College of Education Newsletter

April 2024

$1.1M grant will help bridge computer science education gap in underserved Alabama communities

Tuscaloosa students get physiological computing experience through its hands-on curriculum

The U.S. National Science Foundation’s Innovative Technology Experiences for Students and Teachers (ITEST) program recently awarded $1.1 million in funding to a grant program that will introduce young students to a hands-on physiological computing curriculum while also giving them a look at what kinds of STEM career opportunities await them in the future.

This three-year project, which begins in May, will work toward bridging the gap that students in underserved communities experience when it comes to computer science education – specifically, for now, in Tuscaloosa City elementary schools. Professional development will be provided to more than a dozen teachers within these schools, equipping them with the knowledge, preparation, and skills needed to teach basic computer science education.

Dr. Feiya Luo, assistant professor of instructional technology, is the grant’s principal investigator, along with co-principal investigators Dr. Chris Crawford, assistant professor of computer science, and Dr. Amy Hutchison, Fayard Family Endowed Chair of Literacy Education.

During the afterschool program, students will gain an understanding of foundational computer science concepts, learn how to work with block-based programming platforms that allow them to interact with visual block coding components instead of typing strings of code, as well as gradually be introduced to aspects of physiological computing.

By using wearable computing devices, students will be able to measure and monitor their own physiological data – in this case, muscle energy – while building block-based computer programs that react to this data in real time. This allows them to observe the ways that physical changes, like flexing their muscles, affect the program.

This helps create a fun, immersive computer science learning experience for the children, which can also make learning more personal, Luo said.

“It’s an innovative way for (them) to learn more about the advanced technologies that are out there,” she said. “It helps them see that they can use their own physiological input and, depending on the state of this data, they can make their computer program react differently.”

But computer science is not just learning how to code, Luo said.

“It’s also about learning how to use the thinking processes that computer programmers use every day then applying that to problem-solving.”

Students will use computational thinking skills to resolve issues throughout the curriculum, but they will also begin applying them outside of the program as well as they work to “debug” everyday problems. Educators who participated in the successful pilot studies last year said they saw a notable difference in their students.

“When observing computer science education in action in the classroom, what the teachers were telling me is that since they introduced the (computer science) term ‘debugging’ to their students, they see more perseverance,” Luo said. “Students are more likely to continue trying when they encounter an error instead of giving up.”

The goal of the grant is to enroll more than 100 elementary-aged students in the program and work with more than a dozen in-service and pre-service teachers to strengthen their knowledge of computer science in order to educate these students. All of this will help better prepare Alabama students for a future full of changing technologies and a workforce that will require STEM- and technology-based careers.

“Many children in Alabama are historically underrepresented,” Luo said. “I am happy that the reviewers and program officer at NSF agree that this is necessary for the state. We really made a strong argument to broaden participation in computing and bring access to underserved communities.

“We don’t want children in Alabama to lag behind when computer science education is more accessible in many other states,” she said.

Drs. Feiya Luo, Chris Crawford, and Amy Hutchison

Dr. Lisa Matherson retiring after 10 years with the College

What first began as a temporary clinical associate professorship with the College of Education for Dr. Lisa Matherson has evolved into a 10-year career filled with lifelong friendships, celebrated accomplishments, and cherished memories.

Dr. Matherson has devoted the last decade of her life to the College, to teaching and research, and to helping faculty and students move forward in their own endeavors. In June, she will move forward in hers and retire after 35 years as an educator.

“For so long, being a teacher, being an educator, is who I have been,” Matherson said. “I'll never stop being an educator, and I'll never stop learning, but just knowing that it won’t be a day-to-day thing anymore – it's going to be a little bit different for me.”

Since 2013, she has continued to teach students as a clinical associate professor of secondary social science, the position she was hired for, and work with teachers in the local schools. She serves as Coordinator of Continuous Improvement for the College and Academic Curriculum Director for the Gandhi-King Scholarly Exchange Initiative.

It may come as a surprise, but teaching is actually Matherson’s second career. She was previously a secretary at Shelton State Community College, which is also where she earned her associate degree in business with a concentration in information science in 1988. She served in that position at Shelton for 11 years in the area of grants and financial aid. During that time, though, she realized she needed to make a change.

