Wednesday, December 28, 2011
It's that time of year...
I renewed my AERA and Division C memberships this afternoon. Have you? Registering or renewing your membership will allow you to receive many student benefits in 2012. A few opportunities for graduate students include serving as a Division C campus liaison or on the graduate student council, mentoring from leaders in teaching and learning research, and discounted conference registration.
Tuesday, December 27, 2011
Call for Applications: Division C Graduate Student Leadership Positions
The Call for Applications for Division C Graduate Student Council positions is now open! Each year the positions of Junior Co-Chair and Junior Representative become available as the Junior officers move into Senior positions. Service for the new Junior Co-Chair and Rep begin at the conclusion of the 2012 AERA Annual Meeting. Both the Co-Chair and GSC representative serve a term of two years. If you are interested in applying, please submit your application via the link below by Feb 7, 2012:
**Important** as noted in the application above, you should also submit a current C.V. and two letters of reference to:jmcgee21@uncc.edu and ywkreher@syr.edu . Phone interviews will be conducted and decisions made in early February 2012.
Here are descriptions of the two open positions:
Junior Co-Chair
- Act as a liaison for Division C graduate students with other Division C committees and the Vice-President. This includes contacting campus liaisons to determine how Division C can best support its members and maintaining and facilitating open communication lines between Division C GSC officers, Division C officers, and Division C members.
- Recruit new campus liaisons to the Council.
- Update the website, blog, & Facebook page as needed.
- Co-plan the New Directions session with Division C officers
- Attend the AERA Conference.
Junior Representative
Responsibilities center around: student advocacy, community building, information dissemination, supporting GSC in governance of AERA student body. The Representative (as opposed to the Co-Chair) will become the point of contact for GSC news and represent Division C at planning meetings when he/she becomes the Senior Rep.
- Advocate for graduate students in Division C and GSC. Work with the Senior Representative to plan and develop materials for the annual meetings and Division C. Specifically co-plan the GSC Fireside Chat session.
- Co-author blogposts, respond to FB and blog comments & disseminate information as needed.
- Attend the AERA Annual Conference to represent Division C and GSC at relevant GSC and Divisional Events at the Annual Meeting.
Tuesday, December 20, 2011
A Few Resources for Teaching Excellence
Are you preparing to teach your first undergraduate or graduate course? Do you have to complete a teaching demonstration as part of the interview process for a faculty position? Will you be serving as a teaching assistant during your doctoral studies? Do you have questions about how to incorporate the latest technology applications in your practice? What types of strategies help students to become more engaged during lectures?
It is likely that scholarship activities will encompass a significant part of our work. This semester, I had the opportunity to participate in a program offered through the university center for effective teaching. I learned a great deal and am hopeful that some of the resources listed below might be of interest to you as well.
Books, Books, and More Books
There are many great books that pertain to effective teaching. I recently read Bain and Brookfield’s works as part of a book study club. What are some of your favorites?
Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard U.P.
Brookfield, S. D. (2011). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Francisco, CA: Jossey Bass.
Centers for Teaching Excellence
Many universities have a center for teaching that share a variety of articles, resources, and links. So, be sure to explore your university’s center! A few examples are:
Cornell University
http://www.cte.cornell.edu/
Kansas University
http://www.cte.ku.edu/
George Mason University
http://cte.gmu.edu/
University of Hawaii
http://www.cte.hawaii.edu/
University of Illinois
http://www.cte.illinois.edu/
Inside Higher Education
http://www.insidehighered.com/
Developed in 2004, inside higher education provides news, opinions, and information related to jobs in higher education. The site has a section devoted to the use of technology and provides articles for teaching with technology.
The Chronicle of Higher Education
http://chronicle.com/
The Chronicle of Higher Education site includes information pertaining to news, opinions, and facts related to graduate students, early career faculty, and senior faculty. Many of the latest issues faced in higher education are explored. Angi, our Junior Representative, shared information about the academic job search and resources available through the Chronicle. Check out her post, Searching for Jobs, for more information.
Tomorrow’s Professor Listserv
https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor
The Listserv is managed by the Stanford Center for Teaching and Learning. It focuses on faculty development and provides over 100 articles each year to improve instruction. Recent articles have included effective writing and developing course assignments that require critical thinking.
It is likely that scholarship activities will encompass a significant part of our work. This semester, I had the opportunity to participate in a program offered through the university center for effective teaching. I learned a great deal and am hopeful that some of the resources listed below might be of interest to you as well.
Books, Books, and More Books
There are many great books that pertain to effective teaching. I recently read Bain and Brookfield’s works as part of a book study club. What are some of your favorites?
Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard U.P.
Brookfield, S. D. (2011). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Francisco, CA: Jossey Bass.
Centers for Teaching Excellence
Many universities have a center for teaching that share a variety of articles, resources, and links. So, be sure to explore your university’s center! A few examples are:
Cornell University
http://www.cte.cornell.edu/
Kansas University
http://www.cte.ku.edu/
George Mason University
http://cte.gmu.edu/
University of Hawaii
http://www.cte.hawaii.edu/
University of Illinois
http://www.cte.illinois.edu/
Inside Higher Education
http://www.insidehighered.com/
Developed in 2004, inside higher education provides news, opinions, and information related to jobs in higher education. The site has a section devoted to the use of technology and provides articles for teaching with technology.
The Chronicle of Higher Education
http://chronicle.com/
The Chronicle of Higher Education site includes information pertaining to news, opinions, and facts related to graduate students, early career faculty, and senior faculty. Many of the latest issues faced in higher education are explored. Angi, our Junior Representative, shared information about the academic job search and resources available through the Chronicle. Check out her post, Searching for Jobs, for more information.
Tomorrow’s Professor Listserv
https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor
The Listserv is managed by the Stanford Center for Teaching and Learning. It focuses on faculty development and provides over 100 articles each year to improve instruction. Recent articles have included effective writing and developing course assignments that require critical thinking.
Sunday, December 4, 2011
Call for Applications: AERA 2012 Div C New Faculty Mentoring Program
The Division C New Faculty Mentoring Program (NFMP) has three main goals: (a) to provide an interactive seminar with relevant information and support for new faculty, addressing areas of concern such as new faculty roles, creating scholarly collaborations, securing external funding, and the major activities associated with tenure; (b) to provide each new faculty participant an individual mentoring opportunity with a senior scholar who will provide direct feedback on a particular work in progress and related scholarly endeavors; and (c) to facilitate peer networking and collaboration activities among Division C new faculty. The New Faculty Mentoring Program (NFMP) is an excellent opportunity for junior faculty to connect with distinguished scholars, network with new colleagues, and to learn more about achieving success as a new professor.
How to Apply
New faculty, those who have been appointed at their first position within the past three years, should submit the following application materials as email attachments to Jeff Greene (jagreene@email.unc.edu) and Louis Nadelson (louisnadelson@boisestate.edu) by Monday, January 9, 2012:
1. A COVER LETTER stating
a) What information and experiences you would find valuable in the Division C New Faculty Mentoring Program;
b) Your current area(s) of research interest
c) Your professional goals; and
d) A list of up to five potential mentors who could advise you on your work. Include each person’s institutional affiliation and contact information (e-mail addresses are preferred). This information is vital for identifying and selecting an appropriate mentor for you who will also be attending AERA in Vancouver.
2. A CURRICULUM VITAE that includes name, address , institution, telephone, e-mail,
educational background and relevant scholarly, service and teaching activities.
3. EVIDENCE OF 2012 MEMBERSHIP in AERA’s Division C Selection Process
Participants will be selected based on faculty status, research interests pertinent to the mission of Division C (Learning and Instruction), and the quality of their application materials (i.e., cover letter described above and curriculum vitae). To be eligible participants must 1) be members of Division C (see http://aera.net/membership.htm for membership information); 2) register for the annual meeting; and 3) plan to attend all New Faculty Mentoring Program activities.
There is no cost for seminar participation and a small stipend will be offered to participants to help defray expenses of arriving one day early to the AERA conference (seminar begins Thursday, April 12, 2012 and ends on Friday, April 13, 2012).
Individuals who are accepted will be asked to submit a manuscript or other scholarly work to their assigned mentors one month prior to the conference, and to be active participants throughout the NFMP.
