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Dean’s Comments


College of Education News Is Teaching Tolerance UnAmerican? Education Policy Center Research Impacts New Carnegie Foundation Classification Storytellers Kathryn Tucker Windham & Joseph Sobol Present Curtis Lecture Successful NCATE Visit Graves Renovation Relocates Education Students Graves Hall Update College of Education Develops Executive Ed.D. Program Science Olympiad Held at UA Exercise Science: Stretching the Boundaries of Teaching, Research, & Service New Major in Exercise and Sport Science Sport Conference Commissioners Visit Campus

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Student News Outstanding Students Honored at 2006 Honors Day Convocation Music Education and the Million Dollar Band: Perfectly in Tune 2006 - 2007 College of Education Ambassadors 2006 - 2007 Scholarship Recipients Equality or Effectiveness? Dilemmas in the Education of Migrant Workers’ Children in Shanghai Student Notes

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Faculty and Staff News Theory into Practice: Reading Books Aloud to Young Children Building Bonds and Breaking Barriers McGee Receives College of Education Research Impact Award Alabama Energy Project Aims to Help Teachers (and the Community) Learn about Energy Education Faculty Books Faculty Notes

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Alumni and Friends News Joyce Levey, Superintendent Academic Excellence Award Given to Harold L. Bishop 2006 Outstanding Contribution to Education Awards Transitions in Life: A Rehabilitative Counselor’s Story A Mentor to Many, A Friend to All Contributors to the College

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Spring 2006

Dean James (Jim) E. McLean, Ph.D. Director of College Relations Capstone Society Coordinator Rebecca M. Ballard Director of Development Eleanor Montgomery Sr. Copy Editor & Writer Amanda Rambo Contributors Cathy Andreen Rebecca M. Ballard Dr. Patricia Bauch Dr. Phil Bishop Kristie Busam Suzanne Dowling Dr. Matt Green Dr. David Hardy Guangyuan Hu Linda Hill Dr. Lea M. McGee Dr. James E. McLean Eleanor Montgomery Dr. Ken Ozello Dr. Carol Prickett Amanda Rambo Kelly T. Schrupp Dr. B. Joyce Stallworth Dr. Art Wise Office of University Relations COE Ambassadors Contact Information:

Rebecca M. Ballard The Capstone Educator Box 870231 Tuscaloosa, AL 35487-0231 Email: Phone: 205-348-7936 This magazine is a publication of The University of Alabama College of Education and is distributed to alumni and friends of the College twice a year through the generous donations of alumni and friends. Opinions found in the magazine are not necessarily the position of The University of Alabama. Copyright 2006 by The University of Alabama College of Education. Reproduction in whole or in part without written permission is prohibited. The University of Alabama is committed to equal opportunity in employment and education and does not discriminate on the basis of race, color, religion, national origin, sex, age, disability, or citizenship or veteran status as provided by law.

Dean’s Comments Dear Alabama Family, We continue to have many good things happening in the College of Education. First, I am pleased at the number of alumni and friends who are supporting the Capstone Education Society. The number continues to grow. On another front, the prestigious Carnegie Foundation that developed the system by which all institutions of higher education are classified (including UA) published an infrequent new version of its classification system. Heretofore, all two-year institutions were in one category. However, they have adopted the classification system developed by two faculty members in our College. The system was developed by Dr. Stephen Katsinas, Director of the Education Policy Center, and Dr. David Hardy, Director of Research for the Center. You can read about this in more detail in this magazine. Our faculty continues to impact education and policy in the state and nationally in a number of ways. Faculty members have written over 30 books currently in print that are used in classrooms across this nation. You can also read about some of these in this issue. Another example of the impact of our faculty’s research is the conceptual framework of the College of Education at Virginia State University. It is based to a significant degree on the research of Dr. Ali Iran-Nejad in our Program in Educational Psychology. In addition, our faculty members continue to be heavily involved in our local schools and in the state. For example, Dr. Ed Ellis from our Department of Special Education and Multiple Abilities was selected by the Alabama State Department of Education to share his research with teachers around the state. In fact, they have asked to purchase 75% of his time for a third year to continue this endeavor. I would be remiss if I did not thank Dr. Joyce Stallworth who led our recent effort for full re-accreditation by the National Council for the Accreditation of Teacher Education (NCATE) and members of the faculty and staff who contributed to this effort. However, education is under attack from a number of quarters. Recent articles in U. S. News and World Report, The Chronicle of Higher Education, and Newsweek have questioned the value of colleges of education in general. The latter two articles have cited the College of Education at The University of Alabama in particular in regards to our commitment to social justice. Another article in this issue of The Capstone Educator by Dr. Art Wise, the President of NCATE, addresses this issue directly. I want you to know that our students are among the best at the University. We have the highest requirements at UA to qualify to continue in the advanced teacher education sequence (beginning with the junior year). All of our secondary education students must complete a second major in their content area. Our elementary education students must complete a 4 by 12 curriculum where they take 12 semester hours of coursework in each of language arts, mathematics, science, and social science. In fact, 40 - 77% of their coursework is completed in other colleges such as the College of Arts and Sciences depending on the program. This rigorous academic preparation is supplemented with exposure to pedagogy and clinical experiences. Our graduates are among the best teachers in the nation as evidenced by their job prospects and their outstanding performance in the classrooms of Alabama (see our institutional report card, May 2005). In this issue, you will also read about the kick off for the University’s Campaign for Students, a five-year capital campaign. Already, our faculty and staff have contributed $112,668 to this campaign. Private support is vital to our maintaining and increasing our excellence in the state and nation. Thank you for your support of our College. Sincerely,

James E. (Jim) McLean, Ph.D. Dean and University Professor 205-348-6052

The University of Alabama

College of Education News Is Teaching Tolerance UnAmerican? By Arthur E. Wise, NCATE President Recently in The Washington Times Rick Hess (February 8, 2006, “How Colleges Promote Political Correctness”) has attempted to discredit schools of education by saying that they promote particular views on issues and that they are teaching teachers to have certain views or attitudes. Further, he has implied, contrary to fact, that the accreditation agency I head requires the teaching of these ideologies. I invite these columnists to visit today’s schools of education. There they would find teacher candidates first and foremost majoring in the disciplines they are preparing to teach. They take the same English, mathematics, history, and physics courses as other students, and they take the same examinations. This is not only the prevailing practice; it is the law in most states. Teacher candidates, even those preparing to become elementary school teachers, spend 70 to 80 percent of their college careers taking courses in the arts and sciences. The first accreditation requirement for an education school is to present proof that its teacher candidates have knowledge of the subject that they plan to teach. The education school must then provide additional data demonstrating that candidates know the research on teaching and learning, can employ effective teaching strategies, and can, in fact, teach so that students learn. Accreditation standards expect that candidates exhibit two professional dispositions: (1) fairness and (2) the belief that all students can learn. As an independent, non-profit, non-partisan accreditation agency, recognized by the Federal Government and nearly every state, the National Council for Accreditation of Teacher Education has 2

never espoused nor expected or required its institutions to espouse any particular political or social ideologies. Most schools of education serve their local communities, and may expect their candidates to develop additional professional dispositions. For example, The University of Alabama, one of the schools mentioned by the columnists, is “committed to promote social justice . . . and to recognize individual and institutionalized racism…” Hess casts this commitment in a negative light, as an example of “ideology.” In an unpublished letter, James E. McLean, the dean of the college of education at The University of Alabama responds: “The people of Alabama and most good educators today understand that a quality program of teacher preparation cannot succeed without respect for diversity, equality, and the dignity of each individual. We have learned from our mistakes . . . In 1956, two years after the Supreme Court’s Brown decision, the first admitted African-American student was denied enrollment at The University of Alabama due to racist opposition. Seven years later, federal troops overturned Governor George Wallace’s denial of enrollment of two very brave African-American students. As recently as 1960, 63 percent of Alabama’s non-white adult population had eight years of schooling or less! Alabama was the last state in the Union to pass a free textbook act for all of its students in its public schools--in 1963.” Continuing, McLean says, “The very night of Wallace’s infamous stand, President John F. Kennedy announced to the nation the most sweeping civil rights reform bill in our nation’s history. We could not possibly forget our own history, as some may wish us to do. Providing equal opportunity for every child to have a quality education, so that no child is left behind, is part and parcel of our responsibility as teacher educators.” Unfortunately, even today there are significant disparities in the academic achievement of American students and these

disparities are often correlated with socioeconomic status and race/ethnicity. The President and the Congress addressed these disparities Dr. Art Wise in the No Child Left Behind Act. NCATE addresses these disparities by encouraging its institutions to prepare teachers who will be able to help all students learn, regardless of their socioeconomic status, race/ethnicity, limited English proficiency, or learning disabilities. The reality is that these children are in America’s classrooms and all children deserve the best education we can provide for them. The next generation of teachers must master multiple teaching strategies and be able to adapt instruction to the students they serve. Teacher licensing standards in most states expect new teachers to have developed professional dispositions. Schools of education usually identify dispositions that encourage pre-service educators to be caring, collaborative, reflective teachers. They measure dispositions by translating them into observable behaviors in school settings. The caring teacher creates a classroom in which children respect each other. The collaborative teacher works with parents and other teachers to help students learn. The reflective teacher modifies instruction until students learn. What parent does not want teachers who exhibit these strengths? Arthur E. Wise is president of the National Council for the National Accreditation of Teacher Education (NCATE) in Washington, D.C.

College of Education

UA Education Policy Center Impacts New Carnegie Foundation Classification By Cathy Andreen, UA Director of Media Relations, and Rebecca M. Ballard, Director of College Relations A recent national announcement marks the achievement of a goal that has been over a decade in the making for the Education Policy Center at The University of Alabama. The prestigious Carnegie Foundation for the Advancement of Teaching has released a preview version of its new 2005 classifications of institutions of higher education that includes work on the two-year sector developed by researchers at the Education Policy Center (EPC) in UA’s College of Education.

similar—or purposefully different—groups of institutions to involve in their studies. “We are hopeful that this inclusion of our work in the newest Carnegie Classifications will allow us to make a significant contribution to how the community and technical college story will be told in the coming years,” Hardy said. Chuck Fluharty, director of the Rural Policy Research Institute, a public policy consortia founded by Iowa State University, the University of Nebraska and the University of Missouri, said “Assessing the rural differential impacts of all public policies is essential, if rural people and places are to be equitably considered in public choice. This seminal work is essential in building the analytic framework which will support policy initiatives of the National Institute for Rural Community Colleges.” Joe Sertich, president of both the Northeast Minnesota Higher Education District and the Rural Community College Alliance (RCCA), says, “Many states use groupings of peer institutions to fund community colleges. By identifying how different types of colleges provide access and economic development/workforce training to different geographic populations, Katsinas and Hardy have created a useful, powerful tool. I expect many state offices will use the new Carnegie classifications.”

The work of Dr. Stephen G. Katsinas, EPC director, and Dr. David E. Hardy, director of research for the EPC, serves as a core component in this newest iteration of the Carnegie classifications related to the largest sector within the classifications -associate-degree granting institutions. The classifications are widely used for describing and categorizing institutions within higher education, from two-year colleges to major research universities. “This research is of great significance within the higher education community. We are very pleased to see the work of our Education Policy Center being recognized and implemented on the national level,” said UA President Robert E. Witt.

Katsinas noted that he first began thinking about community college classifications in 1993. “Twelve years is a long time, but it’s been worth the wait. The distribution network of the Carnegie Foundation ensures that this work will reach the widest possible audience. The Foundation’s inclusion of our work is truly a major milepost on a journey of many years of research.” “This publication illustrates why we established the Education Policy Center—to make a pro-active difference in how the University interacts with key constituencies in education,” said College of Education Dean Jim McLean.

Drs. David Hardy and Steve Katsinas

Katsinas says that the work will help practitioners, policy makers, and scholars. “The new accreditation standards of the Southern Association of Colleges and Schools and other regional accrediting bodies are beginning to require colleges to select ‘peer’ institution cohorts against which to benchmark institutional improvements. Carnegie’s classifications will likely become ‘the gold standard’ upon which these comparison groups are created,” he said. Alexander C. McCormick, senior scholar at the Carnegie Foundation for the Advancement of Teaching, which is responsible for the classification, said “We believe that a more precise definition of the two-year college sector, which accounts for nearly half of higher education enrollment, is long overdue and will help policy makers, practitioners, and scholars alike. We are delighted to be able to incorporate this work into the new classification.” In terms of research concerning two-year colleges, scholars have long needed better methods with which to choose representative samples for studies. Using the more detailed classification scheme developed by Katsinas and Hardy, researchers can do a better job of choosing

McLean, whose office is in Carmichael Hall on the UA campus, also noted “This may be the first direct connection our University has had with Carnegie since Oliver Carmichael left the Foundation’s presidency to become UA’s president in 1953. UA Provost Judy Bonner notes that UA has many connections with community colleges. “Our University is working with community colleges in the State of Alabama and beyond in new and expanded ways to serve students and the greater community. This work extends from improving transfer student success to identifying gaps in allied health program delivery in Alabama’s Black Belt.” For more information, please contact Dr. Stephen G. Katsinas (skatsina@ or Dr. David Hardy (


The University of Alabama

Storytellers Kathryn Tucker Windham and Joseph Sobol Present Curtis Endowed Lecture By Linda Hill, UA Sr. Communications Specialist, and Rebecca M. Ballard, Director of College Relations Dr. Kathryn Tucker Windham and Dr. Joseph Sobol presented the Curtis Distinguished Lecture for the 16th annual James P. Curtis Lecture on March 30 at 7 p.m. in the Ferguson Center Ballroom to a crowd of both young and old storytelling enthusiasts. The crowd listened to Dr. Sobol tell about the importance of storytelling both in and out of the classroom and Ms. Windham told several of her infamous tales about her life and Alabama. Afterwards, the 300-plus crowd enjoyed a reception with food and music played by Sobol. Dr. Windham sat and talked to many people who wanted her autograph. She gave each person a story of their own as they sat and talked to her. Both speakers have long careers in the art of storytelling and have been featured many times at national storytelling festivals. This year, they are coming together to present an evening filled with the magic of Windham’s gift of storytelling and with Sobol’s experience in using storytelling as an educational tool.

Windham has received honorary doctorates from Huntingdon College, the University of Montevallo and Spring Hill College. Other honors include the establishment of the Kathryn Tucker Windham Museum in Thomasville on the campus of Alabama Southern College (2003), induction into the UA College of Communications Hall of Fame (2001), Alabama Humanities Award (2000), Governor’s Award for the Arts (1995), the National Storytelling Association’s Circle of Excellence Award and Lifetime Achievement Award (1995), the UA Society of Fine Arts’ Alabama Arts Award (1990) and Selma Rotary Club’s Citizen of the Year (1995). She was one of 13 Alabama artists selected by the Alabama State Council for the Arts to represent Alabama in France and Monaco in 2000. Storyteller, musician, folklorist and author Joseph Daniel Sobol is an artist of wide-ranging accomplishments. Joseph Sobol An artist-inresidence for many years in North and South Carolina, he received a master’s degree in folklore from the University of North Carolina-Chapel Hill, and a doctorate in performance studies from Northwestern University. He toured the country from 1994-1999 with his award-winning musical theater piece In the Deep Heart’s Core based on the works of Irish poet W. B. Yeats. His book on the American storytelling revival, The Storytellers’ Journey, was published in 1999 by the University of Illinois Press. In addition, he has released a cassette and three CDs of music and stories alone and with his group Kiltartan Road. His most recent recording Citternalia: Celtic Music for Cittern was honored with a Homegrown CD Award by Acoustic Guitar Magazine, which called the album “a watershed project--dazzling speed and precision.” After 11 years in Chicago doing folklore residencies with high school ESL and multilingual programs and performing regularly with some of America’s top Irish traditional musicians, he is proud to have been named director of the graduate program in storytelling at East Tennessee State University.

Kathryn Tucker Windham

Kathryn Tucker Windham is a master storyteller, author of 24 books, playwright, accomplished photographer, and popular public television and radio personality. Her National Public Radio segments for All Things Considered have won her national acclaim. Though ghost stories predominated much of her earlier career, Windham has written several cookbooks and collections of reminiscences covering a wide experience of Alabama life. Many in the history community agree that her work is a treasure trove of source material documenting Alabama’s social history. 4

The James P. Curtis Endowed Distinguished Lecture Series was created by the board of directors of the Capstone Education Society to bring an educator or public figure of renown to the campus each year to lecture about contemporary education issues. It was named in honor of Dr. James P. Curtis, a faculty member in the UA College of Education for 23 years. During his service to the University as professor of administration and educational leadership and assistant dean of the bureau of educational services and research, and through his guidance, Curtis influenced the lives and careers of countless students who have become prominent educators across the state, nation and internationally.

College of Education

Successful NCATE Visit By B. Joyce Stallworth, Associate Dean & NCATE Coordinator The College of Education hosted a visit by the National Council for Accreditation of Teacher Education (NCATE) on October 2 – 4, 2005. A four-member NCATE Board of Examiners team reviewed the College’s efforts to address Standard 2: Assessment System and Unit Evaluation. At the conclusion of the visit, the BOE team determined that the College met this standard. The BOE’s recommendation was accepted by NCATE’s Unit Accreditation Board (UAB) at its March 2006, meeting, and the “condition” has been removed from our NCATE accreditation status. The College is very pleased with this outcome. Faculty and staff worked diligently to ensure that we presented appropriate

Graves Renovation Relocates Education Students By Kristie Busam, Crimson White Senior Staff Reporter February 10, 2006 Dru Phillips is a UA student, but he travels to Cottondale Elementary School one day a week for a class in a tiny room in the gym. “The driving isn’t too terrible, but there is no access to technology because we are stuck in a little room in the gym filled with phone books,” said Phillips, a junior majoring in elementary education. Graves Hall, home of the UA College of Education, is closed because of a largescale renovation project, scattering students, faculty members and administrators to Bidgood Hall and seven other locations on campus and to six local elementary schools. The college’s clinical experiences offices are located in a rented building on the corner of 15th Street and Greensboro Avenue. Yolandia Eubanks, who coordinated the move for the College of Education, said there have been no complaints about the displacement. Students and professors have enjoyed accommodations in buildings other than Graves, she said. “The technology in the rooms they are meeting in are much better,” she said. Education classes held in Bidgood have not caused scheduling problems, said Marilee Brown-Wells, director of financial affairs for the Culverhouse College of Commerce and Business Administration. “There are free times in rooms that are open to everyone,” Brown-Wells said. “C&BA scheduled their classes first, and anything left open is for anyone on campus.”

evidence that assessment is an integral part of our Unit at the course, program, department and college-wide levels. Further, our assessment system is based on the notion from the College’s Conceptual Framework that reflective practitioners and ethical decision-makers must evaluate the implications of their choices and actions. The College takes seriously its goals of (1) facilitating the professional growth and development of our candidates and (2) preparing them to be effective and committed educators. The College uses continuous quality improvement at all levels to ensure that our candidates and graduates have opportunities to develop the knowledge, skills and dispositions necessary for distinction in the profession. Dean McLean and I thank all who worked so hard to guarantee our success. NCATE is a continuous process, and we are actively preparing for our next regular visit in Fall, 2007.

Tim Leopard, interim director of UA construction administration, said the Graves renovation is just getting under way because the project was awarded less than a month ago to Birmingham-based Golden and Associates. Classes will return to the building in January 2007, he said. The building’s basic structure is not being changed, but workers are upgrading its plumbing, heating and cooling, electrical and other such systems, he said, “We have closed the building in order to be much more efficient for everybody.” Jennifer Franks, a junior majoring in secondary education and language arts, said she doesn’t mind the change. “I think it’s a worthwhile sacrifice because Graves is in grave need of improvement,” Franks said. As for her classes being scattered across campus, all of the walking is good exercise, Franks said. “It is a little bit of an inconvenience, but the rewards will be worth it,” she said. The education college did have classes at elementary schools, but now there are more classes there after the Graves move. The college used to have classes in only three local schools, she said. Those classes are both typical lecture classes and teaching practicums, she said. “Our students want to be teachers, so they want to be out in the schools,” she said. “It is good because we can do our practicums right in the schools to assess the children’s reading level,” Phillips said. “But I would rather be on campus rather than drive to Cottondale.” Classes are being held at Northington Elementary, Davis-Emerson Middle, Holt Elementary, Cottondale Elementary, Woodland Elementary and Taylorville Primary. 5

The University of Alabama

Bibb Graves Hall Renovation Deconstruction of Graves Hall has begun! Goldsen Construction has been working diligently to break down Graves Hall to a skeletal structure that can be reconstructed into a more efficient and pleasing learning environment. Check out the progress being made!

Light fixtures from Graves Hall corridors Graves Hall Rotunda looking into the old 105 Graves Classroom

Faculty office and classroom sans walls

Looking into old 105 Graves Classroom with elevator to the right

Second floor offices sans walls Graves 122 Auditorium with now exposed windows 6

College of Education

Graves 209 Classroom found on the opposite side of the elevator Bathroom plumbing exposed

Faculty oďŹƒces sans walls

Entrance to the 204 Suite

Former OďŹƒce of Clinical Experiences and the Alabama Consortium for Educational Renewal (ACER)

Graves Hall corridor

More to Come . . .

The University of Alabama

College of Education Develops Executive Ed.D. Program By Kelly T. Schrupp, College of Continuing Studies

The University of Alabama, College of Education announces the newly developed Executive Ed.D. Program in Higher Education Administration. Beginning in the summer of 2006, the two-year cohort will include an intensive and rigorous program of studies led by seasoned higher education administrators and faculty. Students in the Executive Ed.D. Program select dissertation topics directly tied to their professional positions and begin work on these applied projects during the first summer’s coursework. At the end of the two-year program both coursework and dissertations are complete.

to reduce barriers to obtaining a terminal degree, create an opportunity for professionals in the field of higher education to become more knowledgeable about higher education administration, and to prepare professionals for increased responsibilities and career advancement. James E. McLean, Dean of the College of Education, recognizes the positive impact the Executive Ed.D. in Higher Education Administration will have on meeting the personnel needs of higher education. “With over 50% of the community college deans and presidents eligible to retire within the next five years and a shortage of student personnel officers at all levels of higher education in Alabama, our state is in danger of a leadership shortage at the highest levels. The new Executive Ed.D. Program represents another innovative approach that the College of Education has taken to meet the needs of the people of Alabama.”

Dr. Claire Major, Associate Professor and Coordinator of the College of Education’s Higher Education Administration Program, will direct the Executive Ed.D. in Higher Education Administration. According to Dr. Major, “The Executive Ed.D. in Higher Education Administration will provide students with the opportunity to work closely with other educational leaders with diverse professional backgrounds, research interests and overall education perspectives. The cohort approach provides students with the faculty and peer support to move efficiently and effectively through their doctoral studies and completion of their dissertation.”

The Executive Ed.D. is offered by the Higher Education Administration Program in the College of Education with the support of the College of Continuing Studies. “For nearly a century, The University of Alabama has provided opportunities for adult and non-traditional students to pursue their educational goals through the College of Continuing Studies. We are pleased to work with the College of Education in support of the Executive Ed.D. in Higher Education Administration program,” states Dr. Carolyn Dahl, Dean of the College of Continuing Studies.”

The Executive Ed.D in Higher Education Administration is another effort of the College of Education and The University of Alabama

For more information on the program, please contact Dr. Jean Foster Herron at 205-348-1169 or

Science Olympiad Held at UA


This year’s Alabama Science Olympiad at The University of Alabama was held on Saturday, February 18th. The College of Education’s Department of Curriculum and Instruction (C & I) sponsored the Experimental Design Event, one of many that day. The C & I science education faculty have been sponsoring this event in the Science Olympiad for more than ten years, for both middle and high school divisions. This year the event included 17 middle school teams (55 students) from south central to northern Alabama teams for the annual competition.

The importance of experimental design stems from the quest for inference about causes or relationships as opposed to simply description. Researchers are rarely satisfied to simply describe the events they observe. They want to make inferences about what produced, contributed to or caused events. To gain such information without ambiguity, some form of experimental design is ordinarily required. As a consequence, the need for using rather elaborate designs ensues from the possibility of alternative relationships, consequences or causes. The purpose of the design is to rule out these alternative causes, leaving only the actual factor that is the real cause.

Experimental design is a planned interference in the natural order of events by the researcher. The researcher does something more than carefully observe what is occurring. Much of the substantial gain in knowledge in all sciences has come from actively manipulating or interfering with the stream of events.

The Experimental Design Event took place in the Heritage Room in the Ferguson Center. Graduate teaching assistants Michael Hallman, Mary Beaseley, Karolyn Mayo and Gina de Jesus and faculty Dennis Sunal, Sherry Nichols and Dee Goldston designed, administered and judged the event.

College of Education

Exercise Science: Stretching the Boundaries of Teaching, Research, and Service By Phil Bishop, Professor, Exercise Science The research subject is wearing a set of industrial coveralls complete with gas mask. His hands are covered in rubber gloves taped to his wrists. He has four wires attached to his body, leading from places we won’t mention. His internal temperature and heart rate are monitored along with his sweat production rate. His sweat evaporation rate is being measured, as is the temperature and humidity underneath his clothing. He’s walking in a very hot environmental chamber where he’ll continue working for up to four hours. The researchers are studying ways to hydrate workers who are wearing respiratory protective masks. Their next study will be measuring urine volumes in response to drinking quickly or slowly. This can’t be the College of Education, can it? A most unusual laboratory What do these things possibility have to do with education at UA? That’s an obvious question, with a not-so-obvious answer. One of the least-known units in the College of Education is the Department of Kinesiology. Within kinesiology, along with the sport pedagogy, sport management and disability sport programs, is the exercise science program. The exercise science program has multiple goals. One objective is to help train a new breed of physical educators for Alabama and the country. Another primary goal, however, is to produce top class exercise science professionals who can make a significant impact in Alabama and the world. The research pursuits of the students and faculty in the exercise science program can sound pretty strange. For example, a recent Ph.D. student conducted a study examining the role of distance running in football. It turns out that aerobic conditioning is not nearly as important for football players as many believe. A few years ago another student examined

pickle juice as a means of re-hydrating thirsty athletes. Pickle juice, though untested, has been promoted as means of cramp prevention. This raises questions regarding muscle cramps and what effectively prevents them. In a series of three dissertation studies, another student found that keeping people either well-hydrated, or fortified with electrolytes, doubled the time to cramping, but didn’t preclude those painful muscle spasms. A few years ago, two of our students conducted two experiments evaluating various treatments for heat stroke. Based on their findings, it appears that some of our beliefs about the physiological responses of heat stroke patients are wrong. As might be expected in a kinesiology department, other investigations have explored bicycling, swimming and triathlon performance. Another series of studies have investigated the under-researched area of recovery from exercise training sessions. Other research has examined the effects of the menstrual phase on fat and carbohydrate oxidation during exercise in active females, and the effectiveness of exercise in water as a therapy for injured athletes. One of our faculty members has focused on the epidemiology of adult physical activity. Seeing things differently Common wisdom is that older adults should move into a home without stairs, in order to facilitate mobility as they anticipate having to ultimately use walkers, canes or wheelchairs. Is this good advice? Stair climbing is not only good exercise; it strengthens the key muscles vital to independent living. Wouldn’t it be better if senior citizens kept climbing those stairs? Right now one of our graduate students is studying the role of stair climbing in leg strength and in health in the elderly. One of the more unusual contributions of exercise science program occurred only by a series of coincidences. When chatting with one of our exercise science faculty members, Dr. Bill Weems of Alabama Safe State mentioned that he had found a European article about “suspension trauma” (i.e. hanging in a suspended position supported by a safety harness) as a cause of death in industry. Dr. Weems had never heard suspension trauma mentioned in the U.S. and asked the exercise scientist if he knew anything about the fatal condition. It turns out that this scientist had encountered a very similar phenomenon at NASA and also with the Air Force. The two men authored a paper that was published in the trade magazine, Occupational Health and Safety. This simple article caused an unanticipated reaction in the world of fall-prevention safety. The two authors were flooded with requests to reprint the article, with requests for new articles, and with hundreds of questions arriving from the U.S., South Africa, New Zealand and Scandinavia. The Occupational Safety and Health Administration (OSHA) found the issue to be so important that they issued a safety bulletin on suspension trauma based on the originally published article. 9

The University of Alabama Innovation The Department of Kinesiology’s Exercise Scientists have also made some discoveries. A few years ago, one of them invented a personal cooling system for people who have to wear protective coveralls. These are the coveralls worn by some who work in some manufacturing industries, those who need protection against asbestos or lead and those who investigate the scenes of accidents. In warm weather, this vital protective gear is extremely hot to wear. So the laboratory created and tested a cooling system built right into the coveralls.

More recently, a drinkable cooling vest was invented in our program for use by “first responders”, the law enforcement, firefighter and medical personnel who must rush to the aid of victims of terrorist or other major emergencies. This innovation not only cools the workers, but also provides up to ten liters of cool drinking water, which is vital for those working in hot inhospitable environments.

southern Sweden. Other graduates work in the Cypriot fitness industry, for Nike’s research and development department in Oregon, at the U.S. Air Force Academy, and in universities, hospitals, corporate fitness centers and YMCAs throughout the country. Serving Alabama, the Southeast, and the World Besides providing well-qualified Exercise Scientists, the program’s faculty and students, like other Kinesiology and College of Education colleagues, provide service at many levels. They host laboratory visits for students attending local schools. They visit and give talks to schoolchildren. They present our ideas and research at state, regional, national and international conferences and meetings on topics ranging from strength training for cardiac patients to hunter safety and rescue. In addition, they have a long history of involvement with the University’s Institutional Review Board. Alabama is not only #1 in gymnastics, football and debate; it’s also #1 in obesity. A current research project which involves the Exercise Science faculty, as well as several faculty from the other programs within the Department of Kinesiology, is aimed at fighting the epidemics of childhood obesity and inactivity. We are just beginning a series of research and service projects in a local public school with the idea of playing a part in the attempt to tackle this terrible problem which is a scourge on our nation’s health. These studies are seeking to identify the causes of obesity and to develop effective interventions. Because childhood obesity leads to adult obesity, it’s important to start early. Because children can’t control many of the factors, such as dietary selections, which contribute to obesity, it’s important to involve the whole family. So, these projects are designed to involve parents, teachers, administrators and the local community as well as the children themselves.

Another time an Exercise Scientist from the program offered solutions to remedy inadequate emergency escape hoods issued to government officials in Washington, DC. One Exercise Science faculty member also worked on the problem of incapacitating levels of carbon dioxide accumulating in the helmets of astronauts. Moreoever, Kinesiology’s Exercise Scientists were among the first to demonstrate that the lactic acid in sweat originates in the sweat gland and not in the blood. Around the World On any given day, Kinesiology’s Exercise Science faculty may be teaching, serving or researching anywhere in the world. They have worked with astronauts at Johnson Space Center, NASA, The U.S.A.F. School of Aerospace Medicine, The U.S. Military Academy, The U.S. Army Biomedical Research and Development Laboratory and at The Instituto Technologico de Monterrey, Mexico. Our faculty have lectured from Cuzco, Peru to Montreal, Quebec to the University of Glasgow, Scotland to Montreux, Switzerland to Australia. Our Exercise Science graduates also have taken some interesting jobs in diverse locations. For example, one Ph.D. graduate is currently the national swim coach, as well as a university professor in the country of Jordan. Another teaches at the University of Portsmouth in England, and a fourth teaches at a university in 10

Exercise Science faculty and students have been recognized widely for their work. Exercise Science graduate students frequently win the College of Education M. Ray Loree Award for the most outstanding dissertation, the College of Education award for the outstanding thesis, and the College of Education outstanding research award. Faculty have won awards for outstanding research, for being the outstanding university physical educator in the state of Kentucky, and one won the Nilsson Award as the outstanding Christian Faculty member in the nation. On one occasion, advice to National Institutes of Occupational Health and Safety (NIOSH) netted a personal letter of appreciation to one of our

College of Education faculty members from the head of the Centers for Disease Control and Prevention. Exercise Science faculty have assisted not only the U. S. National Institutes of Health (NIH), but also the Canadian NIH equivalent.

If you ask the Department of Kinesiology’s Exercise Science faculty of their proudest achievement, they won’t mention their own research, speaking, or awards; they will point to the students they teach. They recognize that they aren’t really paid to be successful themselves, but rather to make their students successful. They don’t want to be known so much for their individual work as for their enthusiastic support of students. That is why you’ll find them exercising with their students, taking them to conferences, challenging them not just to learn, but to create new knowledge that will benefit others.

Sport Conference Commissioners Visit Campus Dr. John Vincent, Assistant Professor of Sport Management in the College of Education, and Dr. Ken Wright, Professor of Consumer Science in the College of Human Environmental Sciences, created a Sport Management Distinguished Lecture Series in 2004 to bring in leading academic and sport practitioners to the Capstone to enhance and reinforce traditional didactic learning outcomes. In the fall 2005 semester, a group of sport conference commissioners visited UA to give a panel presentation for UA students, faculty and staff. Panelists included Greg Sankey, Southeastern Conference Associate Commissioner, Jon Steinbrecher, Ohio Valley Conference Commissioner, Robert Vowels, Southwestern Athletic Conference Commissioner and Wright Waters, Sun Belt Conference Commissioner.

New Major in Exercise & Sport Science By Matt Green, Associate Professor, Department of Kinesiology New Names, New Options In Fall 2005, the Department of Kinesiology introduced “Exercise and Sport Science” as a new degree. In addition to a more accurate and contemporary title, the revision provides greater programming flexibility which better prepares students for the job market. Exercise and Sport Science students complete a 34-hour core in addition to selecting two or three concentrations from 7 well-defined areas which allow students to pursue advanced study. These concentrations include business, coaching/sport skill, fitness, health promotion, nutrition, disability sports as well a pre-professional concentration designed for those interested in physical therapy school upon graduation. Appealing aspects of the new programs include the opportunity to develop a course of study unique to the interests of the individual. Students also gain exposure to related disciplines in other departments across the University. Some concentrations include internship opportunities that provide students with hands-on experience in a work setting. The Exercise and Sport Science degree option is designed not only to prepare individuals for a variety of diverse occupations (Fitness Industry, Corporate Wellness, etc.) but also serves as excellent preparation for graduate school. The popularity of this program is evidenced by having near 100 students after only a single term. For more detailed information regarding the Department of Kinesiology and the Exercise and Sport Science degree option, please visit the departmental webpage ( kinesiology/index.html) or contact Dr. Matt Green (205-3484699,

Pictured are from left to right: (Bottom Row) Kelsey McLemore, Greg Sankey, Jon Steinbrecher, Jessica Bradford, John Vincent. (Top Row) Ken Wright, Robert Vowels, Wright Waters


The University of Alabama

Student News Outstanding Students Honored at the 2006 College of Education Honors Day Convocation On Friday, April 7th, the College hosted its annual Honors Day Convocation to recognize those students who exhibit academic excellence and dedication to their future profession. Mr. Stoney Beavers, a National Milkin Education Award Recipient, was the speaker for this occassion. MOST OUTSTANDING STUDENT AWARDS Department of Curriculum and Instruction Graduate Awards Askia Little Computers & Applied Technology Megan Burton Elementary Research Lynn A. Kelley Elementary Teaching Sinikka M. Smothers Elementary Scholarship Lee Freeman Elementary Service Faith Clark English as a Second Language Leslie Terrell Secondary English Language Arts Latrina Russell Secondary Foreign Language Ramona Gartman Secondary Mathematics Carolyn Pistorius Secondary Science John Simon Codega Secondary Social Science

Department of Kinesiology Graduate Awards Eric J. Jones Corey M. Gibbs Elizabeth A. Woodruff

Justin T. Gorrell Wesley B. Earnest

Exercise Science Sport Management Sport Pedagogy Undergraduate Awards Exercise and Sport Science Physical Education Teacher Education

Department of Music Education Graduate Award Corey Ben Maurice Pompey


Undergraduate Awards Travis S. Bender

Instrumental Music

Department of Special Education and Multiple Abilities Graduate Awards Beth K. Thead Collaborative Teacher Sue A. Zupko Gifted and Talented Undergraduate Awards Anne K. Edwards Sarah Cunningham

Collaborative Teacher Multiple Abilities Program (MAP)

Undergraduate Awards Catherine Newman Dustin Hatton Lisa Keeton Casey Marler Eric Mennen Jake A. Parker

Elementary Education Secondary Foreign Language Secondary English Language Arts Secondary Mathematics Secondary Science Secondary Social Science

Department of Educational Leadership, Policy, and Technology Studies Allison Michel Mays Educational Administration & Leadership Jeff Reilly Higher Education Administration Elizabeth Hendrix Instructional Leadership Timothy D. Lewis Instructional Technology Gerald K. Wood Robbiani Social Foundations of Education Department of Educational Studies in Psychology, Research Methodology, and Counseling Fatima Jewan Johnson Community Counseling Carey Nash Marsh Counselor Education Joseph Chad Nichelson Rehabilitation Counseling Elizabeth Kathryn Tiley School Counseling Julius W. Anderson Educational Psychology Joy F. Johnson Educational Research Gina M. Raineri School Psychology 12

RESEARCH, TEACHING, AND SERVICE AWARDS Dr. Peggy McKewen Kyzer M. Ray Loree Most Outstanding Dissertation Dr. Andy Bosak M. Ray Loree Outstanding Dissertation Research Mitchum Bradley Parker Outstanding Thesis Award Robert Pritchett Excellence in Research by a Doctoral Student Susan Elizabeth Thomas Excellence in Teaching by a Doctoral Student Bess Copeland Student Alabama Education Association Leadership Award Melanie O’Rear (Staff) W. Ross Palmer Service to Students Award Dr. Liza Wilson (Faculty) W. Ross Palmer Service to Students Award

COLLEGE-WIDE AND DEPARTMENTAL AWARDS Holly Claire Willis Kappa Delta Pi Distinguished Undergraduate Award Christie Swinney Janice B. Wilson Award for Teaching with Children’s Literature Victoria Evans Adolph B. Crew Teaching Award Dana M. Pierce Phi Mu Patience Stevens Award Shawn C. Gendle George H. Stopp Academic Achievement Patricia F. Wood Jasper Harvey Award for Excellence in Graduate Studies Pamela W. Howard Tommy Russell Award for Excellence in Doctoral Studies Leigh E. Brock Stephen A. Willard Memorial Award

College of Education 2005 - 2006 HONOR GRADUATES

Sunny Leigh Battle Julia Pate Floyd Amanda G. Kilgore Ryan William Sutton Megan Jo Williams

Julia Michelle Black Dustin Owen Cooper Nathan Lynn Garner Cristy Lynne Kirk Karla Susanne Martin Michelle D. Putman Rebekah L. Safford

Summa Cum Laude Travis Scott Bender Shawn C. Gendle Catherine E. Newman Catherine Leigh Taylor Sarah Neale Williams

Bethany M. Coady Leah Kim Hayes Stephanie C. Sasser Lori Darden White Holly Claire Willis

Magna Cum Laude Leigh Ellen Brock Jeanna C. Caputo Bess Maria Copeland Carey Michelle Dailey Dustin Paul Hatton Kimberly R. Herndon Dana Nicole McKenzie Beth Lynn Mallory Megan Eva Miller Brandon David Peters Lori Beth Richardson Sarah Ann Rowell Christie M. Swinney Stuart M. Tankesley Elizabeth Danielle Watkins

