Mutual Benefits: A Service-Learning Project for Authentic PDS Partnerships


Dr. Christina Kaniu, Associate Professor of Education, Worcester State University, or

Ms. Hunter Hoobler, Graduate Student of School Psychology, Worcester State University,

Dr. Erin Dobson, Principal, Tatnuck Magnet School, Worcester Public Schools,

The Professional Development Schools (PDS) partnerships between Worcester State University (WSU) and the Worcester Public School District create a community where reciprocal benefits are tangible. One example is evident within the elementary education introductory course at WSU. Enrolled students work with Tatnuck Magnet School, a PDS, to develop service-learning projects that not only benefit the school community but also provide WSU students with a chance to apply what they learn in a hands-on setting. These mutual benefits of service-learning are well known. An effective service-learning project is “an organized service activity that meets identified community needs and reflects on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility” (Bringle & Hatcher, 1996, p.222).

Tatnuck Magnet School plays a pivotal part in the training of WSU’s elementary education teacher candidates. Through the service-learning project, teacher candidates learn about issues that can arise in an urban school and explore potential solutions through critical thinking and problem solving. After considerable initial research on Tatnuck’s demographics, current initiatives, mission, and other relevant elements of the surrounding community, the class visits the school where Dr. Erin Dobson, its principal, provides an overview of Tatnuck, discusses particular needs and issues, and answers any remaining questions. In small groups, the WSU students use what they learn to develop proposals that outline an existing problem, their project idea or solution, potential outcomes, necessary resources, a timeline, etc. After the proposals are reviewed and approved, the WSU groups use the remainder of the semester to implement their projects at Tatnuck. A variety of projects have been completed. In spring of 2016, a group individually packaged 300 children’s books for Tatnuck students to take home. Each package included a note to parents about the importance of reading at home and promoted Tatnuck’s motto, “The most important 20 minutes of your day … Read with your child!” Other projects have included painting murals to help beautify the over 100-year-old building, redesigning its playground, writing books with first graders, and discussing career and school choices with sixth grade students.

The benefits of this project are truly mutual. As Dr. Erin Dobson suggests, “Tatnuck is so fortunate to participate in this service-learning experience with WSU students each semester. The college students sometimes create projects that benefit our urban school students in ways that we might not have otherwise thought about.” WSU teacher candidates see the learning benefits as well. One student said, “I liked going to Tatnuck because it was a real-life experience that could be connected to what we were learning in class.” Another student noted, “The kids were so happy to see us and being able to teach them new things and be a role model was amazing. I also now have first hand experience with the issues that face schools.” The PDS partnership projects have presented extraordinary opportunities for all involved.


Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2). Retrieved from

Diving Into the Deep End: All Hands on Deck

Assessing Kindergarteners’ Early Literacy Skills during the First Week of School

Norma Linda Mattingly, Ph.D. Mount Mercy University, Associate Professor of Education & PDS Professor & Supervisor

Barbara Leete, Center Point-Urbana School District, Instructional Coach

Mickey Dunn, Center Point-Urbana School District, Reading Specialist,

The start of the school year with our PDS partner, Center Point Elementary, reflects the flurry of activity that occurs in many schools across the country. Teachers can be seen selecting curricular materials, preparing lessons, putting up bulletin board displays, arranging classroom areas, and reviewing students’ profiles in order to get a sense of who they are prior to their arrival.

One benefit of partnering with Center Point Elementary, a K-2 building in Iowa, is that Mount Mercy University interns get to see the kinds of preparations needed to begin the school year. In addition, interns learn first-hand the importance of determining what students know early in the year in order to provide them the kinds of support they need to be successful (Walpole & McKenna, 2012; Richardson, 2009).

One task Center Point teachers are charged with in the first week of school is assessing their students’ literacy skills. Past cohorts of interns have assisted in the process of administering the Slosson Oral Reading graded word lists (Slosson, 2008). This fall interns were ready to take the plunge when Mrs. Dunn, the school’s Reading Specialist, instructed them in how to administer this assessment. The excitement among the interns was palpable as they gave instructions and administered the word lists. Shortly thereafter, Mrs. Leete, the instructional coach, asked if we would consider helping with theConcepts About Print Assessment (CAP) (Clay, 2000).

Research indicates that kindergartners who understand basic print concepts are more likely to succeed in learning to read. Those who lack this knowledge can be taught these skills while others may struggle and go on to experience reading or learning difficulties (Richardson, 2009; Clay, 2000). By identifying students who need extra help, we can provide interventions and hopefully thwart future problems.

While interns expressed initial concerns about “messing up”, the repeated administration of these assessments allowed them to become more skilled assessors. Their assistance made for quicker turn around in data gathering and the formation of decoding groups. Interns experienced authentic purposes for assessing students and their importance in planning instruction:  a lesson well learned with the help of our PDS partners.


Interns & Barbara Leete’s Quotes

“I was nervous about giving the assessments but once I did it several times, it got easier.”

“One boy I worked with knew many of the words, but there was one student who skipped many of them.”

“It was so helpful to have all hands on deck to administer these assessments the first week of school.”


Clay, M. (2000). Concepts of print: What have students learned about the way we print language? Portsmouth, NH: Heinemann

Richardson, J. (2009). The next step in guided reading: Focused assessments and targeted            

lessons for helping every student become a better reader. New York, NY: Scholastic.

Walpole, S. & McKenna, M. C. (2012). Differentiated reading instruction: Strategies for the             

primary grades. New York, NY: The Guilford Press.

Slosson, R. & Nicholson, C.L. (2008). Slosson oral reading test-revised 3. East Aurora, NY:  Slosson Educational Publications Inc.



A Laboratory Classroom: The Result of a PDS Partnership

Pamela H. Segal, Assistant Professor of Literacy, Towson University,
Katie Gjoni, Reading Specialist, Middle River Middle School,

The PDS partnership between Towson University’s Middle School Education Program and Middle River Middle School (MRMS) in Baltimore County has been in place since 2012.  For the past two years I have been teaching the first, of two required reading courses (Using Reading & Writing in the Middle School) for middle school teacher candidates in the middle school reading classroom at MRMS.  This year we had two sections of the course, with 12 teacher candidates in each section. Mrs. Katie Gjoni, the reading specialist, opened up her reading classes for us to join in with her students. Between learning theory, strategies, and getting real classroom experience, the teacher candidates were able to take their knowledge and skills and apply them to the classroom setting.

Mrs. Gjoni and I created a lab like classroom where the teacher candidates worked with her middle school students on content area reading and writing strategies.  We also worked with students on skills (i.e., one-on-one, small groups, content area literacy lessons) throughout the semester. The teacher candidates were able to take the theoretical strategies and apply them to the reading classroom setting under the guidance and support of  Mrs. Gjoni and myself. At the same time, the middle school students received extra attention, time, and support from our future teachers.  Mrs., Gjoni felt that this was an invaluable experience for her students who appreciate all the help they receive.  At the end of the semester, the middle school students made our pre-service teachers better, while the middle school students improved their reading and literacy skills.

The practical application of content area reading and writing strategies, learned in a formal setting, and teaching struggling middle school readers is something that teacher candidates often do not have the opportunity to experience until their intern year. This course, with Mrs. Gjoni’s help and guidance, allowed the teacher candidates to grow and learn from the middle school students and the experiences in the classroom. In the end, this was a unique experience for everyone involved in the course.  Despite this being only the second year this course was taught in the middle school setting, there is no doubt that everyone benefited from this experience and we will be continuing this partnership in the coming years.


Beyond the Methods Classes: Family Interaction in Learning

Susan Payne, Ohio University, The Patton College of Education, PDS Faculty,
Elizabeth Hoisington, The Plains Elementary, First Grade Teacher/ Faculty Liaison

As teacher candidates in The Patton College of Education at Ohio University, junior level Early Childhood majors work in a partnership school by investing two full days each week becoming part of a K- 3 classroom.  The Plains Elementary is considered a “high needs” school located in the Southern Ohio Appalachian area. Many of the students in the school are from a lower socioeconomic background with approximately 80% deemed as living in poverty.  Experiences and resources to support and challenge their education are often unavailable or unattainable.  The school population includes many students with an individual educational plan 20%); living in a single parent home (25%); having a primary caregiver that is not their parent (being raised by grandparents, aunts, family friends, foster parents – 14%); or having have no contact with one or both of their biological parents due to death, incarceration, abandonment, or drug addiction (35%).  These situations are often very different from most candidates’ backgrounds.

