander Cooper used his experience in an independent study to design the steps, responsibilities, and
activities for future students who do an independent
study.
Nicole Schindel combed through all of the course
offerings at Binghamton University to identify courses
that could be included to count towards the minor.
continued on page 3
2
The difference | winter 2014
Note from the Dean
people measuring the height of a third person with the
same tape measure should produce the same answer.
Measuring the knowledge and skills of thousands of
teachers and children proves a bit more challenging
but, of the many things that can go wrong with such
testing, reliability is a ways down the list.
if we
“…struggle
to
measure what
children know
and can do
in valid and
reliable ways,
then what
happens when
we use those
problematic
measures
to evaluate
teachers?”
Validity is another matter. By definition, validity
means that a test measures what it is supposed to
measure. On the surface, this too sounds like a pretty
simple premise — after all, who would create an
assessment that doesn’t measure what it is supposed
to? It would be nonsensical, for example, to measure a
person’s height by weighing them on a scale.
I have been asked to write a chapter on assessment
for a new handbook of research in social studies
education. I coauthored a chapter on a similar
topic five years ago, so the invitation seemed like a
nice opportunity to get into an area in which I am
interested.
The
A PUBLICATION OF
THE GRADUATE SCHOOL
OF EDUCATION
Correspondence, questions,
and comments should be
addressed to:
S.G. Grant, Founding Dean
Graduate School of Education
Binghamton University
PO Box 6000
Binghamton, NY 13902-6000
607-777-7329
www.binghamton.edu/gse
As I began thinking about the topic, however, I realized
that we educators are in a peculiar place vis-à-vis assessment: Interest in evaluation has never been higher,
yet the questions about who, what, and how we are
assessing have never been thornier. The debate around
evaluating teachers, for example, is just one of several
that surround the issue of assessment and its presumed
outcome — accountability. Concerns about testing
teachers are understandable as it is new and our measures
seem clumsy at best. We have been assessing children far
longer, yet it is not clear that we have any better handle
on how to do so in clear, coherent, and useful ways.
Psychometricians, the people who develop large-scale
assessments, have to weigh two variables — validity
and reliability. The latter is a fairly simple idea — if
a test is reliable, it will produce similar results under
similar conditions. The classic example is that two
Ensuring that assessments of teachers and students are
valid is tricky, however. Surely we want students to
know history, but which historical actors, events, and
ideas are critical and how do we chose only the 25-30
that are typically represented on a test? Then there is
the issue of how students show us what they know:
Multiple-choice tests are easier to grade, cheaper to
score, and typically have higher reliability than do essay
exams, but almost all of us have had the experience
where we either got credit for a multiple-choice question we really didn’t understand or we got dinged on a
question we knew because the responses fooled us. And
finally, there is the problem of whether a standardized
test of students’ history knowledge actually measures
their ability to do something with that knowledge.
Does knowing something about George Washington
and Martin Luther King Jr. guarantee that students
are ready to take their place as citizens in society?
And if we struggle to measure what children know
and can do in valid and reliable ways, then what
happens when we use those problematic measures
to evaluate teachers? Holding teachers accountable
for the performance of their students makes some
sense, but what if the assessments are deeply flawed?
Moreover, are teachers the only adults responsible for
children’s academic success?
Criticism of testing students and teachers is growing
across the United States. While many applaud this
action, the question becomes, how will we know what
teachers and students know and how will we measure
it (if we can) in ways that give us confidence in the
results? I suspect these questions will be the next big
challenge.
The difference | winter 2014
Undergraduate Minor
continued from page 1
Elizabeth Smyth formed a great partnership with
the Career Development Center to further enhance
existing internships to spread the word about the
internship program. A relationship has also been
established with the Watson School Undergraduate
Course Assistants program.
As the spring
semester begins,
the Education
Minor Student
Advisory Group
is excited to
get back to
work . . . and
the possibilities
seem endless.
While all of this was going on, an education club
was organized mainly through the efforts of Matt
DeCarlo, Angela Franz, and Brynn Bohannon. A
constitution has been written for the club and the
students are waiting to be officially chartered by
the Student Association. In the meantime Assistant
Dean Jean Dorak worked with the Newing Learning
Community to organize a range of events for the
Education Club. One was a guest lecturer to speak
with students about their career paths in the education field; the second was a panel discussion with local
teachers from the community.