Attention Mentors: In addition to new faculty applicants, we will also be seeking potential mentors. We will do our best to seek mentors whose areas of expertise match those of program participants. If you are interested in serving in this capacity, please contact the New Faculty Mentoring Committee cochairs:
Jeff Greene (jagreene@email.unc.edu) and Louis Nadelson (louisnadelson@boisestate.edu
How to Apply
New faculty, those who have been appointed at their first position within the past three years, should submit the following application materials as email attachments to Jeff Greene (jagreene@email.unc.edu) and Louis Nadelson (louisnadelson@boisestate.edu) by Monday, January 9, 2012:
1. A COVER LETTER stating
a) What information and experiences you would find valuable in the Division C New Faculty Mentoring Program;
b) Your current area(s) of research interest
c) Your professional goals; and
d) A list of up to five potential mentors who could advise you on your work. Include each person’s institutional affiliation and contact information (e-mail addresses are preferred). This information is vital for identifying and selecting an appropriate mentor for you who will also be attending AERA in Vancouver.
2. A CURRICULUM VITAE that includes name, address , institution, telephone, e-mail,
educational background and relevant scholarly, service and teaching activities.
3. EVIDENCE OF 2012 MEMBERSHIP in AERA’s Division C Selection Process
Participants will be selected based on faculty status, research interests pertinent to the mission of Division C (Learning and Instruction), and the quality of their application materials (i.e., cover letter described above and curriculum vitae). To be eligible participants must 1) be members of Division C (see http://aera.net/membership.htm for membership information); 2) register for the annual meeting; and 3) plan to attend all New Faculty Mentoring Program activities.
There is no cost for seminar participation and a small stipend will be offered to participants to help defray expenses of arriving one day early to the AERA conference (seminar begins Thursday, April 12, 2012 and ends on Friday, April 13, 2012).
Individuals who are accepted will be asked to submit a manuscript or other scholarly work to their assigned mentors one month prior to the conference, and to be active participants throughout the NFMP.
Attention Mentors: In addition to new faculty applicants, we will also be seeking potential mentors. We will do our best to seek mentors whose areas of expertise match those of program participants. If you are interested in serving in this capacity, please contact the New Faculty Mentoring Committee cochairs:
Jeff Greene (jagreene@email.unc.edu) and Louis Nadelson (louisnadelson@boisestate.edu
Saturday, November 12, 2011
Division C GSC Featured Scholar
Tang T. Heng
Teachers College, Columbia University
Tang is an active AERA member who is serving as the Division C campus liaison for Teachers College, Columbia University. Additionally, Tang is the graduate student representative for the Research in Education of Asian and Pacific Americans Special Interest Group. She reports benefiting from opportunities to interact with scholars across the country both online and in person.
Tang shared that she enjoys serving the Teachers College community by helping to build networks of scholars with shared interests. There are several activities that support AERA at Teachers College, including dinner discussions that allow AERA presenters to share their research and prepare for presentations. Additionally, Tang started a Facebook page for students to dialogue about their research and AERA happenings at Teachers College.
Tang attended the 2011 AERA conference and her experiences were quite positive! She shared that attending AERA at New Orleans was a wonderful mix of work and play. There was a wide range of high quality speakers, and it was exciting to put a face to authors she had been reading. Tang also found the graduate student activities tremendously beneficial. Tang indicated that she learned a lot about how to manage her dissertation journey and prepare for life after graduation. Tang also had the opportunity to present her research. She confided that her initial assumptions were that that no one would likely show up for her session at 8:15am on the last day of the conference. However, she was pleasantly surprised by the turnout! Tang noted that this goes to show one should never assume and always be prepared!
Although Tang has not determined a definitive position that she will seek upon graduation, any institution would be fortunate to have her. Tang’s research interests include immigration and education, cross-cultural adaptation of learning, social learning, culturally-responsive pedagogy, and curriculum design and evaluation. Tang recently published a case study, in the Early Childhood Education Journal, examining sociocultural misalignments faced by preschool Chinese emergent bilinguals at a Head Start Center. Additionally, upon factoring in feedback that she received at AERA 2011, she has submitted another article on the nature of interactions between low-income immigrant families and school staff for review.
Teachers College, Columbia University
Tang is an active AERA member who is serving as the Division C campus liaison for Teachers College, Columbia University. Additionally, Tang is the graduate student representative for the Research in Education of Asian and Pacific Americans Special Interest Group. She reports benefiting from opportunities to interact with scholars across the country both online and in person.
Tang shared that she enjoys serving the Teachers College community by helping to build networks of scholars with shared interests. There are several activities that support AERA at Teachers College, including dinner discussions that allow AERA presenters to share their research and prepare for presentations. Additionally, Tang started a Facebook page for students to dialogue about their research and AERA happenings at Teachers College.
Tang attended the 2011 AERA conference and her experiences were quite positive! She shared that attending AERA at New Orleans was a wonderful mix of work and play. There was a wide range of high quality speakers, and it was exciting to put a face to authors she had been reading. Tang also found the graduate student activities tremendously beneficial. Tang indicated that she learned a lot about how to manage her dissertation journey and prepare for life after graduation. Tang also had the opportunity to present her research. She confided that her initial assumptions were that that no one would likely show up for her session at 8:15am on the last day of the conference. However, she was pleasantly surprised by the turnout! Tang noted that this goes to show one should never assume and always be prepared!
Although Tang has not determined a definitive position that she will seek upon graduation, any institution would be fortunate to have her. Tang’s research interests include immigration and education, cross-cultural adaptation of learning, social learning, culturally-responsive pedagogy, and curriculum design and evaluation. Tang recently published a case study, in the Early Childhood Education Journal, examining sociocultural misalignments faced by preschool Chinese emergent bilinguals at a Head Start Center. Additionally, upon factoring in feedback that she received at AERA 2011, she has submitted another article on the nature of interactions between low-income immigrant families and school staff for review.
Saturday, November 5, 2011
Get to know our VP
Dr. Gale Sinatra is the Vice-President of Division C Learning and Instruction. She is currently a Visiting Professor at the University of Southern California's Rossier School of Education. To get acquainted with our very cool VP, read about her here:
www.uscrossier.org/news/2011/11/05/usc-professor-studies-conceptual-changes-in-science/
www.uscrossier.org/news/2011/11/05/usc-professor-studies-conceptual-changes-in-science/
Facebook Groups
I'm back from the Coordinated Council Meeting at Washington DC! It was a great planning meeting for the Vancouver Annual Meeting. I met Representatives from the other 11 Divisions and got a chance to talk with our Division C Vice President, Dr. Gale Sinatra. Consequently, there is a piece of important news to share with all of you.
At present we have 2 Facebook groups for two types of interaction:
At present we have 2 Facebook groups for two types of interaction:
- among graduate student members - AERA Division C- Graduate Students
- among students and faculty: American Educational Research Association (AERA), Division C
Thursday, October 27, 2011
Proposal Notifications
Check your email. It appears that notifications for AERA proposal acceptances have started coming to the inbox near you. Good luck!!
Searching for Jobs
If you are looking for an assistant professor position in American institutions in the following school year, the fall semester is the time to search and apply for jobs. Between August and December, universities begin listing their vacancies and application deadlines. You might be wondering, where can I look to find these job opportunities? In this blogpost, you will find a few sources to begin your search.
1. The Chronicle of Higher Education (http://chronicle.com/section/Jobs/61/). Here you can search for jobs using keywords. If you have certain geographic areas you want, you can select specific states or countries within your search results. If you sign up for an account, you can create a folder of jobs you are interested in applying to. Also, if you save a search (e.g. “science education”), each time a job is posted that matches your search parameters, you will get an email notifying you. This can cut down on your search time. It is advisable to still continue searching weekly as you would not want to miss your dream job because it was missed in an automated search.
2. Indeed (http://www.indeed.com/). Here you have access to a variety of jobs, not just those in higher education. It provides you with access to more than one database of jobs at a time. It is like the Google of job searches. You can put in search parameters and specifically search for certain locations, eliminating places within a state that you might prefer not to work in. In contrast to The Chronicle, you may find more jobs that do not fit assistant professor positions or those that fall out of your search parameters because it locates Computer Science Assistant Professor positions rather than Science Assistant Professor positions.
3. HigherEdjobs (http://www.higheredjobs.com/). This is similar to The Chronicle. You can search for jobs in higher education through search parameters. You can create a job seeker account and enter a list of your interests in the system. It will then automatically email you notifications when new jobs are posted. On a personal note, I have found it less helpful than any of the other sources.
4. Listservs. Both AERA and NARST (National Association for Research in Science Teaching) have their own listservs that you can subscribe to. NARST will only help you if you are interested in science and maybe math job opportunities though. Through these listservs, you can get email updates about job openings and other educational opportunities. This will provide you access to opportunities without having to perform any searches.
AERA Division C- http://www.aera.net/divisions/Default.aspx?menu_id=68&id=493
NARST- http://www.narst.org/listserv.cfm
Good luck in your search. Below is also a chart that you could use to help keep track of places you are interested in applying to, their deadlines/requirements, and if you have sent your application materials in. Feel free to use this and modify it to best serve you. I color code mine so that I know what is of high priority and what I have decided not to apply to. Our next blog post will provide you with a chart to help keep track of interviews and contacts, as well as questions you might get asked during an interview.
1. The Chronicle of Higher Education (http://chronicle.com/section/Jobs/61/). Here you can search for jobs using keywords. If you have certain geographic areas you want, you can select specific states or countries within your search results. If you sign up for an account, you can create a folder of jobs you are interested in applying to. Also, if you save a search (e.g. “science education”), each time a job is posted that matches your search parameters, you will get an email notifying you. This can cut down on your search time. It is advisable to still continue searching weekly as you would not want to miss your dream job because it was missed in an automated search.
2. Indeed (http://www.indeed.com/). Here you have access to a variety of jobs, not just those in higher education. It provides you with access to more than one database of jobs at a time. It is like the Google of job searches. You can put in search parameters and specifically search for certain locations, eliminating places within a state that you might prefer not to work in. In contrast to The Chronicle, you may find more jobs that do not fit assistant professor positions or those that fall out of your search parameters because it locates Computer Science Assistant Professor positions rather than Science Assistant Professor positions.
3. HigherEdjobs (http://www.higheredjobs.com/). This is similar to The Chronicle. You can search for jobs in higher education through search parameters. You can create a job seeker account and enter a list of your interests in the system. It will then automatically email you notifications when new jobs are posted. On a personal note, I have found it less helpful than any of the other sources.
4. Listservs. Both AERA and NARST (National Association for Research in Science Teaching) have their own listservs that you can subscribe to. NARST will only help you if you are interested in science and maybe math job opportunities though. Through these listservs, you can get email updates about job openings and other educational opportunities. This will provide you access to opportunities without having to perform any searches.
AERA Division C- http://www.aera.net/divisions/Default.aspx?menu_id=68&id=493
NARST- http://www.narst.org/listserv.cfm
Good luck in your search. Below is also a chart that you could use to help keep track of places you are interested in applying to, their deadlines/requirements, and if you have sent your application materials in. Feel free to use this and modify it to best serve you. I color code mine so that I know what is of high priority and what I have decided not to apply to. Our next blog post will provide you with a chart to help keep track of interviews and contacts, as well as questions you might get asked during an interview.
School | Locale | App. Deadline | Letter of Interest? | CV | Names of Refs | Letters of Rec | Research Statement | Teach. Philos. | Transcripts (o/u) | App Send Date |
**(O/U)—official or unofficial
**Names of Refs vs. Letters of Rec—some schools require names of references while others want the letters before the application is considered complete
Friday, October 14, 2011
Pintrich Dissertation Award
The following is information about a dissertation award offered through Division 15 of the APA.
"The Paul R. Pintrich Outstanding Dissertation Award recognizes excellence in doctoral dissertation research that has been completed within the past two years.
Eligibility
The applicant must be a member, affiliate, or student member of Division 15 and must have completed a dissertation in an area of educational psychology research at an accredited college or university within the past two calendar years. This year's applicants must have completed their dissertation between January 1, 2010, and December 31, 2011. Applicants who are still graduate students must have had their final dissertation approved by their doctoral committee prior to application. Departments/programs may endorse no more than three students per year for the award.
Award Description
One Paul R. Pintrich Outstanding Dissertation Award will be given each year. The award includes a $500 cash stipend, a plaque of recognition, an invitation to present the dissertation at the following APA annual meeting, and up to $1000 for the recipient's travel and registration expenses for the APA conference.
Award Timeline
The Dissertation Award Committee will examine all eligible applications. The award decision will be made in spring of each year and applicants will be notified of the award decision by early summer. Due to conference programming deadlines, the award will be granted at the following year's APA Convention (i.e., approximately 18 months later). The 2012 Dissertation Award will be given at the APA Convention in Honolulu, HI, July, 31-August, 4, 2013.
How and When to Apply
A completed application should contain the following components. All application and submission materials can be found on the APA Div. 15 website. Please note the file format requirements for each component.
An application cover sheet. Download the application cover sheet from the Div. 15 web site: Please name this file according to the following convention: yourlastname_coversheet.doc.
An extended abstract that is typed, 2000-word maximum, double-spaced in APA style. Include a word count at the end of the abstract. With their abstract, applicants may include up to two additional pages for tables and/or figures, and one additional page for a list of references. Please name this file according to the following convention: yourlastname_abstract.doc. This document should be submitted as a Microsoft Word file (.doc or .docx file extension).
A narrative autobiography (250-word maximum) describing salient research experiences, publications and/or presentations, past collaborative efforts, and career plans. (Do not submit your curriculum vitae.) Include a word count at the end of the autobiography. Please name this file according to the following convention: yourlastname_autobiography.doc. This document should be submitted as a Microsoft Word file (.doc or .docx file extension).
A letter of nomination (two-page maximum) from the faculty member associated with the completion of the dissertation. The letter must be signed by the faculty member. This letter should be scanned and included in your email. Please name this file according to the following convention: yourlastname_facultynomination.pdf. Microsoft Word (.doc or .docx) format is also acceptable.
Proof of current member or affiliate status in Division 15. Please name this file according to the following convention: lastname_membership. (File format may vary.)
Electronically submit the above components in one email with four separate e-mail attachments to the committee chair, Martin Jones (M.Jones@memphis.edu). Submissions must be received no later than 5 p.m. EST on Friday, December 31, 2011. Incomplete applications will not be considered for the award.
Evaluation Criteria
All application materials submitted for consideration for the Paul R. Pintrich Outstanding Dissertation Award will be evaluated by the Award Committee. Dissertation abstracts will be judged by the Award Committee on a scale from 1 (poor) to 7 (outstanding) along the following dimensions:
Significance.
The theoretical or practical significance to the field should be evident.
Quality of Writing. The abstract should be organized and clear.
Quality of Research. The abstract should reflect high quality research.
Interpretation. The conclusions drawn are valid and well grounded.
The Award Committee will then provide a comprehensive rating of each award applicant's overall application packet."
"The Paul R. Pintrich Outstanding Dissertation Award recognizes excellence in doctoral dissertation research that has been completed within the past two years.
Eligibility
The applicant must be a member, affiliate, or student member of Division 15 and must have completed a dissertation in an area of educational psychology research at an accredited college or university within the past two calendar years. This year's applicants must have completed their dissertation between January 1, 2010, and December 31, 2011. Applicants who are still graduate students must have had their final dissertation approved by their doctoral committee prior to application. Departments/programs may endorse no more than three students per year for the award.
Award Description
One Paul R. Pintrich Outstanding Dissertation Award will be given each year. The award includes a $500 cash stipend, a plaque of recognition, an invitation to present the dissertation at the following APA annual meeting, and up to $1000 for the recipient's travel and registration expenses for the APA conference.
Award Timeline
The Dissertation Award Committee will examine all eligible applications. The award decision will be made in spring of each year and applicants will be notified of the award decision by early summer. Due to conference programming deadlines, the award will be granted at the following year's APA Convention (i.e., approximately 18 months later). The 2012 Dissertation Award will be given at the APA Convention in Honolulu, HI, July, 31-August, 4, 2013.
How and When to Apply
A completed application should contain the following components. All application and submission materials can be found on the APA Div. 15 website. Please note the file format requirements for each component.
An application cover sheet. Download the application cover sheet from the Div. 15 web site: Please name this file according to the following convention: yourlastname_coversheet.doc.
An extended abstract that is typed, 2000-word maximum, double-spaced in APA style. Include a word count at the end of the abstract. With their abstract, applicants may include up to two additional pages for tables and/or figures, and one additional page for a list of references. Please name this file according to the following convention: yourlastname_abstract.doc. This document should be submitted as a Microsoft Word file (.doc or .docx file extension).
A narrative autobiography (250-word maximum) describing salient research experiences, publications and/or presentations, past collaborative efforts, and career plans. (Do not submit your curriculum vitae.) Include a word count at the end of the autobiography. Please name this file according to the following convention: yourlastname_autobiography.doc. This document should be submitted as a Microsoft Word file (.doc or .docx file extension).
