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MAY 2012


What Works!

From the Dean Dear Alumni and Friends:


elcome to the second issue of the SOE Review, the newsmagazine for the Howard University School of Education (SOE). This biannual publication is designed to inform you about the research publications, policy advocacy, community outreach activities and award-winning efforts of SOE faculty, students and alumni. This volume highlights our work from 2010 to 2012. When President Obama came into office he set a goal of moving the nation from “the middle to the top of the pack in math and science education.” In support of this goal, the President’s Council of Advisors on Science and Technology issued a detailed report with recommendations to improve the federal role in advancing STEM education. According to this report the federal government “should set the goal of ensuring over the next decade the recruitment, preparation and induction of at least 100,000 new STEM middle and high school teachers who have strong majors in STEM fields and strong content-specific pedagogical preparation.”

The SOE is responding to President Obama’s charge in a variety of ways. Our Ready to Teach Program has produced four Teachers of the Year, one of whom was nominated for the Presidential Awards for Excellence in Mathematics and Science Teaching. Under the direction of Dr. Kimberley Freeman, an interdisciplinary team of SOE faculty and graduate students are researching the historically Black college/university (HBCU) model of producing math and science teachers. Their research is funded by a $1.1 million award from the National Science Foundation (NSF). SOE alumni and graduate students serve as principal, teachers, and school counselors at the Howard University Charter Middle School of Mathematics and Science – an award-winning school. And, in 2013 the SOE will unveil its new undergraduate program in elementary education with its intensive on math and science preparedness. The news reported in this issue reflects measures of progress we are proud to celebrate including: • • • • • •

appointment of three Fulbright Scholars studying in India, China and Jamaica education policy forums featured on C-Span unveiling of a new and innovative bachelor’s degree program in elementary education and a joint master’s degree program in school psychology and counseling services first-time National Recognition Status for six preparation programs re-accreditation by the National Council for the Accreditation of Teacher Education (NCATE) national awards from professional associations and learned societies bestowed on faculty and alumni

The theme What Works! was chosen to assert our unique perspectives about and solutions to the nation’s education challenges. This volume is dedicated to our former colleague and friend, Dr. Adele B. McQueen – a lauded early childhood educator and activist who lived to be 100 years old. Enjoy this issue and visit the SOE’s website at Let us hear from you!


Leslie T. Fenwick, PhD Dean School of Education


What Works! Producing African American Science and Math Teachers

What Works! Inspiring Science Curiosity and Achievement

What Works! Igniting a Passion to Learn

What Works! Preparing Young Minds for the World

12 Policy Advocacy •

Dean Fenwick Briefs U.S. Senate

Secretary of Education Arne Duncan Unveils Department’s Civil Rights Database

Secretary of Education Arne Duncan Discusses TEACH Campaign at Howard University

What Works! Psychological and Counseling Interventions for Diverse Populations

Dr. Zollie Stevenson Keynotes at Department of Education Parent Leader Forum

Aspen Institute Holds Forum on Chronically Low-Performing Schools

Law Makers and Education Experts Plot Path to School Success for African American Males


Dean Fenwick Named to National Academy of Sciences Committee

Alumna Dr. Felicia DeHany Named President and CEO of National Black Child Development Institute (NBCDI)

Alumnus Dr. Jean Paul Cadet and High School Featured on ABC

Doctoral Student Michael Powell Selected as the ASCD Young Educator of the Year


Dr. Helen Bond and Dr. Alem Hailu Invited to the University of Cambridge (UK) to Discuss Social Media

Dr. Helen Bond Appointed Fulbright–Nehru Fellow to Study in India

Dr. Fang Wu Appointed Fulbright Specialist in China

Jamaican Fulbright Fellow Selects Department of Educational Administration and Policy for Doctoral Study

Dr. Kamilah Woodson and Dr. Hakim Rashid Study in Brazil and China on Fulbright-Hays Awards

Department of Educational Administration and Policy Hosts Swedish Superintendents

Dr. Mercedes Ebanks on Cuba Health Professionals Visit

Dr. Kyndra Middleton Represents University as Salzburg Global Fellow


Dr. Linda Darling Hammond Delivers 2010 Charles Thompson Lecture The SOE Review


Table of Contents •

Dr. M. Christopher Brown, II Delivers 2011 Charles Thompson Lecture

Public History Program and SOE Co-Sponsor Lecture by Civil Rights Pioneers

SOE Hosts Constitution Day Lecture

DC Area Writing Project Features Dr. Yvette Jackson


University Bids Farewell to Dr. Adele B. McQueen, Early Childhood Education Pioneer

Dean Fenwick Invited to White House Event Honoring STEM Teachers

Doctoral Student Antonio Ellis’ Research Published in Two Books

Graduating Senior Kelsey Purdue Earns First Place in Social Sciences Research Conference

Annual Educator Job Fair Attracts 500 Participants

Miner Building Roof Renovations Complete


Hattie M. Strong Foundation Gift to SOE for Teacher Preparation

SOE Designated by Woodrow Wilson Foundation

SOE Preparation Programs Earn National Recognition Status

SOE Salutes Principal Sue White and Welcomes New Principal Artis Allison

Department of Educational Administration and Policy Prepares Next Generation of District Leaders


Dr. Marilyn Irving Honored as one of the University’s Top Researchers

Dr. Aaron Stills Named Counselor Educator of the Year

Dean Leslie Fenwick Receives WEB DuBois Higher Education Leadership Award

Faculty Named to National and Regional Boards and Commissions

Dr. Lois Harrison-Jones Re-Appointed to NCATE Advisory Board

Dr. Wilma Bonner Discusses Sumner Story on National Public Radio (NPR)

Dr. Ivory Toldson’s Research Provides New Hope for Black Love and Marriage

Dr. Gerunda Hughes Heads Office of Institutional Assessment and Evaluation

CAR Faculty Receive Faculty Senate Awards


Extending Our Pedagogical Reach: Online Learning in the SOE

Howard University School of Education

Executive Editor: Leslie T. Fenwick, PhD

Spring 2012


Editorial Director: Tippi Hyde

SOE Review

The SOE Review is published by the School of


Contributing Editor: Faye Goolrick

Howard University School of Education

Education. The opinions expressed here do not


Layout and Design: International Graphics

2565 Georgia Avenue, NW

necessarily reflect those of the University or its


Copy Editors: June Lung

Washington, D.C. 20059



Executive Assistant: Marie Palin

Phone: 202 806 7340

Please send address changes and alumni information to:

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What Works! Producing African American Science and Mathematics Teachers at HBCUs: Evidence from the Howard University BEST Study By Kimberley Edelin Freeman, Ph.D. Assistant Professor of Educational Psychology, Coordinator of Educational Psychology Program

One of the foremost national education agenda items is to increase the production of a talented and diverse population that can contribute to scientific discovery and advancement for the nation and the world. The important role that science and mathematics teachers play in strengthening America’s science and engineering workforce is receiving increasing attention, and President Obama has called for “an army” of new, highly qualified science and mathematics teachers. Historically black colleges and universities (HBCUs) continue to have a significant role to play in this charge. HBCUs have a strong track record of producing talent in STEM (science, technology, engineering, and mathematics) and education fields. Despite comprising less than 4% of the nation’s colleges and universities, HBCUs confer about 20% of the STEM bachelor’s degrees awarded to African Americans each year and lead all other colleges and universities in producing African American STEM undergraduates who go on to earn STEM doctoral degrees. In addition, more than half of the nation’s African American schoolteachers are products of HBCUs. Nonetheless, the production of African American science and mathematics teachers at HBCUs can be strengthened.

The SOE’s Excellence and Motivation in Education Research Group (EMERG), which I lead, has been conducting a mixedmethod research study examining what works in producing African American science and mathematics teachers at the undergraduate level at HBCUs. The project, the Black Excellence in Science/Mathematics Teaching (BEST) study, is funded by a $1.1 million grant from the National Science Foundation’s HBCU-UP Broadening Participation Research (BPR) Program (HRD-0714958). The purpose of HBCU-UP BPR is to “support research projects that seek to create and study new theory-driven models and innovations related to the participation and success of diverse groups in STEM undergraduate education” (see The BEST study addresses the severe shortage of African American science and mathematics teachers in the nation’s schools and HBCUs’ critical role in the supply and preparation of these educators. We frame our research in social-cognitive and ecological theories, which explain that human development and achievement result from the interaction of individuals in contexts and that how individuals understand and interpret their experiences and environments is related to their success. The BEST mixed method study seeks to answer the following research question: Continued on page 4 The SOE Review


RESEARCH and PRACTICE PERSPECTIVES Continued from page 3 What individual, instructional, and institutional factors are related to success in producing science and mathematics teachers at HBCUs? The study consists of the following three components: •

Qualitative interviews with current African American science and mathematics teachers who are graduates of HBCUs;

A quantitative longitudinal survey of a cohort of STEM majors at one HBCU; and

Qualitative case studies of two HBCU science and mathematics undergraduate teacher education programs.

More than 65 HBCU faculty and administrators and 600 HBCU students, representing 13 four-year public and private HBCUs, were involved in the study. In this article, I will describe briefly what we have discovered from the multiple sources of data about what works in undergraduate science and mathematics teacher education at HBCUs. These factors fall at the individual, instructional, and institutional levels. Each is described below.

Individual: Identity and motivation are essential factors in HBCU students’ success. HBCU students’ positive racial identity, in particular racial pride, is linked with greater motivation and achievement and is nurtured in the HBCU environment. It seems as if HBCUs create a unique psychology of success in their students, which includes being proud to be black and academically driven. When asked about the value of attending an HBCU, many students expressed the following sentiment about seeing blacks as models of intellectual authority in HBCU classrooms: I… experience a special kind of nurturance that will prepare me for a successful career. I want to learn from and with people who look like me. Knowing that prestigious blacks have graduated from black schools shows as motivation and inspiration.

In addition, we found that being a teacher is part of the occupational identity and self-concept of the African American science and mathematics teachers in our study. Many of the


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teachers explained that although they didn’t initially desire to be teachers, once they had a teaching experience, they found they loved it and never turned back. As one teacher described, “When I sent out my resume, I got a call that night for an interview, and they hired me on the spot. . . . I’ve been in teaching ever since.” Thus, it would be fruitful to have as an HBCU institutional priority the identification of potential teachers among STEM majors and other undergraduates. Highly talented STEM students at HBCUs could be systematically recruited into teacher education programs (or at least exposed to them) early in their undergraduate experience. It is not the case that all STEM majors want to pursue graduate school, research, laboratory, or industry work. It is the case that some may find teaching a good fit or even discover a passion for becoming a mathematics or science teacher. Institutions will be more likely to identify these individuals and to get them into the teaching pipeline if they encourage students to consider teaching as a career and provide undergraduates with teaching experiences (e.g., peer teaching in college courses, or teaching in summer camps, middle schools, and high schools).

Instructional: What works is a teacher education curriculum that is interdisciplinary, practice-rich, and focuses on teachers being masters of their subjects and how to teach them. To produce science and mathematics teachers who are highly qualified, teacher education programs need to include education in the subject areas, pedagogy, educational psychology, and developmental science. Moreover, science, mathematics, and education faculty must enhance their collaboration in science and mathematics teacher education. Coordinating course sequencing is necessary, but not sufficient. A more holistic, integrated, interdisciplinary approach to science and mathematics teacher education would be beneficial. For example, science, mathematics, and education faculty can co-teach courses, engage in professional development together, establish faculty learning communities to strengthen their own teaching, and otherwise create connections across the education, science, and mathematics curricula. In addition, early, gradually increasing, and multiple clinical experiences are critical success factors in teacher education.

RESEARCH and PRACTICE PERSPECTIVES Preservice teachers will be best prepared for the PK-12 classroom if they are involved in real classrooms and authentic teaching experiences throughout their teacher education programs. In our study, however, we found that for the most part undergraduate STEM programs were strong at HBCUs, but undergraduate STEM teacher education programs were not as strong. Thus, the challenge for HBCUs is to choose whether to renew, restructure, and reinvest in undergraduate science and mathematics teacher education or to abandon it and use those resources in other ways.

Institutional: The HBCU culture works. HBCUs provide a nurturing, close-knit, familial, and culturally affirming environment for black students, which is a key ingredient to their success. HBCUs have an institutional culture of community and belongingness—and this is a core part of the effectiveness of both public and private HBCUs. HBCU faculty, in particular, play critical roles in the success of HBCU students. Faculty share positive relationships with students and provide students with both academic and emotional support. Furthermore, faculty members (despite their limited resources) have high expectations of students and are committed to student success. Students know this, and this understanding is part of the reason they chose to attend HBCUs.

In conclusion, HBCUs represent educational excellence that is indisputable. The inequities in American K-12 education show up at the doorsteps of HBCUs every day, yet for more than 100 years HBCUs have been preparing and producing–for the nation and the world–black scientists, engineers, and educators who achieve at the highest levels of their professions. Nonetheless, the disparities in the education of African Americans remain entrenched, and so the mission of HBCUs remains relevant and perhaps needed more now than ever.

1. National Academies Press. (2010). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. Washington, DC: The National Academies Press. 2. National Science Foundation. (2012). Women, minorities, and persons with disabilities in science and engineering, data tables. tables.cfm 3. Freeman, K., Alfeld, C., Vo, O. Q. (August, 2001). African American teachers: Just the facts. Fairfax, VA: Frederick D. Patterson Research Institute of the United Negro College Fund.

I would like to thank my collaborator Dr. Cynthia Winston for feedback on an earlier draft of this essay. I would also like to acknowledge the support of the National Science Foundation and the staff who were instrumental in the success our project: Drs. Claudia Rankins, Caesar Jackson, Camille McKayle, James Wyche, and Marilyn Suiter.

What Works! Inspiring Science Curiosity and Achievement Andre Evans wanted to be a teacher, but he had no teacher preparation. Rather, he earned a bachelor’s degree in psychology years ago. When he heard about the Ready to Teach program, he knew it was the answer to a calling delayed. From his first teaching feat -- getting his second graders to love reading–to his recent induction into a Teachers Hall of Fame, Evans has accomplished much during his first two years as a teacher. Evans feels that RtT adequately prepared him to move from a district sales manager into his new role as teacher. “During the RtT Summer Institute, I had a candid conversation with one of my professional mentors, Dr. Irvine Epps, who emphatically drove home the point that education in urban settings is more than books and

knowledge,” says Evans. “Dr. Epps stated passionately that educators have to be able to perceive past the superficial disciplinary issues and get to the heart of the matter. Poverty has wreaked havoc on our students’ mental and physical health, and we, much like the church, must be holistic in nature and attend to the entire student. If that means being a parent, counselor, advisor, coach, or whatever the situation calls for to ensure our students’ success, not only in the educational realm but in life, then it is our responsibility as dedicated teachers to be just that.” Evans observed that the RtT professional mentors and course instructors made it their sole purpose to pass the educational baton to a new generation of teachers they were preparing in the The SOE Review


RESEARCH and PRACTICE PERSPECTIVES teaching, his students’ previous scores in science were average at best. By the end of the year, 100% of his class passed the state TAKS (Texas Assessment of Knowledge and Skills) Science test, a feat never experienced at the school in science. In addition, 38% of the students achieved the state’s commended performance status, meaning that they missed three or fewer questions on the state test.

Summer Institute. “Our educators spent countless hours, from the break of dawn to the late evening, pouring their educational wisdom and passion into our developing spirits,” he says. “Through their instructional and mentoring and modeling styles, they built in us a desire and the will to enter the trenches of the urban educational system infused with a desire to change the status quo and present to those under our tutelage a more excellent spirit of education. The strength and educational legacy of our exceptional African American educators was systematically transferred from their generation to our generation.” Dr. Kenneth Anderson, one of RtT’s instructors, taught Evans and his classmates that getting children to read is more important than what they are reading. Evans did not let the fact that his school did not have a library stop him from getting his second graders to read. He went to the public library every week and chose books at varying reading levels that he knew his students would love. He put the crate of books in the middle of the room and told his students to “get comfortable and read,” even if that meant taking off their shoes. His principal, a little wary about Evans’ unconventional method, kept close watch on the progress of the program, but he trusted his enthusiastic new hire – with good results. The second grade students’ test scores and comprehension dramatically improved across the board; some improved to 4th- or 5th-grade levels; and, perhaps most important, these young students began to love reading. They were disappointed when time didn’t permit them to read. Not surprisingly, Evans was named Northwest Preparatory Academy Charter School’s 1st-Year Teacher of the Year for 2009. His next honor was Elementary Teacher of the Year for 2010, based on his work with 5th-graders. During his first year of 5th-grade 6

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The next year Evans organized and ran the 5th-grade component of his school’s first science overnight camp. Fifty-three 5th-graders attended the overnight science lock-in, which lasted from 11 p.m. to 6 a.m. Evans challenged his students to stay up all night with him to review science standards for their upcoming standardized tests. Each student did. The night began in the school library, where they did a round-robin of 12 stations that covered scientific investigation, matter, energy, light, and sound. After midnight, they moved outside with telescopes to observe constellations and the moon. They researched assigned biomes and designed posters to present to their peers. During the construction of their posters, Evans staged a Jeopardy-like challenge, girls against boys, until about 4 a.m. Students presented their posters and research to their peers until 5:30 a.m. As additional preparation for the test, Evans organized a hands-on, five-day round-robin covering 48 lessons, the entire science curriculum for the year. The sessions moved the students from their

RESEARCH and PRACTICE PERSPECTIVES regular indoor classrooms to five outdoor stations. The goal was to make sure that each student’s learning style was addressed, whether kinesthetic, visual, or auditory. Evans enlisted the help of fellow science teachers and mentors in hopes that each student would have at least one adult who taught in a way that he or she learned. Evans’ methods worked! An astounding 97% of his students passed the TAKS. (Only one student with documented test anxiety did not pass. She missed the cut-off score by one question.) Even more impressive is the fact that 68% of the students were recognized for commendable performance (answering approximately 92% or more of the questions correctly). The scores rivaled those seen in the most affluent schools in the district. Now Evans has extended his reach beyond his own classroom. During his first year participating in the Dr. Ronald E. McNair Educational (D.R.E.M.E.) Science Literacy Foundation’s Summer Teacher Institute and Science Camp, he was named the Most Outstanding Instructor 2010, in recognition of his superior teaching strategies during the camp. He also received the honor of being asked to be the keynote speaker at the camp’s closing ceremonies. Evans is now the camp’s co-director and educational program director.

for a Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), the highest recognition that a K-12 mathematics or science teacher can receive for outstanding teaching in the U.S... Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education. Presidential awardees receive a $10,000 award from the National Science Foundation. For his students’ outstanding test scores, Evans was inducted into the Teacher Hall of Fame for Outstanding Texas Assessment of Knowledge and Skills (TAKS) Performance/Scores 2011, Wesley Elementary School, Houston Independent School District.

“RtT has been the existing portal that has led to the greatest personal fulfillment I have experienced in my professional career,” says Evans. “I have the opportunity daily to impact lives for the future and to inspire and ignite the desire for lifelong learning, as well as to see the results associated with dedication to task.”

For his body of work in just two years, Evans has been nominated

What Works! Igniting a Passion to Learn “Education the




passport” is runs

at The Painted Turtle in Los Angeles, California. Founded by actor

through Nasser Muhammad’s mind.

Paul Newman and Page Adler, The Painted Turtle serves more than

Armed with his mother’s wisdom,

200,000 children with chronic illnesses in all 50 states and more

Muhammad graduated from Sidwell

than 39 countries. Nearly 40% of The Painted Turtle’s campers are

Friends School, was recruited to

from low-income families, but all campers attend the camp free

college on a football scholarship,

of charge.


Muhammad was jolted from reverie about his volunteer days by





summer after his college sophomore year, when he volunteered


University with a communications and journalism degree. After working in the communications industry for a couple of years, “I realized I just didn’t have a passion for the field or being in an office all day,” he explains. As he pondered his next career move, he recalled how invigorated he felt the

a realization and more questions: “The more I thought about my future, the more I knew I wanted to use the communications skills I’d acquired in my college major to teach, to connect with and help children! But how would I do that?” He turned to his cousin, Leonard Muhammad, for advice. Leonard immediately encouraged him to consider Howard University’s Ready to Teach Program. As a member of the program’s second cohort of participants, Leonard was well-informed about this pathway to the teaching profession. The SOE Review


RESEARCH and PRACTICE PERSPECTIVES “I never thought that teaching should be a fall back plan. I wanted

see grown men reading. So I invite my frat brothers, men from the

to be a person who chose teaching as a first choice not a last

community, and my students’ relatives to Real Men Read sessions,”

option,” asserts Nasser.

he explains. Twice a year, the school hosts Donuts for Dads, a

Leonard Muhammad assured his cousin that Ready to Teach was

breakfast gathering held in October and April for any father-figure

not like other popular alternative routes to the teaching profession. “Leonard said that I’d be challenged by the coursework, which was the same coursework and field experiences offered to regular teacher education students,” says Nasser. “And I’d have university

in a student’s life. “We get moms, dads, uncles, aunts, grandmothers and others who tell me that they are mother and father to their children,” he says. Donuts for Dads is an affirming and informal time for these father figures to share life skills, admonitions,

and school mentors who would make sure I didn’t falter.” In the

encouragement, and insights with students.

Ready to Teach program, each participant has three mentors – a

When asked about one of his most profound moments as a

university professor, a cooperating teacher, and a retired teacher or

teacher, Nasser Muhammad quickly recounts being surprised by

principal who has served in the school in which the Ready to Teach

his students’ Fall Festival gift to him. At Maya Angelou Charter

participant is placed. These mentors are assigned to participants

School, students do not celebrate Halloween. Rather, on October

through their first year of full-time teaching.

31st each year, the school has a Fall Festival and invites students

While he completes his teacher preparation program in special

to come to school dressed as a famous achiever they admire. Over

education, Nasser Muhammad is assigned as a co-teacher at Maya Angelou Charter Middle School in Washington, DC. The school has 225 students, 90% of whom are on free/reduced lunch. “My students are incredibly resilient and fierce competitors who work well in teams and groups,” he says. “These students can negotiate and survive in any challenging environment!” Still, he observes, “they need guidance and direction as they figure out how to make sense of the world and life.” Nasser, like his cousin Leonard, is

the years, students have come dressed as Dr. Martin Luther King, Jr., Dr. Ben Carson, or as Maya Angelou, among others. This year at Fall Festival, when Muhammad walked into his classroom, he was greeted by a group of students attired in dark slacks, white shirts, and bowties (his signature wardrobe). “I was blown away! They said that today they were Mr. Muhammad. I still don’t know where they found so many bowties!” he exclaims. “One student even repeated to me as he left the classroom, ‘Remember, education is

now one of those who help with that sense-making, whether he’s

your passport.’”

teaching a course or serving as the basketball coach. His students,

Educational research supports the primacy of a positive teacher-

both male and female, “view me as teacher, coach, father, uncle

student relationship like that modeled by Nasser Muhammad and

and mentor all rolled into one,” he says. “I like being a role model,

his students. Students who have supportive relationships with

and I take the responsibility seriously because I don’t want any of

their teachers attain higher levels of achievement than students

my students taking any missteps.”

with conflictual relationships. When students feel a personal

Over the last two years, Nasser Muhammad has started several

connection to teachers, have frequent communication with their

programs to engage other men in the community at the school. One such program is Safe In My Brothers Arms (SIMBA), a Saturday mentoring program with Howard University male student volunteers who mentor 25 boys by encouraging high academic achievement and college aspirations. Muhammad also called on his fraternity brothers to help him implement Real Men Read. “My students need to understand the value of reading and regularly


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teachers, and receive more guidance and praise than criticism from teachers, they are more likely to be trusting of those teachers. They are also more likely to show engagement in lessons, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships such as those between Nasser Muhammad and his students draw youth into the process of learning and promote their desire to learn.

