Capstone Educator 2017

ESTABLISHED FORWARD-THINKING COMPETITIVE

With official logo somewhere on page

2017 Year in Review

CONTENTS 4

FROM THE DEAN’S DESK

6

HISTORIC MARKER PLACED

7

HALL OF FAME

13

NALL DONATES ART COLLECTION

14

ADAPTED ATHLETICS FACILITY

16

OUR GLOBAL FOOTPRINT

24

SCHOOLS AND COMMUNITIES

30

LEADING SPECIAL EDUCATORS

39

OUTSTANDING ALUMNI AWARDS

40

GIFTS TO THE COLLEGE

Peter Hlebowitsh, Dean | Liza Wilson, Senior Associate Dean | Kathy Wetzel, Associate Dean for Student Services | David Hardy, Associate Dean for Research and Service | Rebecca M. Ballard, Director of College and Alumni Relations | Stephen Abernathy, Development Officer Contributors: UA Strategic Communications, David Miller, University Photography Circulation: 18,000 digital, 3,000 printed Questions or submissions: Email rebecca.ballard@ua.edu This magazine is a yearly publication of The University of Alabama College of Education 2017©. Opinions found in the magazine are not necessarily the position of The University of Alabama. Some articles are abridged versions of news releases produced by UA Strategic Communications, which can be found at http://ua.edu. The University of Alabama is committed to equal opportunity in employment and education and does not discriminate on the basis of race, color, religion, sexual orientation, gender identity/expression, national origin, sex, age, disability, citizenship, or veteran status .

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FROM THE DEAN’S DESK John Dewey once observed that “it is not whether the schools shall or shall not influence the course of future social life, but in what direction they shall do so and how.”

We believe that the actions of our College are working handin-hand with the schools to offer direction and insight to the fashioning of a better future.

Our main instrument for change is the young schoolteachers that we train and set off into the world. A teacher who understands children, who has deep knowledge of subject matter and who sees the school as an engine for social amelioration, is empowered to reshape the nature of the school experience. Professionally empowered teachers are not only good teachers, they are also agents for reforming the schools.

If one simply calculates the face-to-face time that teachers have with students and the role model status that they commonly inherit, one can begin to appreciate the role that they could play in altogether remaking the school. For this reason, we see our teacher education program at the very forefront of our work.

Similarly, we also believe that our research mission is key to enhancing the role of the school in influencing a fruitful future. Because we are a College of Education, much of our research work is applied and school-related. We test new classroom interventions, examine methods to better measure and evaluate the effects of teaching, and offer new ways of thinking about what a school should do and how its mission might be organized. We also work to bring improvements to the physical and mental health of children, explore new perspectives on counseling and student support, propose instructional technologies that could bring efficiencies and

enhanced learning effects to classrooms and work with families to leverage their role in supporting their own children.

Among our Kinesiology faculty, our work turns in the direction of examining how diet affects the body, and how different conditioning measures strengthen the body. It is cliché to say it, but there is nothing more important than one’s health and the work done in the Kinesiology Department is our investment in advancing pro-health behaviors. In all these ways and so many more, our research shapes the school and inevitably shapes the future.

Finally, our College also embraces a commitment to public engagement that is at the very heart of making a better future. Our CrossingPoints program, which is a transition program for young adults with intellectual disabilities, is nationally prominent and among the largest programs of its kind in the nation. Our Adapted Athletics program is second-to-none in its service and outreach to students in chairs. The recently constructed Stran-Hardin Adapted Athletics Arena, which is the only building of its type in the nation, carries the name of two of our faculty members – Margaret Stran and Brent Hardin. It is frankly difficult to imagine a more powerful testament to the public service work of our faculty than this. We are also doing good work in the area of literacy and now have an especially strong outreach to the schools through the Alabama Positive Behavior Support Office, which offers statewide supports to schools on addressing challenging behavior, improving school climate and supporting at-risk students.

John Dewey was strongly-worded on this matter of the school and its relation to social change. “The problem,” he noted, “is not whether the schools should participate in the production of a future society (since they already do so anyway), but whether they should do it blindly and irresponsibly or with the maximum possibility of courageous intelligence and responsibility.”

We are happy to say that we are aiming to bring vison, responsibility and courageous intelligence to our work with schools and to the common project of building a better future.

Peter Hlebowitsh Professor and Dean

Historic Marker Honors Civil Rights Hero A giant in civil rights history was recognized with the unveiling of the Autherine Lucy Foster Historic Marker at The University of Alabama.

If you don’t know your history, you will forget your past.

So, where it hurts a little bit, we have to talk about it.

—Autherine Lucy Foster UA President Stuart R. Bell said, “Mrs. Foster’s initiative and

University and am, myself, a proud graduate and member

courage opened the doors and created the opportunity for all

of the alumni association. I am very humbled that the

races to attend the University. This historic marker will serve

University has chosen to recognize me in this way.”

as a testament to her enduring impact on our campus and beyond.”

On Wednesday, Feb. 1, 1956, she registered as a student in UA’s College of Education. That Friday, Feb. 3, she attended

Dean Peter Hlebowitsh said the idea for the marker came

her first class as a graduate student in library science,

from faculty and students who petitioned the University

becoming the first black person in Alabama admitted to a

to place a historic marker near the site where Foster first

white public school or university. But on Monday, Feb. 6,

attempted to enroll but was driven away by a mob in 1956.

as some 3,000 protested, the Board of Trustees expelled her, citing her and other students’ safety.

“We are gratified that the University is recognizing Mrs.

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Foster in this manner,” Hlebowitsh said. “This honor is in

“Autherine is a teacher by her life and by her willingness to

keeping with the magnitude of her contributions to the

speak for those who are not being heard,” classmate Marian

history of our University.”

Accinno Loftin said.

On being notified of the honor, Foster said, “I never imagined

Today, UA is a multicultural campus including more than

my decision to enroll would affect so many in so many

4,000 African-Americans among its approximately 38,500

ways. Today, I have several children who have attended the

students.

Autherine Lucy Foster, the first African-American student to enroll at UA, and Judy Merritt, the first woman to serve as president of a community college in Alabama, were among the inductees of the Educator Hall of Fame.

Ethel Hall, the first AfricanAmerican woman to be elected to the Alabama State Board of Education, and Adolph Crew, one of the early adopters of experiential education and UA professor, were inducted as well.

Educator Hall of Fame AUTHERINE LUCY FOSTER M.A., The University of Alabama, 1991. B.A., Miles College, 1952.

Autherine Lucy Foster (pictured with family above) was the first AfricanAmerican student to attend The University of Alabama in 1956. On February 3, Lucy attended her first class as a graduate student, becoming the first African American ever admitted to a white public school or university in Alabama. Campus riots broke out three days later, and the university removed Lucy for her own safety. Her expulsion was officially annulled in 1988. A year later, she again enrolled at the University, joining her daughter, Grazia Foster, who was also a student at the Capstone. They graduated together in 1992 with Autherine earning a master’s degree in elementary education and Grazia earning a bachelor’s degree in corporate finance. The University named an endowed fellowship in her honor that year and dedicated the Autherine Lucy Clock Tower in 2010, honoring her as one of three individuals who pioneered desegregation at The University of Alabama.

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Pictured from left: Autherine Lucy Foster, Judy M. Merritt, Ethel H. Hall, Adolf B. Crew

JUDY M. MERRITT

Ph.D. M.A., B.S.E., The University of Alabama, 1974, 1964, 1964.

The late Judy Miles Merritt, the daughter of educators, began attending The University of Alabama when she was just 16.

She began her career in higher education as a counselor of admissions at then Jefferson State Junior College in 1965, the opening year of the college. She would later hold positions at Florida International University, including vice-president of student affairs. She returned home to Alabama in 1979 to Jefferson State Junior College as president, where she served for 35 years. Her appointment by Gov. Fob James marked the first time a woman had been named president of a college in Alabama. When Merritt began her tenure at Jefferson State Community College, the College consisted of one campus located in the eastern area of Jefferson County. Today JSCC has campuses in four counties, furthering Merritt’s dream of opening doors of higher education for all. Upon her retirement in June 2014, Dr. Merritt remarked that while the dream for many has been achieved, the fight for pathways to education, equality, and inclusion continues.

ETHEL H. HALL

D.S.W., The University of Alabama, 1979. M.S.W., Atlanta University, 1986. M.S., University of Chicago. 1953. B.A., Alabama A&M University. 1948.

The late Dr. Ethel Hall was a devoted educator and is remembered as the first African American woman elected to the Alabama State Board of Education. She served 24 years, including 10 as the Board’s vice president. Her dedication and service to this Board earned her the honor of being named vice-president emerita. She co-authored a book detailing her experiences titled My Journey. During her

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long career, she was employed by the Alabama Cooperative Extension Service, the Hale County Training School, the Neighborhood Youth Corps and taught at Westfield High School, the University of Montevallo, and The University of Alabama. Her legacy of service touched countless organizations and associations, including the National Association of State Boards of Education, the Alabama Association of School Boards, Leadership Birmingham, Leadership Alabama, the American Alliance for Health, Physical Education, Recreation, and Dance, the Birmingham Civil Rights Institute, Rotary International, A+ Foundation and Partnership, Alpha Kappa Alpha Sorority. She was also named Outstanding Alumna of Alabama A&M University.

ADOLPH B. CREW Ed.D. & M.A., The University of Alabama, 1953, 1950. B.A., Birmingham Southern College, 1947.

The late Dr. Adolph Brandon Crew was a professor of secondary social science education in the College of Education at The University of Alabama from 1958 until his retirement in 1987. Among many honors, he received the 1978 award for Outstanding Commitment to Teaching, given by the National Alumni Association of The University of Alabama. He dedicated his entire career to education, encouraging students to extend learning beyond the classroom. He was an early adopter of experiential education.

He was known to take students on various field trips to locations such as Tannehill Ironworks Historical Park, Bankhead National Forest, and Dauphin Island Sea Lab. He served as the head of many educational organizations, and he worked with students at Tannehill Park where he used the facility and associated history to have his students do historical research there by digging in the artifact-rich area.

Hardin Receives Blackmon-Moody Award Dr. Brent Hardin, director and co-founder of Adapted Athletics Program, was named the 2017 recipient of the Frederick Moody Blackmon-Sarah McCorkle Moody Outstanding Professor Award.

Pictured from left: Dr. Brent Hardin and UA President Stuart Bell

The Blackmon-Moody Award is one of the most prestigious

in 2003. At its founding, the program fielded a women’s

awards given by UA to recognize an accomplishment that

wheelchair basketball team, but has since grown to include

is innovative, creative, useful, or captures the imagination.

competitive teams in a variety of sports, as well as non-

It was created by Frederick Moody Blackmon to honor the

competitive sporting options. UA is now home to six national

memory of his grandmother, Sarah McCorkle Moody.

championships in wheelchair basketball and three national championships in wheelchair tennis.

Athletes, coaches, and administrators in adapted sport from across UA, the United States, and the world nominated

“I’m thankful for this award and I’m honored when I

Hardin for his contributions to adapted sport.

consider past faculty winners and their achievements,” Hardin said. “But to me, it’s a team award. Everything I’ve

Jason Harnett, head coach of the U.S. Paralympic Wheelchair

done is a result of hundreds of people who’ve done things to

Tennis team, said Hardin’s contributions to the community

help me.

is “almost immeasurable” and that Hardin and UA are “transforming and creating the template for success” that

“I feel really blessed and lucky to have landed at Alabama,

other universities should follow.

a place that cares about students with disabilities and sees adapted athletics as a bright light for the university.”

