Kickstart on Solid Foundation

Success is in the details. Professors have expectations. Graduate students should expect to be challenged. Prime your thought processes by thoroughly reading your syllabus! Listen intently as your professor reviews the syllabus on the first day of class. Don’t get blindsided by the extensive end-of-course project or paper. Note what each assignment entails. Mark all due dates on the calendar! In graduate school, deadlines are deadlines.

Micro-tip

Typically, classes have repetitive assignments that run the course length. Keep your eye on the clock the first time you complete this assignment. How long did it take? Now, you can accurately plan your time commitment on the calendar. Don’t forget to consider your responsibilities outside of graduate school. Add those to the calendar as well.

Worried About Writing?

It’s no secret that graduate school requires critical thinking, which is showcased through writing. No need to fret! Thomas University’s Learning Commons offers writing tutors. Remember that graduate school requires a B minimum to pass each class. If writing is your kryptonite, don’t procrastinate. Go back to square one. Take yourself through the complete writing process: pre-writing, drafting, editing, revision, and publication.

Check your rubric and the assignment directions before, during, and after your writing. When you finish, forget about that paper for a few days! Pick it back up near the turn-in date and do another round of revisions. Perceive that your work is done well. Then, click submit and enjoy the satisfaction of hard work washing over you.

The Horror of Plagiarism

Graduate school involves research and synthesis writing. Do yourself a favor and learn what constitutes plagiarism to include APA rules. Cite the author and then cite some more. Use TurnItIn. Turnitin is a resource for students to check for plagiarism before submitting their papers. Professors will also use TurnItIn to check for originality.

Under the Table Tip

Stay away from the citation generators if possible. Save your grade by using your APA 7th Edition Manual. Do the work yourself.

Networking

Connect with your classmates. Be the person to start the group text. Graduate students appreciate mental and emotional support from one another. Everyone brings different and pertinent skills to the

group. Who’s the expert in the class where you have weak points? Pair up! Benefit from opposing strengths. As you add your new buddies to your Facebook, remember LinkedIn. Years from now, that buddy from graduate school may be the person who knows a workplace opportunity. LinkedIn is more than just a tool for networking. Members can gain credibility for skills through feedback and showcase their professional expertise in a like-minded forum.

Own Your Dork!

Not everyone obtains a graduate degree for the same reason, but if the course content deepens your passion and drive, let your professor know! Inspired students inspire professors. We all have the same universal needs, so uplift your professor by conveying that the class is meaningful. Create that rapport. Tell your professors how much you appreciate them.

Budgeting

Thomas University prides itself on being one of the most cost-effective universities in Georgia. TU offers financial aid and several scholarship opportunities. Research your options and make sure to complete all steps on your FAFSA. Keep an eye out for emails on your loan status!

Update Your Tech

Graduate school requires up-to-date operating systems, processors, hard drives, and memory. Count on it…Your computer will inadvertently ramp you into a frenzy, freezing five minutes before an assignment deadline. Alleviate the technology headache and invest in a computer update if needed. Don’t forget about anti-malware, anti-virus, and spyware scanners to keep your computer running smoothly. Save your progress and invest in a secondary backup system.

Side-Tip

Embrace the save. Save your work in the cloud. Save it in Word. Save it in Google. Go save crazy! You’ve heard the story, or unfortunately, it has happened to you… Don’t lose your hard work or your grade.

Utilize Your Resources

Do you need a class at a particular time or day? Advice on your academic path? Reach out to your academic advisor. Don’t just email them. Call them! Their job is to assist you in tackling your academic goals.

As a private institution, Thomas University supports Veterans, both active duty and National Guard and Reserve members, through career transitioning services. Email military@thomasu.edu or call (844) 558-5409 for more information.

Refresh Your Professor

In graduate school, professors take painstaking time to provide high-quality feedback for your academic growth. Pay attention! Honor their expertise by applying the feedback to your following paper. Show your gratitude by not making the same mistake.

The “why do I need to know this” adage doesn’t exist in graduate school. Students learn content and critical thinking simultaneously. This means the skills you develop apply to everyday life in all contexts. At Thomas University, you will learn from some of the GOATS (greatest of all time)! Thank them by bringing your best energy to class!

Take Advantage of the Career Center

Thomas University offers a Career Coach to help you land that dream job aligned with your degree. Not only does the Career Center help you write a sublime resume, but it also provides personality assessments leading you toward a thriving career. Check out the Career Center here!

Why You Should Choose Thomas University for Your Grad Degree

If you are looking for a transformation assisted by professors and a community that supports your success in graduate school, it’s time to become a Night Hawk.

Education that engages, empowers, and transforms.

Ready to advance your career with a graduate degree? Check out our available graduate programs and get started today!

The post Tips and Tricks for Success in Graduate School appeared first on Thomas University.

The fixed mindset, or the belief that people are stuck with the amount of intelligence they are born with, should be exiled. Average, decent, and mediocre are not self-defining words in the vocabulary of a growth-minded graduate student.

Think on this: No one could debate the human body was created to evolve. Wouldn’t it be absurd to tell the body, “Do not grow taller!” The brain is the body’s control center, believing anything other than “I can learn” contradicts the brain’s function.

So, why do we give up when stress overcomes willpower? Unfortunately, human nature dictates choosing the least resistant path. We indulge in our impulsive inclinations. Let’s be honest, if you quit school, the chances of you re-enrolling are slim.

Growth mindset is the hero! Growth mindset swoops in and reminds the overwhelmed student to keep the end in sight. Without it, failure is predictable.

How I Developed Growth Mindset 

I slowly developed a growth mindset. Before, I lived in the comfort zone breeding negative self-talk and laziness. When a wise person I trusted encouraged me, I realized my limiting beliefs were excuses. I was scared to fail or even try.

Somewhere, I let insecurity creep into my mind and erase the truths my grandmother fostered in me as a child. Thankfully, the encouragement debunked my self-concept, and I baby-stepped into the learning zone. With corrections and small successes, my eyes opened to the truth; I was my enemy. I reshaped my thoughts and began to dream.

