NCCU Teaching Matters-Fall 2011

Teaching Matters A Magazine of the School of Education at North Carolina Central University

On the cover, Dean Cecelia Steppe-Jones stands in the School of Education lobby with some of her favorite people—her students. Back row: Stanley King, William Dawson, Jessica Martin, the dean, Taylor Whitfield, Samuel Brown. Front row: Rosalina Ramirez, Khrystal Richardson, Tevin Jones.

Table of Contents

1—The Dean’s Message • 4—Teaching Fellows Travel to Kenya • 9—Freshman Fellows • 10—SOE Auction 12—3rd Annual Education Symposium • 16—Two Authors Pen Book • Three Authors Write Student Teaching Book 19—Honor Society Wins Literacy Prize • 20—Faculty Accolades • 25—The SOE Gift Form

Above: Ann Becker-Foster (left), an art teacher at Raleigh’s Dillard Middle School, is the cooperating teacher for Saba Barnard (right), an NCCU art education major. On the day we caught up with Barnard, she was guiding her seventh-grade students as they made clay vessels using slab-building techniques.

Teaching Mat ters

Vol. 7, Issue 1. Fall 2011. © 2011 All rights reserved.

Editing/Layout Tom Scheft

500 copies of this document were printed at a cost of $4.86 each.

Special Assistance NCCU Public Relations

Cover Photo Robert Lawson

A Message from Dean Cecelia Steppe-Jones Dear Friends, A funny thing happened on the way to my retirement last June 2011 ...

As many of you know, in August 2010, I announced I would step down as dean of the School of Education. It was a wonderful time in my life. I was busy with faculty and staff making plans for the new dean and developing reports and documents for a smooth transition. I was pleasantly surprised in December 2010 when faculty, staff, students, family and friends established the Cecelia SteppeJones Endowed Scholarship. I felt proud, knowing I would be remembered by a scholarship fund for deserving students who want to become teachers. It was a glorious time.

I had spent 31 years in a career that yielded benefits far beyond my imagination.

And then, the search did not yield a replacement. Chancellor Nelms came to me and asked me to stay a little while longer. I had mixed emotions, but I was mostly thrilled to be able to continue in a job that I love.

So here I am, a year after my original announcement.

The search is on. I’m sure the University will find an expe-

rienced educator, researcher, and teacher who believes as I do that “students come first.”

While we wait for a new dean, there has been a lot of work to do—implementing state-approved revised programs, refining our new assessment system, responding to the new standards of the Council for Accreditation of Educator Preparation (CAEP), providing services to the public schools, and providing faculty with research opportunities for infusing technology in their teaching.

This April 26-28, we will host the 6th Annual Coalition of Schools Educating Boys of Color (COSEBOC) Gathering of Leaders. COSEBOC, a collaborative network of schools that nurture success in boys of color, is committed to high standards, exemplary instruction and the building of coalitions within and outside the community. The Gathering of Leaders will bring 250 to 300 school leaders, policy makers and educators from across the country to our campus for this highly anticipated, “must attend” event.

Right now, I’m here, and there’s work to be done. Come January ... we’ll see. Don’t expect to see me in next year’s magazine. As I like to say: This is to be continued ...

Editor’s Note: This past spring, the dean was asked to give the June commencement speech at the Josephine Dobbs Clement Early College High School. She eagerly agreed, but then wondered the next moment: What have I gotten myself into? As someone who had seen a few commencement addresses in her years, she was worried about “gazing out upon a sea of snoring graduates.” Beyond keeping her audience awake, she wanted “to give them something worth thinking about.”

She need not have worried. Her address was a big success. It is reprinted here for two reasons. First, it’s a terrific speech. Second, it captures the spirit and personality of its author, Cecelia Steppe-Jones.

We skip the opening greeting to the platform guests, students and audience and get right to it.

not trained in traditional subjects. They were trained in religion. Dr. Shepard explained that the purpose of this training was to develop young men and women of fine character and sound academic training to provide real service to the nation. He wanted these students to have “a strong sense of civic responsibility.”

Dr. Shepard held both faculty and students to high standards of conduct. Students could be expelled if they violated strict rules regarding proper attire, mandatory class and chapel attendance, and minimal social contact between the sexes. That even meant no holding hands in public! He believed the moral leaders of tomorrow must conduct themselves in ways that were beyond reproach. Well ... I don’t want to quibble over the hand-holding, but I want you to reflect upon James Shepard’s vision for you. We need you to be the moral leaders of tomorrow.

Dr. Shepard was a visionary. Now I have no idea what he would think about video games, hip-hop and 21st century fashions—among other things, but I believe Dr. Shepard would be proud of your accomplishments, and he would appreciate what we have achieved in this model program.

That’s right—we. You and your teachers, the administrators and the staff get most of the credit, but don’t forget me!

I take special pride in you and in this early college high school program, because I participated in creating this fine program.

Here’s how we started. Dr. James Ammons, then chancellor at NCCU, and Dr. Ann Denlinger, then superintendent of the Durham Public Schools, called a meeting one hot day in July 2003 and said, “We are going to start an Early College High School.” The rest of us had no earthly

It’s a glorious day in Durham, North Carolina, because today we graduate the fourth class of the Josephine Dobbs Clement Early College High School with our largest graduating class—76 graduates. I congratulate you today for sticking with and completing this rigorous program.

Last year NCCU celebrated its centennial—100 years of training leaders to assume high-profile jobs in America.

North Carolina Central University was first named the National Religious Training School and Chautauqua for the Colored Race, Incorporated. It was the first publicly supported liberal arts college for negroes in the nation. When Dr. James E. Shepard opened the doors of this institution in 1910, 87 students enrolled. The student body included ministers, ministers in training, and—this may surprise you—high school students. The high school students were

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idea what they were talking about, and frankly, I don’t think they did either, because it was a brand new concept for educating high schoolers.

Dr. Janice Davis and I spent days reviewing other programs in the country and talking to our public school and university colleagues. After much consideration, we came up with what we think is the model program in the United States today. First, we created a middle school pre-college academy where students would get the prerequisites for the Early College High School through the Avid Program. The second component was the high school curriculum itself, an intensive four years where students—you—received four years of high school and two years of college during those four years; that put you in position where you could graduate from college in just two years. While that did not happen for all of you, most of you are very close to achieving the desired outcome.

The planners of this program also spent many days thinking about the name of the school. We wanted something special—a name of someone who was or had been an advocate for children. When the name Josephine Dobbs Clement was proposed, we knew it was the right choice.

That name—Josephine Dobbs Clement—represented these ideals: 1. An advocate for social justice—especially for children in the public schools. Mrs. Clement realized that many children did not have a voice, and so she decided to be their voice.

2. High moral standards. All sectors of the community trusted her judgment.

3. Grace and sophistication. Mrs. Clement was known throughout Durham as a model of these qualities.

4. Social activism. Mrs. Clement helped to integrate both the YWCA and the League of Women Voters. In the ’60s and ’70s, she and her husband were political leaders in Durham. In addition, they were always involved in the life and growth of NCCU. 5. Leadership in education and community affairs.

Eventually, her activities led to an appointment to the Durham City-County Charter Commission. After that, she was elected to a seat on the Board of Education of the Durham City Schools. During her time on the board, the courts ordered the city schools to desegregate, a change that prompted white flight and drastically altered the racial composition of the city. For a time, she chaired the board and served on the board for a decade. Under her leadership, the city selected its first African-American superintendent of schools.

Mrs. Clement resigned from the board to run for the office of county commissioner. She won that office and worked tirelessly for the children and citizens of Durham until she moved to Atlanta to retire.

So what should a graduate of the Josephine Dobbs Clement Early College High School with college credit from North Carolina Central University look like? If you follow the beliefs of James E. Shepard and Josephine Dobbs Clement, you should have these traits:

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Intelligence—you must be smart!

High moral and ethical character—you must be good!

Commitment to high ideals—you must have high expectations for yourselves and others!

Motivation to succeed—you must be ready to work hard!

Compassion for others—you must care for others!

Willingness to serve others—you must show that you care for others by serving them!

In a short time you will be leaving your homes to go to college, to the armed services or to work. I want to leave with you a few rules to live and work by. I did not write them, but I live by them every day. These rules were penned

by Robert Fulghum in his classic book, All I Really Need to Know I Learned in Kindergarten.

Fulghum begins by saying: “All I really need to know about how to live and what to do and how to be—I learned in kindergarten. Wisdom was not at the top of the graduate school mountain, but there in the sand pile at school. These are the things I learned:” 1. Share everything.

Well ... except your spouse, your under-clothes and your toothbrush ...

You’ll be richer by sharing. The Bible teaches us that it is better to give than to receive. The blessings are all yours if you share.

2. Play fair.

Cheating hurts everyone and makes you feel bad. Eventually, you get caught. Integrity is the first principle of life.

Maintain it. You won’t have to feel guilty about hurting others just to get ahead in life. You know the feeling of being treated unfairly, so “do unto others as you would have them do unto you.”

3. Don’t hit people.

You may end up in jail. You should end up in jail!

Hitting is violence, and we see its individual and collective tragic results every day in the media. If someone hits you (or hurts you), get help for yourself and that person.

Don’t accept verbal abuse, sexual abuse or physical abuse.

Report it. Get help if it occurs in your life.

4. Put things back where you found them.

At least you’ll know where to find them when you need them. Stay organized and efficient. Don’t waste time and energy looking for things that are out of place. Your work habits will improve, and you’ll be a more appealing mate to that special someone later in life.

This is also important. When you borrow something from someone, put it back.

5. Clean up your own mess.

You may have seen this message in public places: “Your momma doesn’t live here, so clean up after yourself.” Be responsible for your own actions.

6. Don’t take things that aren’t yours.

Especially credit ... Always give credit to the helpers,

the idea generators, the creators. Again, you might end up in jail.

Be honest in your dealings with others. Be honest with yourself. In Early College High School, you have learned that dishonesty comes in many forms—plagiarizing someone else’s words, sneaking a peek at someone else’s test, breaking rules that are meant to help you, and many other examples. In college, at work or in your personal life, “honesty is always the best policy.”

7. Say you’re sorry when you hurt somebody.

First, try to avoid hurting others. Too many public figures—celebrities, politicians, even ministers—have had to say they were sorry for hurtful things they did or said. Their mistakes have cost them dearly. But typically we are willing to forgive those who are genuinely remorseful.

So when a misunderstanding or a mistake is made, OWN IT, and apologize right away so it does not put a shadow on everything you do.

8. Wash your hands before you eat.

Value yourself and others as you maintain a healthy environment.

Stay healthy! We know more about washing hands today to prevent the spread of disease than we ever did.