Cum Laude Rebecca T. Averett Sara M. Barksdale Amber Jane Bass Rebecca K. Bauer Richard W. Brown Kimberly Dawn Bynum Emily C. Caples Haley Jordan Carpenter Annie Rae Christian Anne K. Edwards Brandi Diane Evans Karen Renee Frazier Jennifer M. Hartley Heather L. Holley Alicia W. Hollyhand Kathryn Beckett Jones Pamela Rose Kaye Lisa Marie Keeton Demi B. Lackey Heather R. Lacroix Danielle N. McDaniel Sally Elizabeth Mentzer Autumn M. Murillo Eileen Patricia Ryan Julie Suzanne Sanders Rachel E. Sanderson Barry Matthew Smart Lindsey Marie Smith Ginger Spann Mary T. Steadman Tiffany Lane Trimm Jeffery VanLandingham Allison P. Waldrop Brittany Lee Whitfield Victoria M. Whitfield Kyle A. Williams

2005-06 PRESIDENT’S LIST 4.0 GPA for at least two semesters in 2005 Ashley A. Allen Sara Meredith Barksdale Sunny Leigh Battle Travis Scott Bender Julia M. Black LeeAnn Michelle Black Kimberly A. Broughton Richard William Brown Jennifer L. Bruce Emily C. Caples Bethany Maureen Coady Krista M. Finnegan Jennifer L. Gaines Ashli Marie Gaston Johnna L. Gay Shawn C. Gendle Anne Lauren Graham Erika Ashley Guin Leah Kim Hayes Laura E. Hembree Alicia Wilson Hollyhand Adam Sterlin Hooper Patricia L. Lattner Chanda Shea Mills Carrie A. Murphy Laurie K. Nelson Catherine E. Newman Rebecca F. Piedra Jessica Reynolds Lori Beth Richardson Rebekah Leah Safford Rachel E. Sanderson Stephanie C. Sasser Christina Marie Savarese Dana Shackleford Dana Michelle Stewart Tara L. Sullivan Ryan W. Sutton Megan B. Townsend Morgan E. Vickery Mary V. Wallace Elizabeth D. Watkins Sheena K. Wheat Lori Darden White Megan J. Williams Sarah N. Williams Holly C. Willis

2005-06 DEAN’S LIST 3.5 GPA for at least two semesters in 2005 Christina Arriagada Elizabeth Diane Ashley Lauren E. Ault Rebecca T.Averett Frances Ann Baggett Noreen M. Barber Jayme K. Barkdoll Rebecca K. Bauer Heather Leigh Bayne Joanna Bell Beard Mary C. Beauvais Ashley N. Belcher Jessica L. Benson Aaron Daniel Blackwell Ronald N. Bligh III Kevin R. Boyd Robert F. Boylan Lucy Pryor Brady Martha Renea Brand Ashley Nicole Brashier Stuart Braswell Leigh Ellen Brock Jennifer LaNae Brown Tyler Eugene Bryan Veronica M. Burden Kimberly D. Bynum Kelly E. Campbell Jeanna C. Caputo Alison M. Carpenter Haley Jordan Carpenter Laura C. Cheatham Annie Rae Christian Dustin Owen Cooper Bess M. Copeland Meredith L. Crawford Sarah M. Cunningham Michelle E. Cygielman Carey M. Dailey Blair Colinne Davis Erica Denise Duncan Anne K. Edwards Brandi Diane Evans Jillian Marie Fair Ann M. Feaga Lindsey N. Fisher Amanda M. Folker Jennifer E. Franks Jenise Shaquon Gaddis Sean I. Gann Nathan L. Garner Elizabeth C. Gladney Sarah Nicole Glenos Katie I. Gothard Jessica L. Hallmark Jennifer A. Hanson Robert B. Harman Heather L. Harris Holly B. Hartley Jennifer M. Hartley Dustin P. Hatton Allison R. Haynor Rebecca M. Henderson Lacy A. Heptinstall Kimberly R. Herndon Julianne E. Hinton Georgia A. Hobdy Candi Gilliam Hodges Heather L. Holley Rebecca E. Hollingsworth Emily B. Howard Erin M. Hubbard Amie Leigh Johnston Dustin Chance Jones Kathryn Beckett Jones Tyease R. Jones Ashley E. Jordan Benjamin A. Kelley Amanda G. Kilgore Cristy L. Kirk Ashley N. Kite Peter P. LaCentra Heather R. Lacroix Sara S. Lewis Shauna Lynn Lewis Shanel Lightfoot-Brown Jonathan C. Lindsay Rebecca G. London Beverly P. Long Laura E. Lott Tiffany Peek Lovelady Lindsay N. Madison Beth Lynn Mallory Karla Susanne Martin Megan Sylvia McAliley Leigh R. McCormack Dana Nicole McKenzie Jennifer K. McKnight Eric C. Mennen Sally E. Mentzer Heather Rhee Merchant Emily E. Miles Kathryn A. Millburg Megan Eva Miller Melissa Louise Minor Kristin B. Montgomery Mary K. Moore Natalie Hicks Morton Autumn Marie Murillo Kelly E. Murrell Jonathan K. Odom Dianna L. Osborne Jake A. Parker Michelle D. Parry Kaitlyn W. Phillips Dana Marie Pierce Angela H. Plowman Carolyn Elizabeth Price Maria F. Priola Michelle DeeAnn Putman Emily C. Raburn Caleigh P. Rathmell Jody R. Reeves Chrishtan Jeanne Ricci Belinda T. Riggs Michael Brentley Rogers Eileen P. Ryan Daniel John Saunders Stacey Jo Self Susan A. Shirley Samantha K. Simmons Mary Hunter Slaton Barry M. Smart Jared A. Smith Marc S. Sosnowchik Ginger Spann Jessica B. Spurgeon Mary Theresa Steadman Lauren M. Steed Leeann K. Stegall Rebecca A. Steinberg Katie B. Stinger Ashley M. Strickland Lindsey D. Strickland Christie M. Swinney Stuart M. Tankesley Catherine L. Taylor Reginald J. Taylor Marian Bennett Thornbury Tiffany L. Trimm Kristen Michelle Triola Kathryn D. Turner Rachel E. Turner Harry T. Vails, Jr. Jeffery VanLandingham Lonna M. Vines Benton Glenn Walker Evelyn M. Walton Justin Patrick Ward Cyndi N. Watson Samuel Brett Westbrook Brittany Lee Whitfield Victoria M. Whitfield Kyle Anthony Williams Haley J. Wilson Heather Cora Wimberly Bethany L. Winter


The University of Alabama

Music Education and the Million Dollar Band: Perfectly in Tune By Carol Prickett, Department Head of Music Education A sunny, crisp autumn Saturday afternoon, 80,000 excited fans, the Crimson Tide adding another victory to its storied history – and enhancing every aspect of the day is the 320-member Million Dollar Band (MDB). The Elephant Stomp on the Quad and the pregame festivities in the stadium unify the fans, lead off the afternoon’s sequence of traditions, and set in motion momentum for fan participation. Halftime pageantry is an integral and expected part of collegiate football. And throughout the game, the cheer collaboration between the band and cheerleaders provides fans with a format to support and encourage their team.

Corey Pompey

The Million Dollar Band – a widely recognized symbol of The University of Alabama and 2003 recipient of the nationally prestigious Sousa Foundation Sudler Award for the Most Outstanding Collegiate Marching Band – is open to students from all across the University. But in fall of 2005, as in many previous years, College of Education music education majors earned most of the highest leadership positions. 14

Travis Bender (Huntsville, B.S. in Music Education, Class of ’06), Marc Sosnowchik (Birmingham, B.S. in Music Education, Class of ’06), Thomas Turpin (Athens, B.S. in Music Education, Class of ’05; M.A., Class of ’07) served as three of the four Million Dollar Band drum majors. Rebekah Wiggins, a junior from Gordo enrolled in the College of Human Environmental Sciences, was the fourth. Additionally, former MDB drum major and 2005 MDB graduate assistant Corey Pompey (Birmingham, B.S. in Music Education, Class of ’04) is a master’s student in instrumental music education who expects to complete his graduate degree in August of 2006. To outsiders, a marching band may appear to be no more than an enjoyable accessory to the football experience. Drum majors may seem to be figureheads with special hats who simply march in front. Real fans and hundreds of MDB alums know better! When organized and overseen by Dr. Kenneth Ozzello, a marching band becomes an amazing opportunity for hundreds of young people to learn musicianship, responsibility, the rewards of representing their alma mater’s tradition of excellence and friendship. And in Ozzello’s band, drum majors assume heavy responsibilities at every stage of preparation and execution. “The skills and attitudes which are taught in music education classes equip students to assume leadership roles in an organization like the Million Dollar Band. Leadership roles are open to all band members in all majors, but it’s only natural that those who are learning these things throughout their curriculum will excel in these areas,” says Ozzello. Thorough musical knowledge, the ability to teach clearly and efficiently and skill in conducting are all part of the music education curriculum and are qualifications which are assessed during a rigorous audition process. Audition finalists are put to the test on A-Day, when their knowledge of football, their performance

Rebekah Wiggins, Thomas Turpin, Marc Sosnowchik, and Travis Bender

under pressure, and their ability to manage hundreds of musicians are first put to the test. Ozzello watches carefully to be sure contenders demonstrate cooperation and collaboration. “In the Million Dollar Band, the drum major’s role includes being a sort of ombudsman between student members, section leaders and professional staff. The ability to get along with a lot of different people while demanding their best efforts is an essential factor,” according to the director, who is usually known to band members as “Dr. O.” For those selected as drum majors, the real work begins in August, when band members come to campus for two intensive weeks of work before classes begin. Dr. Ozzello, a veteran music educator, has an organizational plan for each day. Professional assistants Neal Flum and Steve Simpson, both alums of the Million Dollar Band, contribute to a tightlyplanned schedule and help Ozzello gain the musical expertise which the band must rebuild each summer. It is up to the drum majors to teach every aspect of marching and field movement, learn to conduct all the music, facilitate communication between band members and staff, console homesick freshmen, coach veteran seniors and generally set a tone emphasizing the importance of getting the job done (and done well) while keeping the whole experience enjoyable.

College of Education “Lesson planning!” “Conducting techniques!” “Motivation and group management!” “Everything we learned about playing all the instruments!” “Every style of music!” “Experience teaching all levels of musicians!” are the answers Bender, Sosnowchik, Turpin, and Pompey repeat over and over when asked how their classes in music education contribute to success as a leader of a huge group of musicians. During an afternoon of quad activities, pregame, game and postgame performance, Million Dollar Band drum majors do all the conducting, choose the band cheers and make sure every aspect of the organization is functioning. Ozzello and his staff are nearby or are observing from the press box, but his pedagogical style is to organize, to teach, to allow the learners (i.e., the drum majors) to try their wings, and, afterwards, to offer feedback for improvement.

and Corey instituted Tuscaloosa Winds, a wind band open to anyone from Tuscaloosa who wishes to join; by the end of the second rehearsal 76 Tuscaloosans, all furnishing their own instruments, were working toward a concert three weeks away.

Teaching and learning; learning and teaching. The cycle builds better teachers and better learners. Ozzello proudly tracks the drum majors’ progress across the season, noting that they rarely disappoint him as they grow in their leadership abilities, both musical and personal. Bender, Sosnowchik, Turpin and Pompey eagerly describe Ozzello as a consummate music educator. The quality which has impressed them the most? All agree it is his ability to task analyze every aspect of what needs to be accomplished, a skill requisite for success in any aspect of music education.

Honors and recognition for the four are not limited to the Million Dollar Band, either. Sosnowchik was elected president of the student music education professional chapter, CMENC. For Honors Day 2006, Bender is Outstanding Instrumental Music Education Undergraduate, and Pompey, a former College of Education Ambassador, is Outstanding Music Education Graduate Student. For 2005-2006, Turpin was awarded the prestigious University of Alabama National Alumni Association Fellowship.

Travis Bender

All four cite seeing a performance of the Million Dollar Band while they were high school students as the determining factor in applying to the University of Alabama and being attracted to a career in music education. Drum majors share responsibilities equally. There is no “first among equals.” They meet regularly to be sure the distribution of responsibilities (and the glory) is fair and equal. The person conducting from the center podium (the most focal position for a given performance) rotates and band members must get used to different conductors during every quarter. The collaboration and mutual respect is, in itself, a fine by-product of a good learning

But Travis, Marc, Thomas and Corey do not limit their musical contributions within the School of Music. All are members of the Wind Ensemble, directed by Dr. Gerald Welker. Travis Bender, a piano student of Professor Amanda Penick, plays trombone in instrumental ensembles. Thomas Turpin is a leader in Professor Skip Snead’s French horn studio. Marc Sosnowchik and Corey Pompey study saxophone (primarily alto sax) with Dr. Jonathan Noffsinger. Courses specific to becoming instrumental music educators are taught by Dr. Carl Hancock, Professor Paul Davis and Dr. Ozzello. In Spring 2006, Bender and Sosnowchik are interning in both elementary and secondary public school music settings (Music Education certification is K-12 in all southeastern states), while Turpin and Pompey pursue graduate study. Recently, with organization assistance from Dr. Hancock, Thomas

Travis Bender, Rebekah Wiggins, Marc Sosnowchik, and Thomas Turpin 15

The University of Alabama experience. When interviewed individually, each drum major emphasizes the others’ strengths. Has being drum major made them better teachers? All answer an emphatic “yes” and give many examples. “After you’ve conducted a group of over 300 people in front of an audience of 80,000, you have confidence to handle classroom teaching and conducting” is a unanimous statement. And has being a teacher-intraining helped them be successful drum

majors? Again, examples abound. Finally, the previous drum majors who were music education majors and who served as Bender, Sosnowchik, Turpin and Pompey’s strong role models fostered a spirit of professional collaboration which they hope to pass along to their successors and future students. Information about the Million Dollar Band is available at Those interested in participating in Tuscaloosa Winds should contact Dr. Carl Hancock at And for information about the music education curriculum, contact Dr. Carol Prickett at cpricket@

ROLL TIDE!!! Get to Know Your College Ambassadors This semester the College of Education Ambassadors are continuing to work hard to promote the wonderful reputation of the College of Education. Activities the ambassadors have participated in this semester include the Capstone Scholars’ Day, Academic Achievement Weekend, Black and Women’s History Month bulletin boards, University Days, English Language Institute (ELI) programs and the University Calling Project. The ambassadors plan to continue to promote the College of Education to current students, potential students and the community. This semester’s ambassadors are Frances Ann Baggett, Laura Hembree, Lacy Heptinstall, Erica Kassner, Ashlee Spivey and Megan Townsend. Frances Ann Baggett My name is Frances Ann Baggett, and I am from a small town in northwest Alabama called Haleyville. I am a senior majoring in elementary education. After graduation this December, I hope to further my education by pursuing a master’s degree in mathematics. I’m very excited to be in a College that is dedicated to making 16

a difference in children’s lives. My father has always said, “Education is the gift of life!” and I cannot wait to help in children achieving the “gift of life!” Also, I love attending the University of Alabama because my entire life I have been a huge Alabama sports fan, so actually being right here in the action is great! ROLL TIDE!

a concentration in Mathematics. Upon graduation, I hope to then earn my master’s degree. Other than being a College of Education ambassador, I am a member of the Kappa Alpha Theta sorority, involved in SGA committees, and enjoy doing community service. I look forward to spending the next few years at the Capstone.

Laura Hembree My name is Laura Hembree, and I am a junior majoring in elementary education. I am originally from Anniston. Reading is one of my favorite activities, and when I am a teacher, I hope to foster the love of reading within my classroom. I also enjoy traveling, going to the theatre, watching movies and shopping. I am active in my sorority and am a member of the Student Affairs Advisory Committee and the Golden Key International Honor Society. I enjoy being an ambassador for the College of Education because I am genuinely proud of the programs and experiences offered by this College!

Erica Kassner

Lacy Heptinstall My name is Lacy Heptinstall. I am from Cullman and am currently a junior. I plan to obtain my B.S.E. in Secondary Education with

My name is Erica M. Hope-Kassner and I am currently a junior from Northport majoring in music education at the Capstone. Prior to attending the University, I had the opportunity to meet with the faculty in the Moody Music and also observe some of the faculty and students in the MAP program. Their dedication and passion led me into education and continues to be an inspiration to this day. My extracurricular activities include volunteering at local elementary, middle and high schools, playing piano, learning new instruments, reading and renovation projects. I am a member of National Society of Collegiate Scholars, Alpha Lambda Delta, Phi Eta Sigma, Golden Key and I presently serve as the AMEA Collegiate Division Secretary. My experiences at the Capstone have led me to strive for excellence and humility. I look forward to what the future has to offer as my studies culminate.

College of Education Ashlee Spivey Hello, my name is Ashlee Renee Spivey and I am from Slocomb. I am a sophomore here at the Capstone, where I am majoring in elementary education. I am a member of College Republicans, Alpha Delta Pi Sorority and numerous SGA Committees. The University of Alabama has always been a part of my life. Born and raised into an avid Alabama football family, I knew that UA would be just like home.

The first time I laid eyes on this Campus I was captivated by its beauty and hospitality. The College of Education welcomed me with open arms and has guided me throughout my college experience. I have been granted great opportunities and I appreciate everything the University, as well as the College of Education, has done for me. Megan Townsend My name is Megan Townsend, and I am from Glencoe. I am a junior here at UA majoring in secondary education and biology. I am a member of the National

COE Scholarships Awarded Each May, the College of Education acknowledges its scholarship recipients at a dinner. This year marks the sixth year that the Recognition Dinner was hosted by the College and the Capstone Education Society. In addition to celebrating students’ accomplishments, the College will extend its appreciation for the generosity of those individuals—scholarship donors—who have have provided the means for bright, creative students to realize their academic potential and career aspirations. Undergraduate Scholarships Rebecca Ann Baggett Memorial Scholarships in Special Education: Hailey Burdick, Katie Gothard, Amy Price, & Sheena Wheat William R. and Eugenia L. Battle Scholarships in Education: Kelly Leach & Karla Mitchell

Society of Collegiate Scholars, the University Honors Program, the Honors Program Student Association, FATE, Baptist Campus Ministries and the Howard Hughes Research Program. In my spare time, I like to read, play guitar, watch Alabama football, mentor middle school children and do research in my lab on campus. My experience at UA, so far, has been wonderful. It has really helped me to find myself and has led me to the profession that I know is right for me.