To understand the diversity of the community and build connections family engagement evenings were developed by the cohort of candidates.  Building upon their methods coursework candidates developed an opportunity for families to engage in integrated and differentiated activities in math and science. During the evening activity candidates created and supervised stations, centered upon learning standards, in which students and adults interacted with materials in a hands-on, low risk, enjoyable and family friendly environment.  With grant support from the Patton College and donations from the community, materials in recreating the activity at home were able to be given to each family to continue the learning experience.  With the success of the first “Math Mania Night” in 2014, families have looked forward to each semester’s offering for the past 3 years.

Families built relationships with the candidates realizing their contributions to their child’s learning.  “OU students are so patient.” They provided “great activities” where “I learned too.”  Candidates continued to grow in meeting the NAEYC standard of creating “respectful, reciprocal relationships that support and empower families, as they involve families in their child’s development and learning.”

 “I got to learn more about my students’ families and what their background is like. I was also able to see how they interact with their families and what kind of relationships they have. It gave me some insight as to how my students are outside of school.”

“I learned about the importance of bringing the community together to be involved in children’s learning. Children feel more confident in taking initiative in their learning when they are being supported by their community.”

 Realizing the need for increasing opportunities for community interactions, additional partnership schools are infusing family activities into the seminar curriculum. These efforts are assisting students in developing as an educator embracing the Patton College’s Core Values – Change.

Ferguson, C. (2008). The school-family connection: Looking into the larger picture. Austin, TX: National Center for Family and Community Connections with Schools.

The Professional Standards of the National Association for the Education of Young Children (NAEYC) (Standard 3: Building Family and Community Relationships

The Gladys W. and David H. Patton College of Education; Ohio University

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Study abroad participants partner with local fourth graders

Lindsay Hollingsworth,
Jennifer Collins,
Erin Leonard, K-12 Contact:,

University of Wisconsin-Platteville students participating in a short-term faculty led study abroad experience in England teamed up with a fourth grade classroom at Platteville Middle School for a shared learning experience.  The purpose of the collaboration was to allow fourth graders in the US to create and share a digital cultural identity project with fourth grade students in the UK.

The partnership began with an initial “kick-off meeting” where the fourth grade students shared and constructed background knowledge about England and explored similarities and differences between our English languages.  While the fourth graders insisted they spoke English, when confronted with having to define words and phrases such as  ’jumpers’, ‘trainers’ and ‘taking a kip’ it became quickly evident that while we share a language, there are some regional differences in the vocabulary we communicate with!

The next two pre-departure meetings asked the university students and fourth graders to team up in small groups and create ‘research teams’ to begin to explore how their identities have been shaped by the economics, history, geography, politics, and general lifestyle of their community here in Wisconsin.  Using the digital storytelling app ‘VoiceThread’, the teams created digital artifacts that shared photos and voice recordings sharing their findings.  Final projects were then shared with the entire class to receive final approval before we headed overseas.  One of the education majors commented, “The fourth graders were so excited that their projects were going to a different country and they couldn’t wait to hear from the kids over in England.”

During the study-abroad experience, the university group shared stories and photographs with the fourth graders via e-mail. The fourth graders often opened their morning meeting by sharing communications from their university partners in England. They enjoyed being able to virtually participate in the trip and view pictures from our adventures around the United Kingdom including Grantham, Lincoln, Edinburgh, and London….including the cafe where JK Rowling wrote portions of the Harry Potter series and a visit to Platform 9 and ¾ at the Kings Cross Rail Station!

The university group was able to visit two schools while in England: Huntingtower Academy in Grantham and Spinney Hill Primary School in Leicester. We shared our US Voicethreads with year four students in Huntingtower Academy (who were coincidentally in the midst of a unit on the United States!). Then, just like in the US, ‘research teams’ were formed to repeat the process and capture the narratives of our new friends in Grantham, England .  On a visit to Leicester (which is the only city in England with a non-white majority population) our study-abroad participants were able to capture year six students at Spinney Hill describing their lifestyle. This was particularly powerful given the great cultural, ethnic, and religious diversity in the school.

Upon returning from England, members of the original ‘research teams’ came together to share the digital artifacts made overseas. The fourth grade students were able to ask questions from the university participant.  Several of the fourth graders commented that while there were some differences between the two countries that “there are so many things that are the same.”


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Ingram Pye Day at Mercer University

Morgan Mitchell, MEIA President,
Dr. Sybil Keesbury, Mercer Faculty Liaison,
Tracey Muff, Ingram Pye Academic Coach,

 In April 2016 Tift College of Education’s student organization, Mercer Educators in Action held it’s second annual “Ingram Pye Day” for the fifth grade students, teachers and administration of Ingram Pye Elementary School. Mercer University just completed its third year of a Professional Development Partnership with Ingram Pye Elementary School. After our first year partnering with Ingram Pye, 2013-2014, the Student Teachers came to realize that many of their students at Ingram Pye had never been to Mercer’s campus. Ingram Pye’s students showed great desire and question of what being at Mercer University is like and continuously asked for their teachers to take them across the street to see the campus. With many Ingram Pye students living at or below the poverty line, Mercer’s students decided that the only way for these children to experience a college campus was for us to bring them to Mercer for a day. Bibb County School District’s mission statement is that “each student demonstrates strength of character and is college or career ready.” However, the majority of the parents at Ingram Pye did not attend college and their children have never seen a college campus before. This combination makes it difficult for a child to feel hopeful that they will be able to defy the odds and attend college. Mercer’s desire for this annual field trip is to instill hope in every student preparing for middle school that college is obtainable. We know that the best way for this goal to begin is for the children to step foot on a college campus in hopes that they will return back to one.

Ingram Pye Day is filled with excitement and activities for all participants. The day begins with the members of Mercer Educators in Action and student athletes in their uniforms outside of Ingram Pye to welcome and walk the fifth grade students to Mercer. Mercer Police blocks of the road and the group makes the half mile walk from Ingram Pye to Mercer University’s football stadium. The students get a tour, pep talks from the coaches and players, and are given time to play on the field with the athletes. The Mercer basketball team also provides the students with tours, entertainment and encouragement. The students break up into their classes and go on a rotation schedule for campus wide scavenger hunts to learn the history and current events of campus, to play field games on Cruz Plaza and engage in educational sessions such as engineering workshops and looking through the Astronomy department’s telescopes. Students, their teachers and administration are also provided lunch during the day. All of the scheduled activities are centered on instilling belief in these students that college is something they can achieve. At the end of the day Mercer’s police, students, and athletes walk everyone back to school for dismissal. After Ingram Pye Day students leave with excitement, smiles, and statements such as, “I can’t wait for college!” and then our mission is accomplished.


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Flipped Learning: A PDS Literacy Partnership

Dr. Vickie Johnston, Program Coordinator-Special Education Florida Gulf Coast University,
Jamie Mackereth, Reading Specialist Pinewoods Elementary Fort Myers, FL,

While many literacy methods courses are taught in a traditional university classroom and require students to complete a specific number of field experience hours, preservice teachers from the College of Education at Florida Gulf Coast University participated in their literacy methods classes in a unique way— using a flipped classroom approach.

The flipped learning model is an inverted, student-centered learning approach. In flipped learning, what was formerly done in class is now done as homework and what was done as homework is now done in the classroom. Class activities and what is assigned as “homework” will vary widely between various flipped classroom models; consequently, there is no single model for implementing a flipped learning approach.

In our flipped learning model, preservice teachers met at a PDS partner school and were required to facilitate literacy centers with kindergarten, first, or second grade students after spending the first hour shadowing and learning from the classroom teacher. After two hours in their assigned elementary classroom, these pre-service teachers meet with their university professor for class in the same PDS partner school. The PDS partner schools provided a classroom for this literacy methods instruction. During this class time, the inclusion of a variety of stakeholders created an opportunity for discussion about best practices in literacy instruction and encouraged quality instruction in literacy teaching and application.

All the stakeholders involved teamed up to develop a vision for the implementation of this flipped learning model, incorporating research-based literacy instruction and field experience application while embracing the essentials principles associated with PDS. We developed a school-university culture that was committed to the preparation of future educators and embraced their active engagement in the school community and developed a shared commitment to innovative and reflective practice by all participants. Faculty at all partner schools contributed to delivering quality innovative learning communities and collaborated on instruction in the area of best practices and the role that assessment plays in driving instruction in an elementary classroom. Teachers, preservice teachers, and university faculty reflected on classroom effectiveness through reflective logs, surveys, and evaluation rubrics.

