Faculty/Staff Directory

Sherie Owens - Ph.D.

Sherie Owens

Assistant Professor
Teacher Education and Social Work

Phone: 478.757.2544

Locations:
  • Macon - Education - 314
    Phone: 478-471-2544
    Fax: 478-471-2007
Office Hours:
First Session
**Due to field, office hours are available by appointment (Appointments preferred!)
NOTE: I may be in the field for a few of these time periods, so it is best to contact me first.


Second Session
Monday 10:00-11:00 (Cochran)
03:45-05:15 (Cochran)
Wednesday 10:00-11:00 (Macon)
03:45-05:15 (Macon)
Thursday 02:00-5:00 (Macon

Advisement All Semester
Thursday 12:00 pm-02:00 pm (Macon)
**Other times available by appointment (Appointments preferred!)
NOTE: I may be in the field for a few of these time periods, so it is best to contact me first.
Biography: Teaching Philosophy
Dr. Sherie H. Owens

I have taught every grade from kindergarten through college, undergraduate and graduate level, and whenever I hear a teacher state "If I can make the difference in the life of one child, it will have been worth it” I argue that as teachers we make the difference in every student we teach. My primary goal is to use my experience combined with research based methodology to instruct upcoming teachers in such a way that they will be prepared to meet the needs of individual students as well as to use what they have learned to be effective change agents within their community.

Instructors of students in the field of education have a more complex goal than other instructors. We not only have to teach content, we have to teach our students “how to teach” and to become lifelong learners. We have to use methods in such a way that we provide opportunities for students to practice techniques in a safe environment to allow for maximum impact. I believe that we in higher education should do this by demonstrating various teaching methods in our own classrooms and through collaboration with other disciplines. We also need to facilitate lifelong learning skills by instilling the desire to continue learning in our students long after they leave our institution so that they can continually meet the needs of individual students.

I believe that we have the responsibility to ensure that new teachers leave our institute of higher learning with a desire to continue learning. We need to provide an armory of skills and tools that will allow them to be effective teachers by meeting the needs of all of the students in their classroom regardless of individual differences. My goal is to use my experience in the classroom to model appropriate teaching practices while focusing on the content. In doing this, I hope to also instill the desire to pursue education throughout their careers. In doing this, I believe that teachers can and will make a positive difference in the students they teach by teaching them not only content, but how to learn.
Courses: • ECSE 3557 – Professional Roles and Teaching Practicum D
• ECSE 4500 – Designing Instruction for All Learners
• ECSE 4520 – Positive Behavior Supports
• ECSE 4588 – Clinical Practice II
• EDUC 2110 – Critical and Contemporary Issues in Education ONLINE
• EDUC 2120 – Exploring Socio-cultural Perspectives on Diversity in Education
• EDUC 2130 – Exploring Teaching and Learning
• FYES 1001 – First Year Student Seminar
• SPED 3110 – Introduction to the Exceptional Child
• SPED 4110 – Program Planning for Exceptional Learners
• SPED 5001 - Online Adolescent Learners with Diverse Learning Needs
Education: May, 2001 Ph.D. in Special Education, Georgia State University, Atlanta, GA
Date of Graduation: May 16, 2001 GPA 4.0
Course Concentration: Special Education and Educational Psychology
(Learning Disabilities/Mild Disabilities)
Cognate Area: Educational Psychology/Leadership

June, 1994 Completed requirements to add-on Interrelated Certification (T-5)
Georgia State University, Atlanta, GA

June, 1990 M.Ed. in Learning Disabilities, with minor concentration in Mild Mental Retardation
University of Georgia, Athens, GA
Passed Oral and Written Comprehensive Exams with Distinction

April, 1983 B.A. in Psychology, University of Tennessee, Knoxville, TN
Professional Experience: See CV!
Organizations: Special Education
Specific Learning Disabilities
Mild Mental Retardation
Emotional/Behavioral Disorders
Publications: Keel, M. C., Dangel, H. L., & Owens, S. H. (1999). Selecting instructional interventions for students with mild disabilities in inclusive classrooms. Focus on Exceptional Children, 31 (8), 1-16.
Keel, M. C., Fredrick, L. D., Hughes, T. A., & Owens, S. H. (1999). Using paraprofessionals to deliver direct instruction reading programs. Effective School Practices, 18 (2), 16-22.
Keel, M. C., & Owens, S. H. Using electronic mail as a vehicle for discussion of research-based practices in learning disabilities. Teacher Education and Special Education. Manuscript accepted for publication.
Owens, S. H., Fredrick, L. D., & Shippen, M. E. (2004). Training a prarprofessional to implement Spelling Mastery and examining its effectiveness for students with learning disabilities. Journal of Direct Instruction, 4, 153-172.


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