Jim and Ann Hayes Scholarships in Teacher Education: Laura Lott, Mary Mullikin, Marsha Roberts, Susan Shirley, & Jessica Spelce

Rufus Willey Hollingsworth Memorial Scholarships: Kenneth Baker, Audra Bynum, & Meredith Reaves James C. Inzer, Jr./Alabama Power Company Scholarships in Teacher Education: Sarah Cunningham, Jessica Reynolds, Jared Smith, & Megan Townsend George and Billie Layton Scholarship: Leah Hains Thomas G. McDonald Memorial Scholarships: Kimberly Broughton & Kelly Campbell Mary Emma Key McKinley Scholarships in Early Childhood Education: Frances Baggett, Jennifer Gaines, Tiiffany Knox, & Lori Nelson

Susan Duckworth Bedsole Scholarship in Teacher Education: Emily Miles

William E. Sexton Scholarships in Teacher Education: Ashley Allen, Christina Arriagada, Susan Crawford, Julie Kitchens, Jennifer Motes, Marc Sosnochik, & Bethany Winter

Mark and Marian Berkin Scholarships in Education: Desiree Buccellato & Laprecious Lawrence

George S. and Betty B. Shirley Scholarships in Special Education: Vanessa Drake & Jessica Spurgeon

Mark and Marian Berkin Scholarship in Physical Education: Wesley Earnest

TCI Companies Choice Award in Education: Deanna Rainey Graduate Scholarships

Russell S. and Mary Louise Cantwell Scholarship in History: Robert Boylan

Sandra Apolinsky Memorial Scholarship in Counselor Education: Priscilla Wilson

Capstone Education Society Scholarship: Ashley Jordan Jean H. Cecil Memorial Scholarship in Counselor Education: Jessie Latten Sally Booth Eisenhower Scholarships in Education: Dawn Fields, Leah Graham, Clinton Greene, & Holly Hartley Finley-Crews Scholarship in Mathematics/Science Education: Lacy Hepinstall James Harris Fitts Memorial Scholarships in Teacher Education: Andrea Kinney & Brooke Premo

Merlin G. Duncan Memorial Scholarships in Educational Leadership: Anthony Dowdy & Deann Stone Sarah Healy Scholarships for Women in Educational Leadership: Elizabeth Hendrix & Holly Morris Leeman C. Joslin/Fiesta Bowl Scholarships in Behavioral Studies: Mahmoud Alquraan & Jessie Latten

Guy Gilliland Memorial Scholarship in Special Education: Candi Hodges Paul G. Orr Memorial Fellowships: Nadia Caesar & Sikharini Majumdar Mary M. and Lee W. Gregg Scholarship in Teacher Education: Tara Sullivan

Esther J. Swenson Scholarship in Early Childhood/Elementary Education: Angela Williams


The University of Alabama

Equality or Effectiveness? Dilemmas in the Education of Migrant Workers’ Children in Shanghai By Guangyuan Hu, Doctoral Student in Instructional Leadership & Dr. Patricia A. Bauch, Professor of Instructional Leadership In China, migratory students are at a disadvantage because of the residence registration system which rules that only children who have local permanent residency permits can be exempted from extra fees for education in local public primary or junior high schools. Until recently, local governments have sole responsibility for the education of their local citizens’ children, not migrant children. The problem of obtaining equal and effective schooling for urban migratory children has been neglected for a long time (Yan, 2005). One of the most controversial issues is how city public schools will be able to retain high student test scores while dealing with a rapidly increasing population of migratory students. Since the 1980s, waves of migrants have been rushing into Shanghai, the largest municipality of China (in 2004 alone the total population of migrants rose to 3.9 million from 0.6 million in 1984.) This sudden demographic change exerts pressure on many aspects of Shanghai’s social, financial, and academic development agencies. In the field of public education, the question of whether to admit and retain migrant children or close the door on them has become a hot debate among Shanghai educators and administrators. Under the reform and open-door policy introduced in 1979, China has undergone extremely rapid economic and social changes. Meanwhile, China has relaxed the restriction on rural-urban migration in order to find an outlet for its huge rural surplus labors (Chai, 1997). Millions of peasants from inner provinces have moved to southern or eastern coastal cities such as Shanghai and Guangzhou. The attractiveness of an urban life-style is undoubtedly one of many factors, but the most important factor is the persistent gap in the rural-urban standard of living (Chai, 1997). Although there are many problems that the city and the public schools cannot deal with at one time, the issue of inequality is arousing a great deal of public concern, and certainly cannot be tolerated. The policies about the enrollment of compulsory education for migrant children must be made clear from the central to local government so as to protect, through different ways, the rights of migratory children in receiving compulsory education. The equality of migrant children’s education is hinging on the sustainability of the nation’s progress and has a big impact on migrant students’ fates. Therefore, the central and local governments must do all they can do to achieve this goal. Migrant students should be treated equally in attending schools, joining school organizations and winning academic awards. The education of migrant children should be included in the general social development plan of the city. Since migrant children feel that they are not treated equally as they have long been on the fringes of society, if such a mental state is allowed to continue, it will generate resistance to society, including administrators, teachers, 18

and even local students’ parents. We have been warned that the failure to provide good education for rural migrant children will condemn their families to perpetual poverty (Zhu, 2004). In addition, the equality of educational opportunity also means that migrant students should be provided the same quality education and be treated respectfully within public schools. Educators who are concerned with the educational policy of equal opportunity should be aware of the effect on migrant students’ educational quality. It is the gap of quality that will accelerate inequality between local students and migrants’ children. It also should be clear that the educational quality and the student’s educational experiences in public schools will be understood and supported by all of society, including local parents. The investment in basic education is a joint effort of the central and local government, based on the population of students with local permanent residence permits at different places. Indeed, the central government does not distribute money rationally for basic education to cities with large migrant population, and in consideration of a city’s financial strength. Cities with large migrant children populations should receive extra budgets to subsidize their public schools. This issue should be discussed further by the society to adjust the internal mechanism of public investments by assigning more responsibilities to the central government and higher levels of local governments. The adjustment should be based on ensuring the actual needs and balanced development of compulsory education and creating equal opportunities for each child of school age to receive compulsory education, through the redistribution of governmental public resources. Local governments with a number of migrants should channel more funds to subsidize these children who have long been excluded from the official compulsory education system in cities, and whose education has been a chronic headache for their parents. Local governments are also expected to upgrade their management concepts and shoulder their due responsibility for the education of migrant children. Why do we need to improve public schools? At one level, school improvement is a way of pursuing school effectiveness and development. At another level, school improvement has a moral purpose and is intrinsically linked to the life-chances and achievements of all students (Harris, 2002). Equality of opportunity has been a consistent goal. Students may vary in the family backgrounds and socioeconomic status, but they must be given the same chance to get an equal educational opportunity and achieve excellence. As Janice Petrovich (2005) suggested, achieving an excellent education for all children requires policies and practices that address both quality and equity. Educational policies must ensure that a basic knowledge for all students is available so that

College of Education students can subsequently acquire and develop knowledge and skills (Creemers, 1994). If the quality of schooling improves, then all students, including local and migrant children, will benefit to the same degree. Such benefits exponentially accrue to society. If China embraces globalization, to be successful, it must also embrace equality of educational opportunity for all students. Given unanimous suggestions from the researchers to reform outof-date residency registration system and the education policies, in a city of more than 320,000 migrant children, upholding equal opportunity for each is a daunting task. The issue of migrant children education is complex and thorny in its causes and cures, and requires multilevel collaboration. Despite the consensus that fundamental change in social and economic structure is a longterm goal, the Shanghai city government and public schools are called with the need to “do something now” in order to help public schools work better for migrant children. Educational policies should seek to change in a way consistent with the great ideals of justice and opportunity, rather than reinforce and reproduce the conditions of the status quo of migrants’ children education for keeping public school effective. We explore only to build on that snippet of possibility, on the hope and optimism that must be in input any effort toward a meaningful education reform for migrant children, including the evolution of a truly inclusive public school system in China. Research studies can be used to change the inequities that migrant children suffer by documenting their difficult situation. In addition to the work cited in this paper, studies must focus on the contributions these children can make to the economy and to school achievement levels. Studies of achievement levels of migrant children in each type of school—public and simple—while controlling for socioeconomic level, would reveal the extent to which migrant children do achieve in these schools. These studies

Student Notes James Hardin, a B.S. graduate in social science education and M.A. graduate in computers and applied technology, is currently teaching

could dispel the myth that they depress test scores. In addition, a financial analysis indicating the lost productivity to the economy might convince the local governments and parents that their inclusion in public schools would benefit everyone, not just the migrant children and their families. Any studies of migrant families and the type of education they choose would need to control for their socioeconomic level, as indicated above. In addition, drop out levels need to be recorded for both types of schools. The question of resources is one that appears murky in the studies we have to date. For example, we need better descriptions of the amount of funding that is spent per child in each type of school, exactly what resources are available, and the level of education and preparation of teachers. Transportation is another area that impacts migrant children’s ability to attend school. Given that the population is migratory, students may not stay in one school for more than a semester; or, it may be that many migrant children do not attend school at all. Social science research in China concerning matters of schooling is in its infancy. A healthy and honest community of scholars dedicated to research on schools is urgent if government and school officials are to be confronted about the inequities that are occurring within their domains of responsibility. It may take time for government funding to become available for such studies for researchers. Researchers themselves, however, need to dedicate themselves to determining inequities, such as James Coleman did in the United States in the 1960s. This is an abbreviated version of a paper that was given at the 19th annual meeting of the International Congress for School Effectiveness and Improvement in Ft. Lauderdale, FL, on January 3-5, 2006. For the full version or references, please contact Dr. Patricia Bauch at,

With his grant, James plans on purchasing items that will continue to help him facilitate the use of technology in teaching and learning; those items include a portable interactive white board, ceiling mount for video projector and an audio/video component center. Charlotte Pass, a graduate student in secondary education, was recently included in Who’s Who in America, Who’s Who of American Women and Who’s Who of American Women in Education as a result of several presentations of work she completed as part of her program. Charlotte is working with Lea McGee on her federally-funded Reading First Grant.

James Hardin

social studies at Tuscaloosa Middle School. James was honored this spring with an Alabama Power Service Organization Grant. These grants are awarded annually to first-year teachers who graduated from one of Alabama’s 16 four-year, public colleges/universities.

Kelly Brennan, a doctoral student in higher education administration, recently presented a paper at the Association for the Study of Higher Education (ASHE) Graduate Student Public Policy Seminar in Philadelphia. The competition for the ASHE Graduate Student Public Policy Seminar is an extremely competitive process comprised of advanced doctoral students from the top higher education programs across the country. Jacalyn Tippey, a counselor education doctoral student and President of Chi Sigma Iota-Rho Chapter, has been awarded a Making Personal Excellence a Reality grant for her proposal for a Compassion Fatigue Workshop. In addition, she was invited to 19

The University of Alabama attend the American Counseling Association in Montreal. John Codega, a master’s student in social science education, recently led a presentation on Digital Storytelling at the 4th Annual Stillman College Best Practices in Integrating Technology Conference. Sue Zupko, a graduate student in the Gifted and Talented Education Program developed a curriculum unit that was recognized as a winning curriculum by

the National Association for Gifted Children Curriculum (NAGC) Division Awards Competition. The purpose of the competition was to identify different curriculum units for heterogeneous classrooms and gifted programs that could be shared with other educators as exemplary curriculum. She received her award at the NAGC annual convention in Louisville, Kentucky in November 2005. Several graduate students were awarded Graduate Council Research and Travel Support Funds for Spring 2006. Gina Raineri, Sage Rose and William H. Stewart III (Educational Studies in Psychology, Research Methodology, and Counseling) received awards. From Curriculum and Instruction, Susan E. Thomas, Hannah R. Gerber and Victoria Evans were recipients. Patricia Woods from Special Education and Multiple Abilities received a travel grant. Finally, Gerald K. Wood, Kathleen Kinslow, Dymaneke Mitchell, Gangyuan Hu and Sikharini Majumdar from Educational Leadership, Policy, and Technology Studies all received travel awards.

John Codega

Theory Into Practice Reading Books Aloud to Young Children By Dr. Lea M. McGee, Professor of Literacy Reading aloud to young children is one of the most important preschool activities for accelerating their literacy development. As children listen to a story or informational book read aloud to them, they develop concepts about the way print is read (from left to right and top to bottom), gain new vocabulary words, and acquire strategies for comprehending. They also gain a wealth of knowledge about the world (McGee & Richgels, 2003). Reading aloud to children seems like it should be simple, but effective teachers use many techniques to engage children’s interest and to help them comprehend the book’s ideas. These read aloud techniques are similar to those used by parents as they engage toddlers and threeyear-olds in conversations. Parents use words they know children will understand, keep their comments brief and to the point, change the pitch and tone of their voices, and point to objects in illustrations or use gestures to demonstrate the meaning of words in books. Effective parents allow their children to interrupt them while they are reading to ask questions or make comments. It is not surprising that the most effective way to read aloud to children in preschool is use many of these same techniques. Teachers use voice, gesture, and facial expression to provide children with clues about a book’s meaning. They intersperse comments about the book’s content as they read the text rather than reading straight through the book without pausing to allow children opportunities to talk. 20

We call this kind of reading aloud interactive reading (Whitehurst et al., 1994; McGee & Schickedanz, in press) because it includes a great deal of interaction between children and their teacher. Interactive Read Alouds During interactive read alouds, the teacher and children make comments, ask and answer questions, and make predictions. These interactions allow children to construct more complete and accurate understandings of the book being read. Teachers help them do this by making comments that clarify ideas or define vocabulary and then asking questions that prompt children to make inferences about a character’s thoughts and feelings. Teachers listen carefully to children’s questions and comments so they can provide clarifying information. Teachers play four major roles during interactive read alouds, they: prompt children’s active involvement in constructing an understanding of the book’s meaning by modeling how to make inferences, construct explanations, and make predictions; clarify and extend children’s understandings about the meaning of the book as it is read by making asking a few thoughtful questions that prompt thinking rather than mere recall; highlight the meanings of a few of the sophisticated vocabulary words used in the book by using dramatic motions, pointing to salient portions of illustrations, or slipping in a one sentence definition; and

College of Education prompt children to use new vocabulary from the book as they answer questions (McGee & Richgels, 2004). Prompting Deeper Understanding and Interpretation Teachers are careful not to make interactive book reading merely a question-answer activity in which teachers read aloud and then ask questions about the story content (McGee, 1998). Teachers use just a few questions to help children call to mind knowledge that they have related to the events and objects included in the book, make inferences about why characters act as they do, or predict what will happen next. However, before asking questions, effective teachers model how they are thinking about character’s thoughts and feelings and connecting these ideas to the events in the story. During the first read aloud of a book, teachers take a more active role in helping children understand the story or information presented in the book. Teachers make comments, and ask a few questions. Before reading to children, teachers carefully preview the book and select a few vocabulary words key to the story plot or information. They consider how they will highlight these words perhaps by planning to insert a short phrase or sentence that will define the word in relation to children’s experiences. As teachers read, they frequently point to specific places in the illustrations to make clear a vocabulary word’s meaning and to help children connect the words they hear with objects in the illustrations. Teachers also dramatize vocabulary meanings using their voice, facial expressions, and body movements. During a first read, teachers may plan two or three places in the story or informational text to stop and ask a question or invite prediction. The places that teachers choose to stop and talk should be carefully selected considering the overall meaning of the story or informational book. After reading the book, teachers encourage children to recall what happened in the story, to tell about their favorite part, and especially to remember why certain events occurred. This kind of analytical discussion, about why things happen instead of merely what happened, is especially important in increasing children’s vocabulary and comprehension (Dickinson & Smith, 1994). Building Vocabulary and Extending Language Introducing and prompting children to use new vocabulary from books is a critical component of interactive read alouds (Cornell, Senechal, & Brodo, 1988; Hargrave & Senchal, 2000). Before reading a book aloud, teachers can select 5 to 10 vocabulary words or phrases to highlight during reading. The words and phrases selected should be those important for understanding the story, those that children are likely to encounter in other books, or those that are more sophisticated labels for everyday objects and events. For example, a kindergarten teacher selected the words and phrases cozy, fireside ,mended the clothes, hoed the garden, ripe, cake batter, strolled, scampered, crumb, and eager to highlight as she read a version of the Little Red Hen. Using Read Alouds to Develop Concept about Stories “Through listening to stories read aloud to them, children gradually acquire concepts about the elements that are included in all stories. Over the preschool and early elementary years young children learn to pay less attention to characters’ actions and more attention to characters’ internal thoughts and motivations related to the

story problem. Teachers can strengthen children’s awareness of the components in stories by deliberately planning activities that draw attention to particular story concepts (Fitzgerald, 1989), including: A story has characters. A story has a setting that tells where the story takes place. The main character has a problem that needs to be solved. The main character takes action to solve the problem. The main character has reasons for his or her actions” (McGee & Richgels, 2003, p. 89) Reading books about favorite characters is one way that teachers can introduce the idea that characters have problems. Favorite characters include the Berenstain Bears, Franklin, D.W., Arthur, and Henry and Mudge. These characters appear in many books, and each book in these series introduces a new problem. Another way that teachers can draw children’s attention to story problems is by reading aloud stories in which characters have difficulties getting along with other characters. For example, in the book Timothy Goes to School (Wells, 1981) two characters, Timothy and Claude, dislike each other. However, Timothy finds a new friend, Violet, who helps him ignore Claude’s bids for attention. Interactive Read Alouds of Informational Books Reading informational books is a powerful source for introducing children to new concepts. Children are especially interested in looking at real photographs and or other special graphic representations such as labeled drawings, timelines, and cut-away drawings. As teachers read these books aloud, children’s natural curiosity sparks especially rich discussion and thinking (Pappas & Barry, 1997; Richgels, 2002; Smolkin & Donovan, 2002). Children frequently seek out information books for further exploration on their own. Information books do not have to be read from front to back as is done with storybooks. Frequently, teachers read only portions of information books or merely show illustrations and tell children related information. One preschool teacher we know shows a few illustrations in the book inviting the children to make comments by saying, “Do you have something to say about this?” Teachers extend children’s learning when they show real objects related to the information books. For example, teachers can bring in a bird’s nest and show pictures in illustrated books describing the materials and procedures that birds use to build nests as well as different types of nests. “Information books provide many opportunities to discuss the meanings of new vocabulary and to encourage children to use these words as they talk about the book. Because informational books are full of technical vocabulary, effective teachers are careful to select a few of these words, the ones central to understanding the concepts presented in the book, for attention. During reading, teachers can stop to define a term briefly and then reinforce the meaning of the technical word by saying, ‘this part of the text tells me the meaning of this word. Let me read it to you slowly.’” (McGee & Richgels, 2003, p. 90). Most nonfiction informational books explain phenomena—what causes an earthquake or how a bees make honey. This type of 21

The University of Alabama information includes explanations of causal events and subsequent effects. Teachers make comments to children as they read aloud to explain how events in a text are related to one another (Smolkin & Donovan, 2002) using words or phrases such as a result, because, and that causes. While reading informational books, teachers stop reading to help children summarize what they have learned and to connect with knowledge children already have. Reading the Book a Second and Third Time Children love to hear their favorite books read again and again. It is important that teachers deliberately plan to read a favorite story or information book several times. I recommend that a powerful book should always be read at least three times. The first two times the book is read should be very close together and the third read aloud should occur within a few weeks. This allows children to build up a strong understanding of the book’s ideas without being so repetitive that they lose interest. While all good interactive read alouds begin with some conversation before reading and end with some conversation after reading, the second or third time a teacher reads a book provides the best opportunities for more extensive conversations before and after reading. Before beginning an interactive read aloud of a book that is already familiar to children, teachers can help children recall the story’s main events and even some of its good vocabulary and language. Conversation after a book reading can be about key parts, favorite parts, favorite words, surprising events, connections to children’s lives, or connections to other books or other classroom activities. “Good books that are read frequently also suggest many extension activities.. Effective teachers connect art, music, movement, and science activities to books. After reading Snowballs (Ehlert,1995), young children love to use the hole puncher to construct snowflakes, and after reading The Legend of the Indian Paintbrush (dePaola, 1988), they enjoy using watercolors to create the evening sky at sunset. Children enjoy making up movements for each animal In the Tall, Tall Grass (Fleming, 1991) and singing through The Wheels on the Bus (Kovalski, 1987). They are eager to collect leaves and compare them after reading Autumn Leaves (Robbins, 1998). These activities prompt rich conversation about the information in books, giving teachers many opportunities to encourage children to use new vocabulary and try out more sophisticated syntax” (McGee & Richgels, 2003, p. 92) Summary Reading books aloud to children has enormous benefits, not the least of which is simple enjoyment of a story told well. Children who have parents who read to them as very young children become readers and lovers of books. Plus, they have the added advantage of talking with parents, asking questions, and being exposed to a rich repertoire of language. Teachers bring these same benefits into the classroom when they read aloud to children. However, merely picking up a book and reading it aloud is not enough to help children gain what they must in order to become strong comprehenders of literature and powerful speakers. Instead, teachers must deliberately select books, prepare prior to reading aloud particular comments they will make and questions they will ask, and read aloud with energy and enthusiasm to capture children’s attention and engagement. Nothing is more fun than a good read aloud for children of all ages. 22

References Cornell, E.H., Senechal, M., & Brodo, L.S. (1988). Recall of picture books by 3-year-old children: Testing and repetition effects in joint reading activities. Journal of Educational Psychology, 80(4), 537-542. dePaola, T. (1988). The legend of the Indian paintbrush. New York: Putnam Juvenile. Dickinson, D.K., & Smith, M.W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122. Ehlert, L. (1995). Snowballs. New York: Harcourt Children’s Books. Fitzgerald, J. (1989). Research on stories: Implications for teachers. In K.D. Muth (Ed.) Children’s comprehension of text: Research into practice. (pp. 2-36). Newark, DE: International Reading Association. Fleming, D. (1991). In the tall, tall grass. New York: Henry Holt and Company. Hargrave, A.C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90. Kovalski, M. (1987). The wheels on the bus. New York: Megan Tingley. McGee, L. (1998). How do we teach literature to young children? In S. Neuman & K. Roskos (Eds.). Children achieving: Best practices in early literacy. (pp. 162-179). Newark, DE: International Reading Association. McGee, L., & Richgels, D. (2003). Designing early literacy programs for at-risk preschoolers and kindergartners. New York: Guilford. McGee, L., & Richgels, D. (2004). Literacy’s beginnings: Supporting young readers and writers (4th ed.). New York: Allyn and Bacon. McGee, L., & Schickedanz, J. (in press). Repeated Interactive Read Alouds in Preschool and Kindergarten. The Reading Teacher. Pappas, C., & Barry, A. (1997). Scaffolding urban students’ initiations: Transactions in reading information books in the read-aloud curriculum. In N.J. Karolides (Eds.). Reader response in elementary classrooms: Quest and discovery (pp. 215-236). Mahwah, NJ: Erlbaum. Richgels, D.J. (2002). Informational texts in kindergarten. The Reading Teacher, 55, 586-595. Robbins, K. (1998). Autumn leaves. New York: Scholastic. Smolkin, L.B., & Donovan, C.A. (2002). “Oh excellent, excellent question!”: Developmental differences and comprehension acquisition. In C. Block and M. Pressley (Eds.). Comprehension instruction: Research-based best practices (pp. 140-157). Wells, R. (1981). Timothy goes to school. New York: Puffin. Whitehurst, G.J., Epstein, J.N., Angell, A.L., Payne, A.C., Crone, D.A., & Fischel, J.E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.

