Lilia Savova, English Department, published “Universal Design in Materials Development,” a chapter in Azarnoosh et al's Issues in Materials Development.
Savova, L. P. (2016). Universal design in materials development. In M. Azarnoosh, M., Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in materials development. Sense Publishers. Rotterdam: The Netherlands.
Her chapter situates ESOL (English to Speakers of Other Languages) instructional design in a broader spectrum of design practices. It focuses on the presentation and illustration of selected principles of universal design, i.e., instructional design principles
derived from other disciplinary and professional fields. More specifically, it draws from cognitive and constructivist theories of learning as well as from principles of universal design derived from disciplinary and cross-disciplinary design knowledge.
It also provides examples of the application of selected universal principals of design in ESOL education.
Kelly Heider, education librarian, edited a book for Springer Publishing titled Service Learning as
Pedagogy in Early Childhood Education: Theory, Research, and Practice.
This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the
challenges they face in today’s early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes
from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and
a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well.
John Mueller of the
Department of Student Affairs in Higher Educationand 1981 alumna Raechele L. Pope have co-authored a chapter for the sixth edition of Student Services: A Handbook
for the Profession.
Their chapter introduces graduate students and new professionals to the foundational literature and current research on multicultural competence in student affairs and multicultural change in higher education.
This classic Jossey-Bass publication is considered the most comprehensive and widely-read text in college student affairs graduate preparation programs, written by prominent scholars and practitioners in the field.
Eileen Glisan's new book, titled Enacting the Work of Language Instruction: High-Leverage Teaching Practices, was recently published by the American Council on the Teaching of Foreign Languages.
Glisan is lead author of this book that was co-authored with Richard Donato, University of Pittsburgh. The book will be featured at the 2016 annual convention of ACTFL in Boston later in November, where there will be a book signing. Glisan and Donato
will also present a preconference workshop in Boston on the topic of the book.
John Wesley Lowery, professor and chair of the
Department of Student Affairs in Higher Education, recently published a chapter, “Student Conduct.”
The chapter appears in the fifth edition of Rentz's Student Affairs
Practice in Higher Education, edited by Naijian Zhang and published by Charles C. Thomas Publishers. Student Affairs Practice in Higher Educationis a commonly used text in introductory student affairs graduate course. Lowery has contributed
chapters to the last three editions of this work.
Lowery is a widely recognized national expert in the field of student affairs, especially the impact of legal issues on student affairs practice. He has contributed chapters to multiple works on legal issues and related topics.
Department of English, published the following chapter on materials design: Savova, L. (2016). Principles of universal design
in materials design: Veneer and soul. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.). Issues in TEFL. Sense Publishers, Netherlands.
This chapter situates ESOL (English to Speakers of Other Languages) instructional design in a broader spectrum of design practices. It focuses on the presentation and illustration of selected principles of universal design, i.e., instructional design
principles derived from other disciplinary and professional fields. More specifically, it draws from cognitive and constructivist theories of learning as well as from principles of universal design derived from disciplinary and cross-disciplinary
design knowledge. It also provides examples of the application of some of these principles of design in ESOL education.
Theresa McDevitt's (IUP Libraries) and Judith Hagan Villa's (English Department) co-authored book chapter, “Going Beyond Shelving: Meaningful Internships for Student and Academic Library Success,” has been published in the book, Library Volunteers Welcome! Strategies for
Attracting, Retaining, and Making the Most of Willing Helpers.
The chapter discusses the inherent empowerment in well-planned, thoughtfully supervised internships. More information about this book is available from the publisher's web site and on
Department of English, article on “Creating Student Online Communities of Practice” is based on her presentation at the 2016 TESOL Convention
titled “Creating Online Communities of Practice Across Cultures and Borders.” It follows an invitation by the TESOL Connections editorial board and appears in the December issue of TESOL Connections.
This article differentiates between communities of practice (CoPs) and small groups by defining the former as collaborative efforts of long-term commitment with social presence, strong motivation, and higher levels of collaboration. It also offers suggestions
for creating online communities of practice for diverse educational settings and provides an example of such an activity.
Jung Colen of the
Developmental Studies Department and her collaborators translated into Korean a popular mathematics education textbook, Classroom
Discussions in Math: A Teacher's Guide for Using Talk Moves to Support the
Common Core and More.
S.H. Chapin, C. O’Connor, and N.C. Anderson originally published the textbook in 2013. One editorial review states: “[Classroom Discussions
in Math] offers an award-winning, unparalleled look at the significant role that classroom discussions can play in teaching mathematics and deepening students’ mathematical understanding and learning. Based on a four-year research project funded
by the U.S. Department of Education, this resource is divided into three sections: Section I: Getting Started: Mathematics Learning with Classroom Discussions, Section II: The Mathematics: What Do We Talk About? Section III: Implementing Classroom
Discussions. This multimedia third edition continues to emphasize the talk moves and tools that teachers can use to facilitate whole-class discussions that deepen students’ mathematical understanding.”
More information about the translated textbook can be found online:
Eric Rubenstein, Department of Philosophy, published an introductory text, Philosophy: An Eye on the
Whole (Kendall Hunt, 2016).
This introductory text teaches students what philosophy is by having them engage in philosophical reflection and debate on a wide range of topics. Written in a lively, casual style that is accessible to students, it introduces them to central issues in
philosophy and pairs easily with primary texts or more advanced coverage of subjects as instructors may desire. Topics include Cartesian skepticism, personal identity, distributive justice, ethics, reason and faith, death and suicide, and free will
and determinism, among others.