This document provides Theresa McCormick's curriculum vitae. It outlines her education, professional experience, administrative experience, honors, and teaching philosophy. As an Associate Professor at Auburn University, her areas of expertise are elementary education and the teaching of social studies and history through primary sources. Her administrative roles include serving as Assistant Department Head and Program Chair of Elementary Education. Her honors recognize her excellence in teaching, research, and service at the University of Alabama and Auburn University. Her teaching philosophy focuses on facilitating learning through a socio-constructivist approach and achieving desired learning outcomes for pre-service and in-service teachers.

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Theresa M. McCormick
1311 Owens Road
Auburn, AL 36830
mccortm@auburn.edu
256.572.9018
EDUCATION
Institution Degree Major/Minor Date Awarded
The University of Alabama Ph.D. Elementary Education/ August 2004
Social Science Education
Research in Education
The University of Alabama Ed.S. Elementary Education May, 2002
The University of Alabama M.Ed. Elementary Education August 1995
Jacksonville State University B.S. Elementary Education/ August 1991
Early Childhood Education
PROFESSIONAL EXPERIENCE
Institution Rank Period of Appointment
Auburn University Associate Professor 2009 - Present
Auburn University Assistant Professor 2004 - 2009
The University of Alabama Instructor 2002 - 2004
Crossville School Classroom Teacher 1991 – 2002
ADMINISTRATIVE EXPERIENCE
Assistant Department Head 2014 - Present
Curriculum and Teaching
The Department of Curriculum and Teaching has over 1000 undergraduate and graduate student
enrolled in 13 different programs. The department currently has 41 faculty and staff.
Responsibilities:
The Assistant Department Head of Curriculum and Teaching chief responsibilities are to:
• Support the Head of the department in the administration and oversight of the academic
programs, faculty, and staff

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• Provide leadership and support in all matters relative to the day to day business of the
department
• Represent the department and college when meeting with other state institutions for the
purposes of collaboration among the programs
• Provide oversight in meeting state certification requirements and CAEP requirement for
teacher education programs
• Facilitate and provide oversight of the development of a new promotion and tenure policy
and procedures document for the department
• Foster faculty development in teaching, research, outreach, and service
• Chair search committees for tenure-track open positions
• Mentor and support new tenure-track faculty
• Evaluate and make recommendations for appointments for promotion and tenure
• Lead faculty in the development of a strategic plan that supports the vision and mission
of the department
• Contribute to departmental budget planning and disbursement of resources to support
faculty’s research and outreach efforts
• Facilitate research and grant collaborations within the department, college, university,
and community stakeholders
• Provide effective communication and presence when representing the department within
and beyond the university
• Assist faculty in the development and expansion of undergraduate and graduate
opportunities to teach through international experiences
Program Chair 2007 - 2014
Elementary Education
As Program Chair of Elementary Education, I was responsible for the following:
• Strengthened collaborations and communication among faculty
• Recruited undergraduate and graduate students to the program
• Advised students
• Scheduled course offerings and assign faculty’s teaching responsibility
• Led program meetings
• Collected and analyzed data to meet state certification and accreditation requirements
• Wrote and submitted NCATE SPA report to Association of Childhood Education
International
• Developed a curriculum map of the program and realigned coursework to better meet the
needs of the students as they progressed through the two year program
• Managed budget and resource allocations of the Elementary Education Distance monies
(average $200,000 per year)
• Represented the field experiences committee at the NCATE review visit
• Submitted curriculum changes to the university and state in order to meet Alabama State
Department of Education certification requirements
• Revised the Master’s in Elementary Education program into an e-learning program in
order to reach practicing teachers throughout the nation

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SELECTED HONORS
Library of Congress Summer Teacher Institute selected participant in weeklong
professional development using the Civil Rights’ collection in Washington, DC. (August 1 – 7,
2015).
American Educational Research Association (AERA). Research in Social Studies Education
Special Interest Group Best Paper Award. The title of the paper was Authentic Pedagogy:
Examining Intellectual Challenge in a National Sample of Social Studies Classrooms. The Social
Studies Research Special Interest Group of the American Educational Research Association
(AERA) awards one “Outstanding Research Paper Award” at its annual conference for
outstanding and scholarly contribution to the field of research in social studies education to the
SSIRC research team. (April 10, 2011). For a list of researchers and more information about the
research project see http://www.auburn.edu/academic/societies/ssirc/index.html
Outstanding Faculty Member awarded by the Auburn University Student Government
Association at the Student Government Association Honors Ceremony. The Auburn
University’s Student Government Association teaching award is given on behalf of the student
body, recognizing professors who have made extraordinary contributions to Auburn University
through classroom teaching and service to the university. (April 12, 2010)
Emily and Gerald Leischuck Undergraduate Teaching Award awarded by Auburn
University’s College of Education. The Gerald and Emily Leischuck Undergraduate Teaching
award honors a full-time tenured faculty member in the College of Education who has
demonstrated effective and innovative teaching methods and a continuing commitment to student
success through advising and mentoring inside and outside the classroom. (March 30, 2010)
Auburn University Alumni Undergraduate Teaching Excellence Award awarded by the
Auburn University Alumni Association and presented at the Faculty Awards Ceremony. This
award recognizes the outstanding teaching of undergraduates from nominations made by
department heads, deans, alumni, and students. (September 30, 2010)
Outstanding Faculty Member awarded by the Auburn University Student Government
Association at the Student Government Association Honors Ceremony. Auburn University’s
Student Government Association teaching award is given on behalf of the student body,
recognizing professors who have made extraordinary contributions to Auburn University through
classroom teaching and service to the university. (April 7, 2008)
Selected to the Auburn University New Faculty Scholars Program hosted by the Biggio
Center for the Enhancement of Teaching and Learning. New faculty at Auburn University are
nominated to this prestigious program which begins with the Orientation program and followed
by monthly meetings and a three day retreat focusing on the professoriate and best practices for
effective teaching. (2006 – 2007)
The University of Alabama College of Education Excellence in Teaching by a Doctoral Student
Award. (April 2003)