Hardin, along with wife and decorated Paralympian, Dr. Margaret Stran, launched UA’s Adapted Athletics program

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UA PRESIDENT’S FACULTY RESEARCH AWARD Six professors from across UA were selected for the 2017 President’s Faculty Research Award. The winners included a senior and junior investigator from each of three groupings: physical and biological sciences, mathematics, & engineering; social & behavioral sciences; and arts & humanities.

Aaron Kuntz and Jingping Sun were the winners in the social and behavioral sciences as senior and junior investigator, respectively.

Kuntz’s work focuses on developing materialist methodologies, or ways of producing knowledge that take seriously the theoretical deliberations of critical theory, postmodernism, and poststructuralism into account.

Sun researches leadership model development and policy evaluation and has conducted the most comprehensive meta-analysis on transformation school leadership to date.

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DR. AARON KUNTZ: ON QUALITATIVE INQUIRY All research brings together learned practices of knowing and doing. Yet, qualitative inquiry distinguishes itself when it intervenes in the otherwise smooth repetition of the status quo. That is, good qualitative inquiry questions both what we “know” and how we came to that knowledge. Further, qualitative inquirers work with presumptions of change and, as such, strive for research practices that have the dexterity to encounter open-ended or otherwise ambiguous meaning.

Far too often in educational research there is a singular focus on simply doing (the repetition of method without thought). The danger of this is that one only employs memorized methods procedurally. This results in the researcher as a technician of sorts and a series of findings that inevitably tell us what we already know. I take methodological work seriously because I believe we need more than the routinized and purely technical application of methods if we are to address the stifling effects of social inequity through education and educational research. This perhaps begins with the refusal to separate knowing from doing as claims from the former grant the logic necessary to invoke the latter.

Consider, for example, strategies for learning how to conduct an interview. For many, this implies discussions of what types of questions to ask, what to do with awkward silences after short responses, the technologies available for transcription, a formula for creating codes, etc. Each of these activities could very well be learned in isolation

as techniques for generating some sort of meaning

yet. After all, education generally, and educational research

regardless of context. Yet, such practices also bring with

more specifically, operates on the belief that social and

them select values that, through their articulation, make

material outcomes are not already determined—there is

possible select claims even as they foreclose others. For

much that we do not know; there are ways of knowing we

instance, traditional interviews might be understood as

have yet to consider.

a means to privilege an individual’s voice, a way to tell a previously unheard story. Yet what happens when that

In the end, if we begin with the assumption that we cannot

voice is digitized (through recording), rendered on paper

prescribe a certain future, the methodologies with which

(as a transcript), sliced and diced (through coding), and

we strive to understand such uncertainty must be adept at

resynthesized in a way that makes sense to the researcher

dealing with the messy business of learning (and, hopefully,

(as an article, dissertation, or some other product of the

through learning, living). There is nothing neat and tidy

research activity)? What has happened to that voice, that

about qualitative inquiry. Instead, this approach to research

story, once it has been produced by the machinery of

risks creativity in order to make possible newly emergent

method?

alternatives to the predominant status quo. Thus it is that good qualitative inquiry can be so wonderfully motivating,

More interesting than the repetition of memorized method,

beginning as it does with the belief that we can be other

I think, is methodological work that necessarily entangles

than we are, refusing the easy rendition of what-has-been

concerns regarding knowing, coming-to-know, being, and

for the possibility of what-might-yet-be.

coming-to-be. These are epistemological and ontological considerations that never reach full resolution (and

DR. JINGPING SUN: MAKING THE PROCESS OF

their lack of finitude can, to say the least, be immensely

IMPROVING STUDENT LEARNING ‘SCIENTIFIC’

frustrating to the intrepid researcher). In this way, “what we know” is intimately aligned with “how we know”—

The current accountability policy contexts push school

findings are bound to the research practices that produce

administrators and teachers to look at standards, assess

them. To return to the interview example, the created

student progress against standards, and use students’

story might now be understood as generated through

performance data to inform their decisions related to

the entangled relation of the interviewer, interviewee,

instruction and schools. Student learning data, however

methodological process, even the mundane materials that

don’t tell principals how to improve schools and student

assist the research process (digital recorders, transcription

learning. To make the process of school improvement a

software, coding manuals, etc.). Further, research practices

‘scientific’, i.e., research evidence-based and data-informed,

bear the weight of the values that grant them logical or

process, principals first need to know where to make

legitimated status. Thus it is that the work of inquiry

changes, i.e., the levers to use that would benefit students

necessarily envelops empirical assertions with the critical

most and that they could influence.

eye of theory and philosophy.

We have learned that school leadership is second only to The work of the engaged methodologist, then, is to make

classroom instruction among the important factors in

the epistemological and ontological assumptions that drive

schools to student learning (Leithwood & Louis, 2012).

our research visible, open to critique, and questionable.

The influence of such leadership, however, is mostly

Rather than remain within the paralysis of infinite

indirect (e.g., Hallinger & Heck, 1996; 1998) through the

critique or relativism, the qualitative inquirer is decidedly

Four Paths (Leithwood, Jantzi, & Pattens, 2010): Rational,

positioned and motivated by the possibilities of the not-

Emotional, Organizational and Family Paths. The job of

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the leader is to assess the statues of high yielding conditions

trustful, and committed. Academic culture is the key school

on these paths, in particular those school or teacher factors

condition, conducive to student learning (Leithwood &

not yet sufficiently developed to realize their potential impact

Sun, accepted with revision). A collective push for academic

on student learning, and enact upon effective leadership

excellence, an ecological approach to develop a safe and order

practices likely to improve the status of these factors (Sun &

school environment, and maximization of instructional time

Leithwood, 2016).

all contribute to the positive academic culture of a school.

Finally, principals’ efforts to influence Parent Expectations

The critical paths through which principals can influence

for Children’s Success at the School and Beyond, enhance the

student learning could be focused instruction supported

communication between parents and children, and optimize

by assessment of learning, assessment for learning and

Parents’ Social and Intellectual Capital can yield improved

assessment as learning (e.g., Fullan, Hill, & Crévola, 2006).

student learning (Leithwood, Sun, & Pollock, 2017).

Breakthrough leadership can be effective in transforming classroom teaching based on student data. The critical paths

Our recent review (Sun, Johnson, & Przybylski, 2016)

could also be through teachers’ emotions (Sun & Leithwood,

indicates that most of principals mainly look at student

2015). A higher level of teachers’ collective efficacy, trust in

learning and disciplinary data when making decisions. This

others in schools, and their commitment to schools, teaching

is not enough. Measuring and identifying strengths and

and learning is associated with a higher level of student

weaknesses in the high yielding conditions (e.g., collaborative

achievements. Principals’ efforts to develop a shared vision

data-wise culture in schools) using reliable perpetual data

with teachers, provide individualized support and stimulation

in addition to student data are the basis for principals

to teachers, model best practices, and recognize and

to make ‘scientific’ change in schools. Such approach to

appreciate what teachers do, all transformational leadership

school improvement warrantees improved student-learning

in nature, can certainly help teachers to be more efficacious,

outcomes.

Richardson Wins Teaching Award The National Alumni Association awarded Dr. Mark Richardson with an 2016 Outstanding Commitment to Teaching Award. Richardson has served on 110 graduate theses and dissertation committees. Several of these involve departments other than kinesiology (i.e., anthropology, psychology, and mechanical engineering). He has chaired or co-chaired several thesis committees in which the student received an outstanding thesis award.

Richardson’s research focus is in the area of exercise and its relationship to health and disease, in particular, physical activity assessment methodology in free-living individuals. He was a member of a symposium on advances in the assessment of physical activity presented at the annual meeting (1992) of the American Alliance for Health, Physical Education, Recreation and Dance. He has co-authored 55 peer-reviewed publications (37 with students as first author) and 124 peer-reviewed presentations (100 with students as first author).

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ARTIST NALL

DONATES SELECTIONS TO THE COLLEGE Acclaimed multi-medium artist and UA alumnus Fred “Nall” Hollis donated a collection of etchings and other works to the College valued at $540,000, which are now on display in Carmichael Hall.

At a lecture inaugurating his exhibit, Nall discussed more than 40 years of his work, travels, and success in art.

Nall served as artist-in-residence at UA in 2000 and helped bring Alabama’s arts community to national reknown through the traveling exhibit – and book – Alabama Art, a collection of portraits of 12 Alabama artists and their works. remember him saying, ‘no, no, you must learn to draw the hair growing out of Nall is currently based in Fairhope after

the head, in black and white, and if you can do it in black and white, you can

spending a great part of his career in

always do it in color.’ Dali was a delightful professor. So were Richard Brough

France, where his Nature Art and Life

and Al Sella, both whom taught me drawing and commercial art at Alabama.

League (N.A.L.L.) offered apprenticeships

Brough taught me how to make something pop.”

to international students, some from UA. Nall developed a reputation for producing art in many mediums, particularly “My heart is a progression and part of

mosaics, sculpture, and line engravings. He also created porcelain designs

the Alabama art movement, of which

for Haviland, Royal Limoges, Monaco and Tunisian porcelain, and he makes

The University of Alabama is certainly a

tapestries and opera set and costume designs. His artwork has been displayed

player,” Nall said.

in art museums across the U.S. and internationally in Monaco and the Vatican, among others.

Nall, born and raised in Troy, earned a B.A. in art at UA in 1970. A year later,

Nall said he’s excited to continue to help promote art in Alabama the same way

he moved to Paris to study at its Ecole

he saw communities in Europe prop up their artists and propel their work into

National des Beaux Arts. He travelled

the high-end venues and mainstream culture.

across Europe, the Middle East, Asia and Mexico, learning different mediums

“I love to share – it’s growth,” Nall said. “When I grew up, in Birmingham, there

from the likes of Spanish surrealist artist

was one gallery. So having Prince Albert (of Monaco) and (former Beatles

Salvador Dali.

drummer) Ringo Starr, and former Alabama collectors like Red Blount and Jack Warner behind me helped me achieve my goal – to inject art into the

“When I was working with Dali, I was just beginning etchings,” Nall said. “I

mainstream of everyone’s life.”

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ADAPTED ATHLETICS: New Facility Named after Program’s Founders Pictured from left: Mike and Kathy Mouron and Margaret Stran and Brent Hardin

Margaret Stran and Brent Hardin

“We thought it was for Kathy, and we were so excited for her,” Stran said. “Mike and

were excited for their friends, Mike

Kathy are wonderful people and a pleasure to be around.

and Kathy Mouron.

Hardin said the honor made for the most “humbling day of his life.”

Stran and Hardin, pioneers of the UA’s Adapted Athletics program,

“To me, it’s not something that we have done,” Hardin said. “It’s something that’s

anticipated that the announcement

been a labor of love for our whole program, starting from the very first students

of the new state-of-the-art adapted

who were here, our presidents and administration. It’s great to be a part of an

sport facility would be named after

organization that really cares about doing the right thing.”

Kathy, who, along with her husband Mike, launched the project with gifts

The $10 million Stran-Hardin Arena is a premiere game venue and training facility.

totaling $4 million.

The two-story facility located next to the UA Rec Center will include a NCAA regulation game venue for wheelchair basketball, locker rooms, workout/training

Kathy stood several feet from

room, strength and conditioning room, team meeting rooms and study halls.

Hardin and Stran as Mike pulled the black cloth and revealed the glossy rendering of the facility.

The name Stran-Hardin Arena was printed on the rendering and will

Mike said that he and Kathy believed that Stran and Hardin earned the right to have their names on the new building truly through their ongoing commitment to adapted sports, inclusion and UA.

rest above the main entrance to the facility.

“I can’t tell you how long we’ve looked forward to this day,” Mouron said. “We want to relish every minute of it.”

Stran gasped and began crying.

Hardin did his best to hold back tears.

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The UA Adapted Athletics Program began in 2003 with women’s

Visit alabamaadapted.com for team schedules.

wheelchair basketball. The program has grown to include 30 studentathletes in women’s basketball, men’s basketball, wheelchair tennis, para-rowing and adapted golf.

UA is home to five national championships in women’s wheelchair basketball (2009, 2010, 2011, 2013 and 2017) and one in men’s wheelchair basketball (2015).

Wheelchair tennis has won three national championships (2013, 2015, 2017).

Stran is a two-time Paralympics medalist and former coach for Team USA. Both she and Hardin coached UA to multiple national championships in wheelchair basketball. Additionally, more than 100 students have participated in UA’s non-competitive adapted sports.

“It’s an amazing journey and bigger than I’ve ever imagined,” said Stran.

“When you look at your life, you look at who you are and who you want to be. Brent makes me a better person, and you all have helped us become more than we ever thought we could. Thank you for believing in our dreams and growing our dreams. Make your dreams for other people because we can build so much more if we are committed to it.”

women’s basketball men’s basketball tennis rowing golf 15

Matching Scholar Program

Master’s Degree Programs

Student Fulbright Scholars

COST Students

Study Abroad Programs

COE International Faculty

Faculty Fulbright Scholars

International Scholars Visiting UA

This map is not inclusive of all COE travel abroad, but it shows that we are connecting around the world.

THE COLLEGE’S GLOBAL FOOTPRINT

by Dr. Joy Burnham

The College has provided educational

Fulbright Scholars

teach at SNU-TC. Beginning in

opportunities designed specifically for

The number of Fulbright Scholars has

2019, students from SNU-TC will

overseas schools through the Office of

increased in recent years. Fulbright

enroll at UA for up to two semesters

International Programs (OIP) since

Faculty Scholars from the COE have

of coursework. We also have other

1966. While offering teaching programs

included Randy Schumacker (Macau,

collaborative relationships with

internationally has been our mainstay,

2016), Stephen Thoma (Macedonia,

universities in China, including Beijing

OIP has expanded and diversified in

2014), Phillip Bishop (Botswana, 2012),

Normal University, East China Normal

recent years.

and Joy Burnham (China, 2012). The

University, and Nanjing Normal

number of Fulbright Student Scholars

University.

Overseas Teaching

has also increased. In recent years,

OIP capitalizes on 52 years of

Fulbright Student Scholars from the

International Visiting Scholars

international education experiences,

COE included Evan McIntyre (South

Our visiting scholar numbers have also

from professional development to

Korea, 2016) and Elaine Hunkler

grown. We have hosted 12 faculty from

graduate degree programs, to meet

(Spain, 2013, 2014).

Shanghai Normal University - Tianhua

the needs of international educators.

College since 2015. In recent years,

Currently, OIP facilitates master’s

Collaborations with China

we have had three visiting scholars

degrees in elementary and secondary

The COE has a collaborative exchange

from Nanjing Normal University in

education. Our overseas degree

program with Shanghai Normal

Nanjing, China. Other COE visiting

programs are in Bogota, Colombia and

University - Tianhua College (SNU-

scholars have been from the University

Mexico City, Mexico.

TC) in Shanghai, China. Each summer

of Vienna, Vienna, Austria; Bilkent

COE Elementary Education faculty

University, Ankara, Turkey; Bautista

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UA President Stuart Bell with delegation from Shanghai Normal University - Tianhua College

Medical Center University, San Juan

territories, including from the United

Bautist, Paraguay; Kerala University,

Kingdom (5), China (4), South Korea (3),

Kerala, India; and Worcester University,

Turkey (2), Kenya (2), and also from India,

Worcester, UK.

Spain, Guam, Iran, and Russia. Faculty are also fluent in multiple languages (e.g.,

“As I look at our international influence, our college-wide

Matching Programs

Spanish, Portuguese, Russian, Swahili,

This year Dean Hlebowitsh will offer

French, Turkish, Korean). Dr. Nirmala

a new faculty matching program with

Erevelles emphasizes that “our diverse

collaborative universities in China,

perspectives and training in education

are positioning

Spain, Portugal, and Poland. Dean

enrich the field.” She believes another

Hlebowitsh stated that he will “match

strength is that “most of this diversity

ourselves well

faculty members between our College

comes from different programs within

and partner universities by research

the COE so that as international faculty

interest and by research expertise, all

we really offer a transnational /global

with the intention of setting the table for

educational perspective to students across

a collaborative research project that will

the college.”

result in publications.” He is hopeful that these matching opportunities will launch

Study Abroad Programs

long-term associations, partnerships, and

Two faculty members are directors of

research agendas with faculty across the

faculty-led study abroad programs,

world.

sponsored by Education Abroad in the Capstone International Center. Dr.

COE Faculty

Arleene Breaux directed the Executive

Currently, twenty-one COE faculty are

EdD in Higher Education Cohort with

originally from diverse countries and

visits to the Netherlands and Belgium. Dr.

efforts should be commended. We

for the future.

Nonetheless, we must continue to expand our worldwide visibility and influence in our fast-paced, global society.”

Dr. Joy Burnham, Director of International Programs 17

Top: SNU-TC faculty in China Right: UA Study Abroad students met Dean Hlebowitsh in Vienna

Joy Burnham and Professor Barbara Lee Black directed UA in Europe: The Synergy of Psychology and Art with visits to Switzerland and Austria.

Consortium for Overseas Student Teaching (COST) The COST program, directed by Dr. Tammy Brown, offers opportunities for our students to complete their student teaching overseas and experience international travel and diverse cultures.

The College Congratulates Our Recent Retirees

18

Patti Harrison Professor, School Psychology (1985-2017)

Wayne Urban Professor, Higher Education (2006-2016)

Rick Houser Professor, Rehabilitation Counseling (2007-2017)

Allen Wilcoxon Professor, Counselor Education (1983-2017)

Ali Iran-Nejad Professor, Educational Psychology (1987-2017)

Diane Sekeres Associate Professor, Elementary Education/Literacy (2003-2016)

Jim Siders Associate Professor, Special Education (2005-2017)

C. John Tarter Professor, Educational Leadership (2006-2017)

New College Faculty Additions

Top Row (L to R): Tracey Hodges, Alison Hooper, Jennifer Jolly, Frankie Santos Laanan, Wei Li. Middle Row (L to R): Wenchao Ma, Bryan Mann, Audrey Lustig Michal, Laura Morett, Jonathan Shemwell.

Bottom Row (L to R): Jee Kyung Suh, Laci Watkins, Krystal Williams

CURRICULUM & INSTRUCTION

EDUCATIONAL NEUROSCIENCE

Tracey Hodges Ph.D., Texas A&M writing instruction and motivation, text structure instruction, teacher self-efficacy, integrating children’s literature/ writing, content area literacy

Audrey Michal Ph.D., University of Illinois educational neuroscience, STEM learning, visuospatial processing, cognitive psychology

Alison Hooper Ph.D., University of Delaware early childhood education, child care, classroom quality, early childhood policy, quality rating and improvement systems Jonathan Shemwell Ph.D., Stanford science teaching and learning, modeling, argumentation, scientific reasoning Jee Kyung Suh Ph.D., University of Iowa epistemic orientation/practices, pedagogical content knowledge, argument-based inquiry, critical thinking skills

Laura Morett Ph.D., UC—Santa Cruz educational neuroscience/ psychology, learning sciences, cognitive development, autism spectrum disorder, bilingualism, embodied cognition EDUCATIONAL POLICY Bryan Mann Ph.D., Penn State educational policy, school choice, charter schools, cyber charter schools, sociology of education

EDUCATIONAL RESEARCH Wei Li Ph.D., Michigan State statistical power analysis, causal inference, design and analysis of experiments and quasi-experiments, multilevel modeling, longitudinal data analysis, multilevel mediation/ moderation analysis, costeffectiveness analysis Wenchao Ma Ph.D., Rutgers psychometrics, educational measurement, research methodology, cognitive diagnosis modeling, item response theory, formative assessment HIGHER EDUCATION Frankie Santos Laanan Ph.D., UCLA community colleges, pathways to STEM degrees, college student health and wellness, transfer student adjustment, institutional transformation

Krystal Williams Ph.D., University of Michigan STEM education, marginalized communities and underrepresented students, education policy, strength-based research, anti-deficit models, Historically Black Colleges and Universities (HBCUs), K-20 pipeline SPECIAL EDUCATION & MULTIPLE ABILITIES Jennifer Jolly Ph.D., Baylor history, gifted education, parenting, motivation, homeschooling, educational psychology Laci Watkins Ph.D., UT—Austin autism spectrum disorder, inclusive education, social motivation and skill development, peer interaction, school-based interventions

19

CrossingPoints

Building long-term employability outcomes, community participation, and self-advocacy Lenetta Tubbs moved to Tuscaloosa to help her son Cameron (pictured right in the royal blue shirt), who has an intellectual disability, enhance his social interaction skills, get job training, and learn to live independently through CrossingPoints.

She has experienced Cameron’s incremental gains over the last four years, particularly through both three-year and summer programs of CrossingPoints and is reminded weekly of Cameron’s most significant outcome from his time in CrossingPoints: employment. Cameron currently works as a greeter and custodial aide at a Hardee’s restaurant in their hometown of Marion.

“Cameron loves it,” Lenetta said. “He gets maybe six hours a week right now, and even though I keep him busy at home, he’d like to get out a bit more.”

Long-term employability outcomes, community participation, and self-advocacy are core goals CrossingPoints has for each student and their parents. The program includes a recreation component to encourage community involvement.

“I can’t think of a student where we can say their interaction lessened, which is a typical outcome of those with significant disabilities,” said Dr. Kagendo Mutua, co-founder of CrossingPoints. “Many end up in their homes without a lot of social contact, but we’re very deliberate in giving them the opportunities to pursue and learn about different recreational activities, so that, when they leave, they have

20favorites and can pursue them.”

CrossingPoints is positioned to increase its impact on the Tuscaloosa community and on higher education following a successful rollout of its summer component in 2016, and increased staffing and funding to its longtime three-year program. CrossingPoints received a $2.5 million grant to enhance the program from the United States Department of Education’s Office of Postsecondary Education in 2015.

The grant has allowed CrossingPoints to boost its enrollment from 18-20 to nearly 30, hire two additional teachers and six PhD students and pair each student with a mentor, with whom they spend at least five hours each week doing recreational things outside the classroom.

“We know what to expect” The summer program was a massive undertaking for CrossingPoints staff, graduate assistants, mentors and faculty. And in many ways, it still is.

Eleven students lived on campus for eight weeks with the goal of preparing for life on a college campus. The program was essentially a more robust version of the three-year program, but with more focus on participating in college courses and students living on campus.

“Going in, we were very unknowing, very nervous,” said Dr. John Myrick, clinical assistant professor, special education. “We’re still a bit nervous, but now we know what to expect.”

The students want to be more involved in the classes they attend, so they’ve prioritized working with faculty to identify more classes and tailor lessons and classroom instruction to increase involvement.

The students in the 2016 summer cohort had six classes in which to participate, including art appreciation, health and wellness, financial management and creative writing.

CrossingPoints has formed a “Linkage Action Team,” headed by Dr. Jim Siders, whose role as internal administrative liaison is to

incorporate other colleges and schools into the planning and implementation of the summer curriculum. Myrick said the goal is to “treat them as a part of the class, not as an addition.”

“Now we have a network of supporters who are actively engaged in helping link us to potential courses our students could take,” Mutua said. “It’s becoming more organic.

