Friday Features - July 8, 2016
Kappa Delta Pi honored
Kappa Delta Pi, an international honor society in education, recently awarded the University of Wisconsin-Platteville’s Kappa Delta Pi Iota Rho chapter and its members with several awards for excellence in education.
The Iota Rho chapter received the 2015-16 Membership Chapter Program Award, which recognizes chapters whose leaders and members developed and implemented effective programs that enhanced the chapter member experience. There are more than 600 active Kappa Delta Pi chapters; six chapters received the award.
Dr. Rea Kirk, professor in the School of Education at UW-Platteville, received the 2015-16 Midwest Regional Chapter Counselor Award, which recognizes one dedicated counselor from each region who has achieved excellence in her or his role as counselor and is a leader who represents the missions and ideals of KDP. Recipients of the award must score higher than their peers in the areas of modeling leadership, motivating and communicating with chapter members, impacting the careers of chapter officers and members, being involved in chapter programs and activities and exemplifying the mission and ideals of the society.
“Dr. Kirk is an exemplary faculty member who continually demonstrates her student-focused perspective,” said Dr. Karen Stinson, director of the School of Education at UW-Platteville. “This latest award is yet another example of recognition of her efforts on behalf of her students and UW-Platteville.”
MiKayla Hambley, president of the Iota Rho chapter and a junior elementary education major at UW-Platteville from Amboy, Illinois, received the 2015-16 Distinguished Chapter Officer Award, which recognizes individuals who have made an impact on their local chapter, fellow leaders and surrounding community. There are 3,000 active Kappa Delta PI chapter officers; 12 officers received the award.
“The School of Education is so proud of MiKayla and her leadership in Kappa Delta Pi,” said Stinson. “MiKayla exemplifies the mission of KDP to foster excellence in education and promote fellowship among those dedicated to teaching.”
All award recipients will receive a certificate this month and then be recognized formally with a plaque at the Kappa Delta Pi Convocation 2017 Oct. 26-28, 2017, in Pittsburgh, Pennsylvania. They will also be featured on Kappa Delta Pi’s blog and main website.
Pictured left to right are Dr. John Nkemnji, MiKayla Hambley and Dr. Rea Kirk.
Collins’ work published in international journal
Dr. Jennifer Collins, assistant professor of education at the University of Wisconsin-Platteville, explored the transformative effect of study abroad on pre-service teachers in the article, “The transformative effect of study abroad: Australian teaching experience on United States pre-service teacher identity formation,” recently published in International Education Journal: Comparative Perspectives. The article was co-authored by Audrey Geste, lecturer at Edith Cowan University in Australia.
“International Education Journal: Comparative Perspectives” is an international, peer-reviewed journal for advancing academic quality and rigor in comparative and international education research. The journal seeks to promote scholarly discussion of the relationships among educational policy and practice, theory and cross-disciplinary global studies.
Collins’ and Geste’s study describes the transformational effect of a short-term study abroad experience on a group of U.S. pre-service teachers who participated in a cross-cultural exchange which included a six-week placement in an Australian school where they assumed many teaching responsibilities. The pre-student teachers reported experiencing collaboration as a structural feature of their Australian school experience in distinct contrast to their highly compartmentalized organizational structure of mainstream schooling in the United States. This broadened perspective of shared teaching roles impacted students such that they expressed a belief that they too could incorporate this approach to teaching in the U.S. Not only the exposure to the complexity of teacher roles and responsibilities, but their inclusion as near-peers prompted them to experience, for some for the first time, the sense of actual identification as teacher.
To read on online version of the journal article, go to: http://openjournals.library.usyd.edu.au/index.php/IEJ.