A letter of nomination (two-page maximum) from the faculty member associated with the completion of the dissertation. The letter must be signed by the faculty member. This letter should be scanned and included in your email. Please name this file according to the following convention: yourlastname_facultynomination.pdf. Microsoft Word (.doc or .docx) format is also acceptable.
Proof of current member or affiliate status in Division 15. Please name this file according to the following convention: lastname_membership. (File format may vary.)
Electronically submit the above components in one email with four separate e-mail attachments to the committee chair, Martin Jones (M.Jones@memphis.edu). Submissions must be received no later than 5 p.m. EST on Friday, December 31, 2011. Incomplete applications will not be considered for the award.
Evaluation Criteria
All application materials submitted for consideration for the Paul R. Pintrich Outstanding Dissertation Award will be evaluated by the Award Committee. Dissertation abstracts will be judged by the Award Committee on a scale from 1 (poor) to 7 (outstanding) along the following dimensions:
Significance.
The theoretical or practical significance to the field should be evident.
Quality of Writing. The abstract should be organized and clear.
Quality of Research. The abstract should reflect high quality research.
Interpretation. The conclusions drawn are valid and well grounded.
The Award Committee will then provide a comprehensive rating of each award applicant's overall application packet."
Thursday, October 13, 2011
Jack Kent Cooke Foundation’s Dissertation Fellowship
Here's an opportunity for those seeking funding while writing their dissertation:
In this second year, we will award four Fellowships of up to $25,000 to support advanced doctoral candidates in a variety of fields, including education and the social sciences.
At the Jack Kent Cooke Foundation, we assist high-achieving low-income students, from middle school to graduate school, in reaching their full potential through education.
We have created the dissertation fellowships for doctoral candidates who are researching the population of student we serve in order to advance our understanding of the factors and contexts that help low-income students to overcome personal adversity and challenging socioeconomic circumstances to excel academically. We plan to use this knowledge to design programs and interventions that will help more low-income students identified as high-achieving in their primary and secondary school years to sustain their achievement levels through college and beyond.
Although applicants must be candidates for a doctoral degree at a graduate school in the United States, they need not be US citizens. Please note that the applicants' graduate study may be in a diverse range of academic disciplines but their topic must be tied to the educational experiences of low-income, high-achieving students.
We seek a rich applicant pool and hope you can help in that endeavor by publicizing the fellowship to likely candidates. Please use the flyer (link below) to further advertise the Fellowship.
Links to the application requirements and guidelines are posted on our website; the application and other materials must be submitted by February 3, 2012. Recipients will be notified in May 2012.
Please visit http://www.jkcf.org/scholarships/graduate-scholarships/jack-kent-cooke-dissertation-fellowship-award/ to learn about the Fellowship as well as when and how to apply.
Best Regards,
Barbara Schmertz, Ph.D.
Program Manager
The Jack Kent Cooke Foundation
703-723-8000
Flyer link:
http://www.jkcf.org/scholarships/graduate-scholarships/jack-kent-cooke-dissertation-fellowship-award/faqs-for-the-cooke-dissertation-fellowship/cooke-dissertation-fellowship-flyer/
In this second year, we will award four Fellowships of up to $25,000 to support advanced doctoral candidates in a variety of fields, including education and the social sciences.
At the Jack Kent Cooke Foundation, we assist high-achieving low-income students, from middle school to graduate school, in reaching their full potential through education.
We have created the dissertation fellowships for doctoral candidates who are researching the population of student we serve in order to advance our understanding of the factors and contexts that help low-income students to overcome personal adversity and challenging socioeconomic circumstances to excel academically. We plan to use this knowledge to design programs and interventions that will help more low-income students identified as high-achieving in their primary and secondary school years to sustain their achievement levels through college and beyond.
Although applicants must be candidates for a doctoral degree at a graduate school in the United States, they need not be US citizens. Please note that the applicants' graduate study may be in a diverse range of academic disciplines but their topic must be tied to the educational experiences of low-income, high-achieving students.
We seek a rich applicant pool and hope you can help in that endeavor by publicizing the fellowship to likely candidates. Please use the flyer (link below) to further advertise the Fellowship.
Links to the application requirements and guidelines are posted on our website; the application and other materials must be submitted by February 3, 2012. Recipients will be notified in May 2012.
Please visit http://www.jkcf.org/scholarships/graduate-scholarships/jack-kent-cooke-dissertation-fellowship-award/ to learn about the Fellowship as well as when and how to apply.
Best Regards,
Barbara Schmertz, Ph.D.
Program Manager
The Jack Kent Cooke Foundation
703-723-8000
Flyer link:
http://www.jkcf.org/scholarships/graduate-scholarships/jack-kent-cooke-dissertation-fellowship-award/faqs-for-the-cooke-dissertation-fellowship/cooke-dissertation-fellowship-flyer/
Wednesday, September 28, 2011
Meet October’s Featured Scholar: Elyse Hambacher
Elyse is a doctoral student in the University of Florida’s School of Teaching and Learning. She is studying curriculum and teaching with a concentration in teacher education. Her research focuses on teaching and learning in high-poverty schools. She is interested in teacher learning across the professional lifespan and teaching for social justice. Elyse utilizes an array of qualitative research methodology to understand the depth of teaching and learning, particularly in urban contexts.
Elyse is an active member of AERA division C and has served as a campus liaison for two years. She reports that one of the best parts of being a part of AERA is the opportunities to get to know people and share opportunities. Elyse had the opportunity to present two papers, and attended the Asa G. Hilliard and Barbara A. Sizemore African American Research Course during the 2011 conference. This was also Elyse’s first time in New Orleans. While Elyse reports that the large conference felt a bit overwhelming, she found that carefully choosing a few sessions a day worked best for her instead of trying to experience everything all at once. She was also able to explore the many AERA opportunities, learn from the research of others, enjoy the city of New Orleans, and network with scholars in the field. Elyse also presented at the Association of Teacher Educators (ATE) and Florida Association of Teacher Educators (FATE).
Elyse recommends Amos Hatch’s Doing Qualitative Research in Education Settings. She found the book helpful for methodological guidance. Nel Noddings’ book, Caring: A Feminine Approach to Ethics and Moral Education and the Paulo Freire’s Pedagogy of the Oppressed have also influenced her research and always provide new insight after each read.
When taking a break from studying, you can find Elyse getting a good work out—usually at a spin or hot yoga class. She loves to travel, enjoys anything outdoors, and is diligently working to improve her Chinese- though this is endeavor is proving to be much harder than she anticipated.
Elyse is an active member of AERA division C and has served as a campus liaison for two years. She reports that one of the best parts of being a part of AERA is the opportunities to get to know people and share opportunities. Elyse had the opportunity to present two papers, and attended the Asa G. Hilliard and Barbara A. Sizemore African American Research Course during the 2011 conference. This was also Elyse’s first time in New Orleans. While Elyse reports that the large conference felt a bit overwhelming, she found that carefully choosing a few sessions a day worked best for her instead of trying to experience everything all at once. She was also able to explore the many AERA opportunities, learn from the research of others, enjoy the city of New Orleans, and network with scholars in the field. Elyse also presented at the Association of Teacher Educators (ATE) and Florida Association of Teacher Educators (FATE).
Elyse recommends Amos Hatch’s Doing Qualitative Research in Education Settings. She found the book helpful for methodological guidance. Nel Noddings’ book, Caring: A Feminine Approach to Ethics and Moral Education and the Paulo Freire’s Pedagogy of the Oppressed have also influenced her research and always provide new insight after each read.
When taking a break from studying, you can find Elyse getting a good work out—usually at a spin or hot yoga class. She loves to travel, enjoys anything outdoors, and is diligently working to improve her Chinese- though this is endeavor is proving to be much harder than she anticipated.
Wednesday, September 21, 2011
CCM and Opportunities to Connect
I trust your fall semester is off to a fabulous start! As your Division Representative, I'm writing to share with you an event I'll be attending in Washington DC from October 27-29: the Coordinated Council Meeting. It provides a forum where several AERA committees can brainstorm and collaborate on issues that are important to the Association and education research. As an advocate of graduate student interests, I'm looking forward to the opportunity to address issues and concerns that are of significance to our members and graduate students in general.
Please feel free to comment here or contact me if you have any ideas or thoughts to facilitate graduate student development in AERA. We can also be connected via email, LinkedIn and our FaceBook page. Follow us and we'll follow you back. I'll be posting updates on Division C via LinkedIn and our blog.
Yin Wah Kreher, Senior Rep:
LinkedIn: http://www.linkedin.com/pub/yin-wah-kreher/4/629/5b8
Email: ywkreher@syr.edu
Angela Shelton, Junior Rep:
LinkedIn: http://www.linkedin.com/profile/view?id=139909763&trk=tyah\
Email: angi@temple.edu
Looking forward to hearing from you!
Please feel free to comment here or contact me if you have any ideas or thoughts to facilitate graduate student development in AERA. We can also be connected via email, LinkedIn and our FaceBook page. Follow us and we'll follow you back. I'll be posting updates on Division C via LinkedIn and our blog.
Yin Wah Kreher, Senior Rep:
LinkedIn: http://www.linkedin.com/pub/yin-wah-kreher/4/629/5b8
Email: ywkreher@syr.edu
Angela Shelton, Junior Rep:
LinkedIn: http://www.linkedin.com/profile/view?id=139909763&trk=tyah\
Email: angi@temple.edu
Looking forward to hearing from you!
Tuesday, September 13, 2011
2012 Fireside Chat Speaker
It gives us great pleasure to announce that our distinguished Fireside Chat Speaker for the 2012 Annual Meeting at Vancouver, British Columbia is ... *drum rolls*:
Dr. Richard E. Clark
We are very honored and thrilled that Dr. Clark has accepted our invitation! For those who may not know him yet, Dr. Clark has served as Professor of Educational Psychology and Technology and as Co-Director of the Center for Cognitive Technology in the Rossier School of Education, University of Southern California, since 1978. His current research interests include the design and evaluation of instruction on highly complex tasks, cognitive load theory for multimedia and simulation training, the development of the Guided Experiential Learning training design systems for pedagogical applications and the use of Cognitive Task Analysis to capture and teach the complex knowledge used by advanced experts in all fields. .... Read more.
Dr. Clark's Fireside Chat session is entitled, "Turning Research into Results: Handling the Complexity of Learning". The following is the program abstract:
Dr. Richard Clark will share ways to overcome some of the challenges researchers face when they
attempt to create a bridge between educational research and practice. In the spirit of the annual meeting theme, he will suggest that all educational researchers should not only produce studies but also attempt to translate and apply their research to make a positive difference in educational settings. Additionally, he will briefly describe his own effort to solve two problems that reflect the transition from research to practice: first, the impact of technology on instruction and learning, and second, the impact of various instructional methods on the design of instruction that facilitates the learning and transfer of complex
knowledge as people develop advanced expertise.
The Fireside Chat speaker does not present a paper, but instead speaks on a theme across a body of work and ideas, and along the way discusses how he/she developed as a scholar. There will be time for “Q & A” and interactive dialogue between the speaker and the audience. Recent prior speakers have included Albert Bandura, Paul Cobb, Howard Gardner, Dale Schunk and Richard Mayer.
We are looking forward to our conversations with Dr. Clark eagerly. If you have any questions that you would like to raise, please feel free to post them here as comments. Let's get the dialogue going!
Dr. Richard E. Clark
We are very honored and thrilled that Dr. Clark has accepted our invitation! For those who may not know him yet, Dr. Clark has served as Professor of Educational Psychology and Technology and as Co-Director of the Center for Cognitive Technology in the Rossier School of Education, University of Southern California, since 1978. His current research interests include the design and evaluation of instruction on highly complex tasks, cognitive load theory for multimedia and simulation training, the development of the Guided Experiential Learning training design systems for pedagogical applications and the use of Cognitive Task Analysis to capture and teach the complex knowledge used by advanced experts in all fields. .... Read more.
Dr. Clark's Fireside Chat session is entitled, "Turning Research into Results: Handling the Complexity of Learning". The following is the program abstract:
attempt to create a bridge between educational research and practice. In the spirit of the annual meeting theme, he will suggest that all educational researchers should not only produce studies but also attempt to translate and apply their research to make a positive difference in educational settings. Additionally, he will briefly describe his own effort to solve two problems that reflect the transition from research to practice: first, the impact of technology on instruction and learning, and second, the impact of various instructional methods on the design of instruction that facilitates the learning and transfer of complex
knowledge as people develop advanced expertise.
The Fireside Chat speaker does not present a paper, but instead speaks on a theme across a body of work and ideas, and along the way discusses how he/she developed as a scholar. There will be time for “Q & A” and interactive dialogue between the speaker and the audience. Recent prior speakers have included Albert Bandura, Paul Cobb, Howard Gardner, Dale Schunk and Richard Mayer.
We are looking forward to our conversations with Dr. Clark eagerly. If you have any questions that you would like to raise, please feel free to post them here as comments. Let's get the dialogue going!
Monday, August 8, 2011
Meet Brenna Hassinger-Das
Brenna Hassinger, now Brenna Hassinger-Das, is studying Cognition, Development, and Instruction at the University of Delaware. She anticipates completing her program in 2014. Mrs. Das’ research interests include the role of quantitative vocabulary knowledge in children. She is currently exploring the relationship between quantitative vocabulary and vocabulary and number sense knowledge. Mrs. Das’ has presented pilot study research findings. Her future goals include working outside of academia as a research scientist studying at the intersection of cognitive science and education.
When not involved in activities related to her work as Vice President of the Graduate Education Association and studies, Mrs. Das enjoys traveling and trying new restaurants with her husband. This is Mrs. Das’ first year as a campus liaison. We look forward to meeting you in Vancouver!
Wednesday, July 6, 2011
A Brief Interview with M. Sencer Corlu
This week, I had the opportunity to chat with Texas A&M University’s Division C campus liaison- future doctor M. Sencer Corlu. Sencer is studying mathematics education and anticipates graduating in December 2011. The following is a summary of our conversation.
How many years have you been a Division C Campus Liaison?
I’ve been holding this responsibility since March, 2011.
Are you involved in any other activities in AERA?My first contact with AERA was during the annual meeting in 2009. Since then, AERA journals and meetings have become my premier source to learn more about educational research; how it is done and how it is disseminated at the top level.
What is the best part about serving and participating in AERA Division C?It provides me the opportunity to get to know the people from other institutions and learn more about their work to keep up-to-date. As much as my research is driven by my own interests and background as a mathematician and international educator, I also need to develop a wider perspective by following the current trends in education as a young scholar. Division C gathers the top educators in learning and instruction and works as an excellent venue to make new connections for possible interdisciplinary projects with a focus on learning and instruction. I believe learning is no longer bounded by a single academic division in our era of innovation. A holistic learning environment can be best achieved through instructional practices that combine perspectives from multiple disciplines. Serving division C also helps me have a rapport among my fellow Aggies at Texas A&M, with whom I am hoping to work for long years after I graduate.
Are there any special AERA activities that occur at your school?Several departments at Texas A&M College of Education organize events and workshops to inform us about the latest changes in AERA standards on reporting research and ethical conducts, as well as how to submit proposals to annual meetings. Many professors and research centers also work in collaboration with the graduate students and they hold pre- and post-annual meetings to evaluate and share their experiences.
Did you attend AERA 2011 and if so, what was your experience like?
I did attend AERA 2011, and I very much benefited from it. Over the course of the years, I believe I have managed to make more out of it each year as my skills have expanded as a young mathematics educator. This year in particular, I not only had the opportunity to present two papers but also to talk to top researchers in my field, and to develop connections with representatives of research institutions concerning my post-graduation plans.
Please describe your research interests.My research interests are shaped very much by my background as an international mathematics and science teacher. I am interested in curriculum integration and teacher education from a post-modern perspective and in particular, mathematics and science correlation in learning and instruction. I focus on quantitative research methods but also have a keen interest in naturalistic inquiry and ethnography.
Have you published or presented research this year?This year has been the most productive year in my short career as a young scholar. Two of my manuscripts have been published in SCI journals, and in another one, I collaborated with my colleagues at Texas A&M, in Turkey, China and Korea, which appeared in a respected international journal. As for presentations, besides AERA 2011, I also presented (and co-presented) our research on mathematics and science integration at the NCTM research Pre-session and Psychology of Mathematics Education meetings.
What are your professional goals for when you complete your degree?With the ultimate goal of having a broad impact in mathematics education and being remembered as an inspirational teacher, I feel the best place to help me achieve my goals would be academia. Thus, I will be seeking a professorship position in hopes of making a significant contribution to the learning and instruction of mathematics.