I found when my days were going great, I could easily maintain a growth mindset. But, when my days were difficult, I leaned back into a fixed mindset.

Here are some tips I use to stay in a growth mindset!

Ten Tips for a Growth Mindset

Tip 1: Check Your Inner Circle.

Think about the people you spend the most time with. Do they respect your endeavors and commitments? Do they cheer you on? Or, do they keep you out late when you should be studying? Surround yourself with like-minded people when feasible.

Tip 2: Manage Your Time. Don’t Let Time Manage You.

Protect your time from social media distractions. Don’t get sucked into the reel rabbit hole…again! The assignment deadline is on the calendar. Reduce mental burnout and stress by scheduling your time.

Try this experiment: Write down every task you do during the day and how long the task takes. You will be surprised to find how much time is eaten with texting, dishes, driving, hygiene, and other mundane engagements. Now that you have an idea of where your time goes, adjust your schedule to fit in your schoolwork. Give yourself a little wiggle room. Don’t be too rigid!

Tip 3: Eat Genius Foods. 

Research confirms that certain foods increase mental clarity and focus. Try to incorporate avocado, olive oil, salmon, eggs, kale, dark chocolate, blueberries, and dark greens into your daily diet. Do you have a looming assignment ahead? Eat them all and watch your brain speed through the work!

Want more details on how foods enhance your thinking? Check out Genius Foods by Max Lugavere

Tip 4: Get Eight Hours of Sleep. 

Dreaming allows the subconscious to step in and sift through the conscious thoughts of the day. Sound sleep can coax your brain to create new ideas and find solutions. Not to mention you will wake up with energy!

Wanna throw a little exercise into the mix to increase oxygen flow to your brain? Play music when you wake up and dance to your three favorite songs.

Tip 5: Hydrate Your Brain. 

Within the first hour of waking up, drink at least eight ounces of ice-cold water. Cold water triggers your metabolism and can act like caffeine by releasing adrenaline. Now your brain is alert. Continue drinking water throughout the day for optimal concentration and memory.

Want super fuel for a growth mindset? Add lemon to your water. Potassium from the lemons increases blood flow to the brain. Your brain will reward you with happier thoughts and your energy will spike.

Tip 6: Erase Fear With Gratitude.

Is that case study, research project, or major paper causing you anxiety? Take a deep breath. Try asking yourself what you are grateful for and watch the spirit of fear ease away as you meditate on thankfulness.

Tip 7: Shut Down the Lies. 

You are tired, hungry, and overwhelmed. A little voice whispers…give up. The work is too hard. Just give up. We tend to believe little lies we tell ourselves, but you do not have to. Self-assess what your brain and body need. Refuel and push forward.

Tip 8: Take a Shower.

The skin is the largest organ in the body. Sometimes, the only cue to renewing your mindset is a satisfying scrubbing with soap to rid your body of daily toxins.

Tip 9: Make Room For Unpredictability. 

Life can be plain unfair and unsettling. Have positive support in place ahead of time. How about writing yourself encouraging notes…just a couple words. Hide them in your textbooks and drawers. A nice surprise is headed your way. After all, maintaining a growth mindset means you are your best friend.

Tip 10: Visualize the End Game.

Imagine yourself walking across the graduation stage with the degree in your hands. See yourself accepting the job offer from your new boss. Always keep the visual in the front of your brain. Then, take manageable steps through the finish line.

Why I Chose Thomas University

Thomas University’s mission statement underscores the faculty valuing student’s individual capabilities to achieve personal and professional transformation. I wanted professors to dig up the strengths that I did not see. I needed professors to place the right pencil in my hand, so I could erase the weaknesses. Thomas’ status as a regionally accredited, private institution with a small student-teacher ratio appealed to my need to learn directly from my professors and to collaborate with classmates.

I also learned that the university was a Christian, nonprofit entity which translates to service-minded people promoting the better good. As an army veteran’s wife, I wanted a university which supported active military, veterans, and their spouses formulated to fit the classroom teacher’s work and home schedule. All facets compounding defined Thomas University as the clear choice.

Educators never stop learning; check out Thomas University’s available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

The post The Importance of Growth Mindset in Graduate School appeared first on Thomas University.

I teach in the educational leadership programs at Thomas University. I am honored to impart knowledge and skills to aspiring school and district leaders. The Educational Leadership program offers:

• Ed.S. in Educational Leadership (Tier ll Certification)
• M.Ed. in Educational Leadership (Tier I Certification)
• Certificate in Educational Leadership Tier I Certification-Only

The courses in the educational leadership program promotes rigor, relevance, and high student engagement. As an Assistant Professor and Program Director for Educational Leadership, I help educational leadership candidates build capacity in their educational journey.

Initially, I was drawn to the education field through a desire to help others learn and grow. As my career in education evolved, I realized how essential leadership is for school success. That passion for leadership turned into guiding, assisting, and collaborating with others to become the best versions of themselves as school leaders.

“If you learn something new every day, you can teach something new every day!” —Martha Stewart

In school leadership, there’s always something new to learn and teach! Who wouldn’t be excited about new adventures daily? It’s rewarding to know you make a difference in the lives of others.

What attracted you to teach at Thomas University? What sets them apart?

Before teaching at Thomas University, I had the opportunity to mentor and support colleagues participating in Thomas University education degree programs. I was always impressed with the meaningful learning tasks that were a part of the coursework. Evidently, learning at Thomas University provided positive growth opportunities for the learner and the school community.

Thomas University promotes lifelong learning for educators and those desiring to become a part of the education field. All programs are designed to create a learning experience relevant to the learner’s needs.

The Thomas University Division of Education offers an innovative hybrid approach to learning. The format is presented in eight-week terms where participants engage in coursework synchronously bi-weekly with professors and peers, while participating in online independent learning activities on other weeks. This model provides flexibility, allowing more content to be learned within a semester.