We’ve developed an infrastructure across campus and with surrounding community colleges.”

Some summer graduates are still weighing the potential of pursuing higher education, while one, Mykael McHargh, is enrolled at Kent State University.

“Her mother said she’s emerging as a leader, one whom the other students look to when they’re nervous about being on a large college campus,” Mutua said. “Mykael tells them ‘well, I was at the University of Alabama for an entire summer.’”

Dr. Amy Williamson, CrossingPoints coordinator, said McHargh’s mother, Angelina Jones, said she’s adjusted better than other parents of students with intellectual disabilities at KSU because of the summer program.

Evolution of expectations Ultimately, CrossingPoints’ goal is to become a certified transition program, which would make it a university program, complete with curriculum and a certificate.

That would include tuition and greater expectations from parents, and CrossingPoints staff routinely shares data and anecdotal accounts of students’ positive outcomes to illustrate the successes they have achieved.

“I think about one of our students, who has been with us for two years,” Williamson said. “We discovered her love for the

vet’s office, and now she’s there volunteering without a job coach. They’re seriously considering hiring her. Our staff has a lot to do with that – teachers, grad students and mentors – and their vision of finding the niches, not listening to outsiders’ opinions of what jobs they will or will not find, but deliberately going out to find those jobs because they know they exist.”

Mutua said that years of experiences and continual surprises of the possibilities for students have tempered reservations about what the staff can handle, which is reflected in the population it’s serving this year. The expectations routinely spread to families, too, particularly in the students’ abilities to self-advocate.

“Of course, I had my concerns about Cameron being away from home,” Lenetta said. “I think I visited maybe twice.

But the experience helped him be more independent. He constantly tells me, on a daily basis, ‘I got it, I can do it.’

Cooking, which I still supervise, I’m allowing him to do more.

He irons his clothes now. He wants to be as independent as possible.”

All of the students from last year’s class are gainfully employed, and the majority of graduates over the last five years have achieved desired outcomes they’d identified before graduation, like social contacts and independent living skills.

“That’s not something that every other transition program in the country can say,” Mutua said. “We serve students who have significant support needs across a range of areas, so by nature, those are the kinds of students who’d end up experiencing lower post-school outcomes.

“People send them to us for what they saw they couldn’t do, so we flip that presumption of incompetence. These are people who have the potential and ability to surprise you.”

21

THE SCIENCE AND ENGINEERING OF

BODY COMPOSITION AND HYDRATION

by Mike Esco, Associate Professor of Exercise Science ImpediMed Limited is a global provider of medical technology to measure, monitor, and manage fluid status and body composition. The company has partnered with UA researchers to evaluate the accuracy of their new device called SOZOTM. Project directors include Drs. Jonathan Wingo and Michael Esco from the Department of Kinesiology and Dr. Todd Freeborn from the Department of Electrical and Computer Engineering.

The SOZOTM is marketed for the purposes of monitoring body composition and hydration in clinical, recreational, and at-home settings. The device uses bioimpedance spectroscopy, which is a technique that measures resistance from bodily tissues by passing a range of painless electrical currents through the body. Because high fat and low water content change electrical conductivity, the response of the body to this current is different for different body compositions. This response is used within complex algorithms to estimate body fat percentage and fluid status.

The data collected includes values for total body fat percentage, muscle mass, total body water, extracellular water, intracellular water, bone content and density, and more. Results from the SOZOTM will be compared to the gold standard four-compartment model which will include criterion measurements obtained using state-of-the-art techniques, such as dual-energy X-ray absorptiometry, hydrostatic weighing, and doubly-labeled water

22

Graduate student Clifton Holmes assesses a participant using the SOZOTM

(deuterium oxide). The study will also evaluate the effects of body temperature and hydration on bioimpedance with a goal of enhancing the sensitivity of the SOZOTM device.

Bailey Welborn, Clifton Holmes, and Zackary Cicone, graduate students who are trained experts in body composition analysis, are assisting with subject recruitment and data collection. “We believe these studies will continue to establish bioimpedance spectroscopy as an industry-leading medical technology for managing patients with a non-invasive, accurate, cost effective, easy to use device for a variety of diseases,� said Richard Carreon, Managing Director & CEO of ImpediMed.

From GED to EdD Larry Mendez dropped out of high school at 16. After leaving high school during his junior year, his work options were limited and driven by hunger.

“So I started working at Burger King,” Mendez said. “But I progressed to upper management, and that led me to Houston, Shreveport, and the Dallas area, and that kept me moving forward in a career.”

By 21, Mendez was married and had three kids. By 28, he was divorced and needed to “retool” – a humbling experience that saw Mendez move back to live with his parents and attend the junior college he once scoffed at.

Flatt Recognized for Research Andrew Flatt was awarded the 2017 Excellence in Research by a Doctoral Student by the UA Graduate School. Flatt has contributed to the field of human performance with his research in heart rate variability. Most noteworthy is his project measuring HRV of the UA football team. Flatt is highly sought after as an international consultant for major athletic teams across the world.

Merriweather and Jones Recognized by the National Alumni Association

Mendez’s first steps into higher education were rocky. He almost

Shelley Jones received the

did not make it through his first summer. He told his instructor

2017 Distinguished Alumni

that he was going to drop out, but she mentored him and helped

Award, which recognizes a

him reach the GPA required to enter a burgeoning computer

distinguished alumna for

networking program, which, in 1995, was growing due to the rise

their contributions to the

in internet connectivity and accessibility of affordable personal

institution and the Alumni

computers.

Association. The award is based on one’s loyalty

Mendez would earn his associate degree. He would later earn a

and service to the University and the Association;

bachelor’s and a master’s degree. By 2008, Mendez had ascended

character and personal life; professional achievement

from GED recipient to CIO at the same junior college that jump-

or success in chosen endeavors; and community

started his education — and where he’d meet his wife Hazel of 20

service on the local, state, or national level.

years.

Tyler D. Mendez couldn’t stop there. He didn’t know where he would

Merriweather

pursue a doctoral degree, but he knew two things: he wanted a

(pictured right

flexible program that blended distance learning and in-person

with Dr. Liza

classes, and he wanted degree from a prominent university, which

Wilson) received

UA offered.

the 2017 Alumni Student Award,

“It’s been a long road, but I think about my mom and dad, and

which recognizes

their foundation that I preach today: accountability, responsibility,

two seniors who have excelled in academics and

and integrity,” Mendez said. “They worked hard, and both retired

extracurricular activities, shown strength of character

from a factory. They set a great example and were always there for

and maturity, and displayed exceptional hospitality

me.”

toward guests and friends of the University.

23

SCHOOLS AND COMMUNITIES

by Michael Lawson, Assistant Professor of Educational Research

While public schools are typically located in the communities where low-income children live, they are often not of them.

Over the past year, my faculty colleagues and I in the College of Education and the School of Social Work at The University of Alabama have been

This all-too-common disconnect between low-income

engaged in an effort to

families and their children’s school is unfortunate because

enhance school-family

research indicates that less than 15% of the variation in

community connections at

children’s test scores can be traced to factors that are directly

Holt Elementary School in

related to the school.

Tuscaloosa County.

What this research finding means in a practical sense

Funded by the Office of Sponsored Programs at The

is as follows: School reform efforts are unlikely to reach

University of Alabama, this research and service effort,

their desired potential unless low-income families and

called “Alabama TOPS,” leverages the resources of a local

communities are engaged as a part of the solution.

community-based organization (Tuscaloosa’s One Place) as well as faculty and students from the university to support

24

children’s optimal learning and development during out-of-

The second programmatic element of Alabama TOPS is a

school time.

sports-based, youth development model called Teaching Personal and Social Responsibility (TPSR).

The Alabama TOPS effort has two primary programmatic elements or strands.

The first programmatic strand is a social work assisted approach to parent involvement called “Collective Parent

This TPSR effort is provided three times a week to children grades 2-5 in an afterschool program at Holt that is run by Tuscaloosa’s One Place.

Engagement.”

A key feature of our TPSR approach is that it is led by both

This Collective Parent Engagement (CPE) approach is designed with due recognition that low-income parents and families may already be doing as much as they can—as individuals—to support their children’s social, educational, and developmental needs.

graduate and undergraduate students from the College of Education’s Department of Kinesiology. (TPSR is also being implemented abroad, see pg. 26).

To facilitate student leadership in the effort, we have integrated the training of pre-service physical education teachers into their undergraduate course work. Then, as a part of their course work, students practice the skills they

What these parents often lack are opportunities to work

learn in the classroom by working with small groups of

with other parents as well as educators and social/health

students during the afterschool program.

service providers to address community-level challenges (neighborhood crime, food and housing constraints, lack

This service-learning effort enables Holt children to develop

of social and mental health services) that are difficult for

important social bonds and attachments with our student

individuals to change by themselves.

teachers, at the same time that our student teachers develop the pedagogical skills they need to respond to the strengths,

CPE helps parents address these challenges by providing

needs and challenges posed by “real world” culturally diverse,

them with needed training as well as economic support. This

school environments.

assistance is provided so that parents can work with like others to design and run programs that target the family-,

Of course, working to improve schools, families, and

school-, and community-level barriers that often limit

communities—as well as connections between them—takes

children’s optimal school engagement and learning.

considerable effort and time.

Our prior research on this model in similar low-income

However, we have learned a great deal through our first

school communities has linked CPE to significant gains in

year of implementing this model, and we are anxiously

family and child access to social, educational, and mental

looking forward to another year of leveraging the resources

health services. What is more, school-wide improvements

and talents of the College and University to positively

in children’s school attendance and test scores have been

impact schools in Tuscaloosa as well as other low-income

documented following the implementation of parents’

communities throughout Alabama.

collective programming.

25

Grad Students Help Train Haitian Teachers Teaching Model Emphasizes Teamwork, Self-Respect, Active Engagement Sarah Chavada Davis, a fourth-year doctoral student in educational psychology, was one of two students from the College of Education to help lead teacher professional development in two hillside communities. Davis taught active engagement strategies, while second-year doctoral student Victoria Ivy helped implement Teaching Personal and Social Responsibility, an instructional system that focuses on teamwork, leadership and respect, during a one-week visit in the spring.

Pictured, front, from left: K. Andrew R. Richards, assistant professor of sport pedagogy; and Victoria Ivy, second-year doctoral student in kinesiology. Back: Katherine Scudder, undergraduate accounting major; Sarah Chavada Davis, fourthyear doctoral student in educational psychology; and Alicia Richards, kinesiology instructor.

“I have a 3-year-old son, and his bookshelves at home are full,” Davis said. “So it was surprising that, in Haiti, there were no libraries or books, other than the paper pamphlets the students had that were black and white … kind of bare subject matter. But that didn’t stop the students from wanting to learn.”

The students’ passion for learning and teachers’ enthusiasm for unfamiliar teaching strategies motivated the team of Davis, Ivy, undergraduate accounting major Katherine Scudder, and college faculty Dr. K. Andrew R. Richards and Alicia L. Richards to implement the TPSR model.

“When we got to Haiti, we selected throwing and tag activities, and then a combination of both,” said Ivy. “We taught self-control through that, and children learned to not run into each other, boundaries and to tag softly. With throwing and catching, we taught overhand and underhand and then had the children teach each other those techniques.”

26

The TPSR and active learning components complemented and enhanced the Haitian teachers’ more traditional methods. The UA team’s goal was to use more manipulatives and hands-on resources to engage students in the class while individual students worked on solving problems at the board. The students would use blocks and Play-Doh to count and solve math problems. Haitian teachers, however, do not typically have access to those materials, so sustaining engagement for future instruction will require creativity, Davis said.

“They didn’t have things like Legos, so we talked about using rocks and/or leaves, or even the barrettes or beads in the girls’ hair to use as manipulatives for practicing math,” Davis said. “With that, one of the things I took away is that ‘less is more.’ When you don’t have enough resources, it forces you to think outside the box.”

Ivy said the experience validated TPSR as a universal teaching model that could be used across various cultures and incorporated into multiple subjects.

Erevelles Wins Senior Scholar Award The Society of Disability Studies (SDS) recognized Dr. Nirmala Erevelles as recipient of the 2017 SDS Senior Scholar Award for her extraordinary scholarship, service, mentoring, and leadership.

Nirmala Erevelles, professor of social and cultural studies, explores disability as a critical and central analytic with transformative potential in addressing topics such as inclusive schooling, critical/radical pedagogies/ curricula, HIV/AIDS education, facilitated communication, school violence, multicultural education, and the sex curriculum. She

....“beautifully poetic ways she interweaves her own and other’s personal narratives with highly complex philosophical theories and concepts make her work accessible to readers beyond academic sphere and attract a wide range of readers.” ....“her research pushes the boundaries and borders of academic disciplines and expands potentials of these disciplines by demanding them to critically engage with social issues at a deeper and more complex level and in the globalizing arena.”

has strengthened community-university partnerships through her deep commitment

In addition to her book, Erevelles has published articles in the American

to intersectional analysis that considers the

Educational Research Journal, Educational Theory, Studies in Education

collusions of imperialism, capitalism, and white

and Philosophy, the Journal of Curriculum Studies, Teachers College

supremacy in the making and (or becoming) of

Record, Disability & Society, Disability Studies Quarterly, and the Journal

disability. Her teaching and research interests

of Literary and Cultural Disability Studies, among others.

lie in the areas of disability studies, critical race theory, transnational feminism, sociology of

Erevelles has worked strenuously to teach and mentor hundreds of

education, and postcolonial studies.

students, many of whom carry on a tradition of engaged scholarship, mentoring, and activism.

Erevelles’ 2012 book, Disability and Difference in Global Contexts, is highly regarded within

“Professor Erevelles makes a point of collaborating with more junior

the disciplines of disability studies, education,

scholars. I am truly thankful of her willingness to treat us as intellectual

critical race, feminist, and decolonial studies.

equals despite her senior status,” said one student.

...“[this] book challenged the field to move away from Eurocentric, unequivocally celebratory, identity-based approaches and to consider the role of nation, capitalism, and race in the shaping of people’s understandings and experiences of disability.”

Another added,“[even] though I was not a graduate student at her institution, her generosity to mentor me and guide my scholarship has never stopped at the institutional wall.”

27

Gilbert Family Teaching Legacy: A Tetralogy of Teachers

by Briana Gilbert Kidd, Class of 2013, 2015 At some point during childhood, many little girls want to be just like their mothers. They walk around in high heels and long for the day when they, too, can wear shiny, bright lipstick. And with their dolls and stuffed animals aligned, they pretend to instruct their “students” the way they have seen their mothers do. At least this was the case for my sisters and me. We now create seating charts for actual human students rather than dolls, and although we sometimes wish we could dispense of those clickety high-heels, we still, to this day, want to be just like our mom when we grow up.

Where it all began…

Beginning my sixth (non-consecutive) year at UA, I find it hard to believe that almost 26 years ago, in the very building in front of which we are pictured, I was already in attendance in these very halls. As my mom, Shari, would tell you, my journey through the College literally goes back to the womb. She was pregnant with me while enrolled in a methods course, which was taught by an energetic young professor named Liza Wilson, from whom I also had the honor of learning in my first doctoral class. It is crazy how things come full-circle! But this story is not just about me. My two younger sisters, Britney and Brooke (both seniors in elementary/early childhood education) also have teaching in their DNA. In fact, they would literally spend hours a day in the hallways of my mom’s school.

“We pretty much lived and grew up in the halls of Hillcrest High School. Being at school was like being at home. What was even better was that we had all the tools to ‘play teacher.’ We could literally use

28

Pictured from left: Shari Gilbert, Briana Gilbert Kidd, Brooke Gilbert, and Britney Gilbert

Mommy’s classroom as our own. Although my imaginary students were a lot different, I’ll never forget my first ‘teaching experience,’” said Britney.

As she recalled the time spent in our mom’s unbelievably decorated and inviting classroom, Brooke echoed this same satisfying nostalgia: “Every afternoon we got to witness Mommy giving her all to make sure everything was perfect for her students. Even though we spent an extra 3-4 hours a day finding games to play and drawing castles on the board, seeing her enthusiasm has had a greater impact on our lives than we ever realized at the time.”

Indeed, this impact has led all of us to retrace our mother’s footsteps as we are the inhabitants (and soon-to-be inhabitants) of overly-decorated, often after-hours-occupied classrooms of our very own.

Where and why we are today…

Rolling a few feet back from her desk, my mom proudly recounted: “The first time I witnessed each of my girls teach was during one of our family mission trips to Turkana, Kenya (pictured right). Even under the scorching desert sun, I knew right away that each of them had an undeniable, natural, God-given talent

career: that it has always been and continues to be all about the

to teach.”

students. My mother has taught my sisters and me to take seriously

Shari is a National Board Certified Teacher,

student we teach, just as we continue to see her do now in her 25th year

the 2012 Alabama State History Teacher of the Year, and recipient of the 1993 Adolph B. Crew Teaching Award, among countless other honors throughout her 20+ years in the classroom. Her dedication to education has not stopped. She is currently the UA edTPA coordinator and edTPA National Academy Consultant and National Scorer, which is basically as high as one can go in the edTPA world.

When I put on my mom’s heels (literally, as we all regularly share closets) and entered my first classroom, I was honored as the studentnominated Teacher-of-the-Year at Hillcrest Middle School and also won the 2015 Adolph B. Crew Teaching Award, just like my mom. You know what they say…if the shoe fits…

To be clear though, nothing I have accomplished has been on my own. I have learned from the two greatest teachers one could ever ask for--my savior

the unique opportunities we have to positively impact the lives of every as an educator as she pours her heart into helping pre-service teachers.

She affirms, “Working with future teachers is my calling.”

Who we are becoming…

It is funny how little girls want to be like their mothers. As teenagers, we often write off the wisdom of our mothers, and then in adulthood find ourselves becoming our mothers. In our case, we are all becoming lifelong educators, just like our high-heeled, lip-stick wearing Mommy.

I am currently in my second year of doctoral studies in secondary English language arts. My current research involves arts-based, socialjustice initiatives with middle school students.

My sisters are in the final days of their undergraduate studies, and their students will undoubtedly be blessed by the energy, passion, and sparkle both of them will bring to their classrooms.

A legacy…

Because we all know how moms like to brag on their kids, I had to give my mom a chance to do that. She said,

Jesus Christ and my unbelievable mother.

“All three of my daughters are so full of ambition and enthusiasm

And while it is really awesome to share these

educators in an average of 3 years. Words cannot express how rewarding

specific honors with my mom, I am most impacted by the resounding emphasis of her

that they either completed or are on track to complete their degrees as it is to know that the bar continues to be raised as I watch my girls grow.

However, the legacy I am most proud of is my girls’ strong faith and the passion and concern they reflect for people, especially their students.”

29

McDaniel, Office to Expand Positive Behavior Services Belief. Fidelity. Sustainability.

Schools must achieve each of these milestones to successfully implement Positive Behavior Interventions and Supports, an alternative, multi-tiered bend on student discipline that aims to better emotional, social and academic outcomes for all students through positive reinforcement.

Sara McDaniel, executive director of the Alabama Positive Behavior Supports Office (APBSO), has seen the formula work for 115 rural and metro Alabama schools where she’s helped implement PBIS. “The really impressive thing is that all of this hard work has happened through word of mouth,” McDaniel said. “We are routinely contacted by schools and districts who are either interested or asking questions about

or teleconferencing, you have to continue

PBIS, even if they don’t have the funding to begin their program.”

to look at and review best practices and stay current with the research.”

The Alabama State Department of Education recently partnered with the office to expand and strengthen its PBIS framework, training and support

McDaniel hopes to leverage successes

to reduce problem behavior that could ultimately remove students from the

in schools like Wenonah High School to

classroom.

help implement PBIS in other schools in Alabama.

“What the State Department noticed is the demonstrated improvement in urban, rural and alternative schools,” McDaniel said. “The collaborations

McDaniel also serves on the state’s

and our work, speaking for itself, have shifted the state’s focus toward PBIS

30-member advisory committee to reduce

in the way they’re allocating resources, focus and time, which is exciting.”

dropout rates and reshape school discipline.

The committee, comprised of education,

Greg DeJarnett, education administrator for ALSDE and state coordinator

mental health and public health officials

of Positive Behavior Interventions and Supports, said that roughly 75% of

across Alabama, has conducted five regional

schools in the state have been previously exposed to PBIS, but an expired

training sessions with K-12 teachers and

grant narrowed the state’s system of support staff and compromised the

administrators around the state. The

most critical component of PBIS: ongoing support.

committee is also tasked with creating a state PBIS guidebook that addresses codes

“To attend our annual conference and go back with the awareness is great,

of conduct, reward systems and classroom

but the biggest challenge to teachers and administrators is ongoing technical

management strategies.

assistance and the resources for information to move forward with fidelity,” DeJarnett said. “Dr. McDaniel’s expertise and commitment to provide that

McDaniel and her APBSO staff recently

is a must. Whether it’s through our partnership with UA or online support

completed successful implementation of PBIS’ first tier, a catch-all system to

30

teach and reinforce positive behavior for all students, in

“The Birmingham City School district is implementing Tier

Birmingham and Huntsville city school systems. Once

1 with fidelity. There’s some variation – some schools just

McDaniel and her staff achieved fidelity in each district,

took off with it, and some are moving slower. They’ve all seen

schools were able to sustain their own programs and begin

decreases in referrals, but also in certain types of infractions,

analyzing data to address issues specific to each school.

like aggression and violent infractions.”

“Huntsville was trying to improve disproportionality, which

McDaniel hopes to use systems and schools in which

they have started doing,” McDaniel said. “They’re trying to get

PBIS has been successfully implemented to serve as model

back in proportion the rate of minority students versus the

demonstration sites.

rate receiving disciplinary action. When it started, it was way out of proportion. Office referrals, suspensions and expulsions are down and more support is available for students.”

Introducing the

Evidence-based International Early Intervention Office an early interventionist, a trainer, a researcher, a professor, and a consultant, he has developed a model for early intervention—the Routines-Based Model, so called because the interventions for children happen in their daily lives (home, classroom, and community routines). The people who are naturally in those routines, such as parents and teachers, are empowered through this model with the skills and confidence to help the children.

This EIEIO promotes the Routines-Based Model of early intervention for children birth to 5 years with disabilities and their families. Various early intervention programs around the world and in the U.S. implement this model because it focuses on building the strengths of the child’s natural caregivers, rather than relying on professionals to work with the child directly.

The office is an outgrowth of The RAM Group, a collection of early intervention experts from around the world who exchange information and provide Dr. Robin McWilliam, professor, has recently opened the Evidence-based International Early Intervention Office (EIEIO) at UA. For over 35 years, Robin McWilliam has been investigating how best to help young children with disabilities and

technical assistance on the Routines-Based Model. This office coalesces the efforts of researchers, trainers, and practitioners to conduct research and provide technical assistance to programs, states, and national programs.

