3rd Annual Ed Week

Join the College of Education to celebrate EDUCATION WEEK-November 15-17, 2016!

Please print a flyer that details the full event schedule.

Tuesday, November 15:
Future Teacher Festival – Titan Walk  11:00am-1:00pm:
Join the College of Education faculty staff and students as we highlight our programs, centers and services/resources; get free pizza, play games and receive promotional items.

Education Week Bootcamp – TSU,  5:00-9:00pm:

Wednesday, November 16:
C-REAL Symposium – TSU Pavilion C, 12:00-1:00pm:
Chinese scholars will present on global education.  Free lunch! Click here to view the flyer.

Ed.D Showcase & 10th Anniversary Celebration – TSU Pavilions,  6:00-8:00pm:
Featured Panelists include EDD alumni and Educational Leaders!  You won’t want to miss this!

Thursday, November 17:
College of Education Center for Careers in Teaching Open House  11:00am-1:00pm, EC-379:
Free food!

Click here to view the full event flyer.

Educator Studies Students’ Use of Mobile Devices for Learning

Education technology expert Malia Hoffmann integrates technology in the classroom to engage students in learning and to keep them motivated. The new assistant professor of elementary and bilingual education earned her Ed.D. in learning technologies from Pepperdine University. She also holds a master’s degree in educational technology from Marian University and a bachelor’s degree in education with a teaching credential from St. Norbert College — both institutions are located in Wisconsin.
Before arriving at CSUF this fall, the former middle school teacher was an assistant professor and coordinator of the master’s of educational technology program at Concordia University in Irvine. She also is a captain in the Air Force Reserve, serving as a logistics readiness officer.

What inspired you to go into your field and what was the defining moment?

Even as a child, I wanted to be a teacher. I played school with my siblings and loved it. My little sister struggled through school and I saw what an impact the teachers had on her. Her struggles inspired me to be a middle school teacher at first, and then later move into higher education.

What are your research interests?

I am in the field of educational technology, where I specialize in such areas as online learning and course design, mobile devices, multimedia, flipped classrooms and smart software. My current projects focus on the impact of mobile devices on learning and the level of the feeling of ‘connectedness’ in online programs.

How do you engage students in your classes and/or your research?

I constantly reference the research I am doing and connect it to the coursework. I ask my students to participate in surveys and data that I am gathering.

What changes do you envision in your field five years from now?

My field changes every year, so even in five years it will change drastically. I’m predicting we’ll see more virtual and augmented realities being used in classes.

Why is teaching with technology important in today’s schools?

Today’s learners are constantly connected through devices. So in schools, using technology is natural to them. Technologies are like an extension of their bodies; without the devices they feel incomplete. It’s powerful to embrace these devices and harness them to advance their learning.

– Original article:

CSUF Welcomes New Class of Tenure-Track Faculty Members














President Mildred García this week welcomed new members of the tenure-track faculty during Monday’s convocation and at a dinner held in their honor. The newly hired faculty members, all assistant professors except where noted, and their departments, by college, are:

College of Education
EDUCATIONAL LEADERSHIP — Rebecca Gutierrez Keeton, associate professor
SECONDARY EDUCATION — Alison Dover and Patrice Waller

College of Communications
COMMUNICATIONS — Penchan Phoborisut, Waleed Rashidi and Frank Russell
College of Engineering and Computer Science
COMPUTER ENGINEERING — Yua Bai, Rakeshkumar Mahto and Aaron Stillmaker
MECHANICAL ENGINEERING — Darren Banks and Yong-Seok Park

College of Health and Human Development
CHILD AND ADOLESCENT STUDIES — Michelle Ramos and Sasha Zeedyk
HEALTH SCIENCE — Laura Chandler, Wuraola Jacobs and Alice Lee
HUMAN SERVICES — Adrian Rodriguez
KINESIOLOGY — Do Kyeong Lee and Robert Lockie
NURSING — Raymond “Austin” Nation
SOCIAL WORK — Michelle Martin

College of Humanities and Social Sciences
HISTORY — Aitana Guia and Anelise Shrout
POLITICS, ADMINISTRATION AND JUSTICE — David Adams and David Traven, political science; Veronica Herrera, criminal justice
PSYCHOLOGY — Lucia Alcala and Aaron Lukaszweski
SOCIOLOGY — Mariam Ashtiani and LaTosha Traylor

College of Natural Sciences and Mathematics
CHEMISTRY AND BIOCHEMISTRY — Michael Groves, Andrew Petit and Sachel Villafañe-Garcia
MATHEMATICS — Derdei Bichara and Nicholas Brubaker
PHYSICS — Wylie Ahmed

