Barron Publishes Book

Dr. Tammy Barron co-wrote Specially Designed Instruction for Co-Teaching with Dr. Marilyn Friend, Professor Emerita of Education in the Department of Specialized Education Services at UNCG and Past President of the Council for Exceptional Children (CEC), to specifically compile helpful resources for teachers to support all students and ensure they are full members of their learning community.

Scales and Scales Receive Award

W. David Scales and Dr. Roya Scales received an Outstanding Research Article Award for their article in Literacy Practice & Research, a journal published by the Organization of Teacher Educators in Literacy, a special interest group of the International Literacy Association. The article was published with colleagues from other institutions.

Rush Graduates from Leadership Institute

Charmion Rush

Congratulations, Dr. Charmion B. Rush, faculty in the School of Teaching and Learning. Charmion is a 2020 graduate of the HERS Leadership Institute. HERS takes a holistic approach to developing women leaders within three focus areas: Institutional Awareness, Networking and Self-Knowledge. In March, Dr. Rush completed the year-long leadership program with a graduation and reception ceremony at Wellesley College.

Bobilya, Chandler Publish Paper

WCU Seal

Dr. Andrew Bobilya, Professor of Parks and Recreation Management and Dr. Resa Chandler, Assistant Professor of Health and Physical Education, published a paper titled “An Investigation of Moderators of Change and the Influence of the Instructor on Outdoor Orientation Program Participants’ Biophilic Expressions” in the Journal of Outdoor and Environmental Education with scholars from the Brentwood School, Prescott College and Montreat College.

Scales Publishes Book

Dr. Roya Scales, faculty member in the School of Teaching and Learning, has published her first book. Becoming a Metacognitive Teacher, will be released in May 2020, but is available for pre-order now.

Stuckey Publishes Article


Dr. Adrienne Stuckey, faculty member in the School of Teaching and Learning, published the article, “Exploring the Use of a Multiple-Gating Screening Process to Identify Preschool-Age Children for Multitiered Instructional Support,” in the Topics in Early Childhood Special Education journal. Read the entire article here: