Baylor > School of Education > Faculty & Staff > A-Z > Susan H. Schafer, Ph.D.

Susan H. Schafer, Ph.D.

Instructor, Curriculum & Instruction

Baylor University
School of Education
One Bear Place #97314
Waco, TX 76798-7314
Office: Marrs McLean Science Building 219
Phone: 710-7583
Cell Phone: (254) 885-4771
Email: Susan_Schafer@Baylor.edu

Degrees:
B.A. Education, Curriculum and Instruction, Baylor University
M.S. Education, Reading Specialization, Baylor University
2007, Ph.D., Texas Tech University, Lubbock, TX

Principal Publications
Dix, J., Schafer, S. (2005) From paradox to Performance: practical strategies for identifying and teaching gifted/LD students. S.K. Johnson, J. Kendrick (Eds.) Teaching gifted students with disabilities. Waco, TX: Prufrock Press, Inc.

Conaway, B.J., Sharp, P.T., & Schafer, S.A. (1997). Preparing teachers for classrooms of tomorrow. In J. Reyhner (Ed.). Partnerships in education: Preparing teachers for the twenty-first century. Flagstaff, AR: Northern Arizona University's Center for Excellence in Education.

Duemer, L., Fontenot, D., Gumfory, K. Kallus, M., Larsen, J., Schafer, S. & Shaw, B.C. (2002). The use of online synchronous discussion groups to enhance community formation and professional identity development. Journal of Interactive Online Learning, 1 (2) http://www.ncolr.org/jiol/current.html

Dix, J. & Schafer, S. A. (1996). From Paradox to performance: Practical strategies for identifying and teaching GT/LD students. Gifted Child Today, 19 (1) 22-29

Cocking, T.C. & Schafer, S.A. (1994). Scavenging for better library instruction. Journal of Reading, 38 (3) 164-170.

"Empowering Decision Makers: Integrating Covey's Four Roles of Leadership with Peter Senge's," 2002 ASCD Annual Conference & Exhibit Show. San Antonio, TX March 10, 2002.

"Engaging middle level students in the power of words and the importance of critical thinking and reading," Recreating the Classroom: National Council of Teachers of English Conference, Baltimore, Maryland. November 18, 2001.

"Building a knowledge treasury: Using topical organizers to make connections in content learning" Middle level Education: A Capitol Idea: National Middle School Association's 28th Annual Conference and Exhibit, Washington, DC, November 3, 2001.

"Making a Mountain out of Memo: Apply Systems Tools to Campus and District Improvement Plans and Budget Planning" Southwest School for Government Finance. Lubbock, TX College of Business Administration, May 19, 2000.

Teaching Philosophy
Education is the place where yesterday and tomorrow merge. Teachers are charged with the task of creating learning environments where the next generation will acquire the knowledge, skills and values of previous generations. Yet, the amount of knowledge gained from research and new technologies grows exponentially, so that the core knowledge and skills a society believes and values change constantly. The changes in society in turn influence the children, resulting in constant changes in what children know and can do, as well as their way of knowing. Rapid change translates into ever expanding differences in the children's experiences and consequently background knowledge. At the same time, society has higher expectations that the needs of every child will be met. The dynamic nature of an advanced society results in highly complex and challenging roles for teachers.

Teacher preparation programs must create learning environments and experiences that provide teacher candidates with many opportunities to internalize and apply the latest pedagogical and content knowledge and skills. I strongly feel that the difference between university teacher education programs (especially Baylor's program) and other models of teacher preparation is the combination of theory and practice that supports our teacher candidates' ability to assess learner needs and curriculum content to insure that each child is given the very best experiences to develop as an individual and future member of society. To accomplish these goals, I believe that it is important that I model effective teaching strategies, my commitment to the profession, and joy in learning as well as teaching. I see my role as linking the past to the future as I help to prepare the next generation of teachers who will teach new generation of children.