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Where: SAN FRANSICO, CA. The Moscone Center will now serve as the conference headquarters site where many sessions and functions will be held. Department: Psychology and Research in Education Associate Professor of Educational Psychology The University of Kansas seeks an Associate Professor of Educational Psychology with a specialization in Learning and Instruction and/or Cognitive Learning Processes. Appointment begins August 18, 2006. Required Qualifications: Applicants need a doctorate in one or more of the emphasized areas, a demonstrated academic record and experience commensurate with this rank, evidence of successful teaching and scholarly writing, and display a line of research in a specialized area of educational psychology. Preferred Qualifications: Demonstrated background/training in education; interest in teaching introductory grad courses as well as advanced topics in learning and instruction; experience in distance learning and interest in teaching and research on distance learning processes and outcomes; and the ability to work collaboratively with other faculty. This is a nine-month appointment with salary commensurate with qualifications. Initial review of applications begins on Nov 14, 2005 and applications will be accepted until the position is filled. Application Materials: Letter of application identifying professional interests and goals, a curriculum vita, a complete set of official graduate transcripts, three samples of scholarly work, evidence of successful teaching, and three letters of reference. Send materials to Dr. Robert Hohn, Chair - Search Committee, KU, Psychology and Research in Ed, 1122 W Campus Rd, Rm 621 JRP, Lawrence, KS 66045-3101. E-mail: hohn@ku.edu Phone: (785) 864-9705 See additional info at http://www.soe.ku.edu/jobs/index.php. Paid for by KU, EO/AA Employer. _____________________________________________________________________________ UNIVERSITY of KANSAS POSITION AVAILABLE Northern Kentucky University NKU, located seven miles from downtown Cincinnati in an area offering an outstanding quality of life, is a nationally recognized metropolitan university committed to active engagement with the Northern Kentucky/Greater Cincinnati region of nearly two million people. Our institution is built on core values that emphasize multidimensional excellence, learner-centered education, access across the lifespan, civic engagement, diversity and multiculturalism, innovation, collegiality, and collaboration across disciplines and professional fields. NKU is committed to recruiting and retaining faculty members who have both the interest and ability to work across the full breadth of the University s teaching, research, and public engagement mission. College of Education and Human Services Northern Kentucky University s College of Education and Human Services seeks to continue building a diverse faculty who value classroom equity and who are committed to advancing an agenda of public engagement in both rural and urban settings. This agenda includes engaging in regional stewardship and conducting applied, meaningful research appropriate to regional issues. Areas of expertise needed are in elementary, middle grades, secondary education, educational psychology, literacy education, health education, special education, mathematics education, science education, counselor education, play therapy/human services, social studies education, and social work. Letters of application should address the candidate s interests in teaching and scholarship and commitment to advancing an agenda of public engagement in both rural and urban settings, and the ability to teach on line courses. All position applications should also include a current resume, 3 letters of reference, and graduate transcripts. Salary and benefits are competitive. Department of Elementary, Middle, Secondary Programs EDUCATIONAL PSYCHOLOGY ASSISTANT PROFESSOR: Candidates must have an earned doctorate in Educational Psychology or a related area (ABD considered) and demonstrated interest in the preparation of classroom teachers. Knowledge and experience in one or more of the following areas is essential: classroom management, school children in urban settings, human growth and development, classroom assessment. Knowledge and experience in diverse educational settings and disposition and ability to work collaboratively with campus-based and school-based colleagues are important. Previous K-12 and university teaching experience, experience teaching on-line courses, experience supervising practicum students and student teachers, a record of scholarly work and active participation in professional organizations are preferred. Responsibilities include: teaching undergraduate and graduate courses, working collaboratively with colleagues in urban/suburban/rural field-based programs, supervising field experiences, engaging in scholarly activity, academic advising, and community and university service. Preference given to candidates with on line teaching expertise. (Pending available funding) Dr. Carol Ryan, Chair Department of Elementary, Middle, and Secondary Programs College of Education and Human Services Northern Kentucky University BEP 259 Highland Heights, Kentucky 41099 ryanc@nku.edu Review of applications for all positions will begin on November 1, 2005 and continue until the positions are filled. All faculty positions are tenure track, 9 month with possible summer employment. Electronic submissions will be accepted. For further information and status of all searches please see the NKU College of Education and Human Services website at http://www.nku.edu/~education. Northern Kentucky University is an equal opportunity employer. TEP BUSINESS To Become TEP SIG member or to renew your membership contact: Dr. Gail C. Delicio Department of Educational Foundations Clemson University 409A