Bobilya, Chandler Publish Paper

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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:

Tracy, Scales Article Receives Award


The Action in Teacher Education editors selected an article written by Drs. Kelly Tracy and Roya Scales as recipient of the 2019 Editor’s Choice Award. The article, “Exploring connections between writing methods teacher education courses and K-12 field experience,” is co-authored by colleagues across the US.

Secondary English Ed. Meets NCTE Requirements

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The Secondary English Education program received notice from our accrediting body, CAEP, that the program has met the requirements for National Recognition through the National Council for Teachers of English (NCTE).

CEAP Faculty Publish Article on Learning Communities

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Dr. Emily Virtue in Educational Leadership, Ken Pfaff, Ed.S. from the Advising Center, and Dr. Gayle Maddox in the School of Teaching and Learning  published an article entitled  “The Lasting Effects of Learning Communities” in the journal Learning Communities Research and Practice.  The authors used qualitative research to examine the long-term impact of learning communities as students progressed through the college experience. Available at: