The Education Studies major is an interdisciplinary, 40-credit hour major emphasizing the educational foundations and liberal arts.
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Faculty and Staff
Faculty and Staff
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Mrs. Albert is a member of Kappa Delta Pi, and NCAEE (North Carolina Association of Elementary Educators). Mrs. Albert has been a presenter at both the regional and state conferences of NCAEE. She is on the regional advisory board for NCAEE and co-hosted the Region V Conference.

 

During her years in the elementary classroom, Mrs. Albert was named Teacher of the Year in both 2003-2004 and 2008-2009, has served as grade level chair, School Improvement Team (SIT) chair, a member of the School Staff Development Team, mentored new teachers, and served as a cooperating teacher for university interns.

 

Mrs. Albert’s professional interests focus on strategies for enhancing the joyful literary lives of children. She is particularly interested in how males see themselves as readers and writers, and the impact of poverty on young readers and writers. She currently teaches elementary education courses in children’s literature, process writing, classroom behavior management and the 21st century classroom instruction. Mrs. Albert coordinates student internships and the New Teacher Support Program.

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He taught high school English in Tallahassee, FL, before taking a research position in the Department of Education at The University of Chicago, and then an instructorship in the Department of Education at Wake Forest University. During his tenure at HPU, Dr. Albritton has served on the faculty of both the School of Education and the Department of English.   In addition to his teaching duties, Dr. Albritton has directed the Honors Program, Chaired the English Department , Chaired the Department of Professional Education and Leadership Studies, and served as Associate Dean in the School of Education. He has been a member of numerous university committees, including the Teacher Education Council, Faculty Council, Assessment Advisory Board, Study Abroad Committee, Global Studies Committee, and the Editorial Board of The Lighted Lamp. In the spring of 1999, he received one of his most prized honors as a faculty member, HPU’s Meredith Clark Slane Distinguished Teaching/Service Award.   He presents regularly at state and national conferences on topics related to adolescent literacy and pop culture, and the educational qualities of children’s and adolescent literary classics. His teaching responsibilities include courses on adolescent literacy for the Educator Preparation Program and educational history and foundations in the Education Studies program. [post_title] => Thomas Albritton [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => thomas-albritton [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:37:46 [post_modified_gmt] => 2021-10-21 16:37:46 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=98175 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [4] => WP_Post Object ( [ID] => 98178 [post_author] => 53 [post_date] => 2021-06-03 16:24:15 [post_date_gmt] => 2021-06-03 20:24:15 [post_content] => Tawannah G. Allen, is an associate professor of Educational Leadership in the School of Education at High Point University. Her areas of research include recruitment and retention strategies for successful teachers and administrators, early literacy skills for vulnerable children, and turnaround strategies for failing schools.   She is also a member of Bridges2Success (B2S), a research and development lab comprised of scholars who are engaged in basic and applied research, focusing on the plight of young men and boys of color. As a B2S scholar, Dr. Allen designs and facilitates professional development trainings/lectures on the educational trajectory and life course challenges African-American and Latino male students face, while being educated within the public education school system and other walks of life. During these sessions, Dr. Allen addresses the effects of negative stereotyping of minority males.   Prior to joining High Point University (HPU) Dr. Allen served as an associate professor and doctoral program coordinator at Fayetteville State University. Before entering into higher education, Dr. Allen worked in K-12 education, holding administrative experiences with Wake County Public Schools as a Human Resources Administrator; as the Executive Director of Teacher Recruitment and Professional Development with Bertie County Schools; and as the Director of Elementary Education and Professional Development with Chapel Hill-Carrboro City Schools. Prior to performing these administrative roles, she was a kindergarten teacher with Durham Public Schools, in addition to, working for many years as a speech-language pathologist in both the public and private sectors.   