Faculty and Staff News & Resources

Conference Room Reservation

There are 9 meeting rooms of varying sizes available at Zook.  Some are appropriate for committee meetings, and the smaller rooms are good for private meetings with students. 

Small meeting rooms - Up to 4 people, whiteboard only, no technology provided

  • Room 306
  • Room 310
  • Room 408
  • Room 412

Conference rooms

  • Room 207 - 8 people, whiteboard, projector upon request
  • Room 226 - 10 people, Smartboard, projector
  • Room 321 - 10 people, Smartboard, projector
  • Room 424 - 10 people, Smartboard, projector
  • Room 434 - 12 people, Smartboard, projector (permission required)

View the schedule and reserve a room using these instructions.  These are the same instructions used previously for booking a conference room in Zook. 

Note:  Due to University policy regarding classroom usage, conference rooms may not be used for classes.

Tk20 Support

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If you have questions regarding Tk20, please contact us at (330) 972-5316, or by using the Online Help Form.

Walk-in help

Available in Zook 238

Summer hours:  Monday-Friday, 8:00 a.m. - 4:30 p.m.
Fall/Spring semester hours:  Monday-Thursday, 8:00 a.m. - 6:00 p.m.; Friday 8:00 a.m.-5:00 p.m.


There are helpful FAQs on our website and tools on Tk20's Help Desk

Faculty News

Presentations, publications, events

Ahmed2015Dr. Wondimu Ahmed, assistant professor in the LeBron James Family Foundation College of Education, recently published in the International Journal of Psychology and Educational Studies.  The tittle of the article is "Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis."

Dr. Ahmed investigated the relationship between motivation and self-regulated learning (SRL) in a nationally representative sample of 5,245 15-year-old students in the United States. A multivariate multilevel analysis examined the role of three motivational variables (self-efficacy, intrinsic value and instrumental value) in predicting three SRL strategies (memorization, elaboration and control). Ahmed’s results showed that compared to self-efficacy, intrinsic value and instrumental value of math are stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy over the other. Ahmed’s findings suggest that the development of self-regulatory skills in math is enhanced by helping students develop positive value of and realistic expectancy for success in math.

Dr. Francis Broadway, Professor of Education, is giving a presentation titled "Counternarratives from the Margins: School Stories in Children’s Voices" at the 25th International Reconceptualizing Early Childhood Education (RECE) Conference: Finding a Home in the World: Migration, Indigeneity, and Citizenship in Toronto, Canada, Oct.24–27.

This presentation documents the impact of children’s and teacher candidates’ school stories on pedagogical and curricular decision-making in urban and rural elementary schools. In consideration of the importance of knowledge from the margins—the testimonies of children and teacher candidates—we employed a key component of Critical Race Theory, counter-storytelling, to center the voices and lived experiences of children of color—children marginalized by their race, class, and their age (their incompleteness) and of the often white middle-class teachers-of-marginalized-to-be in developing representations of their complicated and nuanced school stories. In our presentation we will share aspects of the counternarratives produced in children’s voices, and will then explain how these narratives influence curricular and pedagogical shifts in classrooms.

Daviso2015Dr. Al Daviso recently attended the Division on Career Development and Transition (DCDT) International Conference in Milwaukee. He presented four sessions which included:

  • Evidence-based predictors and practices for promoting positive transition employment outcomes
  • Using technology and apps to support learning through the transition process
  • Preservice teacher preparation in transition: An authentic approach
  • Facilitating and sustaining evidence-based practices in an urban district

He will also be presenting in two sessions in Columbus at the Ohio Center for Low-incidence and Autism (OCALI) national conference, Nov. 15-17, focusing on promoting positive outcomes for students with moderate to intensive disabilities and promoting successful transitions across grade levels.  These professional presentations help to promote promising practices in the delivery of transition services to secondary students with disabilities.

On Friday, Oct. 13, students Jessica Hessel and Isabel Sestito from the LJFFCOE at The University of Akron, presented information on educational applications at the Autism Summit. The event was sponsored by the Autism Society of Greater Akron. The research they presented was conducted in Dr. Daviso’s special education programming classes.


Educators discuss role of race in classroom during UA forum

Read the complete story in the Akron Beacon Journal - Ohio.com

Associate professors Brad Maguth and Nidaa Makki, along with professors Francis Broadway, Bridgie A. Ford, Denise Stuart, John E. Queener, and senior lecturer Larry Weigle participated in the event held on October 11 on the UA campus.

Dr. Susan Clark, professor in the Department of Educational Foundations and Leadership in the LeBron James Family Foundation College of Education, will join attorneys and professors on a panel titled “Hot Topics in Education Law” on Nov. 10 at the Education Law Association national conference in San Diego.

Topics to be addressed are Teachers and Social Media, Recreational/Marijuana Laws and School Personnel (students and employees), Religious Rights v. Civil Rights, Mascots, K-12 Race-Conscious Student Assignments Post-Fisher v. University of Texas at Austin, 2016, Special Education Post-Endrew F. v. Douglas County, 2017, The Healthy, Hunger-Free Kids Act, Educator Sexual Misconduct, and Search and Seizure/Privacy.

Clark also has accepted a book offer for the second edition of Students, Colleges, and Disability Law — the first edition was published in 2002, so significant updating of the law is required.

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