Many of the teaching faculty in the Division of Education are or have been practitioners in the field of education. The wealth of knowledge and experience that each professor brings is outstanding! They can leverage best practices and content to equip students for success as educators.

What is your professional background as an educator?

I have over 30 years of experience in education as a classroom teacher, assistant principal, principal, and university professor. I have served as a mentor for aspiring school administrators. I have presented at various leadership training and conferences, most recently in Chengdu, China, to present about Social and Emotional Learning and PBIS to educators.

My degrees include the following:

• Bachelor of Science in Elementary Education — Florida A & M University
• Master of Science in Instructional Technology — Georgia State University
• Educational Specialist in Educational Leadership — University of West Georgia
• Doctor of Education in Educational Leadership — Clark Atlanta University

Tell us a little about yourself. Why did you become interested in education?

I was destined to be an educator. From my early childhood days, I often convinced friends to play school. I was fortunate to have teachers along the way that inspired me through the ways they “magically” helped me to feel successful as a student. I knew I wanted to use this “magic” to help others succeed in their learning journeys. My love for school eventually led to the most amazing career!

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

I would tell prospective students that there is an expectation of achievement in the educational leadership program. I am passionate about how aspiring leaders can utilize the tools of the trade to impact student achievement in school communities. I lead by example. I like to learn with and from those whom I am tasked to educate. As an Assistant Professor, I am committed to providing learning opportunities that lead to successful outcomes. I encourage students to engage in learning experiences embedded within the curriculum. I hope students will leverage the experience to become exceptional school leaders.

What advice do you have for students interested in pursuing their educational leadership degree? How can people stand out in this field?

Thomas University educational leadership programs offer best practices for participants to grow their leadership capacity. The framework is designed to be systemic, inclusive, and comprehensive to meet the requirements of becoming an effective leader in Georgia. The focus is to meet the learner’s needs through theory of practice and job-embedded leadership learning tasks.

My advice to those interested in pursuing an educational leadership degree is to be open to the challenge of change. The learning opportunities at Thomas University foster change and development. It will be up to the aspiring leader to use the knowledge and skills gained. As leaders, they will have the dispositions needed to create thriving learning environments.

Is there anything else you would like to share?

“Everything rises and falls on leadership.” — John C. Maxwell

The accurate measure of a successful leader is the preparation and commitment to continuous quality improvement. Thomas University educational leadership programs cultivate leaders ready to impact school communities positively.

Let us be a part of your leadership journey!

The post Faculty Spotlight: Dr. Angelique Mitchell, Assistant Professor, Program Director for Educational Leadership, Division of Education appeared first on Thomas University.

Why did you want to work in education? What inspired you? 

My grandmother, Mrs. Irene Kerr, inspired me to be an educator. As the wife of a sea captain and teacher in Hawaii for almost 50 years, she walked a “will do” life. She focused on an accomplished end and arrived through hard work and perseverance. I spent summer weeks by her side as a little girl. During July days, she unwittingly shaped me into a “will do” educator in her kind and calm way. I remember hearing excited teens shout, “Mrs. Kerr….Mrs. Kerr!” I turned to students waving and walking up for a hug while we ran errands around the island. I saw the admiration in the older kids’ eyes. I captured the moment; being a teacher meant meaningfully influencing lives.

Years later, I graduated from Baylor University in Texas with a bachelor’s degree in journalism. When I returned to Georgia, I couldn’t find work. My mother encouraged, “Why don’t you go into teaching like Grandma?” My journey began. Today, employees flee from their professions for understandable reasons, but I remain in education remembering my grandmother. Hopefully, my students will adopt the “will do” mindset instilled in me long ago.

Why did you choose Thomas University for your M. Ed. In Middle Grades Language Arts, and Teacher Leadership Endorsement?

Thomas University’s (TU) mission statement underscores the faculty valuing student’s individual capabilities to achieve personal and professional transformation. I wanted professors to dig up the strengths that I did not see. I needed professors to place the right pencil in my hand, so I could erase the weaknesses. TU’s status as a regionally accredited, private institution with a small student-teacher ratio appealed to my need to learn directly from my professors and to collaborate with classmates.

I also learned that the University was a Christian, nonprofit entity which translates to service-minded people promoting the better good. As an army veteran’s wife, I wanted a university which supported active military, veterans, and their spouses formulated to fit the classroom teacher’s work and home schedule.

Having taught reading and writing since the clunky, metal overhead projector, the M. Ed. In Middle Grades Language Arts, spoke to me seeking a renewed mindset and refined skills. All facets compounding defined Thomas University as the clear choice.

After I began my Thomas University journey, I experienced the professors’ elevated rigor and commitment to teaching. I decided to add the teacher leadership endorsement. I recalled the school’s mission, “to prepare for successful careers and responsible leadership in a rapidly changing and complex world.” Educators must be responsible leaders to provide the quality instruction that parents rightfully expect. Teachers can verify students’ diverse needs and the importance of the equitable, safe, and loving leader inside the classroom and within the school climate. Responsible leadership compels parents and educators to join forces for the student.

What skills did you gain or sharpen through your program at Thomas University and how do they benefit you in today’s educational climate? 

Thomas University’s curriculum sharpened every skill imaginable in a teacher’s tool kit. Why? I learned about brain science. Knowing how brain neurons operate and affect my students’ literacy progress changed everything. How the brain processes language, emotion, and environmental stimuli is invaluable knowledge for educators. Comprehension of brain science indefinitely extended the sharpening of other skills. For instance, when paired with social-emotional learning strategies, I redirect students’ behaviors differently with a holistic perspective.

Today’s teaching climate calls for experts in differentiation. We juggle students with various learning styles, background knowledge, motivation, physical and emotional health. We do so with a parental presumption not to drop the ball a single time! As you can imagine, it’s much easier to write about than to succeed when adding the behind-the-scenes teacher work-life to the time-eating monster called “meetings.” Since graduating from Thomas University, I am a better juggler.