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Awarded The University of Alabama College of Education Most Outstanding Student in the
Category of Scholarship and Research Award. (May 2003)
Awarded the Outstanding Elementary Teacher of American History by The National Society
of the Sons of the American Revolution. (April 1998)
Awarded Alabama Teaching American History $3,500.00 Award for a weeklong professional
development at Colonial Williamsburg’s Teacher Institute. (July 1995)
Invited membership to Kappa Delta Pi invited to an international honor society in education
committed to recognizing excellence and fostering mutual cooperation, support, and professional
growth for educational professionals. (1990 – present).
TEACHING
Statement of teaching philosophy
As I have reflected and refined my teaching philosophy over the last twenty-three years
of teaching elementary students, pre-service and in-service teachers, I believe a common goal of
my teaching is learning outcomes. If my teaching does not achieve the desired learning
outcomes, whether with fifth graders, undergraduates, or doctoral students, I have not been an
effective teacher and/or mentor. As an elementary teacher educator, learning outcomes for my
pre-service and in-service teachers include developing the knowledge and skills necessary to (a)
effectively meet the needs of all learners through research based practices, (b) be able to conduct
scholarly inquiries, (c) grow professionally through life long learning, and (d) develop complex
understandings both within and across disciplinary boundaries.
My area of expertise in elementary education is social studies. My specialty is teaching
and learning of history through the critical analysis of primary sources. With the adoption of the
Common Core, critical literacy in this area has received a renewed interest. Therefore, I have
incorporated strategies in my own teaching that my pre- and in-service teachers can use in their
own classrooms. To achieve desired learning outcomes with my undergraduate and graduate
students, I see my role as a facilitator following Vygotsky’s philosophy of socio-constructivist
approach to instruction. Vygotsky (1978) emphasized the importance of the social context for
cognitive development. I have incorporated a variety of learning opportunities in an effort to
build a community of learners through inquiry, group discussions, case studies, and cooperative
learning. Course activities and assignments are designed to promote a collaborative construction
of knowledge and its application to real classroom dilemmas.
Teachers of the 21st
century must collaborate with many different stakeholders as they
meet the needs of all learners in their classroom. Pre- and in-service teachers are challenged to
reflect and apply research-based practices to real world situations. I believe learning is change
facilitated by the introduction of new information, ideas, and beliefs. Learning is the defining
moment when “the light bulb goes off”…that “ah ahh!” moment when new information, skills,
or ideas becomes internalized. Supported by brain-based research, this process of internalization
requires connecting old information with new, chunking ideas; constructing and reconstructing;

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and conceptualizing new meanings. I believe learning is a life long process that takes many
curves and detours along the way.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
Courses Taught
CTEE 3100 Introduction to Elementary Education - undergraduate
CTEE 4010 Elementary Social Studies Methods – undergraduate
CTEE 4950 Supervision of Internship - undergraduate
CTEE 7510 Research in Elementary Social Studies – graduate (on campus and online)
CTEE 7410 Approaches to Teaching in Elementary School – graduate (on campus and online)
CTEE 8980 Doctoral Seminar
CTEE 8990 Dissertation Supervision
Ph.D. Graduate Students with Degrees Completed
Doctoral Committee Chair
Steven Knott, Elementary Education, Building Blocks of a Functional Classroom Community: A
Case Study of the Challenges to Construct a Successful environment of Learning,
Graduated Summer 2014, currently teaching grade 2 in Montgomery City Schools, AL.
Amy Stenson, Elementary Education, Effective Teaching in High Poverty Schools, Graduated
Fall 2013, presently a classroom teacher in Phenix City Schools (AL).
Leslie Cowell, Elementary Education, Pre-teaching Vocabulary to Improve Reading
Comprehension, Graduated Fall 2012, presently an Assistant Professor at Faulkner
University in Montgomery, AL.
Silvia Scaife, Elementary Education, How and in What Ways does Homogeneous Small Group
Instruction in Reading Influence Struggling Middle School Readers and Their Attitudes
Toward Reading, Graduated Spring 2011, presently a classroom teacher in Auburn City
Schools.
Doctoral Committee Member
Jay Howell, Ph.D. Secondary Social Science, Using Lesson Study to Develop Professional
Teaching Knowledge for Problem-based Historical Inquiry Among 4th
Grade Social
Studies Teachers, Graduated Summer 2014, presently Assistant Professor at Southern
Mississippi University.
*Susan DuBose, Ph.D. Educational Leadership, Perceptions of Alabama History Education
Initiative Participants on the Marginalization of Social Studies by National, State, and
Local Policies, Graduated Fall 2011, presently Secondary Curriculum Supervisor for
Elmore County School System. *from Alabama State University.

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Rebecca Hendrix, Ph.D. Elementary Education, Using Creative Dramatics to Foster Conceptual
Learning in a Science Enrichment Program, Graduated Fall 2011, presently an
Enrichment Specialist at Opelika City Schools (AL).
Leah Whitten, Ph.D. Educational Foundations, Leadership, and Technology, High School
Polling on Career Exploration, Graduated Fall 2011, presently an Assistant Professor at
Austin Peay State University, Clarksville, TN.
Bethany Stewart, Ph.D. Elementary Education, University and Elementary School Perspectives
of Ideal elementary Science Teacher Dispositions, Graduated Summer 2010, presently a
classroom teacher in GA.
Wanda Warmack, Ph.D. Elementary Education, Elementary Education Pre-Service Teachers’
Attitudes Toward Reading, Graduated Spring 2007, presently an Associate Professor at
Faulkner University, Montgomery, AL.
Virginia Wilcox, Ph.D. Elementary Education, A longitudinal Comparative Study Examining
Frequency and Types of Technology Usage Between Practicing Classroom Teachers and
Pre-Service Education Majors, Graduated Spring 2005, presently an Associate Professor
at Wesleyan College in Macon, GA
Grants Related to Teaching
Kaminsky, J., & McCormick, T. (November, 2012 – present). iPads in the University
Classroom. The Auburn University Competitive General Fee Equipment (GFE) Grant awarded
$60,000 to purchase equipment of technological innovation–i.e. the iPad. My role in this project,
thus far, has included participating in planning sessions prior to the submission of the grant,
beginning Spring of 2012 (see Part A 5 a), strategizing the deployment of the project, and
recruiting elementary faculty for the project as they would be teaching the students receiving the
iPads. Thus far, I have contributed to 40% of the time and effort for procuring and implementing
this grant. Data from this project is currently being collected.
McCormick, T. (2007) Awarded the Daniel F. Breeden Endowed Grant for the Enhancement of
Teaching and Learning. Amount awarded $1858.00 by the Biggio Center for the Enhancement
of Teaching and Learning. Proceeds from this grant were used to buy instructional materials for
the social studies methods course. Primarily, children’s literature books that earned the National
Council for the Social Studies Notable Trade Book award were purchased for student’s use in
their lab placement. In addition, I developed model lesson plans that I incorporated into my
teaching using the NCSS Notable Trade Books. These lessons have been presented at
professional conferences and published.