What Works!

Preparing Young Minds for the World United Nation’s Day at the Early Learning United Nation’s Day at the Early Learning ProgramProgram

What Works! Preparing Young Minds for the World United Nation’s Day at the Early Learning Program “Most young adults between the ages of 18 and 24 demonstrate a limited understanding of the world, and they place insufficient importance on the basic geographic skills that might enhance their knowledge.”—National Geographic survey, 2005 What do Sierra Leone, Antigua, Kenya, Taiwan, Eritrea, Ethiopia, Brazil, Germany, and Scotland have in common? They are among the 19 countries celebrated by the Early Learning Program (ELP) on United Nations Day (UN Day). UN Day commemorates the organization’s founding on October 24, 1945. The ELP’s UN Day was initiated by the program’s director, Tabitha Ishmael, nearly two decades ago and supports the ELP faculty’s commitment to imprinting knowledge and understanding about the world on the minds of young learners. The students’ UN Day celebration evolves from an All About Me unit at the beginning of the school year in which all of the program’s three-, four-, and five-year-olds engage in lessons about the world’s geography and cultures. Moving from self to the wider world, students learn the names of continents and countries as well as associated flags, languages, and unique facts. Two weeks before UN Day, a family activity form is sent to students’ homes with key questions to help each family decide on a country that is important to their family.

“UN Day is not an isolated activity. It’s ongoing, involved, and meaningful,” explains Ishmael, ELP director. “For math, students might learn how many colors and what shapes are in their chosen countries’ flags; for art, they might paint their countries’ flags. For science, they might learn about the climate or about the plants and animals that are indigenous to the countries. It’s always a crowd pleaser when our three-, four-, and fiveyear-olds walk up to the world map and correctly point to their chosen country on UN Day!” Their achievement certainly deserves the applause garnered, especially in light of a 2005 National Geographic survey that concluded that “half of young Americans can’t find New York on a map.” Students are not the only ones learning and participating. “Even parents tell me how much they have learned in preparation for and during UN Day,” says 30-year veteran ELP kindergarten teacher Rhonda Beete. Parental involvement is key to the success of the ELP in general and to UN Day specifically. UN Day is a big hit, the most anticipated of ELP’s recurring parentchild activities. “Returning students look forward to UN Day,” says Beete. She notes children’s enthusiasm for presenting countries that they or their ancestors are from, that their parents visited recently, or that they themselves will soon visit. Involved father Javon Parris says that his children and their classmates are “excited about getting passports and traveling to Asia or Africa because of their UN Day exposure.” Parris is pleased with the impact that UN Day has had on his three children. “UN Day is about our students’ accepting, enjoying, respecting, appreciating, and knowing,” declares Ishmael. “When you learn about differences in a positive setting at this stage, it remains positive for you. At this stage, children have fun eating with chopsticks or wearing Dutch wooden shoes, and they enjoy tasting food from other countries. The entire experience is fun to them.” Parris agrees: “Kids are less inclined to make fun of a person who looks different, dresses differently, acts differently, or maybe eats something that they are not used to because they have been exposed at an early age,” he says. They will carry these positive, wholesome, and meaningful experiences with them for the rest of their lives.

United Nations Day: A Father’s Perspective According to SOE Dean Leslie Fenwick, “Research and media reports would have us believe that black fathers are nonexistent and uninfluential in the rearing of black children; however, the 10

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active involvement of fathers at UN Day challenges that notion! It was precious to watch the faces of ELP students tilted toward their dads as they recited facts about their respective countries. These dads steadfastly helped their children memorize and rehearse their lines and offered encouragement and praise along the way.” Javon Parris is one of those fathers. He has been involved with his three children through six UN Days. “It’s always been a great experience, and it exposes the kids to cultures other than their own,” he says. “Before high school, or even college, I had never been exposed to cultures from around the world from a personal standpoint, not just from a history or social studies book, but from a place where someone has actually lived or visited.” Today, Parris relishes the opportunity to be involved in every aspect of UN Day with his sons. “It means a lot to me to be active, to be the participatory father. I want to be that person who is involved because I never had that,” says Parris, whose father died when he was five. “It is important to me that my sons see and learn how be involved as a man. I want them to remember, when they have children, that it’s important for a dad to take an active role and be more than the traditional provider and disciplinarian, but to also do these nurturing things and be involved in more than just sports.” Parris takes part in numerous other school and community activities with his children, as well as UN Day. “Fathers are equally as involved as mothers in all aspects of the center’s programs,” confirms ELP director Ishmael. She sees Parris and other fathers participating in a variety of ways, whether “selling donuts, or speaking at our parent meetings on important and timely parenting topics.” The importance of fathers in the education and socialization of children is affirmed by a significant body of scholarly research. The research literature indicates that fathers who are involved in their children’s schools and academic achievement, regardless of their own educational level, increase the chances that their children will graduate from high school and go on to vocational school or college. Fathers’ involvement in children’s school activities also helps prevent at-risk children from failing or dropping out and helps lower rates of teen violence and delinquency. Furthermore, children who grow up in homes with involved fathers are more likely to take an active and positive role in raising their own families. For example, fathers who recall a secure, loving relationship with both parents are more involved in the lives of their infants and more supportive to their wives. Having an involved father provides a role model

for positive parenting, healthy caregiving, and a commitment to the family. In Breaking Barriers: Plotting the Path to Academic Success for Schoolaged Males, SOE faculty member Dr. Ivory Toldson provides statistical analyses of factors affecting African American male PK-12 students’ academic achievement and social-emotional well-being. Dr. Toldson found that a child’s relationship with his father is particularly impactful for African American male children and youth. African American male children and youth who reported having a close relationship with their father (defined as being “able to discuss anything with my dad”) had better academic and social-emotional outcomes than their peers who did not report a close paternal relationship. The ELP’s UN Day provides one opportunity among many for students, their fathers and mothers, and other family members to learn and embrace the world together.

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Policy Advocacy Dean Fenwick Briefs U.S. Senate SOE Dean Leslie Fenwick was an invited panelist for a U.S. Senate briefing, Student Access to Prepared and Effective Teachers: Understanding the Impact of Federal Policy, held on December 8, 2011. Sponsored by Senator Bernie Sanders (I-VT), the panel featured key policy advocates and organizational presidents from the NAACP Legal Defense and Education Fund, the Rural School and Community Trust, the National Center for Learning Disabilities (NCLD), and the Schott Foundation, as well as the SOE. Dr. Fenwick discussed the equitable distribution of certified teachers and the role of HBCUs in diversifying the nation’s teaching force, which currently is only 8% African American. To learn more, go to:

Secretary of Education Arne Duncan Unveils Department’s Civil Rights Database On March 6, 2012, U.S. Secretary of Education Arne Duncan and

Addressing the group of education scholars, civil rights lead-

Assistant Secretary of Education for the Office of Civil Rights

ers, and lawmakers assembled, Dean Fenwick noted that

Russlyn Ali held a press conference at Howard University to un-

Howard University is “responding to the charge of educational

veil the Department’s education civil rights database. The da-

equity” through the SOE’s Ready to Teach program, which has

tabase contains information about education disparities and

produced four Teachers of the Year in the past four years, and

provides significant tools for addressing longstanding educa-

through Dr. Kim Freeman’s National Science Foundation grant

tional inequities. Howard University President Sidney A. Ribeau

to study HBCU models for math and science teacher produc-

opened the event, and Dean Fenwick followed with framing

tion. Dean Fenwick added that equal educational opportunity

remarks. U.S. Congress Representatives Danny Davis (D-IL) and

can be obtained by implementing two strategies: equalizing

Chaka Fattah (D-PA) also provided comments supporting the

state funding formulae and providing children broader access

release of the data addressing critical equity concerns.

to certified teachers. Quoting former President Lyndon B. John-

According to Assistant Secretary of Education Ali, survey data

son, Dean Fenwick stated, “We have the power, and I hope we

were collected from more than 72,000 schools representing 85% of the nation’s students. “This is the first survey to glean data from school districts nationwide,” Secretary Duncan stated. “The data reveal that minority students face harsher discipline, have less access to rigorous high school curricula, and are more often taught by lower-paid and less experienced teachers.” 12

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intend to use it in deep and lasting ways so that the next generation of black, brown, and poor children will not have their life chances circumscribed by lack of access to quality schooling.” The event can be viewed on C-SPAN at:

Policy Advocacy Secretary of Education Discusses TEACH Campaign Howard University was selected to host U.S. Secretary of Edu-

cruits and prepares African American men and other underrep-

cation Arne Duncan, musician John Legend, DC Public Schools

resented groups as PK-12 teachers in five partner urban school

Chancellor Kaya Henderson, and Teacher of the Year Angela

districts: Clayton County (GA), Chicago, DC Public Schools,

Benjamin (an alumna of the University)

Houston, and Prince George’s County (MD). Since 2007, the

for the first stop in the Secretary’s nation-

program has had 780 applicants for 80 slots and produced four

wide TEACH Campaign, a national effort

teachers-of-the-year for participating districts.

to encourage college students to choose

To learn more, read Essence Magazine’s blog coverage of the

the teaching profession. The panel program was moderated by Dean Leslie Fenwick and attended by University faculty and students as well as ten HBCU School/College of Education deans. Secretary Duncan cited the need for more teachers of color. In response, Dean Fenwick informed the audience about the SOE’s Ready to Teach (RtT) program. Funded in 2007 with a $2.1 million award from the U.S. Department of Education, RtT re-

TEACH Campaign at Howard University in “Wanted: More Black Teachers.” Among those quoted is SOE student Victoria J. Payne, a second-year master’s student in elementary education who is an SOE Helen Matthews Rand Scholar. Dean Fenwick’s article, “Where Did All the Black Male Teachers Go?,” can be found at: To apply to the Ready to Teach program, go to:

What Works! Psychological and Counseling Interventions for Diverse Populations According to Dr. Gregory Reed, associate professor in the De-

ior Analysts Study Them?”) fo-

partment of Human Development and Psychoeducational

cuses on theoretical, ethical, and

Studies and program coordinator for the master’s degree in

methodological issues in be-

school psychology, many behavior analysts have long asserted

havior analytic research on cul-

the validity of behavioral principles across organisms, includ-

turally and linguistically diverse

ing diverse human beings. Cultural variables have historically

variables. The second panel will

been ignored or relegated to subordinate positions in behavior

focus on how practitioners work

analytic research and practice. However, with the international

with culturally and linguistically

expansion of assessments and treatments based on applied

diverse individuals and discuss

behavior analysis (ABA), behavior analysts are increasingly rec-

application of applied behavior

ognizing the importance of considering the behavioral vari-

analysis-based services to diverse individuals in practice. The

ability that exists between cultures and how these variants

assembled scholars will recommend ways to advance the

may impact ABA-based service delivery.

study of cultural variables in ABA research and provide glob-

In advancement of this trend, Dr. Reed is representing How-

ally relevant, culturally responsive ABA-based services. For

ard University on a two-part panel of behavior scientists at an International Association of Behavior Analysis gathering in Seattle, Washington, in May 2012. The first panel (“Culturally and

more about Dr. Reed’s research, read his contributions to the Encyclopedia of Cross-Cultural School Psychology at: http://www.

Linguistically Diverse Variables: Why and How Should Behav-

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Policy Advocacy Dr. Zollie Stevenson Keynotes at U.S. Department of Education Parent Leader Forum Dr. Zollie Stevenson, Jr., associate professor in the De-

A former senior official with

partment of Educational Administration and Policy, was

the U.S. Department of Edu-

keynote speaker and facilitator for the U.S. Department of

cation, Dr. Stevenson con-

Education’s invited Parent Leader Forum, hosted by the

tinues his commitment to

Department’s Office of Communications and Outreach,

impacting federal policy in

on April 20, 2012. The goals of the forum are to bring par-

his role as a member of the

ent leaders of national organizations together; to inform

advisory board for the Mid-

them about educational issues impacting children’s lives;

Atlanta Equity Assistance

to attain a mutual understanding about the importance

Center. The Center is one of

of engaging families in children’s learning; and to form

ten U.S. Department of Education-funded centers provid-

three common goals that the national organizations can

ing technical assistance and support to school districts,

work with parents’ groups to achieve within a year. The

PK-12 schools, universities/colleges, and other groups

forum will be followed in August 2012 with a National

seeking to advance education access and equity.

Parent Summit on Family and Parental Engagement.

Aspen Institute Holds Forum on Chronically Low-Performing Schools The Aspen Institute’s Commission on No Child Left Behind

encouraged the commission “to evolve a new model

(NCLB) held its first hearing at Howard University. Los-

that clarifies the relationship between input variables

ing Patience with Chronically Low-Performing Schools:

and student outcomes data–to produce an educational

How to Improve School Improvement was the forum’s

equity index.” According to Fenwick, “This index would

title and focus. Members of the commission heard tes-

likely have high predictive value, providing data about

timony about strategies for making the NCLB legislation

the track records of districts and schools that enable stu-

more effective. Dr. Alvin Thornton, special assistant to the

dent achievement, as well as those that do not. And most

president and crafter of the impactful Thornton decision

important, the index could be used to hold states and

(responsible for equalizing Maryland’s school funding

districts accountable, shifting the attention away from

formulae), opened the occasion with a charge to com-

measuring kids to measuring the commitment of prac-

mission members that they structure common core stan-

titioners and policymakers to expand access to quality

dards and develop mechanisms for ensuring that schools

educational opportunity.” Following the hearing, com-

have resources to achieve the standards. Thornton urged

mission members answered questions from the live au-

that the commission work to ensure that “the consti-

dience and via Facebook. To view the hearing on C-SPAN,

tutional umbrella covering our children be complete,


comprehensive, and all inclusive.” Dean Leslie Fenwick 14

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Policy Advocacy Lawmakers and Education Experts Plot Path to Success for School-age African American Males Led by Dr. Ivory A. Toldson, an associate professor in the

lence and school crime, and elevate academic success

Department of Human Development and Psychoedu-

among black males.”

cational Studies, the Congressional Black Caucus Foun-

A Louisiana native, Dr. Toldson also discussed his recent

dation (CBCF) and partners convened at a forum at the

analysis of Bureau of Justice Statistics and U.S. Census

American Educational Research Association (AERA)

data showing that Louisiana has the highest incar-

annual conference to discuss teacher preparation and

ceration rate and the lowest percentage (9%) of black males over 25 years old who have graduated from college. “Although this is a national discussion, we will pay specific attention to the city of New Orleans and the state of Louisiana…. That’s why we are thrilled that Congressman Richmond decided to join the discussion,” he says. Attendees also previewed a special issue of The Journal of Negro Education, “Preparing Teachers to Teach Black

the future of school-age black males. Partner/participants joining the CBCF and Dr. Toldson in the project included Congressman Cedric Richmond (D-LA), SOE faculty and students, and more than 100 educational leaders.

Students; Preparing Black Students to Become Teachers,” with guest editors Dr. Chance W. Lewis of Texas A&M University and Dr. Yolanda Sealey-Ruiz of Teachers College, Columbia University, and invited contributor Dr. Leslie Fenwick, SOE Dean. The meeting concluded with a poster session and networking reception fea-

Sponsored by the Open Society Institute’s Campaign

turing nationally recognized scholars and community

for Black Male Achievement, the forum elevated the

leaders who have conducted research and implement-

discussion of black males’ engagement in schools by

ed programs that improve academic success among

focusing on meaningful solutions for teachers and

black males.

teacher educators, as featured in Dr. Toldson’s CBCF report Breaking Barriers 2: Plotting the Path Away From Juvenile Detention and Toward Academic Success for School-age African American Males. “Nationwide, nearly 60% of black males report being suspended or expelled from school,” he says. “Research shows that when teachers are more culturally aware, schools can reduce suspensions, eliminate gang vioThe SOE Review


LEADERSHIP FOR THE NATION Dean Fenwick Named to National Academy of Sciences Committee The National Research Council (NRC), a division of the National Academy of Sciences, recently released a study of Washington, DC, Public Schools, A Plan for Evaluating the District of Columbia’s Public Schools: From Impressions to Evidence. The report offers first impressions of school reform under the Public Education Reform Amendment Act (PERAA) and notes that the city and District of Columbia Public Schools have made a good-faith effort to implement the required changes, but it is premature to draw general conclusions about the reform’s effectiveness. The report emphasizes that a comprehensive evaluation of DCPS should be long-term and independent and offers a framework for evaluating the extent to which PERAA is impacting core conditions for learning that influence student outcomes.

of the George Washington University Graduate School of Education Human Development and past executive director of NRC’s Division of Behavioral and Social Sciences and Education (DBASSE). Co-chairs were Christopher Edley Jr., dean of Berkeley Law, University of California, and Robert M. Hauser, DBASSE director and former professor at University of Wisconsin-Madison. Other committee members included Beatrice F. Birman, managing research scientist at the American Institutes of Research; Jon Fullerton, executive director of Harvard University’s Center for Education Policy Research; Jonathan Guryan, associate professor, Human Development and Social Policy Faculty Fellow, Institute for Policy Research, Northwestern University; and C. Kent McGuire, president of the Southern Education Foundation and past dean of the Temple University College of Education.

Dean Fenwick was a member of the 12-person committee producing the report. The group was led by Michael Feuer, dean

To obtain a copy of the report, go to

Alumnus Dr. Jean Paul Cadet and High School Featured on ABC World News In response to the devastating earthquake in Haiti, students at Oxon Hill High School in Maryland, leapt into action and began a relief effort. Led by their principal, SOE alumnus and adjunct professor Dr. Jean Paul Cadet, a native of Haiti, the Oxon Hill team filled three rooms with donations of clothing, food, and supplies and collected over $3,000 in cash – all within 24 hours. ABC World News featured Principal Cadet and his students in action during the relief effort, as did several local television news channels. The school’s outreach was also profiled in The Washington Post. To view ABC World News coverage about Principal Cadet and Oxon Hill High School, go to:

Alumna Dr. Felicia DeHaney Named President and CEO of the National Black Child Development Institute SOE alumna Dr. Felicia DeHaney is the president and CEO of the Washington, DC-based National Black Child Development Institute (NBCDI), a leading voice on policy reform for black children. DeHaney previously worked as a classroom teacher and administrator, higher education instructor, and researcher and served as the interim assistant superintendent for early childhood education and director of school preparedness for 16

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the District of Columbia Office of the State Superintendent of Education. After receiving a bachelor’s degree in psychology from Howard University, Dr. DeHaney received a master’s degree from the Teachers College of Columbia University. She

LEADERSHIP FOR THE NATION returned to Howard University and earned a Ph.D. in educational psychology. Dr. DeHaney credits the University with giving her a solid foundation: “Howard University prepared my mind, empowered my spirit, and strengthened my conviction that setting high expectations for myself and others results in unlimited possibilities.” Dr. DeHaney is eager to continue her work on behalf of children, families, and communities in her new role. “I have the honor to lead a remarkable organization with a rich history of advocating and empowering black children and families to be leaders in their communities and to be active agents of change,” she says. “Great progress has been made, and while there is much to celebrate, we recognize the unlimited potential and infinite possibilities in the work ahead. In this changing economic climate where the challenging conditions facing black

children, families, and communities seem to be growing, we must dig deeper to find critical opportunities both to marshal support for them and to demonstrate their capacity to grow and thrive. Our agenda must support both their struggles and their strengths.”

About NBCDI: Over the past 42 years, NBCDI has worked to improve and advance the quality of life for black children and families through advocacy and education. NBCDI focuses its work on early childhood education, education, parenting, health, and child welfare. NBCDI envisions a society that ensures a successful future for all children.

Doctoral Student Michael Powell Selected as ASCD Young Educator of the Year Michael Powell, a doctoral student in the Department of Educational Administration and Policy, was selected by the Association for Supervision and Curriculum Development (ASCD) as the 2010 Young Educator of the Year – one of two such awards bestowed nationally each year. The ASCD Young Educator Award is given to a teacher or principal who demonstrates educational leadership in his or her school, district, and community, and who has a positive impact on student achievement and illustrates significant contributions to the education community. An assistant principal at Patuxent Elementary School in Prince George’s County Public Schools in Maryland, Powell was recognized for his work in implementing project-based learning opportunities designed to help increase student achievement and build character. When faced with the challenge of improving his school’s math and science scores, for example, he created the No Child Left Inside! program to engage students and the broader community in transforming Patuxent into a green school. Through hands-on learning that included testing the pH level of the local stream, creating habitats for local animal species, and maintaining a history trail, students bolstered their science and math skills while contributing to a cleaner and greener community. “Standardized tests are good diagnostic tools; however, I need-

ed to find an alternative way of assessing student learning,” says Powell. “I needed a way of addressing the needs of the whole child. This led me to try the project-based approach. After all, I have never heard a student say ‘I can’t wait to bubble answers tomorrow,’ or ‘Can I get some more worksheets?’” Project-based learning leads to authentic learning by utilizing inquiry, constructivism, and discrepant events to ignite a meaningful and rigorous instruction. Project-based learning also uses a cross-curricular approach, which allows for collaborative planning by teachers. A secondary gain of this approach is that it increases professional development and reduces teacher turnover and isolation. During his tenure as assistant principal, Powell also initiated the Men in Action with a Purpose (MAP) program to teach fathers how to support their children’s learning. Through MAP, he has introduced fathers to effective reading strategies, use of student portfolios at home to support academic success, and how to distinguish differentiated instruction and data-based instruction. “The culture and climate of the school has changed,” says Powell. “At first there was very little father involvement in our instructional program. Many fathers did not engage in school activities because of the history of school activities being mainly for women. Today, fathers are welcomed stakeholders who have made the commitment to make a difference.”

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LEADERSHIP FOR THE GLOBAL COMMUNITY Dr. Helen Bond and Dr. Alem Hailu Invited to University of Cambridge (UK) to Discuss Social Media

and Hailu are also recipients of the Faculty Senate’s 2012 Inspired Interdisciplinary Teaching Award. Drs. Bond’s and Hailu’s research, “Investigating ICTs and Political Change: Tools and Methods,” presented the interdisciplinary course they are piloting with Howard University students, which explores the influence of social media on the Arab Spring. Their work suggests that the

Dr. Helen Bond, assistant professor in the Department of Curriculum and Instruction and Dr. Alem Hailu, an assistant professor in the Department of African Studies and researcher with the department’s Center for NortheastAfrican Studies and Development, were invited panelists at a University of Cambridge (UK) forum which examined the ability of Information and Communication Technologies (ICTs) to affect and transform governance processes in Africa. Drs. Bond and Hailu were the only North Ameri-

movement should be examined through historical and comparative lenses. Using the university’s history with the civil rights movement in America, Drs. Bond and Hailu compare the revolutions that took place in northern Africa to the civil rights movement in the U.S., studying the role of communication networks and technology in both cases. The researchers stress pre- and post-movement periods as critical to understanding the long-term impact of social change.

can panelists invited to the forum. Their participation was

Both Dr. Bond and Dr. Hailu have been invited to return

supported by the Mellon Interdisciplinary Undergradu-

to the University of Cambridge to share their continuing

ate Research Program at Howard University. Drs. Bond


Dr. Helen Bond Appointed Fulbright-Nehru Fellow to Study in India Dr. Helen Bond, assistant professor in the Department of Curriculum, received a 2011-2012 Fulbright-Nehru Scholar award to conduct research and teach at the Sri Ramakrishna Mission Vidyalaya College of Education in Coimbatore, Tamilnadu, where Mahatma Gandhi laid the founding stone in 1934. Under an agreement between the U.S. and India,


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LEADERSHIP FOR THE GLOBAL COMMUNITY the Fulbright-Nehru Scholars Program is sponsored by

foreigner to visit Sri Sarada College of Education in Salem,

the United States-India Educational Foundation (USIEF),

India, where she spoke about women’s empowerment

which promotes mutual understanding between the

and gave a lecture on qualitative research. This historic

nationals of India and the nationals of the United States

visit was covered by the local news media.

through Fulbright-Nehru and other prestigious grants and scholarships in almost every academic discipline.

Dr. Bond points out that she is purposely visiting institutions across India that are not on most scholars’ radar.

Dr. Bond, who received the University’s Center for Excel-

“I like to visit places off the beaten path, the places that

lence in Teaching, Learning, and Assessment (CETLA)

most people ignore for those in the larger cities,” she says.

2009 “Teaching with Technology” award, is focusing her

“The students at these institutions are just as deserving.”

Fulbright-sponsored research on enhancing teacher

As part of her Fulbright-Nehru award, Dr. Bond will de-

quality through educational technology and peace ed-

liver the keynote address at an international seminar held

ucation. During her appointment as a Fulbright-Nehru

by the College of Education at the Ramakrishna Vidya-

Scholar, Dr. Bond has co-authored (with two Indian uni-

laya in Coimbatore in collaboration with USIEF. Her ad-

versity colleagues) a research article about blended learn-

dress, titled Preparing World Class Teachers Through Online

ing, published in the March 2012 issue of University News,

Education: The Future is Now! will be published, along with

a weekly journal of higher education published by the

other papers selected from the conference, as an edited

Association of Indian Universities. Additionally, she was

volume with Dr. Bond and her Fulbright advisor Dr. N.

a panelist on the Academic and Learning Innovations

Muthaiah serving as coeditors. The book will be pub-

panel at the third annual Convention of Higher Educa-

lished in India in 2013.

tion in Mumbai, India. Most recently, she became the first

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LEADERSHIP FOR THE GLOBAL COMMUNITY Dr. Fang Wu Appointed Fulbright Specialist in China Dr. Fang Wu, associate professor in the Department of Curriculum and Instruction, spent seven weeks during spring semester 2010 in China, her native country, as a Fulbright Specialist. The Fulbright Specialist Program (FSP) promotes linkages between U.S. academics and professionals and their counterparts at host institutions overseas. The program is designed to award grants to qualified U.S. faculty and professionals in selected disciplines to engage in short-term, collaborative two- to six-week projects at host institutions in over 100 countries worldwide. During her appointment as a Fulbright Specialist, Dr. Wu taught undergraduate and graduate courses at Shaanxi Normal University in China. “All schools in China are open to the international community, and they want to infuse Western practices into Chinese practices,” says Wu. “Also, they want to connect with the global community. Since not all of their students can study overseas, they invite overseas professors and experts to their institutions, which is another way of exchange.” In addition to teaching courses, faculty development was a crucial part of Dr. Wu’s appointment. Each of her classes was videotaped to be used as a resource for faculty and students. She also served as a mentor to the junior faculty member who would succeed her.

Dr. Wu riding a bicycle on the Ancient City Wall constructed in the Ming Dynasty (1368-1644).

In 1982 after China’s Cultural Revolution, Dr. Wu was part of the first national class that majored in early childhood education from four teacher education institutions in China. While many of her classmates remained in China and later became leading early childhood education scholars, administrators, and officials, Dr. Wu came to the U.S. in 1984 to further her education at the University of California, Berkeley. She has returned to China each summer for the last 15 years to deliver workshops and to lecture. She has also written extensively for Chinese educational journals, parenting magazines, and radio shows and has published 20

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Dr. Wu with graduate students from Shaanxi Normal University School of Education on a research field trip to the countryside of Xi’an.

a book in Chinese, Dance with Children: Fifty Letters to Early Childhood Teachers in China. In 2007, she received a Fulbright-Hays award from the U.S. Department of Education to led a group of American PK-12 teachers on a study project of China, “From the Beltway to the Great Wall: Experiencing Authentic Chinese Culture to Enhance Multicultural Education in Washington, DC, Public Schools.” Dr. Wu at the top of North Peak of Mountain Hua (elevation 5,297 feet from the sea level).

Dr. Wu with graduate students from Shaanxi Normal University School of

Dr. Wu lecturing in a seminar for in-service teachers in the rural area of


Shaanxi Province.

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LEADERSHIP FOR THE GLOBAL COMMUNITY Jamaican Fulbright Fellow Selects Department of Educational Administration and Policy for Doctoral Study Maurice D. Smith is one of eight Jamaicans who received a Fulbright Scholarship in 2010 to pursue graduate programs in the U.S. The competitive program was open only to Jamaican citizens who graduated from Jamaican universities with honors. At the time of the award, Smith was the Head of School Governance on the Education Transformation Team in Jamaica. “I chose Howard University for three reasons: its historical significance in advancing the upliftment of black people; the quality of the Ed.D. program and its focus on urban education; and its location in the country’s capital,” Smith says. He is proud of his choice. “Being at Howard has certainly afforded me the opportunity of taking a critical, objective, and comparative look at education systems in Jamaica and in other countries,” he adds. The SOE’s preparation programs prepare candidates to become engaged researchers and leaders of change. Smith is actualizing this goal through his published research. Already, he is the lead author of two peer-reviewed journal articles, a book chapter, and a book, The Belmont Chronicle: Strategies for Creating Successful Secondary Schools. In November, Smith won the Harold Isaacs Award for best graduate student paper at the 29th annual conference of the Association of Third World Studies in Salvador, Brazil. His research paper, Towards a Policy for School Self-Evaluation in Jamaica: Perspectives, Potholes, and Possibilities, was the culmination of an analysis of a policy introduced to Jamaica’s public education sector in 2009. Smith is also a columnist whose education commentary is featured regularly in The Gleaner, Jamaica’s premier daily newspaper.

Dr. Kamilah Woodson and Dr. Hakim Rashid Study in Brazil and China on Fulbright-Hays Awards Dr. Kamilah Woodson, assistant professor in the Department of Human Development and Psychoeducational Studies and director of the Counseling Psychology Ph.D. Program, was a recipient of the 2011 Fulbright-Hays Seminars Abroad award to study in Brazil. Administered by the U.S. Department of Education, the program provides American educators the opportunity to experience day-to-day life in a country so that they can present the society and culture to American students and citizens through their curricula and academic projects. The Brazilian project was designed to overcome stereotypical images, provide greater coverage of Brazil, introduce Brazilian and South American dimensions into a variety of courses, and promote greater understanding between Brazil and the U.S. through educational and cultural interchange. Dr. Woodson’s month-long trip included a series of lectures, conferences, and field trips to Bahia, Pernambuco, Minas Gerais, Distrito Federal, Rio de Janeiro, and São Paulo. “The trip was a 22

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wonderful experience. I was able to immerse myself in the Brazilian culture and learn about it through very intense experiences,” she says. “I believe that for African Americans, going to Brazil is just as important as visiting Africa.” Dr. Woodson has integrated Woodson at Mariana caves in Brazil her study-abroad experience in Brazil into her research and teaching about multicultural community psychology, the impact of sociocultural factors on psychotherapeutic treatment, and colorism. Dr. Hakim Rashid, associate professor in the Department of Human Development and Psychoeducational Studies, was the

LEADERSHIP FOR THE GLOBAL COMMUNITY recipient of a 2010 Fulbright-Hays Summer Seminar Abroad award to study in China. The theme of the program was “China: History and Culture.” The program is administered by the U.S. Department of Education in cooperation with the National Committee on U.S.-China Relations. Dr. Rashid was one of 16 American educators who spent 30 days in China touring historical sites and universities and meeting with government officials in Beijing, Xian, Chongqing, Shanghai, and Hong Kong. Each participant in the Summer Seminar Abroad program was required to develop a curriculum project that could be posted on the websites of the U.S. Department of Education and the National Committee on U.S.-China Relations. Dr. Rashid has integrated his project, “Life Span Human Development in China: An Ecological Perspective,” into his research on culture-based pedagogy in early childhood education and into the human development courses he teaches. In years past, Dr. Rashid was appointed a Fulbright Scholar through the Fulbright Scholars Program, which (unlike the

Fulbright-Hays Program) is sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs. During this appointment he also studied in China. The Fulbright Program is the flagship international educational exchange Dr. Rashid at the Great Wall of China program sponsored by the U.S. government and is designed to “increase mutual understanding between the people of the United States and the people of other countries.” Scholars are chosen for their academic merit and leadership potential, with the opportunity to study, teach and conduct research, exchange ideas and contribute to finding solutions to shared international concerns.

Department of Educational Administration and Policy Hosts Swedish Superintendents he Department of Educational Administration and Policy recently hosted a group of 14 superintendents from municipalities in Sweden representing the country’s National Association of Superintendents. The group, led by Dr. Olof Johansson from Umea University and Dr. Lars Svedberg from Uppsala University, visited the SOE at the invitation of Dr. Rc Saravanabhavan, professor in the Department of Educational Administration and Policy, who leads the department’s international initiatives and whose research focuses on international models of school leadership preparation.

trained,” he explains. “They are first recruited by municipalities and then provided three to four years to complete a university

The student-led forum provided an opportunity for Department of Educational Administration and Policy master’s and doctoral degree students to discuss similarities and variations in national and local education policies, as well as school leader training and selection. According to Dr. Rc Saravanabhavan, the graduate students were especially intrigued by the differences between U.S. and Swedish educator training. “One noteworthy difference between our two countries is that Swedish school leaders (principals and superintendents) are not typically pre-

preparation program. Every week, these professionals are given a day off to participate in training, and they attend training sessions on the weekends. All tuition and travel expenses are paid by their respective municipalities.” To learn more about international models for preparing school leaders, see School Leadership: International Perspectives (Springer, 2010), co-edited by Stephan Gerhard Huber, Sigrid Hader-Popp, and Rc Saravanabhavan.

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LEADERSHIP FOR THE GLOBAL COMMUNITY Dr. Mercedes Ebanks on Cuba Health Professionals Visit in

Ebanks asserts that international study travel offers


tremendous benefits for students in the master’s

Psychoeducational Studies and coordinator of the

program in school psychology and counseling service.

master’s degree program in school counseling, was

“Our programs are becoming more diversified in terms

among 18 American healthcare and mental health

of faculty, students and the clients we serve,” says Ebanks.

professionals who visited Cuba in March 2010. The group

“To better prepare our students to meet future clients

was able to travel to Cuba through the Witness for Peace

needs, it is imperative that faculty have an understanding

Organization (WPO), which permits American delegates to

of other countries’ cultures and socialization patterns,

legally enter Cuba to learn about the country’s healthcare

traditions, parental practices, education and healthcare

and human service system and to understand the impact

systems, and mental health services. As a Cuban American

of the United States embargo on the everyday life of

faculty member, I have a vested interest in recruiting and

Cubans. Second-year counseling student Jettie Norfleet

educating Howard University students to accurately

who has a great interest in the Latino culture and plans to

deliver psychological and counseling services to the

work as a bilingual youth counselor upon graduation was

growing Hispanic population in the United States.”






