The EHS department hosts colloquia throughout the academic year; each focusing on one of the seven discipline areas of the college. Past speakers have presented on the topics of Response to Intervention; Comparative Education at the end of an Era; Creative Leadership for Student Learning; Emerging Interactive Media and Neomillennial Learning Styles: Implications for Higher Education; Conjoint Behavioral Consultation: The Efficacy of a Family-School Partnership Model on Behavioral and Relational Outcomes; Future Equity Research in Special Education: Interdisciplinary Notes for a Historical Model.
Highlighted Previous Speakers
Dr. Susan Sheridan, Director, Nebraska Center for Research on Children, Youth, Families, and School and Willa Cather Professor, March 2017
Since 1994, Dr. Sheridan has had federal grants (funded by the U.S. Department of Education and the National Institutes of Health/National Institute of Child Health and Human Development) geared toward the establishment of effective relationships and partnerships for children and youth. She is particularly interested in relationships between parents and teachers, and identifying meaningful ways to establish home–school partnerships. Dr. Sheridan’s primary grant work and research focus is in a model of service delivery known as “conjoint behavioral consultation” (also known as TAPP), focused on bringing parents, teachers, and other care providers together to develop constructive relationships and address concerns they share for children. She has published books in this and related areas, the most recent being “The tough kid: Teachers and parents as partners” and the second edition of the “Handbook of research in school consultation: Empirical foundations for the field,” co-authored with William Erchul. Additional research areas include family interventions, the development and generalization of effective social skills in children, and the role of parents in social skill development. Dr. Sheridan is the past editor of School Psychology Review, the research journal of the National Association of School Psychologists, and past-president of the Society for the Study of School Psychology. She graduated from the University of Wisconsin-Madison in 1989 with a doctorate in educational psychology.
Perspectives on Education Policy and Other Extraneous Thoughts, April 2016
Renee Bradley has almost 30 years of experience in special education. She began her career as a teacher of students with emotional and behavioral disabilities. Renee worked at the South Carolina Educational Policy Center for two years prior to joining the University of South Carolina Special Education Program as a Clinical Instructor in the Graduate School. As an experienced consultant and trainer on a variety of education issues including: behavioral supports and interventions, juvenile justice, instructional strategies, teacher training and school leadership, Renee has a reputation as an effective deliverer of research based and practical information with a strong sense of the real world. In 1997, Renee joined the U.S. Department of Education, Office of Special Education Programs as an education program specialist. In 1998, she became the Special Assistant to the Director of Research to Practice and now serves as the Deputy Director. Among her responsibilities she is the project officer for the National Center on Positive Behavioral Interventions and the Partnership Project. She coordinated the OSEP LD Initiative and served as the project officer for the National Research Center on Learning Disabilities. She has written and contributed to numerous publications and chapters, serves on several professional publication boards, and is a frequent presenter on special education issues. Renee has a bachelors and masters in special education from the College of Charleston and her Ph.D. in Leadership and Policy from the University of South Carolina.
The Problem of Research Utilization in Education, November 2015
Dr. Elizabeth N. Farley-Ripple is Associate Director of the School of Education and Assistant Professor in the School of Education at the University of Delaware. She earned her Ph.D. from the University of Pennsylvania in Education Policy and has been working in educational research for ten years. She has expertise in quantitative and mixed methods and applies a variety of methodological tools to research projects, including in regression, multi-level models, social-network analysis, surveys, and content analysis. Her research expertise is in policy analysis and evidence-based decision-making, and recent work includes studies of administrator mobility, school and teachers’ use of data, teacher quality and effects, and equity in student outcomes. Dr. Farley-Ripple has been awarded grants from the Spencer Foundation and the Institute for Education Sciences and has published research in respected journals such as Educational Researcher, Journal of Educational Administration, Educational Policy, the American Journal of Education, Educational Management, Administration, and Leadership, and Urban Education.