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RESEARCH
Commentary
My scholarship primarily focuses on developing pre-service and in-service teachers’
pedagogical content knowledge in the area of teaching history in K – 6 classrooms using primary
sources. Efforts toward publication have focused on teaching practices that can be used by
teachers and teacher educators. Scholarly work has been published in the top professional
journals in my field including, but not limited to, Social Studies and the Young Learner, Social
Education, The Journal of Social Studies Research, Social Studies Research and Practice, the
International Journal of Social Science and Theory and Research in Social Education. Since
earning promotion and tenure, I have collaborated on two national research projects (Social
Studies Inquiry Research Collaboration (SSIRC) and the National Survey of Social Studies
Teachers). The SSIRC study, led by Dr. John Saye, examined secondary social studies
classrooms’ practice of authentic intellectual learning. I served as a second observer in
classrooms in Lee County, AL, Hoover City Schools, AL, and Spanish Fort, AL. I served was
one of four quartile data managers for all data collected from the national study.
The National survey of Social Studies Teachers consisted of a team of researchers from 35
states who distributed an electronic survey designed to create a snapshot of social studies
teaching and learning in the United States. With over 12,000 responses, it was the largest survey
of social studies teachers in over three decades. I served as the Alabama data collector and co-
author of the book chapter reporting findings from elementary teachers. The National Survey of
Social Studies Teachers project represents three years of a collaborative effort resulting in
numerous professional presentations and a book. I co-authored the “Elementary Social Studies:
An Examination in Practice” chapter. All practitioner articles and/or presentations are informed
by my research and are designed to reach audiences of teachers and teacher educators alike.
Book Chapters
Morowski, D. L. & McCormick, T. M. & Zimbleman, K. (*in press) Climbing Lincoln’s step:
The African American journey in A. Libresco, J. Balantiex, & M. Battenfeld (Eds.)
Notable Books Notable Lesson:Putting social studies in the K – 8 curriculum. ABC: Clio.
(40% contribution) *anticipated publication date March 2016
Schwertz, M., & McCormick, T. (2013). Elementary social studies: An examination in
practice in J. Passe, & P.B. Fritchett (Eds.) The status of social studies views from the
field. (pp 77-87). Charlotte, NC: Information Age Publishing, Inc. (50% contribution)
McCormick, T. (2010). Generating effective teaching through primary sources. In E. Heilman,
R. Furja, & M. Missias (Eds). Social studies and diversity teacher education: What we do
and why we do it. (pp 89-92). New York, NY and London, U.K.: Routledge.
Publications
Morowski, D. L., & McCormick, T. M., & Speaker, M. (January/February, 2015) Identifying
multiple perspectives on the Montgomery bus boycott utilizing primary sources. Social
Studies and the Young Learner 27(3), 26-30. (45% contribution, 30% acceptance rate)

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Morowski, D., & McCormick, T. (Winter, 2014). Irena Sendler and the Children of the Warsaw
Ghetto Lesson Plan. Social Studies Research and Practice, 9(3), 169-174. (50%
contribution, 11% acceptance rate)
Morowski, D., & McCormick, T. (2014). Teacher researchers: Utilizing archival primary
sources. Social Studies Research and Practice, 9(2), 15 – 32. (50% contribution, 11%
acceptance rate)
Morowski, D., & McCormick, T. (2013). Hidden teens: Hidden lives - A Notable Trade Book
Lesson. Social Studies: Research and Practice, 8(1), 160-168. (50% contribution, 11%
acceptance rate)
McCormick, T., Eick, C. & Womack, J. (2013). Culturally responsive teaching: Awareness and
professional growth through a school-university partnership. National Association of
Professional Development of Schools School-University Partnership 6(1), 6-14. (80%
contribution, 25% acceptance rate)
SSIRC (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to
student performance on state-mandated tests. Theory and Research in Social Studies
Education, 41(1), 89-132. See http://www.auburn.edu/ssirc/member.html for a list of
contributing authors (25% contribution, 15% acceptance rate)
McCormick, T., & Hubbard, J. (2011). Every picture tells a story: A study of teaching methods
using historical photographs. The Journal of Social Studies Research, 35(1), 1 – 22.
(90% contribution, 12% acceptance rate)
Eick, C., & McCormick, T. (Winter, 2009 - 2010). Beginning to think critically about responsive
pedagogy in practice: An elementary education book study in student teaching.
Southeastern Regional Action in Teacher Education, 19(1), 52 – 60. (45% contribution,
35% acceptance rate)
McCormick, T. (September, 2008). Fear, panic, and injustice: Executive order 9066. Social
Education, 72(5), 268 - 271. (20% acceptance rate)
McCormick, T. (2008) Historical inquiry with fifth-graders: An action research study. Social
Studies Research and Practice, 3(2), 119 – 129. (11% acceptance rate)
McCormick, T., Boyd, P., & Scaife, S. (Fall, 2007). Graduate studies cohort for elementary
teachers: New direction for professional development. Journal of Research in Education,
17, 54–62. (90% contribution, 18% acceptance rate)
McCormick, T. (Spring, 2007). Espionage and the American Revolution Lesson Plan, Social
Studies Research and Practice, 1(4), 88 – 92. (11% acceptance rate)

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Sunal, C.; McCormick, T.; Sunal, D. & Shwery, C. (2005). The demonstration of teaching values
in elementary preservice teachers’ electronic portfolio. International Journal of Social
Education, 20(1), 81-95.
Sunal, C., McCormick, T., & Sunal, D. (Spring, 2005). Elementary teacher candidates’
construction of criteria for selecting social studies lesson plans for electronic portfolios.
Journal of Social Studies Research, 29(1) 7-17). (40% contribution, 10% acceptance rate)
McCormick, T. (2004). Letters from Trenton, 1776: Investigating primary sources in the fifth
grade. Social Studies and the Young Learner, 17(2) 5-12. (30% acceptance rate)
Peer-reviewed papers at professional meetings
McCormick, T., Morowski, D., Brush, T. Elementary Methods Professors: Don’t Throw in the
Towel! Research paper to be presented at the annual meeting of the College University
Faculty Assembly of the National Council for the Social Studies in New Orleans, LA in
Novemb, 2015.
Saye, J. & SSIRC. Authentic Pedagogy: Examining Intellectual Challenge in Social Studies
Classrooms. Research paper presented at the annual meeting of the College University
Faculty Assembly of the National Council for the Social Studies in New Orleans, LA in
November 11, 2015.
Morowski, D. L. , McCormick, T. M. & Speaker, M. Digging a Hole to Heaven: Coal Miner
Boys NCSS Notable Trade Book Lesson Plan. Practitioner presentation and the annual
meeting of the National Council for the Social Studies annual meeting in New Orleans,
LA on November 14, 2015.
Kohlmeier, J., Saye, J., Howell, J., McCormick, T., Jones, R., & Brush, T. Promoting problem-
based historical inquiry through scaffolded lesson study. Research paper presented at the
annual meeting of the American Educational Research Association in Chicago, IL on
April 19, 2015.
McCormick, T. & Morowski, D. Notable Trade Book Presentation: The Boy Who Harnessed the
Wind. Paper presented at the annual meeting of the National Council for the Social
Studies, Boston, MA, November 2014.
Kohlmeier, J., Saye, J., McCormick, T., & Howell, J. Promoting professional teaching
knowledge with scaffolded lesson study. Research paper presented at the annual meeting
of the College University Faculty Assembly of the National Council for the Social
Studies in Boston, MA on November, 20, 2014.
Morowski, D., & McCormick, T. Did I make it count? Research paper presented at the annual
meeting of the College University Faculty Assembly of the National Council for the
Social Studies in Boston, MA on November 20, 2014.

