Amy Azano, an assistant professor in the School of Education, published “Perceptions of Teachers and Parents on the Educational Experiences of Students with Autism in a Remote Rural Community,” The Rural Educator 38.3 (2017): 39–54, with alumna Mary Tackett; and “The CLEAR Curriculum Model,” Fundamentals of Gifted Education: Considering Multiple Perspectives, ed. Carolyn Callahan and Holly Hertberg-Davis, 2nd edition (New York, New York: Routledge, 2017), pp. 293–309, with alumna Mary Tackett, Tracy Missett, and Carolyn Callahan.
Brett Jones, a professor in the School of Education, published the following articles: “Redesigning a Neuroscience Laboratory Course for Multiple Sections: An Action Research Project to Engage Students,” The Journal of Undergraduate Neuroscience Education 15.2 (2017): A137–43, with Hsiao-Wei Tu; “Motivating Incoming Engineering Students with Diverse Backgrounds: Assessing a Summer Bridge Program’s Impact on Academic Motivation,” Journal of Women and Minorities in Science and Engineering 23.2 (2017): 121–45, with Walter Lee, Cory Brozina, and Catherine Amelink; “Motivational Factors to Consider when Introducing Problem-Based Learning in Engineering Education Courses,” International Journal of Engineering Education 33.3 (2017): 1000–17, with Carlos Mora, Beatriz Añorbe-Díaz, Antonio González-Marrero, and Jorge Martín-Gutiérrez; and “Identifying Pre-High School Students’ Science Class Motivation Profiles to Increase Their Science Identification and Persistence,” Journal of Educational Psychology 109.8 (2017): 1163–87, with School of Education alumna Jessica Chittum.
School of Education faculty member Brett Jones and alumnae Sumeyra Sahbaz, Asta Schram, and Jessica Chittum published “Using Psychological Constructs from the MUSIC Model of Motivation to Predict Students’ Science Identification and Career Goals: Results from the U.S. and Iceland,” International Journal of Science Education 39.8 (2017): 1089–1108.
Jesse “Jay” Wilkins, a professor in the School of Education, published “Aligning Statistical Modeling with Theories of Learning in Mathematics Education Research,” Compendium for Research in Mathematics Education, ed. Jinfa Cai (Reston, VA: National Council of Teachers of Mathematics), pp. 183– 207, with Finbarr Sloane; and “Seven Types of Subitizing Activity Characterizing Young Children’s Mental Activity,” Qualitative Research in STEM, ed. Sherry Marx (New York, NY: Routledge, 2017), pp. 256–86, with School of Education alumna Beth MacDonald.
School of Education faculty members Katy Ulrich and Jesse “Jay” Wilkins published “The Role of Skip Counting in Children’s Reasoning,” Virginia Mathematics Teacher 43.2 (2017): 8–14; and “Using Written Work to Investigate Stages in Sixth-Grade Students’ Construction and Coordination of Units,” International Journal of STEM Education 4.23 (2017).
The College of Liberal Arts and Human Sciences notes with sadness the death of James J. Buffer, Jr., Horace G. Fralin Professor and Dean Emeritus of the College of Education, on October 12. He joined the Virginia Tech faculty as the Horace G. Fralin Professor and served as dean from 1990 to 1995. An award-winning teacher, Buffer published on scholarly topics that included industrial technology, special education, and leadership development. He was a member of the Association of Deans of Education in State Universities and Land Grant Colleges and served as president of the Council for Technology Teacher Education. Additional information can be found in the VT News In memoriam.