Dr. Allen earned a Bachelor of Science degree in Psychology, K-5 Teaching Certificate and Master of Education in Communication Disorders all from North Carolina Central University, while also earning a Master of School Administration from Fayetteville State University. Her Doctorate in Education degree was earned from The University of North Carolina at Chapel Hill. [post_title] => Tawannah Allen [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => tawannah-allen [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:47:14 [post_modified_gmt] => 2021-10-21 16:47:14 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=98178 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [5] => WP_Post Object ( [ID] => 97503 [post_author] => 53 [post_date] => 2021-06-03 16:11:11 [post_date_gmt] => 2021-06-03 20:11:11 [post_content] => Curriculum Vitae   Dr. Bingham is Professor of Education at High Point University Stout School of Education, having previously served as Associate Professor and Professor of Education at Gardner-Webb University and adjunct instructor and/or dissertation advisor at Campbell University, North Carolina State University, Samford University, and University of North Carolina at Greensboro.   During his tenure at Gardner-Webb University, Dr. Bingham founded and served as Editor-in-Chief of Journal of Organizational and Educational Leadership. He also chaired the Committee on Faculty Development and Improvement of Instruction and served on the Professional Readiness Committee and Competency-Based Education Incubator.   Dr. Bingham is currently on the Board of Directors for North Carolina Association of School Administrators (NCASA). Since 2010, he has designed curricula and facilitated professional learning for Distinguished Leadership in Practice and Future-Ready Leadership programs, sponsored by NCASA, reaching over 3,000 North Carolina school administrators.   Dr. Bingham also serves on the Board of Directors for CREATE (Consortium for Research and Assessment of Teaching Effectiveness), an international organization created in 1993 to advance scholarship, policy, and practice in educational assessment and program evaluation. Dr. Bingham regularly co-presents with his dissertation advisees at CREATE conferences.   Dr. Bingham is Executive Director Emeritus of Triangle Leadership Academy, a Raleigh-based public-private partnership created in 2005 to build system leadership capacity in NC Research Triangle-area school districts. In 2008, the Academy was honored with the prestigious James B. Goodmon Award for the Organization Most Impacting the Triangle.   Dr. Bingham previously served as Director of the SERVE Program on Education Leadership where he managed R&D projects for the Education Laboratory for the Southeastern states, including the Teachers of the Year Advisory Committee and the Rural School Superintendents Network. During his tenure, Dr. Bingham was also director and principal investigator for SERVE Leaders Institute, a US Department of Education funded project to design and evaluate leader development programs for NC charter and innovative public schools.   As senior research associate with SERVE, Bingham studied successful and struggling reading programs in Southeastern schools and school districts. His work resulted in the adoption of effective practices and programs in schools across the region, especially in reading across the content areas in Northeastern NC schools.   During his tenure as a public school principal, Bingham engaged staff and community in implementing arts-infused curricula resulting in increased student achievement and selection as a NC A+ School. His school district was honored with “Special Distinction” in Governor James B. Hunt’s Entrepreneurial Schools Award Program.   Dr. Bingham has served on numerous educational review or design teams, including National Reading Panel, National Blue Ribbon Schools Panel, National Award Program for Effective Teacher Preparation, and Leadership for Re-engineering School Leadership Program. Dr. Bingham has been a regular presenter at state, national, and international conferences. 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Dr. Blosser joined HPU’s Department of Leadership Studies in 2016.  She holds a Ph.D. in Cultural and Educational Policy Studies from Loyola University Chicago, where she graduated with distinction.  Her dissertation titled, “Here there is no Gentile or Jew: Doing Diversity in a Conservative Christian School,” earned her the Dissertation of the Year award at Loyola.  She also holds an MA from Michigan State University, a BA from Texas Christian University, and is a member of Phi Beta Kappa. Prior to beginning her doctoral program, Dr. Blosser taught high school English and was a college counselor at several private schools in the South.  She also volunteered as a college counselor for Upward Bound, a federally funded program that prepares first-generation and low-income students for college.  It was witnessing the disparities in access to educational opportunities between the students she taught and counseled in private school and the students she worked with through Upward Bound that inspired her to study educational policy and school reform. Dr. Blosser’s research focuses on diversity policies and practices in schools, educator professionalization and advocacy, school choice, as well as culturally responsive teaching.  