معرفی
Amy Rogers is a Professor in the Department of Education at Lycoming College, where she has been teaching since 2007. She also serves as the Associate Provost for Assessment and Accreditation, acting as the liaison to the Middle States Commission on Higher Education and co-chairing the 2020-21 Self-Study accreditation process. Her academic work is centered on teacher education, with a strong commitment to institutional assessment and educational partnerships.
Education:
- B.S., Lycoming College
- M.A., Bloomsburg University
- Ph.D., Pennsylvania State University
Her research focuses on teacher leadership, mentoring and coaching in teacher education, and place-based education. She investigates how local history impacts students' civic mindedness and civic engagement. Her teaching responsibilities include courses in PK-12, middle and secondary teacher certification programs, as well as Teaching Social Studies for PK-4 teacher candidates.
Amy actively contributes to professional communities through service on the board of directors for the Pennsylvania Association of College and Teacher Educators (PAC-TE) and participation in the National Task Force with the Association of Teacher Educators, focusing on supporting cooperating teachers in educator preparation. She regularly presents at state, national, and international conferences on teacher education.
Scientific Awards:
- No specific awards mentioned in the text.
As Associate Provost, she oversees institutional assessment across academic programs and administrative units, ensuring alignment with accreditation standards. She rotates between leadership roles within the Education Department, including Departmental Chair and Director of Teacher Education, demonstrating sustained administrative and academic engagement. While no formal advisees are listed, her mentorship extends through professional collaborations and institutional initiatives.
She is involved in fostering partnerships with local school districts to enhance educational experiences for all stakeholders. Though no publications are listed, her conference presentations reflect ongoing scholarly contributions to the field of teacher education and educational policy.