9. Flush.

How many times have you been in a bathroom (especially you young girls) and seen a sign that says: “If you sprinkle when you tinkle, please be sweet and wipe the seat.” Young men, this advice is especially good for you too. Be responsible; clean up your own mess! Are you getting the point?!

10. Warm cookies and cold milk are good for you.

Relax and enjoy the simple things in life. Slow down and savor the view. Don’t expect life to be full of “mountaintop” highs. Plan for the quiet moments as well as the

exciting ones. Life can be hectic, even chaotic, but bring balance and joy to your life in simple ways.

11. Take a nap every afternoon.

Now I love that advice, but here I look out on so many young, energetic faces. You don’t look like midday snooze types. Okay, I get it. Well, if you don’t want to take a nap, you can certainly take a break.

Exercise. Eat right. Take care of your body.

12. Live a balanced life—learn some and think some and draw and paint and sing and dance and play and work every day some.

Be well-rounded. There is more work to do than will ever get done. Nobody ever went to his grave saying, “Gee, I wish I’d spent more time at the office.” Work hard and do it well, but remember to smell the roses. Laugh about things. No one will tell you to do these things. You just have to do them.

Okay ... that was rule number 12 ... only 37 more! ... I’m kidding ... only 23 more! Just joking. Here is the last rule.

No matter how old you are—when you go out into the world, watch out for traffic, hold hands, and stick together.

While in traffic, turn off your cell phones! Don’t text!

Don’t put on makeup! And never drink and drive! Be a courteous and responsible driver and follow the rules of the highway.

In a short time you will receive your diploma from Mrs. Williams. This is your initial passport to the world. I’m expecting you to collect some other passports—from college ... from a master’s program ... a doctorate is nice.

Along with your diploma, you will also receive Dr. Fulghum’s book from Mrs. Dorsey.

Very soon you’ll have your passport. You’ll have your rulebook. Use them ... Thank you.

School of Education Administrators Associate Dean of Graduate Programs Dr. Diane Scott

Director of University-School Partnerships Dr. Ramona Cox

Dept. of Curriculum & Instruction and Professional Studies Dr. Dorothy Singleton, Chair

Director of Alternative Licensure Tracey Wilson

Assistant Dean, Director of Teacher Education Dr. Sharon Spencer

Director, College Liaison to the Early College High School Carmen Dorsey

Dept. of Educational Leadership, Research and Technology Dr. Prince Bull, Interim Chair

Director of Teaching Fellows Donald Barringer

Director of Supplemental Instruction Daneika Bynum

Dean Dr. Cecelia Steppe-Jones

Director of Technology Services Deborah Eaton

Development Officer Edith Thorpe

Dept. of Special Education Dr. Theodore Pikes, Chair Dept. of Counselor Education Dr. Eddie Moody, Chair Dept. of Communication Disorders Dr. Sheila Bridges-Bond, Interim Chair

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4 Fellows, 4 faculty members explore the culture of Kenya The school buildings are simple, constructed of wood Do the math. 4 Teaching Fellows + and tin. The floors are dirt. The principal shared his wish list 16 days in Kenya, Africa (June 19-July with the NCCU group—its top item being an electric water 4, 2011) = an unforgettable experience.

Just ask Taylor Whitfield, a secondpump. “We don’t even think about this in our daily lives, but ary English major; Tevin Jones, an elementhe availability of water is not a given in parts of Kenya,” said Barringer. tary education major; Brittany Johnson, an Also on the principal’s list were computers, but Barelementary education major; and Dominique ringer noted that the teachers lacked the technical Sauls, a history major with licensure in comprehenknowledge to operate the machines. “There is a need sive social studies. not only for the tools, but the training to work the For Whitfield, traveling halfway around the world tools,” he added. allowed her to find herself. “I saw things that inspired me, sights that brought tears, moments of intense hapEven the school’s welcoming lunch for the piness that will never be paralleled,” she said. “Visiting American travelers reflected its austere situation. There were bread and butter to eat a Third-World country rekindled my passion to live a life and a choice of soda, coffee or tea to dedicated to service before self. Kenya reminded me of why drink.

I want to teach: the smiles on the children’s faces, their unfailThe school serves aping hunger for an education, and their devotion to advancing proximately 400 students, their knowledge.” and class size ranges The Kenyan people made the experience so positive, explained from 50 to 75 for one Jones. “All the Kenyans were extremely friendly to us. They told us teacher. “All the that we were their brothers or sisters, and they would hold out their arms to compare our skin tones as proof,” he noted.

The Fellows were joined by four fun-loving educators/chaperones: Donald Barringer, director of NCCU’s Teaching Fellows Program; SOE professor Dr. Philliph Mutisya; SOE professor Dr. Kisha Daniels; and her husband, novelist Shan Daniels.

Visiting the Kenyan Schools The Fellows worked in three different school situations. In Machackos, a very rural area, they spent time at Mang’auni Primary and Secondary School. “The school lacks basic resources,” said Barringer, “so the teachers have learned to make use of anything and everything. Even paper is a luxury. It is common for burlap potato sacks to be recycled and turned into posters.”

The intrepid travelers pose in front of Kenya’s Garden Hotel. From left to right: Donald Barringer, Taylor Whitfield, Kisha Daniels, Shan Daniels, Masila Mutisya, Brittany Johnson, Tevin Jones, Dominique Sauls, and Peter (one of the drivers for Jireh Tours, based out of Nairobi, Kenya).

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learning can occur anywhere, no matter the situation. The children were very polite,” said Barringer. “One theory as children are very similar to American students, but they are to their good manners is that the children do not have access to television or radio.” much better behaved.”

Whitfield’s experience with the children was memoraJones’ work with the students from Nairobi Primary School literally changed his life. “It occurred on a two-hour ble. As a white person, she was a rarity. “When the students were dismissed bus ride back from for their break, I a field trip,” he was mobbed by explained. “I was nervous around dozens of them, as they tried to the children at touch my hair, to first, because they are from a differfeel my skin, to see if I, someone ent culture and I unlike any person did not know what they had ever seen to expect. I could before, felt differtell they were somewhat appreent,” she said.

For Sauls, hensive of me as the highlight of well. I’m not sure working with the how it happened, children was visbut the students and I eventually iting Lake Naivasha with a second Tevin Jones (left), Taylor Whitfield (in doorway), and Dominique Sauls pose with opened up to one another. I had the grade class from students from Mang’auni Primary and Secondary School. time of my life.

Nairobi Primary They taught me how to sing ‘Head, Shoulders, Knees, and School. “Early in the morning we boarded two school buses Toes’ in Swahili. I taught them how to count American curto travel to the lake,” she noted. “The children were so excited. They played games and sang songs the whole time. rency. At the end of the trip I realized that I want to teach We made a quick stop at a viewing location to look out over elementary school instead of middle school. This was a dethe Great Rift Valfining moment in my life.” ley, buy souvenirs and take pictures.

Things defiAfter two hours nitely changed when the Fellows traveling into the traveled to Nairobi rural areas of Keand worked at the nya, we began to spot antelopes, zeprimary school.

“This was a totally bras and giraffes. different culture,” When we arrived said Barringer. at the lakeside, the “While these chilteachers and children hopped off dren had that same the bus and found a love of learning, grassy area to have the influence of the their lesson for the media, particularly day. After the lesAmerican televison everyone gathsion shows, was very apparent. The ered under a tree to eat lunch and Dr. Masila Mutisya gets down with the students of Mang’auni Primary and students were like watch the monkeys Secondary School. many American travel across the students in terms treetops.” of their sassiness and rowdiness. As a result, the Fellows and the team leaders spent time with the Kenyan teachers Johnson was impressed with Kenyan educational phidiscussing classroom management practices.” losophy. “I like the concept that children constantly work, even during field trips; their attitude toward education is so Barringer noted that the physical resources in Nairobi positive,” she noted. “The teachers clearly demonstrate that were quite different than in Machackos. “You have better,

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sturdier, wooden furniture and more supplies,” he said. “You don’t have the fancy metal, cushioned chairs we’re used to in American schools or all the electronic innovations like smart boards and iPads, but there was a computer lab with its own teacher.”

Class sizes were a bit better as well, with a teacher typically responsible for 30 to 50 students.

The infrastructure and class size were similar when the Fellows journeyed to Sekenani Boarding and Primary School in Maasai Mara. Located near a game reserve that features safari outings for tourists, the school has benefited financially from the donations of the many visitors to the area. “Tourists come for the safari, then notice the nearby school and decide to check it out,” said Barringer. “While most of the buildings are made of corrugated tin and wood and lack windows, money is being used for new construction of classrooms, student dormitories and a cafeteria.”

knew that I would be safe and loved.”

By remaining silent, Johnson was able to “blend in and get a better feel for the culture.” Many Kenyans looked at her and didn’t see a tourist. But when she and the others opened their mouths, out flowed their American accents, and “that’s when we were bombarded by questions,” she explained. “Because we were immersed in the culture, we were able to view it in its true context instead of behind the filter of television,” she said.

For Jones, the highlight of his home-stay experience was the late night conversations he had with his host “brothers,” ages 15, 18 and 21. “All of them are extremely smart and talented,” said Jones.

“They had so much knowledge to offer, and they seemed so interested in everything I had to say as well. I got so close to them and started to feel they were my real brothers.”

New Experiences, New Understanding Whitfield’s homestay experience with a Kenyan family taught her a lesson in expectations. “Like many Americans, my awareness of Africa has been largely shaped by the media, Meeting the Presiso it was quite a surprise to stay with a dent’s Step-grandfamily who lived in a mother larger home than my One highlight was journeying to own and had two paid employees who lived Kogelo, Kenya, and in the guest house to visiting with Sarah prepare meals and Hussein Obama. Bemake up our beds,” fore her grandson be“We’re going on a field trip!” came America’s comshe noted.

Sauls was surmander in chief, area prised to find her home-stay father a prominent Kenyan residents were proud of the president’s accomplishments as government official. She loved the family. “Everyone was a U.S. senator, and they named a school in his honor. so nice, warm and welcoming,” she explained. “They were Sauls was thrilled with meeting the president’s stepgrandmother. “We went to her home and sat under a tree, always generous and helpful. I miss my home-stay mother and she spoke proudly of her grandson and his accomplishvery much, because anywhere I went while in her care, I

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much of anything. The looks on their faces as they ate the ments,” she said. “She pointed to the places he stayed in the house and where he made speeches in the yard, which local delicacies were hilarious.” she called the gathering place. It was here that our presiJones was a big fan of Carnivore. “The setup reminded dent asked his parents’ blessing to marry Michelle and anme of a jungle,” he explained. “You walk in to a huge fire pit where the chefs are roasting all types of exotic meats. The nounced his run for the Senate. We also saw the graves of his grandfather and father on the side of her house.” tables are outdoors under a gazebo, and monkeys just come Johnson was impressed with Sarah Obama’s serenity. up and sit right beside you on a banister, waiting for you “While her grandson is the world’s most powerful leadto feed them. The waiters bring different types of meat to er, she leads a the table to cut steady, normal off onto your life that is out of plate. They keep reach of Amerbringing meats to the table until ica’s chaos and political probyou are full and decide to take lems,” she said. down the small “Mrs. Obama flag that is set was secure and on the table at confident within the beginning her own home, of your meal. I and you can tried every kind tell that she is of meat there. very secure and Donald Barringer recruits some future eagles.