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Passe, J., Hinde, E., Doppens, F., Shiller, J., & McCormick, T. We now have proof!: What do we
do? Research in Practice session presented at the annual meeting of the College
University Faculty Assembly of the National Council for the Social Studies in Boston,
MA on November 21, 2014.
McCormick, T., & Morowski, D. An analysis of elementary preservice teachers’ instructional
practices using primary sources. Research paper presented at the annual meeting of the
American Educational Research Association in Philadelphia, PA on April 7. 2014.
Saye, J., Kohlmeier, J., McCormick, T., Howell, J., Jones, R., Shannon, D., Brush, T. Scaffolded
Lesson Study: Promoting Professional Teaching Knowledge for Problem-Based Historical
Inquiry. Research paper presented at the annual meeting of the College and University
Faculty Assembly of the National Council for the Social Studies, St. Louis, MO,
November 2013.
Morowski, D.,& McCormick, T. Notable Trade Book Presentation: Irena Sendler and the
Children of the Warsow Ghetto. Paper presented at the annual meeting of the National
Council for the Social Studies, St. Louis, MO, November 2013.
Saye, J., Kohlmeier, J., McCormick, T., Howell, J., Jones, R., Shannon, D., Brush, T.,
Supporting Problem-Based Historical Inquiry for Elementary and Secondary Teachers:
Scaffolded Lesson Study. Research paper presented at the annual meeting of the
American Educational Research Association, San Francisco, CA. on April 2013.
McCormick, T., & Morowski, D., Critical Literacy and Teaching History: Elementary Teacher
Candidates Incorporate Primary Sources in a Field Based Placement. Research paper
presented at the annual meeting of the Hawaii International Conference on Education in
Honolulu, HI, January 2013.
McCormick, T., & Morowski, D. Teacher Researchers: Developing Knowledge through
Archival Research. Research paper presentation at the International Society for Social
Studies annual conference in Orlando, FL on March 2, 2012.
McCormick, T., & Morowski, D. Elementary Teacher Candidates’ Use of Primary Sources in
their Field-Based Placement. Research paper presentation at the College University
Faculty Assembly of the National Council for the Social Studies annual conference in
Seattle, WA, November 2012.
Morowski, D., & McCormick, T. Teachers Delve into Diversity Through Archival Research.
Research paper presentation at the College University Faculty Assembly (CUFA) of the
National Council for the Social Studies annual conference in Washington, DC on
December 1, 2011.
SSIRC. Authentic Intellectual Challenge in Social Studies Classrooms and Its Relationship to
Student Learning Principal Investigations. Research paper presentation at the College
University Faculty Assembly (CUFA) of the National Council for the Social Studies

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annual conference in Washington, DC on December 1, 2011. For a list of researchers and
more information about the research project see
http://www.auburn.edu/academic/societies/ssirc/index.html
SSRIC. Authentic Intellectual Challenge in Social Studies Classrooms and Its Relationship to
Student Learning. Research paper presented at the American Educational Research
Association annual conference in Denver, CO on April 10, 2011. For a list of researchers
and more information about the research project see
http://www.auburn.edu/academic/societies/ssirc/index.html
Brush, T., Ottenbreit-Leftwich, A., Saye, J., Glazewski, K., McCormick, T. PBL-TECH: Using
Web 2.0 tools and resources to support problem-based curricular: Innovations in pre-
service teacher education. Paper presentation at the Society for Information Technology
and Teacher Education (SITE) annual international conference in Nashville, TN on
March 10, 2011.
McCormick, T., & Eick, C. Teacher Candidates’ Emerging Understandings of Culturally
Responsive Pedagogy in Today’s Changing Classrooms. Research paper presentation for
Division K: Teacher Education at the American Educational Research Association annual
conference in Denver, CO on May 2, 2010.
SSIRC. The Social Studies Inquiry Research Collaborative (SSIRC): Authentic Intellectual
Challenge in Social Studies Classrooms. Research paper presented at the College
University Faculty Assembly (CUFA) of the National Council for the Social Studies
national conference, November 11, 2010 in Denver, CO. For a list of researchers and
more information about the research project see
http://www.auburn.edu/academic/societies/ssirc/index.html
McCormick, T. Every Picture Tells a Story: A Study of Teaching Methods Using Historical
Photographs with Elementary Students. Research paper presented at the College
University Faculty Assembly (CUFA) annual conference in Atlanta, GA on November
12, 2009.
McCormick, T., Womack, J., Eick, C., & Scaife, S. Teachers and candidates: Learning together
about practices that support diverse students. Research paper presentation at the
Professional Development Schools National Conference in Daytona Beach, FL on March
13, 2009.
McCormick, T. Using the NCSS Notable Trade Books: My Brother’s War: Using Historical
Photographs to Teach the Civil War. Paper presentation of the Early
Childhood/Elementary Community at the National Council for the Social Studies (NCSS)
annual conference in Houston, TX on November 16, 2008.
McCormick, T. Portraits of Practice: Using Reading Strategies to Guide Elementary Students
Analysis of Primary Sources. Research paper presented at the American Educational
Research Association (AERA) annual conference in New York, NY on March 27, 2008.

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McCormick, T. Using the NCSS Notable Trade Books: Scraps of Time, 1960, Abby Takes a
Stand. Paper presented at the National Council for the Social Studies (NCSS) annual
conference in San Diego, CA on December 3, 2007.
McCormick, T. & Hubbard, J. Using Fiction to Teach Social Studies. Paper presented at the
annual Open House for Social Studies Educators at the Alabama Department of Archives
and History conference in Montgomery, AL on July 24, 2007.
McCormick, T. Using the NCSS Notable Trade Books: Lesson and Units: Espionage and the
American Revolution, George Washington Spymaster. Paper presentated at the National
Council for the Social Studies (NCSS) annual conference in Washington, DC on
December 2, 2006.
McCormick, T. Promise and Practice: Exemplary Lesson Plans for Teaching Social Studies.
Paper presented at the National Council for the Social Studies (NCSS) annual conference
in Washington, DC on December 1, 2006.
McCormick, T. Primary Documents in the Elementary Classroom: How and Why are They
Being Used? Research paper presented at the American Educational Research
Association (AERA) annual conference in San Francisco, CA on April 8, 2006.
Sunal, C.; McCormick, T.; Sunal, D. & Shwery, C. Social Studies Electronic Portfolios:
Elementary Pre-service Teachers Demonstrate Teaching Values. Research paper
presented at the American Educational Research Association (AERA) annual conference
in Montreal, Canada on April 12, 2005.
McCormick, T. Using Concept Maps to Evaluate Teacher Candidates’ Beliefs and Dispositions
about School Curriculum. Research paper presented at the American Association of
Colleges for Teacher Education (AACTE) annual conference in Washington, DC on
February 22, 2005.
McCormick, T. Re-Reading Abraham Lincoln: How Elementary Teacher Candidates
Contextually Read Primary Documents. Research paper presented at the College
University Faculty Assembly (CUFA) of the National Council of the Social Studies
(NCSS) annual conference in Baltimore, MD, November, 2004
Sunal, C., McCormick, T., & Sunal, D. Choosing Representative Social Studies Samples for E-
Portfolios. Research paper presented at the College University Faculty Assembly
(CUFA) E-Portfolio symposium of the National Council of the Social Studies (NCSS)
annual conference in Baltimore, MD, November, 2004.
McCormick, T. Changes in a 21st Century Teacher Education Preparation Program: Reforming
Teacher Candidates’ Beliefs and Dispositions about School Curriculum. Research paper
presented at the annual meeting of the American Education Research Association
(AERA) in San Diego, CA, April 2004

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Sunal, C., McCormick, T., & Sunal, D. Social Studies Lesson Plans for Electronic Portfolios:
What Criteria Do Teacher Candidates Use in Selection. Research paper presented at the
2004 Best Practices: Integration of Technology into Instruction Conference at Stillman
College, Tuscaloosa, AL on February 21, 2004.
Sunal, C., McCormick, T., & Sunal, D. (2003). The Construction Criteria for Selecting Social
Studies Lesson Plans for Electronic Portfolios. Research paper presented at the College
University Faculty Assembly (CUFA) of the National Council of the Social Studies
(NCSS) annual conference in Chicago, IL, November 2003.
McCormick, T. (2002). Student Historians Investigating the Past: An Inquiry Learning
Approach in the Elementary Classroom. Research paper presented at the College and
University Faculty Assembly (CUFA) paper session of the National Council of the Social
Studies’ annual conference in Phoenix, AZ, November, 2002.
Peer-reviewed invited panel presentations
Morowski, D. & McCormick, T. Teaching with Primary Sources. Invited panel presentation at
the Mid-Western American Educational Research Association in Evaston, IL on October
22, 2015.
McCormick, T., & Morowski, D. Elementary Social Studies Methods Courses: Successes and
Challenges. Invited panel presentation at the College University Faculty Assembly
professional retreat in Charlotte, NC on January 17, 2015.
Passe, J., Jimenez-Silva, S., Shiller, J., Lipscomb, G., Hess, D., & McCormick, T. Social studies
for a more just society. Invited research symposium presented at the annual meeting of
the College University Faculty Assembly of the National Council for the Social Studies
in Boston, Massachuetts on November 19, 2014.
Feinburg, J., McCormick, T., Alleman, J., Fitchett, P., Berson, I., Berson, M., Martin, L., &
Paska, L. Research and the novice social studies teacher: Empowering the profession.
Invited panel presentation at the National Council for the Social Studies annual
conference in Washington, DC on December 3, 2011.
McCormick, T., Alleman, J., Berson, M., Feinberg, J. Pritchett, P., & Martin, L. Multiple
methodologies: Application of research in the social studies. Invited panel presentation at
the National Council for the Social Studies annual conference in Denver, CO on
November 12, 2010.
Alleman, J., Berson, M., Fineberg, J., McCormick, T., & Berson, I. Evolving an evidence base
for effective social studies practice. Invited panel presentation of the NCSS Research
Committee at the National Council for the Social Studies (NCSS) annual conference in
Atlanta, GA on November 13, 2009.

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Alleman, J., Berson, M., Feinberg, J., & McCormick, T. Developing informed practice with
research in the social studies. Symposium with representatives of the National Council
of the Social Studies Research Committee discussing the role of empirical research in
quality instruction. Invited presenters shared how current research can be used to inform
practice of social studies instruction in the classroom at the annual conference of the
National Council for the Social Studies in Houston, TX on November 15, 2008.
Berson, M., Alleman, J., Conklin, H., Feinberg, J., Marks, M., & McCormick, T. Translating
research into practice in the social studies. Invited symposium panel presentation of the
Research Committee at the National Council for the Social Studies annual conference in
San Diego, CA on November 30, 2007.
Berson, M., Alleman, J., Feinberg, J., Marks, M., & McCormick, T. Making a difference in
social studies by connecting research to practice. Invited symposium panel presentation
of the Research Committee at the National Council for the Social Studies (NCSS) annual
conference in Washington, DC on December 1, 2006.
McCormick, T., VanFossen, P., Slekar, T., Ukpokodu, O., & Brantely, D. Five major concerns
influencing the teaching of elementary school social studies methods Invited panel
discussion at the College University Faculty Assembly (CUFA) of the National Council
for the Social Studies (NCSS) annual conference in Kansas City, KS on November 18,
2005
McCormick, T., Hubbard. J., Thomas, S., LeCompte, K., Christensen, L., Strickland, J., &
Lackey, L. Early childhood social studies education: Forefronts. Invited symposium
presented at the College University Faculty Assembly (CUFA) of the National Council
for the Social Studies (NCSS) annual conference in Kansas City, KS on November 17,
2005.
Berson, M., & McCormick, T., Building a Nexus Between Research and Practice in Social
Studies. Invited panel presentation of the NCSS Research Committee at the National
Council for the Social Studies (NCSS) annual conference in Kansas City, KS on
November 19, 2005.
OUTREACH
Commentary
My outreach mission is dedicated to improving quality of life in our communities and
helping people fulfill their educational goals. Funded grants have enabled me to participate in
the outreach projects described below.
Consistently the primary focus of my outreach efforts have been in the area of elementary
social studies through professional development for practicing teachers, revising state standards
for 21st
century learners, and reviewing and critiquing social studies curriculum and textbooks
for the Alabama State Department of Education. The overarching title of my outreach is,
“Developing Standards Based Teaching Practices with In-service and Pre-service Teachers
When Teaching History.”

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Utilizing Primary Sources in the Elementary Classroom Library of Congress Teaching with
Primary Sources Grant (Fall 2014 – December 2015). Co-principal investigator awarded
$18,410.
Description: Students in grades K -6 are tasked with describing connections between two events
or historical texts and consider multiple points of view surrounding an event or topic. The goal
of this project is to provide extensive professional development to both pre-service and in-
service teachers in how to facilitate historical thinking with elementary students. The project
objectives are to provide professional development in which the pre-service and in-service
teachers will a) gain an understanding of effective instructional practices with an emphasis on
inquiry-based and student-centered learning using primary sources and teaching resources from
the Library of Congress; b) create standards-based, content-informed learning experiences
integrating primary sources from the Library of Congress that exemplify effective instructional
practice; and c) teach, assess, and reflect on their experiences and the effects of primary source-
based instruction. Twenty-five grades 3-6 teachers and 50 pre-service teachers are currently
participating an ongoing professional development sessions. Dr. Deborah Morowski and I are
the co-principal investigators and facilitators for the professional development.
Impact: Since the project will target approximately 50 pre-service teachers enrolled in social
studies methods courses over two semesters and 25 cooperating teachers, this project has the
potential to impact 1000 – 1500 elementary students. In addition, the participating teachers will
be conducting professional development for the teachers at their schools thereby extending the
impact further.
Plowing Freedom’s Ground Teaching American History Grant (2010 – 2013). Project team
member, awarded $999,957.
Description: Plowing Freedom’s Ground began as a three year partnership involving the
Persistent Issues in History (PIH) Network at Auburn University and four East Alabama school
systems: Lee County, Alexander City, Phenix City, and Tallapoosa County. In 2011, Troup
County from West Georgia became the fifth system to join the project. The participating school
systems expressed a need to provide intensive professional development for social studies
teachers that would focus on issue based inquiry instructional design. The objective of this
project was to provide teachers with enhanced historical content knowledge, inquiry-based
teaching strategies, and interactive Web-based tools designed to improved student achievement
in U.S. history. The method used was to provide a two-week intensive professional development
session with historians and teacher educators. In addition, periodic meetings occurred
throughout each of the three years. The target audience was 23 grades 4 – 12 classroom
teachers. The “Plowing Freedom’s Ground” project focused on pivotal events in five historical
periods that illustrate the challenges of ensuring fairness and justice for all Americans:
Revolution and the New Nation, Expansion and Reform, Civil War and Reconstruction, the
Development of Modern American and Contemporary America.
Impact: The impact of Plowing Freedom’s Ground lies in two key areas – development of
teacher pedagogical content knowledge for teaching history and student learning. Each of the 23

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teachers typically has 20+ students in their classroom. When you think about the continued
years of teaching each teacher will have and the impact of student learning over the years, this
project will allow opportunities to hundreds of students to experience history in ways they may
never have without the project. In addition, the units and lessons are housed in the PIHnet
website for other teachers to use in their classrooms.
Alabama History Education Initiative (AHEI) with the Alabama Department of Archives and
History (ADAH) (February, 2009 – May 2011), project team member, awarded $500,000.
Description: The Alabama History Education Initiative (AHEI) project was initiated by the
Alabama Department of Archives and History (ADAH) to improve history instruction in
Alabama classrooms. The history of Alabama is offered only to fourth graders in public schools
in Alabama. Alabama’s role in key events in American history is, however, integrated
throughout the social studies curriculum in grades K – 12. Based on a needs assessment by the
Alabama State Department of Education, teachers expressed a deficit in the knowledge of
Alabama history. To meet this need, grant monies obtained by the ADAH from the Malone
Family Foundation, provided funds to offer professional development to teachers from each of
the districts in the state. The objectives of the project were to (a) to provide professional
development to 4 - 12 social studies teachers across Alabama with a focus on using historical
primary from the ADAH in an effort to highlight Alabama’s role in major events in U. S. History
and (b) to develop standards based lesson plans using primary sources from the Alabama
Department of Archives and History. The project utilized the method of train the trainer model.
Each participate would become a trainer for the social studies teachers in their school district. A
total of 43 social studies teachers (20 in 2009 and 23 in 2010) from across the state attended a
weeklong immersive training session at the ADAH to learn more about Alabama history and
how to effectively integrate primary sources into classroom instruction.
Impact: My role in the project, I observed the elementary teachers (total 23 over two years)
teaching their lessons in their own classrooms all over the state of Alabama. I observed teachers
providing deep knowledge about Alabama’s role during key events of American history. I
witnessed students engaged in the learning process and asking critical questions. Observations
of the lessons the teachers taught and the students’ demonstration of knowledge confirmed the
objectives of the project were met. Since the train the trainer model was incorporated into this
project, the teachers receiving training and resources were more than doubled over the two-year
project. Lesson plans designed through this project are available to teachers across the state via
http://www.archives.alabama.gov/ahei/index.cfm
The results of this project has the potential to provide hundreds of teachers across Alabama
readily available lessons plans incorporating primary sources from the Alabama Department of
Archives and History that have been classroom tested.
Project REACH (May, 2007 – December, 2008). Project REACH. The East Alabama Inservice
Center awarded $26,500 for a professional development project for pre-service and in-service
teachers. I served as a co-principal investigator.
Description: This outreach project sought to help teachers and teacher candidates reflect and
revise their instructional methods to meet their students' diverse needs and become more familiar

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with their students' backgrounds, culture, and language. Partnering with Auburn City Schools,
the East Alabama Regional In-service Center and the Department of Curriculum and Teaching,
the goal of Project REACH of this project to enhances research-generated knowledge to
“personal practical knowledge” for effective strategies for meeting the needs of at-risk students.
The project established book study professional learning communities as its model. School
based learning groups included classroom teachers and elementary education interns. From
Rage to Hope: Reclaiming Black and Hispanic Students and Improving Black Student
Achievement through Enhancing Self-Image by Crystal Kuykendall was the selected as the book
study. Throughout the 2007 – 2008 academic year, pre-service and in-service teachers read and
reflected in some written form on the text through a narrative reading log as it related to their
personnel views on schooling and teaching students of diverse backgrounds, cultures and
languages.
Impact: The direct beneficiaries of the impact of this project are the students in which the 353
teachers who participated in the project have made a purposeful effort to meet the needs of at-
risk learners. Further, the broader research community will benefit from the research findings
developing best practices for: (a) teaching diverse at risk students; (b) social justice practices in
the classroom; and (c) partnerships with teachers for internship placements and requirements.
One key theme that was identified in the post surveys was the “awareness” of the diversity and
how the culture in the home impacts student learning. One teacher’s insightful comment was, “I
always told myself that parents that never come to school for parent events or meetings ‘just
don’t care’ when in fact it may be because they are working two jobs or perhaps the parents have
negative feelings from their own school experiences and don’t feel welcome. I had never
considered that our school could do more to welcome parents and make them feel part of the
community.”
Outreach Professional Development
Teaching with Primary Sources in the Elementary Classroom. All day professional development
co-planned and co-presented with Dr. Deborah Morowski for 25 elementary classroom teachers
who are hosting a social studies methods student. Modeled instructional activities using Library
of Congress digital primary sources were used related to the Civil Rights Movement.
Plowing Freedom’s Ground Persistent Issues in History Summer Seminar
Co-developed and presented to social studies teachers from Lee County, Alexander City,
Tallapoosa County, and Phenix City Schools
(July 9 – 13 2012). (36 hours)
Plowing Freedom’s Ground Lesson Study Workshop
Led 5th
grade teachers from Lee County in the construction of an issue based inquiry unit of
study (July 16 – 20, 2012). (36 hours)
Plowing Freedom’s Ground Persistent Issues in History Summer Seminar
Co-developed and presented to social studies teachers from Lee County, Alexander City,
Tallapoosa County, and Phenix City Schools (July 5 – 9, 2011). (36 hours)

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Plowing Freedom’s Ground Lesson Study Workshop
Led 5th
grade teachers from Lee County in the construction of an issue based inquiry unit of
study (July 12 – 16, 2011). (36 hours)
Plowing Freedom’s Ground Persistent Issues in History Summer Seminar
Co-developed and presented to social studies teachers from Lee County, Alexander City,
Tallapoosa County, and Phenix City Schools (July 5 – 9, 2010). (36 hours)
Plowing Freedom’s Ground Lesson Study Workshop
Led 5th
grade teachers from Lee County in the construction of an issue based inquiry unit of
study (July 12 – 16 2010). (36 hours)
Developing Persistent Issues in History Curriculum Units
Co-developed and presented to social studies teachers from Auburn City Schools. (July 19 –
23 2010) (36 hours)
Developing Persistent Issues in History Curriculum Units
Co-developed and presented to social studies teachers from Auburn City Schools. (July 13 – 17
2009). (36 hours)
Alabama Humanities Foundation (September 29, 2009) requested that I present a session on
Teaching Critical Thinking Using Primary Sources to a group of Alabama educators who
participated in the Slavery in Alabama History Project. (6 hours)
Developing Persistent Issues in History Curriculum Units
Co-developed and presented to social studies teachers from Auburn City Schools. (July 13 – 17
2007). (18 hours)
Conducted professional development workshop “Curriculum Mapping: Aligning the Alabama
Course of Study with Year Long Instructional Plans” for Macon County School System at
Booker T. Washington High School for the East Alabama Regional In-service Center (August 7,
2006) (6 hours)
Developing Persistent Issues in History Curriculum Units
Co-developed and presented to social studies teachers from Auburn City Schools.
(July 12 – 16 2006). (18 hours)
SERVICE
Service to the university, college, department and/or program is listed in chronological order
with the most recent listed first under the general heading of “University Service”.
a. University Service
Assistant Department Head, Curriculum and Teaching (May 2014 – present)

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Board Member on AU’s Honor’s College Advisory Board (August 2013 – present)
Chair of the College of Education’s Field Experiences Committee (Fall 2014 – Summer
2017)
Institutional Representative (IR) to the American Association of Colleges for Teacher
Education (AACTE) (2013 – present)
Chair of the Sustaining Professional Learning Communities committee for the Department
of Curriculum and Teaching (Fall 2014 – Spring 2016)
Mentoring Committee Member for first year tenure track faculty Dr. Mary McIllwan in the
Department of Curriculum and Teaching (Fall 2014 – 2019)
Chair for search committee for Assistant/Associate Professor of English for Speakers of
Other Languages Education (Spring 2015 – Summer 2015)
Committee Member of the College of Education’s Curriculum Committee (2014 – 2015)
Board Member of Auburn University’s Institutional Review Board for Protection of Human
Subjects in Research (August 2005 – July 2014)
Committee Member of Shared Governance committee as part of the Department of
Curriculum and Teaching’s Strategic Plan (2013 – 2014)
Committee Member of the College of Education’s Distance Education Committee (2013 –
2014)
Elementary Education Program Chair (2007- 2014)
Mentoring Committee Member for first year tenure track faculty in the Department of
Curriculum and Teaching teaching (2011 – 2013)
Chair of the search committee for the position of Elementary Education Math or Language
Arts (Fall 2010 – Spring 2011)
Co-Chair of the K-6 Advisory Council for continuous improvement of K-6 programs within
the College of Education (2009 – 2011)
Committee member of peer review of teaching committee for Dr. Charles Eick, (2008 –
2011)
Committee Member of the Department of Curriculum and Teaching’s Graduate Studies
Committee (Fall 2007 – Spring 2009)

