Professor, Education; Coord., Secondary Education; Coord., MAT Program; Social Studies and Geography
Education Professor Dr. George B. Lipscomb has been teaching at Furman since 2002. A former middle and high school social studies teacher, he currently instructs elementary and secondary social studies methods, curriculum and technology, and geography among other courses. He is active in social studies education at the local, state, and national levels and has published in a variety of journals in the field. He is currently serving as a Pathways advisor for 1st and 2nd year students and is the department's representative for 3rd and 4th year Purposeful Pathways experiences. Dr. Lipscomb has done work in New Zealand schools and has taken students to the country five times for May Experience programs.
- Executive Board Member- College and University Faculty Assembly of NCSS. November 2013- November 2016.
- Member, Co-Chair- Notable Trade Books Selection Committee. Three-year term. (2008-2010)
- Ph.D., University of Florida
- M.A., Wake Forest University
- B.A., Davidson College
- Kelly, K., Becker, W., Lipscomb, G., & Robards, A. (2020). Centering Culture Through Writing and the Arts: Lessons Learned in New Zealand. The Reading Teacher, 00(00), 1– 12. https://doi.org/10.1002/trtr.1918
- Lipscomb, G. (2017). Lady Liberty. In Notable Books, Notable Lessons: Putting Social Studies in the K-8 Curriculum. Edited by Andrea Libresco, Jeannette Balantic, and Mary Battenfeld.
- Heafner, T. L.,Lipscomb, G.B., and P. Fitchett. (2014). Instructional practices of elementary social studies teachers in North and South Carolina. The Journal of social studies research http://dx.doi.org/10.1016/j.jssr.2013.12.002.
- Lipscomb, G.B. and Doppen, F. (2013). Finding One’s Place in the World: Current Events in the K-12 Social Studies Classroom. In Jeff Passe & Paul G. Fitchett (Eds.) Research on the status of social studies: Views from the field. Charlotte, NC: Information Age.
- Lipscomb, G.B. (2013). How small colleges and universities prepare future teachers for the multicultural classroom. Theory and Research in Social Education 41, 179-182.