As the spring semester begins, the Education Minor
Student Advisory Group is excited to get back to
work . . . and the possibilities seem endless.
Archer
Student’s Speech Is Rated 10th Most Inspirational
Anthony Corvino (MSED, 2011) is listed among
the greats: collegemagazine.com lists his 2009 undergraduate commencement speech as the 10th most
inspirational graduation address. Chosen to give the
talk because he represented the “average Binghamton
student,” Corvino went on to skillfully articulate
how “average is the new exceptional . . . I am sorry to
say that average will never be fame or fortune or the
American Dream. Average is something much more.
Average is the parent who drives their son or daughter
to school every day so their child may have a better
life than the one they had.”
Among the luminaries that Corvino shares
accolades with are Steve Jobs, John F. Kennedy, and
Oprah Winfrey.
After completing his bachelor’s degree in political
science, Corvino applied to and was accepted into
the Childhood/Early Childhood program in GSE,
which he completed in 2011.
To hear his speech, go to www.collegemagazine.com/
editorial/3798/Top-10-Commencement-Speeches.
Dean Grant Contributes to Social Studies Framework
The College, Career, and Civic Life (C3) Framework
for Social Studies Standards has just been released
by the National Council for the Social Studies.
Dean S. G. Grant served as a senior advisor and
contributing writer to the project.
The C3 Framework is intended to help teachers and
curriculum developers make sense of the enormous
subject matter that comprises social studies (e.g., civics,
economics, geography, history, and the behavioral
sciences). The document is built around an inquiry
arc that begins with the use of compelling and
supporting questions to frame instructional units and
ends with students communicating their conclusions
and taking informed action. Taking this approach
should help teachers and students harness the power
of social studies knowledge and skills without getting
lost in a parade of facts. The C3 Framework is available at www.socialstudies.org/c3.
Corvino
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4
The difference | winter 2014
1st Annual Conference of Foreign Language Teaching
The 2nd Annual
Conference on
Foreign Language
Teaching is slated
for September
20 –21, 2014.
On Saturday, September 28, 2013, more than 100
educators and students from various institutions came
together on Binghamton University’s campus for the
1st Annual Conference of Foreign Language Teaching.
Sponsored by Binghamton University’s Department
of Romance Languages and Literatures, the Graduate
School of Education, Center for Korean Studies,
Harpur College Dean’s Office, and the Nukporfe
African Dance and Drumming Ensemble, conference
efforts concentrated on the
theme Bridging Theory and
Practice: Building Effective
Classroom Methodology.
The theme will be
“Modernizing Modern
Language Teaching:
Reinventing the
Classroom and the
Throughout the day,
Curriculum.”
attendees collaborated,
shared their love of
language, discovered
a variety of effective
classroom strategies, and
learned innovative instructional design techniques
during the conference’s
30 presentations.
Keynote speaker Paul D.
Toth, PhD, from Temple
University (Philadelphia),
presented on “Making
Grammar Instruction
‘Relevant’ for Linguistic
Development: Applying L2
Theories to the Real World
of Language Teaching.”
Conference chair Chesla Ann Bohinski, PhD, from
Binghamton University, is pleased to announce that
Binghamton University’s 2nd Annual Conference
on Foreign Language Teaching is slated for
September 20–21, 2014. The conference theme
will be “Modernizing Modern Language Teaching:
Reinventing the Classroom and the Curriculum.”
Visit binghamton.edu/romance/language-conference
for more information.
From right to left, Antonio Sobejano-Morán, Chair of Romance Languages and Literatures (Binghamton University),
Donald J. Loewen, Vice Provost for Undergraduate Education (Binghamton University), Sally Crimmins Villela,
Assistant Vice Chancellor for Global Affairs (SUNY), Harvey G. Stenger, President (Binghamton University), Chesla
Ann Bohinski, Conference Chair (Binghamton University), S.G. Grant, Dean of Graduate School of Education
(Binghamton University), Anne McCall, Dean of Harpur College of Arts and Sciences (Binghamton University)
5
Partner Power
A
s the new year began, GSE faculty Erin
Washburn and Marla Mallette eagerly
anticipated the resumption of Partner
Power, an afterschool program sustained
through a long-standing partnership
between the Graduate School of Education (GSE)
and Johnson City Elementary/Intermediate School
(JC). In Partner Power, GSE graduate students
provide one-on-one and small-group literacy instruction to JC elementary-grade students.
