Advanced Studies in Education
Associate Professor / Assistant Chairalbertmk@potsdam.edu
I have been a member of the Literacy Program faculty since 2007, and have an academic background in literacy education, English, and women's studies. My work with B-12 students ranges from teaching and reading support roles in pre-school and 1st grade, to teaching, advocacy, and leadership in school support/dropout-prevention programs serving 7th-12th graders. I've developed curriculum and led programs for young rural women exploring trades and STEM career paths, as well as support networks for under-represented college students in engineering and trades studies.
Helping to build strong learning communities and literacy opportunities for youth who pursue career and technical studies is my passion as an educator. I am eager to work with youth who thrive when learning experiences are project-based, offer authentic connections to their communities and interests, and engage thinking and action that is multi-dimensional and critical. While schools represent one site of youth development, I am also interested in the worksites, hobbies, recreation, arts, and community resources that contribute to youth identities and learning. A particularly joyful part of my teaching involves collaborative work with teachers in school and community settings. Some examples of this work include reading and writing exchanges that link college students with younger learners, digital storytelling projects, and studies of food systems/food cultures.
Albert, M. (2012). New learning, new youth? Policy, literacy, and the subjects of reform in risk society. In S. Bialostok, W. Bradley, & R. Whitman. Education and the risk society: Theories, discourse, and risk identities in education contexts (249-264). Rotterdam: Sense Publishers.
Raider-Roth, M., Albert, M., Bircann-Barkey, I., Gidseg, E., & Murray, T. (2012). Resisting boys, resisting teachers. Thymos: Journal of Boyhood Studies, 6(1+2), 34-54.
Stone, C. & Albert, M. "How do they do it?" Lessons from an education travel course in Finland and Sweden. SUNY Potsdam Disciplined Inquiry in Education Speaker Series, March 9, 2019
Albert, M. Literacy mentors and Career-Technical Education students: Collaborating to share knowledge, build relationships, and develop curriculum. Paper Presentation. Association for Literacy Educators and Researchers 62nd Annual Conference, Louisville, KY, November 8-11, 2018.
Albert, M. Project-based learning, literacy, and pre-service secondary education: Farming in Satterlee Hall. Professional Development workshop for teachers attending the Cornell Cooperative Extension/WISER Center training on K-12 Tower Garden Curriculum Integration. August 22, 2018.
Albert, M. Using a multigenre approach to support critical, interdisciplinary thinking and writing. Professional Development workshop for teachers attending the Sheard Literacy Center / Community Performance Series 'Page to Stage' daylong workshop related to staging of The Great Gatsby. February 12, 2018.
Albert, M. "It all meshes here": Literacy and civic development through Career and Technical Education. Paper presentation. SUNY Potsdam Disciplined Inquiry in Education Speaker Series, February 24, 2016.
Albert, M. Critical literacy, class awareness, and ordinary teaching in work-oriented contexts: Cases of rural youth development. Paper presentation. "Contemporary Youth, Contemporary Risks," Journal of Youth Studies Conference, March 30-April 1, 2015, Copenhagen, Denmark.
Hutchins, J. & Albert, M. The use of multi-genre writing to enhance module content. Session presentation. "Literacy within the Disciplines: Seamless Integration of Literacy & Content," the 2014 Conference of the New York State Reading Association, November 9-11, 2014, Liverpool, NY.
Albert, M., Pinard, M., & Scales, S. Poets, painters, and other possibilities: Unbinding teachers' professional identities. Paper presentation. "The Social Construction of Boundaries: Creating, Maintaining, Transcending, and Reconstituting Boundaries," the 31st Annual Qualitative Analysis Conference, June 25-27, 2014, London, Ontario, Canada.
Albert, M. & Leger, M. Authentic digital citizenship: Creating student leaders through literacy and technology. Roundtable presentation. "Reading: The Teachable Moment," the 59th Annual Meeting of the International Reading Association, May 10-12, 2014, New Orleans, LA.