Tillman Hall, Clemson, SC 29634 (864) 656-5112, (fax) (864) 656-0311; dgail@clemson.edu TEP SIG dues are $8 for 1 year and $16 for 2 yrs. Research Sessions set for San Francisco I am very pleased to report that this year the Teaching Educational Psychology SIG received 23 proposals for inclusion in the research sessions. The resulting program is one full of high quality research that will be interesting and highly informative for our membership. This year s program includes a symposium on Educational Psychology Textbooks, three research paper sessions, two roundtables, one that is being co sponsored by the International Education SIG and finally our annual business meeting. I can assure you that the sessions are full of high quality proposals and I encourage all our members to attend as many of these sessions as possible. A complete schedule will appear in the Teaching Educational Psychology SIG AERA Newsletter which you should receive a few weeks before the meeting. In closing I would like to thank all of those who submitted proposals, agreed to review, serve as a chair or as a discussant this year. These tasks take a lot of time and effort and I as well as the rest of the board appreciate all you do in service for the SIG. I know I would have been lost in putting together this year s program without your assistance and again I thank you. I look forward to seeing you at AERA and at many of our research sessions. Mick Verdi Program Chair 2006 Current TEP SIG Officers SIG Council Rep (2005-2006) Rosemary Sutton, Cleveland State University Co-Presidents (2005-2006) Marguerite Lodico and Kathy Voegtle, The College of Saint Rose Program Chair (2005-2006) Michael Verdi, CSUSB On-line Journal Editor (2003-2006) Nancy Knapp, University of Georgia Membership Sec-Tres. (2005-2008) Gail Delicio, Clemson University Newsletter Editor/Secretary (2005-2008) David Holliway, Washington State University Tricities Graduate Student Coordinator (2005-2008) Jeff Swartwood Respectfully Submitted David Holliway, Newsletter Editor, Washington State University Tricities Set for San Francisco Front Page Page Our Changing identity 2 3 Some AERA Basics 4 Jobs in Ed Psych 5 6 TEP Business 7 Travel Awards for Graduate Students DOCTORAL STUDENTS 8 TEP SIG Officers 9 Inside this issue: Call for Applications! Special Interest Group in Teaching Educational Psychology plans to award two graduate student travel awards of $300.00 to students planning to attend AERA in San Francisco in 2006. Priority will be given to graduate student members of the SIG who are first authors (or solo authors) of papers accepted in SIG: TEP. However, any student submitting a paper to AERA may apply. Students will be given the awards at the SIG:TThe EP business meeting at AERA. Interested applicants can send an application to Jeff Swartwood at swartwood@cortland.edu. Please include the following information in your application: Name Academic Affiliation Address Email Answer the following questions: 1) Are you a member of the Teaching of Educational Psychology SIG? 2) Did you submit a paper for inclusion in the 2006 San Francisco convention? 3) If so, please provide paper details. 4) Was your paper accepted? Our Identity as Educational Psychologists By Marguerite Lodico and Katherine Voegtle The theme of this year s conference highlights the challenges faced by all educators in meeting recent demands for evidence-based and scientifically-based inquiry. Educational psychology has long played an important role in preparing educators to collect evidence through scientific processes. However, the emphasis on providing evidence that our teachers are effective and professionally prepared has resulted in changes in certification requirements that sometimes question whether  traditional educational psychology courses are necessary. In New York State some of these changes in certification requirements emphasizing subject matter content over pedagogy have resulted in decreased student enrollments in our masters degree program in educational psychology at The College of Saint Rose. Consequently, we have spent a great deal of time in our department meetings over the past year reflecting on our identity as educational psychologists and what we want our program to be. We know that others share this quest; as McCaslin and Hickey (2001) point out, psychologists and educational psychologists, in particular, have long been in search of an identity. Below we share some of our reflections within a context of writings by others in the field. Traditionally, courses in educational psychology have focused on areas such as learning and motivation, human development, classroom management, educational research and measurement. Many educational psychology programs also offer courses in socio-cultural foundations, philosophy or history of education, and more recently use of technology in education. At the undergraduate level at our college, our educational psychology courses have long supported teacher education programs by providing strong foundations in learning, motivation, classroom management, and child and adolescent development. In addition, as educational psychologists we have maintained strong ties to the fields of special education and school psychology. We still believe that educational psychology s blend of areas is essential to teacher preparation. Mayer (2001), however, points out that educational psychology courses have been criticized in two quite different ways. Psychologists often see educational psychologists as being too applied and too pragmatic in their methods and other educators see educational psychologists as being too theoretically abstract and focused on scientific methods rather than blinding trusting experts and good intentions (Mayer, 2001). This split mirrored in the location of departments of educational psychology which are sometimes housed in psychology departments