This unique flipped learning PDS partnership provided unique opportunities for our preservice teachers. They participated in a special read-aloud day in which they dressed as their favorite book character and delivered an interactive read-aloud to the elementary students, increasing student engagement and establishing an environment that encouraged and supported reading, after school book clubs, and participation in competitive local “Battle of the Books”. This PDS collaboration also allowed our preservice teachers to learn about programs unique to our partner schools, such as Thinking Maps which is a creative process using graphic organizers for independently learning more about their subject matter. In order to implement quality literacy instruction, there is too much content to cover and not enough time to prepare preservice teachers to acquire both content knowledge and pedagogy in a traditional university classroom. Our program was developed to respond to this need for both content and application for preservice teachers by using a flipped learning model.

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A PDS Partnership: Making Learning Relevant and Meaningful

Danielle Hilaski, Assistant Professor, University of North Georgia,
Megan Nason, Associate Professor, University of North Georgia,
Nicole Maxwell, Assistant Professor, University of North Georgia,
Tyler Cleveland, Kindergarten Teacher, Riverview Elementary,


The University of North Georgia (UNG) and Dawson County Public Schools are committed to their PDS partnership allowing teacher candidates, in-service teachers, college professors, and elementary students to benefit from this ongoing collaboration.  This year, as a part of their Literacy Assessment course, Juniors in the Dawson PDC (Professional Development Community) participated in a weekly Reading and Assessment Laboratory with kindergarten and first grade students.  The aim of the Reading and Assessment Laboratory was twofold: to provide UNG students with opportunities to administer and analyze literacy assessments in a supportive environment and to provide kindergarten and first grade students with individualized and responsive reading instruction.


In class each week, UNG Juniors learned about and practiced a variety of literacy assessments.  Following this instruction in the college classroom, these teacher candidates had the opportunity to administer these same assessments with a kindergarten or first grade student in the Reading and Assessment Laboratory.  While administering these assessments, teacher candidates received just-in-time support from their professor, Dr. Danielle Hilaski, clarifying confusions, modeling procedures, and analyzing results.  Also during this lab time, elementary students benefitted from individualized and responsive reading instruction.  Teacher candidates prepared weekly lesson plans based on the Georgia Standards of Excellence.  These lesson plans offered the elementary students’ opportunities with familiar reading, word work, and a new book providing students multiple, scaffolded learning opportunities.  Since these lessons were customized to each individual student’s strengths and weaknesses based on the results of previously administered literacy assessments, each student received literacy instruction that was at the cusp of their learning.


As a result of their participation in the Reading and Assessment Laboratory, teacher candidates shifted their beliefs about struggling readers, the purpose and importance of informal literacy assessments, and their role as a literacy teacher. One teacher candidate admitted that she felt overwhelmed by the responsibility to administer so many different assessments and to plan reading instruction in response these assessments for the laboratory.  However, by the end of the course, she said she understood that the assessments narrowed her focused “beautifully” allowing her to teach with purpose.  Another teacher candidate also recognized this importance relationship between assessment and instruction sharing, “We are actually using our assessment to inform instruction.  So we get to see the [student] growth.”  Teacher candidates additionally recognized the benefits of this model sharing, “Not only was my student’s confidence boosted [as a result of the laboratory], but it has also boosted me”… “and a lightbulb went off and I realized I can do this [create assessment-driven instruction].  Similarly, other teacher candidates admitted feeling more prepared and knowledgeable in their field placements as a result of this experience.


This Reading and Assessment Laboratory is just one positive example of the powerful learning opportunities that can occur for teacher candidates, college professors, and elementary school students as a result of the PDS model.

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Diversifying AP Literature with help from PDS interns

Kate Walker, English Teacher, State College Area High School
Nahid Soltanzadeh, Graduate Student, Pennsylvania State University,
Jamie Myers, PDS Director, Pennsylvania State University,


How can you possibly have students read five different novels simultaneously in small groups and offer personalized attention to each group? You invite more interns into the classroom. This year, after evaluating the diversity (or lack of it) in our AP Literature class, we decided we needed students to choose a diverse book and discuss it in small groups. Having the PDS program, and access to multiple teachers/interns, allowed us to act on this and provide a mentor to each small student group. While there’s normally one intern assigned to each class, in this case we sent out a blanket invitation to interns and mentors asking for participation.

Because we were able to have an intern or mentor with each group, the discussions went deeper than just surface analysis. Discussions in four separate classes about The Kite Runner, The Joy Luck Club, Frankenstein, The Awakening, Americanah, The Brief and Wondrous Life of Oscar Wao, Tracks, and The Color Purple led to group papers, where students collaborated on writing an argument for inclusion of their text into the curriculum. Interns and mentors were able to push students to consider reasons why the text might be a strong candidate or why people might question inclusion for a full class read. Also, when students struggled with understanding or with approaching a delicate topic, interns and mentors were there for guidance.

