Chris Borda has been hired as the Director of International Experiences. He will direct Berry’s study abroad operations, as well as international internships and service opportunities. Mr. Borda comes to Berry from Grand Valley State University and has 10 years of experience in the field of International Education. His master’s degree thesis focuses on faculty-led study abroad programs, and his experience at both Grand Valley and Florida State University have prepared him well to lead Berry’s International Programs office.
Dr. Field-Springer co-published “Managing meanings of embodied experiences theory: Toward a discursive understanding of becoming healthier” in the journal Health Communication. She also co-published “From menarche to menopause: Understanding multigenerational reproductive health milestones” in the journal Health Communication. Research reported in this study was funded by The Dwight Schar College of Nursing & Health Sciences.
Dr. Hirano published “E-pal Exchanges: A Way to Connect Preservice Teachers and English Language Learners” in the Oregon Teachers of English to Speakers of Other Languages (ORTESOL) Journal with undergraduate co-authors Anne Patton and Anna Rose Garrett.
Dr. Stephenson was also elected to a 4-year term on the Executive Board of the North American Association of Sports Economists.
Leadership Fellows Taylor Anthony (18c) and Jessie Moore (19c) got a firsthand look at lawmaking as part of the Georgia Legislative Internship Program this spring. As two out of 30 students, they took advantage of the exclusive opportunity to network, shadow and work closely with Georgia politicians at the State Capitol.
Dr. Kurz co-presented “Understanding Faculty Concerns and the Change Process Resulting from Adoption of a High-Stakes Performance Assessment” at the American Educational Research Association annual conference in San Antonio, Texas on April 27, 2017.
Dr. Kurz is also part of a research group that is examining the impact of edTPA as a requirement for teacher certification and educator preparation programs. edTPA is a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom