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02/02/2011

Marchel Chosen as Recipient of Bank of America Endowed Professorship

Quick Facts

 Marcel will use the endowed professorship to extend and blend previous research themes of diversity in teacher education and reflective practice in teaching.
 University leaders chose Marchel because of her continuous record of excellence in teaching, mentorship of students, scholarly expertise and her productivity.

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Carol Marchel

ROCK HILL, S.C. - Winthrop University recently selected Professor Carol Marchel as a recipient of the Bank of America Endowed Professorship for the Richard W. Riley College of Education.

Marchel will use the endowed professorship to extend and blend previous research themes of diversity in teacher education and reflective practice in teaching. Her goal is to understand the developmental course of early educator thinking about work with diverse students.

University leaders chose Marchel because of her continuous record of excellence in teaching, mentorship of students, scholarly expertise and her productivity. "Dr. Marchel has been a champion for equipping teachers to work effectively with students from diverse racial, cultural, and socio-economic backgrounds. In addition to establishing service learning opportunities for our students, her research is helping inform how we prepare teachers to work successfully in increasingly diverse classrooms," said Jennie Rakestraw, dean of the Richard W. Riley College of Education.

Marchel will be the third recipient of the Bank of America Endowed Professorship, which supports teaching and research for an outstanding faculty member in education. Winthrop’s other recipients were Marshall G. Jones, who studied how those familiar with and those unfamiliar with digital technologies learn differently, and Mark Dewalt, who continued research on Amish education.

In 2006, Marchel was picked for a three-year term as Winthrop’s Singleton Endowed Professorship in Teacher Education. In 2008, she was selected as the Thompson Scholar to help develop service-learning sites at area schools.

Marcel said is honored to receive the award. "I am particularly interested in using it to support teachers' work with students and families living in poverty," she added.

During her three-year term as the Bank of America professor, Marchel anticipates conducting a longitudinal series of field-based interviews in largely rural, under-resourced schools where Winthrop’s graduates are working. The interviews will then provide useful information to enhance teacher quality preparation in her classes and in the college. Marchel would like to interview 15 to 20 teachers at least three times each, starting next fall. Some of her tasks would be completed while she is on sabbatical this spring.
Marchel also would like to hire four student researchers and train them in research ethics, organization of data, interview transcription and allow them to report the findings at scholarly conferences.

Marchel joined the Winthrop faculty in 2003. She teaches courses in human development, educational psychology, educational issues for educational leaders and legal, management and assessment issues in education. She has collaborated with several faculty members on research, most recently with faculty member Laura Gardner on a weekend hybrid class for art education graduates.

At Winthrop, Marchel serves as a member of the Winthrop Advisory Council for Civic Engagement and chairs the College of Education’s Diversity Committee. She also contributes to initiatives to revise curriculum within the college and has mentored one of the college’s first McNair Scholars.

She has worked as an adjunct assistant professor at Appalachian State University in the psychology department, as an instructor in the cultural studies department at University of Tennessee-Knoxville and as a school psychologist. During her 17 years as a school psychologist, Marchel worked in rural, urban, inner-city and suburban schools with students of all ages.

Marchel holds a bachelor’s degree in psychology from the University of Wisconsin-Stevens Point, a master’s degree in school psychology from the University of Wisconsin-La Crosse and a Ph.D. in educational psychology from the University of Tennessee.


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