She is the author of the book, Faith, Diversity, and Education: An Ethnography of a Conservative Christian School, which is part of Routledge’s Research in Religion and Education series.  Dr. Blosser has also published on the need for globally-minded educators and argued for the inclusion of comparative and international education in teacher education programs.  She recently co-edited a book as part of the Oxford Studies in Comparative Education series titled, Teaching Comparative Education: Trends and Issues Informing Practice, and was a founding member and co-chair of the Teaching Comparative Education SIG for the Comparative and International Education Society (CIES).  She regularly presents her research at national and international conferences such as CIES and AERA (American Educational Research Association). Dr. Blosser believes in developing educators into advocates and change agents.  She is passionate about justice, educational equity, and inclusivity and loves working with educators to help them achieve those ends in their schools and classrooms.
[post_title] => Allie Blosser [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => allie-blosser [to_ping] => [pinged] => [post_modified] => 2021-08-06 14:00:18 [post_modified_gmt] => 2021-08-06 18:00:18 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=97386 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [7] => WP_Post Object ( [ID] => 98112 [post_author] => 53 [post_date] => 2021-06-03 16:23:33 [post_date_gmt] => 2021-06-03 20:23:33 [post_content] => Curriculum Vitae   Formerly a curriculum specialist for Rowan-Salisbury Schools, Dr. Disseler received her doctorate from UNCC in Educational Leadership with a focus on Curriculum and Supervision. Dr. Disseler spent seven years teaching elementary school where she was voted Hurley Elementary Teacher of the Year and Rowan County Math Teacher of the Year. While teaching elementary school, she was a state finalist for the Presidential Award for Excellence in the Teaching of Mathematics and Science and served as a First Flight Educator.   After teaching elementary school, Dr. Disseler taught middle school for seven years; five of which was spent teaching academically gifted math and science. At that level, she was voted Southeast Middle Teacher of the Year and received several top honors in the profession including The Hornets Award for Excellence in Teaching, The Malibu Teaching Award, Time Magazine Teaching Excellence Top 18 Teachers Award and was honored as a Time Warner Cable Star Teacher.   Dr. Disseler received her National Boards in 1999 as a Middle Childhood Generalist and renewed in 2018. She is a member of the NCAEE, Kappa Delta Pi National Honor Society, Middle School Association, NCCTM, NCSTA, ASCD, National Poets Society, and the LEGO Ambassadors Program, Currently Dr. Disseler serves as a distinguished member of Who’s Who Among Professionals, is a member of the LEGO Education Advisory Panel (LEAP) and the Global LEAP Panel as a Lego Education Specialist for North America. As a Certified Lego Trainer, Dr. Disseler leads the Center for Educational Outreach and Teacher Training at High Point University where she works with local teachers in Lego Education product training. She serves on the editorial board for the Journal of Educational Policies and Current Practices (JEPCP), Journal of Game-Supported Interactive Learning (JGSIL) and Teaching Children Mathematics (TCM). Dr. Disseler serves on the board of Teachers2Teachers Global and NC First.   Her poem, “A Child’s Darkness” is published in the poetry anthology entitled, Walk in the Garden. Other publications include: The Middle School Gender Gap in Mathematics & Perceptions of Mathematics Learning” ,Using Online Gaming to Prepare Preservice teachers. Dr. Disseler is the author the Brick Math Series; Strategies and Activities for Common Core: Grades 3-5 Part 1 & 2. Dr. Disseler’s research interests include transitioning issues for middle school students, poverty and learning, brain research and learning styles, Creativity in the classroom, teacher effectiveness and new teacher training, and Building with the Brick: The power of Lego Education in the Classroom. Several of her articles are awaiting publication. [post_title] => Shirley Disseler [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => shirley-disseler [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:39:01 [post_modified_gmt] => 2021-10-21 16:39:01 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=98112 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) )
Dean of the Stout School of Education
Associate Dean of the Stout School of Education, Associate Professor of Educator Preparation
Associate Professor of Educator Preparation
Associate Professor of Leadership Studies
Assistant Professor; Program Coordinator, Education Studies
Associate Professor of Educator Preparation