Developed in 2003 by GSE faculty member Dr.
Karen Bromley and GSE student and JC teacher,
Laurie McKeveny (who is now a principal at Owego
Elementary School), Partner Power provides an
authentic learning environment for all members who
participate. During the first few sessions, the GSE
tutors administer multiple literacy assessments to the
JC students. The tutors then analyze the assessment
data and plan literacy
instruction that builds
on their students’
strengths and targets
areas of improvement.
By focusing on an individual student’s literacy
development and then
applying knowledge
gained throughout
their graduate studies,
the tutors solidify their
learning and gain a
deeper understanding
of reading and writing
processes.
The following are comments from 2013 Partner
Power students:
• I learned how to read with more fluency.
• I had a great time being here (PP); I am going to
really miss it.
• I liked reading and writing with my tutor.
• I learned a lot about stories, like settings, theme,
problems, solutions, and I got to write stories.
• I liked Partner Power because every time I came
there were people to help me with my reading and
writing and made me happy.
The following are comments from 2013 Partner
Power parents:
• My child has enjoyed it (PP) very much and it has
helped him greatly with his schoolwork.
• His tutor has given him new ideas for reading and
he seems to have a new mindset.
• He is reading with more emotion!
• I think this program is wonderful. It has helped her
a lot.
• My child is trying to read harder books now.
The cover of the Partner Power
group book project, The ABCs of
Johnson City and Binghamton.
The students benefit
from receiving the individualized literacy instruction
provided by knowledgeable, soon-to-be literacy
specialists. Perhaps, though, the value of Partner
Power is captured most compellingly through the
voices of the JC students and their parents.
As with last year, Drs. Washburn and Mallette will
team teach the graduate course. Last year, they also
extended the partnership to the community level
by developing a community of readers and writers
through a collaborative writing project. After doing
some research, the students wrote an alphabet book
about Binghamton and Johnson City. The students
were excited to share their books with their families
and happy to have a copy of the book to take home.
A similar writing project is planned for this year.
Drs. Washburn and Mallette look forward to
continuing this project and their collaboration
with JC’s Primary School Assistant Principal, Tracy
D’Arpino in building this strong partnership.
GSE graduate student
Kim Young, working
with her student on
improving his
reading fluency by
using the strategy of
Repeated Readings.
6
The difference | winter 2014
National Recognition for CAS
W
“Only 30% of
the programs
reviewed by
TEAC achieve
this distinction.”
— Dean Grant
e are pleased and proud that our Educational
Leadership program earned national accreditation in fall 2013. Launched in 2007, the
Certificate of Advanced Studies (CAS) is one of the
younger programs in our school. The accreditation
review required analysis of five years of data on CAS
graduates’ knowledge, skills, and accomplishments.
The review also included a two-day, on-campus study
by auditors from the Teacher Education Accreditation
Council (TEAC) in April and evaluation by several
panels of experts representing the Council for the
Accreditation of Educator Preparation (CAEP) in
October 2013.
What were the results of this comprehensive, multiyear assessment process? Full national accreditation
for seven years with no weaknesses, stipulations, or
contingencies — the best outcome possible for such
reviews. As GSE Dean S. G. Grant explains, “only
30% of the programs reviewed by TEAC achieve this
distinction.”
The purpose of the CAS is to prepare educational
leaders to serve in PreK-12 schools and districts.
Successful completion of the program leads to
eligibility to obtain dual NYS administrator
certifications: School District Leader (professional)
and School Building Leader (initial). The CAS had
previously earned approvals from both the New York
State Education Department and the SUNY system.
Its recent national recognition supplements and
extends those regional and state quality assurances.
The CAS program coordinator, Dr. Marilyn Tallerico,
led the faculty work essential to this successful
outcome. She emphasizes, however, that “this was a
collective effort involving the dean, the University’s
Office of Institutional Research, and Educational
Leadership faculty members Dr. Tom O’Brien, Dr.
Larry Stedman, Dr. Carol Eaton, Dr. Judy Kugelmass,
and Dr. Albert Penna.” Numerous CAS students,
alumni, intern mentors, and area K-12 administrators
also assisted by sharing their time and feedback with
accreditation auditors.
Detailed information about the Educational Leadership certificate can be found at binghamton.edu/gse/
educational-leadership or by contacting Dr. Tallerico
at [email protected]. Inquiries and applications are welcome at any time of year.
Student Athletes for Success
GSE Senior Staff Assistant Tami Mann has
been meeting with the Student-Athlete Success
Center (SASC), an academic support resource for
Binghamton student-athletes, to explore how GSE
students might assist SAS students while polishing
their own teaching skills. According to SAS Coordinator Heather Miller, reading and writing skills have
been identified as the main focus for tutoring.
Three GSE students — Matt Halfond (MSEd,
Adolescence Special Education), Megan Faughnan
(MAT, English Adolescence Education), and Kim
Young (MSEd, Literacy Education grades B – 6), have
been hired to tutor SAS students for the academic
year. This semester the three tutors worked with 30
student-athletes representing 12 of 19 Division I
sports teams. This is a new venture for SAS and GSE,
and the hope is to firmly establish and continue to
strengthen this mutually beneficial project.
The difference | winter 2014
News from Our Centers
Educational Talent Search
Liberty Partnership Program
Educational Talent Search is in the final weeks of
compiling our Annual Performance Report for the
2012 –13 grant year for the U.S. Department of
Education. All of our mandated objectives have been
met or exceeded.
Liberty Partnerships Program (LPP) at Binghamton
University is an organization that seeks to improve the
lives of young people in the community through education, leadership opportunities, and skill development.
This year, LPP is focusing its efforts on a media project
that explores the values and beliefs of today’s youth.
Some highlights to date: We served 690 participants,
566 of them high school seniors; 100% of nonseniors completed the academic year and were
promoted; 324 seniors graduated in four years with
a Regents diploma, 159 with a higher diploma such
as Honors or IB; 397 seniors enrolled in college
(plus one junior). We also connected with one of
our distinguished former students, Lea Webb, Binghamton City Council member. She was the youngest
person and the first African American to be elected to
her post, and she has been featured in O, the Oprah
Magazine.
This fall we worked in 14 school districts, with the
addition of Chenango Forks. Sadly, Anne Considine
Dwyer will be leaving us for a position with the Vestal
Central School District. We are pleased, however,
that her position will be filled by Heather Crandall,
who will be splitting her time with us and the Liberty
Partnerships Program.
This short documentary will feature conversations
regarding controversial topics such as politics,
religion, peace, war, justice, and human rights. The
objective of the project is to highlight the depth of
the youth perspective and demonstrate that young
people are paying attention to and have opinions
about what is happening in the world.
Lyceum
In September, we celebrated our 25th anniversary at
our annual Kickoff event. Our members presented
a program recognizing the many achievements we
have attained in the past quarter-century, including
beautiful displays, music, and entertainment.
We also enjoyed our Frenchman Abroad dinner and
visited the George Eastman House International
Museum of Photography and Film and the LeRoy
House and Jell-O Gallery. Our fall program was in
full swing, delivering stimulating courses to a record
number of members.
Doctoral Students Gather for Brown Bag Sessions
Each month, doctoral students and faculty gather
on a Friday evening for lively discussion and casual
conversation. Referred to as the “Brown Bags,” these
informal gatherings provide a forum for discussions
on relevant and timely issues in public schools and
in higher education. The sessions offer a unique
opportunity for students and faculty to interact in a
setting outside of the classroom, promoting a sense of
community within the GSE.
Students leave these sessions with information and
tips for success from those who have been through
similar experiences. Past topics included the changing
landscape in education, writing for publication,
developing a research agenda, drafting a curriculum
vitae, securing a position in higher education, and
writing a literature review. Future sessions planned
include preparing for and networking at conferences
and finding and writing grants.
Brown Bag sessions are held monthly at 5 p.m. on
Friday evenings. The events, sponsored by the
Professional Education Graduate Organization
(PEGO), are collegial in nature and include light
refreshments. Anyone with ideas for future topics or
interested in learning more about doctoral studies
in education is welcomed and encouraged to attend.