Seeing the big picture makes creating targeted strategies with sensory stimuli and metacognition easier. I adjust the formative assessments, gamification, feedback, resources, curriculum and all else quickly. With applicable core knowledge, I will evolve with my students as they evolve alongside technology.

How has your M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement impacted you in terms of your current position or a position you’d like to attain in the future? 

The M. Ed. In Middle Grades Language Arts combined with a Teacher Leadership Endorsement prepared me to step into a literacy coaching position. Professors teach tools to immediately implement with students. Course resources are relatable and enlightening to teaching literacy. Best yet, my students made progress inside my classroom as I made progress in TU’s classroom.

During my last semester at Thomas University, I applied for my Ed.D. in Curriculum and Instruction. TU’s Teacher Leadership Professors’ vested interest to turn educators into worthy leaders inspired and prepared me.

What was a challenge you faced during your M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement, and who or what helped you overcome it? 

My excitement to be a better reading teacher motivated me to strive for success; however, my motivation was riddled with frustration, exhaustion, disappointment, and personal hardships during the two years. Thomas University’s professors and classmates helped me overcome every obstacle with compassion. I never faced a challenge alone. Each professor was authentically kind.

In any given Zoom class, like-minded teachers rallied to support a classmate breaking through to a particular student. We celebrated each other’s ideas and achievements with clapping and in Zoom chat boxes. Sometimes tears spilled only to be met with an empathy flood. Video and discussion posts promoted relevant dialogue and learning different perspectives together reserved spots on the same team: team student.

What was the biggest takeaway from the M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement program for you? 

My biggest takeaway from the program is being empowered to advance as an educator with action research. Virtually anything can be observed and framed as a study within my classroom. The knowledge to actively find solutions to literacy barriers feels like freedom from past frustrations and roadblocks.

What would you tell (or what advice would you give) prospective students considering the M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement program at Thomas University? 

Hurry up and enroll! Knowledge is one thing no one can take away. Invest in yourself for others. I still need my mug of black coffee and a top-secret chocolate drawer, but please listen to me when I say nothing is more satisfying than watching your students blossom with “aha!” moments, self-efficacy, and a growth mindset!

Is there anything else you would like to share? 

If you are feeling a tug to be a teacher leader. Embrace it. Thomas University will do the rest. Thank you to Thomas University for leaving a mark! Thank you to my husband for your never-ending love and support.

The post Alumni Spotlight: Jacquelyn Duran, M. Ed. In Middle Grades Language Arts, and Teacher Leadership Endorsement appeared first on Thomas University.

We live in exciting times, and education—specifically, teachers—are on the front lines. As an Assistant Professor of Education at Thomas University, I get to work with current and future teachers as they prepare their students to meet the opportunities and challenges present in our world. In both the Initial Teacher Preparation and Curriculum and Instruction programs, I help our students think more deeply about their professional practices in areas that include diversity, current educational issues and trends, and educational research. The idea that I can empower teachers to become powerful advocates for their students and themselves by enabling them to transfer what they learn in our programs into best practices keeps me energized to continue to be an active contributor and learner in the education profession.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle the challenges of COVID and post-COVID teaching?

Our programs are focused on preparing our students for the realities of teaching within the contexts of schools and society. To do this, we prepare them to work successfully with diverse learners by providing equitable educational opportunities and safe classroom environments where all students can learn. We also help teachers become more effective educational practitioners by using research to target specific questions and issues that influence how their students learn. Through their preparation in research, our students are able proactively improve student learning and have a deeper understanding of what research, evidence, and data mean.

Additionally, through instruction in areas such as social-emotional learning, our programs help teachers to support their students better holistically by adding to their understanding that students are more than intellect. Indeed, true learning involves the heart and body as well as the brain. All of these elements have been present in our programs pre-COVID, but they have taken on additional importance to our students post-COVID, and the feedback from our students speaks to the value of what we provide in this new, post-COVID environment.

What attracted you to Thomas University? What sets them apart?

For me, Thomas University offers its students and faculty a strong sense of community and family that is becoming harder to find, especially at larger institutions. Given our size, nobody remains a stranger for long and no student is “just a number.”

That means that we celebrate our students’ and colleagues’ triumphs, support each other when times get tough, and roll up our sleeves to help whenever and however we can. In short, Thomas University is a place that demonstrates that high standards and a rigorous education can take place in a positive, caring environment, and I am honored to be a part of that culture.

What is your professional background (including degrees) as an educator?

I have been an educator for over 30 years at the secondary and post-secondary levels. I taught high school French for 10 years at Coffee High School in Douglas, Georgia, and taught for 14 years at Valdosta State University before coming to Thomas University in 2016. In addition, I have served as a high school department chair, an instructor for the Georgia Governor’s Honors Program, an accreditation coordinator at the post-secondary level, and serve as a Program Review Chair for the Georgia Professional Standards Commission. My research areas of interest include educational politics and policy, educator ethics, rural education, and academic accreditation.

My degrees include:

• AB in French, University of Georgia
• M.Ed. Educational Leadership, Valdosta State University
• Ed.S. Teacher Leadership, Thomas University

Tell us a little bit about yourself. Why did you become interested in education?

To be completely honest, my educational journey is an example of how life can take you in unexpected directions. I am the first person in my family to take up education as a profession (everybody else was in either business or medicine), but when I started college, being a teacher was the farthest thought from my mind. I began my studies as a Russian Area Studies major but realized that was not really what interested me. Eventually, I became a French major and after graduation decided to teach in a public school for a year before I started graduate studies. Much to my surprise (and gratitude) one year became two years and two years became a decade! From that point, there was no looking back; I was a career educator.

After 10 wonderful years of teaching high school, I realized that it was time to explore other areas of education. I was fortunate enough to help prepare educators at Valdosta State University, where I also developed a love for issues ranging from accreditation to educational policy, professional passions that I have been able to bring to my current position at Thomas University. Moving forward, I look forward to seeing where else this long and winding educational journey will take me, and I can’t wait to see what happens next!