College of Education

Faculty News Building Bonds and Breaking Barriers

Girl Out: The Hidden Culture of Aggression in Adolescent Girls and The Bully, Dr. Lisa the Bullied and Scherff, the Bystander. assistant Based on their professor discussions, the of English teachers will education, work with UA was named literacy faculty membership to create an chair of the anti-bullying Assembly of curriculum American using young Literature adult literature (AAL), a subthat is tied to group of the National Council of Teachers of state language English (NCTE), at the organization’s annual arts standards meeting in Pittsburgh. Scherff received the and objectives. Ph.D. in reading education and a graduate Students will certificate in educational policy from Florida read young State University. Her research interests adult novels include teacher induction and mentoring, such as Speak, equity and opportunity to learn, and new Inventing teacher support. Eliot, and The Revealers. Once implementation and evaluation by UA faculty are completed, the evaluators will work with teachers to disseminate to local schools for their use.

Scherff Named Membership Chair

By Amanda Rambo, Sr. Writer and Editor In 1999, a massacre at Columbine High School left 12 students and one teacher dead as well as 24 others wounded. This event sparked national attention to problems that American students are facing regarding threats and bullying among students at school. As a result of these problems, Dr. Lisa Scherff (Assistant Professor of English Education), Jolene Stanford (ACER Director) and Tana Thomas (a guidance counselor at Davis-Emerson Middle School) were awarded a Teaching Tolerance Grant from the Southern Poverty Law Center, which would allow the first steps to be taken to eradicate bullying in Tuscaloosa schools. “The idea for an anti-bullying project actually came about during and after a return to a high school classroom. What I did not anticipate was learning about bullying, and what I discovered astonished me. A large number of students at the high school were in gangs, or affected by gangs,” Dr. Scherff said. According to data from several recent studies, Dr. Sherff found that 13 percent of students aged 12 to 18 reported being called derogatory words relating to race, religion, disability, gender or sexual orientation. Also, during the 1999 - 2000 school year, 29 percent of schools reported having more difficulty with student bullying than any other single discipline problem. And, it was also found that 10 percent of students who drop out of school do so because they were bullied. The project, Building Bonds and Breaking Barriers, aims to address bullying head-on, using literacy as a vehicle to promote positive emotional change and increase academic achievement among students. The project began in February 2006 and will run through May 2007. It includes school counselors, English teachers, and seventh and eighth grade students from Davis-Emerson Middle School in Tuscaloosa. The procedure for the project will take place in three stages. First, teachers and counselors from Davis-Emerson will become more enlightened on the topic of bullying by reading texts such as Odd

Victims of bullying suffer from low self-esteem, loneliness, depression, anxiety and academic difficulties. Common problems that bullies may experience include low academic achievement, mental health difficulties and substance abuse. Overall, bullying negatively affects academic achievement and it is important for teachers to find ways to protect school children by preventing bullying in the first place. For more information on this project, you may contact Dr. Lisa Scherff at

UA Quick Facts The University of Alabama is ranked among the top 50 public universities in the nation for the fifth consecutive year in U.S. News and World Report’s annual college rankings, fall 2005. The University of Alabama is a national leader in the enrollment of National Merit, National Achievement and National Hispanic Scholars, with 145 scholars in the fall 2005 freshman class. These numbers include 72 National Merit Scholars, 13 National Achievement Scholars and 60 National Hispanic Scholars. Six University of Alabama students were named to the 2006 USA Today All-USA College Academic Team, the most of any school in the nation. UA’s four-year total of 20 also tops all other colleges and universities. 23

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McGee Receives College of Education Research Impact Award The College of Education Research Impact Award was created to recognize research that has had a significant impact on education or issues related to fields addressed in College of Education degree programs. The purpose of the award is to identify examples of outstanding research that have been successfully translated into policy and/or practice in education or fields addressed in College of Education degree programs. This award is sponsored by the College of Education Board of Advisors, an advisory board to the Dean of the College. For the inaugural year of this award, the Board of Advisors is pleased to award Dr. Lea M. McGee with this honor. For over 25 years, Lea M. McGee has actively engaged in research on emergent literacy and early literacy assessment and instructional practices evidenced by authorship or coauthorship of ten books, 17 book chapters, 39 articles and numerous national and international presentations. Her research and the practical knowledge of early reading that it represents have influenced curriculum and instructional practices within the College (e.g., development of a language and literacy foundation course and working with the Alabama State Department of Education to establish a reading specialist certification program), across the state, regionally, and nationally as Past President of the National Reading Conference. Most recently, Dr. McGee’s knowledge of curriculum, instruction, assessment, and professional development was recognized in that she was one of the first recipients of the United Preschool classrooms in States Department of our county will forever Education’s Early Reading be changed because of the First Grants, awarded to impact of Dr. McGee’s work. only 30 of the over 600 Through Project CORE, applicants nationally. This classroom environment, first Early Reading First instruction, assessment, and Grant, entitled Project professional development EXCEL, implemented have all been changed. a content-focused early childhood curriculum in which literacy was integral. --Stella O. Gales During daily researchbased instructional activities, teachers provided more explicit, systematic literacy for children identified at-risk for reading failure through screening and monitoring assessments. Classroom environments were strengthened to provide optimum support for literacy and language growth. Intense professional development was sustained throughout the project. Initial results indicate that children in the project classrooms have higher levels of expressive vocabulary, phonemic awareness, and 24

letter-sound knowledge. Over 75% of the children have entered kindergarten with the language and literacy skills needed in order to become successful readers and writers. This level of success was achieved with a population considered at risk for failure. Over 80% of the children included in the project are residing in lowincome homes.

Few people aspire in a lifetime to achieve the number of scholarly publications amassed by Dr. McGee in just over 25 years. It is not only the quantity of scholarly output that gives Dr. McGee’s work a peerless sense, but also its theoretical and applied significance. Few scholars can claim that their research has had the force of shaping an entire field of study as only theorertically significant work can do . . . Anyone who reads her articles and books knows that they are “evidentially rich” with insights into issues that affect young children deeply.

In 2004, Dr. McGee was awarded a second Early Reading First Grant to transform preschool --Patricia Edwards, Professor settings in a rural of Language and Literacy at county of Mississippi Michigan State University and into exemplary literacy rich classrooms with President Elect of the National more direct literacy Reading Conference instruction. This Early First Reading Grant, Project CORE, included children who were at-risk for school failure. All children are African American and reside in low-income homes. In addition to an enriched literacy environment and instruction, this grant has provided professional development and parent involvement components that have sparked an interest in books and reading that extend beyond the classroom to homes of Project CORE families and to others in the community. Her efforts have resulted in a renewed interest in reading with bi-monthly meetings of a Community Book Club that has more than doubled in size with continued growth anticipated. Teachers and community members discuss books in ways that they did not discuss literature prior to Project CORE. The Early Reading First Teachers now have systematic Grants have impact that ways of working with expands beyond the children who are struggling classrooms and communities in academics--ways that have in which specific literacy been shown to be successful programs have been in other situations and transformed. Both the have been tailored to fit our practices implemented, as particular needs. well as the research base behind these practices have been adopted by the State --Linda Blassingame, of Alabama Office of School Principal of Just Four Readiness. Specifically, Developmental Laboratory the ELKA and ELLCO assessments. which Dr. McGee implemented at her preschool sites, have been adopted by the State as the assessment standards for preschools in the state of Alabama.

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Alabama Energy Education Project Aims to Help Teachers (and the Community) Learn About Energy Education By Amanda Rambo, Sr. Writer and Editor Throughout the last decade, energy concerns have weighed heavily on the minds of many Americans. Because fossil fuels reserves are depleting in such a rapid manner, there is a much to be done to heighten awareness of efficient ways to use and conserve energy. Recognizing that there is and will continue to be a future energy crisis among Americans, UA professors, Dr. Cynthia Sunal, Dr. Dennis Sunal and Dr. Keith Woodbury have developed a program aimed at educating the community and students in effective ways to manage energy resources. The Alabama Energy Education Program (AEEP) has developed and is implementing a model for energy education in mostly rural areas with needs that differ from many other states. The intent of this project is to create relationships among students and their families to develop skills, knowledge and attitudes that enable them to live with, enjoy and efficiently manage resources. This project aims at creating school Dean Jim McLean and communityand Dr. Richard Rice relevant present to Dr. Joyce experiences, Levy, Superintendent, which have Tuscaloosa City effective energy Schools, fifteen laptop education computers to be used outcomes. by aspiring Tuscaloosa

the importance of energy efficiency and renewable energy and its impact on the economy and environment; (2) to train Alabama teachers on implementing lessons that will foster a long-term interest in energy efficiency and building science technology; (3) to develop and distribute energy education materials for use in classrooms and with families at home; (4) to encourage the development of extracurricular activities related to energy efficiency; (5) to increase the number of talented young people, especially women and minorities, who select energy-related careers, and; (6) to create a model for delivering energy education in a mostly small town and rural state. Americans consume energy in two primary forms: electric energy and petroleum energy. Electric energy is produced in steam plants and only a small percentage of total electric energy output comes from other sources. Petroleum energy is produced by the distillation of oil. Oil reserves can be found in the Middle East, Russia and United States. Using this information, the project staff will highlight other ways to conserve energy use in the home and with automobiles. For example, according to project research, 40 percent of home energy use comes from lighting and appliances, while 15 percent is spent on hot water heating. By intelligently selecting lighting

(both type and wattage) and insulating hot water heaters, energy reductions can be attained. This project is intended to make Americans become more energy aware and manage available energy resources more wisely. With an energy-educated population allocating energy expenditures intelligently and efficiently, the U.S can make the most of dwindling and irreplaceable energy resources. As teachers are motivated to incorporate energy education in their daily lessons, numerous benefits result for students, their families and Alabama’s citizens and industries. Consumers who are able to make appropriate energy decisions use less energy and use it more wisely, resulting in both energy and cost savings. In that light, a large database of lessons and units that K-12 teachers can use to address energy efficiency and the state standards has been developed for this project. This project will impact energy education in Alabama by developing and implementing an easily accessible and cheaply delivered model for increasing efficient use of energy resources by students and the public. The project intends to bridge the gap between energy science and public understanding, and will ultimately result in lowered energy costs.

Laptops Donated to Tuscaloosa City Schools

The broad objectives of AAEP include: (1) to educate and motivate teachers to teach students about

City school teachers / administrators. Dean Jim McLean, Dr. Joyce Levey (Superintendent, Tuscaloosa City Schools) and Dr. Richard Rice The Educational (Director, Alabama Superintendents Academy) Administration Program, in partnership with the Tuscaloosa City Schools is completing the fourth cohort of a collaborative school leadership development program. The laptops have been entrusted to the participants to insure that sustained learning activities continue even after formal coursework has ended.


The University of Alabama

Recently-Published Faculty Books Adams, N. G., & Bettis, P. J. (2005). Cheerleader!: An American icon. Palgrave Macmillan. Adams, N. G., Shea, C. M., Liston, D. D., & Deever, B. (Eds.). (2005). Learning to teach: A critical approach to field education, second edition. Lawrence Erlbaum. Barkley, E. F., Cross, K. P., & Major, C. H. (2004). Collaborative learning techniques: A handbook for college faculty. Wiley, John & Sons. Beirne-Smith, M. R., Patton, J. R., & Kim, S. H. (2005). Mental retardation: An introduction to intellectual disability. Prentice Hall. Bettis, P. J., & Adams, N. G. (Eds.). (2005). Geographies of girlhood: Identities in-between. Lawrence Earlbaum. Carmichael, K. D. (2005). Play therapy: An introduction. Prentice Hall. Curtner-Smith, M. (2003). Progressive soccer coaching: From novice to expert. American Press. Flanagan, D. P., & Harrison, P. L. (Eds.). (2005). Contemporary intellectual assessment: Theories, tests, and issues. Guilford. Goldston, M. J. (2004). Stepping up to science and math: Exploring the natural connections. National Science Teachers Association. Mantero, M. (2002). The reasons we speak: Cognition and discourse in the second language classroom. Greenwood. McGee, L., & Richgels, D. J. (2003). Literacy’s beginnings: Supporting young readers and writers. Allyn & Bacon. McGee, L., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. Guilford. McGee, L., & Morrow, L. M. (2005). Teaching literacy in kindergarten. Guilford.


McKnight, D. (2003). Schooling, the Puritan imperative, and the molding of an American national identity: Education’s “Errand into the wilderness.” Lawrence Erlbaum. McLean, J. E., & Lockwood, R. (1996). Why we assess students -- and how the competing measures of student performance. Corwin. McLean, J. E. (1995). Improving education through action research: A guide for administrators and teachers. Corwin. Mutua, K., & Swadener, B. B. (Eds.). (2004). Decolonizing research in cross-cultural contexts: Critical personal narratives. State University of New York Press. Mutua, K., & Sunal, C. S. (Eds.). (2005). Forefronts in research. Information Age. Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling. Lawrence Erlbaum. Sunal, C. S., & Haas, M. E. (2004). Social studies for the elementary and middle grades: A constructivist approach. Allyn & Bacon. Sunal, C. S., Powell, D., McClelland, S., Rovegno, I., & Smith, C. (2000). Integrating academic units in the elementary school curriculum. Wadsworth. Sunal, D. W., Wright, E. L., & Day, J. B. (Eds.). (2004). Reform in undergraduate science teaching for the 21st century. Information Age. Tomlinson, S. (2005). Headmasters: Phrenology, secular education, and the nineteenth-century social thought. The University of Alabama Press. Wright, V. H., Sunal, C. S., & Wilson, E. K. (Eds.). (2005). Research on enhancing the interactivity of online learning. Information Age.

College of Education

Faculty Notes Steve Katsinas co-authored an article that appeared recently in Facilities Manager (Vol. 22, No. 1). The article was titled “Capital Budgeting Practices in Public Higher Education.” Steve has also been appointed to the Research Panel of the Development Team for the National Institute for Rural Community Colleges (NIRCC). He is the co-editor of a new monograph titled Sustaining Financial Support for Community Colleges. Richard Rice has been named the Director of the Alabama Superintendents’ Academy and the Tuscaloosa City Schools Principalship Contract. Previously, he was the assistant director of both programs. In these roles, he will plan, implement and administer the programs in cooperation with the faculty in the Program in Educational Administration. The Alabama Superintendents’ Academy has graduated over twenty percent of the current superintendents in Alabama. The Tuscaloosa City Schools Principalship Program has provided training for a number of teachers and assistant principals in the Tuscaloosa City School System in school administration. Many of the graduates of this program will become school principals. Natalie Adams, along with co-editor Pam Bettis, received the Critics Choice Award given by the American Educational Studies Association (AESA) for their edited volume, Geographies of Girlhood: Identities In-Between. The winning volume was displayed and acknowledged at the annual meeting of the AESA Charlottesville, VA in early November 2005. Natalie was also the coauthor of the second edition of Learning to Teach: A Critical Approach to Field Experiences which was just published by Lawrence Erlbaum Associates. The book, Research on Enhancing the Interactivity of Online Learning, edited by Vivian Wright, Cynthia Sunal, and Liza Wilson was just published by Information Age Publishing. It is a volume in the series titled Perspectives in Instructional Technology and Distance Education. In addition to chapters by the editors, Jean Herron, Dennis Sunal, Sherry Nichols and Craig Shwery co-authored chapters in the book. Jim Siders was recently elected to the Council for Exceptional Children (CEC) Executive Board. On Monday, January 30, 2006, the social studies faculty (Cynthia Sunal, Elizabeth Wilson and Douglas McKnight) hosted a discussion on civic education with Dr. Ramesh Prasad Gautam from Nepal with 46 students and faculty in attendance. Dr. Gautam is Secretary General of the Society for the Promotion of Civic Education and principal of Padmodaya High School in Kathmandu, Nepal. He is one of the major leaders in the pro-democracy movement in Nepal and also in the civic education movement.

Miguel Mantero recently had an article published in the Feb. 8, 2006 issue of the Chronicle of Higher Education. The article was titled “Were the Road Signs Wrong?” which was a follow-up of an earlier article he published titled “Road Signs to Tenure.”

Lisa Hooper and Joy Burnham have been awarded a grant from the Office of Community Affairs. Their study examining the link between and among family functioning, obesity and depression was titled “Fit Families, Fit Schools: Exploring The Link Between the Family System and the Mental and Physical Health of Adolescents in Select Schools in Alabama.” Of significance, Jolene Stanford facilitated the initial meetings between Lisa and Joy and four local middle schools: Eastwood, Echols, Lloyd Wood, and Westlawn. David Hardy and Steve Katsinas’ article, Using Community College Classifications in Research: From Conceptual Model to Useful Tool, appeared in a recent issue of Community College Journal of Research and Practice (30: 339-358, 2006). Joy Burnham was the recipient of the 2005 Alabama Counseling Association’s Research Award. The Conference on Creating Reform in Science was held on the UA campus February 15 – 17 at the Bryant Conference Center. The meeting was sponsored by the NASA/ NOVA Program, a national consortium of 100 Universities, led by The University of Alabama. Representatives from the Colleges of Engineering, Education, and Arts and Sciences who have participated in research and development of innovative undergraduate pre-service preparation programs in science and mathematics attended the meeting. The meeting addressed the impact of current preservice preparation models on preservice teachers, designing new initiatives and planning future action based on new administration goals. Researchers from The University of Alabama; Miami University, OH; Indiana University, IN; University of the Incarnate Word, San Antonio, TX; Illinois State University, IL; Hampton Institute, VA; California Polytechnic State University, Pomona, CA; and Kansas State University, KS were in attendance. Dennis Sunal from the UA College of Education and Kevin Whitaker from the UA College of Engineering sponsored the meeting. A retired College of Education faculty member, Barbara Rountree, was featured as one of 12 educators in the March 2006 issue of Edutopia who are “reshaping the future of education.” Barbara was recognized for the development of Capital School. Although Capitol School is private, Rountree sees the school as a beacon of reform for public education in Alabama. Barbara is also credited with starting the Children’s Hands-On Museum in Tuscaloosa and serving as its first director.