For more information, please contact Lizabeth Cain,
Brown Bag coordinator ([email protected]).
7
8
The difference | winter 2014
Study Skills and Mentoring Program
“
Being involved with this program has opened my eyes to a whole new
world. Being a teacher, I am familiar with working with students with
disabilities. However, I never considered how difficult it would be to leave
a school where everyone was working to help me succeed and transition
“
to a large university and suddenly be in charge of advocating for myself.”
It [working in the mentoring program] gives you a good idea of skills to
work on with your high school students who are transitioning to college,
so they can have strong study skills when they get into college.”
These insights were shared by participants in the
Study Skills and Mentoring Program, a collaborative
project of the Graduate School of Education (GSE)
and the Office of Services for Students with Disabilities (SSD) in which GSE graduate students work as
mentors to undergraduate students with disabilities.
The program provides support and structured time
for coursework through two weekly study sessions
and a weekly study skills workshop. While working
with the undergraduates, the mentors gain knowledge
that will assist them when they become high school
special education teachers charged with helping
students with disabilities prepare for college as part of
federally mandated transition planning.
Launched in fall 2012, the program currently enrolls
two graduate mentors and 10 undergraduates. Sue
Atkinson, a GSE doctoral candidate, coordinates the
program, supervises the work of the mentors, works
with SSD to ensure appropriate support for the
undergraduate students, and teaches the accompanying
course, Supporting the Transition of Students with
Disabilities to Postsecondary Education, in which the
mentors are enrolled. In addition, Sue is studying the
experiences of the program participants as her dissertation research.
Left: Jacob Hammond, MSEd student in special education and
a mentor, looks over work completed by an undergraduate
student during an evening study session.
Above: Nicholas Rodgers, MSEd student in special education
and a mentor, works with an undergraduate student during
an evening study session.
NEWSBRIEF
Casey Baumlin (MSED, 2013) and Karen Bromley just published an invited article in the Illinois Reading
Journal entitled, “Don’t Throw That Jar Away! Expanding Students’ Vocabularies.”
The difference | winter 2014
Binghamton University Foundation Donor List
(1/1/2013‑12/31/2013)
$5,000 ‑ $9,999
Mr. Michael Blodgett ^
Ms. Carol S. Brewer
Ms. Frances Briening
Ms. Elizabeth A. Briggs, MSEd ’81 ^
Dr. Connie Beth Burch + ^
CapTech Ventures, Inc.
Dr. James J. Carpenter ’69, MAT ’70, EdD ’01 + ^
$2,500 ‑ $4,999
Mrs. Amy Iak Castle, MS ’99 ^
Barnes & Noble College Booksellers, Inc.
Mr. John F. Catanzarita Jr.
Dr. Linda Biemer + ^
Mrs. Megan Catanzarita
The Victor and Esther Rozen Foundation
