Terri Teal Bucci, Ph.D. Associate Professor & Director, The OSU Haiti Empowerment Project
Dr. Bucci received her doctorate from The Ohio State University's School of Teaching and Learning. She has 14 years of classroom teaching experience in both middle and high school mathematics and is certified to teach in both elementary and secondary schools. She teaches courses in middle and elementary school mathematics methods, integration, middle childhood general pedagogy, technology in education, and Haitian Education. Her research interests include Haitian Teacher Education, Technology in Teacher Education, Cognitively Guided Instruction and Problem Solving.
Dr. Bucci is heavily involved in Haitian Teacher Education reform, The Algebra Project, and The One Laptop Per Child program.
Donna Farland-Smith, Ed.D. Assistant Professor
Dr. Farland-Smith earned two B.A. degrees, one in Natural Science and one in Elementary Education from Worcester State College in 1993. Her M.ED, from Fitchburg State College is in Science Education in 1995. She received her Ed. D. in Science and Mathematics Education from The University of Massachusetts-Lowell in 2003. She previously taught high school, middle school, and elementary science and considers it a great honor to be teaching the next generation of teachers. She has written and published books that inspire children to understand and appreciate scientists and their work, Her books include: Jungle Jane, It Takes Two: The Story of the Watson & Crick Team, It Takes All Kinds of Scientists and The Simple Truth about Scientists. Of particular interest to Dr. Farland-Smith is research that focuses on students’ perceptions and attitudes toward science and scientists. In addition she is the founder of The Little Buckeye Children's Museum, an interactive playspace in downtown Mansfield, OH.
Ruth Lowery, Ph.D. Professor
Dr. Lowery received her doctorate at the Pennsylvania State University and her M.Ed. and B.A. from Florida Atlantic University. She teaches undergraduate and graduate courses on children's literature and literacy education. Her research incorporates studies of students’ responses to literature, the incorporation of multicultural literature for children and adolescents in schools’ curricula, West Indian immigrant populations and their adjustment in American, Canadian and British schools, and preparing pre-service teachers to teach diverse student populations. Dr. Lowery is an active member of the National Council of Teachers of English (NCTE), the International Reading Association (IRA), and the United States Board on Books for Young People (USBBY). She is a member of the Orbis Pictus Nonfiction Book Award selection committee, and co-editor of the Dragon Lode journal.
Christian Winterbottom, Ph.D. Assistant Professor
Dr. Winterbottom received his doctorate at the Florida State University and has been at the Mansfield campus since autumn 2011. He earned his B.A. degree at the University of Bedfordshire in England, and his M.S. degree at the Florida State University. He has previously taught preschool and elementary children in Japan and worked with preschools and Head Start programs in Florida. He was also the director of the Gold Seal program for the state of Florida. He teaches undergraduate and graduate courses in child development and in social studies. His research focus is primarily on immigrant and ethnic minority children and families in early education, and in service-learning.
Dr. Winterbottom is currently involved in the APPLE:OHIO project, 21st Century Minorities in primary schools in Manchester, England, and local service-learning projects.
Randal Donelson, Ph.D. Lecturer
Dr. Donelson teaches language and literacy courses. He earned a Ph.D. in reading from The Ohio State University, and has made numerous presentations of his research at educational conferences, including the Literacy Research Conference (formerly NRC), the International Reading Conference and the American Educational Research Association. He also has several publications, the most recent of which is a co-authored chapter in the second edition of the bestselling book on oral reading fluency, Fluency Instruction: Research-Based Best Practices, edited by Timothy Rasinski, Camille Blachowicz and Kristin Lems and published by Guilford Press. Dr. Donelson has extensive experience in remedial and clinical reading, and served as the Assistant to the Director of The Ohio State University Reading Clinic on the Columbus campus of OSU. His research interests include the diagnosis and instruction of the severely disabled reader, issues of sexual orientation in the school context and how theoretical perspectives related to reading instruction are shaped and changed over time. Prior to teaching in higher education, Dr. Donelson taught Reading and English at both the middle and secondary levels.
Regina Sackman, MA Lecturer and Field Experience Coordinator / Supervisor and Field Experience Coordinator
Gina earned her MA in integrated teaching and learning from The Ohio State University. She has seventeen years of classroom teaching experience. She has taught preschool, remedial reading/math, talented and gifted and fourth, fifth, and sixth grades. She currently supervises and coordinates field placements and teaches FEEP, Advanced Field, and Student Teaching. Gina is particularly interested in integrated learning and literacy development.
Ginny Corso, M.Ed. Education Program Counselor
Ms. Corso has been an academic counselor with the Mansfield campus since 1980. She received her graduate degree from Kent State University and undergraduate degree in elementary education from Indiana University of PA. She is certified to teach grades K-8, and grades 7-12 in math, and holds an AIDS educator certification. While employed at Kent State, NC State, and Shaw University, she conducted student and staff development programs. At OSU Mansfield, she has taught college math and freshman orientation classes and works with high school students in the OSU Academy Program.
Cheryl Logan, M.Ed., Lecturer in Teaching and Learning
Cheryl currently teaches adolescent literature, children's literature, research writing, and ET&L 4189 to undergraduate students pursuing careers in early and middle childhood education. In addition to her work with pre-service teachers in her local community, Cheryl also works with inservice teachers in South Africa and Haiti. In 2011, Cheryl spent 10 months in Pretoria, South Africa as an English Language Fellow at the University of Pretoria where she taught Academic Literacies to first year pre-service teachers. In addition, Cheryl worked with the U.S. Embassy in South Africa to establish a national professional development network for teachers, The South Africa Writing Project (SAWP). SAWP is an international affiliate of the National Writing Project (NWP) here in the U.S. The aim of the network is to improve student writing and academic achievement by improving teachers' instruction of writing. In September, 2007, Cheryl launched a writing project with teachers in rural schools in Haiti in an effort to create and publish children’s books for the children in the countryside of Haiti.
Mary Lou Harris, M.Ed., Lecturer and Resource Room Director
Mary Lou Harris graduated with a BSEd in Speech, Theatre and English Education from The Ohio State University in March of 1976. She completed the M.Ed., program in Handicapped Education in 1986 from Ashland College, and obtained licensure in 4-12 Administration from Ashland University. From 1976-1986, Mary Lou taught high school English at Elyria High School, Elyria, Ohio. For the next 15 years she was a teacher of English (Language Arts) at New London Middle/High School. For the last seven years of her public school experience Mary Lou was a middle/high school principal: a position she believes, until now, as the most rewarding and humbling as an educator. For the last four years, Mary Lou has been employed by OSU-M’s College of Education.
Margaret Hersman, MA, Education Department Director and Lecturer
Margaret Hersman has been an educator in middle school and high school for a total of 13 years. She taught in both the smaller remedial as well as the larger classroom settings. A significant influence in her career comes from her 12 years of association with the National Writing Project, a professional development community that has shaped much of her pedagogical stance. Margaret earned her undergraduate degree from UCLA and her graduate degree from Middlebury College, the Bread Loaf School of English.