The food was pleased with her lifestyle.” excellent.”

Barringer was touched by Mrs. Obama’s gift to the Another highlight was seeing the indigenous animals in group—a sack of fresh mangoes. “This was a gracious gestheir natural habitats. Whitfield loved going on safari. “We ture,” he noted. “She is used to receiving presents. This was saw many wild animals—zebras, giraffes and lions—far quite unexpected.” surpassing the best zoos in the United States,” she said.

“Buffalo crossed a few feet in front of our vehicle. We came We’re Not in Durham Anymore, so near to a lioness that she looked me dead in the eye.”

Or ... When in Rome ...

Communing with nature was an unexpected treat for The four Fellows stepped up to sample the local cuisine, Sauls, who surprised herself with a new adventurous spirit, with varying degrees of enjoyment. The most adventurunlike her American persona. “Back home, I would have ous eating experience was at a restaurant called Carnivore, never taken the opportunity to do the things we did, like get which featured delicacies like ostrich, camel, crocodile, more comfortable around animals,” she noted. “I am proud and ox testicles. “It is designed to encourage the diner to to say I held a chameleon and rode a camel on the beach. step outside of the box,” said Whitfield. And step she did.

There are even pictures of me holding baby crocodiles.”

“I can’t say I enjoyed everything I tried, but I am proud to The Team Leaders say I tasted a little of everything on the menu without fear or As with all travel-and-teach experiences, this was not hesitation. I didn’t want to look back and say ‘what if?’ ” just a relaxing vacation, and the team leaders had their speSauls also moved out of her comfort zone, trying a bite of crocodile. Her biggest surprise at the restaurant, howcific, challenging roles. Barringer was, first and foremost, ever, was not the food, but a serenade by the work staff of the treasurer, charged with creating a detailed budget and the traditional Kiswahili happy birthday song. “They sang, keeping a strict log of money spent. He was also meeting banged on drums and brought out a slice of cookie cake with sprinkles on top,” she said. “It was such a surprise because it was not my birthday. Mr. Barringer was just playing a prank on me.”

Johnson’s culinary experience was different. Although she enjoyed the variety of meats and partook of ostrich, crocodile, goat and lamb, by the third day of the trip she decided African cuisine was clearly not for her.

Jones had his own masculine spin on things. “I was definitely the most daring eater on the trip,” he asserted. “I loved almost everything I tried, but the women didn’t like

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and co-site coordinator with Mutisya, which involved being in charge of lodging, transportation and scheduling.

“We were very thorough with everything—including packing instructions,” said Barringer. “Of course there were the usual reminders, like taking along prescriptions and obvious clothing items, but we also noted the need for a water bottle, mosquito repellant with DEET, a poncho and a good umbrella.”

Dr. Daniels was the reflection leader, responsible for individual and group activities before and during the trip.

She led discussion sessions and found relevant readings and activities, while also working with the other team leaders to come up with reflective strategies. Students communicated through writing, drawing, flip camera “confessions” and group discussions. “I was also involved in designing and preparing a student experience manual, assisting with lesson plan development and peer observations, as well as guiding the students’ portfolio development,” she noted. In addition to the Fellows, Daniels worked with students from Kenyatta University. “We wrote about and discussed the relationship between culture and teaching,” she said.

Among Dr. Mutisya’s roles was that of cultural ambassador. “My job was to encourage and stimulate educational discovery by finding topics relevant to the unique culture of Kenya, including the social traditions and problems we would encounter,” he said.

At the Kenyatta University Department of Education and Technology Communication, Mutisya conducted a faculty development workshop, “Critical Pedagogy and Social Change: Transforming Teaching and Learning Through Assessment.” “My workshop was part of a discussion on renewing the NCCU/KU International Linkage Program,” he explained. “We started the program in 2006, which created a collaborative relationship between NCCU and KU in various areas: 1. research building, 2. an international exchange program for faculty, staff and students, and 3. improving education from intra-cultural, inter-cultural, and cross-cultural perspectives. We started with a group of faculty led by Deborah Eaton, the SOE director of technology services.

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The group, sponsored by Dean Steppe-Jones, chaperoned 16 Teaching Fellows to the KU campus as part of the exchange program. Since 2006 NCCU faculty and students have visited Kenya two more times. The five-year period is due for renewal this year through a formal document with the Kenyan government.”

Mutisya was also able to negotiate the start of an international exchange program—a partnership between NCCU, Shepard Middle School, Hillside New Tech High School, Nairobi Primary School and Ofafa Jericho High School that will begin next year. “This program will select six teachers from each school to collaborate on developing curriculum for an exchange program that will include social studies, studying the Kiswahili and English languages, and communication through social media,” he explained. “The participants will develop a curriculum that will enhance international experiences for teachers and students by immersing them in diverse language and cultural situations.”

Dr. Kisha Daniels stands with an 8th grade student. “She was teaching the class while her teacher was giving a tour.

When I came in, she continued to teach, and I became her assistant,” said Daniels. “But most notably, when I asked about her future, she said that she aspired to be a principal/school administrator in America—hence the big smile on my face.”

Dr. Daniels works with some budding scholars (3- and 4-year-olds) from the Nairobi Primary School. “We were studying the ABCs and 123s,” said Daniels. “I was impressed at how well they attended to learning. The lesson was at least 30 minutes, and they were on task the whole time.”

New Teaching Fellows fitting right in Music education major Curtis Lavant McPhatter Jr. hails from Kinston. He selected NCCU “because of the family setting and because the Teaching Fellows Program is amazing.”

His best early experience at NCCU was being able to “sleep in” on a few occasions.

“I love music,” says Curtis. “In middle school, music helped me find myself and ulCurtis timately gain the confidence I needed to get McPhatter to this point in my life. My goal is to give that experience to the students I teach, not only so that they will become better musicians than me, but so that they can pass down the love of music to the children they will inspire.”

Elementary education major Stephany D. Taylor comes from Goldsboro. “I am an elementary education legacy,” she says. “Both my mom and grandmother were elementary teachers.” It’s only natural she came to NCCU for the Fellows Program.

Her best early experiences have been the Week of Welcome and making the Maroon Stephany Taylor and Gray Freshman Cheer Squad.

Interesting facts: Stephany loves to dance and has been doing so for 16 years. She’s been cheering for eight years.

“I am quiet when you first encounter me,” she says, “but when you get to know me, I am one of the liveliest people you will ever know.”

Timothy Ray (call him Tim) is a secondary math major from Red Springs. He chose NCCU after feeling welcomed by the upper-class Teaching Fellows.

The best early experience at NCCU has been meeting new classmates and spending time with the Fellows.

“I like playing piano, drums and guitar,” says Tim. “I also like singing.” Tim’s tastes involve gospel, hip-hop and R&B. He began Tim Ray playing at the age of 8 at his local church and was a part of his high school marching, concert, percussion and steel drum bands. “I was also a part of the school Show and Concert Choir where I made All-County Chorus.”

He was an All-Robeson County, All-Southeastern Conference and All-State nominee in baseball and football.

Another secondary math major is Taylor Braxton. She comes from Raleigh and has “always wanted to go to North Carolina Central University.”

She notes, “It’s close to home, which for me is a good thing, and I couldn’t resist being an Eagle.”

Her best early experience was the first day Taylor of classes. “My first class was world societies Braxton

and Mr. Mosley got my freshman year off to a great start,” she said.

“I love football,” says the Steelers fan. Other favorite things are sleeping and eating pasta, steak, lima beans, corn, salad, and bread—“any type but especially muffins from Mimi’s Cafe.”

Maryssa K. Wright is a Wachovia Scholar from Knightdale majoring in secondary biology education.

She selected NCCU because it’s an instate public HBCU (historically black college/university).

Her best early experience has been the first day of history class with Mr. Mosley.

Maryssa Wright Interesting fact: “I have a very unique and unusual laugh,” she says.

Deidra Lorine Hunter (She prefers you call her Dee.) is an art education major with a concentration in graphics from Rocky Mount. “I chose NCCU to carry on the legacy in my family,” she said.

Her best early experience this semester was “meeting my new circle of friends at the party at Target during the Week of Welcome.”

Deidra As an artist, she draws inspiration from Hunter popular culture.

Glynnis Hagins left Hamlet to be a secondary English education major. “I chose NCCU for the Teaching Fellows Program,” she says.

She has a number of favorite early experiences, all stemming from the classroom. “I love going to school, and that’s why I chose to become a teacher,” she says. “When I was sick, going to school would cheer me up and make me feel better. Teaching has always been Glynnis Hagins my passion. When I was in elementary school, I would pretend to be my teacher and teach my little brother and my dolls. I knew then that a job in education was the perfect career choice for me.”

Inez Walls of Mooresville also came to NCCU for the Fellows Program. Things went great from the start. “I loved the Week of Welcome activities,” she says. “Now that I’ve been here a while, my decision has been completely confirmed.”

The elementary education major with a literacy concentration admits she’s “always wanted to teach.” She aspires to be the best all-around educator through mentoring and Fellows Program opportunities.

Inez Walls

9

$old!

Auction raises money for Steppe-Jones Scholarship group of folks who would love the idea, so I started making Bottom line: A March 25 reception and auction in the H. phone calls, and I assembled my committee—starting with M. Michaux Jr. School of Education raised $30,000 for the state representative Mickey Michaux and his lovely wife Cecelia Steppe-Jones Endowed Scholarship Fund, which June.” assists deserving education Other committee memstudents.

But wait a minute. bers were well known fans There’s a story behind this. of the dean: the SOE’s first Back in August 2010, dean, Dr. Walter Brown; Edith Thorpe, the SOE dethe SOE’s director of techvelopment officer, had a nology services, Deborah concern. She knew Dean Eaton; former SOE staffer Steppe-Jones was planDr. Chená Flood; longtime ning to retire at the end of friend and former chair of June 2011. She knew there the NCCU English Department, Dr. Louise Maynor; would be parties, presents graduate assistant Jessica and other festivities. But, Boyd; and NCCU event she wondered, what would planner LaMisa McCoy. serve as a lasting tribute to the dean?

