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We have recently experienced flooding in Mashburn Hall that caused damage to the offices in the Departments of Teaching and Learning, Leadership Studies, and Psychology. These office suites will remain closed until repairs are complete, which may extend through the semester. Please do not enter these areas.
In the interim, the following temporary office locations have been established:

Teaching and Learning: Dr. Freed (Mashburn 134), Ms. Suits (Mashburn 150C), and Mr. Ward (Mashburn 150C)
Leadership Studies: Dr. Whittingham and Ms. Escamilla (Mashburn 230)

Several classrooms were also affected. Classes held in Mashburn 115, 231, and 233 have been relocated. Students should contact their instructors for updated room assignments. Faculty who hold office hours in the affected spaces will conduct them virtually. In-person meetings can be scheduled, with locations to be determined. We are working to restore phone service in the temporary offices and will provide updates once the lines are active.
We appreciate your patience and understanding as we address these disruptions.

Dr. Debbie Dailey

Interim Dean/Associate Professor

ddailey@uca.edu

Mashburn 100E

(501) 450-5402

Curriculum Vitae

Educational Background

Ed.D., University of Arkansas at Little Rock, Little Rock, AR
Major: Education Administration and Supervision

G.C. Harding University, Searcy, AR
Gifted and Talented Education Certificate

M.S.E., Arkansas State University, Jonesboro, AR
Major: Biology

B.S.E., Arkansas State University, Jonesboro, AR
Major: Biology, General Science
Co-Emphasis: Chemistry

 

Teaching Field Specialization

Classroom Assessment, Research Methods, Digital Age Professional Learning and Leading

Research Interests and Areas

Dailey, D., & Robinson, A. (2016). Elementary teachers: Concerns about implementing a science program. School Science and Mathematics, 116(3), 139-147. School Science and Mathematics, 116(3), 139-147.

Dailey, D., Bunn, G., & Cotabish, A. (2015). Answering the Call to Improve STEM Education: A STEM Teacher Preparation Program. Journal of the National Association of Alternative Certification, 10(2), 3-16.

Dailey, D. (2015). Elementary science curriculum for gifted learners. In B. MacFarlane (Ed.) STEM education for high-ability learners: Designing and implementing programing (p. 17-32). Waco, TX: Prufrock.

Dailey, D., & Cotabish, A. (2015). Implementing engineering practices with advanced learners. In B. MacFarlane (Ed.) STEM education for high-ability learners: Designing and implementing programing (p. 71-84). Waco, TX: Prufrock.

Dailey, D., & Cotabish, A. (Eds.). (in press; publication Nov. 2016).Designing innovative engineering instruction for high ability learners. [Service publication for the National Association for Gifted Children and Council of Exceptional Children- The Association of the Gifted]. Waco, TX: Prufrock Press.

Dailey, D., Trumble, J., & Cotabish, A. (2022, in press). Developing experiences in engineering design processes for advanced learners. In J. VanTassel-Baska & C. A. Little’s (Eds.) Content-based curriculum for high ability learners (4th ed.). Routledge Press.


Dailey, D. (2019). Engineering and the gender gap: Improving interest in engineering among girls. Teaching for High Potential, 2019 (November), 12-13.


Dailey, D. (2019). Thinking like an engineer: Lessons that develop habits of mind and thinking skills for young engineers in grade 4. Prufrock Press.


Dailey, D., Cotabish, A., & Jackson, N. (2018). Increasing early opportunities in engineering for advanced learners in elementary classrooms. Journal for the Education of the Gifted (Special STEM issue) 41(1), 93-105. https://doi.org/10.1177/0162353217745157.

Specialty Areas

STEM and Gifted Education, Teacher Candidate Preparation, Teacher Professional Learning, Classroom Assessment