The University of Alabama

Alumni and Friends News

Dr. Joyce Levey, Superintendent

The average lifetime of an urban superintendent is two and a half years. Dr. Joyce Levey has been the superintendent of the Tuscaloosa City Schools since 2003 and hopes to be there for many years to come.

Then she was appointed Interim Assistant Superintendent for Curriculum and Instruction and Assistant Superintendent, and Interim Superintendent. The last three leadership positions, Director of TAGG, Interim Assistant Superintendent for Curriculum and Instruction, and Interim Superintendent were held simultaneously.

As she began her doctortal quest, she was sent to the late Dr. Harold L. Bishop to advise her. It is no surprise that Dr. Bishop met her at the door with an application form and a pen and told her to fill it out for the educational administration program. One of the questions on the form was “What is your career goal?” Dr. Bishop told her to put down “superintendent.” She laughed, but he told her that he could tell she was going to be a superintendent by the way she carried herself and from her work at Central West. He believed that she was going to be a superintendent.

The Role of Collaboration Between the University and K-12 School Systems Dr. Levey believes that the goal of any school system should be collaboration of sources and resources. In that light, she has been a strong supporter of the collaboration of Professional Development Schools between the University and K-12 schools. The Tuscaloosa City School System now has three schools in the same cluster of Professional Development Schools (PDS) where teacher interns and professors and teachers-in-residence work together to share information from many different theoretical and practical perspectives, and many different life perspectives. With respect to collaboration, the city and county schools systems “loan” a practitioner to the University to head up the PDS systems, or the Alabama Consortium for Educational Renewal (ACER). Ideally, Dr. Levey believes that it would be highly beneficial for teacher interns to be interning in a PDS for the entire last year of their clinical experience.

Dr. Levey earned her Ed.D. in Educational Administration and Leadership from the Capstone. Her career in administration began when she was hired as an Assistant Principal for the Central High School West Campus in 1996. Since that time, she has served in several leadership positions including Interim Director of Testing, Assessments, Guidance, and Grants (TAGG), Principal of Central High School West, then Principal of Central East and West in 2003 prior to the high school restructuring where she was also mentor to the Northridge High School-Central High School West principal and the Paul W. Bryant High School-Central High School East principal. Additionally, she has served as both Interim in 1999, then Director of TAGG. In 2003, she left the principalship and was assigned to direct TAGG again.

Alabama Superintendents’ Academy Another collaboration is the Alabama Superintendents’ Academy (ASA) which trains future and current superintendents. This is a collaboration between UA, Alabama school systems, and the Alabama State Department of Education. Dr. Levey attended the Alabama Superintendents’ Academy at the Capstone as well as Leadership Tuscaloosa in the city of Tuscaloosa. She tells me that the ASA was able to take the theory of the superintendency and make it real, make it practical. She often returns to the Academy to make presentations to future and new superintendents. In addition to those presentations, she has presented to several other civic and business organizations on topics of school restructuring; school safety; student success; school policy; stakeholder

Her Path to the Superintendency Dr. Levey was a surgical assistant for over fifteen years before she came to education. After deciding to leave the medical profession, her older sister encouraged her to take a look at education because she believed that she would be great with children. So, she began substituting to see how she liked it.


issues; and site-based management. She has also published articles about structural and cultural change in a school and site-based management. Strategic Planning Her current goal as superintendent is to develop a strategic plan for the school system. She wants the system to be more data-oriented though she wants collaboration from the community, parents and teachers. In that light, parents and teachers have been asked to be the leaders of this project. “We are asking the community to come out and tell us what an ideal school system would be and one that they would be proud of.,” Levey said. After all voices have been heard, Dr. Levey will examine the suggestions and come up with a strategic plan. She has seen the school system through a school restructuring plan, which is challenging for any system, along with her partners in the community. She faces challenges head on in order to move her school system forward. According to The Tuscaloosa News, “she said the [strategic] plan, which could be completed by May, would help school leaders look to the future, set goals for the system and identify areas of improvement. Safety and security, technology, curriculum and instruction and communication were some of the areas addressed in the Levey’s proposal.” While she can delegate projects to other employees, she realizes that the discharge of any does not relieve the superintendent of final

College of Education accountability for the action taken under such delegation. Dr. Levey notes that education has to be funded. “We do owe every child a challenging curriculum with excellent teachers and leaders. In order to do that, we have to fund education in the state of Alabama,” Levey said, “Understanding the importance of valuing education is vital to the success of schools.” She continues to recognize the value of collaboration and thanks the community for always stepping forward to encourage and pay for education. Dr. Levey has been recognized by several affiliations. She has been given the 2005

National What Parents Want Award; the 2005 National Committee for Employer Support of the Guard and Reserve; the 2004 Heritage Registry of Who’s Who; a member of the 2003-2004 UA Superintendent’s Academy Cohort; a member of 2003 Leadership Tuscaloosa; the 2001 Outstanding Support of the JROTC Award, the 2001 Outstanding Support of the YMCA Men’s and Boys Breakfast Award, the 1999 IDEA Distinguished Educator Award, and 2001 Wall of Tolerance Honoree. Finally, Joyce remains enthusiastically active in the community by serving with groups such as the Governor’s Conference as a delegate, the Teacher Education Council to

2005 Academic Excellence Award Given to Dr. Harold L. Bishop Each year, the alumni association of the College of Education, the Capstone Education Society, recognizes a College of Education faculty member’s professional accomplishments from the PRECEDING academic year. This year marks the 28th anniversary of the presentation of the Academic Excellence Award to honor one faculty member whose research, teaching, and service activities exemplify the highest degree of academic and professional excellence. The Academic Excellence Award winner receives a plaque and a monetary award. (This year the monetary Academic Excellence award will be donated Award Recipients to the Harold L. Bishop Scholarship.) Additionally, 2003-2004 Dr. Vivian H. Wright 2002-2003 Dr. B. Joyce Stallworth the recipient’s name is 2001-2002 Dr. Elizabeth Wilson engraved on the award 2000-2001 Dr. Madeleine Gregg plaque that is on permanent 1999-2000 Dr. S. Allen Wilcoxon display in Graves Hall. This 1998-1999 Dr. Patricia A. Bauch 1997-1998 Dr. Julie C. Laible year, the Capstone Board of 1996-1997 Dr. Kenneth E. Wright Directors has selected the 1995-1996 Dr. Edwin S. Ellis late Dr. Harold L. Bishop, 1994-1995 Dr. James E. McLean Professor of Educational 1993-1994 Dr. Rebecca L. Oxford 1992-1993 Dr. Rebecca L. Oxford Administration in the 1991-1992 Dr. Judith A. Burry Department of Educational 1990-1991 Dr. Patti L. Harrison Leadership, Policy, and 1989-1990 Dr. Patti L. Harrison Technology Studies. It is 1988-1989 Dr. Jean H. Cecil 1987-1988 Dr. Thomas J. Buttery the view of the Capstone 1986-1987 Dr. Nathan L. Essex Board and his nominators 1985-1986 Dr. Thomas J. Buttery that Dr. Bishop’s teaching, 1984-1985 Dr. Carol L. Schlicter research, and service 1983-1984 Dr. Tommy Russell 1982-1983 Dr. James E. McLean contributions meet all of 1981-1982 Dr. Futrelle L. Temple the requirements for this 1980-1981 Dr. Paul G. Orr prestigious honor. 1979-1980 Dr. James P. Curtis 1978-1979 Dr. Harold W. Heller 1977-1978 Dr. Robert E. Bills 1976-1977 Dr. Esther J. Swenson

The University of Alabama, the Challenge 21 Task Force, the Tuscaloosa Chamber of Commerce, Children’s Hands-on Museum, the Junior Achievement Board of Directors, the United Way Grant Allocation Review Team, the Alabama Association for Supervision and Curriculum Development, the American Educational Research Association, the Council for Leaders in Alabama Schools, the IDEA Academy of Fellows, the National Science Teacher’s Association, and the Professional Leadership Association.

Teaching Dr. Harold Bishop’s commitment to teaching

was unquestioned. Perhaps the best evidence of his teaching effectiveness is the legions of completed doctoral dissertation students whose committees he chaired. In 2004 - 2005 calendar year, he hooded six students in three different programs: Educational Administration, Higher Education, and Instructional Leadership. The six completed dissertations he chaired are as follows: Katherine Jane Smithson Young (Instructional Leadership), An Investigative Study of the Leadership Practices Inventory in Education; John Reutter III (Higher Education), Variations in Community College Student Outcomes Among Different Governing Body Arrangements; Charlotte Hill Berry (Educational Administration), Minority Students’ Involvement in Honors and Advanced Programs: A Case Study of One School District’s Plan to Achieve Unitary Status; Lawrence Bynum (Educational Administration), Teacher Perceptions Regarding the Influence of Staff Development on Student Growth: A Qualitative Assessment of One Georgia Middle School; Daniel Boyd (Instructional Leadership), A Qualitative Study to Determine the Effectiveness of a National Science Foundation Reform Initiative on Student Achievement in a Consolidated Public School System; and Harold Brian Clayton (Educational Administration), Stakeholders’ Perceptions Regarding Wilson County’s Strategic Planning Process: A Qualitative and Quantitative Study. Research & Service In the 2004 - 2005 academic year, Dr. Bishop’s coauthored article, with R. J. Lane and L. Wilson-Jones, “Creating an Effective Strategic Plan for the School District,” was published in the Journal of Instructional Psychology. Dr. Bishop was the driving force in the College, with Dr. Richard Rice and former COE faculty member Dr. John Freeman, of the Alabama Superintendents’ Academy (ASA), serving as Co-Principal Investigator of this important 29

The University of Alabama project. The ASA provides essential leadership training to aspiring and new school superintendents in Alabama. Roughly 20 - 25 students are in each year’s cohort. Now in its third year, the program has achieved a highly enviable record such that 25 percent of new superintendents in Alabama completed the certificate from ASA. Dr. Bishop also served as Director of the Tuscaloosa City Schools Leadership Program. The purpose of which was to “grow your own”

Outstanding Contribution to Education Awards Given by Capstone Education Society Each year, the College’s alumni association, the Capstone Education Society, recognizes three individuals for their outstanding contributions to education. Members of the Capstone Society nominate individuals and then the entire membership votes for the most deserving this year though we know that there are many educators deserving of awards. Beginning Classroom Teacher Ann-Marie Peirano, Social Studies Teacher, Northridge High School, Tuscaloosa Ms. Peirano’s nominator said: Ann-Marie Peirano attended The University of Alabama and earned her B.S.E. in 2002 and her M.A. in 2004 in Secondary Social Studies Education. Ms. Peirano was recognized for her outstanding academic work by receiving the Most Outstanding Social Studies Student Award in 2002. While earning her master’s degree in secondary education, Ann-Marie worked as an instructor supervising pre-service teachers at The University of Alabama. Currently, Ann-Marie teaches early U.S. history and advanced placement psychology at Northridge High School. Now, in her second year of teaching at Northridge High School, Ms. Peirano participates in numerous school activities including service to committees and leadership in extracurricular activities. Ann-Marie chartered a chapter of the National Beta Club, an organization that facilitates service to the school and surrounding community among members. She is also a co-sponsor of the Key Club, an 30

by preparing successful classroom teachers for leadership roles in administration for a fast-growing system. Dr. Bishop’s career is not without many accomplishments and the Board of Directors of the Capstone Education Society is honored to extend this award to him and his family.

international student-led organization which provides its members with opportunities to provide service, build character, and develop leadership. She remains committed to both teaching and learning. In that light, she has also continued her professional development through many activities. She is a participant in the Teaching American History Program, which promotes the effective teaching of American history in elementary, middle and high school classrooms. She was selected to participate in the program, which serves the Tuscaloosa City and County School systems. She has also been selected as a Master Technology Teacher through The University of Alabama Program in Secondary Curriculum, Teaching, and Learning. In this program, she works with other teachers, university faculty, and teacher candidates to promote technology integration. She exposes educators to innovative technology appropriate for the classroom. At Northridge High School she is a member of the Building-Based Student Support Team, a committee designed to work cooperatively with classroom teachers, special education facilitators, administrators, parents and students to improve student achievement. Ms. Peirano has led efforts in technology integration. For example, she has implemented digital storytelling in her World History and AP Psychology classes. Her efforts in this area have been recognized by the National Council for the Social Studies and will be presented in an upcoming publication to thousands of teachers nationwide. She also participated in the creation of the Alabama: Focus on Civil Rights

educational CD. The CD was designed to assist educators in teaching about the history of the Civil Rights Movement in Alabama. Ann-Marie co-authored the article “Changing Instructional Practice: The Impact of Technology Integration on Students, Parents and School Personnel” which was published in the Electronic Journal for the Integration of Technology in Education. She is also co-author of American Revolution: A Digital Timeline, which will be published in an upcoming publication by the National Council for the Social Studies. In her brief time in the classroom, AnnMarie Peirano has demonstrated dedication to her students, her school, and other professionals through her actions. In the fall 2005 issue of the Capstone Educator, in which Ms. Peirano was featured, she reflected on teaching as a profession: Very few professions give you the opportunity to change lives on a daily basis. I was fortunate to have come through the education program at the University of Alabama which thoroughly prepared me for the realities of teaching and I am privileged to work with caring colleagues. Likewise, I am blessed to have a family that is supportive of my teaching endeavors. But, most of all, I am grateful for the opportunity to make my students’ lives and their futures a little more hopeful. Classroom Teacher Heather A. Smith, Special Education Teacher, Meany Middle School, Seattle, Washington Ms. Smith’s nominator says: Heather is a phenomenal educator who is committed to teaching as a profession. She is a lifelong learner who always strives to effect higher student achievement. She has chosen to work with students with emotional and behavioral difficulties because she understands the importance of facilitating learning among all students, even those with extreme challenges.

Heather continues to be a creative and reflective teacher who consistently designs standards-based and student-centered activities. Because we have remained close since she completed her program, I know well her current work; she is a leader in her school district and a highly respected teacher in her Seattle, Washington community. Ms. Smith is in the top five percent of all graduates with whom I have worked during my tenure at the Capstone. I have always found Heather to be a conscientious, intellectual, and determined educator, and I unreservedly recommend her. Heather’s Narrative: I don’t hear from Christy Connell very often, but when I do the conversation always seems to follow a familiar flow. She’ll catch me up on all the marriages and funerals of the small town where we grew up, share the details of her life, and will ask me how I like living and teaching in Seattle. This, naturally, segues into that old, familiar question Christy asks each time we talk. “Heather,” she says in her high, sweet voice, “do you remember that time you punched me in the stomach when we were little?” I laugh each time and tell her to stop telling such scandalous stories. But beneath the friendly banter the truth is, I do remember punching Christy in her scrawny stomach. And I’d like to believe it was at that moment I knew I was meant to be a teacher. Allow me to back up a bit though. I was born in Milwaukee, Wisconsin in 1975. My family and I didn’t live in a particularly charming or safe neighborhood, but it was less than a mile’s walk to the local public school. This was good since my sixth-grader babysitters, Debbie and Denise, were responsible for walking me to and from school each day. I wish I could report these daily treks to Richard Kluge Elementary were great fun; however, my babysitters were regularly in conflict with a large group of gruff-looking sixth graders. These walks, paired with a classroom flanked with steel barred windows and a terrifyingly cavernous and chaotic lunchroom, helped make school a place I dreaded. However, kindergarten at Kluge had its perks, including limitless construction paper and a teacher patient enough to stick with me until I could tell my left hand from my right.

Halfway through my first grade year, my parents and I moved to Calhoun County, Alabama. I quickly learned the painful difference between the black ants of the North and the red “fire” ants of the deep South. Fortunately, the neighbors were more inviting than the insects in our driveway’s cracks. Across the street lived Christy Connell and although I was amazed that someone could be so skinny and still walk, she was nice enough. She would come over early in the morning to wait for the school bus and we’d pass the time playing school, which sometimes led to arguments over which one of us would get to be the teacher. The public schools of the South proved to be much more welcoming than the one I had left behind in Milwaukee. Although the kids on the bus made fun of me for my “city slicker” raincoat and vocabulary faux pas, I grew to love the schools in our small town of Oxford. We read books, put on plays, learned how to multiply fractions and joined 4-H! We ate fried bologna (who knew such a thing existed?) and learned to sing The Fifty States that Rhyme. It was a perfect, perfect time. High school presented its own unique set of social and academic challenges, but at the end of each day I knew I was learning and I knew my teachers wanted me to succeed. I watched with great fascination as chalkboards were ushered out and the latest technology, dry erase boards, made their way into most classrooms. And with great joy I discovered that when Mrs. Brickhouse used different colored Expo markers to explain each step, Algebra was no longer a subject I had to cry over. Each night I would go back to my small bedroom where a miniature dry erase board hung on the wall, and’ would explain to my imaginary class that they, too, can learn to love Algebra if they just master the distributive property. Oxford High School is where I learned how to love math, Mozart and making waves. I graduated as valedictorian and was fortunate

to receive awards such as The University of Alabama Alumni Award, Alabama Students of Distinction Award and the Outstanding Volunteer Community Service Award. Thanks, in part, to more patient teachers who stuck by me during what could’ve only been my most obnoxious years, I left with the confidence that would prepare me for the next stage of my journey. I began my freshman year at The University of Alabama like countless others—eager and sure of a major that would change several times. Fortunately, it did not take me long to realize that the arena of education was my niche and I transferred to the College of Education to become a secondary language arts teacher. While at the University, I grew in immeasurable ways both personally and professionally. I had the opportunity to learn alongside esteemed professors and experienced teachers in the field internships. Additionally, I used the time to participate in UA Women’s Center Educational Theater Group, UA Women’s Center Female Focus Education Group, Kappa Delta Pi regional conferences and the NCTE Review Board hearings. I served as the president of Students for Education and Prevention of AIDS, was an officer to West Alabama AIDS Outreach, volunteered at Moundville’s Native American festival, tutored Japanese exchange students and worked for the Office of Residential Life as both a Resident Assistant and Hall Director. In 1998, I graduated cum laude and was the recipient of the award for Most Outstanding Secondary Language Arts Student for the College of Education. The University had adequately prepared me for my new career, and I was ready to break the canon . . . Or so I thought. Life has a peculiar way of giving you enough confidence to prepare you to take risks and then reminding you that you don’t know nearly enough. My first teaching job was as a language arts teacher for students with severe emotional and behavioral disabilities at a private school in a Seattle psychiatric hospital. I learned, as all beginning teachers do, that experience was a cruel but necessary teacher. Luckily, I learned this critical lesson quickly enough to be invited after a year and a half of teaching to help start up and supervise a new branch of this school. Working in this position gave me a deeper understanding that, as educators, our reach goes beyond that of students to their families, who frequently 31

The University of Alabama need our support as much as the students. I was proud of my work at these schools but left to obtain a Master’s degree from the University of Washington. My experience with students with emotional and behavioral disabilities (EBD) helped steer me in the direction of getting additional credentials in special education, with an emphasis in EBD. I have worked the past several years to create a strong program for the students with EBD at a middle school in Seattle. Anyone familiar with “the achievement gap” in education would also be acquainted with the students I teach. My students are young boys and girls of color, are poor and have experienced little success in previous school placements. They do not fully understand what the words socioeconomics, stereotyping or special education mean, but they seem to know in their own ways that it usually equates to lowered expectations and grim predictions for their futures. I expect to change that. I’ve learned a great deal about educational theory, best practice, state standards, accommodations and countless other important concepts from the schools that have invited me in and the people I’ve met along the way. Christy Connell taught me long ago that I wanted to be the teacher badly enough to fight her over the title. Mrs. Brickhouse, although she didn’t know it at the time, has made me a fine Algebra teacher to my middle school students. And The University of Alabama’s teaching program gave me the skills to create a highly reputable educational program for students with the cards stacked against them. I am a skilled, reflective educator because of the College of Education’s investment in me as a professional life-long learner. Educator Other Than Teacher Dr. Barry Carroll, Superintendent, Limestone County Schools, Athens Dr. Barry Carroll has served as Superintendent of Education for the Limestone County Schools in Athens since November 2001. In his 25 years of experience, Dr. Carroll has served as a teacher, coach, assistant principal, principal, director of secondary education, assistant superintendent and superintendent. After graduating with a master’s degree in health, physical education and recreation from the Capstone in 1980, Dr. Carroll 32

begin his education career in 1981 in the Tuscaloosa City School System (Central High School) as a teacher, assistant football coach and tennis coach. Dr. Carroll took a hiatus from teaching to earn his master’s degree in administration and planning from the Capstone in 1986. While he was here at the Capstone, he served as a graduate assistant football coach at The University of Alabama under Coach Ray Perkins. He then returned to Central High School in 1987 where he would serve as an assistant principal and coordinator of athletics at until 1992. In 1992, Dr. Carroll began his career in educational administration as principal of Eastwood Middle School in Tuscaloosa. He also completed his Doctor of Education degree in administration and planning from The University of Alabama in 1993. Dr. Carroll continued his career in administration at Ed White Middle School in Huntsville and then served as the Director of Secondary Education and Staff Development for the Huntsville City Schools in 1997. He is a 2001 graduate of the Huntsville/Madison County Adult Leadership Class and a 2001-2002 member of the Alabama Superintendent Preparation Program’s Inaugural Class. As superintendent of Limestone County Schools, Dr. Carroll has had many accomplishments. He has provided fiscal leadership in managing a system that has grown by 600 students in four years. He passed an $8 million bond issue for school construction and renovations through an aggressive capital plan which included construction of Cedar Hill Elementary School, a new library at Tanner High School, a new cafeteria at East Limestone High School and a new library and six c1assrooms at West Limestone High School. He also provided leadership in the Loans to Schools Program that has provided funds for football, baseball and softball fields; dressing facilities; weight rooms; and other projects funded by the Loans to School Program. Dr. Carroll is committed to students. He initiated the Get It Write program to address

fifth and seventh grade writing assessment results. He added dual enrollment to the curriculum and advanced/AP courses to the course of study for Limestone County Schools. He implemented the weighted grading system for more rigorous courses. He provided leadership and resources to ensure that SACS accredited all of Limestone County Schools. He is an advocate for all those who work in his school system. Dr. Carroll led Limestone County to become the first school system in Alabama to have ALL principals on contract and he added full-time school resource officers to all six high schools. Dr. Carroll created the Limestone County Schools Aspiring Administrator Academy to train prospective administrators. This program has trained over 15 educators who currently serve in an administrative capacity. He also revised and revitalized the Teacher Institute Program for Limestone County Schools. He has provided additional teacher units; art teachers; administrators; custodians; directors; ELL staff and other teaching and staff positions for schools. Dr. Carroll is an advocate for hiring minority and female administrators. In 2001, Limestone County had two female administrators and no minority administrators. In 2006, Limestone County has three female principals; five female assistant principals, and three minority administrators. Most importantly, he works closely with principals, directors and board members to address needs and improve the Limestone County Schools Dr. Carroll has received several awards during his career including the College of Education Most Outstanding Student in the Area of Administration and Educational Leadership; the Alabama PTA Most Outstanding Secondary Principal Award; and the Huntsville City Schools Most Outstanding Principal Award . Dr. Carroll has received the Honorary Life Membership Award, the highest award presented by the National Congress of Parents and Teachers (PTA). He has also been awarded the Alabama PTA Certificate of Honorary Life Membership. In 2001, he was inducted into the Alabama A&M Athletic Hall of Fame to honor his football career. In 2002, he received the Distinguished Community Service Award from the Huntsville-Madison and Limestone Counties Community Action Agency.

College of Education

Transitions in Life: A Rehabilitative Counselor’s Story Scott Hardie understands the concept of transition. Last summer, he was a graduate student in The University of Alabama’s counselor education program, and then he accepted a paid internship. In the early fall, he took a salaried position counseling hurricane evacuees. In the spring of 2006, he will adapt once again as he fulfills his dream of becoming a rehabilitation counselor with the Alabama Department of Rehabilitation Services. A whirlwind of personal experiences helped him empathize with his first counseling job helping hurricane survivors. “Counseling evacuees really involves helping people put their lives together after a devastating tragedy,” Scott said. “I was prepared for that. What I was not prepared for is the magnitude of their suffering. That still strikes me. They literally lost everything. It is the intensity of their pain and suffering that really has an impact. They still cry when talking about it, even six months afterward.” As a reintegration counselor, Scott worked in Jackson, DeKalb, Madison and Marshall counties as part of a federal program. He enrolled 58 evacuees and their families, assisting them with housing, employment, rehabilitation and other needs. He dealt with people from a variety of backgrounds, from successful professionals to unemployed alcoholics. But the heart of the job remained one of counseling. “They were adrift, cut off from all their resources. Everything we take for granted, all the connections of home, all the things that make us secure, were gone for them. Friends, families, home, all gone. All sense of security, gone. My job was to sit down with them and help reestablish connections in a new community. Help them reintegrate in a new environment and rebuild their lives. Sometimes it was simply to help them understand they had choices in the lives. They had some control.” “My work involved providing contacts to social services, schools, non-profit agencies, employers, realtors, medical personnel.

Churches were a huge part of the equation. A group of agencies helped meet basic needs such as food, clothing, and transportation.” He located many of the evacuees in Alabama state parks, where some lived temporarily in trailers. The Federal Emergency Management Agency (FEMA) established “command centers” where evacuees could meet with counselors and use services such as the telephone and internet connections. Scott says the University’s counseling program prepared him well for the job. “I really owe a debt of gratitude to the school and to the instructors. The program really helped me with a good vocational fit. I can’t believe I ever did anything else. I am not sure where I would have been without their help.” It hasn’t been an easy journey for Scott, a 44-year-old father of four from northeast Alabama. His original plan called for a career in the military, but a significant knee injury cancelled that goal. So he left the Navy, went back to school and studied to become a horticulturist. That career also stalled, sending him into a tailspin. “I was depressed, I just didn’t know what I was going to do,” Scott says. “Emotionally, financially, it was very trying. I think that experience helped me identify with evacuees. At that time I had a baby, an elementary-aged child, plus two children in high school and was unemployed. Boy, that will worry you into sickness. I didn’t know what I was going to do.” One day in 2003 he went to see Kenny Maness, a rehabilitation counselor with the Alabama Department of Rehabilitation Services. “I told him I didn’t need to lose another job because of my knee.” Scott told Kenny he had been a hospital corpsman for 12 years, where he provided primary medical care for Navy and Marine servicemen. He expressed a desire to help people, and Kenny decided the medical background would be a great foundation for entry into the rehabilitation field. He encouraged Scott to enter the counselor education program at the University.

(ADRS), but a paid internship was available in the Scottsboro office, just a few miles from Scott’s home. He feels the ADRS staff there were very generous with their time. Mark Williams and Dennis Benefield, both graduates of the University’s counselor education program, welcomed Scott as one of their own. “They were very gracious. They helped me with case management and counseling techniques. They took what I had learned in school and applied it to the real world. Anytime I had a question they were eager to help. I can’t say enough about them.” “Working as an intern was a great chance for me, but then, another wonderful opportunity came up. They were seeking rehabilitation counselors to work with hurricane evacuees.” That position offered a better salary, on-the-job experience, and extended Scott’s employment into the spring. As the hurricane assistance program neared an end, Scott got on the state register and an employment opportunity with ADRS in Huntsville opened up, paving the way for him to transition into his new career with significant training already under his belt. “It is a little surreal, to be honest,” says Scott. “I keep wondering if this is all a dream. Things have just fallen into place the past few months.”

As Scott approached graduation, he wondered where he might get a job. There were no immediate openings at the Alabama Department of Rehabilitation Service 33

The University of Alabama

A Mentor To Many, A Friend To All By Amanda N. Rambo, Sr. Writer and Editor After receiving the news of Martha Ann Maxwell Allen’s sudden death, family and friends chose to endow a scholarship fund to commemorate her life as an educator and special friend. Since her death, in fall 2005, the Martha Ann Maxwell Scholarship in Education has surpassed funding expectations. Martha Ann received her B.A. in special education from The University of Alabama in 1974 and went on to pursue her M.A. from the University of West Alabama in 1978 in elementary education. She then went on to receive her Master’s Plus 30 from Northwestern State University and became certified in counseling and educational diagnostics. Martha Ann worked for nearly 30 years in Alabama and Louisiana as an elementary teacher, a special education teacher and worked as a guidance counselor and an educational diagnostician. Martha Ann sincerely treasured her ties with her alma mater. According to her husband, Van Allen, one of Martha Ann’s most beloved jobs came in the early 1970s when she worked for The Bear Bryant Show. According to friends and family, Martha Ann worked in advertising and always spoke very highly of her position. “One memento that Martha Ann really cherished from working on the show was a photograph of her with Coach Bear Bryant and Auburn University’s head M.A. and her husband Van coach at the time, “Shug” Jordan. and their two children Hunter and Ashley We had the picture displayed all over the place. Of course, we had a copy in our home, but there was also one in her parent’s home, too. She always really adored that photograph,” Van Allen said. Mr. Allen described his wife as being very spontaneous and friendly. “Sometimes, on Saturdays, she would call a group of her close friends over for a patio party. They would all come over, socialize on the patio and really sit and enjoy each other’s company,” he said. He also acknowledged Martha Ann’s passion to shop. “If she were not planning a social gathering, she would take off to go shopping. That is really what she liked to do best,” he said. Dana Bennett, neighbor and close friend to Martha Ann, recalled “M.A.” as being a very thoughtful and unique person. “She was my neighbor, my dear friend and a mentor to my children. She really touched me and my family tremendously,” Bennett said. Bennett also recalled a moment with “M.A.” that, she says, she will never forget. “About two weeks before she passed, we took a Saturday shopping trip to Lafayette. She told me that she felt so blessed because she had such a wonderful life, great friends and a wonderful family,” Bennett said. “This really meant a lot to me because I know that she really felt at peace with her life,” Bennett said. Martha Ann’s sister, and graduate of the College of Education, said that the great thing about “M.A.” was that she always treated everyone equally. “She didn’t care about skin color, socioeconomic status or education level,” Shirley said. Shirley also revealed that their father had a strong desire to treat people equally. “One thing that our father taught us when we were younger was that the sound of someone’s Lynn and M.A. name could be so beautiful. He insisted that we look people in the eye and repeat their name back to them. It was his way of teaching us to live by the golden rule and treat everyone equally, and she always demonstrated that with anyone she ever met,” Shirley said.

M.A. with family and friends


According to her husband, family and friends of “M.A.” wish for someone with a financial need, who is sincere about education and who has a strong drive to teach others to receive the Martha Ann Maxwell Allen Scholarship. “You know, we have all had teachers that went that extra mile for us, and we really want someone who does that for others,” Allen said.

Gifts to the College of Education

The gifts listed below reflect the dates of April 1, 2005 through March 30, 2006.

1844 Founders’ Society Gifts of $10000 and up

Anonymous Miss Anna E. Brown Trust Dr. Don & Mrs. Suzanne Crump Ms. Eugenia B. Dean Mr. Tom & Mrs. Shelley Jones Dr. Jim & Mrs. Sharon McLean The Minneapolis Foundation Mrs. Helen Garrett O’Sullivan Mrs. Daniel Parker Mrs. Joy Parrish Yarnall

Carmichael Hall Society Gifts of $5000 - $9999

Mr. H. Marc Helm Dr. Betty B. Englebert Mr. & Mrs. George Griswold II

1928 Society Gifts of $1000 - $4999 Dr. Barbara Cole Adams Alabama Power Company Alabama Power Service Organization Mr. Van Allen Bank of Tuscaloosa Ms. Deborah C. Beaupre Dr. Bettye Burrell Burkhalter Mr. and Mrs. Steve Cawood Mrs. Willie Corlew CTX Mortgage Company Mr. Walter Terry Cullifer Dr. Joan Gates Dowdle Dr. Cathy Hansberry Johnsonkreis Construction Mr. Thomas L. Jones Ms. Diane Layton Mrs. Marian Accinno Loftin Mrs. Jean Maxwell Dr. James E. McLean Miller Trucking Company Ms. Virginia B. Mills Mrs. Robert Wayne Monfore, Jr. Dr. Beatrice Brooks Morse Mr. James D. Nabors Nt’l. Wheelchair Basketball Assoc. Nelson Brothers, Inc. The O’Sullivan Foundation Dr. W. Ross Palmer J. Reese Phifer, Jr. Memorial Foundation Mrs. Sandra H. Ray Dr. Richard Lionel Rice, Jr. Dr. Marcus L. Roberts, Jr. Dr. William Earl Salter Sexton Family Charitable Foundation Mr. Ronnie Shirley State of Alabama Mrs. Julia Z. Sutton Mr. Joseph J. Thomason Miss Jane Thrower Mrs. Gloria Myrick Tidwell Tuscaloosa Resources U.S. Disabled Athletes Fund, Inc. Washington Mutual Foundation

Mr. Philip Baker Young R. L. Zeigler Packing Company, Inc.

Dean’s Challenge Society Gifts of $500 - $999 A.B.H. Properties, Inc. Alabama Credit Union AmSouth Bank AmSouth Bank Employees Charitable Fund

Black Warrior Transmission Corp. Dr. Harvey F. Blanchard, Jr. Borden & Brewster Contractors, Inc. Dr. Martha E. Branyon S. T. Bunn Construction Company, Inc. Mr. Jimmy Burleson Mr. Dan Bussey Capstone Properties, LLC Mr. and Mrs. David Calvin Cupp Curtis Miller Trucking DePalma’s Italian Cafes of Tuscaloosa Dr. Arthur N. Dunning, Jr. Mr. Michael H. Echols Mr. Gary P. Fayard Mr. Edward E. Guy, Jr. Harrison Galleries, LLC Hubbard, Smith, McIlwain & Brakefield PC

Jake’s Lawn Care Mr. and Mrs. T. Keith King Mrs. Flaye Lehman Marathon Electrical Contractors, Inc. Mr. Benjamin C. Maxwell, Jr. Ms. Hendrina K. Maxwell Ms. Erica Moyers New Life, Inc. Mr. Ozzie Newsome, Jr. Northwestern Mutual Foundation Mr. and Mrs. Christopher S. O’Brion Mr. Charles Edward Pearson Randall Reilly, Family of Companies Mr. Larry Joe Ruffin Mrs. Betty B. Shirley Mr. Thomas Hugh Stallworth, Jr. State Bank & Trust Taft Coal Sales & Associates Mr. and Mrs. Wesley M. Taylor Ms. Jan M. Thomas Thompson Tractor Company Mr. and Mrs. Robert S. Touchette Dr. Paul C. Weir Dr. Joffre T. Whisenton

McLure Society Gifts of $250 - $499 Mrs. Beverly Calhoun Bennett Mr. and Mrs. Robert A. Bennett III Cenla Timber, Inc. Mr. and Mrs. James W. Crook III Mr. Oswill M. Cummings III Mr. and Mrs. John Russell Cunningham Mr. Walter Wayne Gary GI Associates of West Alabama, P.C. Ms. Ebony A. Glass Mr. Frank William Gregory Mrs. Evelyn Wurm Hardy Mr. Clarence O’Neal Harrod Mrs. Carol-Ann Hudson Hutchins Knives Mrs. Mary Allen Jolley Mr. and Mrs. Gary Kleen Latta Plumbing Co., Inc. Mr. Gary Mathews Mr. Robert Hamilton Maxwell

Dr. William Horace McWhorter Mr. Thomas W. Moore Pepsi Cola, Dr. Pepper Bottling Co., Inc. Mrs. Mary S. Pilgreen Mrs. Molly M. Plunk Dr. Chasie Figgures Reynolds Mr. Ronny Robertson Rumsey LLC The Local Company Mr. Charles Wiley Smith, Jr. Dr. John B. Spicer Dr. Aurelia Glosser Taylor Dr. Larry V. Turner Dr. Alice Wildes Villadsen Mr. and Mrs. Garrett H. Walsh Dr. Kathy Shaver Wetzel

Graves Hall Society Gifts of $100 - $249 Dr. Gypsy Anne Abbott The Advantage Realty Group, Inc. Mr. and Mrs. Joe Akeroyd Al. Assoc. of Child Nutrition Program All American Signs, L.L.C. Ms. Ashley Allen Mr. and Mrs. Thomas A. Allen, Sr. Ms. Nancy Austin Mr. Willie Eugene Autrey Mr. John Hollis Bankhead Banks Quarles Plumbing Dr. Edmund Leonard Barnette C. S. Beatty Construction, Inc. Mrs. Susan D. Bedsole Ms. Annie C. Bills Dr. Jamie Roy Blair Mr. Thomas Ruffin Borden Mrs. Fairee S. Bridges Dr. James Colmer Brown Dr. Patricia Anne Brune Mrs. Rhonda Bozeman Brunson Bryant Bank Mrs. Betty Allums Burtram Cardiology Assoc. of West Alabama, PC Center for Cosmetic & Restor. Dentistry P.C. Dr. Weiyun Chen Ms. Jennifer N. Chew Dr. Brad S. Chissom Ms. Patricia A. Cisneros Coalbed Methane Assoc. of Alabama Mrs. Locke R. Coleman Mr. William Earl Cooper Cottondale Wood Products Mr. Robert Earl Couch Ms. Patty Coverdale Mrs. Gladys Blalock Crane Mr. James H. Crawford, Jr. Dr. Phillip E. Crunk Dr. Cathy J. Daane Mr. Richard N. Davidson Dr. Robert A. Dennis Mrs. Elizabeth C. Devault Mrs. Carol McGraw Dickinson Duckworth Morris Garrison Real Estate Mr. Joe B. Duckworth, Jr. Mrs. Marianne Norwood Ellisor Mr. Leland Grant Enzor, Jr. Mr. Tipton Hamlin Evans Faucett’s Department Store FIG Fite, Davis, Atkinson, Guyton & Burt, PC Dr. Brenda Jordan Ford Friends of Garrison Dr. Lanny Ross Gamble Gertrude’s Flowers and Gifts Mr. J. Russell Gibson III Mrs. Anita Boudreaux Gillespie Mrs. Jean Fargason Gordon