Is there a book or article that has helped you during your doctoral studies?Besides the APA Manual and my other holy book, I frequently cite and read over and over again two books: Alfred Whitehead’s Aims of Education (1929) and Dr. Paul Ernest’s Social Constructivism as a Philosophy of Mathematics. Methodology-wise, I must have two books near me all times: Our very owns’, Dr. Bruce Thompson’s Foundations of Behavioral Statistics and Dr. Yvonne Lincoln’s Naturalistic Inquiry books. AggieStem Center’s Project-based Learning and Dr. Kilpatrick’s Research Companion are also two of my favorite books in my field.
Do you have any interesting hobbies or activities that you participate in outside of your graduate program?
I have traveled extensively in the past across the globe before coming to US for the graduate school. I still take a weekend runaway from time to time to do some horseback riding with my mates or simply wander around and take photographs. I still don’t see a better way to enjoy life other than an intelligent conversation.
Meet Iowa State’s Yasemin Demiraslan Cevik
Yasemin is a doctoral candidate at Iowa State University. Yasemin shared that she was interested in black and white photography, drawing, and oil painting. However, her interest in the activities did not last long. Her more recent hobbies include reading “The Scientific American Mind” and watching foreign movies. Yasemin is studying Curriculum and Instruction and eagerly anticipates graduating in August 2011!
Yasemin’s research interests include examining and understanding reasoning and decision making in the context of teacher education. She is currently investigating theoretically different instructional methods (e.g., case-based reasoning and worked example) and their effects on learners’ decision making. She most recently presented a paper related to her dissertation research at the AECT 2010 conference and is in the process of preparing three manuscripts as a result of her dissertation work. She anticipates that the manuscripts will be submitted for peer review in the near future.
In addition to her studies, Yasemin has actively served as a campus liaison since September 2009. She believes that serving as a campus liaison helped her to grow professionally by providing opportunities to build strong connections with people in her field. Yasemin has reviewed AERA conference proposals for several Special Interest Groups (SIGs) and Division C. Yasemin shared that there are many benefits of being a liasion. However, one of the best opportunities included getting up-to-date information about Division C activities, sharing this information with fellow graduate students, and playing a leadership role during this process of information sharing.
After the completion of her doctoral work, Yasemin will be working as a faculty member in the Department of Computer Education and Instructional Technology at Hacettepe University, Turkiye. In the long term, she hopes to be an innovative member of the community of researchers interested in developing ideas regarding using instructional technology to bring important changes to teaching and learning.
Friday, July 1, 2011
PhD-Journey Navigators: Exemplar 1 - Jonathan Bostic
• Laser-Sharp focus
"Stay focused throughout your graduate studies. This means foregoing fun activities at times and instead, waking up early or staying up late to read manuscripts or craft a manuscript."
Note: Each student will have his/her individual study habits – night bird vs. early bird. Getting up early AND staying up late is not advised, :).
• Necessary short breaks
"I always took time over holidays to visit extended family. I also went on a summer vacation each year. I regularly took time to meet with friends each week."
Note: When these breaks occurred, I made certain to be in the moment. Try not to divide your time between family and graduate school, but instead focus on one activity at a time.
• Holistic health
"I also worked out regularly. A healthy body supports a strong scholarly mind."
• Goal-setting: Daily and annual
"Set small goals each day and larger goals throughout the year. Each day, I set out to accomplish a few tasks (read three articles, write a few good pages on the dissertation, etc.). (Dr. Dale Schunk spoke on this topic at an AERA Fireside Chat in 2010).
"I wrote an academic goal list/description at the beginning of each year and updated it throughout the year. Later, I shared it with my advisor and other faculty to assist me in meeting my goals. This type of activity shows others your commitment."• Relationships
"Develop a robust network of friends and colleagues who are reliable and dependable as well as diverse. I had friends and colleagues in several departments within the College of Education who I could turn to for ideas and support including Research and Evaluation Methods, Educational Technology, Curriculum and Instruction, Educational Pyschology, and Special Education. Also, I relished interacting with graduate students and scholars from other departments and universities. This kept my mind open and helped me work on my dissertation.”
"It's important to have a strong person/family/group/friend(s) who can support you throughout your program. My wife is my biggest supporter; my success is directly related to her support. My single friends have a deep network of friends and family they rely on. This support is such a critical factor in determining whether you will be successful in graduate school."
• Be humble and open-minded
"Keep an open mind and kindly accept criticism. I’m often wrong and accept others' opinions with no issues. Some feedback can be hard to take, especially when it comes to your writing. Sincerely thank the person who provided feedback. The most important thing anyone can give another person is his/her time."
• Read avidly
"Become an avid reader. Read journal articles, book chapters, and conference proceedings and try to make connections between works in your subject area and others. I read a lot of Educational Psychology and Mathematics Education literature trying to make sense of problem solving. There were opportunities where I saw ways to make links between the fields, which supported me to conduct investigations."
• Connect across disciplines
"Try to look for and form connections with your ideas where there are gaps or missing links in your field(s). This is the way to conduct and publish your research. I saw a gap (or several of them!) in the literature and worked on that area for my dissertation. There were times when some commented that it was unoriginal, but I defended my research and went forward with it. At my dissertation defense, I had many faculty tell me how original my work was and that it was current, in light of the Common Core State Standards. With that in mind, develop a good dissertation/research topic and ground it in a strong review of the literature."
• Smile and enjoy your work
"It's hard work being a researcher, yet it's also a cool profession. Many people told me that they noticed I was always smiling; it made their day and showed others how much I enjoyed my work."
• Develop good writing habits
"Become a student of your own writing and develop good writing habits. It's hard to accept that criticism sometimes, especially when you put days, weeks, or months into a piece and it gets rejected. Again, accept feedback kindly, thank the individual(s), and improve your writing. It took me three and one-half years to finally understand what it takes to be a ‘good writer’, albeit I'm not an excellent writer. I know that it takes time to craft a good manuscript/section/chapter, which means days, weeks, or months of work.”
• Be quick to listen and slow to speak
"Listen more, ask questions frequently, and talk less. I'm still working on this one."
Articles worth a read:
7 ways of not getting a PhD
Surviving Graduate School by Ronald T. Azuma, Ph.D.
Thoughts on Getting a PhD (Comp Sc)
7 secrets of highly successful PhD students
Sunday, June 26, 2011
2011-2012 Student Leaders
The 2011-2012 Graduate Student Committee consists of the following students who are supervised by Dr. Linnenbrink-Garcia:
Senior Co-Chair
Jennifer McGee
University of North Carolina at Charlotte
9201 University City Blvd. | College of Education, Room 283
Charlotte, NC 28223
Office: 704-687-8486 | Fax: 704-687-3493
jmcgee21@uncc.edu
Junior Co-Chair
Brittany Hott
George Mason University
College of Education and Human Development
4400 University Drive | Fairfax, Virginia 22030
bhott@gmu.edu
Graduate Student Council Senior Representative
Yin Wah B. Kreher
Syracuse University | School of Education
330 Huntington Hall | Syracuse, NY 13244
ywkreher@syr.edu
Graduate Student Council Junior Representative
Angela Shelton
Temple University | College of Education
1301 Cecil B. Moore Avenue | Philadelphia, PA 19112
angi@temple.edu | Office: 215-204-5195
Our Distinguished Graduate Student Committee Faculty Advisor is:
Lisa Linnenbrink-Garcia, Ph.D.
Assistant Professor | Department of Psychology & Neuroscience
Program in Education | Duke University
247 Soc Psych Bldg. | PO Box 90086
Durham, NC 27708-0086
919-660-5649 (phone) | 919-660-5726 (fax)
llinnen@duke.edu
Senior Co-Chair
Jennifer McGee
University of North Carolina at Charlotte
9201 University City Blvd. | College of Education, Room 283
Charlotte, NC 28223
Office: 704-687-8486 | Fax: 704-687-3493
jmcgee21@uncc.edu
Junior Co-Chair
Brittany Hott
George Mason University
College of Education and Human Development
4400 University Drive | Fairfax, Virginia 22030
bhott@gmu.edu
Graduate Student Council Senior Representative
Yin Wah B. Kreher
Syracuse University | School of Education
330 Huntington Hall | Syracuse, NY 13244
ywkreher@syr.edu
Graduate Student Council Junior Representative
Angela Shelton
Temple University | College of Education
1301 Cecil B. Moore Avenue | Philadelphia, PA 19112
angi@temple.edu | Office: 215-204-5195
Our Distinguished Graduate Student Committee Faculty Advisor is:
Lisa Linnenbrink-Garcia, Ph.D.