Advanced Studies in Education
Anjali Misra, Professor of Special Education, joined the faculty in 1990 and was primarily responsible for the development of the Master in Special Education degree program that was approved in 1994. Dr. Misra taught students with disabilities for several years. She founded a small school for children with special needs in India. Her upbringing focused on a commitment to education and her interest in special education and quest for higher learning in the field brought her to the United States.
Dr. Misra teaches courses in Behavior management, Assessment, Teaching strategies, Introduction to special education, and has created partnerships with public schools where she supervises field experiences. She is committed to excellence and preparing teachers who will foster diversity and maximize the potential in all children using positive, supportive environments.
Dr. Misra has published chapters in six different books and articles in several journals including the Journal of Clinical Child Psychology, Exceptional Children, The Elementary School Journal, and Behavioral Disorders. Her current research interests focus on international special education, service delivery, and in the area of emotional and behavioral disorders. Dr. Misra has been the recipient of several awards in both India and the United States including the President's Award for Excellence in Research and Scholarship at SUNY Potsdam.
Special education in India (with Kalyanpur, 2011). In Mazurek, K. & Winzer, M. (Eds.). International practices in special education: Debates and challanges. Gallaudet University Press
Studying the I in our Teaching and Learning: Influences of identity on pedagogy for faculty of color at a rural university (with Conrad, Conrad, Pinard, & Youngblood, 2010). Studying Teacher Education,(6)2,143159.
Challenges of Adolescence (2007). In P.J. Schloss, M. A. Schloss, & C. N. Schloss (Eds.). Instructional methods for secondary students with learning and behavior problems. Boston, MA: Allyn and Bacon.
Special Education in India: Current Status and Future Directions (2000), Journal of International Special Needs Education, 3, 6-12 and In C.R. Reynolds, & Fletcher-Janzen, E. (Eds.) Encyclopedia of Special Education, New York, NY: John Wiley & Sons.
Advanced Studies in Education
Mei Shen completed her doctoral degree in Special Education at Michigan State University, with a graduate specialization in language and literacy education. Dr. Shen teaches a variety of special education courses, including literacy assessment and instruction for students with disabilities, positive behavior support, universal design for learning, instructional and assistive technology, etc. Her research focuses on literacy assessment and instruction for struggling learners, particularly those with learning disabilities and attention-deficit/hyperactivity disorders. She is particularly interested in evidence-based instructional practices to help improve reading and/or writing performance for these struggling students. Dr. Shen has been actively involved in research activities, which have led to publications at peer-reviewed journals and presentations at national and state level conferences. She also has been making consistent efforts to ensure that her teaching is well informed by research.
Publications:Troia, G. A., Shen, M., & Brandon, D. (2019). Multidimensional levels of language writing measures in grades four to six. Written Communication.
Shen, M. & Troia, G. A. (2018). Teaching children with language learning disabilities to plan and revise compare-contrast texts. Learning Disability Quarterly, 41(1), 44-61.
Shen, M. & Troia, G. A. (2018). Evidence-based practices to improve expository writing performance of students with learning disabilities: Strategy instruction vs. genre study. International Dyslexia Associations Perspectives on Language and Literacy, 44(2), 10-16.
Shen, M. & Troia, G. A. (2017). Relationship between reading motivation, reading activity, oral language, and reading achievement in children with attention-deficit/hyperactivity disorder. International Journal of Special Education, 32(1), 134-179.
Shen, M. & Troia, G. A. (2016). Teaching struggling writers to be strategic: How to write good compare-contrast essays. IL ASCD, 62(2), 40-50.
Shen, M. (2019, October). Writing nonfiction texts: The role of self-regulation strategies in effective writing instruction. Session presentation given at the 2019 Journey into Literacy (JIL) conference, State University of New York at Potsdam, Potsdam, NY.
Truckenmiller, A. & Shen, M. (2019, February). Relations between expressive written language and writing performance in middle school. Poster presentation given at the 27th Annual Pacific Coast Research Conference (PCRC), San Diego, CA.
Shen, M. (2018, July). Improving expository writing performance for students with language-learning disabilities: Strategy instruction vs. genre Study. Session presentation given at the 2018 International Literacy Association (ILA) Annual Convention, Austin, TX.
Shen, M. (2018, March). Evidence-based writing practices for students with language impairment. Session presentation given at the Michigan Council for Exceptional Children (MCEC) 78th Annual Conference, Grand Rapids, MI.
Shen, M., & Troia, G. A. (2017, July). Empowering students with language impairment with effective planning and revising strategies for expository writing. Session presentation given at the 2017 International Literacy Association (ILA) Annual Convention, Orlando, FL.
Advanced Studies in Education
As a clinical faculty member of the Department of Advanced Studies in Education, I teach literacy courses in the MSEd Literacy Program, the Ch/EC Undergraduate Program, and the MST Childhood Program. Additionally, I supervise MSEd Literacy Practicum and Internship candidates in their field placements each semester. My interests and passions focus around literature based literacy instruction, motivation for lifelong reading and writing, and developing short term education travel courses to allow our students to broaden their horizons and experience education in diverse contexts.
Session: How Do They Do It?: Lessons From an Education Travel Course in Finland and Sweden
Conrad, D. & Stone, C. (2017). Preparing Today to Empower Future Leaders: Pre-service teachers experiences selecting & evaluating childrens literature for quality and use in PreK-6th grade integrated literacy/science instruction. The Language and Literacy Spectrum (NYSRA Journal).
NYSRA Conference Presenter, November 2016, Session: Collaboration: Research and Practice in an Integrated Literacy Course
Disciplined Inquiry Faculty Seminar Presenter, April 2016, Session: Reflections on a Ten-Year Self-Study of Research and Practice in an Integrated Literacy Course
Conrad, D. & Stone, C. (2015). Connecting the Dots in Preservice Teacher Education: Focusing on Literacy Instructional Strategies to Prepare Teacher Candidates for Curriculum and Certification Challenges. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 81(4), 41-47.
NYSRA Conference Presenter, October 2013, Poster Session: Choosing the Best Texts to Reach All Students
NYSRA Conference Presenter, October 2012, Session: Ready! Set! Teach! Making Sense of the Common Core in Preservice Education
NYSRA Conference Presenter, April 2011, Workshop: Pay It Forward- A Budget Conscious
Way to Support Host Schools
ILA Annual Convention Presenter, May 2009, Workshop: Talking About Texts: Evaluating Childrens Literature to Engage Scientific Inquiry in the Elementary Classroom
NYSRA Conference Presenter, March 2009, Workshop: Jumping In: Exploring Childrens Literature to Teach Scientific Inquiry
Advanced Studies in Education, Rebecca V. Sheard Literacy Center, Elementary Education
Lecturer/Center Chair/Program Directorwellsck@potsdam.edu
I am currently working as the Program Director for the Rebecca V. Sheard Literacy Center, overseeing the programs offered by the Center to support the education of our SUNY Potsdam students along with students and teachers from area schools. These programs include: Federal Work Study for the Center, America Reads, BEARS Club, The Write Spot, PSI Jr., Pirate Math, Thomas O'Shaughnessy Assistive Technology Center, From Page to Stage, the Annual Early Childhood Spring Fling and the Math and Science Center.
Coursework includes literacy, education and special education courses for both undergraduate and graduate level students.
Wells, Cindy. (2013). A summer camp for young readers: SUNY Potsdam makes It happen. Reading Today 30(5),12.
Presentation: Making vocabulary meaningful and memorable. International Reading Association Conference, 2015.
Presentation: Fostering literacy leadership. New York State Reading Association Leadership Conference, 2017.
Communications Chair, New York State Reading Association
New York State Reading Scene Editor
President of the North Country Reading Council