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South Carolina's flagship university, a historically Black college and a national nonprofit are teaming up to address a teacher shortage in some of the state's most underserved districts.
Michael Harris (2016, doctorate, curriculum and instruction) is joining our 2021 Spring Curriculum Studies Doctoral Research Symposium as a featured guest speaker.
University of South Carolina alumnae Anna R. Duvall and Crissy C. Roddy recently co-authored a book about helping students manage anxiety, a disorder facing nearly one-third of teenagers in America. Duvall and Roddy are school counselors in Lexington County School District One
Thomas (Mitchell) Toomey is a 2021 Recipient of the Support to Promote Advancement of Research and Creativity, or SPARC, Graduate Research Grant. Sponsored by the Office of the Vice President of Research and Creativity, SPARC grants are a merit-based award designed to ignite research and creative excellence across all disciplines at UofSC.
The National Institute on Disability Independent Living and Rehabilitation Research (NIDILRR) selected College of Education Associate Professor of special education, Anthony Plotner, Ph.D., as a recipient of the Distinguished Switzer Research Fellowship. The Distinguished Switzer Research Fellowship is awarded to accomplished researchers to support their work as it relates to independent living and rehabilitation for people with disabilities.
Sherisse Jackson and Leslie Richard, both graduates of the Ed.D. in Curriculum and Instruction program, were recognized by the Carnegie Project on Education Doctorate as 2020 Dissertation in Practice Award winners.
Michele Myers, Ph.D., Clinical Associate Professor at the College of Education, will lead the South Carolina contingent of the Consortium along with Yolande' Anderson, Director of Family and Community Engagement at the State Department of Education, Anthony Pittman, Ph.D., Dean of the School of Education at Claflin University, and James Ritter, Educator Specialist at the South Carolina State Department of Education. The team's goal is to create curriculum centered on family engagement for teachers in training.
Christine Lotter, Ph.D., Professor in the Department of Instruction and Teacher Education, and her student, Amber Adgerson, a doctoral candidate in the Teaching and Learning, Ph.D. program at the University of South Carolina were recognized for their accomplishments by the Southeastern Association for Science Teacher Education (SASTE) at their virtual conference on October 3, 2020.
This Transition and Post-Secondary Programs for Students with Intellectual Disabilities (TPSID) grant from the US Department of Education is a highly competitive award offered every five years to expand existing model inclusive postsecondary programs for students with intellectual and developmental disabilities or develop new programs.
Anderson is a second-year student in CarolinaLIFE, a postsecondary education program for students with disabilities on campus. CarolinaLIFE assists students in identifying and pursuing their goals by offering individualized support across several domains, including employment.
Culturally relevant teaching methods are an instructional approach developed by University of Wisconsin professor emeritus, author and researcher, Gloria Ladson-Billings. It focuses on three tenets: cultural competence, critical consciousness and academic excellence.
"The best mentor in this scenario is one who has successfully navigated identifying and pursuing college options. This is especially true for individuals with disabilities, who are in need of mentorship and guidance from others with disabilities."
I cannot express to you how proud I am of the faculty and staff members in our college and their ability to provide a high-quality educational experience in the midst of the pandemic, as well as their leadership — in our college, on the UofSC campus and across the nation — in designing and researching educational practices that highlight and dismantle anti-Blackness and other discriminatory practices.
The initiative paves the way for bachelor’s degree-holding teacher candidates to immediately begin a career as a classroom teacher while participating in the necessary training to become certified. Current participants will teach in 12 partner school districts throughout the state in early childhood, elementary education and middle level science.
University of South Carolina alumna Iman Askar never envisioned her first year of teaching would happen online. But like thousands of South Carolina teachers, the recent College of Education graduate started the school year teaching virtually.
Recruiting, enrolling and retaining education students from underrepresented populations has been a challenge for the College of Education. But through its Apple Core Initiative, the college is increasing diversity among its students — and, ultimately, South Carolina’s teachers — while also helping combat the state’s teacher shortage.
The award recognizes the overall body of research conducted within a scholar's first seven years of their career and will help promote the College of Education to an international audience.
The Apple Core Initiative is a program aimed at recruiting high school students from historically underrepresented populations of the state into teacher education programs at the University of South Carolina.
In late March, the university's Vice President for Research put out a special call for proposals related to COVID-19. The College of Education answered the call enthusiastically.
The Carolina Family Engagement Center used its first year for planning, hiring and training staff, building infrastructure and recruiting schools and teachers as partners.
"With COVID-19, the most fragile families don't have a lot of wiggle room in things that could tip the scale and disrupt their stability," Carlson says.
"My research will help teachers and reading specialists in South Carolina understand the brain in relation to literacy. This can help them implement appropriate strategies in the classroom."
"Many teachers use social media platforms, but it's been enhanced in this time where we can't see each other face-to-face, and we are researching the role these platforms play during COVID-19."
A researcher from the College of Education at the University of South Carolina plans to unlock how specific interventions can positively impact a child's social, behavioral and motor skill development. And the results could benefit teachers and schoolchildren nationwide.
Local educator and current doctoral student, Brandy Meyers, shares technology tips for making an effective—and even fun—transition to remote teaching.