Assistant Professor | Department of Psychology & Neuroscience
Program in Education | Duke University
247 Soc Psych Bldg. | PO Box 90086
Durham, NC 27708-0086
919-660-5649 (phone) | 919-660-5726 (fax)
llinnen@duke.edu
Sunday, June 19, 2011
Passports for AERA 2012
Visiting Canada - FAQs on visas and more
Currently it is taking 4 to 6 weeks for U.S. passport applications to be processed, but allowing for 10 weeks is a safe choice. Although the expiration date is listed on your passport, know that passports remain valid for ten years provided you were at least 16 years of age when it was issued. In addition, while passport cards are less expensive, unless you are driving to Vancouver, they will be worthless, as they are only valid for land border crossings. So if at this point you have determined you need a U.S. passport, here is what you need to do.
1. You must submit the DS-11 form (link below) in person if:
- You are applying for your first U.S. passport
- Your previous U.S. passport was issued when you were under age 16
- Your previous U.S. passport was lost, stolen, or damaged
- Your previous U.S. passport was issued more than 15 years ago
- Your name has changed since your U.S. passport was issued and you are unable to legally document your name change
http://travel.state.gov/passport/forms/ds11/ds11_842.html
The following links will help you determine places where you can apply for your passport in person.
http://iafdb.travel.state.gov/
http://travel.state.gov/passport/npic/agencies/agencies_913.html
2. If you only need to renew your passport, you can do so by mail using the Form DS-82. You can visit the link below to fill out the paperwork, print, and sign it. You will mail this paperwork, your most recent passport, one new passport photo, $110 (which can be paid via any of the four major credit cards, debit cards, checks/money orders made payable to "Department of State"), and a marriage certificate or court order if your current name is different from what was recorded in your most recent U.S. passport.
https://pptform2.state.gov/?Submit2=Complete+Online+%26+Print
It costs an additional $60 to expedite the processing of your passport application, so it is better to be proactive now. We hope you are enjoying your summer. Don’t forget that the proposal deadline is July 22nd, only about a month away!
Thursday, June 16, 2011
Meet Stacey Bridges
Stacey Bridges is serving Division C as a campus liaison for Oklahoma State University. She is doctoral student in the School of Applied Health and Educational Psychology majoring in Educational Psychology. Stacey anticipates graduating in May. Her research interests include creativity, leadership, and teacher preparation practices. Most recently Stacey has been involved in examining the preparation of teachers to integrate arts curriculum in the classroom in order to improve professional development. Stacey has submitted several articles which are in review and has presented numerous times this year. In addition to her studies, Stacey volunteers at a local children’s museum and is an avid gardener. She wholeheartedly believes in making time for friends and family.
Stacey has been an active member of AERA for two years. Although she was unable to attend the annual AERA conference in New Orleans, she served as a panel reviewer. She has volunteered to serve as a panel reviewer for the 2012 Annual meeting Vancouver. Stacey reports that the best part about serving, and participating, in AERA Division C is the access to experts in the field. The division has newsletters, blogs, graduate student listservs, and opportunities to get involved at the annual meeting. Stacey has been able to find out about the latest research updates and network with both veteran researchers and other graduate students.
Stacey shared that her campus is hoping to foster a collaborative event involving Oklahoma State University members of AERA and the local Kappa Delta Pi Chapter. Stacey indicated that Foss and Waters’ Destination Dissertation: A Traveler’s Guide to a Done Dissertation has been quite beneficial during her doctoral studies. Stacey’s future goals include pursuing a career in the professorate as a professor of Educational Psychology at a research institution.
Tuesday, June 7, 2011
Greetings from Jenn and Yin!
Hi, how is everyone's summer going? We wanted to touch base with you and let you know we are already busy planning for the new year. Yin Wah Kreher, Senior Representative and I, Jennifer McGee, Senior Co-Chair, are taking over the leadership reins this year from our distinguished alums, Jonathan Bostic and Janice Hansen.
We will work in close partnership to increase graduate student opportunities for Divison C members and increase involvement. Please check back on this blog regularly to keep tab on Division C news and tips for the graduate study journey. We hope to profile a few of our Campus Liaisons each month and use the blog to keep you up to date on Division C happenings and tips for graduate students. Here's a little more about us:
Originally from Singapore, Yin taught English Language/Communication Skills for a stint and worked in a multimedia company as an English Language content specialist/CD-ROM instructional designer. In Syracuse University, she trained and practiced as an instructional technology consultant after graduating with a Master's in Instructional Design, Development and Evaluation in 2005. Going into her fourth year as a doctoral student, her research interests center on the following two broad areas: learning and performance improvement and research methodologies. Her dissertation study focuses on the design of instruction for cultural competence in health care professionals.
Jennifer is a fourth year doctoral student in Educational Leadership, Research, and Evaluation at the University of North Carolina at Charlotte. Before beginning her doctoral work, she taught agriculture for three years in the Charlotte, North Carolina area. With a Bachelor’s and Master’s in Agricultural Education, Jennifer has a love for all things green but, decided to focus on applying her analytical skills to addressing issues in all aspects of education. Jennifer currently works as an external evaluator on a Math Science Partnership grant that seeks to create standards-based elementary mathematics teachers. Her research interests include: STEM education, self-efficacy, and cognitive science. Her dissertation is a validation study of a newly created instrument to measure the mathematics teaching self-efficacy of elementary teachers.
We will work in close partnership to increase graduate student opportunities for Divison C members and increase involvement. Please check back on this blog regularly to keep tab on Division C news and tips for the graduate study journey. We hope to profile a few of our Campus Liaisons each month and use the blog to keep you up to date on Division C happenings and tips for graduate students. Here's a little more about us:
Monday, June 6, 2011
Congratulations Adar Ben-Eliyahu, PhD!
"Education plays a central role in children's and adolescents' lives, and influences adulthood career success and well-being. It is therefore important to consider how children are motivated and self-regulate toward academic success, especially in preferred versus disliked topics".
Division C Graduate Student Council is proud to announce that Adar Ben-Eliyahu from Duke University earned a doctorate of philosophy in May 2011. Dr. Ben-Eliyahu studied Developmental Psychology and served as a campus liaison for two years.
During a recent interview, Dr. Ben-Eliyahu shared that the best part of serving AERA is getting to know different people and having the opportunity to discuss interesting and important issues. She is currently studying how the interplay of motivation and self-regulation influence different outcomes throughout the life span. Dr. Ben-Eliyahu attended the AERA conference this year and reported that she "loved New Orleans"! She has published and presented research in the areas of motivation and self-regulation.
Dr. Ben-Eliyahu enjoys yoga and painting. She is currently pursuing a position in higher education. Thank you for serving as a liaison. CONGRATS Dr. Ben-Eliyahu!
Division C Graduate Student Council is proud to announce that Adar Ben-Eliyahu from Duke University earned a doctorate of philosophy in May 2011. Dr. Ben-Eliyahu studied Developmental Psychology and served as a campus liaison for two years.
During a recent interview, Dr. Ben-Eliyahu shared that the best part of serving AERA is getting to know different people and having the opportunity to discuss interesting and important issues. She is currently studying how the interplay of motivation and self-regulation influence different outcomes throughout the life span. Dr. Ben-Eliyahu attended the AERA conference this year and reported that she "loved New Orleans"! She has published and presented research in the areas of motivation and self-regulation.
Dr. Ben-Eliyahu enjoys yoga and painting. She is currently pursuing a position in higher education. Thank you for serving as a liaison. CONGRATS Dr. Ben-Eliyahu!
Saturday, June 4, 2011
Writing A Successful Conference Proposal
Professional conferences, such as AERA, offer an opportunity to share research and network. Presenting at a conference is an excellent way to showcase your work and provides a means to gain valuable experience. The following are a few practical tips to assist with submission of a conference proposal.
1. Carefully Review the Conference Theme and Proposal Guidelines
Proposal requirements vary by organization. Some organizations require a 50 word abstract while others require a formal proposal and submission of a manuscript. Check the conference theme and proposal guidelines to ensure that your proposal is aligned with conference goals. The best proposal will be rejected if it does not meet the conference objectives. It is important to submit your proposal to the appropriate strand, special interest group (SIG), or division. If you are unsure, ask for clarification from a trusted faculty member.