“We wanted something She didn’t have to fun and entertaining with think long. “It was pretty From left to right: the dean’s children, Maurice and Jody; a definite touch of class,” simple,” said Thorpe. “The Dean Steppe-Jones; and the dean’s sister Nancy. said Thorpe. A logical time seemed March 25, the night dean has devoted her entire professional career to teaching children in the public before the SOE’s annual Educational Symposium. Thorpe would bill the event as a kickoff reception to the symposchools, training teachers to be effective, and administrating programs to recruit, prepare and assure retention of good sium, and it would feature both a live and silent auction. teachers. What better way to honor the dean than to set up The program would honor the retiring dean and all proceeds a scholarship in her name to assist deserving education mawould benefit the Cecelia Steppe-Jones Endowed Scholarjors.” ship Fund.

Okay, that was the easy part. Now ... how to get things It was quite an evening. There was a delicious buffet; thoughtful, inspiring spoken word performances by Dasan started?

Ahanu; and scintillating musical performances by the “That wasn’t so difficult either,” said Thorpe. “I knew a

Isn’t she lovely ...

10

Among the intriguing auction items up for bid was a harmonica used by music icon Stevie Wonder, along with his autograph and two fingerprints. Other items included a Caribbean cruise for two, an autographed Laker basketball jersey from NBA Hall of Famer James Worthy, as well as numerous books, art objects and paintings.

NCCU Vocal Jazz Ensemble and the R. N. Harris Suzuki Violin Players (under the direction of Ms. Ann Bauer).

Thorpe also enlisted her long-time friend and colleague, the debonair Anthony Wilson, news anchor for WTVD-TV, who served as the evening’s master of ceremonies.

The silent auction gave the audience a chance to bid on a variety of books and art objects.

The live The talented R. N. Harris Suzuki Violin auction fea- Players were a big hit with the crowd. tured some amazing items—including a harmonica used by the legendary Stevie Wonder, complete with autograph and two fingerprints; two season tickets to 2011 NCCU football; an autographed basketball jersey by NBA legend James Worthy; and a Caribbean cruise for two. As the auctioneer, Rep. Michaux used his inimitable oratorical skills and negotiating prowess to evoke some spirited bidding, as audience members joyfully reached for their wallets, checkbooks and credit cards.

A number of people expressed their appreciation of the

dean: Minnie Forte-Brown, board chair of the Durham Public Schools; the SOE associate deans—Drs. Dianne Scott and Sharon Spencer; Minister Bernadette Cooper, SOE administrative support associate; Carmen Dorsey, director and college liaison to the Josephine Clement Dobbs Early College High School and member of Alpha Kappa Alpha Sorority, Inc., Alpha Zeta Omega Chapter; and Dr. Janice Harper, NCCU assistant vice chancellor for university programs.

Sponsors were eager to donate their services to such a worthy event—including James Stewart of Impress Printing, Sodexho Catering, Wells Fargo, Prestige Travel, Dasan Ahanu, and the NCCU Jazz Studies Program.

“So many people and organizations helped make the night so special,” said Thorpe. “I must also thank Jessica Boyd, Ray Dragon, Donald Barringer, Dr. Tom Scheft, Dr. Ramona Cox, the NCCU Office of Public Relations, the NCCU Office of Institutional Advancement, and Pleasant Meadow Philanthropy.”

To donate to the scholarship and Carmen Dorsey provide deserving education majors fi- was one of many nancial assistance with tuition, books who extolled the and room and board while they study at virtues of Dean Steppe-Jones.

NCCU, call 919-530-6689 for details.

One of the evening’s highlights was a PowerPoint show of Dean Steppe-Jones’ accomplishments throughout her career. The viewers to the left are Deborah Eaton, SOE director of Technology Services; H. M. “Mickey” Michaux and June Michaux, event organizers; Minnie Forte-Brown, board chair of the Durham Public Schools; and Dr. Sharon Spencer, SOE assistant dean. They gaze upon a pre-dean Cecelia.

11

Third Time’s a Charm

Symposium inspires audience with keynote speaker, panel discussion, and educator-friendly workshops techniques, and knowledge of black history, its legacies, “Inspiring ... an inspiring speaker ... inspiring panelists and those of other movements that employ the spoken word ... inspiring workshops ... and inspiring participants.” That’s how event coordinator Dr. Ramona Cox described The 3rd as a tool for change.

Annual Teacher Education Symposium, held March 26 in Dr. Kisha Daniels, a professor in the SOE’s Departthe H. M. Michaux Jr. School of Education. Three hundred ment of Curriculum and Instruction/Professional Developteachers, administrators and students attended. ment (CIPS), told of her work with The Chewning African“Our theme was ‘Reigniting the Passion ... RedefinAmerican Male Enrichment Project and Parent Involvement ing Education for Our Children,’ ” Workshops. She described the innovasaid Cox, the director for Universitytive, collaborative project between the School Teacher Education Partnerships NCCU Teacher Education Program and (USTEP). “Our audience feedback conthe Durham Public Schools. “Our teachfirmed that we delivered a successful er candidates worked with the Men Of event. It started with Dr. Jawanza KunHonor Program at Chewning Middle School, which provides afterschool enjufu, who excited and challenged the audience.” richment to African-American males in Kunjufu—an author, educational 7th and 8th grade,” explained Daniels. consultant and captivating speaker— “The project not only benefitted the spoke passionately about reaching stustudents but significantly increased the dents by understanding their individual content knowledge, skills and disposilearning styles. While learning styles is tions of our pre-service teacher candidates.” not a new concept, Kunjufu expanded Kamau Ptah, program coordinator and enhanced the idea through specific for the Sankofa Passages Project and illustrations based on gender and culCOSEBOC (The Coalition of Schools ture—with a particular focus on young Educating Boys of Color), discussed black males. Kunjufu has spent a sighis work as a longtime community acnificant part of his research and work tivist and how he built a school from with black males, but his ultimate mesthe ground up—the Urban Assembly of sage involves the success of all students History and Citizenship for Young Men without regard to race or culture. (See related story.)

(UAAHC) High School in New York’s South Bronx. UAAHC is now partnerKunjufu’s address was followed by a discussion in which panelists—all ing with COSEBOC and the Philadelcommunity activists—explained how phia Public School System. their organizations were confronting Alexandra Zagbayou, director of the concerns Kunjufu raised. Moderaoperations for Student U, spoke from tor Pierce Freelon—a hip-hop artist and her role as operations manager and explained what it takes to run a nonprofit, adjunct instructor with the NCCU Department of Political Science and the community-based education program.

UNC-CH Department of African and The afternoon workshops featured African-American Studies—spoke of educators from the Durham Public Dr. Jawanza Kunjufu his own work with a community writing Schools, N.C. State University, the program that seeks to provide struggling youth with an outWake County Public Schools, the Urban Assembly Acadlet for artistic expression, self-healing and empowerment, emy of History and Citizenship for Young Men High School and peer collaboration. The curriculum, which integrates and NCCU. many of the English skills presented in the North Carolina Dr. Donald Barringer, director of The NCCU Teaching Standard Course of Study, is designed to strengthen oral Fellows Program, offered “Classroom Management from communication and public speaking skills, formal writing Day 1 to 180.” The presentation focused on ways to orga-

12

nize students, involve parents and manage the classroom to ensure a productive work environment. “I offered strategies to maintain order in the classroom, implement reward systems, solicit parental involvement, and other important concerns—everything from seating charts and classroom set-up to cooperative learning and problem solving,” said Barringer.

Dr. Prince Bull, the SOE’s Dr. Prince Bull educational technology coordinator and lead professor for the Department of Educational Leadership, Research and Technology, presented “Redefining Online Teaching and Learning: Using the TPACK Model.” The integration of Technological Pedagogical Content Knowledge (TPACK) in an online course is critical for effective design, development, delivery, student learning outcomes and evaluation. “My job was to discuss how the TPACK model enhances online learning in synchronous, asynchronous and blended learning modes,” said Bull.

Synchronous learning addresses live online delivery of instruction. Asynchronous learning deals with delayed online delivery of instrucEvalee Parker

tion. Blended learning combines online learning (both live and delayed) and face-to-face learning.

Evalee Parker, the SOE’s induction coordinator, offered her popular “Foldables®: Fold Your Way to Student Success”—in which she presented the research-based, 3dimensional, interactive graphic organizers. “I’m all about hands-on learning and learning that is fun,” said Parker. “I demonstrate a few basics, and then I let participants create, create and create. Foldables appeal to all types of learners, and they lead to all kinds of ‘wow’ projects.”

Dr. Tom Scheft of the Dept. of CIPS presented “ ‘And Now ... A Word from Our Students’: Creating Better Writers and Thinkers By Having Students Study, Write and Film TV Commercials.” Using various examples from YouTube, the session focused on making students effective communicators who are aware of the people and influences that seek to manipulate them—for good and for bad. “Beyond the traditional curriculum of logic and argument, studying and creating TV commercials immerses students in American popular culture, particularly how the media influence our decision-making and behavior as consumers,” said Scheft.

“Savvy consumers are not limited to better purchases of material goods like shampoo and clothing. They are better able to deal with anyone trying to ‘sell’ something−be it a politician, a school board member or those in positions of power and influence.”

Dr. Timothy Seigler, from the SOE’s Department of Educational Leadership, Research Dr. Timothy Seigler

Dr. Jawanza Kunjufu has devoted his life to the African-American community as an educational consultant, author, lecturer and motivational speaker. Recently he has moved into video and film production. His main focus has been improving the education and socialization of young black people. He is the founder and president of African American Images, a Chicago-based publishing company that sponsors dozens of workshops intended to help educators and parents develop practical solutions to the problems of child-rearing in what he perceives to be a racist society.

Having earned a B.S. degree in economics in 1974 from Illinois State University at Normal and a doctorate in business administration from Union Graduate School in1984, Kunjufu has placed the problems of black society in the larger context of national and international economic models.

Born on June 15, 1953, in Chicago, Kunjufu—who adopted his Swahili name in 1973—credits his parents, Eddie and Mary Brown, with affording him the encouragement, discipline and stability that would later become the core of his program for the renewal of black society. As a young man, Kunjufu was urged by his father to volunteer at a number of different jobs, working without pay in exchange for learning firsthand how businesses and skilled craftsmen went about their work.

Despite his formal training in business, Kunjufu was early on fascinated—and appalled—by the educational system for black students in America, and from 1974 onward he began delivering lectures and workshops treating the problems facing black educators. His presentations were well received, and Kunjufu eventually decided to make educational consulting his career. In 1980 he founded African American Images. The birth of two sons fur-

Dr. Jawanza Kunjufu: A Man with a Mission

13

and Technology, discussed “The Principalship and Religion in the Public Schools: Navigating the Delicate Balance between Constitution, Culture, and Curriculum.” “I addressed the role of religion in public schools and provided teachers and principals with tips for maintaining legally compliant instruction and administration,” said Seigler. The session addressed the fundamentals of church-state relations, as well as religious holidays, religion in the curriculum, student religious clubs, religion at athletic events and graduation, and the use of school facilities for religious purposes.