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President of the East Alabama Regional In-service Center Governing Board (December
2007 – December 2008)
Governing Board Member of the East Alabama Regional In-service Center (December
2005 – December 2008)
Committee Member of the College of Education’s Field Experience Committee (Fall 2005
– Fall 2008)
Committee Member for search committee for the position of Elementary Education
Generalist (Fall 2007 – Spring 2008)
Committee Member of the Undergraduate Studies Committee in the Department of
Curriculum and Teaching (Fall 2007 – Spring 2008)
Committee Member for search committee for the position of Elementary Education with a
concentration in Mathematics (Fall 2007 – Spring 2008)
Committee Member of search committee for the selection of a director of the East Alabama
Regional In-service Center, April 2007 – January 2008.
Representative and Presenter at the poster session for the National Colleges Accreditation
for Teacher Education (NCATE) team visit representing the Early Childhood and
Elementary Education program in the Department of Curriculum and Teaching, April
22, 2007.
Vice President of the East Alabama Regional In-service Center governing board (December
2006 – December 2007).
Presenter at the COE Camp War Eagle Parents’ meeting at the request of Associate Dean
Emily Melvin, July 7, 2005
Committee member of search committee for Music education assistant professor position,
Spring, 2005.
Professional Service
Service to professional is listed in chronological order with the most recent listed first.
Membership to professional organizations is listed at the end.
Outside reviewer of materials submitted for tenure and promotion to Associate Professor at
Baylor University, Waco, TX (September 2015 – December 2015)
Research paper proposal reviewer, annual conference of the College and University Faculty
Assembly of the National Council for the Social Studies (2002 – present)

21. 21
Practitioner presentation proposal reviewer, annual conference of the National Council for
the Social Studies (2002 – present)
Research paper proposal reviewer, annual conference of the American Educational Research
Association, Division K Teacher Education (2006 – present)
Research paper proposal reviewer, annual conference of the American Educational Research
Association, Research in Social Studies Education Special Interest Group (2004 –
present)
Outside reviewer of materials submitted for promotion to Professor at State University, Boise,
ID (June 2015 – September 2015)
Outside reviewer of materials submitted for promotion to Associate Professor and tenure at
Texas Christian University, Fort Worth, Texas
(June 2015 – September 2015)
Review board member for The Journal of Social Studies Research
The Journal of Social Studies Research (JSSR) is an internationally recognized peer-reviewed
journal designed to foster the dissemination of ideas and research findings related to the
social studies. JSSR is the official publication of The International Society for the Social
Studies (ISSS) (Summer 2010 – present).
Manuscript reviewer for Social Studies Research and Practice.
Social Studies Research and Practice journal is a peer reviewed, electronic journal that focuses
on providing a venue for P–16 social studies research and practice manuscripts, lesson
plans, reviews, and issues related to higher-level learning outcomes and can be found at
http://www.socstrp.org/ (Summer 2 to present)
Outside reviewer of materials submitted for tenure and promotion to Associate Professor at
University of Northern Iowa, Cedar Falls, IA. (August 2014 – October 2014)
Outside reviewer of materials submitted for tenure and promotion to Associate Professor at
University of Louisville, Louisville, KY. (June 2014 – August 2014).
Manuscript reviewer for Journal of Curriculum and Instruction (JoCI)
The Journal of Curriculum and Instruction is a peer-reviewed, open access journal that provides
a forum for the dissemination of articles focused on research, practice, and related issues
relevant to teaching and learning in the preK-12 environment (2007 – 2014)
Outside reviewer of materials submitted for tenure and promotion to Associate Professor at the
University of North Carolina at Charlotte, Charlotte, North Carolina. (June 2013 –
August 2013)
Manuscript reviewer for Interdisciplinary Journal of Problem-Based Learning

22. 22
The Interdisciplinary Journal of Problem-Based Learning publishes relevant, interesting, and
challenging articles of research, analysis, or promising practice related to all aspects of
implementing problem-based learning (PBL) in K–12 and post-secondary classrooms
(Summer 2008 – Summer 2013)
Social Studies Textbook Review Committee for the Alabama State Department of Education
(February 2013 – December 2013)
Chair of the College University Faculty Assembly (CUFA) Board of the National Council for
the Social Studies’ professional organization (Fall 2011 – Fall 2012)
Board Member of the College University Faculty Assembly (CUFA) Board of the National
Council for the Social Studies’ professional organization (Fall 2009 – Fall 2013)
Newsletter Editor of the Research in Social Studies Education Special Interest Group Executive
Board of the American Educational Research Association (Spring 2010 – Spring 2011)
Committee Member for the Alabama State Department of Education Social Studies Course of
Study Task Force Team (January 2009 – December 2010)
Advisory Board Member of the Social Studies Council of Alabama (2007 -2010)
Chair of the National Council for the Social Studies 2009 Exemplary Research Award selection
committee (May 2009 – August 2009)
Committee Member of the National Council for the Social Studies 2008 Exemplary Research
Award selection committee (May 2008 – May 2009).
Manuscript reviewer for Journal of Interactive Online Learning
The Journal of Interactive Online Learning focuses on providing a venue for manuscripts,
critical essays, and reviews that encompass disciplinary and interdisciplinary perspectives
in regards to issues related to higher-level learning outcomes in an online delivery of
instruction (August 2005 – August 2008)
President of the Alabama Council for the Social Studies (July 2006 – July 2008)
Chair of the Early Childhood/Elementary Special Interest Group of the National Council for the
Social Studies, July 1, 2006 – July 1, 2007.
Committee member on the National Council for the Social Studies 2007 in Jean Dresden
Grambs Distinguished Career Research in Social Studies Award selection subcommittee
(May 2007 – August 2007)
Chair of the Research Committee of the National Council for the Social Studies (July, 2006 to
July, 2007)

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Treasurer of the Early Childhood/Elementary Education Special Interest Group of the National
Council of the Social Studies (November 2003 to November 2006)
Chair of the National Council for the 2006 Social Studies Exemplary Research in Social Studies
Award selection committee (May 2006 – August 2006)
Vice Chair of the Research Committee of the National Council for the Social Studies (July,
2005 – July, 2006)
Committee Member of the 2005 Exemplary Research Award selection committee for the
National Council for Social Studies Research Committee (May 2005 – August 2005)
Vice President of the Alabama Council for the Social Studies (July 2004 – July 2006)
Committee Member for the Alabama State Department of Education selection committee for
the “American History Teacher of the Year for Alabama” award on June 24, 2005 in
Montgomery, AL
Memberships in Professional Organizations
• Social Studies Council for Alabama (SSCA) (2004 – present)
• National Council for the Social Studies (NCSS) (1999 – present)
• Committee Membership – NCSS Research Committee (2003 –2013)
• Committee Membership – NCSS Early Childhood/Elementary Education
Committee (2002 – present)
• College University Faculty Assembly (CUFA) (2002 – present)
• American Educational Research Association (AERA) (2004 – present)
• AERA Division Membership – Division K Teacher Education (2004 – present)
• AERA Special Interest Group Membership – Social Studies Research (2003 –
present)
• AERA Special Interest Group Membership – Teaching History – (2004 to
present)
• American Association of College for Teacher Education (2012 – present)
• Association of Teacher Educators (2009 – present)