“I decided this is just not what I see myself doing for the rest of my career,” she said. “I've always loved learning, and I’ve always enjoyed social studies, so I looked back and thought, ‘That's what I'm going to do.’”

And she did exactly that. In 1997, Matherson went back to school to become a social studies teacher, earning her bachelor’s and master’s degrees as well as her doctorate in education from The University of Alabama.

Her career in education began in 2000, teaching history at Warrior Academy in Eutaw, Ala. In 2002, she was hired at Central High School West and moved to Paul W. Bryant High School when it opened, where she taught for 11 years.

“(The College) really is everything to me. I mean, it truly is,” Matherson said. “It gave me my career, my profession … I am what I am because of the College and the mentors I’ve had here. Without Liza Wilson and Vivian Wright encouraging me, I wouldn’t have gotten my doctorate or had many of the experiences I have.”

Over the years, Matherson has played a key role in several milestones in the College, one of those being a member of the assessment team that helped ensure the College’s outstanding Council for the Accreditation of Educator Preparation (CAEP) accreditation and rating.

“We can say with pride that we passed both (CAEP visits) with zero areas for improvement or stipulations, and that's a rarity,” she said. “We have such great faculty who worked together to make it all happen.”

The University becoming the first institution ever to be awarded the Gandhi-King Scholarly Exchange Initiative grant is another momentous accomplishment, and though Matherson is retiring, she said she will remain heavily involved with the Gandhi-King program and will be project director for its upcoming year.

She also plans to continue teaching and being involved in the College when time allows.

“I adore my team and will miss working with them every day. More than anything, it’s going to be the people I miss,” Matherson said. “(As I retire,) I will take the enjoyment of knowing I had the honor of being here for a decade, working with the people I have, and knowing that I had some impact on helping students and faculty in the College move forward.”

Dr. Aguiar quoted in New York Times article about the risks of using smartphone while walking

Research studies show that doing so can negatively impact your physical health

As we go about our day, the chances of us seeing someone walking around while looking down at their phone are high. Whether walking on campus, at the grocery store, or moving from room to room at home, the majority of us do it at some point or another.

An article published by the New York Times earlier this year titled “When You Stroll and Scroll, Hazards Abound” took a look at some of the dangers that can stem from being distracted by our smartphones when out and about, such as a heightened likelihood of injury or accident, poor posture, or a negative impact on our mental health.

Not only do we become less aware of what happens around us, but our walking pace slows as well. In fact, one statistic included in the article states that, according to video footage, pedestrians who are on their phones walk about 10% slower than those who are not.

UA Department of Kinesiology's assistant professor of exercise science Dr. Elroy Aguiar is featured in the article and emphasizes how this can take a toll on your physical health, especially if walking makes up a large amount of a person’s physical activity throughout the day. This slowed walking speed can have negative repercussions on health-related fitness, he says.

In two recent papers, Dr. Aguiar and his colleagues examine the relationships between walking cadence and physical activity intensity, finding through their research that certain paces or speeds of walking allow you to achieve moderate or vigorous intensities, which are known to be associated with better health outcomes.

“Our studies have shown that walking at a pace of 100 steps per minute, or about 3 mph, corresponds to moderate intensity, which is ideal,” Aguiar said. “If the number of steps you take is 100 or above, then you are walking at an intensity that will give you better health benefits.

“Spending your time distracted on your phone while walking slows you down – if you fall to a pace or speed that is below these thresholds, you won’t get the ideal amount of health-related benefits,” he added.

As you reach those optimal speeds, your heart rate as well as your oxygen uptake increases. Expending energy through walking is incredibly beneficial to your health, particularly for those who may not have time or the physical ability to run or go to the gym.

“Some people don’t think of walking between places as an opportunity for exercise, but it actually is. Physiologically, there is no difference between walking for exercise, walking to class, or walking to your car after work,” Aguiar said.

If you think about every movement as an opportunity for exercise, he said, it will make you more conscious of your decisions. Taking advantage of these small opportunities for exercise and spreading them out throughout the day will help improve your walking volume and intensity.

Aguiar recommends reducing distractions, putting the phone away, and trying to include as much walking as possible at the right intensity, even if it’s just parking your car a little farther away or walking somewhere for lunch.

“Research shows that following exercise, there is a boost in mood, cognition, memory, attention span, processing speed, and overall executive function,” he said. “So, if you are thinking about walking to class or to the office, that will increase blood flow to your brain, which is associated with better cognitive function. Every move counts!”

“Cadence-based classification of moderate-intensity overground walking in 41- to 85-year-old adults,” Elroy J. Aguiar, Jose Mora-Gonzalez, Scott W. Ducharme, Christopher C. Moore, Zachary R. Gould, Colleen J. Chase, Marcos A. Amalbert-Birriel, Stuart R. Chipkin, John Staudenmayer, Peixuan Zheng, Catrine Tudor-Locke

“Classification of moderate-intensity overground walking speed in 21- to 85-year-old adults,” Peixuan Zheng, Scott W. Ducharme, Christopher C. Moore, Catrine Tudor-Locke, and Elroy J. Aguiar

Dr. Elroy Aguiar

Published student authors Tylor Gee and Jennifer Gutierrez with their books.

Published student authors Tylor Gee and Jennifer Gutierrez with their books.

Gutierrez with her friends and family.

Gutierrez with her friends and family.

Gee with his friends and family.

Gee with his friends and family.

Celebrating Young Authors

Central High School students shine as published writers, an accomplishment that was made possible by the COE PIE Grant

On April 19, two Central High School students were recognized for their exceptional achievement as published authors. Tylor Gee, a 12th-grade student, and Jennifer Gutierrez, an 11th-grade student, showcased their talent and dedication through their books. With the guidance of their teacher Rachael James and professor Dr. Latrise P. Johnson, the young authors received valuable support. Dr. Johnson, writer and associate professor of English Language Arts, and James, writer and ELA teacher, provided expert assistance in revising, formatting, and publishing the students' books.

Gee's book, The Busy Devil, and Gutierrez's book, Chaos Circus, represent the culmination of their hard work and creativity. The books were made possible through a Partners in Education Mini Grant from The University of Alabama's Office of School Partnerships. The recognition of Gee and Gutierrez as student authors is a testament to their passion for writing and their commitment to pursuing their dreams. Their achievement serves as an inspiration to other students, demonstrating that with determination and the support of dedicated educators, anything is possible.

The book launch celebration was held in the school's library, where friends, family, and members of the school and University communities gathered to honor the young authors. The atmosphere was filled with joy and pride as the students shared their inspirations, writing journeys, and aspirations with the audience. This event not only celebrated the individual achievements of Gee and Gutierrez but also highlighted the transformative power of education and the importance of nurturing young talent. It is a testament to the dedication of the teachers, the support of the school, and the limitless potential of students when given the opportunity to explore their creativity and express themselves through writing. Both students plan to continue writing and are both working on new book projects.

Future Teachers Day 2024

On April 3, the College of Education hosted Future Teachers Day for more than 100 visiting high school students. Students were treated to a cookout lunch — special thank you to Wayne Chapman, husband of Jacky Chapman in Student Services, for grilling the hotdogs — in the Autherine Lucy Hall courtyard. During their campus visit, the high school students got a chance to learn more about the College's Teacher Education programs and posed for photos with Big Al!

Teach In Bama program
signs first school districts

The College of Education's Teach in Bama is committed to identifying and supporting the next generation of exceptional teachers and keeping them in Alabama’s classrooms.

Read the full UA News article here.

Inservice Center will host summer learning sessions

This summer, the UA/UWA Regional Inservice Education Center and ALSDE regional initiatives are offering more than 150 learning opportunities to any professional public-school teacher, school or district administrator, or school board member in the UA/UWA Inservice Center region. Most online offerings are open to educators throughout Alabama.

2024 Summer Professional Learning Sessions are listed here while registration instructions can be found here. If you have any questions or need additional information, please email UA-UWA Regional Inservice Center Director Dr. Holly Morgan at hgmorgan@ua.edu or call 205-348-3319.

Honors & Achievements

Dr. David Walker

UA center named one of the leading character education entities in the U.S.

The UA Center for the Study of Ethical Development was among the premier character education institutions in the U.S. represented at a prestigious event hosted by the Jubilee Centre for Character & Virtues.