and sometimes in schools of education. As Mayer so aptly put it,  It is not easy being an educational psychologist these days (p.83). Indeed identity formation is never easy. Mayer asserts that the true potential of educational psychology lies in balancing precision and parsimony alongside understanding teaching and learning as well as making the commitment to investigate practical problems and questions using theoretical and scientific based approaches. We agree and have repeatedly defended the need for educators to have a firm grounding in educational psychology. Identity is also fluid and reflects the social and cultural changes within one s society. Our department s offerings in educational psychology have changed in response to current trends in education. Our educational research courses now include a strong emphasis on action, qualitative and mixed method research. We also offer a sequence of courses leading to a certificate in educational technology. Partly in response to increasing demands for school accountability, we are developing a course on evidence-based decision making that extends the first research course by focusing on using data collected in schools to make decisions about educational practices. Most recently we have created a track in program evaluation offered within our educational psychology masters program. This offers our students a truly viable career path alternative to teaching. It is a trend that we have seen in other educational psychology departments. It does, however, mean that our graduate students will have very different career goals and needs and that we will be viewed differently by our colleagues. However, we have decided to be pro-active in identifying and defining our program and courses rather than simply reacting to what other programs would like us to do. Historically, the search for identity as an educational psychologist has been complicated because our interests are splintered across so many different groups. Although our SIG is dedicated to the teaching of educational psychology, McCaslin and Hickey (2001) have noted that at least seven different divisions include focuses that might be of interest to an educational psychologist. There are dozens of SIGS with emphases on research, measurement, development, learning, motivation and socio-cultural issues. The challenge we face is how to integrate into our discipline diverse frameworks, concepts, tools, and perspectives so that we have a cohesive and meaningful identity. Like all educators we are also being asked to prove our worth as we prepare students to be teachers, administrators, counselors, or school psychologists. The question is whether we can answer the question of who we are in a way that meets the needs and demands of colleagues, students, schools, and society while also holding true to our own beliefs about ourselves and our area of study. Our department has had some rich discussions about the choices we face. In past years the papers and presentations offered through the Teaching Educational Psychology SIG have presented many stimulating discussions of how educational psychologists express their identities through their teaching. We look forward to continuing this discussion with you at the annual meeting this year. References Mayer, R.E. (2001). What good is educational psychology? The case of cognition and instruction. Educational Psychologist, 36(21),83-88. McCaslin, M. & Hickey, D.T. (2001). Educational psychology, social constructivism, and educational practice: A case of emergent identity. Educational Psychologist, 36(2), 133-140. Volume 3, Issue 4 Mid -December 2005 2 TEP NEWS Use of The Moscone Center permits AERA to alter the Annual Meeting dates from April 8-12, 2006 to April 7-11, 2006 (Friday through Tuesday). Graduate Student Travel Awards for AERA 2006 We are AERA Special Interest Group (#128) Teaching Educational Psychology (TEP SIG). Our stated purpose is to provide a forum for the presentation, discussion, and encouragement of research on and deliberation about teaching educational psychology to enhance both understanding and use. The TEP SIG Financial Report as of December 13, 2005: $4,001.58 Balance at the beginning of the new fiscal year (July 1, 2005) 225.00 Management fees (Paid) 410.00 New membership fees collected from July 1 to September 30, 2005 $4,186.58 Current Balance # From the newsletter editor: This is the second letter I have attempted putting together. As you ll notice I ve tried to be a little more colorful than this past summer s edition. After experimenting with Office Publisher to create this current letter I came across yet another system with many more options to organize newsletters. I ll keep experimenting and learning in an attempt to contribute in some small way to the TEP SIG. I was honestly delighted to read the letter from our co-presidents. Many of the same identity issues have been with me since the last years of my doctoral program at the University of Washington. I still struggle with a professional identity that s part psychologist, linguist, anthropologist and educator. I was relived to learn other educational psychologists also face the challenges of clarifying their role in an ever changing social and political context. I am relived too, because after 6 years as a AERA member, I feel I have found a SIG that is truly welcoming. I look forward to San Francisco and learning more of the diverse work that educational psychologists are creating. Have a safe and peaceful holiday! David Holliway 2H1  &,T H1 (T`F( "$           ,9"D "H "0. "$           ,9"D "H "   0$* "$           ,9"D "H "  0" " $           ,D "H "  0$, "$           ,7 9"D "H "  0 H1 (8H^v||   b>    |   " 9"PSD "  "7 9" "and encouragement of research on and deliberation about teaching educational psychology to enhance both understanding and use. 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