McWilliam has written over 70 scholarly articles, written or edited 8 books, and made hundreds of presentations around the world. He travels to Australia, Canada, New Zealand, Paraguay, Singapore, Spain, and Taiwan to help with implementation of the model.

their families. Through experiences as

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SWIM TO THE TOP

by Matt Curtner-Smith, Professor of Kinesiology

Alabama has one of the highest rates of drowning and one of the lowest rates of adults who can swim in the country.

To counteract this state of affairs, the Swim to the Top (STTT) program was born—the brainchild of Department of Kinesiology sport pedagogy alumnus Zach Whal.

The STTT program is directed by Dr. Holly Morgan

First, they learned about healthy eating and the importance

within the Center for Community-Based Partnerships.

of education, community leadership, and service within the

The instructors for the program are current and former

enrichment and nutrition component taught by local teachers.

undergraduate and graduate physical education and sport pedagogy students from and are largely trained by myself.

Second, they learned a variety of fundamental and sports skills and about health and fitness from Colin Pennington and

In addition, our program has great support from Dr. Samory

Bernel Jones within the physical education component.

Pruitt, vice president for Community Affairs, and we partner with the Barnes YMCA and Tuscaloosa PARA.

Finally, they got to the core of the program, swimming lessons taught by Jenna Starck, Shre Lynch, Deb Baxter, Rachel Faith

This past June in the morning hours on Monday to Thursday,

Clark, Stefan Casale, Jenni Jensen, Kelsey McEntyre, Donny

the program catered to 120 children and youth aged 4 to 14.

Cooper, Meghan Dennis, and Tres Mayeux.

Each day the “Y” was a hive of activity as, following an early

The culminating event of the program was a late afternoon

nutritious snack, these students cycled through the three

banquet for the students, their parents, instructors, and

components of the STTT program.

administrators. Speeches were made, backs were patted,

32

jokes were told, and there was even a dance exhibition in the middle of all the festivities.

In addition, staff from the First Tee of Tuscaloosa, which provides golf instruction, presented six scholarships to deserving students. Each scholarship was for a year’s golf lesson.

This was, indeed, the most successful year the program has had to date, mainly thanks to the pedagogical skill and boundless enthusiasm of the instructors.

The youth in the program obviously enjoyed themselves greatly and learned much about leading physically active, healthy, and community-enhancing lives. Most importantly, many of them also learned to swim and improved their aquatic skills and knowledge exponentially, thus ensuring a future in which they will be that much safer and in which they will be able to enjoy all of the leisure and fitness opportunities that the medium of water offers.

Better still, we have the data to show that the program was successful as, this year, we included an evaluation and research component conducted by doctoral students, Daniela Susnara and Colin Barnes. We hope to stimulate others to set up similar programs around the state and the region.

College Recognizes Outstanding Faculty and Staff Professionalism

Deb Bonner 2017 Staff Council Professional Excellence Award

Margaret Rice 2017 Nellie Rose McCrory Faculty Excellence Award (Teaching)

John Petrovic 2017 Nellie Rose McCrory Faculty Excellence Award (Research)

Kagendo Mutua 2017 Nellie Rose McCrory Faculty Excellence Award (Service)

Carlton McHargh 2017 Staff Council Professional Excellence Award

Tracie Sellers 2017 W. Ross Palmer Service to Students Award

Jim Siders 2017 W. Ross Palmer Service to Students Award

33

UA Faculty Lead Committees for the State’s Strategic Plan Empowering future workforces hinges on improving education outcomes and solving the challenges that accompany the complex puzzle of funding, standards and curriculum.

Several faculty members are helping shape the future

implementation, allocation of funds and past education

of Alabama’s K-12 education system, particularly in its

legislation was to not enter the equation.”

critical needs areas, like math and science. Drs. Jeremy Zelkowski, secondary math education, and Jeff Gray,

Gray’s role on the science committee was to lead the

computer science, recently co-chaired the math and science

discussion that considered the opportunities of computer

advisory committees for Alabama Ascending, the Alabama

science and engineering as emerging disciplines that have not

State Department of Education’s 10-year strategic plan.

been a focus in the past.

Additionally, Dr. David Cruz-Uribe, mathematics, was a member of the math committee, and Dr. Carol Donovan,

“There is a lot of potential to highlight the core principles

director of the Belser Parton Literacy Center at UA, was a

of math and science by adding elements of computation,”

member of the reading committee.

Gray said. “Alabama also needs more stand-alone courses in computer science and engineering, in addition to the

The committees, commissioned by ALSDE, were comprised

opportunities for integrating computation into existing

of researchers, industry representatives and K-12 teachers

courses.”

and administrators. Each committee had an equitable balance of men and women of different ethnicities. UA was the only

The committee’s reports were given to ALSDE, which

institution to have two co-chairs across the four committees.

incorporated many of the recommendations into its initial draft of the state’s strategic plan, Alabama Ascending, which

Zelkowski said the math committee made roughly

is currently available on the ALSDE web site, said Robin

50 recommendations to address teacher preparation,

Nelson, program coordinator in instructional services at

advocacy and equity, professional development, curriculum

ALSDE.

and instruction, community relations and workforce development.

“Every recommendation was to be supported by research literature or practice that has shown success in increasing student achievement,” Zelkowski said. “And the cost of

34

The Recommendations Both math and science committees addressed teacher shortages by recommending increased incentives, like higher salaries and state-funded scholarship programs for math and science teacher education programs.

Both committees suggested that scholarship programs have

Both committees emphasized shifts in sustained teacher

strict teaching commitments, while the math committee

professional development and recommended tailoring

recommended back-loading math education scholarships to

sessions to focus on active learning to model how students

avoid abuses of scholarship monies that occurred in previous

should learn in the classroom. The science committee

federal programs.

reinforced the need for deeper content knowledge for “inquiry-driven” instruction.

The science committee recommended that ALSDE take a more active leadership role in recruiting science teachers

What’s Next?

for teacher programs and from other fields. The committee also suggested ALSDE identify an additional revenue stream

Alabama Ascending will likely undergo revisions before

to help higher education faculty create high-quality field

it reaches a vote by the ALSDE board. The plan has been

experiences for pre-service teachers.

presented at a work session and is now up for public review, Nelson said.

“It’s time for a shakeup,” Gray said. “Alabama has made progress, but states ahead of us have too. Other states won’t

The committee reports that were used to help draft the plan

stand still.”

are being edited and haven’t yet been released. They should be available on the ALSDE website by late August.

The science and math committees differed in methods to address salaries. The science committee recommended

Nelson said the state department previously formed

salaries be commensurate with the pathway to certification,

leadership advisory committees and groups to help write

while the math committee juxtaposed average salaries of

education standards, but the committees to help develop this

math teachers with those who have a mathematics degree

strategic plan were unique in their scope and diversity and

working elsewhere, noting the $13,000 difference to

contributed greatly to the strategic plan.

recommend that math majors enter the state teacher salary matrix at a higher point.

“I’ve been at the department for 20 years, and this is the first time a superintendent I’ve worked under has called

“We rely on the passion of people to be educators, which is

such a variety of stakeholders to make recommendations

fine, but it hasn’t addressed the shortage in the last 25 years,”

for a strategic plan,” Nelson said. “Both Jeremy and Jeff were

Zelkowski said.

invaluable to these committees, and the amount of work they do with K-12 is very unusual; many times, higher-ed faculty

Zelkowski said incentivizing teacher salaries and education

who prepare our teachers don’t spend as much time in the

programs is vital in addressing teacher shortages if their

classroom or working with in-service teachers as Jeremy

recommendation of raising the minimum passing score for

and Jeff, so they were able to bring together a fundamental

initial math teacher certification is implemented.

understanding of teacher and classroom needs.”

“If you’re going to cut down the number of teachers who are going to be qualified, you have to address the pipeline to make sure you have enough coming through to fill schools with qualified teachers in high-needs fields, like math, science and special education,” Zelkowski said.

35

UA to Use NSF Funding to Boost STEM Teachers in High Schools Researchers at UA hope to place as many as 15 STEM teachers in area schools through a $1.95 million grant that will provide tuition assistance, enhanced teacher training, and robust salary supplements.

The University team responsible for conducting the six-year grant includes Drs. Dennis Sunal, curriculum and instruction; Janis O’Donnell, biology; Ranier Schad, physics and astronomy; Kevin Shaughnessey, chemistry; and Cynthia Sunal, curriculum and instruction.

36

UA was awarded a grant from the

experience, which are harder to come by

National Science Foundation to recruit

due to salary demands in science fields.

college graduates from STEM disciplines to pursue master’s degrees and earn

“The starting salary will be about $55,000,

secondary teacher certifications at UA.

which competes very well with graduates coming out of scientific fields,” Sunal

“When they complete their master’s

said. “Additionally, the NSF structures the

degrees, they’ll then apply for jobs in

grant with four years of induction to try

school systems, hopefully local school

and sustain it. It’s up to UA researchers to

systems,” said Dennis Sunal, professor

design a good sustaining program where

of secondary science education, “They’ll

they’ll want to stay in science education.”

also be in an induction program for four years, where they’ll be working with

To reach the goal of creating teacher

faculty from their home department,

leaders, each scholar will be paired with

teamed up with a teacher from their high

a teacher in either the Tuscaloosa City or

school.”

County school systems, a faculty member of UA’s department of curriculum and

The grant will provide a $17,100

instruction, and a UA professor from

scholarship for tuition and living

their corresponding science field.

expenses. Participants also will receive an annual $10,500 salary supplement that

The induction group will provide

will be added to their salary from their

guidance to the scholars, observe and

school district.

answer questions related to content and pedagogy.

The high schools will receive highly trained teachers with master’s level

2017 HONORS DAY MOST OUTSTANDING STUDENT AWARDS

& Timothy Heath (instrumental music); Caroline Surratt

Haley Walczak, Jennifer Stewart, Dana Evans & Jessica

& Zach Gordon (collaborative teacher); Nellie Christian

Sartain (elementary); Haylie Wilges & Taylor Bethune

(gifted & talented); Jessica Borre & Chelsea Morton (early

(language arts); Kristen Sheffield & April Whinery (foreign

childhood special ed.); Samone Thompson & Peyton

language); Ashton Tidwell, Bethany West & Lydia Eubanks

Williams (multiple abilities program); Erin Wynne (severe

(math); Jonathan MacNaughton & Justina Ogodo (science);

disabilities)

Ola Gerald & Allison Rohrer (social science); Shayla McCray, Jeremy Turner, Benny Lewis & Eric Bryant (ed.

RESEARCH, TEACHING, & SERVICE AWARDS

leadership); Chad Clark, Shonteria Johnson, Amanda

Colleen Geary (Loree Most Outstanding Dissertation); Kim

Brunson, Peter Tofani, John Berzett, Glenda Davis,

Roberts & Jason Ng (excellence in dissertation research);

Allyson McMaken & Stephanie Charles (higher ed.); Steven

Andrew Flatt (excellence in research); Tyler Williams &

Yates, Tracy Hinton & Jennifer Watson (instructional

Daniela Susnara (excellence in teaching); Jenna Starck

technology); Becky Smith (social & cultural studies);

(excellence in service); Michael O’Brien (Wilson Award for

Ashley Neuhauser (clinical mental health); Devon Romero

Excellence in Teaching with Children’s Literature); Sheri

& Wesley Webber (counselor ed.); Loren Nason (rehab.