This workshop was aimed at promoting collaborative research and practice efforts dedicated to character development and human flourishing and featured the nation’s leading character education centers and organizations.

Dr. David Walker, director of the Center for the Study of Ethical Development, attended the event, which took place March 14-15 at the Harvard Faculty Club in Boston.

Dr. Sara McDaniel

Dr. McDaniel wins 2024 President's Faculty Research Award

Earlier this month, Dr. Sara McDaniel, professor of special education, was named the 2024 President's Faculty Research Award winner, a celebration of her leadership and excellence in research.

McDaniel received a Mid-Career honor in the area of Social & Behavioral Sciences and was recognized during the President's Faculty Research Award Ceremony at the Bryant Conference Center on Monday.

The President's Faculty Research Award was created in 2015 to honor and acknowledge outstanding faculty researchers from across the University's colleges and schools.

Dr. Carol Donovan

Dr. Donovan receives community scholar award, showcases UA CALT work at roundtable event

Professor of Literacy Education Dr. Carol Donovan received the 2024 Distinguished Community Engaged Scholar Award for Faculty at the Council for Community-Based Partnerships luncheon on April 11.

This award recognizes individuals who have gone above and beyond in support of community-based partnership projects or whose work demonstrates superior understanding, appreciation, and support of community-based partnership efforts.

Dr. Donovan also led an important roundtable event on March 28 that showcased her great work with UA CALT. Sen. Katie Britt, Louisiana Sen. Bill Cassidy, and Dyslexia Resource Center Board Member Dr. Laura Cassidy were all in attendance. Participants shared their stories and the program's impact on their abilities to support K-12 students with dyslexia.

Dr. Michael Sulkowski

Article on benefits of CPTED featured in top School Psychologist publication

An article co-authored by Drs. Michael Sulkowski, James Pyle, and Daniel Lamoreaux was published in the March/April 2024 edition of Communiqué, the National Association of School Psychologists' most popular publication. It is also the most widely circulated publication in the field of School Psychology.

“Schools or Fortresses? A False Dichotomy” takes a look at how crime prevention through environmental design (CPTED) is more consistent with best practices for preventing school violence than traditional hardening measures.

From left: Dr. Susan Carvalho, Rong Zhang, and Dr. Jingping Sun

Rong Zhang earns Outstanding Research by Doctoral Student award

Educational leadership doctoral student Rong Zhang was named the winner of the 2023-24 Award for Outstanding Research by a Doctoral Student by the UA Graduate School for her impressive work and dedication to her research.

She and her fellow 2023-24 honorees were recognized at a recent reception held at the Dinah Washington Cultural Arts Center by the Graduate School.

Noah McMeekin and Dr. Jonathan Wingo

Exercise Science student wins 2024 Outstanding Senior Award

On April 13, exercise science student Noah McMeekin received the 2024 Outstanding Senior Award during this year's University of Alabama National Alumni Association Awards Ceremony.

McMeekin, along with nine others from across UA, was recognized for his consistent demonstration of exceptional leadership and achievement as well as personal character.

Darrell Hargreaves

Hargreaves headed to Paris to work the 2024 Paralympic Games in the fall

Darrell Hargreaves, associate director of recreation facility operations, adjunct with the Kinesiology Department, and graduate student in the higher education administration program, will work at the Paris 2024 Paralympic Games in the sport of wheelchair basketball in the fall.

Earlier in the spring, he also worked the 2024 State Finals as well as the Division II 2024 Gulf South Conference Men's Basketball Championship tournament.

John Niiler

Music education alum named Rookie Teacher of Year in Texas school district

University of Alabama alumnus John Niiler was named a 2024 Secondary Rookie Teacher of the Year by the Fort Bend Independent School District for his work as assistant director of orchestras at William B. Travis High School in Sugar Land, Texas.

Niiler earned his bachelor's degree in Instrumental Music Education in 2023, graduating summa cum laude and receiving the Most Outstanding Student Award. During his time at UA, he was a cellist with several symphonies and orchestras and gave private cello lessons to students.

U.S. News ranks College of Education graduate program 58th in nation's best graduate schools

The U.S. News and World Report announced its Best Graduate Schools for 2024 this month. The University of Alabama education graduate degree program was ranked #58 in the nation.