Mihaylo College of Business and Economics
ACCOUNTING — Anthony Chen, Matthew Driskill and Yuanyuan Ma, assistant professors; and Jie Zhou, associate professor
ECONOMICS — Jen-Wen Chang and Samuel Flanders
FINANCE — Lingxiao Li, Brian Roseman and Erdem Ucar, assistant professors; David Nanigian, associate professor
MANAGEMENT — Min Choi, Shadi Goodarzi, Jungmin Seo and Chetan Srikant

Pollak Library
Samuel Barber, senior assistant librarian (began May 2)
Robert Tomaszewski, associate librarian (began Jan. 11)
– Original article at:

Get to know Lisa Kirtman, CSUF’s new Dean of Education

Lisa Kirtman will soon become the Cal State Fullerton College of Education’s second dean.

Kirtman – who currently serves as the college’s associate dean and professor of elementary and bilingual education – succeeds Claire Cavallaro, who retired this year.

She will begin her new role on Aug. 16.

Growing up in a family in which teaching was a popular profession, Kirtman originally decided to veer from the career path.

The Oakland native dabbled in the marketing field, but ultimately decided the pull to become an educator was too strong to ignore.

“I grew up around it and I could see the impact my mom had on children,” Kirtman said. “It was something that was sort of ingrained in me.”

“I am excited and proud to be taking on this role,” she said.

Kirtman’s career in education began in 1990 as an elementary teacher in South Central Los Angeles and the Paramount Unified School District.

It was the 1992 L.A. riots that ultimately inspired her to pursue an administrative role in the field.

“I wanted to make a bigger impact,” she said.

Kirtman joined CSUF’s College of Education in 2000; and has served as associate dean, professor of elementary and bilingual education, chairwoman of the Department of Elementary and Bilingual Education, chairwoman of the Department of Literacy and Reading Education and coordinator for the Multiple Subject Credential and the Multiple Subject Intern programs, among a number of other positions.

During the 2015-2016 academic year, the college reported more than 1,500 students enrolled in its programs.

“There is a part of me that grew up at Cal State Fullerton. It feels like family to me; it feels like home,” said Kirtman, who earned a bachelor’s degree in psychology with an emphasis in business administration from UCLA; a master’s degree in educational administration from ULCA; and a doctorate degree in educational policy from UC Berkeley.

While much has changed in the 26 years since she embarked on her career, her fundamental goals have not.

“What I have been striving to do since I became a teacher is make a difference — to close the opportunity gap,” Kirtman said.

“If we are working with schools to ensure (students) have the technology and materials they need, as well as strong teachers, we have begun to do our part to close that opportunity gap,” she said.

Kirtman also hopes to do this by better preparing teacher candidates for the struggles that hinder today’s students, such as race, language, bullying and first-generation obstacles.

As dean, she plans to implement more advising services for undergraduate students who are interested in education careers and obtaining degrees from the CSUF College of Education, which does not currently offer undergraduate programs.

She wishes to develop more opportunities for the college to connect with the university’s freshman and sophomore students, she said.

“We don’t have an automatic pipeline into teaching or into the College of Education, so we have to make sure we are getting out there and getting to students earlier,” Kirtman said.

“We need more advisers and more connections to the undergraduate program to ensure the students that are interested in education programs get the advising that they need,” she said.

Overall, Kirtman aims to have a positive impact on the future teachers who will go on to lead pre-kindergarten classes through community college courses, she said.

“It has always been about making sure that we are serving our students’ needs and that is what the college is all about — being student-centered,” she said.

She hopes to bring her vision and goals into the College of Education and provide teacher candidates with the knowledge and resources needed to succeed in the education field.

“I was an elementary school teacher so this is where my heart and soul is,” Kirtman said. “I love the outreach that we do in the community — it’s a big part of Cal State Fullerton and a big part of what the college does.”

“We truly strive for excellence,” she said.

Original article at:

Contact the writer: Angie Marcos, OC Register –

Teaching Strategies for Welcoming, Inclusive Schools

Educator Sharon V. Chappell is leading a Cal State Fullerton “Welcoming Schools” project for teacher credential students and local teachers to create safer elementary school climates by addressing bias-based bullying, gender inclusion and family diversity.

“Welcoming Schools,” a project of the Human Rights Campaign, focuses on implementing strategies for inclusive K-5 schools, said Chappell, associate professor of elementary and bilingual education, trained by HRC as a “Welcoming Schools” facilitator.

