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Faculty

Dr. Chessica Cave

Personal Bio

Dr. Chessica Cave is an Assistant Professor and works primarily with LMU’s Teacher Education Program.  Dr. Cave excels in the areas of teaching, program administration, and curriculum development.  Dr. Cave’s research and publishing interests include, but are not limited to, teaching strategies in higher education and the effects of positive teacher-student relationships. 


"Creating a Mutlimodal Lecture" 

Paper presented to the 22nd World Multi-Conference on Systemics, Cybernetics and Informatics, Orlando, FL


July 10, 2018


Abstract
Many teachers agree that there is no simple “recipe” to teaching. One of the challenges of being a teacher is designing lectures that keep students engaged, interested, curious, and willingly attentive. The paper presented discussed how to turn a traditional lecture into a multimodal lecture in order maximally involve, enthuse, and motivate students toward deeper learning.  


Teaching Techniques: Beyond Lecturing

Conference on Teaching Large Classes, 4th Annual, Blacksburg, VA


February 17, 2018


Conference on Higher Education Pedagogy, 10th Annual, Blacksburg, VA


February 15, 2018


International Conference on Teaching and Leadership Excellence, 39th Annual, Austin, TX


May 28, 2017


Abstract

As the dynamics of education change, so does the way our students learn and respond to classroom strategies.  The traditional way of teaching through lecture is no longer sufficient nor effective. This presentation examines how to revitalize instruction through the integration of active learning strategies that facilitate interaction with students.


"Teaching Strategies: Beyond Lecturing" 

9th Annual Conference on Higher Education Pedagogy

The Inn at Virginia Tech and the Skelton Conference Center


Abstract

Dr. Cave's presentation examined how to revitalize instruction through the integration of active learning strategies that facilitate interaction with students. A hands-on approach will demonstrate teaching techniques that have multiple benefits and are more efficient than a typical lecture for elevating student’s attention and engagement.

Dr. Shannon Collins

Personal Bio

Since receiving his PhD in Literacy Studies from the University of Tennessee, Dr. Collins’s primary research interests are how people experience writing as well as the teaching of writing. As a full professor in LMU’s EdD Program, Collins teaches, directs dissertation research, and serves on the editorial review board of the English Journal.


Transformational Writing Development: Research-to-Practice Innovations in Adult Graduate Education

 

American Association for Adult and Continuing Education, 67th Annual, Myrtle Beach, SC.

 

October 4, 2018

 

Co-Presenter - Dr. Peter Silberman

 

Abstract

Drs. Collins and Silberman shared transformational research-to-practice innovations that they and their EdD colleagues implemented in the form of a sequential writing curriculum to develop doctoral students as writers. Collins and Silberman discussed original research underpinning the EdD program’s writing paradigm shift, shared successful principles through which to develop writers, and engaged attendees in a discussion of individual writing experiences.


“For Once I Felt Normal: Interrupting the Isolated, Deficit-Based Development of Graduate Writers"

 

American Association for Adult & Continuing Education, 66th Annual, Memphis, TN

 

November 2, 2017

 

Co-Presenter - Dr. Peter Silberman

 

Abstract

Based on their original research on the writing experiences and dispositions of graduate students, Collins and Silberman shared how university faculty should be intentional and positive in their approach to developing graduate students’ writing abilities. Critical to the developmental process is a focus on the writers’ strengths and potential as well as ample modeling and response from professors.

Dr. Andrew Courtner

Personal Bio

Dr. Andrew Courtner currently serves as EdD Program Director and Assistant Professor of Education at Lincoln Memorial University. Prior to his current role, Dr. Courtner served in various administrative roles in higher education focused on student success, retention, and academic advising.


Investigation of Self-Directed Learning Readiness Among Doctoral Candidates

 

American Association for Adult and Continuing Education, 67th Annual, Myrtle Beach, SC. 

 

October 4, 2018

 

Co-Presenter - Dr. Julia Kirk

   

Abstract

Adults often prefer to learn in a self-directed manner; therefore, one could assume that doctoral candidates might exhibit some level of self-directed learning readiness. The dissertation phase of a doctoral program hinges on the candidate’s ability to be self-directed. The purpose of this study was to investigate the self-directed learning readiness of doctoral candidates.


Sequential Core Curriculum to Improve Dissertation Skills in a Doctoral Program

 

Appalachian College Association, 2018 Summit Meeting, Kingsport, TN.

 

September 28, 2018

 

Co-Presenter - Dr. Cherie Gaines

   

Abstract

The presentation discussed the sequential core, the purpose, assignments, rubrics, and benefits the program faculty have experienced already in the EdD program.

Dr. Karen Foster

Personal Bio

Dr. Karen Foster, LMU’s edTPA Coordinator, is a life-long educator with classroom and higher-education teaching experiences in 7 different states. Dr. Foster is a “qualified” National Higher Education Scorer for edTPA. She is a founding member of the National Professional Development School Organization (NAPDS): she serves as section editor for the PDS Partners Magazine, and as a reviewer for the School-University Partnership research journal. She is a CAEP accreditation auditor.


Support for Candidates who Student Teach in Rural Settings

Southeastern Regional Conference edTPA Conference, April 5-7, 2018, Birmingham, Alabama

 

April 7, 2018

 

Co-Presenter - Dr. John E. McCook

   

Abstract

The Educative Assessment and Meaningful Support, 2016 edTPA Administrative Report, released November, 2017, denoted small differences in performance of candidates by demographic subgroups. Candidates who completed student teaching in rural locales had the lowest average scores. The interactive session elicited audience participation in examining factors that might contribute to the lower scores received by candidates who taught in rural settings and identified effective candidate supports.


How Does the Implementation of edTPA Impact Collaborative Partnerships?

2018 National Association of Professional Development Schools National Conference, Jacksonville, Florida

 

March 17, 2018

 

Co-Presenter - Dr. John E. McCook

   

Abstract

This presentation encouraged participants to think critically and collaboratively identify structural supports and collaborative changes that impact collaborative school partnerships. Foster and McCook presented what strong EPP/P-12 partnerships look like in states where the successful completion of an edTPA portfolio is required before teachers can become licensed. They also explained the various structural supports necessary to sustain all the participants in the partnerships.

 

Dr. Cherie Gaines

Personal Bio

Cherie Barnett Gaines began her career in 2001 as a middle school teacher of science, reading, and English. Cherie earned her PhD from The University of Tennessee, Knoxville, with a concentration in Educational Administration and Supervision, and she currently works as an Assistant Professor of Education in the doctoral program at Lincoln Memorial University. Dr. Gaines’s research includes rural schools, teacher leadership, school climate, social justice, middle school education, and leadership preparation.


Models of Teacher Leadership: Perspectives from Four Countries

British Educational Leadership, Management & Administration Society, Windsor, UK

 

July 8, 2018

 

Abstract

This study examined teachers’ perceptions of teacher leadership in US rural school districts. Teachers filled multiple roles within the school, including both formal and informal leadership roles, as a result of the unique needs of this demographic. Findings indicated teachers identified characteristics of being a supra-practitioner (Angelle & Dehart, 2016) as being integral to the success of their schools.

Dr. Sylvia Lynch

Personal Bio

Dr. Sylvia D. Lynch currently serves as the Dean of the School of Education at LMU. Having served in a variety of leadership roles at LMU, including being the founding principal of LMU’s J. Frank White Academy (JFWA), Dr. Lynch was inducted into JFWA’s Hall of Fame in November 2017. As a writer, Dr. Lynch has published two books of western outlaw history, and her short stories have appeared in a number of anthologies.