What would you tell prospective students considering your programs about yourself? What’s something that students and colleagues should know about you?

I have a deep appreciation of knowledge, wisdom, reason, and critical thinking, and I value students who also treasure these elements of education. I love seeing students take what they learn in my courses and combine them with their personal and professional journeys to arrive at new or different understandings. I also love learning from my students when they “respectfully disagree” and use the powers of knowledge and reason to help me broaden my perspectives and think new thoughts. I very much believe that the best teachers learn from their students, and I am gratified when that happens.

By now, I am not sure that there is anything that my colleagues don’t know about me, but I hope that they understand that I care deeply about the educational issues that I teach and that I care very much about my students. Also, I think they have come to realize that I have a pretty dry sense of humor to the extent that it has been branded “wicked” by at least one of them!

What advice do you have for students interested in pursuing their graduate education degree? How can people stand out in this field?

Often, graduate students fail to finish their degrees due to the challenges of managing graduate studies along with professional and personal commitments. So perhaps the best advice I have to offer prospective graduate students is to make sure that they have strong time management skills and have the support they need from the “key stakeholders” in their lives to successfully complete their programs. If graduate students are effective stewards of their time, and if they have the support of their supervisors, family members, friends, etc., then the odds of being successful increase dramatically.

The role of educators in the post-COVID world is changing in the sense that successful educators are not just purveyors of instruction but are also leaders and advocates for the profession. Hence, successful educators model empowerment by leading their colleagues—either formally or informally—to be better educators, better professionals. They are the ones that will provide the solutions to the challenges facing teachers, students, schools, and communities, and they will be the ones to marshal the people and resources to ensure that educators can truly fulfill the personal and professional commitments they make to their students and themselves.

The post Faculty Spotlight: Scott Grubbs, Assistant Professor of Education appeared first on Thomas University.

January 2021, I just happened to be scrolling through my emails when I saw correspondence from Thomas University’s Off-Campus Coordinator recruiting for different cohorts. At the time, I needed to enroll in a program, but I was super apprehensive. Three months later, I decided to respond to the email, which was the process’s most challenging part.

Helpful, Accessible Advisors

Thomas University’s Off-Campus Coordinator was optimistic and practically welcomed me as if I had received my acceptance letter that day. Despite my original correspondence from her being for the spring cohort, she assured me that I could join the fall cohort. This gave me so much hope and motivation. This was precisely what I needed. When the time came to register for classes and financial aid, my advisor contacted me and walked me through the process.

Financial Aid and Scholarships

Even when I had questions, I was able to block specific time out to speak with financial aid or my advisor. With so much support, I was even able to find scholarships. All these things made it easy to do what I needed while working as a full-time teacher.

They even supported me by getting scholarships and other resources that made paying for school more accessible. Whatever I needed, I was able to access it on the student portal or with my advisor’s support. This has been a great experience, and it all began with an email. My journey at Thomas University has been a blessing and made me a better teacher from admission to now.

Interested in pursuing your graduate degree? Check out Thomas University’s available grad programs and get started today!

The post How Thomas University Made the Admission Process Easy appeared first on Thomas University.

What programs do you teach at Thomas University? What drew you to this field of study? What keeps you excited about it?

As an Associate Professor in the Division of Education, I have the privilege of teaching in graduate and undergraduate programs on topics related to my career in public education. Prior to joining Thomas University (TU), I worked in the largest PK-12 school district in Georgia in various roles that include ESOL teacher, Middle School Title III Program Specialist, and Coordinator of Assessment.

These experiences, combined with an interest in instructional technology, laid the groundwork for teaching courses in TU’s ESOL Endorsement program, the Online Teaching Endorsement Only program, the undergraduate Education Preparation Program, the M.A.T. program, and the graduate program.

My love of teaching was ignited when I was asked to tutor an elementary student struggling in math as a high school student. Watching the student move from failure to success gave great satisfaction and became the catalyst for me pursuing a degree in education. I entered the ESOL and assessment fields with the same desire to move students from failure to success. The use of instructional technology continues to fuel my love of teaching since it offers creative ways to engage learners.

How will your program better prepare/equip educators for the current climate they are facing? How will it help them tackle the challenges of COVID and post-COVID teaching?

An undergraduate or graduate student enrolled in one of the Education Division’s programs will gain knowledge and skills in the use of assessment data that leads to instructional decisions, as well as the action research protocol that moves the professional educator from being a consumer of research data to understanding how to apply the research process to answer a specific research problem identified within the classroom.

If enrolled in the ESOL Endorsement program, a certified teacher will gain the knowledge and skills to teach English Language Learners (ELLs) either as an ESOL teacher or a classroom teacher who has ELLs integrated within a content area classroom. These skills, coupled with an array of web-based tools, will prepare teachers to integrate instructional technology within a traditional classroom and an online learning environment.

What attracted you to teach at Thomas University? What sets them apart?

While some institutions emphasize theory over practice, the Thomas University’s Education Division courses integrate theory within practice through performance-based assignments and projects.

In addition, a large percentage of the professors in the division serve PK-12 districts and local schools as full-time district and local school administrators and teachers. Having this pool of experience and knowledge from which to draw creates a collaborative team environment for continuous improvement. This leads to learning experiences for our students that are both rigorous and relevant.

What is your professional background as an educator?

I have combined experience of over 20 years in PK-12 education and higher education as an ESOL teacher, district leader, and university professor.

My degrees include:

• Bachelor’s degree in Music Education
• Master’s degree in Religious Education
• Master’s Degree in Science—Applied Linguistics
• Specialist’s Degree in PK-12 Instructional Leadership
• Education Doctorate in PK-12 Instructional Leadership.

Tell us a little about yourself. Why did you become interested in education?

Throughout my career, I set a goal to one day teach at a university, but the path to fulfilling that dream was a journey that spanned more than 25 years. My interest in music education began as a child growing up in a musical family. Everyone was encouraged to play an instrument or sing in church choirs.