The session also focused on the constitutional parameters of personal religious beliefs of the teacher and principal and the degree to which these beliefs may be expressed while carrying out professional duties.

Two special education faculty members—Dr. Doris K. Tyler and Dr. Nancy Mamlin—spoke on “Universal Design for Learning for All Learners.”

This workshop focused on culturally responsive strategies to support diverse learners in elementary and secondary classrooms. “UniverDrs. Nancy Mamlin and Doris Tyler sal design for learning (UDL) guidelines include multiple means of representation, multiple means of expression and action, and multiple means of engagement,” explained Tyler. “UDL helps us be more culturally responsive by providing for multiple ways to access information, multiple ways for students to show what they know and are able to do, and multiple ways to engage students in the learning process,” said Mamlin. ther focused his energies on the contradictions inherent in black education and especially in the education of young black males, culminating in the 1982 publication of Countering the Conspiracy to Destroy Black Boys—probably Kunjufu’s best-known book—in which he analyzes and offers alternatives to the frequent failure of black males in school and in the marketplace.

In Kunjufu’s view, there exists a “conspiracy” against black males, and he indicts all teachers, parents and especially adult black males who fail to provide the support and discipline needed to keep black males off the streets and in the classroom. For Kunjufu, the self-perpetuating cycle of failure for black males begins in poor school performance, turns to street life, and leads to the fathering of yet another generation of boys without adequate male role models—resulting in the prevention of black males from attaining positions of social and economic power.

Kunjufu has developed counter-strategies to this con-

14

Dr. Agnes DeWitt of the Dept. of CIPS offered “Surviving in a Hip-Hop World.” DeWitt explained that the session was specifically designed for students, parents and mentors from Durham’s Healthy Start Academy. “We discussed Dr. Kunjufu’s book, Hip Hop Street Curriculum–Keeping It Real,” said DeWitt. “The students had read the book ahead of Dr. Agnes DeWitt time, and Dr. Kunjufu was impressed with the questions they asked. He also gave them a homework assignment to list careers for all letters of the alphabet.”

From the SOE’s Communication Disorders Department, Dr. Sandra C. Jackson and Dr. Sheila Bridges-Bond offered “Language and Literacy Enrichment and Development for Underserved Children.”

Jackson explained, “We talked about various pro- Drs. Sheila Bridges-Bond and Sandra grams, strat- Jackson egies, and activities that support the language and literacy needs of underserved preschool to early school-age children.” Bridgspiracy in a number of his other books. In 1986’s Motivating Black Youth to Work, he suggests that black Americans shift the basis of their value system from money to the encouragement of each individual’s natural talents, a shift Kunjufu characterizes as a difference between European and African value systems. The author casts doubt on the usefulness of jobs programs in and of themselves; in a culture saturated with images of luxury and the power of money, minimum-wage jobs can hold little attraction for today’s young black men and women. Kunjufu instead urges that each black child be helped to identify and cultivate his or her talents; from these discoveries, the child must build a means of livelihood, preferably, according to Kunjufu, by starting his or her own businesses. But in order to do this, children need the support and discipline of strong, loving and concerned parents.

In another of his books, 1984’s Developing Positive Self-Images and Discipline for Black Children, Kunjufu

es-Bond also noted, “Children with language impairments often develop substantial literacy learning difficulties, and a significant number of typically developing children do not achieve basic reading levels.

The strategies and activities we presented help children develop the language and literacy skills that lead to success in school.”

Dr. Laurell Malone of the Department of Educational Leadership, Research and Technology was assisted by three of her graduate students (Heather Bowling, Ayanna Jones and Kimberly Mitchell) in presentDr. Laurell Malone ing “Ubiquitous Learning— Anytime, Anywhere: Effects of Mobile Devices on Teaching and Learning.” Noted Malone, “Research supports the use of mobile devices in education as tools to advance children’s learning in this digital age. We showed how mobile devices can be used to teach and prepare ‘screenagers’ for the 21st century.”

Another faculty member used the occasion to showcase graduate students. Dr. Theodore Pikes, chair of the Department of Special Education, worked with Melvin A. Diggs II, James Williams, Nia Downing, Frances Jenkins and Phi Nguyen.

“My job was really to assist them,” said Pikes. Stepping in Dr. Theodore Pikes to lead the session at the symposium was Dr. Sharon Spencer, the SOE assistant dean. The

workshop—“PROJECT ICU: Instructional Strategies for Teaching Comprehension Skills to Underachieving, Struggling Readers”—addressed one of the most urgent concerns in schools. Explained Pikes, “The lack of achievement of struggling readers is also a major issue for ethnic minority students, including those with disabilities. Extensive research documents the need for effective, evidence-based instructional practices and parental involvement strategies that will promote reading comprehension for struggling readers. My students demonstrated promising culturally responsive instructional and parental involvement strategies for improving the comprehension skills.”

Justin Smith, a graduate student in the SOE’s Master of School Administration Program, offered “Best Practices for Motivating African-American Students.” The presentation highlighted several research-supported practices that have proven to be effective in motivating African-American students academically. “I provided innovative ways to incorporate African-American culture into the curriculum,” said Smith. “After I provided some practical strategies, the session participants brainstormed ways to incorporate these practices at every grade level and in all subject areas.”

Cox praised a number of contributors. “It takes a lot of people to create a successful event,” she said. “Certainly my SOE colleagues were instrumental. We were also ably assisted by our wonderful sponsors—the NCCU Chancellor’s Office, Durham Public Schools, State Farm Insurance, Wake County Public Schools, and the Durham Association of Educators.”

Dr. Ramona Cox

cites a University of Chicago study of 70,000 schools across the United States; the study concluded that the most important factor in a pupil’s performance was the expectations of his or her parents and teachers. This conclusion supports Kunjufu’s belief in the utmost importance of parental interest and support for schoolwork, along with the stimulation and challenge of talented teachers. In this, as in all of his books and workshops, Kunjufu finds in the family the only effective defense against what he views as an inherently racist society; he particularly stresses the critical role of black men as role models and providers of discipline.

Right: After his keynote address, Dr. Kunjufu—assisted by Dr. Harvey Hinton III (upper left)—autographed books for a throng of admirers.

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Teacher as Superhero

New book lauds creative classroom teachers, offers 21st century ideas to captivate students purpose was to help teachers see ways they could readily inWhen they’re not fighting crime, Drs. Sandy A. Vavra tegrate ICT literacy into the learning environment.” And so and Sharon L. Spencer cleverly disguise themselves as they created CLASH!: Superheroic, Yet Sensible, Strategies NCCU professors of English and education. Buoyed by the for Teaching 21st Century Literacy Despite the Status Quo, success of their first book, The Perfect Norm, this dynamic published by Inforduo set their sights on a new project. mation Age Publishing of Charlotte.

“We’re serious Teachers may writers and educanot have to battle tors,” said Assistant SOE dean Spencer, Spiderman’s Dr. Octopus, but they “but as teachers we typically confront know the value of arch-villains like Mr. making learning challenging and fun. As Overwhelmed and writers, we also want Ms. Apathetic on our work to be chala daily basis. “Our book offers practilenging and stimulatcal, authentic, doable ing as well.” ideas,” said Vavra.

“Our first book For example, one focused on differsection of the book— entiation, while this “From Indiana Jones book stressed the importance of teaching to Buzz Lightyear: through information Moving Literacy and communication from the Temple of technologies (ICT),” Memory to Infinity said Vavra. “We don’t and Beyond”—capdismiss traditional tures the paradigm methods, but today’s shift in the world and generation of learners in the classroom. “In can connect through the 21st century, stua variety of media— dents are not relying computers, websites, as much on memsmart phones, DVDs, ory,” said Spencer, photography and vid“but they must learn how to access and efeo.”

As teacher advofectively utilize the Super Teacher strikes again! cates, they wanted to incredible amount (a The cover of the new Vavra/Spencer book—depicting the explosive expand upon their first little ‘infinity’ here) drawn by Vavra’s daughter, Jess. energy and power of its content—was book, while also praisof information avail-

ing the creative teaching currently taking place. The initial idea was to present the effective teacher as a kind of superhero and give their book the look and vibe of a comic book. “So often teachers get a bum rap,” said Spencer, “when all they need is some support fighting off the evil-doers and nay-sayers. Our ultimate

16

able to them. We expect students to know, manage and manipulate all of this information in order to come up with new ideas, new jobs and new futures.”

Spencer continued her illustration. “In the 1980s people were thumbing through card catalogs in the library and piec-

ing together research from the available books and magazines in the stacks,” she explained. “However, nowadays these sources are available via the Internet to our students’ handheld devices—their cellphones, iPads and iPods.”

What does this mean for the teacher? “Today’s tech-savvy teacher might incorporate a multi-modal project versus a traditional research paper,” explained Spencer. “The project would be filled with strong images like digital photographs, illustrations and even video. There would be text to read, but there might also be recorded passages. Links would take the reader/viewer to additional sources of information.

There could also be desktop publishing items—like fliers, brochures and catalogs—within the project. Teachers may provide programs like Glogster, in which students create interactive, online posters.”

The result? Well, it’s not your parents’ term paper. “It’s quite remarkable how interactively young children are able to communicate,” Spencer said. “Very young children are shooting video with their flip cameras, and then they are editing their movies. They are recording original music with programs like Garage Band.”

“It’s not as radical as it sounds,” explained Vavra. “We haven’t abandoned reading and writing. They are still at the core of the learning process. We aren’t replacing pens and pencils with cameras. Reading and writing are still crucial from the start, especially at the planning stage. Before visual compositions, like films, are made, they begin as ideas that are expanded through writing. Then comes revision and polishing. As advanced as we are, there are still plenty of ‘old school’ elements that are, and will always be, crucial to the learning process.”

Their first chapter, “The Cold, Hard Cash of Truth about Literacy in the 21st Century,” established the theoretical, research base of the book. The next step was to create their own Legion of Superheroes, so they reached out to colleagues from universities and public schools.

“These are our Wonder Women and Wonder Men,” said Spencer. “They soar high with ideas, but bring those ideas down to earth for the teachers.

Our authors are passionate educators with experience at various levels.”