Book Title:

Jack Lord: An Acting Life

 

April 2018

 

Abstract

Dr. Lynch’s 277-page biography explores the life and work of actor Jack Lord. Lynch was the first researcher to discover and draw on Lord’s massive personal archive, which Lord had donated to the Cinematic Arts Library at the University of Southern California. The artifacts were exactly as Lord had left them, which gave Lynch a deep and unique insight into what the actor valued and how he approached his work.

 

Dr. John McCook

Personal Bio

Dr. McCook is the Director of the Master of Education Initial Licensure Program and Assistant Professor at Lincoln Memorial University where he teaches research and statistics, educational foundations, special education law, and using data to inform instruction courses. He has authored two books on RTI and serves as a national consultant.


Support for Candidates who Student Teach in Rural Settings

 

Southeastern Regional Conference edTPA Conference, April 5-7, 2018, Birmingham, Alabama

 

April 7, 2018

 

Co-Presenter - Dr. Karen Foster

   

Abstract

The Educative Assessment and Meaningful Support, 2016 edTPA Administrative Report, released November, 2017, denoted small differences in performance of candidates by demographic subgroups. Candidates who completed student teaching in rural locales had the lowest average scores. The interactive session elicited audience participation in examining factors that might contribute to the lower scores received by candidates who taught in rural settings and identified effective candidate supports.


How Does the Implementation of edTPA Impact Collaborative Partnerships?

 

2018 National Association of Professional Development Schools National Conference, Jacksonville, Florida

 

March 17, 2018

 

Co-Presenter - Dr. Karen Foster

   

Abstract

This presentation encouraged participants to think critically and collaboratively identify structural supports and collaborative changes that impact collaborative school partnerships. Foster and McCook presented what strong EPP/P-12 partnerships look like in states where the successful completion of an edTPA portfolio is required before teachers can become licensed. They also explained the various structural supports necessary to sustain all the participants in the partnerships.


 

“I Am a K-12 Guidance Counselor and I Have Been Assigned Section 504 Duties. Help!”

 

Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA

 

January 31, 2018

 

Co-Presenter - Dr. Connie Theriot

   

Abstract

In many school districts, the responsibility for implementing Section 504 is given to guidance counselors who may have received little if any training regarding the legalities of Section 504. Drs. Theriot and McCook’s session explored the “new” law and its implementation responsibilities.

Dr. Mark Tichon

Personal Bio

Mark Tichon, PhD, is an associate professor at LMU as well as a licensed clinical psychologist. In addition to his teaching responsibilities and research agendas, Dr. Tichon currently directs LMU’s Graduate Education Counseling Program.


Know thyself: Examining Personal Responses to Controversial Issues”

Law and Ethics in Counseling Conference 2017

 

New Orleans, LA

 

Co-Presenter - Dr. Connie Theriot

   

Abstract

Through use of anonymous audience response software, participants responded to a series of thought-provoking, potentially contentious issues, to uncover and discuss personal biases. Drs. Tichon and Theriot discussed how to minimize possible dissonance or counter-transference caused by the intersectionality of professional practice, personal identity, and client worldview divergent from one’s own

Dr. Connie Theriot

Personal Bio

Connie T. Theriot, PhD, attained full professor status in Fall 2009. She was Counseling Chair from Fall 1997 to Fall 2006. She was instrumental in both the 1998 and 2004 Tennessee State accrediting process for the School Counseling Program at LMU. Dr. Theriot has received national recognition as a Distinguished Reviewer for the Mental Measurement Yearbook. She continues to present at regional, state and national conferences


Intersectionality of Title IX, Clery, and FERPA: Implications for Counseling Faculty

American Counseling Association Conference & Expo, 66th Annual, Atlanta, GA

 

April 28, 2018

 

Co-Presenter - Dr. Doris Carroll (Kansas State University)

 

 Abstract

Title IX prohibits colleges from discriminating on the basis of sex. The Clery Act promotes campus safety by ensuring that community members are well informed about public safety and crime prevention matters. Both involve Family Educational Rights and privacy (FERPA) obligations. This roundtable session discussed Title IX, Cleary, and FERPA Intersectionality. Suggestions were presented that promoted compliance and informed best counseling practices.