The Education Studies major is an interdisciplinary, 40-credit hour major emphasizing the educational foundations and liberal arts. It will offer students the opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching. Students have the option to take interdisciplinary coursework related to one of several specialty areas (policy studies, community engagement, family and society, or psychology) or interdisciplinary courses of their choosing related to their particular interests and aspirations. The major requires 15-16 credits of core coursework in the history, ethics and sociological trends in education, 12-14 credits of pedagogy including a required course in undergraduate educational research, an internship experience, and 8 credits of interdisciplinary coursework in one of the following categories noted above. The major in Education Studies allows academically qualified students with the option of entering the BA to M.Ed. program in Educational Leadership at the conclusion of the program.

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Course Requirements 2021/2022
Bachelor of Arts in Education Studies
Minor in Education Studies
Bachelor of Arts in Education Studies
Degree Requirements Credits
Major Requirements 40
University Core Requirements 50
Electives 38
Total 128
Minor in Education Studies
Minor Requirements Credits
Course Requirements 20
Total 20
Requirements for B.A. in Education Studies
Requirements for Minor in Education Studies
Requirements for B.A. in Education Studies
Course Course Title Credits
EDU 1202 Seminar in Education 2
EDU 2201 Approaches to School and Education 4
EDU 4200, EDU 4540, EDU 4300 Diverse Leaders and Culturally Relevant Pedagogy or Diversity in Education: Societal and Organizational Perspectives or Social Justice in Education 4, 3, 4
EDU 4330, EDU 4530 Research in Education or Methods of Educational Research 4, 3
EDU 4275 Internship in Education 2-4
Select four courses from the following list:
PHL 2013 Ethics in Education 4
EDU 2000 History of American Education 4
EDU 2100 Nature of the Learner 4
SOA/EDU 3050 Education and Society 4
EDU/GBS 3260 Education in the Age of Globalization 4
EDU/GBS 3720 Teaching Global Perspectives Through Children's Literature 4
EDU 4560 Leadership in Education 3
Choose two courses from the following:
HST 2217 Slavery and Freedom of America 4
HST 2227 The Struggle for Control: A History of American Business and Labor 4
HST 2247 The Long Civil Rights Movement 4
PSC 2310 American Politics 4
PSC/INR 2710 International Relations 4
SOA/WGS 2850 Globalization and Poverty 4
ENG 4140 Community Writing 4
HST 3212 American Thought and Culture 4
HST 3903 Public History 4
NPL 1250 Nonprofit Organizations and the Voluntary Sector 4
NPL 2750 Fundraising and Resource Development 4
PHL 3010 Civic Responsibility and Social Innovation 4
WGS/CSI 2020 Gender, Identity, and Social Justice in High Point 4
SOA/WGS 2030 Sociology of the Family 4
SOA/WGS 2040 Race and Ethnicity 4
SOA 3600 Language and Culture 4
SOA/WGS 4015 Sociology of Work and Family 4
WGS 1000 Introduction to Women's and Gender Studies 4
PSY 3310 Child Development 4
PSY 3320 Adolescent Development 4
PSY 4301 Family Dynamics 4
ACC 2010 Financial Accounting 4
ENT 3023 Business Modeling and Feasibility 4
ENT 3400 Entrepreneurial Finance 4
MGT 2220 Principles of Management and Organizational Behavior 4
MKT 2110 Principles of Marketing 4
Course Descriptions
Note: Some of the courses listed above have prerequisites. It is up to the student and his/her advisor to determine if the prerequisites have been fulfilled and/or to seek the permission of the instructor to enroll in the course.
Requirements for Minor in Education Studies
Course Course Title Credits
EDU 1202 Seminar in Education 2
EDU 2000 History of American Education 4
EDU 4275 Internship in Education 2-4
EDU 4330 Research in Education 2-4
Choose one course from the following:
EDU/GBS 3260 Education in the Age of Globalization 4
SOA/EDU 3050 Education and Society 4
Choose one course from the following:
EDU 2100 Nature of the Learner 4
EDU 4200 Diverse Learners and Culturally relevant Pedagogy 4
EDU 4300 Social Justice in Education 4
Course Descriptions
Career Opportunities
Possible career trajectories for students completing this major would be:
Student Outcomes

  READ MORE INTERNSHIP PROFILES Name: Morgan Sokolic Hometown: Syracuse, New York Year: Class of 2020 Major: Nonprofit leadership and management with a minor in education Internship: Sokolic is interning at the Make A Wish Foundation in Central New York as the wish-granting intern. She is helping grant wishes and bring smiles to individuals ages…

Although commencement is months away, recent High Point University graduates are already preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their journey at HPU. Here’s a glimpse of one extraordinary…

With another successful commencement behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their journey at HPU. Here’s a glimpse of one extraordinary…

Study Abroad
At High Point University, our emphasis on global perspectives is designed to provide students with opportunities to enhance their international awareness and to develop their cross-cultural communication skills. Study abroad is strongly encouraged as a part of this emphasis on global studies. With a variety of extraordinary options at some of the most prestigious universities in the world, students at High Point University are encouraged to study abroad as early as the summer after their freshman year. Employers are looking for more than just a degree; they want well-rounded individuals who have familiarity with diverse cultures, special skills, and knowledge of the world around them.
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