Humphrey (Crew Teaching Award); Catherine Murton

counseling); Jared Mills (school counseling); Coddy Carter

(Bonner Award for Nurse Educator); Laura McKibben

(ed. psychology); Michelle Wooten (qualitative research);

(Stopp Academic Achievement Award); James Cook

Mitch Porter (quantitative research); Jamie Farquhar

(Adapted Athletics Academic Award); Kimberly Resua

(school psychology); Tyler Williams & Allie Newman

(Harvey Award for Excellence in Graduate Studies); Amy

(exercise science); Taryn Fink (sport management); Nick

Williamson (Russell Award for Excellence in Doctoral

Washburn & Blake Burttram (sport pedagogy); Byron

Studies); Grace Copes (Willard Memorial Award); Allyson

Mosquera & Krystal Stark (choral music); Mindy Florian

Pitzel (Kappa Delta Pi Undergraduate Scholar)

37

IN PRINT 2017 Culture, Learning, & Technology: Research & Practice A. D. Benson, R. Joseph, & J. L. Moore

Teacher Socialization in Physical Education: New Perspectives K. A. R. Richards & K. L. Gaudreault

This book provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT.

Socialization is a complex process which has a profound effect on how we experience teaching and learning. The study of teachers’ lives and careers through the lens of occupational socialization theory has a rich history in physical education. However, as the social and political climates surrounding education have changed, so have the experiences of teachers. This book pushes beyond traditional perspectives to explore alternative and innovative approaches to socialization.

How School Leadership Influences Student Learning: The Four Paths K. Leithwood, J. P. Sun, & K. Pollock While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made. This book provides a comprehensive account of research aimed at filling this gap in our knowledge, along with guidelines about how school leaders might use this knowledge for their own school improvement work.

Invariant Measurement with Raters & Rating Scales: Rasch Models for Ratermediated Assessments G. Engelhard, Jr. & S. A. Wind The purpose of this book is to present methods for developing, evaluating and maintaining rater-mediated assessment systems. Rater-mediated assessments involve ratings that are assigned by raters to persons responding to constructed-response items (e.g., written essays and teacher portfolios) and other types of performance assessments.

38

FORTHCOMING 2018 Adams, N., & Adams, J. (2018). “Just trying to have school”: Working through school desegregation in Mississippi, 1965-1971. University Press of Mississippi.

Arbaugh, F., Smith, M. S., Boyle, J., Stylianides, G., & Steele, M. D. (2018). We reason and we prove: Putting critical skills at the heart of your mathematics teaching, grades 6-12. Corwin Publishers.

Place, Race, & Identity Formation Autobiographical Intersections in a Curriculum Theorist’s Daily Life E. D. McKnight

Barkley, E. F., & Major, C. H. (2018). Interactive lecturing: A handbook for college faculty.

Jossey-Bass.

In this work of curriculum theory, McKnight addresses and explores the intersections between place (with specific discussion of Kincheloe’s and Pinar’s conceptualization of place and identity) and race (specifically Winthrop Jordan’s historical analysis of race as an Anglo-European construction that became the foundation of a white mythos).

To that end, he employs a form of narrative construction called curriculum vitae (course of life)--a method of locating and delineating identity formation which addresses how theories of place, race and identity formation play out in a particular concrete life.

Holley, K.A., & Harris, M. (2018). The qualitative dissertation: A guide for students pursuing a professional education doctorate. Routledge.

Science & Service Learning. Vol. VII Research in Science Education Series J. Newman, D. Sunal, & C. Sunal The goal of Volume VII of Research in Science Education is to examine the relationship between science inquiry and service learning. Its primary intent is to bridge the gaps between research and practice. The volume is meant to be useful to science and service-learning researchers and practitioners such as teachers and administrators because it provides information about strategies to integrate service-learning into the science curriculum and instruction.

Jolly, J. L., & Jarvis, J. M. (Eds.).

(2018). Exploring gifted education: Australian and New Zealand perspectives. Routledge.

McWilliam, R. A., & Younggren, N. (2018). Measure of Engagement, Independence, and Social Relationships. Brookes Publishing.

Petrovic, J. E., & Mitchell, R. (2018). Indigenous philosophies of education around the world.

Routledge.

Sunal, C., & Mutua, K. (2018).

Transforming public education in Africa, the Caribbean, and the Middle East. Vol VIII, Research on education in Africa, the Caribbean, and the Middle East.

Information Age Publishers.

2017 Outstanding Alumni Awards This fall, the Capstone Education Society recognized outstanding alumni for their commitments to the profession.

HAROLD BISHOP LEADERSHIP AWARD: EDWIN C. NICHOLS, JR., ED.D. Since Dr. Nichols has served as the superintendent of the Decatur City Schools, the system has seen a significant increase of students, a growth in graduation by 24%, a decline in discipline by 42%, and an increase in student scholarships of over $5 million. The district has built two new high schools with school bonds and lowered its system-wide expenses by $4 million annually.

Nichols also teaches educational leadership and school finance at UA and Samford and has presented educational law seminars to the Council for Alabama Leaders, which recognized him with the CLAS Leadership Award for his service to the school administrators.

He previously served as assistant superintendent and, prior to that, he was principal of Austin High School. While principal, the school experienced an increase in test scores, daily attendance, and scholarships. The graduating class of 2001 culminated a three-year drop in discipline referrals of over 60%.

JAMES MCLEAN EXCELLENCE AWARD: DHEERAJ RAJU, PH.D. Dr. Raju is an assistant professor of statistics at UAB. He also has appointments with UAB’s School of Medicine, Center for Outcomes and Effectiveness Research and Education, and Comprehensive Cancer Center.

He has authored or coauthored articles that use quantitative statistical techniques in

Pictured from left: Dean Peter Hlebowitsh, William Flowers, Ed Nichols, and Dheeraj Raju

the areas of education, nursing, medicine, health sciences, business, and engineering. Raju was given the best paper award in statistical sciences by the International Journal of Nursing Studies, recognized for Best Research Paper by the Institute of Industrial Engineers, appointed as associate faculty by Faculty1000, and won the UA Outstanding Dissertation Award.

He is currently working on important subjects ranging from cancer prevention and control training, improvements in practice environments at hospitals to improve adverse events, exploring timely Post-coital DNA recovery in minority couples, improving quality of life of rural breast cancer survivors, improve nurse education, and improving dietary patterns in head and neck cancer survivors.

YOUNG ALUMNI AWARD: WILLIAM B. FLOWERS III Mr. Flowers is a highly-qualified secondary social science teacher at the Alberta School of Performing Arts in Tuscaloosa and golf coach at Central High School. He spends countless hours going above and beyond his job description. It is not unusual to find him tutoring students after school. He makes it a priority to get to know students and parents on a personal level by building meaningful relationships. To his students, he is more than just their social studies teacher; he is an understanding adult, a mentor, a good listener, and someone who is always up for an after-school game of basketball.

His passion for education and innovative teaching style has led to numerous leadership positions at his school. He is the Secondary Department Head, serves on the Technology Team, and is a part of the Literacy Leadership and Social Studies Curriculum Design Team. He is also frequently invited to lead professional development sessions.

He devotes much of his time as a leader outside of the classroom as well.

He works as the Technical Director for the Tuscaloosa Children’s Theater and also serves as the College Minister at Forest Lake United Methodist Church.

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G I F T S TO T H E C O L L E G E ALUMNI GROUPS Board of Advisors Barbara Adams Mary Jane Caylor Phillip Hammonds Pamela Huggins Shelley Jones Deanna Kimbrough Marian Loftin Michael Malone Margaret Morton Margaret O’Neal Bryan Oliver Ross Palmer Jeremy Pridgeon Sandra Ray Melba Richardson Jean Salter Karl Stegall Gloria Tidwell Treobye Utsey Mary Ruth Yates Capstone Education Society 1928 Circle Akribos Consulting Kathryn Cain Brunies Cauthen Walter Cullifer The Dowd Foundation Leroy Gradford Jurenko Foundation Sabrina Keating Margaret Williams Dean’s Challenge Harvey Blanchard Fairee Bridges Laura Condra Sylvester Croom Virginia Ellis Pamela Floyd Autherine Foster Frank Gregory David Hardy Marc Helm Peter Hlebowitsh LaDora Jernigan Ashley Laird

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Scott Lyons Eric Mackey James McLean Jayne Meyer Joseph Morton Wray Pearce Ray Perkins Colleen Salter David Seeley Talent Network Michael Tamucci Frank Tinney Larry Turner McLure Order Elizabeth Cleino Ashley Connor Amanda Cooper Melissa Dobak ExxonMobil ExxonMobil Foundation Fidelity Charitable Ted Giles Cynthia Hall Margaret Hubbert Jason Lamb Lee Roy Interests JoAnn Moss Allison O’Melia Rolland Oden Ronald Richardson Linda Rose Sandra Russell Cynthia Sledge Bambi Smith Jeannine Spann Molly Thompson Anne Tishler William Traylor Educator Ally Bebe Adams Curry Adams Mary Kay Agnew Melinda Aldag Amy Alderman Judith Alexander Carrel Anderson Larry Arthur William Baggett Jane Bailey

Veroma Baird James Banks Susan Bedsole Elizabeth Bellantoni Beverly Bennett Ann Berry Tera Biddle Carolyn Blue Donna BowlingCritcher Carolyn Bragg Rebecca Brazeal Elna Brendel Denny Brock Diane Brodel Betty Brown James Brown Linda Brown Gayla Browning Rhonda Brunson Robert Bullen Miriam Byers Amy Campen Frank Carpenter Laura Carpenter Thomas Case Vernon Chapman John Chodacki Richard Ciemny Martin Coffey Gayland Cooper Kaver Crouch Reba Culpepper Thrath Curry Anita Davis Penny Davis Virginia Davis Muriel Denari Henry DeVasher Suzye Doblin George Dudley Tulane Duke Marguerite Early Marianne Ellisor Betty Englebert Beverly Fairweather Sarah Fanning L. O. Farris Betty Ferguson Debra Ferguson David Fisher Joan Fisher

Carmen Fountain Dee Fowler Twyla Fryer Betty Gann Tim Garl Roy Gavin Ann Givan James Gray Michael Gross James Gulley Rebecca Gwin Sarah Haggstrom Edward Hall Barbi Hamilton Phillip Hammonds Freddie Hargett Virginia Hayes Carl Headley Mark Hickman Herbert Hicks Mary Hicks Tommy Hill Cathy Hoefert Robert Holberg Mary Hollaway Julia Holmes Elizabeth Hrisak Barbara Hunter Josephine Hutchinson Charles Hyde Cecil Ingram Anne Jacobi Patricia Jacobson Elizabeth Johnson Anita Jones Jane Jones Judy Jones Linda Jones Jane Joslin Julia Kasch Stephen Katsinas Debbie Kelly Robert Kerzic Deanna Kimbrough Elizabeth Kimbrough Jimmie Lawrence Humphrey Lee Mary Lehmann James Loftin Marian Loftin Scott Lyons Glida Magnani

Cynthia Markushewski Carl Martray Helen McAlpine Sheila McAnnally Ida McCampbell Debra McGeachy Annalee McPhilomy Megan Yates Leah Mendheim Patricia Mills Rebecca Mitchell Marcella Mize Gail Moon Robert Moore Ethel Morris-Caffee Neita Mulherin Forest Murphy John Nelson Camilla Newbill Betty Newman Janyce Osborne Betty Oswald James Parker Y. C. Parris Sandra Patton Mary Pinion Madie Poole Patricia Portzer Dorothy Powell Elizabeth Powell Tony Proctor Jerry Pullen Kristie Rankin Jeffrey Reilly Mark Reynolds Melba Richardson John Roberts Sue Roen Jennifer Rogers Linda Rohe Ronsonet Buick-GMC Rodney Roth Barbara Rountree Jo Anne Rousso Kathy Russell Camilla Saunders John Scales Lew Schaffner Vanda Scott Clinton Segrest Betty Simmons John Simmons

