Lincoln Memorial University
Menu

Faculty

Faculty 

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

 

Dr. Susan Wagner

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.

 

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.

 

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

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

April 28, 2018

Dr. Connie T. Theriot

 

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.

 

Personal Bios

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.

Book Title

Jack Lord: An Acting Life

April 2018

Dr. Sylvia Lynch

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.

Personal Bios

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. 

Support for Candidates who Student Teach in Rural Settings

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

April 7, 2018

Dr. John E. McCook

 

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.

 

Personal Bios

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.

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.

How Does the Implementation of edTPA Impact Collaborative Partnerships?

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

March 17, 2018

Dr. John E. McCook

 

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.

Personal Bios

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.

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.

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

 

Dr. Chessica Cave

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.

Personal Bio

Chessica Cave is a distinguished LMU alumna having earned her EdD from the University. As an assistant professor, Dr. Cave provides expertise in the areas of teaching pedagogy, program administration, and curriculum development. Dr. Cave maintains a prolific agenda of researching, publishing, and presenting, especially in the areas of best practices and knowing students.

 

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

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

February 15, 2018

 

Dr. Susan Wagner

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.

 

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.

 

“The Self-Directed Learning Practices of Elementary Teachers”

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

February 8, 2018

 

Dr. Susan Wagner

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.

 

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.

 

"Self-Directed Learning: A Potential Predictor for Technology Integration among K-12 Teachers"

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

February 7, 2018

 

Dr. Julia Kirk

Abstract

Self-directed learning readiness is a predictor for K-12 teachers’ likelihood to implement technology into the classroom.  Research shows that technology integration is imperative to student growth and achievement; however, teachers who are not self-directed are not as likely to integrate technology.  Additional variables are also discussed, including teacher age.

 

Personal Bio

Dr. Julia Kirk is an assistant professor in the Education Doctoral Program. She teaches and advises candidates mainly, but not exclusively, in the program’s Instructional Leadership concentration. Having spent most of her dynamic and varied educational career in East Tennessee, Dr. Kirk has served as a principal, district leader, and as a state executive director. Dr. Kirk received her PhD from the University of Tennessee in Adult Education.

 

“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

 

Dr. Connie T. Theriot

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.

 

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.

 

“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

Dr. John E. McCook

 

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.

 

Personal Bios

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.

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.

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

Dr. Peter W. Silberman & Dr. Shannon D. Collins

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.

Personal Bios

Dr. Peter Silberman joined the LMU Educational Doctoral Program after earning his EdD in Educational Leadership from the University of California, Los Angeles. Dr. Silberman serves as the Doctoral Program’s Director. He also guides candidate research development through his instruction of qualitative methods courses and chairs several dissertation committees.

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.

“The Role of the Tennessee School Counselor”

Appalachian College Association, Summit XX, Kingsport, TN

September 2017

 

Dr. Connie T. Theriot

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.

 

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.

 

"Teaching Strategies: Beyond Lecturing" 

9th Annual Conference on Higher Education Pedagogy

The Inn at Virginia Tech and the Skelton Conference Center

Dr. Chessica Cave

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.

 

 

Know thyself: Examining Personal Responses to Controversial Issues”

Law and Ethics in Counseling Conference 2017

New Orleans, LA

Dr. Mark Tichon

 

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

 

Personal Bios

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.

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

 

Faculty

Connect

423.869.3611 | 800.325.0900
6965 Cumberland Gap Parkway
Harrogate, TN 37752