2. Review Your Proposal Prior to Submission
Ensure that your proposal is free from writing mechanics errors and does not include any identifying information. Also, ensure that citations are correctly formatted. If the conference uses APA, the revised sixth edition is required. It is also important to pay careful attention to word count as writing over the limit may be a reason for your proposal to be rejected. Save your proposal number and any correspondence from the conference director.
3. Understand Submission Requirements
Many conferences require online submission. It is often helpful to draft the proposal in word, then cut and paste the sections into the document. Also, be mindful of the proposal deadline. A deadline of June 22nd could mean June 22nd at 11:59pm or June 22nd at 12:01am or June 22nd at 12:00pm. The best option is to submit early rather than deal with last minute technical difficulties that may arise.
4. Be Mindful of Your Commitment
Although commitments vary by organization, most require that if your proposal is accepted, you register for and attend the conference. While organizations generally understand if a catastrophic event occurs that precludes your attendance, submitting a proposal is entering into a “contract” to present.
5. Consider Options Available to Graduate Students
Many organizations offer options for graduate students. Explore and take advantage of these options. Conference attendance can become expensive. Explore funding options available through your university. Also, many conferences offer a discount for students, presenters, or those who agree to volunteer.
1. Carefully Review the Conference Theme and Proposal Guidelines
Proposal requirements vary by organization. Some organizations require a 50 word abstract while others require a formal proposal and submission of a manuscript. Check the conference theme and proposal guidelines to ensure that your proposal is aligned with conference goals. The best proposal will be rejected if it does not meet the conference objectives. It is important to submit your proposal to the appropriate strand, special interest group (SIG), or division. If you are unsure, ask for clarification from a trusted faculty member.
2. Review Your Proposal Prior to Submission
Ensure that your proposal is free from writing mechanics errors and does not include any identifying information. Also, ensure that citations are correctly formatted. If the conference uses APA, the revised sixth edition is required. It is also important to pay careful attention to word count as writing over the limit may be a reason for your proposal to be rejected. Save your proposal number and any correspondence from the conference director.
3. Understand Submission Requirements
Many conferences require online submission. It is often helpful to draft the proposal in word, then cut and paste the sections into the document. Also, be mindful of the proposal deadline. A deadline of June 22nd could mean June 22nd at 11:59pm or June 22nd at 12:01am or June 22nd at 12:00pm. The best option is to submit early rather than deal with last minute technical difficulties that may arise.
4. Be Mindful of Your Commitment
Although commitments vary by organization, most require that if your proposal is accepted, you register for and attend the conference. While organizations generally understand if a catastrophic event occurs that precludes your attendance, submitting a proposal is entering into a “contract” to present.
5. Consider Options Available to Graduate Students
Many organizations offer options for graduate students. Explore and take advantage of these options. Conference attendance can become expensive. Explore funding options available through your university. Also, many conferences offer a discount for students, presenters, or those who agree to volunteer.
Saturday, April 30, 2011
2012: To Know is Not Enough
It was great to meet many of you at New Orleans! We are looking forward to seeing you at ... *drum rolls* Vancouver, British Columbia, Canada from Friday, April 13 - Tuesday, April 17, 2012!
Heads up, the theme for the 2012 Annual Meeting is Non Satis Scire: To Know is Not Enough. Read more.
Call for Submissions will open June 1, 2011. Deadline to submit will be July 22, 2011.
Heads up, the theme for the 2012 Annual Meeting is Non Satis Scire: To Know is Not Enough. Read more.
Call for Submissions will open June 1, 2011. Deadline to submit will be July 22, 2011.
Thursday, April 21, 2011
How and Why I Got Involved
Our Outgoing Senior Co-Chair 2010-2011, Jonathan Bostic, was invited to address the group of graduate students who had congregated at St. Charles Ballroom, Marriott Hotel, at the GSC Orientation and Networking Session (New Orleans, LA). Watch this less than two-minute video to get a perspective of how to get involved and some of the benefits of getting involved.
Note: The video clip is close-captioned and there is an interactive transcript available if you go to the YouTube site.
Note: The video clip is close-captioned and there is an interactive transcript available if you go to the YouTube site.
Friday, April 15, 2011
2011 Fireside Chat with Dr. Paul Cobb
In educational contexts, when we talk about scale we are referring to the process of taking an instructional strategy that has shown to be effective in a small setting and reproducing that success in a large number of classrooms. Research in mathematics education has rarely focused explicitly on understanding the process of improving mathematics teaching and learning at scale. Dr. Cobb’s current research seeks to address this shortcoming by making instructional improvement a researchable issue.
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| Dr. Cobb captivates the audience with his presentation. |
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| Active audience participation |
Saturday, April 9, 2011
What is Division C?
AERA can start to feel like "alphabet soup," with letters and acronyms flying all over the place. We thought we'd take a minute to visit the letter of the day - C! Division C has an exciting and diverse mission to examine the worlds of learning and instruction. Because it involves so many different areas of interest, it can be hard to conceptualize. The above diagram was developed to illustrate the mission of Division C. Division C is concerned with research on the process of, and contexts for, learning, instruction, and assessment, as well as work examining the relationships among these areas. There are four content sections: Literacy & Language Arts; Humanities, Social Sciences & Fine Arts; Mathematics; and Science. There are three sections that explore learning and instruction across content areas: Learning Environments; Cognitive, Social & Motivational Processes, and Technology Research. As you can tell, there are multiple, varied, and overlapping areas of research going on in the dynamic, exciting world of Division C. It's exciting to see all that come together at AERA!
AERA Division C Graduate Student Seminar
More updates from NOLA to come!
Friday, April 8, 2011
We are here!
Hello everyone, we are HERE! Welcome to the Big Easy! It was great to have met a few of you at the GSC Orientation and Networking Session this evening. We hope to meet more of you in the next few days at our Meet-and-Greet sessions at the Registration Booth, GSRC, New Directions panel, Fireside Chat, Business Meeting/Reception and Social. Check out the times by clicking on the Div C@Conference tab.
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Shades of Blue: Jonathan Bostic, Janice Hansen, Yin Wah Kreher, Brittany Hott and Angi Shelton (not in the picture) at NOLA. |
Tuesday, April 5, 2011
Navigating Your First AERA
It’s true, I cried when I was handed my first AERA printed program. Everything seemed so huge and overwhelming: The number of workshops, the number of people, the size and scope of the whole affair. Now a seasoned veteran, I have a few tips for the first-timer.
1. Keep it in perspective – Honestly, you don’t get extra credit for cramming in every presentation you can. Choose to attend those that you find most intriguing. For those you miss, access the online paper repository later.
2. Take advantage of your student status – Is there a senior researcher you’ve been dying to meet? Respectfully introduce yourself after their presentation. Visit the Graduate Student Resource Center (and find out the free snack schedule). Attend graduate-student oriented workshops and socials (scroll through this blog or visit the Resource Center to find out more about these).
3. Visit the vendors – Books, software, journals – it’s all in the exhibit area. Also, many of the exhibitors put their material on sale in the final hours of AERA, so be sure to ask!
4. Don’t forget about poster sessions – These are a great place to network. Find others whose research aligns with yours and exchange business cards. Who knows, you could find a great new colleague!
5. Have fun!! – AERA takes place in some of the most fabulous cities in North America. Nobody expects you to spend all day every day cooped up inside. Take one of the offered tours, participate in an AERA sponsored volunteer project, set aside time sight-seeing. Part of expanding your mind is expanding your horizons. See what the host city has to offer!
1. Keep it in perspective – Honestly, you don’t get extra credit for cramming in every presentation you can. Choose to attend those that you find most intriguing. For those you miss, access the online paper repository later.
2. Take advantage of your student status – Is there a senior researcher you’ve been dying to meet? Respectfully introduce yourself after their presentation. Visit the Graduate Student Resource Center (and find out the free snack schedule). Attend graduate-student oriented workshops and socials (scroll through this blog or visit the Resource Center to find out more about these).
3. Visit the vendors – Books, software, journals – it’s all in the exhibit area. Also, many of the exhibitors put their material on sale in the final hours of AERA, so be sure to ask!
4. Don’t forget about poster sessions – These are a great place to network. Find others whose research aligns with yours and exchange business cards. Who knows, you could find a great new colleague!
5. Have fun!! – AERA takes place in some of the most fabulous cities in North America. Nobody expects you to spend all day every day cooped up inside. Take one of the offered tours, participate in an AERA sponsored volunteer project, set aside time sight-seeing. Part of expanding your mind is expanding your horizons. See what the host city has to offer!
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