With grant funding from the Handel Sunrise Foundation, Chappell offered a spring “Introduction to Wellness, Inclusion and Welcoming Schools” institute for credential students. This summer, she will facilitate a July 25-27 institute, in partnership with LGBT Center OC, for interested Orange County teachers. The institute is free and teachers may receive a stipend for attending.

What are some of the issues students face?
At school, children experience on-going discrimination about their bodies, languages spoken, gender, racial and ethnic identity, sexual orientation and family diversity. Moreover, LGBTQ youth are more likely to be placed at risk due to bullying, leading to self-harm and disengagement from school. However, research suggests establishing safe, ‘welcoming schools’ for LGBTQ youth and families can prevent this harm.

Why is training credential students important?
Teacher candidates are at the beginning of their development as school professionals. They’re developing dispositions through coursework, fieldwork and professional experiences like the Welcoming Schools project, which promotes diversity in the classroom and supports learning in a caring, respectful and non-discriminatory manner. The Welcoming Schools project relates directly to what the College of Education teaches and expects of its teacher candidates — in that it helps students demonstrate a commitment to fairness and a belief that all children can learn when safe, inclusive and welcoming schools are developed.

What are the benefits for teacher candidates, as well as veteran teachers?
Learning about building safe, welcoming schools helps teacher candidates feel empowered to act. They build knowledge about LGBTQ youth, families and topics in school, including anti-discrimination laws and policies. They evaluate curriculum and identify goals for themselves as educators, such as how to create an accepting environment that celebrates differences. Project participants also learn about making classroom practices more inclusive by using gender-neutral language and examining gendered assumptions about children and their interests. Additionally, they are exposed to ways to make curriculum more inclusive by including more literature that represents gender and family diversity.

What are some key lessons for teacher candidates?
First, building safe, welcoming schools requires a comprehensive approach that includes support from educational professionals across the district and teacher education program — from the school board, administration, counselors, school support staff, teachers and student teachers to university faculty.

Secondly, we must create inclusive schools through policies, practices and curricula that prevent bias-based bullying and gender stereotyping, support transgender and gender-expansive students and embrace family diversity. Lastly, future and current teachers must support the pluralism and intersection of students’ identities, as well as take action to help others to address bias and injustice.

What is your hope for Welcoming Schools?
My hope is that by addressing discrimination, building inclusive environments and enhancing social-emotional relationships — among children, families and school staff — will support overall wellness, academic achievement and children’s growth and development.
Registration for the summer institute is available online. For more information, contact a href=””>Chappell or call 657-278-8493.

– Original artcle at:

Faculty Members Chosen for Emerging Leaders Program

The American Association of State Colleges & Universities announced June 1 that two Cal State Fullerton faculty members are among 26 candidates selected to participate in the inaugural class of the association’s Emerging Leaders Program.

Erica Bowers, chair and associate professor of literacy and reading education, and Stacy Mallicoat, professor of criminal justice and chair of the Division of Politics, Administration and Justice, will attend the three-day seminar, June 11-14, in Washington, D.C.

The AASCU program is designed for mid-career professionals and faculty leaders in higher education nominated by their presidents, chancellors or administrators, and includes hands-on practical exercises, a leadership self-assessment, and the development of a plan designed to help reach their leadership goals. After completing the program, their nominators will assign Bowers and Mallicoat projects to improve their knowledge of the university and grow as leaders using their new skills.

“I’m excited to be able to work with similar faculty and administrative partners from across the nation to learn about how their campus leaders operate, and identify ways in which I can take these tools and experiences and apply them here at Cal State Fullerton,” Mallicoat said. “To have this type of support from both our campus, as well as the AASCU, is so important in helping me define how and where I can best serve our Titan community.”

Bowers, who also serves as director of CSUF’s Hazel Miller Croy Reading Center, said it is an honor to be selected as an emerging leader and looks forward to building her leadership skills.

As part of the Emerging Leaders Program, Bowers will work with Kari Knutson Miller, dean of University Extended Education and associate vice president of International Programs and Global Engagement, and Provost José Cruz, where she will co-chair a task force to engage in a University-wide conversation regarding the next steps for CSUF’s online programming offered through University Extended Education. The yearlong project will focus on identifying programs that could better meet demand; exploring partnerships to expand the reach of online offerings; and compiling the results into recommendations.

– Original article at:

Teaching First-Generation College Students Subject of Center Program

Teachers helping teachers develop successful strategies to support the academic achievement of first-generation college students is the goal of a new three-day institute being offered by the Faculty Development Center.

The Aug. 9-11 program “Teaching First- Generation College Students: Simple Strategies to Support Academic Achievement” will emphasize incorporating culturally responsive instruction; fostering resilience, social integration and teamwork; and boosting student engagement, says Laura Lohman, who received a National Education Association Foundation grant to underwrite the institute.
“This is an important new form of support we will be offering for faculty,” said Lohman. “One that we hope we can grow and expand.”

Facilitating the sessions will be Maria Estela Zarate and Rebecca Gutierrez Keeton of educational leadership. Both first-generation college students.

“My concept is that each session will focus on discussing a practical application that participating faculty can then synthesize into a course that they will be teaching during the 2016-17 academic year,” explains Lohman. “The goal is to help ensure that these educators not only have a strong impact on first-generation students but also become leaders in their colleges and departments and share what they learned with others.”

In fact, as part of the program, participants follow up by leading a session or facilitating a workshop through the Faculty Development Center or through their department or college.

“I believe that from the 20 participants in this institute, at least 1,200 students will immediately benefit in fall 2016,” says Lohman. “And if all 20 participate by leading another program, we have the potential to make a significant ripple that will affect the entire faculty.”

Faculty members can register and learn more about “Teaching First-Generation College Students: Simple Strategies to Support Academic Achievement” through the Faculty Development Center calendar at or through this workshop link.

– Original article at:

CSUF Elevated to Doctoral/Research ‘R-3’ Designation

Carnegie Classification Change Is Milestone for University

Accordingly, the newly created R-3 designation is in keeping with that evolution and follows the established R-1 and R-2 tiers designated for institutions whose primary mission is research.

“The R-3 designation is largely in response to our recent increase in the number of doctoral degrees awarded by our institution,” said Provost and Vice President for Academic Affairs José Luis Cruz. “Our designation is driven by the work of the College of Education and the faculty of our Ed.D. programs.”

Cal State Fullerton currently offers two doctoral programs: Ed.D. (education) and D.N.P. (doctor of nursing practice). Last year, 75 doctorates overall were awarded.

Additionally, Cruz said, Cal State Fullerton garners more than $22 million in grants each year, the majority of which are federal awards.

The Carnegie Classification has been the leading framework for recognizing and describing institutional diversity in U.S. higher education for more than four decades. This framework has been widely used in the study of higher education, both as a way to represent and account for institutional differences, as well as in the design of research studies to ensure adequate representation of sampled institutions, students or faculty.

At Cal State Fullerton, this new designation also reflects the faculty’s continued commitment to engaging students in undergraduate and graduate research. For example, more than 325 proposals were submitted in the 2014-15 academic year.

In addition,  Cal State Fullerton has been identified as a community engaged campus – recognizing that in its pursuit of scholarship, the campus also is committed to its role as an anchor in the community.

“The dramatic increase in graduation rates demonstrates our student success, scholarship, and stewardship of place efforts serve to accelerate our progress in advancing our mission,” Cruz said.

Original Source:

New Programs Prepare Teachers of English Learners

Janet Eyring (top) and Tonja Byrom were instrumental in launching CSUF’s new programs to prepare students to become teachers to English-language learners in California’s schools.

Cal State Fullerton is offering new programs in “World Language: English Language Development” to prepare teachers to instruct English-language learners in California’s diverse K-12 classrooms.

Beginning this spring semester, the World Language: English Language Development (ELD) subject matter preparation program is offered to undergraduates of any major planning to pursue a teaching career. A new teacher credential program focused on training candidates to teach ELD in California’s schools is scheduled to launch in the fall.

“With California’s large population of non-native English speakers, this is the first time that the California Commission on Teacher Credentialing (CCTC) approved such programs to train teachers specifically for this population,” said Janet Eyring, professor of modern languages and literatures, who teaches in the TESOL (Teaching English to Speakers of Other Languages) Program.

Late last fall, the CCTC approved the new subject matter preparation coursework and credential program, a collaborative effort developed between the College of Education’s Department of Secondary Education and the College of Humanities and Social Sciences’ TESOL Program, and the departments of Modern Languages and Literatures; English, Comparative Literature and Linguistics; and American Studies. CSUF is the first university in the state to receive approval, Eyring said.

“While our programs are unique, the ability to offer both an undergraduate program and a credential program in English language development has placed CSUF at the forefront of English language development studies and training throughout California,” said Tonja Byrom, lecturer in secondary education and world languages subject area coordinator.

Original Source:

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