Eventually, I was given the opportunity to direct youth and adult choirs and lead youth programs in churches in Mississippi, Louisiana, and Texas. I had the privilege of serving as a Christian missionary in South Korea where I taught English as a Foreign Language. It was there I realized I needed more professional training and returned to the United States to pursue a degree in Applied Linguistics from Georgia State University.

Later this training would lead to ESOL teaching positions and the role of Title III Specialist for Middle Schools in Gwinnett County Public Schools. Because of my interest in language learners and assessment, I transitioned to the position of Coordinator of Assessment. In that role, I deepened my professional knowledge of formative assessment, the assessment development cycle, and how to make assessments accessible to various students.

On one occasion, the Georgia Department of Education-Assessment office asked me to sit for a recorded interview on Formative Assessment. That interview was seen by the Chair of TU’s Education Division, who contacted me regarding an adjunct teaching position at TU. I accepted a full-time teaching position in the Education Division at TU four years later. So, while my path to becoming a university professor was unconventional, every experience along the way prepared me for the current position, for which I’m deeply grateful.

What advice do you have for students interested in pursuing their graduate education degree? How can people stand out in this field?

If you are interested in becoming a teacher, regardless of stage of life or current position, reach out to Thomas University to begin your journey. Then pursue a variety of endorsements and experiences to continually make yourself marketable.

Finally, step out of your comfort zone to accept opportunities to grow as an educator within the local school. If your administrator sees enough potential in you to want you to lead, accept it. Then leverage the skill sets of those close to you to learn and grow.

Teaching is not for the faint of heart. While it may not be the most lucrative career, if you have the passion for it, it will be one you love.

The post Faculty Spotlight: Dr. Laura Moak, Associate Professor in the Division of Education appeared first on Thomas University.

What programs do you teach at Thomas University? What drew you to this field of study? What keeps you excited about it?

I currently teach and lead multiple courses in the majority of the programs we offer. This includes Content Areas (M.Eds.), M.Ed. in Curriculum and Instruction, Master of Arts in Teaching (M.A.T.), M.Ed. in Teacher Leadership, and our undergraduate teacher preparation program.

Additionally, I am Program Director for the Curriculum & Instruction Program, and Content Area M.Eds. While I have the opportunity to teach across all of these programs, most of my teaching time is dedicated to pedagogical courses in our teacher preparation programs.

I knew from a young age that I wanted to be a teacher. While my reasoning may have evolved over the years, my passion for education and working with various individuals never dwindled. When I was teaching high school in Florida, I was asked to present some of the teaching strategies I used with my social studies students to all faculty members. At this moment, I felt a light bulb go off and my desire to work with and train teachers was ignited.

How will your program better prepare/equip educators for the current climate they are facing? How will it help them tackle the challenges of COVID and post-COVID teaching?

Much like the rest of the world, Thomas University had to adapt to the challenges that the pandemic presented. This included how we prepared and supported our educators through these challenges. All of our education graduate programs, including curriculum and instruction, and content areas were already fully online so this was not a hurdle we had to face.

Instead, we focused on the current issues that many of our students faced in their classrooms. Our level of empathy increased as the number of unknowns continued to rise. We adapted assignments to ensure they still challenged our students and took into account the new landscape of education during the COVID-19 pandemic.

We also updated the literature and resources provided to students to include information related specifically to the pandemic and education. Class discourse shifted to include examinations of ways to navigate COVID and post-COVID teaching. As many schools shift back to some level of normalcy, much of what we do is still viewed through a post-COVID lens.

As new challenges arise, our programs will continue to make adjustments to ensure we support all of our students and give them the tools and skills needed to maneuver through the ever-changing climate in education successfully.

What attracted you to teach at Thomas University? What sets them apart?

Early on into my doctoral program, I knew that I wanted to work at a university that allowed me more time to teach and train educators. Thomas University has afforded me the opportunity to continue to follow my passion.

In addition to focusing on teaching, Thomas University was attractive to me for several other reasons. One of the first things I noted when I participated in the hiring process was how welcoming everyone was, especially the faculty in the Division of Education. From the beginning, it felt like home and where I would get to spend time improving education in Georgia with like-minded individuals.

Additionally, I was impressed by how open the university is to innovation and creativity; Thomas University wants to continue to grow and find ways to support all students. This mindset is very much in line with the direction I feel higher education should be aiming for.

What is your professional background as an educator?

Before obtaining a position at Thomas University, I spent my educational career in Central and North Florida. I attended a local community college and received an associate degree in history with a minor in education before transferring to the University of Florida. At the University of Florida, I obtained a bachelor’s in history with a minor in classical studies. After completing my bachelor’s degree, I earned a master’s in social studies education through University of Florida’s PROTEACH program.

Following graduation, I taught seventh-grade geography at a charter school in Orlando, Florida, before moving to Stockholm, Sweden, to tutor elementary students. After my contract in Sweden was finished, I taught several ninth through twelfth grade social studies subjects in Palm Bay, Florida. I spent several years at this high school before moving back to Gainesville, Florida, to complete my Ph.D. degree in curriculum and instruction with a focus on social studies education.

As a doctoral student and then-candidate, I taught several undergraduate and graduate courses in education before obtaining employment at Thomas University. Currently, I have been an assistant professor at Thomas University for four years and the program director for Curriculum & Instruction and Content Area M.Eds. for two years.

Tell us a little about yourself. Why did you become interested in education?

Whenever I was asked what I wanted to be when I grew up, I always said a teacher. My dreams ebbed and flowed as time went on, but I always ended up wanting to be a teacher. I wanted to find something that did not feel like a job because I enjoyed it so much. I was also quick to avoid a 9 a.m. to 5 p.m. schedule behind a desk every day.

As I volunteered more and more in educational settings throughout high school and my time at the local community college, I realized that I had found everything I was looking for in becoming a teacher. To this day, I have the biggest smile on my face every time I teach and work with students.

