Virginia Tech School of Education Newsletter - September 2022
REIMAGINING THE FUTURE
SCHOOL OF EDUCATION NEWS
SEE VT: Enrichment Experience for Students from Rural Communities
People look at rural communities and they might ask questions like where is the entrepreneurship or where is the vibrancy or the vitality? Amy Price Azano's response is that we have to do more to invest in rural youth. SEE VT (Summer Enrichment Experience at Virginia Tech), is a residential enrichment program for rising 6th and 7th graders from rural school districts. Azano tells us that SEE VT is responding to an opportunity gap for rural learners and is an act of social justice, a way of enacting equity and addressing an inequity for rural learners by providing an enrichment experience for students who may otherwise not have it.
Brett Jones Receives Award for Excellence in Research
Brett Jones, Educational Psychology professor, received the Award for Excellence in Research sponsored by the Virginia Tech Alumni Association. Since joining Virginia Tech in 2006, he has written over 100 journal articles, presented at more than 160 conferences, and is internationally known for his research related to motivation, learning, and cognition. Throughout his career, Jones has received more than $2 million from the National Science Foundation for his research and has also received numerous awards.
Claire Robbins Receives Grant to Study Diversity, Equity, and Inclusion in Graduate Education
Claire Robbins, an associate professor in the School of Education, has received a Spencer Foundation grant for her project, "Examining the role of graduate colleges in advancing equity, diversity, and inclusion at public universities."
Natalie Ferand Awarded Grant from Office of Undergraduate Research
The Office of Undergraduate Research awarded almost $50,000 in grants to faculty from five colleges with the goal of increasing the opportunities for Virginia Tech students to gain valuable work and research experience.
Breanna Ellington Awarded Grant from the Institute for Society, Culture, and Environment
Breanna Ellington, Counselor Education, was awarded a grant from the Institute for Society, Culture, and Environment for “Assessing for Suicidal Ideation in Children and Adolescents: Virtual Reality-Enhanced Software for School Counselor Professional Development,” a collaborative grant with counselor education faculty from North Carolina State University and the University of North Carolina at Greensboro.
Alumna Barbara Lockee Named Associate Vice Provost for Faculty Affairs
Barbara Lockee, professor of Instructional Design and Technology in Virginia Tech's School of Education, has been named Associate Vice Provost for Faculty Affairs at Virginia Tech.
In this newly created role, Lockee, who earned her Ph.D. in Instructional Technology from Virginia Tech in 1996, will report to Ron Fricker, the vice provost for faculty affairs, as she develops and supervises initiatives to help faculty thrive throughout their careers, including elevating the intellectual community at the university, improving professional development opportunities for post-tenure faculty, and helping faculty seek external recognition for their work.
Tonisha Lane Recognized for Excellence in Research
The College of Liberal Arts and Human Sciences honored a number of its faculty and staff members with awards for excellence during a virtual ceremony and an intimate in-person reception at the Peggy Lee Hahn Garden Pavilion, where the winners received the awards.
Tonisha Lane was one of four awardees who received the Excellence in Research and Creative Scholarship Award.
Virginia Tech Board of Visitors Approves 2022 Promotions, Tenure, and Continued Appointments
The Virginia Tech Board of Visitors met to approve recommendations for promotions, tenure, and continued appointments for selected faculty. The following School of Education faculty were recognized:
Laura Welfare, Counselor Education, was promoted to Professor
Matthew Fullen, Counselor Education, was promoted to Assistant Professor
Bradley Bowen, Integrative STEM Education, was promoted to Assistant Professor.
Read more
PROGRAMS & EVENTS
RESEARCH & PUBLICATION HIGHLIGHTS- Amy Price Azano and Rachelle Kuehl published, “Books as Portals: Using Place to Understand Rural Students’ Individuated Reading Experiences,” English in Education 56.2 (2022): 122–138, with Sean Ruday.
- Breanna Ellington published “Warning Signs of Threats to Student Safety: Recommendations for Virtual School Counseling,” Professional School Counseling 26.1 (February 2022).
- Brett Jones published “Using a Motivation Model and Student Data to Redesign General Education Courses: An Examination of a Faculty Development Approach,” Journal of General Education 69.3-4 (2020): 235–50, with Trudy Harrington Becker and Stephen Biscotte.
- Carol Mullen published “A Tribute to Bernardo P. Gallegos and His Legacy from the SPE President,” Professing Education 20.2 (2022): 6–10.
- Jim Garrison, Professor Emeritus of Education, co-edited the following volumes: John Dewey and Chinese Education: A Centennial Reflection, Beijing Normal University International Education Series 1 (Leiden, Netherlands: Brill, 2022), with Huajun Zhang; his individual contributions to the volume were: “Introduction: A Centennial Reflection on Dewey’s Visit of China. A Renewed Dialogue on Becoming Persons,” pp. 1–6, with Huajun, and “Mahayana Buddhism and Deweyan Philosophy,” pp. 151–67; and Deweyan Transactionalism in Education (New York, New York: Bloomsbury, 2022), with Johan Öhman Johan and Leif Östman; his individual contributions were: “Introduction,” pp. 1–16, with Öhman and Östman, and “Transactional Perspectivalism: The Emergence of Language, Minds, Selves, and Temporal Sequences,” pp. 39–50. In addition, he published: “Transcendentalism, Pragmatism, and Skepticism: A Response to Saito,” The Pluralist 17.1 (2022): 100–03; “Buddhism, Barad, and Materialism,” Symplokē 29.1–2 (2022): 475–91; and “Dewey and the Given,” Transactions of the Charles S. Peirce Society: A Quarterly Journal in American Philosophy 57.3 (2021): 353–73.
- Laura Welfare published the following: “Reflections on Person-Centered Group Therapy from Clients in Opioid Treatment,” Journal for Specialists in Group Work 46.4 (2021): 322–38, with Counselor Education alumna Dana Ripley; “Practising Counsellors’ Identity Salience in Clinical Supervision,” Counselling and Psychotherapy Research 21.2 (2021): 402–11, with Counselor Education alumni Connie Jones and Ryan Cook; and “Brief Alcohol Screening and Intervention for College Students (BASICS) on Campus: Lessons from Experienced Practitioners,” Journal of College Counseling 24.2 (2021): 115–31, with Counselor Education alumna Jennifer Wagstaff.
- M. David Alexander published The Law of Schools, Students, and Teachers in a Nutshell, 7th edition (St. Paul, Minnesota: West Academic, 2022), with F. King Alexander and Kern Alexander.
- Matthew Fullen and Gerard Lawson published ”The Impact of Excluded Providers on Medicare Beneficiaries’ Mental Health Care,” Journal of Counseling & Development 100.2 (2022): 123–33, with Megan Dolbin-MacNab, Nancy Brossoie and Counselor Education alumnus Jonathan Wiley.
- Matthew Fullen published “A Case of the Tail Wagging the Dog: The Medicare Mental Health Coverage Gap and Its Impact on Providers and Beneficiaries,” Journal of Mental Health Counseling 44.1 (2022): 32–48, with Human Development alumna Amy Morgan and Counselor Education alumnus Jonathan Wiley.
- Tameka Grimes, Gerard Lawson, and Laura Welfare published “The School to Prison Pipeline: Quantitative Evidence to Guide School Counselor Advocacy,” Journal of Counselor Leadership and Advocacy 8.1 (2021): 16–29, with Ghadir Asadi and 2021 Educational Research alumnus Kazuki Hori.
- Tonisha Lane published “Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences,” Journal of Hispanic Higher Education 21.2 (2022): 228–42, with Elvira Abrica, Stephanie Zobac, and Elizabeth Collins; and “A Critical Duoethnographic Account of Two Black Women Faculty Using Co-Mentoring to Traverse Academic Life,” Building Mentorship Networks to Support Black Women: A Guide to Succeeding in the Academy, ed. Bridget Turner Kelly and Sharon Fries-Britt, Diversity Faculty in the Academy (New York, New York: Routledge, 2022), pp. 19–33, with Deirdre Cobb-Roberts.
- Trevor Stewart published “A Dialogic Approach to Balancing Identity,” Teacher Reflections on Transitioning from K-12 to Higher Education Classrooms, ed. Amy D. Broemmel and Nora Vines (Hershey, Pennsylvania: IGI Global, 2022), pp. 75–82.
WE ARE HIRING!
Grants Coordinator Assistant
The VT School of Education (SOE) is seeking a staff member to join a team of two other outstanding staff who manage the School’s research portfolio of ~$20M in external funding and ~$500k in internal funding. The Grants Coordinator will manage post-award fiscal and HR needs, working closely with principal investigators (PI’s) to ensure their sponsored research/outreach is moving forward, helping them maximize the resources available to them. The working environment is fast-paced, collegial, and fun.
To learn more or apply, visit this link.
EDCO Professor of Practice Position
The VT School of Education (SOE) is seeking a colleague to join the Counselor Education Program who will contribute to our vision of preparing professional counselors and leaders in the counseling field. We invite applications for an Assistant Professor of Practice (non-tenure track) position on a 12-month appointment in our CACREP-accredited program.
To learn more or apply, visit this link.
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