 

“Helping Counselor Education Faculty to Recognize the Intersectionality of Title IX, Clery and FERPA: Enhancing Supervision and Promoting Best Practices”

Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA

 

January 31, 2018

 

Abstract

The purpose of this presentation was to help counselor education faculty recognize how the intersectionality of Title IX, Clery, and FERPA applied to counseling supervision and research activities. Dr. Theriot also highlighted best practice strategies for counseling faculty in applying these federal guidelines to supervising research and clinical work.


“I Am a K-12 Guidance Counselor and I Have Been Assigned Section 504 Duties. Help!”

Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA

 

January 31, 2018

 

Co-Presenter - Dr. John E. McCook

 

Abstract

In many school districts, the responsibility for implementing Section 504 is given to guidance counselors who may have received little if any training regarding the legalities of Section 504. Drs. Theriot and McCook’s session explored the “new” law and its implementation responsibilities.


 

“The Role of the Tennessee School Counselor”

Appalachian College Association, Summit XX, Kingsport, TN

 

September 2017

 

Abstract

Tennessee school counselors follow the American School Counseling Association’s Model (ASCA). Dr. Theriot shared with attendees the duties that are and are not part of the ASCA model. 


Know thyself: Examining Personal Responses to Controversial Issues”

Law and Ethics in Counseling Conference 2017

 

New Orleans, LA

 

Co-Presenter - Dr. Mark Tichon

 

Abstract

Through use of anonymous audience response software, participants responded to a series of thought-provoking, potentially contentious issues, to uncover and discuss personal biases. Drs. Tichon and Theriot discussed how to minimize possible dissonance or counter-transference caused by the intersectionality of professional practice, personal identity, and client worldview divergent from one’s own

Dr. Susan Wagner


Personal Bio

Susan Wagner is Assistant Professor of Education at Lincoln Memorial University in East Tennessee. She teaches in the MEd Initial Teacher Licensure Program. She has more than 18 years of experience in public education as an elementary teacher, curriculum director, teaching coach and educational consultant. She completed her PhD at the University of Tennessee at Knoxville in Literacy Studies with a cognate in Adult Education.


Instructional Vitality: Ways to Keep Teaching Fresh and Invigorated Using Cooperative Learning Models to Enhance Student Group Assignments

The Teaching Professor Conference, Atlanta, GA, 2018

June 2, 2018

 

Abstract

Cooperative learning models facilitate student engagement, increase student achievement, and provide a framework for carefully designed in-class collaborative learning. Recognizing differences in cooperative learning models and assigned group work, or out-of-class projects, is essential to creating effective collaborative learning, which allows instructors to move from traditional lecture models. This session presented four cooperative learning models for implementing cooperative learning.

 


“Cooperative Learning Models: Moving Beyond Group Work at the University Level”

Conference on Higher Education Pedagogy, 10th Annual, Blacksburg, VA

February 15, 2018

 

Abstract

The cooperative learning model targets higher order thinking, student engagement with content, and academic achievement; however, in college courses, where lecture is the default instructional method, cooperative learning can be problematic. Dr. Wagner’s research examined elements of four true cooperative models used at the university level—models designed to be used during class meetings in order to engage students and increase student achievement.


“The Self-Directed Learning Practices of Elementary Teachers”

International Self-Directed Learning Symposium, 42nd Annual, Cocoa Beach, FL

February 8, 2018

 

Abstract

Prescribed professional development often falls short of teachers’ needs. Research suggests that teacher self-directed learning may simultaneously meet teachers’ PD needs and improve student achievement. Dr. Wagner’s research identified elementary teachers who were above average in self-directed learning and engaged in learning activities that maximized their professional/creative selves. Dr. Wagner presented her model for self-directed learning and discussed implications of teacher-directed professional development.

 

 

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