What would you tell prospective students considering your program about yourself? What’s something that students and colleagues should know about you?

As a professor, there are a few key things to know about me: I am empathetic, have a deep passion for teaching and equity, and have high expectations. One of my biggest goals is to see all my students be successful in the courses I teach and the programs I lead.

I want all students to also walk away with new perspectives and ideas to utilize with their students. With that desire for success comes an understanding that life can be challenging and unpredictable. Because of this, I remain understanding, flexible, and supportive.

While I maintain a level of empathy with all of my students, I also uphold high expectations because I believe empathy and high expectations can coexist beautifully if balanced with support and open communication. Additionally, I strive to ensure that equity is a focal point of the classes I lead and teach. As the lead of the diversity course within the Curriculum and Instruction Program, equity at the K-12 and higher education levels is one of my core values. I truly believe all students can be successful when provided the appropriate support and resources alongside having educators with an equity mindset.

What advice do you have for students interested in pursuing their graduate curriculum and instruction degree? How can people stand out in this field?

If a teacher wants to pursue a graduate degree in curriculum and instruction, I encourage them to consider their ultimate goals. What do they hope to accomplish with this degree? Focusing on those goals throughout the program can help motivate teachers when they face various struggles.

It is also essential that teachers entering this program discuss with their families and loved ones the level of dedication that will be required of them. The support of family and loved ones to navigate day-to-day and cheer them on can be instrumental in their success.

Lastly, I encourage teachers in this program to be open to new perspectives, ask questions to deepen their understanding, and soak it all in. The knowledge and experiences they gain from this program will benefit their students, colleagues, schools, and themselves for years to come.

The post Faculty Spotlight: Dr. Lindsey Stevenson Wingate, Assistant Professor of Education, Program Director for Curriculum and Instruction, Content Area M.Eds. appeared first on Thomas University.

You recently won ‘Teacher of the Year’. Congrats! What was your reaction when you found out?

“What have I done?” was my initial reaction when my school announced their 2022-2023 Teacher of the Year (TOTY). It has taken me some time to digest and process this recognition. I felt pressured to perform well at work and even in school. I still consider myself a relatively new teacher because I have only been teaching for four and a half years.

Every day, I am greeted by someone who reminds me that I am TOTY. That is just a reflection of the overwhelming support and love that my co-workers and peers have shown me. My response to that is simple: “we are TOTY.” My teacher peers are amazing. I am a reflection of being surrounded by other good educators who try to give students their best.

Why did you want to work in education? What inspired you?

Before teaching, I was a behavior specialist for six years in the public school system. I have always had a passion for working with at-risk children. It became clear that students struggling academically would struggle in life without a solid foundation.

Despite the career change, I wanted to continue advocating for at-risk students by having an adverse impact on the pipeline to the prison system. Becoming an educator was another avenue to improving and increasing literacy in my community. To fulfill my licensure requirement, I decided to pursue a degree in teaching.

Why did you choose Thomas University for your M.A.T. degree?

Choosing to attend Thomas University was the best decision I could have made. When I was ready to enroll in a program, I remembered receiving an email about an informational session at work. By the way, this email was from 2020. I was hoping and praying that they had a program for me; I was in luck and enrolled in the 2021 fall cohort for the M.A.T. program. My journey at Thomas University has been a blessing and made me a better teacher from admission to now.

What skills and/or knowledge do you hope to gain by the end of your program? What career goal are you hoping to accomplish?

I was extremely apprehensive about starting this program because school has never been easy. However, since beginning the M.A.T. program, my teaching has evolved, and all I want to do is share. As to continue, I want to continue sharing my knowledge with other teachers and professionals. My goal as a student and educator is to be selfless with information and intentional with practicing what I learn.

How will those skills help you with the current climate of education?

In today’s climate, I have been challenged to consider the whole child and evolve with the students’ needs across all domains of development. During the COVID-19 pandemic, I have learned to be much more flexible and creative. I have learned how to connect with students even when we are not in the same building. The first semester of my M.A.T. program showed me how to flip my classroom using a variety of digital platforms.

This was helpful because I never knew when my class could go virtual. I’ve also learned how to create a more positive learning environment. I am more responsive to students’ academic and social-emotional needs, whether learning is virtual or face-to-face. I want to think that these skills contributed to winning teacher of the year.

What have you most enjoyed about your program so far?

Collaborating and learning alongside other educators is one of the most beneficial aspects of this program. Education is evolving, and Thomas University has contributed to my skills in the classroom. Getting feedback from my professors weekly has also made me a better educator and student.

What has been the toughest part of your program so far?

However, the most challenging part of my program is time management. When I started school, I had to figure out another time to do the bulk of my planning and case management at work. Only my fellow teachers may understand what those obstacles are like.

Over time I have learned how to take my teacher’s hat off and put my student’s hat on. Our professor, Dr. Shannon Wood, reminds us often that we are learning, and feedback isn’t always punitive, but it gives direction on meeting the expectations.

What advice would you give to prospective students considering the same program at Thomas University?

Even though the program is rigorous, it is instantly rewarding. As a current student, I highly suggest this program for teachers who are currently teaching and individuals interested in teaching. After switching careers, I never anticipated being as good at teaching as at counseling. There was so much that I did not know or understand, but the M.A.T program prepares me to be a more confident and knowledgeable educator.

The post Student Spotlight: Whitney Redd, M.A.T. in Elementary Education appeared first on Thomas University.

What programs do you teach at Thomas University? What drew you to this field of study? What keeps you excited about it?

At Thomas University, I am an Assistant Professor who is the Graduate Coordinator and the Program Director for Teacher Leadership. I teach courses in the M.Ed. Teacher Leadership and Ed.S. Teacher Leadership programs, the M.Ed. Curriculum & Instruction (C&I) program, the content area M.Ed. programs for E.C.E., M.G.E., and S.E.C., the M.A.T. in Elementary Education program, and the undergraduate teaching program.

