Metcalf will begin a 3-year term beginning March 1, 2016 to the American Association of Colleges for Teacher Education (AACTE).
The Board of Directors determines the policies that guide the program of activities of AACTE and ranges in size from 18 to 25 members, 14 of whom are selected through national elections.
The Board of Directors ranges in size from 18 to 25 members, 14 of whom are selected through national elections. Affiliated groups submit nominations for some seats, while others are at-large positions. Presidents and provosts are appointed, rather than elected, to the Board, and three directors are selected by the Advisory Council of State Representatives. In addition, the president/CEO serves on the Board in an ex-officio capacity.
The Board of Directors determines the policies that guide the program of activities of AACTE. It meets at least twice per year, as mandated in the bylaws, to carry out its many functions in connection with the operation and evaluation of the organization’s national program.
More information on the AACTE Board of Directors can be found at: http://aacte.org/about-aacte/governance
Dr. Holly Schneider, a recent alumna in Higher Education, believes that doctoral student graduation rates matter.
Dr. Holly Schneider, a recent alumna in Higher Education, believes that doctoral student graduation rates matter. In her dissertation entitled, “Perceptions of mattering in the doctoral student and advisor relationship,” she examined psychosocial factors that contributed to doctoral student persistence and completion. According to Dr. Schneider, “preliminary research found that faculty-student relationships and collegial support contributed significantly to doctoral completion more so than individual factors including motivation, career goals, procrastination, financial security, and external demands such as family.” In addition she identified three components of mattering: attention, importance and dependence.
Dr. Schneider is currently the Conference Coordinator for the Association for the Study of Higher Education (ASHE). She hopes to advance in her professional career and continue to work with non-profit organizations in the future.
For additional information about ASHE, visit http://www.ashe.ws
Dr. Tettegah co-authored a book humans in an increasingly online and digital world.
Dr. Sharon Tettegah recently co-authored a textbook that is certain to increase the dialogue around how humans are evolving in an increasingly online and digital world. The text, published by Elsevier’s Academic Psychology Press, is geared towards educators, psychologists and practitioners who want to understand the role of technology in human emotions and behaviors. Specifically, the text covers topics such as the intersection between emotional contagion and emotional socialization theory in virtual interactions, cross-cultural communicative feedback, the multi-dimensions of trust in technology, and more specialized topics such as cyberbullying. This volume is one of seven in the ongoing series on Emotions and Technology: Communication of feelings for, with and through digital media.
Dr. Tettegah is a Professor in the Department of Teaching and Learning. Prior to joining UNLV she was the Program Chair of Digital Environments for Learning, Teaching and Agency in the College of Education, at the University of Illinois, at Urbana Champaign. She maintains her appointment in the Cognitive Neuroscience in Bio-Intelligence at the Beckman Institute for Advanced Science and Technology. In addition, she is a Research Scientist and affiliate at the National Center for Supercomputing Applications (NCSA). Tettegah’s research centers on the intersection of STEM learning, Emotions, Equity and Social justice. She was also a Program Director in 2010-2012 at the National Science Foundation where she managed five programs in the Directorates of Education and Human Resources, Computer and Information Science and Engineering and including a NSF cross-cutting program on Science, Engineering, Education for Sustainability (SEES).
UNLV College of Education faculty lead students to success with writing studio series.
In Fall 2015, Drs. Chyllis Scott and Chad Scott of the Department of Teaching and Learning, along with Dr. Margarita Huerta of the Department of Educational and Clinical Studies, taught a series of four free UNLV POWER writing studios for graduate students. POWER stands for “Promoting Outstanding Writing for Excellence in Research.”
In the sessions students learned empirically-based strategies to help them become more productive and efficient academic writers. Topics included strategies for writing regularly, managing your writing time, reading and writing at the same time, and finding support and feedback. Participants also had time to practice writing during the workshops. Participants have noted that the UNLV POWER writing studios have been helpful for writing a thesis, dissertation, grant, resume/curriculum vitae, class project, homework assignment, and writing in general.
UNLV POWER writing studios are open to all COE students. To learn more about the workshops, contact Dr. Chyllis Scott and Dr Margarita Huerta at firstname.lastname@example.org.