Ebanks, of





selected to travel with Ebanks on the trip.

Dr. Kyndra Middleton Represents University at the Salzburg Global Seminar Dr. Kyndra Middleton, assistant professor in the Department of Human Development and Psychoeducational Studies, was awarded a Mellon Foundation fellowship to represent Howard University at the Salzburg Global Seminar in Salzburg, Austria. The seminar, “Optimizing Talent: Closing Educational and Social Mobility Gaps Worldwide,” included 63 participants from 24 countries. Participants discussed barriers contributing to educational and social mobility gaps, as well as policy and practice methods for eliminating those barriers. The group included university professors, current and former ministers of education, children’s rights advocates, and other education stakeholders. As a Salzburg Global Fellow, Dr. Middleton is invited to actively and aggressively participate in advocating for educational equity globally. 24

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LECTURE SERIES Dr. Linda Darling-Hammond Delivers 2010 Charles Thompson Lecture Dr. Linda Darling-Hammond, the Charles Ducommun Professor of Education at Stanford University, delivered the 30th annual Charles Thompson Lecture at the SOE in 2010. A member of the National Academy of Education and a past president of the American Educational Research Association (AERA), Dr. Darling-Hammond served as education policy advisor to President Barack Obama during his first presidential campaign. Dr. Darling-Hammond’s research focuses on educational equity, teacher quality, and school restructuring. She is author of numerous research books, including The Right to Learn: A Blueprint for Creating Schools That Work, and The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future. The Charles Thompson Lecture-Colloquium, held annually, is cosponsored by the SOE and the Journal of Negro Education (JNE). JNE, the seminal research organ of the SOE, has been in continuous publication as a refereed scholarly journal for more than 75 years. JNE examines “issues incident to the education of black people” and was founded by Charles Thompson, past dean of the Graduate School and the Department of Education.

Dr. M. Christopher Brown II Delivers 2011 Charles Thompson Lecture The 31st annual Charles Thompson Lecture-Colloquium, held in November 2011, was delivered by Dr. M. Christopher Brown II, who was recently appointed president of Alcorn State University. Dr. Brown, whose published research examines the history and honors the role of HBCUs in American higher education, is coeditor of the following volumes: The Children Hurricane Katrina Left Behind: Schooling Context, Professional Preparation and Community Politics; The Broken Cisterns of African American Education: Academic Performance Achievement in the Post-Brown Era; and Black Colleges: New Perspectives on Policy and Practice. The colloquium is jointly sponsored by the SOE and the SOE-based research quarterly, Journal of Negro Education (JNE). In 2012, JNE celebrates its 80th year of continuous publication as a refereed journal devoted to the education of black people.

Public History Program and SOE Co-sponsor Lecture by Civil Rights Pioneers During Black History Month, two civil rights pioneers, the Rev. Dr. Darius Swann and Mrs. Vera Poe Swann, spoke to a standing-room only crowd of faculty and students in Founder’s Library Browsing Room. The couple explained how simply asking that their son be allowed to transfer to a school closer to his home changed history. They discussed the intimate details, social circumstances, and legal strategies leading to the landmark civil rights and education case they initiated, Swann v. Charlotte-Mecklenburg Board of Education (1971). The SOE Review


LECTURE SERIES Dr. Elizabeth Clark-Lewis, professor and director of the Public History Program, organized the lecture and secured the participation of Dr. and Mrs. Swann. Dr. Greg Carr, chair of the Department of Afro-American Studies, and Professor Lisa Crooms, a constitutional law expert from the School of Law, and SOE Dean Leslie Fenwick provided reflections about civil rights litigation and education and social progress in America.

SOE Hosts Constitution Day Lecture by Dr. Russell Irvine The SOE hosted one of the University’s 2012 Constitution Day lectures, scheduled each September in commemoration of the formulation and signing of the U.S. Constitution on September 17, 1787. This year, noted scholar Dr. Russell Irvine lectured on findings in his new book, The African American Quest for Higher Education Before the Civil War (Edwin Mellen Press, 2011), which examines the interwoven African American pursuits of full citizenship and the right to be educated. In his review of the book, University of Georgia professor and award-winning author Ronald Butchart noted that “Irvine has given us more original insights into the history of education than I have seen in the scholarship of the last decade. Most of our colleagues are revising old narratives and revealing new details along the way; Irvine has opened an entirely new frontier filled with new actors. He has given us new leverage on early black education that is refreshing and exciting.” For more about Dr. Irvine’s book, go to:

DC Area Writing Project Features Dr. Yvette Jackson In October 2011, the SOE’s District of Columbia Area Writing Project sponsored a lecture by Dr. Yvette Jackson, who discussed her new book The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools. The book provides practical approaches to rekindle educators’ belief in their ability to inspire the vast capacity of urban students. Dr. Jackson, a visiting lecturer at Harvard University, serves as CEO of the National Urban Alliance for Effective Education, founded at the Teachers College of Columbia University. To read more about Dr. Jackson’s book, go to: http://store.tcpress. com/0807752231.shtml.


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Turnaround Leadership “Leadership: An Inside Job” by Leslie T. Fenwick in Turnaround Leadership: Deans of Color as Change Agents. Dr. Fenwick is dean of the Howard University School of Education and a professor of educational policy. Turnaround Leadership examines how deans act as agents of change. Drawing on Fullan’s conceptual framework of turnaround leadership, cases studies of six deans of color are presented. Viewing the framework through the lens of these individuals is particularly cogent, given their positions as leaders of colleges/schools of education in a variety of institutional settings. This insiders’ view allows the reader to examine how a particular leader thought about and implemented a change initiative and whether the desired organizational outcomes were achieved. The study of deans of color who must engage in critical problem-solving is especially timely, given the absence of their perspectives in the existing literature on change and change initiatives in higher education.

Breaking Barriers 2

Breaking Barriers 2: Plotting the Path Away from Juvenile Detention and Toward Academic Success for Schoolage African American Males by Ivory Toldson. Dr. Toldson is an associate professor in the Department of Human Development and Psychoeducational Studies and editor-in-chief of the Journal of Negro Education. This widely disseminated policy monograph is a follow-up to the Congressional Black Caucus Foundation publication Breaking Barriers: Plotting the Path to Academic Success for School-age African American Males, nationally regarded as one of the most important scholarly contributions analyzing academic achievement among African American male PK-12 students. This recently released analysis reports the survey responses of school-age African American males: high achievers and low achievers, those with arrest records and those without, those who have participated in delinquent activities and those who have not, those who go to safe schools and those who do not, and those who live in safe communities and those who do not. The 4,470 responses analyzed in this report give a complete picture of the life and circumstances of African American males who avoid criminal justice involvement and attain academic success.

Through Children’s Eyes

Through Children’s Eyes: President Obama and the Future Generation by Helen Bond, Bernadine Barr, Izolda Fotiyeva, and Fang Wu. Dr. Helen Bond is an assistant professor in the Department of Curriculum and Instruction. Dr. Fang Wu, is an associate professor in the Department of Curriculum and Instruction. Izolda Fotiyeva is an instructor in the University’s Center for Academic Reinforcement. Through Children’s Eyes reveals how children in the 3rd, 7th, and 11th grades in the U.S. and four other countries made meaning of the historic election of Barack Obama as President of the United States of America. The book was developed from an international research study exploring how Obama’s messages and presence were received and understood by children and youth throughout the world in the months following his inauguration. The SOE Review



The Sumner Story The Sumner Story by Wilma F. Bonner, Sandra E. Freelain, Dwight D. Henderson, Johnnieque B. Love, and Eugene M. Williams. Dr. Wilma Bonner is director of teacher education at the SOE. The Sumner Story highlights the history of a famed all-black high school that became recognized for the stellar academic performance of its students. Highly qualified faculty who believed in the students’ ability to achieve prepared them for a world of competition, hard knocks, compromises, and closed doors. The story also illuminates the outstanding career successes of alumni. In a socially and economically segregated nation, black students who had a “Sumner-like” experience were very fortunate because their schools served as clear windows and powerful springboards to promising possibilities. Nine other similarly segregated high schools are presented. The Sumner Story provides relevant insights about how to address urban school concerns.

Creating the Opportunity to Learn Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap by A. Wade Boykin and Pedro Noguera. Dr. Boykin serves as director of the SOE’s Center for Research on the Education of Students Placed at Risk (CRESPAR). This book navigates the turbid waters of evidence-based methodologies and charts a course toward closing (and eliminating) the academic achievement gap. Turning a critical eye to current and recent research, the authors present a comprehensive view of the achievement gap and advocate for strategies that contribute to the success of all children.

Women of Color in Higher Education “Building Bridges for Women of Color in the Professorate” by Vinetta C. Jones in Women of Color in Higher Education: Changing Directions and New Perspectives. Dr. Jones is a professor in the Department of Curriculum and Instruction and past dean of the SOE. As a conceptual framework, Women of Color in Higher Education acquaints readers with a broad overview of the characteristics and experiences of women of color in the nation’s colleges and universities. The text posits that the increased presence of women of color in senior-level administrative and academic positions in higher education is transforming the political climate of these institutions to be more inclusive. Topics discussed in the text include higher education trends and issues, leadership styles and characteristics, tenure and promotion, mentoring and social networks, and challenges and opportunities.


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NEWS University Bids Farewell to Dr. Adele B. McQueen, Early Childhood Education Pioneer Dr. Adele B. McQueen

served as director of the Tuskegee Nursery School and

was a pioneer in the

taught child development courses at Tuskegee. She earned

now-fundamental “parent

a master’s degree in family and child studies from Kansas

education” programs to

State University in 1947 and a doctorate in education from

teach adolescent parents

Catholic University in 1979.

how to communicate with and parent their children. She devoted more than 50 years to the educational profession, specializing in early childhood education and parenting courses at Howard University and Tuskegee University, as well as developing teacher training programs in Africa.

In 1963, she and her husband, Finley, moved to West Africa, where for the next seven years they led a Tuskegee team in planning, establishing, and operating a teacher training institute in Liberia under contract with the U.S. Agency for International Development (USAID). Upon the couple’s return to the U.S., Dr. McQueen became an associate professor in the SOE and served as director of the Howard University pre-school, a predecessor to the Early

Born in Dallas, Texas, in 1913, Dr. McQueen earned her B.S.

Learning Program (ELP), now a National Association for the

in education from Tuskegee University in 1938. At Tuskegee,

Education of Young Children-accredited pre-kindergarten

she was a student nutritionist assigned to monitor the diet

and kindergarten serving three- to five-year-olds.

of Dr. George Washington Carver. From 1942 to 1961, she

Dean Fenwick Invited to White House Event Honoring STEM Teachers In November 2009, President Barack Obama launched an

Dean Fenwick was invited to attend the inaugural Educate to

Educate to Innovate Campaign to improve the participation

Innovate Campaign event. Held in January 2010 in the East

and performance of America’s students in STEM Education and

Room of the White House, the event celebrated the winners

delivered a call to action for increased efforts by the federal

of the Presidential Awards for Excellence in Math and Science

government, corporations, and philanthropic foundations

Teaching and Presidential Awards for Excellence in Science,

to work with young people to excel in science and math.

Math and Engineering Mentoring.

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NEWS Doctoral Student Antonio Ellis’ Research Published in Two Books SOE degree programs prepare

“Just What Is Response to Intervention and What’s It Do-

candidates to be engaged re-

ing In a Nice Field Like Education? A Critical Race Theory

searchers, reflective practitio-

Examination of Response to Intervention,” appears in the

ners, and leaders of change.

recently published book, Using Standards and High-Stakes

Antonio Ellis, a doctoral stu-

Testing for Students: Exploiting Power with Critical Pedagogy

dent in the Department of Ed-

(Peter Lang Publishers, 2012). His second book chapter,

ucational Administration and

“Rethinking Speech and Language Impairments Within

Policy, takes the first charge,

Fluency Dominated Cultures,” will appear in American

to be an “engaged” researcher, very seriously. During the

Multicultural Studies: Diversity of Race, Ethnicity, Gender

2011-2012 academic year, Ellis had his research accept-

and Sexuality, which will be released in July 2012 by SAGE

ed for inclusion in books published by major academic


presses Peter Lang and SAGE Publishers. Ellis’ chapter,

Graduating Senior Kelsey Purdue Earns First Place in Social Sciences Research Competition Kelsey Perdue, a graduating senior and human development major, won first place in the social sciences oral presentation division for the Howard University College of Arts and Sciences Undergraduate Research Symposium, held on March 26, 2012. Her research focused on volunteer satisfaction at a Washington, DC nonprofit organization. As a first-place winner, Perdue received a certificate, a plaque, and a $1,000 prize. Dr. Veronica G. Thomas, professor in the Department of Human Development and Psychoeducational Studies, served as Perdue’s research mentor.


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NEWS SOE’s Annual Educator Job Fair Hosts 500 Attendees Each year since spring semester 2008, the SOE has hosted

dean, coordinate the annual fair, which is staffed by SOE

an educator job fair with nearly 60 participating school

administrative assistants Geleta Grandison, June Harris,

district superintendents and human resources directors.

Naomi Black, Menebere Endale, Shahab Ibrahim, and

In April 2012, the fair drew more than 500 preservice and

Benjamin Wilson.

inservice educators and human service professionals from the SOE and throughout the DC metropolitan

Job fair results show SOE students and alumni are very

region. The purpose of the fair is fourfold: to increase

favorably evaluated and competitively pursued by district

PK-12 school district job placement for SOE graduates;

superintendents and human resources directors. Employer

to increase the national and regional visibility of the

survey data compiled annually by Jennifer Elbedour, SOE

SOE, its degree candidates, and graduates; to provide

database manager, indicate that nearly 90% of employers

an opportunity for SOE preservice teachers, principals,

rank graduates as competitive or more competitive than

school psychologists, and school counselors to practice

their peers. Specifically, employers strongly agree or agree

interviewing skills and become more familiar with the

that SOE graduates exhibit strength in the following

job selection process; and to provide a professional

domains: demonstrating knowledge, being sensitive

development service to local preservice and inservice

and having the ability to work with diverse populations,

educators and human service professionals seeking

understanding and using technology, thinking critically,

job placement. Dr. Wilma Bonner, director of teacher

and making ethical decisions.

education, and Marie Palin, administrative officer to the

Miner Building Roof Renovation Complete The U.S. Department of the Interior awarded Howard University nearly $950,000 toward the renovation of the historic Miner Building. The Miner Building once housed the nationally regarded Miner Teachers College, known for its preparation of an exceptional cadre of PK-12 teachers. The federal grant was used for infrastructural renovation to the roof of this 1913 neo-colonial building. To date, the University has invested $1.5 million in renovations to the Miner Building, now home to the SOE.

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PROGRAM EXCELLENCE AND INNOVATION Hattie M. Strong Foundation Gift to SOE for Teacher Education

In announcing the selected institutions, the foundation stated that the designated colleges and universities have “high-quality teacher preparation programs. These institutions have developed bold, innovative approaches that can prepare teachers for a time in which the nation’s

The Hattie M. Strong Foundation has

K-12 schools are undergoing dramatic change.”

awarded the SOE a gift to provide scholarship support for teacher

The SOE is among a cohort of participating graduate



programs, including the University of Michigan, the

their student teaching experience.

University of Pennsylvania, Stanford University, UCLA, New


York University, the University of Virginia and the University

students to



preparation of teachers, the Strong Foundation annually

of Chicago-Urban Education Institute, among others.

supports two Department of Curriculum and Instruction

Woodrow Wilson-Rockefeller Brothers Fund Aspiring

students. The 2011-2012 Strong Teacher-Scholars are

Teacher Fellows are able to use their $30,000 fellowship to

Leslee C. Clerkley and Rebecca Millard. The 2010-2011

earn a master’s degree in a teaching field at the SOE or one

Strong Teacher-Scholars were Tylah D. Davies and Omore’

of the other designated institutions.

Okhomina. The Hattie M. Strong Foundation was created in 1928 under the auspices of Hattie M. Strong, an individual with immense energy and a variety of interests. Her philanthropic endeavors included building hospitals, educational institutions, and social service agencies in the U.S., Europe, Asia, and Africa. A consistent theme running through all her philanthropic activities was the desire to help people help themselves. For more information about the Strong Teachers, go to the Scholarships/Fellowships link on the SOE website at

SOE Designated by Woodrow Wilson Foundation

SOE Preparation Programs Earn National Recognition Status When Dr. Anthony Johnson, associate dean for Accreditation and Technology, arrived at Howard University in September 2007, only one of its educator and human services professions preparation programs held national recognition status from its respective Specialized Professional Associations (SPAs). That program, which offered the Ph.D. in counseling psychology, held specialty accreditation from the American Psychological Association (APA). Though not a requirement for the SOE’s continuing accreditation by the National Council for the Accreditation of Teacher Education (NCATE), such specialty accreditations are a commonly accepted

The SOE has been selected by the Woodrow Wilson

indicator of program excellence. Dr. Johnson engaged

Foundation as one of 27 schools and colleges of education

program coordinators and other faculty to attain specialty

having quality, distinctive teacher preparation programs.

accreditations for additional programs in the SOE.

Nearly 160 schools and colleges of education were reviewed for this designation through a competitive application

Today, six SOE educator preparation programs hold


national recognition status, including early childhood education from the National Association for the Education


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PROGRAM EXCELLENCE AND INNOVATION of Young Children (NAEYC), elementary education from

and Policy, was recently appointed principal of the Howard

the Association for Childhood Education International

University Middle School of Mathematics and Science (MS)2.

(ACEI), special education from the Council for Exceptional

She succeeds Principal Sue White for whom Allison served

Children (CEC), educational administration from the

as Dean of Students.

Educational Leadership Constituent Council (ELCC), and school psychology from the National Association of

During Principal White’s administration (2007-2011), (MS)

School Psychologists (NASP). In order to achieve national

2 rose to national prominence and achieved many “firsts”

recognition status, programs are required to submit data-

including the selection of one of the school’s teachers,

dense program reports detailing how their curricula and

Kim Worthy, as DC Public Schools Teacher of the Year; two

candidate outcomes meet the standards and criteria, ethics

consecutive Citywide Spelling Bee champions (a first for DC

and practices, and other guidelines of the SPA. SPAs insure

charter schools) who earned places at the National Spelling

that PK-12 students have well-prepared, career-oriented

Bee; significant placement in the statewide MathCounts


competition (the only charter or regular public school invited to participate at the state level); top prizes and

The SOE was re-accredited by NCATE in 2010.

sweeps in the DC Citywide Science Competition; and first place prize for the Architecture Club for the mid-Atlantic

SOE Salutes Principal Sue White and Welcomes New Principal Artis Allison Howard University alumna Allison Artis, currently a doctoral student in the Department of Educational Administration

region, with the club going on to represent the entire region at the national competition. White was also responsible for enhancing school partnerships with the Carnegie Institute of Washington, Boeing and NASA and positioning the school to receive a grant award from Google. As a result of these and other achievements during Principal White’s tenure, the Johns Hopkins Center for Talented Youth has recognized (MS)2 as one of the Top-10 schools in the District of Columbia and the school achieved Tier 1 status with the DC Public Charter School Board.

Department of Educational Administration and Policy Prepares Next Generation of District Leaders The SOE Department of Educational Administration and Policy, via a partnership with the Prince George’s County Public School District, will offer a field-based doctor of education degree in education leadership Past Principal, Ms. Sue White The SOE Review


PROGRAM EXCELLENCE AND INNOVATION and policy beginning in summer 2012. The Educational

effective practitioners. Most importantly, partnering with

Administration Guided Leadership Experience (EAGLE

Howard University provides our district leaders with an

III) program is a nationally recognized doctoral program

opportunity to systemically foster learning environments

that reflects Howard University’s and Prince George’s

where effective and purposeful leadership will make a

County’s common commitment to addressing the needs

difference in the lives and future of the children in Prince

of urban and diverse learners by expanding the pool of

George’s County Public Schools.”

diverse and well-prepared district leaders. The EAGLE III program is specifically designed for current Prince George’s

Dr. Dawn Williams, chair of the Department of Educational

County Schools principals who aspire to the position of

Administration and Policy, is pleased that the district invited

superintendent of schools or another senior-level district

the department’s participation in its leadership succession

post. The core elements of EAGLE III are an urban education

planning. “We are excited to formally enter a partnership

focus; a Praxis model of instruction to encourage tighter

with a school district that shares our vision and quest for

alignment between theory and practice (pairing SOE faculty

educational excellence and equity,” she says. “For decades

and practicing district leaders who tailor course instruction

Howard University has prepared social justice-oriented

to the district); an experiential component, with courses

leaders to serve in diverse settings. EAGLE III was co-

and field placements focused on problems of practice; a

designed by our faculty and educational leaders in Prince

cohort structure; and a dissertation that examines a district

George’s County Public Schools to prepare current school

concern and provides data and

program and policy

principals to assume district-level leadership in years to

recommendations to resolve the concern. To facilitate the

come. The program’s Praxis model of instruction fosters

online learning community components of the program,

collaborative leadership development and is tailored to

the entire Department of Educational Administration and

meet the specific organizational learning needs of the

Policy faculty earned the Distance Learning Certificate

district and its personnel.”

through the University’s Center for Excellence in Teaching, Learning and Assessment (CETLA).

Dr. Zollie Stevenson, associate professor in the Department of Educational Administration and Policy, will serve as the


In speaking about the program, Dr. Pamela Shetley, supervisor

EAGLE III program director. The EAGLE III opening summer

of talent management for the district’s Department of

institute will focus on research consumerism, student and

Human Capital Management says, “The role of the school

program assessment and evaluation, and fair testing. Dr.

principal in Prince George’s County Public Schools, and

Stevenson, who will lead this intensive summer program,

nationally, has made an extreme paradigm shift from that

is a member of the board of directors for the National

of a building manager to that of an instructional leader and

Association of Test Directors and was recently appointed

community steward. The EAGLE III framework provides a

chair of the Diversity Issues and Testing Committee of the

compass that will help guide our leaders to become highly

National Council on Measurement in Education.

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FACULTY ACCOLADES Dr. Marilyn Irving Honored as One of the University’s Top Researchers Dr. Marilyn Irving, associate dean for research and sponsored programs and a professor in the Department of Curriculum and Instruction, was honored as one of six of the University’s most productive grant writers. Those honored have maintained a ten-year consecutive history of funded grants. Dr. Irving is the co-principal investigator of the SOE’s Ready to Teach program, funded by a $2.1 million grant from the U.S. Department of Education.

Dr. Stills Named Counselor Educator of the Year Dr. Aaron B. Stills, chair of the Department of Human Development and Psychoeducational Studies, has been honored with the Samuel H. Johnson Distinguished Service Award from the National Association for Multicultural Counseling and Development, a division of the American Counseling Association. He is also the recipient of the C. Harold McCully Award as the “Counselor Educator of the Year” from the District of Columbia Counseling Association. These awards are bestowed annually to an individual in the counseling/psychology professions who has demonstrated responsiveness to diversity and social justice in the field.

Dean Leslie Fenwick Receives WEB DuBois Higher Education Leadership Award In recognition of her efforts to advance educational opportunity for black students and her stalwart policy advocacy on race equity in education, Dr. Leslie T. Fenwick was selected by the board of directors for the National Alliance of Black School Educators (NABSE) as the W.E.B. DuBois Higher Education Leadership Award recipient.