Mrs. Garnita W. Cole, MSEd ’79 ^
Mrs. Jacqueline R. Coleman ’83, MSEd ’94 ^
$1,000 ‑ $2,499
Mr. Timothy M. Costello, MA ’75 + ^
IBM Corporation ^
Mrs. Karen L. Cunningham, MSEd ’85 ^
Mr. David L. Kushner ’70
Mrs. Jo‑Ann Prior D’Angelo ’88, MAT ’96 ^
Ms. M. Jacqueline Visser ’69 + ^
Mr. Michael D’Angelo ’94 ^
Dr. Margaret A. Yarina, PhD ’73 ^
Mr. William Denman
Mr. Rocco H. DiNardo, MSEd ’88 ^
Ms. Jean C. Driggs
$500 ‑ $999
Ms. Ann Marie Eckerson ’08, MSEd ’11 ^
Mr. John A. Adams ^
Mr. and Mrs. Donald C. Eckerson ^
Mr. Bruce R. Cameron, MAT ’88 ^
Mrs. Suzanne J. Erle ’91, MAT ’93 ^
Ms. Patricia M. Comeau, MSEd ’91 ^
Ms. Donna G. Farquhar, MST ’96 ^
Mrs. Michele G. Conners
Mr. Don Finley
Mr. Thomas Conners
Mrs. Sarah Finley
Food Source Solutions, LLC
Ms. Carol A. Fuchs ’80 ^
Mr. Joseph C. Vaughan ’96, MAT ’97 ^
Ms. Kristen M. Fusaro ’05, MAT ’06 ^
Mr. Michael Gance ’53 ^
$250 ‑ $499
Dr. Patricia A. Gazda‑Grace, EdD ’98 ^
Mr. Michael H. Bratt ’70 ^
Ms. Kara E. Geller ’07 ^
Mrs. Theresa D. Bratt ’70, MAT ’76 ^
Mr. James A. Grace + ^
Dr. Joseph Busch ’73, EdD ’03 ^
Dr. Kathy Grant, MSEd ’81 ^
Mrs. Joanne Dillon ’70, MSEd ’90 ^
Ms. Kathleen S. Haddad, MSEd ’78 ^
Mr. Allen B. Frank ’67, MS ’69 ^
Dr. Michelle Hammes, MA ’96, PhD ’98 ^
Mrs. Anita H. Frank ’70 ^
Mr. Stephen M. Hammes, MPA ’96 ^
Ms. Cynthia Jane Krendl, MBA ’82 ^
Mrs. Carolyn S. Harden, MAT ’72 ^
Dr. John E. Titus + ^
Ms. Jacqueline J. Harnett ’93, MAT ’97, MSEd ’00
Mr. Yusuf Harper ^
< $250
Dr. Jean Wahl Harris ’82, MA ’86, PhD ’88 ^
Dr. Jeffrey S. Allen ’82, MAT ’83 ^
Mr. Michael J. Harris ’81 ^
Mr. David J. Archer + ^
Mrs. Diane E. Herz, MA ’83
Ms. Susan M. Bachman, MSEd ’83 ^
Mrs. Laura Herz
Dr. Marcia L. Baker, MAT ’70 ^
Mr. Seth J. Herz
Mrs. Ruth A. Bardeen, MA ’77, MAT ’86, MSEd ’91 ^ Ms. Barbara A. Hinz, MSEd ’90 ^
Mrs. Lois Bingley
Ms. Irene F. Horkott
Dr. Ellen A. Blais, PhD ’78 ^
Mr. David E. Houser
Mrs. Ann T. Blodgett ’92 ^
Mrs. Diane L. Houser
Dr. Karen M. Bromley +
Mr. Robert G. Bromley
Dr. S.G. Grant + ^
Ms. Anne McManus‑Grant ^
Ms. Michele E. Hudak ’96 ^
Ms. Janette Hussar, MSEd ’00 + ^
Mrs. Mary Ellen Johnson
Mr. Richard C. Johnson
Ms. Kristi Gabello Jones, MSEd ’01 ^
Mrs. Anne Kapral ’89 ^
Ms. Michele M. Kovach +
Mr. Karl Frederick Krause Jr., MA ’97 ^
Ms. Beverly A. Kresge
Mrs. Suzanne Mariani Lachman, MSEd ’84
+^
Mr. Herbert T. Landow ’57
Mrs. Janet Landow ’56
Ms. Eileen Lane, MST ’76, MS ’87 ^
Mr. Richard J. Lane ^
Ms. Louise D. Lasala
Ms. Brenda J. Lidestri ’85, MSEd ’89 ^
Mr. Elpidio Lim ^
Mrs. Liza Lim ^
Mr. Andrew F. Machaffie, MBA ’94 ^
Ms. Margaret Malloy, MS ’71 ^
Mrs. Christine M. Marcial ’90, MAT ’93 ^
Mr. Christopher John Martelli, MSEd ’82 ^
Ms. Maxine J. Martin *
Dr. Ana Maria Martinez‑Aleman ’79, MA ’83 ^
Ms. Julie Masters
Mr. Stan Masters +
Ms. Shirley A. McCormack
Mrs. Winifred G. McDuffie, MSEd ’75 ^
Ms. Mary H. McIntyre
Mrs. Laurie A. McKeveny, MSEd ’81 ^
Mr. Paul E. McMahon, MA ’73 ^
Ms. Faison A. McNeal, MAT ’73 ^