Carol-Ann Skinner Christopher Smith Carlton Smith Marilyn Smith Robert E. Smith Robert Smith Barbara Snow Southern Company Ted Spears Katherine Stallings Anthony Steele Yvonne Sterling Barbara Stone Annie Storey Billy Strickland Cheryl Sundberg Paula Bette Tally George Thomas Alicia Thompson Gail Tidemann Beverly Titlow Tool-Smith Company Marion Tosh Rosa Towns Charlene True Susanna Turner Clarence Vinson Helga Visscher Fred Ward Carolyn Waters Michael Watson Gene Watson William Waud Robert Westrick Joffre Whisenton Timothy Wilkinson Charlie Wilson Liza Wilson Pamela Wilson Carolyn Wood Joann Woodfin Charles Woods Robert Von Wooldridge Sara Wuska Joy Yarnall Mary Ruth Yates Carolyn Zeanah Betty Zoller College Supporter Jason Baker John Beaulieu Rachel Bergman Margaret Billingsley Gary Blackburn

John Bradley C. A. Howell & Company Pamela Cleland June Davis Mary Julia Dennis Priscilla Forte Lee Freeman Diana Gardiner General Electric Kay Hamilton Rita Harris Juanita Hillis Laura Hunter Shelley Jones Brenda Kirkham Donna Krepp Judy Lollar Regina Matthews Ernest Clyde McAlister Luis Mendez-Calderon Maurice Mitchell Millard Moon Susan Nelson Jeffery Norris Karole Ohme Janie Osborn Petroleum Consultant Dennis Pursley Patricia Purushotham Alan Ray Margaret Richardson Suzanne Richardson Lois Robertson Julia Rogers Rebecca Rosdick Judith Roy Jean Salter Ann Scogin Murray Seay Hugh Stegall Judith Thompson Nancy Traylor Elizabeth Ware Sarah White Friends of the College Kristi Adams Jennifer Allen Troy Armstrong Barry Baker Sue Ellen Banks Aurelia Barnett Vicki Bickerstaff Jimmy Bishop Serie Bland

Donna Bohn Billie Boteler Helen Botnarescue Carla Bowers Lynn Boyd Joe Brasher Jenifer Brewer Sherry Bridges Jason Briley William Brooker Elsie Brown James Brown Sarah Butler Merdith Byram Mary Jane Cagle Gay Caldwell David Carroll Velma Carter Annette Cederholm Melanie Chambliss Ellen Chandler Sherry Coats Barbara Cocke Pamela Codina Thomas Conner Marjory Cooper Allene Crew Marshall Culpepper Elizabeth Daniels Carolyn Delk Richard Dennis Wilma Dooley Patricia Driver Mary Duck Rheena Elmore Willis Estis Rebecca Evans Willie Evans Sandra Fowler Lucius Freeman Robert Fry Ann Godfrey Vickie Gord Howard Hardesty Debra Hayes Ursula Hendon Leigh Hester Rheaunette Holdbrooks Robert Holter Home Depot Betty Hooten Britany Howell William Hulsey Judith Humphries John Inman

Davina Irvin Martha James Susan James John Jeffries Mary Jenks Cheryl Johns Jean Kassouf Lena Knight Susan Krell Jason Lamb Susan Lambert Gerald LeRoy Troy Lewis Barbara Maner Carole Mann James Martin Karla Martin Lisa Matherson Joanne McConnell Deloris McMullen Sandra Miller Eugenia Montgomery Katharine Murchison Susan Nichols Moya Nordlund Deana Northam Edna Pendergrass Philanthropic Partners Susan A. Pittenger Kathleen C. Randle Louise Reeves Gladys Reynolds Karyl Rice Edna Rivers Charles Rogers Mark Rogers James Simpson Jill Simpson Thomas Sims George Singleton George Sipes Linda Sitton Virginia Smart Jacqueline Smith Janet Staggs Donald Stewart Jack Stewart Charles Strickland Hubert Sullivan Karen Swann Lee Swann Philip Swicegood Maurice Terry Daniel Thomas Judith Thompson Patricia Treadway

Anna Vacca Kimberly Virciglio Janie Walker Beth Wallace George Weekley Wayne Wheeler Charlotte Williams Joseph Williams Shari Williams James Wiygul Philip Woods Phyllis Wright Nanette Yeager Megan Zoladz Other Gifts Barbara Alawine Ellen Bailey Greta Beauchamp Sarah Beddingfield Janice Berry Marilyn Bochnak Bodenheimer Psychological & Counseling Center James Boggs Denton Bowling Sarah Bridewell Delores Carson Rachel Cushing Virginia Daniels Brenda Davis Stanley Dawson William Dempsey Gordon Fears Frances Ferrell Marian Ford Kay Fowler Joseph Furner Rebecca Glagola Donald Hayden Elizabeth Hinken William Jenkins Sara Johnston Annette Little Patricia Lummus Carol Malone Frances Martin James Mayben Linna McElroy Bryant Lee McGee Glenda McMahon Robert Moxley Joan Norton Ruth Ollsen Connie Parkerson

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Janett Poole Gillie Presley Jerry Pullen Gail Quarles Dana Ray Melva Riley Rittenhouse Family Foundation Tom Robinson Debra Roulaine Bobbie Rutland Sue Saxon Sarah Sinclair Anne Slaton Linda Smith Delora Snider Barbara Snow Robert Stephens Geri Stone Elaine Taliaferro Henry Teller Ann Tobola Anthony Tortomase Christ Vagotis Sharon Sauls Watts Sandra Wilde Evelyn Winch Joann Woodfin Phyllis Woods PROGRAMS Adapted Athletics Angela Allen American Collegiate Society for Adapted Athletics BBVA Compass Foundation Broadway Pizzeria Jennifer Brown Judy Brown Kirk-Irwin Corpuz D & F Equipment Sales Glen Fanelli Gary Franklin Global Eye Care Jones Family Charitable Foundation Andrew Junikiewicz Jacob Lewis Michael H. Echols & Associates National Wheelchair

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Basketball Association Paul Schulte Foundation Phi Kappa Sigma Fraternity Jim Sandras Matthew Sloan Southern Company Southern Tennis Association Spine & Sport Chiropractic Horace Stone William Stran Gary Sullivan James I. Harrison Family Foundation Jerill Thomas James Tucker Tuscaloosa Surgical Associates Tuscaloosa Tennis Association United States Tennis Association Visions Real Estate Walton Foundation for Independence Nikki Williams Belser-Parton Literacy Center Dianne Brooks Traci Ingleright Tammy Short Kenneth Swift Elizabeth Willams CrossingPoints Stephen Abernathy ABH Enterprises Catherine Adams Ammie Akin Alabama Credit Union Alabama Dermatology Associates Alabama Power Foundation Anonymous Asphalt Consultants Genevieve Aucoin Rebecca Ballard Bama Concrete Products

Bama Pediatrics Robbie Barrineau S. E. Bennett BG Watkins Construction Michele Bloom Deborah Bonner Laura Booker Allison Boone Jessica Bowen Mark Brislin Bruce Petitt Bryant Bank Burgess Equipment Repair Virginia Cade Capstone Hotel Andrew Cernicky Chuck’s Fish Anne Cobb James Cobb Colburn’s Northport Pharmacy Lindsey Comas Brad Copes Coral Industries Curewell Medical Center Lorenzo Curry Driskell CPA Firm Samantha Dyroff Echols Coogler & Associates Maclain Edwards Effie’s Bryan Fair Sam Faucett FNB of Central Alabama Matthew Foster Henry Fowlkes Fred Robertson Wrecker Service Lindsay Garrison Betsy Gary Walter Gary Randall Gelwix Jane Gribbin Joseph Gribbin Timothy Guthery Toni Gwinn Mary Hale Hamner Real Estate David E. Hardy Harrison Construction

William Harrison Rest Heppenstall Peter Hlebowitsh Dwayne Hubbard Paul Hubbard Rosemary Ingram Ted Jackson JamisonMoneyFarmer Laynie Johnson Ashley Joiner Virginia Joiner Jon Jones Leonard Jones Jeffrey Kirby Ann Knight Darby Kornman Fred Larkin Michael Ledbetter Teresa Liles Elizabeth Long Mary McBride Charles McDowell James McLean McLeod Truck Parts James Meadows Laura Mims MLE LLC Elisabeth Moody David Nelson Nick’s Kids Fund North River Therapy Northport Chiropractic Center Elizabeth OlveraIbarra James Orr Sandra Parrish Thomas Patton Plee Enterprises Mona Ponder Cody Pope Price McGiffert Construction Pritchett-Moore R. L. Zeigler Company Gene Raburn Randall-Reilly Publishing Reese Phifer, Jr. Memorial Foundation Rice Mine Holdings Riverside Feed & Seed Ronald D. Robertson Michael T. Robinson

Chad A. Seale Betty B. Shirley Sigma Phi Epsilon AL Beta Spa ST Bunn Construction Catherine Staggs Connie H. Stringer Stripes Adam Eliezer Tessler Franklin N. Tessler James I. Harrison Family Foundation Joseph J. Thomason Tidmore Veterinary Hospital Timothy J. Hammond, DMV William Forrest Trick Tuscaloosa Internal Medicine University Foundation Warrior Energy Way, Ray, Shelton & Co. Kathy Shaver Wetzel Joyce S. Whetstone Morris M. Whitehead William Blakeney Building Company Freddy J. Williamson Liza K. Wilson Philip Baker Young Elmer & Eugenia Dean CrossingPoints Support Fund Eugenia Beatty Dean Dean’s Discretionary Artwork Fund Nall Hollis Evaluation Center Dean’s Fund Campbell Family Investments Steve Campbell Jim Woods Automotive Jim Woods

Education Policy Center Institute for Educational Leadership Education Policy Center - Elliott Society Carl Elliott Higher Education David Hardy Deborah R. & Truman Hobbs Dean’s Fund Hobbs Foundation SORRA Katherine Mcvinnie Fran Oneal Diane Sekeres Karen Spector Morris Spector Rose Spector Kendra Wright Special Gift Fund Community Foundation of Greater Birmingham Wray Pearce Catherine Saenger

Alexander Stanton Memorial Research Support Fund Clyde Stanton Stran-Hardin Arena Alabama Power Foundation Lewis Ball Daniel Foundation of Alabama Thomas Joiner Mass Mutual Financial Group Michael & Kathy Mouron Noreen Nesbitt Protective Life Foundation The Pyramid Group LLP Daniel Wood SCHOLARSHIPS Martha Ann Maxwell Allen Scholarship Lynn Shirley Ronnie Shirley

Paul W. and Mary Harmon Bryant Chair Justin Moseley

C.J. Daane Scholarship Catherine Daane

Capstone Education Society Scholarship Carla JohnsonAnderson Wray Pearce

Michael Drummond Scholarship Michael Drummond

J. Keith Chapman Scholarship Kathy Wetzel Edward Cleino Scholarship William Bowman Brad S. Chissom Scholarship Zhiqiang Ma Laura & Jim Condra Scholarship Edward Booth

Fran Bonds & Ed Homes Timothy Daly

William Richardson III and Melba Richardson Scholarship Melba Richardson M.L. and Edith Roberts Scholarship John Roberts Marcus L. Roberts

Paul & Ann Hubbert Scholarship Margaret Hubbert

Strings in Schools Scholarship Stephen Thompson

Kathleen P. Hughes Scholarship Winfield Hughes

Yewell R. Thompson Scholarship Yewell Thompson

James Patterson Teacher Education Scholarship Patterson Family Foundation

Anne C. Witt Scholarship Elizabeth Cleino

Susan Bedsole Scholarship Travis Bedsole Harold L. Bishop Scholarship Jimmy Williams

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