Peer Effects In Preschool Classrooms: Direct And Indirect Pathways, March 2015
Laura Justice, PhD, is Distinguished Professor in the School of Teaching and Learning and Executive Director of the Crane Center for Early Childhood Research and Policy (http://ccec.ehe.osu.edu/) at The Ohio State University (Columbus). A clinical speech-language pathologist, Justice is interested in early literacy development and intervention for children who have language difficulties. Much of Dr. Justice's research considers the effects of teacher or parent implemented interventions on children’s learning, including the effective use of storybooks. She is also interested in the state of classroom quality in early childhood and how various aspects of quality affect children’s gains with the classroom. Dr. Justice has served as PI on many federally funded studies involving preschool children, including studies of the effects of specific language or literacy intervention for at-risk children or children with disabilities. Her expertise in the field is evident through her authorship of more than 100 peer-reviewed publications.
The Patient Protection and Affordable Care Act - Overview of Implications for the Interprofessional Healthcare Workforce, April 2014
Ronald H. Rozensky, PhD, ABPP, is professor in the Department of Clinical and Health Psychology, the College of Public Health and Health Professions at the University of Florida where he served as departmental chair for eight years and associate dean for International Programs for four years. He is founding editor of the Journal of Clinical Psychology in Medical Settings and has published five textbooks on health psychology along with numerous book chapters and journal articles. Honors include the 2011 American Psychological Association Award for Distinguished Contributions to Institutional Practice, the Association of Psychologists in Academic Health Centers' Distinguished Educator Award, and the Joseph D. Matarazzo Award for Distinguished Contributions to Psychology in Academic Health Centers.
Growing readers: A closer look at home literacy environment and skill development, April 2013
Dr. Elizabeth Schaughency, Department of Psychology, Clinical Psychology Programme, University of Otage, New Zealand presents "Growing readers: A closer look at home literacy environment and skill development." Preliminary findings from two programmes of research will be presented. One set of findings comes from a community sample of preschool age children, the other from a school-based sample of early elementary participants and their parents/caregivers. Both samples included multiple methods in an effort to gain insights into the ways that parents support learning and development and their relations to skill development.
What’s Difficult About English Orthography? October 2012
Dr. Louisa Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She began her professional career as a neuropsychology technician and teacher of students with learning disabilities. She earned her Master’s degree at Peabody College of Vanderbilt and her doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats is currently Consultant Advisor to Sopris West Educational Services for Literacy Research and Professional Development. She is focusing on the improvement of teacher preparation and professional development. She is Vice President of the International Dyslexia Association.
Creative Leadership for Student Learning, March 2012
Dr. Seymour Fliegel, Director of Alternative Education for Community School District Four; Author, Miracle in East Harlem; Superintendent of District 28 in Queens. Seymour Fliegel, President and Gilder Senior Fellow of the Center for Educational Innovation – Public Education Association, has a long and prestigious history in public education. He started his career as a teacher, then became an assistant principal and principal. In 1975, he became the Director of Alternative Education for New York City’s Community District 4 and began the transformation of New York City public schools described in his book, Miracle in East Harlem. In 1989, having served five years as Deputy Superintendent in District 4, he became the Superintendent of District 28 in Queens. Sy has been invited to the White House on two occasions in recognition of his achievements in public education. He has written extensively, made numerous television appearances and is quoted frequently by the print media. He has spoken nationally and internationally about the importance of creating innovative, effective schools and a system of meaningful public school choice for all children. Outside of his CEI-PEA work, Sy serves on the advisory boards of The Gilder Lehrman Institute of American History, the Greater Opportunities Board, Donna Hanover’s Cool Schools, Harlem’s Center for Education and The Young Women’s Leadership School. He was also on the nominating committee for the Dana Awards for Pioneering Achievements in Education. He is a product of the New York City public school system and earned his bachelor and master degrees from City College of New York. He also completed doctoral coursework at New York University.