Mr. Richard Mermelstein ^
Mrs. Christine Merola, MA ’73 ^
Mrs. Sharon Stutman Miles ’83 ^
Mrs. Joan W. Miller
Mr. Richard Miller
Mr. Stefan R. Moorhead ’00, MAT ’01 ^
Mrs. Candace Holcomb Murchie, MSEd ’89 ^
Mr. Thomas Patrick Murray ’12 ^
Ms. Patricia E. Nickerson
Mrs. H. Toni Norton
Dr. Dominic A. Nuciforo Sr., EdD ’07 ^
Mrs. Annette M. O’Brien ^
Dr. Thomas P. O’Brien + ^
Mr. Kasali Opabola, MA ’83 ^
Mr. William C. Parise ’90 ^
Ms. Jean Louise Parry, MA ’89 ^
Mrs. Ann Patterson
Mrs. Carolyn A. Phillips, MSEd ’94 ^
Mrs. Beverly M. Quick
Mr. Charles Quick
Mr. Paul D. Reed, MAT ’87 ^
Ms. Cheryl Richter
Mrs. Patricia H. Ronsvalle
Mr. Theodore Ronsvalle
Mr. Philip Jon Rudolph, MAT ’83 ^
Dr. Katryn Sandler, PhD ’10 ^
Ms. Barbara T. Schmidt
Mrs. Patricia L. Scott, MSEd ’84 ^
Mrs. Keren L. Seiler ’90 ^
Ms. Loriann Shelton ^
Mr. David H. Shippee ’83 ^
Mr. George Shuman
Mrs. Marcia Shuman
Ms. Elizabeth Spiro, MA ’74 ^
Dr. Maureen E. Squires, EdD ’11 ^
Mrs. Michelle B. Stastyshyn ’97 ^
Ms. Maureen E. Steinhilber ’73 ^
Ms. Dena B. Stetson ’86 ^
Ms. Marjorie B. Strahan
Mrs. Janice Strnatka, MSEd ’02 ^
Mrs. Carol Taren, MSEd ’77 ^
Ms. Virginia Tavera‑Delgado ’93, MA ’95 ^
Mrs. Susanne M. Tiffany, MSEd ’83 ^
Mrs. Susanne Ruth Tomazic, MSEd ’82 ^
Mrs. Susan K. Tonder, MSEd ’81 ^
Towers Watson ^
Mrs. Elsie Wager
Mrs. Audrey Merkel Wal ^
Mr. Frank S. Wal ’54 ^
Mrs. Marilyn M. Weaver, MA ’93 ^
Mr. Jared L. Wells
Mrs. Karen W. Wells
Ms. Ruth R. Wendell
Mr. Kevin J. Westfall
Mrs. Roberta S. Westfall
Mr. Thomas G. Westfall
Ms. Lillian Zodikoff
+
Faculty/Staff/Retiree, * Deceased, ^ Binghamton Fund Donor
Student Publishes Children’s Book
Sally’s Favorite Color, a trade book targeted for children ages 3-7, is
Jennifer Grassi’s (MSED, 2006) first foray into the publishing world.
The book explores how Sally’s adamant stance that she will only wear
red changes as she takes a walk and decides to give other colors a
chance. The book is being published by Tate Publishing Company. 9
10 The difference | winter 2014
GSE Faculty Awarded NYSED
Program Evaluation Contract
Sandoval
Fenty
A Graduate School of Education research team has contracted with the
New York State Education Department to evaluate New York’s new Virtual
Advanced Placement (VAP) program. Dr. Pamela Sandoval, associate
professor and principal investigator, is joined by two faculty members,
Professor Beth Burch and Assistant Professor Nicole Fenty, as well as four
Research Associates, Andrea Allio, Andrew Blaine, Nathan Burch, and Margo
Undercoffer.
The New York State Education Department awarded $17 million in Race
to the Top (RTTT) monies to 17 grantees across New York. These Virtual
Advanced Placement grantees include a number of large New York cities
(Buffalo, New York City, and Yonkers, for instance) as well as several
consortia of BOCES (such as Wayne-Finger Lakes BOCES and MadisonOneida BOCES) and a few districts (e.g., Lawrence) working independently.
Burch
The GSE evaluation team will focus initially on evaluating how successful
grantees are doing in meeting the program’s goals, including creation and
implementation of College Board-approved Advanced Placement courses
(both fully online and hybrid courses) and in providing professional development for teachers in the program. Further tasks will include investigating
the number of students who successfully complete the courses, students’
performance in the courses, and their achievement of AP credit.
New Faculty and Staff
Kim
McConn
Hoe Kyeung Kim (PhD, University at Buffalo) joined the GSE as an
associate professor of TESOL. Previously, Professor Kim worked for eight
years at Cleveland State University, where she taught both pre- and in-service
teachers. She also previously taught Korean as a Foreign Language for two
years at the Defense Language Institute, in California. Professor Matthew McConn brings over a decade of English teaching
experience in secondary schools to GSE as an English education professor.
He also worked as a teacher development specialist, a writing project trainer,
and an adjunct professor at the University of Houston, where he earned his
doctorate in English education.
Millen
Morris
Caroline Millen (Instructional Support Specialist) recently graduated from
the MS Educational Studies and the MAT English Adolescence Education
programs. She was a graduate assistant for the GSE from 2010 to 2013. She
assists with the New Orleans, Educational Leadership, and Educational
Theory & Practice programs. Jessica Morris is the new GSE development associate. Jessica holds a bachelor’s degree in communications from SUNY Oneonta and brings three years
experience working in alumni relations and with University donors. Her
focus will be on the school’s fundraising efforts and building a continued
relationship with the GSE alumni and supporters.

The difference | winter 2014 11
Keep Us Informed
Tuttle Featured
in Article about
New Orleans School
“The best thing about Morris Jeff is the
diversity in its population. Especially when
we ask the students to come in with what
they have and contribute that to the overall
learning, you end up with a really diverse
curriculum,” said Matthew Tuttle, fifth
grade teacher. Tuttle was talking about the
New Orleans elementary school in which
he teaches. Morris Jeff has just been named
as the first New Orleans
school to secure an
International
Baccalaureate
(IB) program.
Tuttle, who
completed the
Childhood/
Early Childhood program
(MSED, 2012),
continued, “I think
when we talk Common Core
standards and educational reform, our overall
goal is to have our students be ready for the
world, and that is what a Morris Jeff, an
IB school, does. The world is not a monochromatic place, it is a diverse place, and by
having a diverse curriculum it prepares them
for the real world so when they are there they
can celebrate it and excel in it.”
Tuttle is currently focusing on a “Sharing
the Planet” unit and is teaching his students
about maps and geography in social studies.
For example, Tuttle’s class spends a portion of
the day answering a variety of questions from
different subjects, ranging from vocabulary
to math, on www.freerice.com. If students
get the answer correct, the website donates
10 grains of rice through the World Food
Programme to a starving person from a
country in need.
Tuttle’s work was featured in an New Orleans
Times-Picayune article on Morris Jeff ’s selection to be an IB school.
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new opportunities, etc.
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INSIDE THIS ISSUE:
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GSE Undergraduate Minor Grows
■ Note from the Dean
■ Student’s Speech Is Rated 10th Most Inspirational
■ Dean Contributes to Social Studies Framework
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Fall 2013
Recognition
Ceremony
The Graduate School of Education welcomed
the fall graduates to the GSE Recognition
Ceremony on Sunday, December 15, 2013
at Traditions at the Glen. 21 students and
60 guests joined Dean Grant, President
Harvey Stenger, and GSE Advisory Council
members Jason Andrews, Linda Biemer, Bruce
Cameron, and Dennis McCabe in congratulating the graduates on their successes.
The featured student speaker, Michelle
Gierlach McStine (MSED, Literacy), offered
a set of thoughtful and pointed remarks that
reminded the audience of the special role that
educators play in children’s school lives.
The Special Education faculty presented
the Capstone Intervention Project award to
Stephanie Berkowitz.
1st Foreign Language Teaching Conference
Partner Power
National Recognition for CAS
Student-Athletes for Success
News from Our Centers
Doctoral Students Gather for Brown Bag Sessions
Study Skills and Mentoring Program
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Baumlin and Bromley in Illinois Reading Journal
Donor List
Student Publishes Children’s Book
GSE Faculty Awarded NYSED Program Evaluation Contract
New Faculty and Staff
Tuttle Featured in Article about New Orleans School
Keep Us Informed
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