The wide range of background experience brought to the table by interns and mentors exposed students to a variety of perspectives as they read their choice novel. The group with an Iranian intern had an in depth discussion about the social and cultural context of The Kite Runner focusing on the concepts of Nang and Namoos (honor and dignity). Foreign to the western culture, these concepts play a significant role in the story. As said by one of our students: “Her insights and answers to my questions regarding the book The Kite Runner supplemented my understanding in a way my primary teacher could not. She was able to give context and explain certain concepts, which resulted in a much richer and more immersive learning experience.”

One of the assignments included a potential unit overview, some ideas for teaching activities, and texts to pair with the main text. Because interns had been planning their own units, they could assist students in generating ideas for this–for example, using “The Story of an Hour” to pair with The Awakening, or discussing poems to pair with The Kite Runner.

We had two mentor teachers and four interns working with students, allowing teachers to work with texts they were passionate about and exposing students to different perspectives on texts. Not only did students bring questions for discussions, they practiced creating AP level multiple choice questions, they researched authors, and they wrote proposals to incorporate different types of literature. Some activities pushed students to think visually and collaboratively, like the one where we asked them to produce an image with a quotation capturing an important theme.

16-6-24-walker1authors Kate Walker & Nahid Soltanzadeh


SCOPES & OUC Partnership: 2016 DuPont Challenge Science Essay Competition

Mary Barbara Trube, Ed.D. Professor & CD/ECE Coordinator Ohio University – Chillicothe
Karen Corcoran, M. A. Lecturer & MCE Program Coordinator Ohio University – Chillicothe
Jennifer Domo, M. Ed. SCOPES Academy Director
Jennifer Domo, director of the SCOPES Academy at Unioto Unified School District’s (UUSD) STEMM (Science, Technology, Engineering, Math, Medical) project, Jaimee Jenkins, teacher candidate in the early childhood education program at Ohio University Chillicothe, and second grade students from the SCOPES Academy, won the 2016  DuPont Challenge Science Essay Competition. This  national competition encourages students to investigate and write about technological or scientific advancements related to food, energy, protection or innovation. Facilitated by Director Domo and OUC teacher candidate Jenkins, the second graders conducted research, and wrote and illustrated a book about nutrition and health. The students’ submission earned them the first place distinction from 9,000 contest entries.

As winners of the national competition, Unioto Elementary received a trophy, a collection of Britannica eBooks and Britannica Encyclopedias for students’ continuing scientific research, and a “Science is Fun” day hosted by DuPont and NASA. In addition Domo and Jenkins have been invited to attend the 2017 National Science Teachers Association (NSTA) Conference in Los Angeles next March, with all expenses paid.
SCOPES is made possible through a cooperative agreement with the Adena Regional Medical Center in Chillicothe, Ohio, and the UUSD. The SCOPES program is designed to provide weekly enrichment for advanced students in first through fifth grades in the areas of math and science. Students gain experiences from practicing professionals in technology, medical science, forensic science, agricultural sciences, veterinary services, music technology, transportation technologies, and many others.  MCE and ECE teacher candidates at OUC complete highly-integrated field placements and engage in service learning projects at SCOPES.  SCOPES classrooms offer state-of-the-art technology including one of 5 elementary robotics labs in the state of Ohio. The lab also houses tablet technology, hydraulics equipment, and 3-dimensional printers. Jaimee Jenkins shared, “The SCOPES Academy provides such a unique experience to not only the students of Unioto Elementary, but also to the undergraduate students in the ECE and MCE programs at OUC. I am fortunate to be able to complete one of my junior-year placements in such an enriching environment – an environment filled with opportunities to learn and expand my professional knowledge.”

Ohio University-Chillicothe and UUSD have a professional development partnership with middle childhood education, under the direction of Karen Corcoran, and early childhood education, under the direction of Dr. Mary Barbara Trube. Jennifer Domo is also an adjunct faculty member in both the middle childhood and early childhood programs.


SCOPES Director Jennifer Domo and Ohio University-Chillicothe teacher candidate Jaimee Jenkins at a SCOPES event sharing copies of the award winning book.