Coach Mark Gottfried Dr. James Daniel Gray Mrs. Evelyn Bostrom Griffin Ms. Rachelle Grossman Hamner Real Estate, Inc. Mrs. Frances Mathews Harris Dr. L. B. Henderson, Jr. Ms. Joan Merna Hennigan Mr. Ganus E. Hilburn Mrs. Noelie Coleman Himel Ms. Carlee J. Hoffman Ms. Linda M. Hoskins Dr. Neil P. Hyche Mr. Cecil Wayne Ingram J. Raymac, Inc. Mrs. Anne Harrell Jacobi Ms. Debbie Jett Jim Walter Resources, Inc. Dr. Eddie Rayford Johnson Mr. Thomas J. Joiner Mr. and Mrs. Calvin Jones Mrs. Julia Ann Kasch Mrs. Sabrina Skelton Keating Mr. and Mrs. James M. Kelly Mrs. Ann Nutt Kennedy Mr. Robert T. Kennedy Lieutenant Colonel Robert Louis Kerzic Mrs. Melanie L. Kettle Dr. John R. Key Lakeshore Foundation, Inc. Mrs. Abbie Hartline Laney Dr. Neil Everett Lawler LBYD Inc. Dr. L. Tennent Lee, Jr. Mr. Philip Lee Dr. Sam Leles Ms. Betty LeNoir Mr. and Mrs. Bobby Letard Lewis and Mitchell LLC Mr. Tommy E. Lewis Dr. Susan L. Lockwood Mrs. Amy Rankin Loftin Madden Lincoln Mercury Volvo Mrs. Diane Black Martin Ms. Debra Levon Mathews Mr. and Mrs. George T. Maxwell Mrs. Regina Atkinson Maxwell Mrs. Carolyn Doughty McAdams Mrs. Sheila Pinyan McAnnally Dr. Susan Pirhalla McKee McLendon Veterinary Clinic Inc. Mr. Vasco T. McRae Ms. Tina M. Meiners Dr. Jayne Alyce Meyer Ms. Sheila J. Miller Dr. Glenda Harlow Moody Mrs. Jo Tankersley Morris Dr. Joseph Bruce Morton Ms. Susan Munro Ms. Judith Griffin Musgrave Jim Myers Drug, Inc. Mrs. Camilla Jones Newbill Ms. Alana J. Nichols Ms. Jan B. Nichols Dr. Nell Peake Nicholson Mrs. Mary Kathryn Putnam O’Connor Dr. Rolland Sherrill Oden Oden-Shirey Drug Co., Inc. Mr. and Mrs. Billy T. O’Neal Dr. Janyce Rader Osborne Mr. Donald Dewey Oswald Mr. Donald Ray Owens Dr. James Ernest Parker Ms. Drusella S. Paul Mrs. Catherine Murphy Payne Mr. and Mrs. Victor K. Perry Mr. Jonathan Cameron Phillips

Ms. Lynne Poiejz Mr. Joseph E. Pokorny Pool & Patio Center Ms. Kathleen A. Powell The Radiology Clinic, LLC Rapunzel Hair Studio, Inc. Ms. Patricia Ann Redden Redstone Environmental LLC Ms. Casandra Jo Rightmyer Mr. and Mrs. Gary L. Rigsby Mrs. Ceres S. Rodgers Mr. Mark Edward Rodgers Ronsonet Buick-GMC Truck, Inc. Dr. Rodney W. Roth Mrs. Sherron Jones Rowell Rumsey Sanitation LLC Mrs. Sandra Schultz Russell S & S LLC Mr. and Mrs. Edward Sbragia Mr. Clinton Wade Segrest Mr. Jackie D. Self Shape Up Fitness & Pilates Studio, LLC

The Shirt Shop Dr. Jack Smalley, Jr. Mr. and Mrs. Charles W. Smith, Jr. Mr. Howard Lee Smith Dr. John Carlton Smith Mr. Michael A. Smith Mr. Robert R. Smith, Jr. Dr. Roy C. Smith Mr. and Mrs. Walter Smith Southeastern Hearing Services, Inc. Dr. Robert Herman Spence Dr. Brenda Joyce Stallworth Dr. Lester Dane Stewart Mrs. Ann P. Stinson Ms. Melinda Stran Ms. Margaret S. Strickland Mr. Thomas Raymond Stringer Mr. Donald Studdard Mr. Karl Taylor Mr. and Mrs. Steve Taylor Mr. John Boles Thetford Mrs. Carolella Davis Trappe Dr. Rex Allwin Turner, Jr. Tusca. City Schools Leadership Program Cohort III & IV Tuscaloosa Urology Center UA College of Education University Cleaners University Downs, LTD. Mrs. Ruth W. Waldrop Dr. Burma Morgan Wallace Mr. J. Foster Watkins Mrs. Gina Gulledge Webb West AL Orthopedic & Sport Med, P.C. West Alabama Commercial Industries West Oil Company, Inc. Ms. Julia H. Wheeler Mr. Charlester C. White Mr. David Claude Wiggins Mrs. Elouise Wilkins Williams Dr. Rodney Windham Dr. Kenneth E. Wright Mrs. Sara West Wuska Mr. Rex Zeanah

College Supporter Gifts of $35 - $99 Mr. Brent Lee Adcox Mr. Edwin Allen Mr. Hunter O. Allen Dr. Carrel M. Anderson, Jr. Mr. Clifton Anderson Mr. Harvey M. Appling, Jr. Mrs. Bonita Arthur Mrs. Amy Marie Baggett Mrs. Pamela Maughan Baggett Ms. Cassie Wright Ball Ms. Rebecca M. Ballard Dr. Peter P. Balsamo Mrs. Alexandra M. Balzer

Mrs. Machelle Drummond Banks Mr. Charles Monty Bearden Mr. George Brewer Beasley Ms. Ana Carolina Behel Dr. Jeanette Lundquist Bell Mr. John Paul Belton Mr. Steven Lawrence Berryman Ms. Julie Deanne Bicknell Mr. Jimmy Mike Bishop Dr. Wilma Jean Bishop Mr. Andrew Joseph Blackburn Mr. Frankey Allison Blackwood Mrs. Jane Moore Borders Mrs. Ivy Jones Boswell Mrs. Diane R. Boucher Mrs. Diane Williams Brabston Mr. John William Bradley Dr. Jenifer Carroll Brewer Ms. Joy Susan Brindley Dr. Judy Cook Britt Mrs. Diane Stephens Brodel Mrs. Elsie Elliott Brown Mr. and Mrs. Thomas Brown Mr. Vincent H. Brown Mr. Herbert Edwin Bruce, Jr. Mr. Otis Hendon Brunson, Jr. Dr. John C. Burgeson Mrs. Kerry M. Burkley Mr. David W. Burton Mrs. Tywanna Brown Burton Ms. Miriam Celia Byers Dr. James Edgar Calder Mrs. Gay Vinyard Caldwell Mrs. Helen Morris Camp Mrs. Janette H. Campbell Mrs. Belinda White Carmichael Mrs. Mary Huff Carpenter Mrs. Ellen Sullivan Chandler Mrs. Melinda P. Chaney Dr. Jeffrey Scott Choron Mr. Shannon Dale Clark Dr. Elizabeth White Cleino Mrs. Pamela Cartwright Cleland Mrs. Madolyn Chambers Clipson Ms. Daphen S. Coffey Ms. Carolyn Ann Coker Mrs. Katherine Poole Cole Mr. Thomas B. Conner Mr. Joseph Leon Conyers Miss Mary Elizabeth Cook Mrs. Laurie Howard Copeland Mr. and Mrs. Jimmy Couch Dr. William Martin Counce Dr. William Thomas Cox Mr. Marshall P. Craver Dr. Addie B. Crutcher Mrs. Laura Williams Cummings Mrs. Betsy Kinney Daniels Dr. Sheryl Boland Dasinger Mrs. Carol Reeves Davenport Mrs. Anita Colwell Davis Mrs. Harriet Price Davis Mr. William H. Dempsey III Mrs. Jacqueline Dennis Dr. Martha Jo Small Dennison Mrs. Andrea Sue Dewitt Dr. David S. Dockery Mrs. Sandra O. Douglas Miss Patricia Ann Driver Mrs. Tulane Wilson Duke Mrs. Lisa P. Duncan Ms. Jane Allen Edwards Dr. Ben F. Eller Ms. Rheena B. Elmore Ms. H. Caroline Embry Mr. Ronald W. English Mr. David Lee Etheredge Mrs. Sarah Neely Fanning Ms. Kathryn Lee Farris Ms. Laura Young Farris Mrs. Andrea White Faulkinberry Mrs. Dremah Locke Finison Mrs. Rhonda Lea Fisher Mrs. Dorothy Louise Ford Miss Priscilla Ann Forte

Ms. Sandra Smith Fowler Mrs. Mary McGee Franks Mrs. Mary Jones Freeman Mrs. Carolyn Booth Fritz Mr. David Wayne Gamble Mrs. L. Gail Gamble Dr. Diana Massetti Gardiner Mrs. Sharon Winslett Garrett Mr. John Carr Gibbs Miss Gula Allene Gilmore Mr. Michael Dewitt Godwin Dr. M. Jenice Goldston Mrs. Carole Pixton Grant Mr. Donald Frederick Graves Mrs. Paula Taylor Gribbin Mr. Garrett Griffin Dr. Lance D. Grissett Mr. Michael Steven Gross Mrs. Patricia Snider Guy Dr. Edward Lamar Hall Dr. Diana Jo Hammitte Dr. Phillip B. Hammonds, Jr. Mr. Jeffrey Paul Hanover Miss Mary Margaret Harhan Mrs. Rita R. Harris Ms. Tina Inell Hartley Mrs. Eleanor Hafley Harvey Mr. Donald Richard Hayden Mr. Jack Hayes, Jr. Dr. Emory Langston Haygood Mrs. Isabella I. Head Ms. Elizabeth Hendrix Mrs. Kimberly Jaynes Henson Dr. James Kenneth Herlong Mr. Kenneth Herlong Dr. William John Heron Ms. Evelyn L. Hicks Dr. Martha Debra Hildreth Dr. Elaine Nelson Hill Ms. Glinda Foster Hill Mr. Walter Clinton Holdbrooks, Jr. Dr. Claudette Snead Holley Mr. Scott Anthony Holmes Mrs. Betty Stallworth Hooten Mrs. Judith O’Daniel Hornsby Mrs. Linda May Horwitz Mrs. Elizabeth Locklin Hrisak Mr. Jack Elton Hurlbut Ms. Barbara Ann Hutchinson Dr. Charles Fletcher Hyde Mr. Bobby G. Jackson Mr. Wilber Jackson Mr. Paul David Jacobs Dr. Lisa J. Jaskinsky Mrs. Therese G. Jeffries Mrs. Cheryl Hannah Johns Mrs. Elizabeth L. Johnson Mrs. Rosemary Contri Johnson Mrs. Anne S. Johnston Ms. Anita D. Jones Mrs. Gail Smith Jones Mrs. Jane Scruggs Jones Mrs. Sheen Davis Jones Dr. Stephen G. Katsinas Ms. Mary S. Kennedy Mrs. Katherine Loftin Kerzak Mrs. Martha Bearden Keyes Dr. Elaine M. Klein Mrs. Marie Fitts Knox Mrs. Susan Gentle Krell Mrs. Lucy W. Kynard Dr. Martha N. LaCroix Dr. Hattie G. Lamar Mrs. Karen T. Lane Mrs. Debra Lange Mrs. Cecelia G. Lawley Ms. Jenifer Leigh Lawrence Mr. Jimmie Hennon Lawrence Mrs. Ramona Micklish Lawrence Mr. Gerald LeRoy Mrs. Elaine Gutel Lewis Mrs. Louise B. Lewis Dr. Barbara Northcutt Linder Mr. Richard J. Lollar Dr. Frances Lucas-Tauchar

Mrs. Frankie Jo Lugiano Ms. Deborah Annette Luke Dr. Glida Alexander Magnani Dr. Elizabeth Spurlock Majors Dr. Michael E. Malone Mrs. Cynthia T. Markushewski Mr. Michael Martone Dr. Joe Moss Mason, Jr. Ms. Reshia T. Massey Ms. Lisa Hall Matherson Mr. James Howard Mayben Dr. Helen T. McAlpine Mrs. Angela DeSantis McAtee Mr. Richard Jason McCown Ms. Norma M. McCrory Mr. Bryan Anthony McCullick Mrs. Margaret S. McCullough Ms. Alissa Davis McDonough Mrs. Sandra Mestler McGarrah Mr. Bryant Lee McGee Mrs. Rebekah Blackmon McInerny Mr. James R. McKnight Mrs. Deloris M. McMullen Dr. William Arthur Meehan Mr. Gene Pierson Miller Mrs. Martha Seay Miller Mrs. Sondra Knight Mims Dr. B. Jack Moore Mr. Russell Wayne Moore Mrs. Shirley Brunner Moore Mr. and Mrs. Robert S. Morrow Ms. Melissa LeAnne Motes Mrs. Jami Rene’ Mouchette Mr. T. Mravle Mr. Forest Edward Murphy, Jr. Mr. and Mrs. Lenin J. Murray Mr. Randy Edward Neely Miss Allison Nelson Mr. Byron Brightwell Nelson, Jr. Mr. John Edward Nelson, Jr. Dr. Susan Rhodes Nelson Ms. Dottie E. Neugebauer Dr. Rose Mary Newton Dr. Neil Grady Nichols Miss Kaitlyn Nicholson Dr. Moya Lao Nordlund Mr. Lanny Sevier Norris Dr. David Alan Otts Mrs. Rebecca Page Packard Dr. Evelyn Merriam Painter Dr. Pamela Hughey Parker Ms. Charlotte Louise Pass Dr. Thomas Herbert Patton III Mr. John Shirley Pennington Mr. Walter Ray Perkins Ms. Linda Phillips Pickens Dr. Jack Lee Pindar Mrs. Frances Rice Pool Mr. William S. Pritchard III Dr. Lorenzo Quinn-Head Dr. Joyce Edna Rader Dr. Wanda C. Raley Dr. Darrell Curtis Ray Dr. James Randall Reece Mrs. Margaret Spain Reese Mrs. Julia Alice Rice Dr. Michael Keith Rice Mr. Jerry L. Rich Dr. Bernice Carter Richardson Dr. William P. Ringo III Dr. John Byron Roberts Mrs. Mary Sue Brown Robertson Dr. Thelma Maniece Robinson Mr. Tom Robinson Dr. Julia Shelton Rogers Dr. Barbara S. Rountree Mrs. Traci Lanier Roy Ms. Karen L. Ruppert Ms. Anna K. Russell Miss Mary Helen Russell Mrs. Ann McMahan Scogin Mr. Matthew Thomas Scott Mrs. Kay Malone Scruggs Dr. Nancy Wilbanks Sellers Mrs. Yoma Skelton Shelton

Dr. Rochelle Binder Simms Mr. Robert Lewis Sims Mrs. Judith K. Skelton Mrs. Helen Hesse Skipper Mr. and Mrs. John L. Sly, Jr. Mrs. Virginia Wallace Smart Mrs. Barbara Harrison Smith Mrs. Joann Carroll Smith Dr. Barbara Vawters Spencer Mr. William Theo Staff Mrs. Elizabeth Woodrow Stagg Mrs. Janet Henderson Staggs Mrs. Katherine Boles Stallings Mrs. Carolyn B. Stanley Ms. Charissa Stephens Mrs. Elizabeth Kellum Stewart Dr. Jack Carl Stewart, Jr. Dr. Mary Ruth Stone Mr. Forrest Murray Stuart Mrs. Elizabeth G. Sturdivant Mrs. Evelyn B. Stutts Ms. Paula Siniard Tally Dr. Fred M. Taylor Ms. Carla Bowers Thigpen Mrs. Betty Hobbs Thomas Ms. Rita C. Thomas Mr. Anthony Craig Thompson Dr. Gail Dobbs Tidemann Dr. Carolyn H. Tippins Miss Vera Tisdale Dr. Anne Gouffon Tishler Dr. Walter Chester Todd Dr. Sherwell K. Tolleson Dr. Anne Davis Toppins Dr. Gloria Ann Turner Mrs. Mary Karyn Uptain Dr. Anna Maria Vacca Dr. Amy Massey Vessel Miss Kimberly Faith Virciglio Ms. Linda G. Voychehovski Mrs. Carrie Michelle Waldrop Mrs. Annella Elmore Waldrup Mrs. Janie Newbold Walker Mr. John H. Walters Ms. Brenda Washington Mrs. Carol Phillips Watson Dr. Daniel Warren Weidner Mrs Molly Brown Wheeler Mrs. Anna Hart Whitehead Mr. Robert Savage Willcox, Jr. Ms. Anna Johnston Williams Mrs. Dorothy L. Williams Dr. Frederick E. Williams Dr. Jimmy John Williams Ms. Carolyn Walker Wood Dr. Henry Bascom Woodward III Mrs. Catherine Owens Wooldridge Mrs. Dagny Gilbert Wright Mrs. Nanette Latham Yeager Ms. Brenda Huff Young Mrs. Betty Waite Zoller

On April 8, 2006, The University of Alabama and the College of Education were pleased to announce, Our Students. Our Future, a 500-million-dollar capital campaign commemorating the 175th anniversary of the University. The campaign celebrates students because they are the true foundation of the University’s future and success. The excitement surrounding the campaign is evidence that there has never been a better time to be a part of the University of Alabama! The College of Education seeks to raise a minimum of 3 million dollars. The funds will be used to create scholarships and to support faculty development needs. Currently, the College of Education has approximately 23 undergraduate scholarships and 30 graduate scholarships. This extremely limited number cannot begin to support the needs of our growing student enrollment. In addition, the number of students in the College of Education has increased by 9.5% just this year. Our faculty is undertaking more research and projects than ever before, which makes the need for faculty development support very crucial to their success. Monies used for faculty development are used for things such as travel expenses, conferences and service activities which help faculty to broaden their skills and knowledge, keeping them among the most outstanding teacher educators in the state of Alabama. As noted by the College of Education’s grade of an “A” on our State Report Card, which evaluates practicing teachers who are graduates of the University’s College of Education as well as other schools, we are doing an exceptional job of preparing our educators. Dedicating plenty of funding for faculty to enhance and increase their knowledge in their various fields of expertise is obviously making a dramatic impact on the lives they touch in the College’s classrooms, schools around the state, and beyond. Making any gift takes sacrifice and commitment. However, leaving lasting impacts on the lives of our students, College and University are priceless. Think of all the numerous students you know who are first-generation college students. Many of them are working one or more jobs while attending classes and are still faced with the rising debts of student loans. The average undergraduate student will graduate with an indebtedness of at least $18,500 each year. Scholarship funding will offer students the opportunity to receive the education they deserve. Your gift of a scholarship will change a student’s course in life forever. Remember the professor you have never forgotten? The one that pushed you to think in ways you never had before, who stayed overtime to help you with your term paper, or pinched their own pennies together to buy something special for the classroom that helped you finally understand a challenging topic? These remarkable teachers also deserve the opportunity to further their skills so that the students they influence gain the ultimate educational experience. In the words of President of the University of Alabama, Dr. Robert E. Witt, “You may only be here for four years, but Alabama is with you the rest of your life.” Please consider making a contribution to Our Students. Our Future. Not only will you benefit students and faculty by opening doors that otherwise they would not have the ability to walk through, but YOU celebrate your love and treasured experiences of the College Education and The University of Alabama.

Our Students. Our Future. Our Future. Our Commitment. Our Commitment. Our Progress. Our Progress. Our Vision. Our Vision. Our Future. Our Students. Our Future.

Our Vision. Our Future. t Our Students. Our Future.

Our Students. Our Future. t Our Future. Our Commitment. t Our Commitment. Our Progress. t Our Progress. Our Vision. t Our Students.

Our Students. Our Future.

Our Vision. Our Future. t Our Students. Our Future. t Our Future. Our Commitment. t Our Commitment. Our Progress. t Our Progress.

t Our Future. t Our Future. Our Commitment. t Our Commitment. Our Progress. t Our Progress. Our Vision t College of Education

t Our Future. Our Commitment. t Our Commitment t

Educate Your Wardrobe Long ($15) and Short ($12) Sleeve Shirts Pen-and-Ink Graves Hall on back and COE Wordmark on front Colors: Grey, Red, or Navy Blue Sizes: Medium - XXL Shoulder Bags ($10) Lapel Pins ($2) Writing Pens ($1 or Free with Capstone Society Membership) Capstone Education Society Membership (min. $35) College of Education products are available in 210 Carmichael Hall or by phoning (205-348-7936) or by emailing Shipping is extra.

Nonprofit Organization US POSTAGE PAID The University of Alabama

Box 870231 Tuscaloosa, AL 35487

Capstone Educator - Spring 2006  

Magazine for alumni and friends of The University of Alabama College of Education

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