The book’s chapters cover a variety of topics and strategies: “ ‘And Now ... A Word from Our Students’: Creating Better Writers and Thinkers

By Having Students Study, Write and Film TV Commercials” (Tom Scheft); “Superheroic Resourcefulness: Expanding Literacy and Engagement through YouTube” (Sarah Wynn); “Popular Culture as a Sponsor of Literacy: Confronting the CLASH! BOOM! POW! In the Basic Writing Classroom” (Tabetha Adkins); “Making Messes and Meaning with Wikis and Blogs” (Collie

Fulford); “Teaching Media Literacy, ‘Writerly Confidence,’ and Cultural Awareness with This I Believe” (Rachelle S. Gold); “Teaching Poetry in a Freestyle World: A Pedagogy for the Unimpressed” (Lisa Carl); “Capitalizing on Digital Literacy: Visual Rhetoric, the Graphic Novel and Academic Identity” (Sara Littlejohn and Hephzibah Roskelly); “Unraveling the Riddler: New Media, Technology, and Literacies in Exploring Heroes and Superheroes” (Sarah M. Henchey and Spencer); “Changing the World–One Zip Code At a Time” (Stefanie Frigo); “New Media as Instructional Supports in Inclusive Classrooms” (Doris K. Tyler); “Taking Risks and (Re)defining Expertise: Facilitating the Move From Consumption to Production in the Use of Digital Media” (Colleen Reilly); “Composing Digitally and Learning Languages: Using Linguistic Models of Competency to Teach Multimedia Assignments” (Mark Pepper); “Remembering: The Past and the Future” (George Pullman); and “Grappling with the Infonauts: Archival Literacy and the Fight for Memory” (Tom Sura).

Among those authors are five NCCU professors: Tyler and Scheft from the School of Education and English Department faculty members Gold, Fulford and Frigo.

CLASH! is no stodgy educational tome. It starts with a cover that resembles a comic book—thanks to Vavra’s daughter Jess, an honor-roll student at The Art Institute of Raleigh-Durham majoring in interactive media and web design. “She captured our vision of a superhero teacher,” said Spencer.

Writing and editing a book is a challenging, time-consuming task, but Vavra and Spencer have a special system that clearly embodies a Superman-sense of truth, justice and the American way. Spencer explained their process: “OK, it usually starts like this ... One of us says, ‘I have an idea.’

And the other one says, ‘OK, let’s have lunch. Subway salad or Thai Café?’ The answer varies depending on the distance from payday.”

When they start talking, the ideas flow easily.

“It is almost seamless sometimes,” said Spencer. “We do have times when we disagree.

I’d compare us to bantering hens on those occasions, but we actually end up laughing, and we always feel really good about our finished products.”

CLASH! may be ordered through the IAP website (http://www. infoagepub.com) or purchased at amazon.com or barnesandnoble.com.

It’s a bird! No, it’s a plane!

Actually, it appears to be superhero with a strong resemblance to author/assistant dean Dr. Sharon Spencer.

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‘Navigating the ups and downs’

Three SOE authors write student teaching guide

management. “This is the crucial element for a successful Student teaching, the culminating event for an educateaching career,” she remarked, “but it’s particularly tricky tion major, can be—as Charles Dickens put it—the best of during student teaching when you’re managing another times and the worst of times. Typically, it is a fulfilling capstone experience that lets students know they have chosen a teacher’s class.” career that will improve and enrich the lives of students for “I am most proud of our practical piece at the end of years to come. But student teaching is not without its chaleach chapter,” said Dunston. “We included Read About It (additional print and web resources), Think About It (relenges, stresses, frustrations and anxieties.

If only there were a book to help a pre-service teacher? flecting on the actual student teaching experience), and There is ... The Ultimate Student Teaching Guide (ThouTry It (targeted activities that help student teachers move through and understand the internship experience).” sand Oaks, Calif.: SAGE Publications) written by Drs. Kisha Daniels, Yolanda Dunston and Gerrelyn Patterson.

These ideas were first tested on student teachers during “The message behind the book is simple and profound,” spring 2011. “They did a wonderful job reflecting on their said Dunston. “Student teaching is a process, a journey; it’s experience and trying out new strategies using our activities not a race. Our book gives student teachers the practical as a guide,” said Dunston. skills for navigating the ups Some good-natured comand downs. It also recognizes petition kept the project moving forward. “We loved the late and validates the differences in night emails we would send experiences of nontraditional each other as we wrote and students, including those seekedited,” said Daniels. “Many ing a career change, and teacher nights we were up firing quesassistants who would like to become licensed teachers.” tions and outrageous jokes and Their advice and examples ideas back and forth to each other into the wee hours. Somecome from years of teaching, working with teachers in the times, it was a contest to see field, and working with student who would be up writing the longest. We each took our turn teachers. Patterson has been winning that title.” the coordinator of the Middle Other times, remembers Grades Program for five years. Ultimate authors (left to right): Drs. Kisha Daniels, Patterson, “it was a contest to Dunston has been the Elemen- Gerrelyn Patterson and Yolanda Dunston see how funny we could be. tary Education Program coordiWith all the late night laughing out loud, we’re surprised nator for six years. “During that time we’ve had a chance to see the good and the bad and the great,” said Patterson. our families got any sleep at times.”

Each collaborator brought something special to the Finally seeing the book cover—with their selected image, title, and names in print—allowed them to exhale. project. “First and foremost, we’re friends,” explained Daniels. “We complement each other tremendously. While we “This was an accomplishment we won’t soon forget,” said Dunston. each bring different writing and work styles to the table, mutual respect allows us to embrace these differences and It is an exciting conclusion to a concept that emerged have them mesh.” from casual conversation years ago. “We would get together and discuss our current and future research projects,” said Still, three authors working together simultaneously is Patterson. “However, many of our conversations would cirtricky. “We have about 100 different versions of the manuscript with various revision dates on various computers,” cle back to effective teaching and the importance of the student teaching internship. We always talked about our own said Dunston. “At the start the editing seemed an endless spiral of madness. Thankfully, we got over that hurdle.” experiences in the field and how much they mirrored our students’ experiences.”

Daniels’ proudest contribution was creating a chapter They would take turns saying how they wished their that incorporated and condensed an overwhelming amount students knew some of their important lessons before they of social psychology information and theory. “It is userwent into the field. Patterson started writing many of their friendly and easy to read, which was no simple task,” she ideas on napkins. “The book went from informal discusnoted. “That chapter was revised at least five times.”

Patterson is most proud of her chapter on classroom sions to napkins, and the rest is history,” said Daniels.

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SOE honor society receives literacy prize

The Literacy Alive! Project of the SOE’s Psi Gamma Chapter of Kappa Delta Pi received a $200 award.

The good news came in a letter from Karen DeLawter, the Literacy Alive! coordinator, and Barb Richardson, the foundation director for the international honor society in education.

The chapter won for putting together a “Spectacular Night of Books” on March 31 at Durham’s Spring Valley Elementary School for 250 students, 200 parents and 30 school staff members.

The students, ranging in age from 5 to 11, came to school that night dressed as their favorite character from one of four themes: baseball, Dr. Seuss, fantasy and folktales. “Twenty KDP members entertained the students with readings, discussions and crafts, which connected the books to listening and comprehension skills, creativity and imagination,” said Jessica Crosby, the program organizer and a senior elementary education major. “The students were so

excited sharing this experience with their parents.”

Shortly after the students finished these activities, they gave music performances they had rehearsed with their music teacher. After that, the evening culminated with refreshments and a book raffle.

The event’s success has inspired the KDP chapter, according to Crosby. “We’d like to make this a yearly event involving several Durham schools,” she said. “We want to keep parents involved in supporting student success.”

“This was a fun night of promoting reading and literacy skills,” said KDP associate counselor Dr. Nancy ReeseDurham. “We wanted to show that reading is fun and not just something confined to the school day.”

The prize money will be put to good use. “We are trying to build up money in the treasury to support student travel to conferences and support next year’s Literacy Alive! project,” said Reese-Durham. “We’ll need to buy supplies, books, food and other necessary items.”

Kappa Delta Pi International Honor Society in Education, May 2011

Top Row (left to right): Kasia Chojkiewicz, Carly McGee, Dr. C.E. Davis, Holly Abdallah, Crystal McNeil, Pamela Age, Charnice Person, Brooke Malloy, Michael Gilbert, Eugene Perry. Third Row (left to right, starting in front of Davis): Ryan Gale, Breona Davis, Jalysa Anderson, Adrianne Stevens, Christy Johnson, Donald Barringer, Dr. Cheresa Clemons, Johnicia Simmons, Jessica Crosby. Second Row (left to right): Jacinta Adams, Bianca Brodie, Amanda Berry, Jasmine Bess, Betsey Spencer, Lavonne Stover, Lisa Gerardi, La’Toria Elliott, Jessia Kearney, Candace Taylor, Morgan Huggins. First Row (left to right): Dr. Jeanette Beckwith (associate counselor), Dr. Nancy Reese-Durham (associate counselor), Dr. Dorothy Singleton (counselor), Dr. Agnes DeWitt (associate counselor), Sherri Chapman (outgoing president).

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Faculty Accolades for 2011 After being awarded an iPad in the SOE faculty competition last year, Dr. Sheila Bridges-Bond introduced the technology to her graduate clinicians in her Assistive Technology for Infants and Preschooler’s Project Clinic.

Her interview on “Cultural and Linguistic Diversity and AAC Technology” was published in the April issue of Family Center on Technology and Disability.

Bridges-Bond, Dr. Robin Gillespie, Jonise Cromartie Brown and Shameka Johnson presented “Universal Design for Learning, Augmentative Communication/Assistive Technology in Multicultural Contexts” at the 2011 National Black Association for SpeechLanguage and Hearing National Convention in April.

In March, Dr. Prince Bull presented “TPACK Model Integration: Preparing Preservice Teachers to Teach with Technology” at the Society for Information Technology and Teacher Education International Conference in Nashville, Tenn. He also presented “Spatial Constructivist Thinking Theory: A Framework to Address Needs of Digital Visual Learners” at the World Conference on Educational Multimedia, Hypermedia and Telecommunications.

Bull co-published two articles— “Using Multimedia Presentations to Promote Literacy in a First Grade Social Studies Classroom” in The California Reader Journal and “Mobile Learning: Enhancing a Pre-Algebra Course at a Community College with Text Messaging” in The International Journal of Instructional Technology and Distance Learning. He also published a book chapter, “Using Spatial Constructivist Thinking Theory to

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Enhance Classroom Instruction for Students with Special Needs,” in Communication Technology for Students in Special Education and Gifted Programs.

Bull is the principal investigator of a $75,000 grant sponsored by UNC General Administration, “Learning Laboratory Initiative Partnership: Designing Instruction for Blended Learning, Online Delivery and a Faculty Mentorship Model to Promote 21st Century Teaching and Learning.”

He was the program chair for the Third Annual Technology Institute for Educators in June, and also found time to be a grant reviewer for the National Science Foundation.

In November, Dr. C.E. Davis presented a roundtable discussion, “Supporting Initially-licensed Teachers Through Graduate Student Action Research Projects,” at the Symposium on Excellence in Middle-Level Teacher Preparation. This discussion was expanded upon and submitted as an article to The Association of Teacher Educators Middle Level Special Interest Group Newsletter.

In the spring, Davis published “Goal-Focused Reviews for State Assessments in Mathematics” in Academic Leadership The Online Journal.

He presented “Using Literacy Strategies to Aid in Mathematical Problemsolving” at the Georgia Conference on College and University Teaching.

Davis made three presentations during the fall: “Exploring Teacher Candidates’ Mathematical Reasoning,” “Candidates’ Implementation of Teacher-related Tasks to Incorporate Literacy and Mathematics: Lessons Learned” (with Dr. Nancy Reese-Durham) for the Association for the Advancement of Educational Research Conference, and “Investigating Pre-service Candidates’ Images of Mathematical Reasoning” at the annual meeting of the North American Chapter of the International Group of the Psychology of Mathematics Education.

In May, Davis was initiated into the Psi Gamma chapter of the Kappa Delta Pi International Educational Society.

Carmen E. Dorsey continues to serve as a board member for Carter Community School, on professional committees, and on a review team with a local agency. “I am excited to report that the Josephine Dobbs Clement Early College High School continues its progressive movement with its recent and, by far, largest senior class to graduate last May,” she reported.

As with previous graduating classes, the tradition continues with nearly 94 percent of the graduates planning to immediately continue college. Forty-one percent of the seniors chose to remain at NCCU to complete their college degree, while other classmates will attend Columbia University, the University of Maryland, Fisk, Spelman, Hampton, East Carolina, Elon, Peace, UNC-W, UNC-CH, UNC-G, and N.C. State, N.C. A&T, Fayetteville State, WinstonSalem State, the N.C. State College of Design and the armed services.

“Early college high schools continue to prove that student achievement, dropout rates and academic outcomes improve when the right support, technology, and resource systems are connected,” said Dorsey. Clement Early College has held a consistent track record of making Adequate Yearly Progress (AYP) and remains one of the highest-ranking schools in the district.

Dr. Beth Harris, coordinator for the Visual Impairment Training Program, published “Effects of the Proximity of Paraeducators on the Interactions of Braille Readers in Inclusive Settings” in the Journal of Visual Impairment and Blindness. “I found the closer a paraprofessional is to a student with a visual impairment, fewer interactions take place between the student and the teacher,” said Harris.

She presented “Working with Paraprofessionals in the Public School Setting” at the N.C. Conference on Visual Impairment and Blindness.

Dr. Harvey Hinton III continues teaching character development to students at New Horizons Academy (NHA) and collaborating with NHA teachers in evaluating curricular goals

and outcomes and improving teacher pedagogy. Hinton has been joined by Drs. Dorothy Singleton, Jeanette Beckwith and Wanda Coneal in providing professional development workshops and mentoring for NHA teachers in culturally relevant pedagogy, student assessment and literacy.

“I am deeply concerned about issues of social justice,” said Hinton. “NHA provides educational opportunities for students experiencing challenging situations in the traditional high school setting. The majority of the students are African-American, and they reflect a community of young people commonly described as disadvantaged, low-performing and at risk of dropping out.”

As part of his work, Hinton is leading the teachers in an action research project aimed at improving their teaching practices by examining the teachers’ interactions with students to address students’ cognitive, social and emotional needs, while adhering to state and national academic standards.

“Working with the students allows me to better understand various barriers that impede the development of young people, as well as determining motivational strategies and approaches that promote growth,” said Hinton.

“This generation responds to technology. I am particularly impressed at how well students connect with instruction from Apple’s iPad.”

Dr. Sandra C. Jackson spoke at the Albert Schweitzer Fellowship Symposium at NCCU on Sept. 20. “I talked about my mentorship and advisement of Schweitzer Fellows Rachel Dent and Kelli York, and I introduced the two new Fellows I work with, Jonet Artis and Sara Hopson,” said Jackson. “The symposium’s goal was to introduce the Schweitzer fellowship to NCCU and encourage more participation from faculty and graduate students.”

Jackson gave a poster presentation, “Development of the Fictional Narratives of African-American Preschoolers,” at the American Speech-Language Hearing Association on Nov. 17.

This December, Guilford Press will publish Preparing Effective Special Education Teachers by Dr. Nancy Mamlin. “Since 1974, this is the first book written on how to prepare special education teachers,” said the author. “It will be part of the series What Works for Special Needs Learners, which includes other titles of interest to special educators and teacher educators.”

Working with colleagues from other institutions, Mamlin gave two presentations: “Supporting Student Athletes with Learning Disabilities Transition to University” in April at the Council for Exceptional Children’s Annual Conference and “Activities to Enhance the Development of Culturally Re-

sponsive, Collaborative Teacher Candidates” in November at the Teacher Education Division of CEC’s Annual Conference.

Dr. Gwendolyn Keith Newsome is vice chair of the North Carolina Board of Licensed Professional Counselors.

She was also elected to serve as chair of the Ethics Committee for the board.

Gov. Beverly Perdue appointed Newsome to the board, which is empowered by the state to regulate the practice of counseling and to ensure the protection of public health, safety and welfare.

“This is a crucial time to serve, because the board has initiated a new licensing structure for professional counselors,” she said. “We are issuing an initial Licensed Professional Counselor Associate (LPCA) credential, which allows beginning counselors to accept payment for providing counseling services while under the supervision of a licensed clinical supervisor.

After completing 3,000 hours of supervised practice, the LPCA becomes a full Licensed Professional Counselor.”

In her position on the board, Newsome also facilitates approval of study and training courses for licensure and renewal for counselors. Educational requirements for applicants are regularly reviewed at board meetings.

She notes that counselors may also apply for the new Licensed Profes-

On July 1, 2011, Dr. Grace Hao and Katrina Miller led a study-abroad trip to China with four graduate students from the Department of Communication Disorders. The group traveled to Hong Kong, Shenzhen, Guangzhou and Beijing. They visited 15 sites—which included hospitals, special schools, orphanages, senior centers, private training centers and rehabilitation centers.

“The trip was to promote our students’ cultural sensitivity, as they worked with clients from different cultural and ethnic background,” said Miller. “The students engaged in intense conversations with professional personnel to get a deeper understanding of the organizations, their management and the different delivery models adopted and modified by each individual center to meet the needs of their patients.”

During collaborative therapy sessions and observations, the students shared their knowledge and skills with the children and Standing in the lobby of the Majestic Hotel in Guangzhou, China are (left to right) Katrina Miller, Yalonda professionals. Students collaborated with Chinese professionJohnson, Erika Ramos, Courtney Long, Shauna Phil- als to conduct several research projects to study further cultural lips, and Dr. Grace Hao. variations in knowledge and perception of disabilities.

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sional Counselor Supervisor credential. “Since this is a new process, we want to be sure applicants are well informed,” she said.

Dr. James Osler developed and implemented the online virtual portal for the NCCU and Hillside New Tech High School partnership. The grantbased project allows the faculties to collaborate on creating dynamic 21st century teaching techniques and tools for student learning. Over the summer Osler trained New Tech faculty in instructional design, distance education course design, and instructional content production.

At the Third Annual Technology Institute for Educators, Osler demonstrated visual programming and interactive game design to teachers by using Scratch software developed by the Massachusetts Institute of Technology.

He is also serving as an editor for the International iManager Journal on School Educational Technology.

Dr. Deniz Palak is secretary-treasurer for the American Educational Research Association, the largest educational research organization in the U.S. She serves as a proposal reviewer for the organization, while also reviewing proposals for a peer-reviewed journal in teacher education, Excelsior.

Palak presented “Teacher Metacognition and Structure of Knowledge through Metacognitive Tools” at the 2011 Society for Information Technology and Teacher Education.

She delivered a teacher development workshop at the North Carolina Visual Impairments and Blindness Association’s spring conference.

Dr. Nancy Reese-Durham presented “Teacher Know Thyself: Reflections from Teachers About Their Ability to Effectively Teach Social Studies” at the Association of the Advancement of Educational Research (AAER) Conference in February.

Having served as a member of the Board of Examiners of the National Council for the Accreditation of Teacher Education for three institutions, she

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now serves as co-chair of membership on the Board of Directors for AAER. Last spring, Reese-Durham read stories each week to first graders at Eastway Elementary School. “The experience was rewarding, providing me an opportunity to interact with a grade I had taught for six years,” she said. “I also recorded the class’s black history program in February and provided a DVD copy for each family.”

This fall, she designed a collaborative activity with third grade teachers at Parkwood Elementary School that allowed SOE preservice teachers to apply reading skills and strategies while working with elementary students. She explained, “Our students used the third grade pacing guide and the state standard course of study curriculum guide to write lesson plans for each weekly session. The third graders were tested before and after the experience to determine their growth in literacy.”

Dr. Diane M. Scott has agreed to serve a fourth year on the American Speech-Language-Hearing Association’s Board of Ethics (ASHA).

In June, Scott and a colleague presented a web/telephone seminar, “Real Ethics: Applying the Code.” The seminar is available for CEU credit through ASHA. Dr. Timothy Seigler has been certified by the Supreme Court of North Carolina and the North Carolina Dispute Resolution Commission to conduct mediated settlement conferences regarding civil actions. This authorizes him to assist in resolving legal disputes regarding special education and other civil matters.

Dr. Dorothy Singleton was listed as one of the top 40 inspirers in America

by InSpire Magazine.

She is busy working on her book, Unsung Heroes of the Civil Rights Movement: Profiles and Lessons Learned, which has a summer 2012 deadline. “I am writing two chapters that deal with the St. Augustine Four and Emmett Till,” said Singleton. “April Holbrook, a master’s candidate from NCCU, will

collaborate with me on a chapter about Stokely Carmichael.”

Three other writers are involved.

Dorothy Hines, a Ph.D. candidate from Michigan State University, is profiling Irene Morgan Kirkaldy. Dr. Tom Scheft is covering crusading journalist Andrew “Mac” Secrest, also the first director of NCCU’s Media-Journalism Program. Dr. Brenda Martin, from the University of Arkansas at Pine Bluff, is portraying Rachel Robinson.

Last year as program coordinator for the Master’s Program in School Administration (MSA), Dr. Alisa Taliaferro developed two degree tracks and one add-on licensure track toward certification as a school administrator. “I instituted the summer add-on licensure program, in which students would take their core curriculum classes and begin their year-long internship in the fall,” she said. She created a distance education program for school administrators for a local school district, as well as authoring the MSA Online Degree Program, which should begin spring 2012.

She also created the MSA Second Degree Program, which led to the largest MSA graduation class (38 students) in the past five years.