Faculty Named to National and Regional Boards and Commissions Dr. Velma LaPoint, Professor in the Department of Human Development and Psychoeducational Studies, has served on the DC Mayor’s Advisory Council on Early Childhood Education. Dr. LaPoint’s teaching, research, program development/evaluation, and service focuses on diverse youth of color, youth placed at risk and their resiliency, youth and consumer culture, expressive therapies

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FACULTY ACCOLADES in the helping professions, career development of Black youth including factors supporting the interest of girls in science, childhood obesity, and early childhood teacher quality. She is a Trustee of the Washington Waldorf School and a Steering Committee member of the Campaign for Commercial Free Childhood. Dr. James Jackson, chair of the Department of Curriculum and Instruction and assistant professor, was elected vice president of the Committee of Practitioners for Title I Schools for the DC Office of the State Superintendent of Education (OSSE). The committee serves as an advisory body supporting OSSE in carrying out its responsibilities under Title I of the Elementary and Secondary Education Act (ESEA). Dr. Mercedes Ebanks, assistant professor in the Department of Human Development and Psychoeducational Studies and coordinator of the school counseling program, was appointed to the board of directors for the Capital Youth Empowerment Program (CYEP). CYEP is a nonprofit organization that seeks to rebuild families by offering programs to fathers to strengthen their positive role and presence in their children’s lives. The program also offers young men information on pregnancy prevention and values development. Dr. Gregory Reed, associate professor in the Department of Human Development and Psychoeducational Studies and coordinator for the master’s program in school psychology, was appointed a program reviewer for the National Association of School Psychologists (NASP). NASP is the specialized professional association governing accreditation of school psychology programs.

Dr. Lois Harrison-Jones Re-Appointed to NCATE Advisory Board Dr. Lois Harrison-Jones, associate professor in the Department of Educational Administration and Policy, has been named to a second term on the Unit Advisory Board (UAB) for the National Council for the Accreditation of Teacher Education (NCATE). NCATE’s UAB is responsible for determining the accreditation status of professional education units across the nation. Dr. Harrison-Jones is a past superintendent of Boston Public Schools (MA) and Richmond Public Schools (VA). The first African American woman to serve as a public school superintendent in Massachusetts and Virginia, Dr. Harrison-Jones is the 2009 recipient of the American Association of School Administrators (AASA) Effie H. Jones Humanitarian Award for her unwavering commitment to social justice and the advancement and mentorship of women and minorities in positions of leadership.

Dr. Wilma Bonner Discusses Sumner Story on NPR Dr. Wilma Bonner, director of teacher education in the Department of Curriculum and Instruction, coauthored The Sumner Story, which profiles Sumner High School, the famed all-black high school in Kansas City (KS) prior


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FACULTY ACCOLADES to desegregation. Known for its exceptionally credentialed principals and faculty and its high-achieving graduates, Sumner High School has a more than 70-year record of success, which stands as a testament to what can be achieved in the nation’s public schools. A highly regarded PK-12 educator, Dr. Bonner is a former teacher, principal, and assistant superintendent for DC Public Schools in Washington, DC. During her tenure as assistant superintendent, she played a key role in the work of the Blue Ribbon Commission on Senior High Schools, which recommended comprehensive measures to improve academic achievement and the overall climate of DCPS high schools. She also supervised district-wide adoption and implementation of new learning standards in reading, mathematics, social studies, and science, and she chaired the committee that developed new promotion and graduation requirements. To listen to Dr. Bonner’s interview on NPR, go to To learn more about The Sumner Story, see

Dr. Ivory Toldson’s Research Provides New Hope for Black Love and Marriage Dr. Ivory Toldson, associate professor of counseling psychology in the Department of Human Development and Psychoeducational Studies, editor-in-chief of the Journal of Negro Education, and a senior research analyst at the Congressional Black Caucus Foundation (CBCF), recently published a study contradicting recent features appearing on ABC’s “Nightline” and in The Wall Street Journal asserting that there is a shortage of available black men and that educated black women have a slim chance of getting married. Dr. Toldson coauthored the study with Dr. Bryant Marks, director of the Morehouse Male Initiative, an assistant professor of psychology at Morehouse College, and a faculty associate at the University of Michigan’s Institute for Social Research. Drs. Toldson and Marks identify common myths about black men, black women, and their relationships by debunking flaws in widely held beliefs about black couples and marriage, which they say is not as endangered as the national news media portrays. “New Research Shatters Myths and Provides New Hope for Black Love and Marriage” appears in emPower, an online magazine offering in-depth articles, commentary, and video programming on the social, educational, socioeconomic, health, political, and environmental issues that people of African descent face. To read the article, go to: php?article=2051

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FACULTY ACCOLADES Dr. Gerunda Hughes Heads University’s Office of Institutional Assessment and Evaluation Dr. Gerunda Hughes, an associate professor in the Department of Curriculum and Instruction, was appointed director of the University’s Office of Institutional Assessment and Evaluation (OIAE). The OIAE coordinates and monitors a campus-wide assessment program that reflects the University’s mission and includes strategies for examining individual academic programs and support units for effectiveness and ways these programs and units interact to fulfill the University’s mission. This vital office assists University community members with maintaining a culture of continuous improvement by furnishing data to inform decision-making related to student progress and academic programs. Dr. Hughes is an assessment and evaluation expert who holds appointments on a number of relevant boards, including the National Assessment of Educational Progress (NAEP) Validity Studies Panel (along with members from the University of Virginia, University of North Carolina- Chapel Hill, University of California-Berkeley, and the American Institutes for Research). She also is a member of the Graduate Record Examination (GRE) Technical Advisory Committee and the Partnership for the Assessment of Readiness for College and Careers (PARCC) Technical Advisory Committee. The latter is a consortium of 25 states; the consortium was awarded a $170 million grant from the Race to the Top Competition to create the next-generation assessment system for K-12 math and English language arts/literacy.

Center for Academic Reinforcement Faculty Receive 2012 Faculty Senate Awards Three faculty members in the Center for Academic Reinforcement (CAR) have been honored by the Howard University Faculty Senate. • • •


Thomas Lawson, CAR mathematics instructor, was honored for his courageous leadership, extraordinary service, and unwavering commitment to the cause of shared governance. Janet Griffin, CAR writing composition and verbal skills instructor, was recognized for her outstanding service and commitment to the Faculty Senate. Dr. Valarie Lawson, CAR director, received the Senate honor for her courageous leadership, extraordinary service, and unwavering commitment to the cause of shared governance.

The SOE Review

COMMENTARY Online Learning in the School of Education By Melanie Carter, PhD Senior Associate Dean for Academic Programs and Student Affairs and Associate Professor of Educational Administration and Policy

Studies reveal that in 2010, more than six million students were enrolled in online programs; 30% of American college students took at least one course online; and 19 historically black colleges and universities with four-year undergraduate programs offered full online degrees at the bachelor’s or master’s level. To be sure, distance learning technology has forever altered the higher education landscape. Student realities and expectations in the 21st century have challenged colleges and universities to consider alternatives to brick and mortar classroom spaces and to explore opportunities for virtual teaching and learning. The SOE faculty has a history of pushing against pedagogical boundaries that sometimes hinder instructional innovation. As educators, we are acutely aware of the importance of modeling contemporary pedagogical practices that hold promise for enhanced learning. Currently most SOE faculty members use Blackboard, an online platform, to support classroom instruction. Blackboard enables 24-hour access to course materials, creates tremendous opportunities for student and instructor interaction, and offers a host of other features. Though we are pleased that Blackboard has become a highly effective supplement to face-to-face classroom instruction, we are committed to formally institutionalizing distance learning in the SOE by offering a fully online degree program. With half of the SOE’s faculty certified in distance learning and authorized by the University to deliver online courses, our immediate goal is an online degree program that is cutting-edge, innovative, and aligned with our mission to prepare educators and human services professionals who are committed to improving teaching, learning, and research in urban and other diverse settings. The SOE Global Initiatives and Distance Learning Committee was established in 2010 to create a plan for developing and implementing an online program. Our first task was to examine the status of online programs at peer institutions and other HBCUs. Our review indicated that only four HBCUs offer online graduate degree programs in education. The obvious need for more online degree options, coupled with the expertise of the SOE faculty, affirmed our commitment to launching an online program in 2013. The opportunity to deliver selected courses and programs in an online environment offers tremendous possibilities for reaching students who would not otherwise have access to Howard University. An SOE-based online program will provide a dynamic and engaging vehicle to influence the preparation of teachers, administrators, counselors, and human service providers throughout this country and around the world.

The SOE Review


The Helen Matthews Rand Endowed Scholarship Fund This year, the Helen Matthews Rand


Endowed Scholarship Fund celebrates a

scholarship for two years and a laptop

decade of helping to transform exceptional

computer to exceptional students pursuing

students into exceptional teachers. In

a master’s degree in a HUSOE teacher

1999, Addison Barry Rand established the

preparation program. Scholars are required

scholarship in recognition of his mother.

to make a 2-year commitment to teach in

Mrs. Rand, a graduate of Miner Teachers

an urban school upon completing their

College and New York University, served


for 34 years in the District of Columbia Public Schools as a counselor, assistant principal and principal at Neville Thomas Elementary School. Helen Matthews Rand’s distinguished career and dedication to urban education and community service was the impetus for her son’s generous gift and his abiding commitment to support the Howard University School of Education’s (HUSOE) legacy of preparing teachers for urban schools and communities.





In thanking Mr. Rand for the scholarship, Ms. Miya Thomas, a 2005 Rand Scholar who now teaches in DC Public Schools, exclaims: “As a teacher at Highland Park Elementary, I have been able to fulfill my desire to have a positive impact on our youth. In addition to being a classroom teacher, I have assumed many leadership roles at my school. I am a mentor for the Lady Eagles – a group designed to build self-esteem and academic success among young girls. I serve as a tutor

The $500,000 gift was announced during

in our after-school enrichment program

Howard University’s 1999 Charter Day Dinner

and as the elementary science coordinator.

for which Mr. Rand served as corporate

I have the same love for education that your

committee chairperson. At the time of the

mother had. I will continue to be the best

announcement, Mr. Rand was executive vice

educator that I can be!”

president of customer operations for the Xerox Corporation, which made a corporate matching gift of $500,000 to the fund. Currently Chairman of the Howard University Board of Trustees and CEO of the American Association of Retired Persons (AARP), Mr. Rand’s contribution continues to help the HUSOE attract students who have a record of academic excellence and a commitment to become urban school teachers.

Since its inception, nearly 40 students have been awarded the Helen Matthews Rand Scholarship. They serve in urban school districts through the nation as elementary and secondary school teachers. These Rand Scholars represent the next generation of urban school teachers who like Helen Matthews




excellence, professional commitment and love for their communities.


he child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abilities, his individual judgement, and his sense of moral and social responsibility, and to become a useful member of society. The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents. The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities, shall endeavour to promote the enjoyment of this right. Principle 7 Declaration of the Rights of the Child Proclaimed by United Nations General Assembly resolution 1386(XIV) of 20 November 1959

Cover: Students Aspire is an Elizabeth Catlett sculpture affixed to the Howard University College of Engineering, Architecture and Computer Sciences. The work was completed by Catlett in 1977. Born in 1915, Catlett was a 1935 alumna of Howard University and the first African American to receive an MFA in sculpture at the University of Iowa in 1940.

Howard University School of Education 2565 Georgia Avenue, NW Washington, DC 20059

The SOE Review - Volume 2  

Welcome to the second issue of the SOE Review, the newsmagazine for the Howard University School of Education (SOE). This biannual publicat...

The SOE Review - Volume 2  

Welcome to the second issue of the SOE Review, the newsmagazine for the Howard University School of Education (SOE). This biannual publicat...