Office Hours: M 2:00-4:00, T 12:30-2:30
Dr. Veal grew up in Southern California. He latered moved around the country going to school and teaching. Eventually he ended up in South Carolina where he lives with his family.
Ph.D., Science Education, University of Georgia
M.Ed., Curriculum and Instruction, University of Utah
M.S., Organic Chemistry, University of Utah
B.S., Chemistry, Trinity University
Research InterestsDr. Veal's research interests focus on reform-based science education and its impact on preservice science teacher accreditation, student learning, rural areas, and teacher implementation. A second strand of research involves the cross-cultural learning of indigenous students and the teachers who teach them. All of this research is based upon belief systems that teachers have about science teaching and learning.
EDEE 327: Semester 1 Practicum
EDEE 368: Science Methods Grades 2-8
EDEE 384: Middle School Practicum
SMFT 670: Advanced Science Methods Grades 2-8
EDEE 641: Science Methods Grades 2-8: MAT
SMFT 690: Capstone Preparation
CHEM 101/L: General Chemistry
CHEM 183: Science Outreach
Honors and Awards
2013 AEP Distinguished Achievement Award from The Association of Educational Publishers. Periodicals – Featured Article Adult. “Sweetgrass Science” in Science & Children. June, 2013.2011 ExCEL Award. Outstanding Graduate School Faculty of the Year and Outstanding Under-Graduate School Faculty of the Year. College of Charleston. April, 2011.
2009-present Global Scholar. College of Charleston.
2005-06 President of the American Association of Teaching & Curriculum.
Veal, W.R., Lloyd, M.E.R., Howell, M.R., & Peters, J. (2015). Normative beliefs, discursive claims, and implementation of reform-based science standards. Journal of Research in Science Teaching, http://onlinelibrary.wiley.com/doi/10.1002/tea.21265/epdf.
Lloyd, M.E., Veal, W.R., & Howell, M. (2015). The use of teachers’ baseline normative beliefs to guide professional development in teaching mathematics. Professional Development in Education, 41(3), .
Veal, W. R., & Allan, E. (2014). Understanding the 2012 NSTA Science Standards for Teacher Preparation. Journal of Science Teacher Education, 25(5), 567-580.
Veal, W.R. & Cohen, R.A. (2011). Project Earth science: Meteorology, Revised second edition. Arlington, VA: National Science Teachers Association Press. ISBN 978-1-936959-03-7
Veal, W.R. & Wallace, A. (2011). Science and Math for Loggerheads: Creating Community in Rural Coastal Schools. In Uhrmacher, P.B. & Bunn, K.E. (Eds.), Beyond the One Room School, Boston, MA: Sense Publishers. (pp.65-72)
Hagevik, R., & Veal, W., Brownstein, E, Allan, E., Ezrailson, C.., & Shane, J., (2010). Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval. Journal for Science Teacher Education, 21(1), 7-12.
Allan, E., Shane, J., Brownstein, E.M., Ezrailson, C., Hagevik, R., & Veal, W. (2009) Using Performance-Based Assessments to Prepare Safe Science Teachers. Journal for Science Teacher Education 20(6), 495-500.
Brownstein, E, Allan, E., Ezrailson, C.., Hagevik, R., Shane, J., & Veal, W. (2009). Alignment of the 2003 NSTA Standards for Science Teacher Preparation with the NCATE Assessment System. Journal for Science Teacher Education, 20(5), 403-413.
Brownstein, E, Allan, E., Dykstra, D., Hagevik, R., and Veal, W. (2009). Understanding and using the 2003 NSTA Science Teacher Preparation Standards for NCATE Accreditation or State Approval: Introduction to Accreditation and its Relationship to the 2003 NSTA Standards. Journal for Science Teacher Education, 20(4), 307-312.
Veal, W. R., & Sneed, K. (2014). Putting new life in an old lesson: How we modified a lab activity to align with the Next Generation Science Standards. The Science Teacher.
Veal, W.R., & Sorensen, A. (2012). Mathematics and Science Observation Instrument for New Standards. Teacher Education Journal of South Carolina, 47-61.
Veal, W.R., & Nagy, Steven (2012). Sweetgrass science. Science & Children, 49, 46-49.
Veal, W.R., & Chandler, A. (October, 2008). The Use of Stations to Develop Inquiry Skills and Content for Rock Hounds. Science Scope, 32(1), 54-57.
Major Academic Year Support Grant (MAYS), College of Charleston. (Funded). The Development of the Self in a Cultural and Linguistic Immersion Environment. (Principal Investigator: Jessica Latham [undergraduate student], Co-PI: William Veal) 11/1/2011-5/1/2012. $4,500.
South Carolina Department of Education, Mathematics and Science Partnerships Program. (Funded). Partnering to Improve Science and Mathematics Instruction and Student Achievement. (Principal Investigator). 9/01/2013-8/30/2016. $653,738.
South Carolina Department of Education, Mathematics and Science Partnerships Program. (Funded). Partnering to Improve Science and Mathematics Instruction and Student Achievement. (Principal Investigator). 4/22/2011-9/30/2013. $630,000.