She was project director of the MSA Revisioning Program for 21st Century School Leaders. This past year, the program was reauthorized, accredited and noted for its unique focus on educating culturally responsive leaders.

Taliaferro had four research proposals accepted by the National Association of Multicultural Education, the Hawaii International Conference on Education, the 3rd Paris International Conference on Education, Economy & Society, and the Association for Supervision and Curriculum Development.

She is awaiting publication of two articles: “Understanding the Way Students Speak: A Guide for School Leaders On Creating Conceptually Safe Educational Environments for Optimum Student Learning” and “It is Simple, but Not Easy–Culturally Responsive Leadership and Social Capital: A Framework for Closing the Opportunity Gap.”

Taliaferro also conducted a study, “Measuring Preservice Master’s of School Administration Candidates’ Social Capital as a Predictor for Culturally Responsive Leadership.”

By incorporating service-learning pedagogy in her undergraduate courses to strengthen school and organizational partnerships with NCCU, Taliaferro found the projects “life-changing” for all involved. “My students experienced firsthand the positive impact they can have on students,” she said. Projects took place at UNC-Chapel Hill Children’s Hospital, John Avery Boys and Girls Club, Y.E. Smith Museum School, Salvation Army Boys and Girls Club, C.C. Spaulding Elementary School, and W.G. Pearson Elementary School SAS Mentoring Program.

Dr. Doris K. Tyler presented “Supporting Students with Special Needs in the Elementary Science Classroom” for the N.C. Science Teachers Association Conference in November. “Students with mild disabilities are usually taught in the general education classroom for

most of the day,” said Tyler. “Science can be an exciting yet challenging subject for them. Universal design for learning guidelines can help teachers meet the diverse needs of students in their classrooms. Simple strategies— such as the use of graphic organizers, modified outlines, podcasts and digital books—can be great support tools for learners with special needs.

Tyler published “An Exploration of Instructional Support Use in a Secondary Science Classroom” in the Journal of the American Academy of Special Education Professionals. “As classrooms become more diverse, culturally responsive educators need to find multiple strategies to address the varied learning preferences in their classrooms,” explained Tyler. “By the time students enter secondary education, the expectation is that they are capable of reading and organizing information from a text. However, all of our students do not come prepared with the essential skills to benefit from instruction. This can be especially true with science content. My article explores

Dr. Gerrelyn Patterson’s spring EDU 3150 class created a “Going Green” initiative as part of a servicelearning project to help W.G. Pearson Magnet Middle School. They formed two groups: the garden group and the science fair group. The garden group created and taught lessons on nutrition to Ms. Colbert’s 6th grade science class, and then they all revamped the

school’s decaying garden by fortifying the soil and planting several varieties of lettuce. SOE 3150 student Carly McGee spearheaded the project and got the students excited about getting their hands dirty and maintaining the edible garden. “The garden turned out beautifully,” said Patterson.

The Science Fair had an Earth Day theme. EDU 3150 students transformed

W.G. Pearson students use bamboo poles to ready the soil for planting. EDU 3150 student, Carly McGee (right), holds a tray of lettuce plants.

the use of varied instructional supports to facilitate better access to the curriculum for diverse learners, especially those with special needs. Students were provided text materials, podcasts, and digital books. Surveys indicated that students used the text-based materials most frequently.”

Dr. Peggy Whiting attended the annual conference of the Association of Death Education and Counseling (ADEC) held in June to chair the organization’s Certification Examination Committee, which is responsible for the international certification of grief counselors and educators. During April, she produced a webinar that trained writers for the certification examination. Additionally, she served on a conference panel, “From Student to Professional: How to Succeed in Thanatology,” and co-presented a paper on peer bereavement among adolescents of color.

Whiting and Dr. Edward Moody published an article on the impact of the Ft. Hood killings upon the military community for The Forum, an ADEC the media center into an environment of inquiry filled with small projects and manipulatives for the middle school students to explore. One station taught about the importance of going green; one described the water cycle and its importance to the environment; another explained the recycling process. The recycling team also set up recycling bins inside the lunchroom that will be maintained by the student council According to Patterson, “the service-learning project was successful on many levels. Pearson students learned how to help maintain a healthy earth, while SOE students learned firsthand about their ability to effect change in and out of the classroom.”

The class raised money for the projects with the help of faculty members and the dean of the School of Education. After completing the projects, Ethan Smith, a Teaching Fellow and one of Patterson’s 3150 students, created a class website devoted to the project (http://edu3150.weebly.com).

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journal. The article appeared in a special April issue on public disasters and resilience. In the journal’s October issue, an article by Whiting described the Bereavement Pathways Project in England, where hospital and community practitioners have connected to bridge the gap of service to bereaved patients and their survivors.

Whiting presented with Texas Tech colleagues at the Southern Association for Counselor Education and Supervision Conference in a roundtable discussion titled “Electronic Communication with Clients: Is There a Problem?”

Dr. Diane Wormsley continues her work in visual impairment and blindness in numerous ways. She represents the International Council for Education of People with Visual Impairments on the World Braille Council. She is constructing a comprehensive bibliography of research in braille, which will be presented at the World Braille Council meeting this fall in Germany.

As a board member of the Braille Authority of North America (BANA), she represents the Association for EducaOn May 20, Dr. Eddie Moody, chair of the Department of Counselor Education, flew from Miami to Havana for another trip to teach in Cuba.

Using his book Psychological First Aid, he taught a class to students at the Cedars of Lebanon Seminary in Cuba’s Pinar del Rio region. “This class provided Cuban clergy and health care professionals with the basic counseling needs for individuals in the immediate aftermath of a tragedy,” explained Moody. He also conducted interviews with physicians and clergy regarding the current status of mental health in Cuba.

In addition, he visited with the faculty deans and department heads of the School of Psychology at the University of Havana. “I interviewed the dean, the vice-dean of foreign relations and research, a professor of neuro-psychology, the vice-dean who works with adjunct faculty at other campuses throughout the country, and

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tion and Rehabilitation of the Blind and Visually Impaired. Working with BANA she chairs the Strategic Planning Committee, is co-chair of the BANA Research Committee, and is the board liaison for the Early Literacy Materials Production Committee. She serves on two other boards (the Governing Board of the Hall of Fame for Leaders and Legends in the Blindness Field and the Governor Morehead School for the Blind Board of Governors), and she was recently appointed by the U.S. Deptartment of Education to the American Printing House for the Blind Product Advisory Committee.

She is the principal investigator for two projects: the Rehabilitation Services Administration training grant for Orientation and Mobility and Vision Rehabilitation Therapy training, now in its fourth year, and the ABC Braille Project, which continues to generate publications resulting from its longitudinal study that ended in 2007.

This past year Wormsley published “A Theoretical Rationale for the I-MABLE: The Individualized Meaningcentered Approach to Braille Literacy

Education” in the Journal of Visual Impairment and Blindness.

She coauthored a chapter, “Activities of Daily Living and Individuals with Low Vision,” in the third edition of Understanding and Managing Vision Deficits: A Guide for Occupational Therapists. Another coauthored chapter, “Teaching Students Who Have Sensory Disabilities,” will appear in Research-based Practices in Special Education.

Her passion—helping teachers work with students who are struggling to learn to read braille—is the basis of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE), for which she received a $5,000 Honorable Mention for the Louis Braille Touch of Genius Prize from National Braille Press last year.

She also received a $72,000 grant from the N.C. Department of Public Instruction to train teachers in the use of this approach and to collect data on their implementation of the approach with students who are blind, have additional cognitive disabilities, and have not been successful in learning to read.

a professor of industrial organizational psychology,” said Moody.

After the interviews he gave a presentation about counseling and psychology training in the United States, while providing faculty members with an overview of teaching and training

procedures in our SOE program.

“Some important relationships were established,” he said. “Our department hopes to collaborate with the University of Havana regarding research and assessment tools for Cuba.”

Dr. Moody (standing) works with students at the Cedars of Lebanon Seminary.

The Honor an Educator Program Educators have made a difference throughout our lives. Ask yourself: Who were those significant educators in your past who motivated you to excel, introduced you to your favorite novel, or brought out your creative side and hidden talents? These unsung heroes went above and beyond many times in their approach to coaching, mentoring and instructing. They helped shape you into the person you’ve become today. Perhaps you’ve wondered how you could show them your appreciation for their commitment and the difference they made in your life. When you Honor an Educator, you also support the SOE by assisting in presenting the best prepared teachers, administrators, counselors and educational leaders to the world. All contributions between $1,000 and $4,999 can be designated as a one-time scholarship sponsored by the honoree. Gifts of $5,000 to $10,000 assist in building technical infrastructure, equipment upgrades and professional development. All honorees will be acknowledged on the Donors Tree in the lobby of the H. M. Michaux Jr. School of Education. When you participate, you extend your appreciation in a number of ways. Won’t you honor the educator of your choice today?

The Cecelia Steppe-Jones Endowed Scholarship Fund Dr. Cecelia Steppe-Jones, dean of the H. M. Michaux Jr. School of Education, is planning to retire in 2011. Under her leadership, the SOE has strived to accomplish and exceed university goals, while equipping quality teachers for teaching and learning experiences in classrooms here and abroad. An endowed scholarship has been named for the dean and 100 percent of all contributions will afford deserving education majors financial assistance with tuition, books and room and board while matriculating at NCCU. Consider making a contribution in honor of Dean Steppe-Jones today.

The H. M. Michaux Jr. School of Education Naming Opportunity Program An array of possibilities exist for donors interested in leaving a legacy by naming floors, wings, classrooms, conference rooms and other areas within the building that houses the H. M. Michaux Jr. School of Education on the NCCU campus. The financial requirements for naming opportunities differ, and donors are encouraged to discuss their desires with the development officer for the School of Education. Please help us address current needs and prepare for the challenges of the next century by considering a naming opportunity. We welcome the chance to work with you.

For details on how to make a financial contribution to one of the H. M. Michaux Jr. School of Education development programs, call 919-530-6689 or go to www.nccu.edu/academics/sc/soe/. You may also fill out the card below and mail it to Development Officer / H. M. Michaux Jr. School of Education / 700 Cecil St., Room 2061 / Durham, NC 27707.

I am pleased to support ___ The Honor an Educator Program ___ The Cecelia Steppe-Jones Scholarship Fund

__$5,000 __$1,000 __$500 __$200 __$100 $________

Name ___________________________________________

__check enclosed

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For information on The H. M. Michaux Jr. School of Education Naming Opportunity Program, please call 919-530-6689.

Saba Barnard, a student teacher in art education, works with seventhgrade students at Dillard Middle School in Raleigh.

For more pictures of Barnard and her students, please see the front inside cover.

Teaching Matters H. M. Michaux Jr. School of Education 700 Cecil Street Durham, NC 27707

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