However, most of the courses I teach are in the Teacher Leadership program since this is the area I was hired to lead and where I have the greatest level of expertise. In this program I teach:

• Both residency courses (EDU630 & EDU631)
• Building Collaborative Teams course (EDU618)
• Observation and Analysis (EDU604)
• Leading a Professional Learning Community (EDU611)
• Introduction to Graduate Programs course (RSC600)

In C&I and the content area M.Ed. programs, the main course I teach is Collaborative Classrooms for Social Emotional Learning (EDU624). In the M.A.T. and undergraduate programs, I teach the Math Curriculum Development course (ECE470/EDU670).

Since I was a little girl, I have always been drawn to teaching, have always loved school, and have always loved learning. The beautiful thing about learning is that you can never know it all, so there is always something new to learn – no matter how much you know in any particular area.

One of the most exciting things about teaching is watching your students grow and learn; I have chills just saying that. It is a magical experience to teach students something new and amazing that you know will change the way they see the world, the way they see people, or the way they feel about their career or themselves. That experience never gets old.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle today’s education challenges?

I hope we are nearing the end of the dangerous part of the COVID-19 pandemic era. But, for the past two years, I have watched my Teacher Leadership students do some amazing things in their schools! When schools had to move to virtual learning in 2020, teacher leaders were the first ones who stepped up to lead the training that needed to be done almost immediately for all teachers in schools.

The Teacher Leadership students at Thomas University had already been using Zoom for their leadership courses, so they knew what to do at once when the pandemic struck. They put their skills to use creating and conducting small groups of teachers online, demonstrating and letting them practice how to make learning possible, active, and exciting through platforms like Zoom.

They showed teachers how to use digital tools like Google Slides and Google Docs to make their teaching more interactive and make collaborative team meetings possible through the pandemic. The teachers they taught have used those skills to keep students learning online for the past two years.

Teacher Leadership students learn how to go into their schools, study their school improvement plans, and then bring a small collaborative group of teachers together to make things better for everyone.

What attracted you to teach at Thomas University? What sets them apart?

The Thomas University Division of Education is a unique place, especially because of leadership by Dr. Susan Lynn and because of exceptional full and part-time faculty and staff. Thomas University values the art of teaching and learning. The focus is continually placed on teachers being the best they can be so students can learn the most possible.

In addition to this shared mission, Dr. Lynn has created a format for curriculum-relevant classes that is exceptionally teacher-friendly. The graduate program has an eight-week hybrid course format that teachers enjoy because they can focus on one class at a time, for the most part.

Teachers have the opportunity to learn relevant content both online and face-to-face by interacting with their peers and professors during bi-weekly Zoom meetings in the evenings when they get home from teaching their PK-12 classes. When Dr. Lynn explained her programs to me, described the format, and told me about Teacher Leadership, I was anxious to get started!

What is your professional background as an educator?

After graduating from Leon High School, I went to the University of Florida for my Bachelor’s in Elementary Education. I went back to Tallahassee (FSU) for my Master’s in Elementary Education and taught elementary school (fourth through sixth grades) for 18 years at the beginning of my career.

In 2005, I decided to go back to school to work on an Ed.S. and Ph.D. in Educational Leadership/Administration. I loved learning again, so I went slowly through my Ph.D. program, while also teaching a few classes at FSU and working part-time as a graduate assistant in the Department of Educational Leadership.

In 2016, Dr. Lynn approached me with the idea of leading the graduate program, emphasizing Teacher Leadership. Teacher Leadership combines two of my favorite topics – teachers and leadership! It was as if my whole career had been leading up to this point. I felt I had been fully prepared to do the job I was hired for, almost as if some “all-knowing force” had been guiding me to this point for all these years.

Tell us a little about yourself. Why did you become interested in education?

I am a Tallahassee, Florida native who grew up on Lake Jackson – boating, climbing trees, playing school, and playing softball on the corner lot with neighborhood children. We romped all over the neighborhood on our bikes until the street lights came on, and we knew it was time to head home.

I am a first-generation college student, as my parents were not able to attend college; they had to go to work as soon as they got out of high school. Even so, I loved school and never had to be told to do my homework. When I got home each day, I would go straight to my room and sit on my bed in the quiet and get it all completed.

This practice helped me to get good grades and succeed in school through high school. As a first-generation college student, luckily, there were low-interest school loans available for me to borrow money to go to college, which I did. I first declared my major as engineering because I loved math, but later changed it to education after fighting with Calculus Two for several semesters.

The moment I started education courses, I knew I was “home.” I did not have a car, so I learned to take the city bus to various schools around Gainesville for my field experiences. I loved those experiences and still remember them.

What would you tell prospective students considering your programs about yourself? What’s something that students and colleagues should know about you?

The students who have taken my courses can probably tell you that I am very serious about teaching and learning. I have high standards and high expectations of myself and my students. I genuinely believe that everyone can learn, particularly with some scaffolding to help them stretch to meet the goal.

I love teaching and still get nervous the day of every class I teach; I spend the whole day preparing for an evening class. I like to get students involved in the content, interact with each other in discussion groups, and I think they work hard in my classes and learn a lot.

What advice do you have for students interested in pursuing their teacher leadership degree? How can people stand out in this field?

Teacher Leadership is a program that is for anyone who truly loves teaching and wants to stay close to the classroom. However, teacher leaders want to go beyond the classroom as well, leading efforts across the campus that will improve their colleagues and their schools. Teacher leaders see things that need improvement around them and do something about it – in a positive and productive way.

Georgia has created a wonderful definition of teacher leadership that says a lot about what it means:

“Teacher Leadership is the process by which highly effective and empowered teachers serve as catalysts to facilitate continuous improvement resulting in an enhanced culture of teacher engagement, student learning, and achievement.”

If this statement makes you feel passionate about your education career, come see us!

The post Faculty Spotlight: Dr. Gale Neal, Program Director for Teacher Leadership Program appeared first on Thomas University.