The University of Alabama College of Education Magazine 2022

If I am a master teacher, do you know what I hope I’m teaching you? That love will take care of everything in our world.

Dr. Autherine Lucy Foster (1929-2022)

Our Diversity of Place

For those of us working in higher education, it is not enough to say that diversity is the spice of life. In the context of a university community, the idea of diversity is better expressed as the essence of life. Diverse outlooks stand at the very center of the educational experience and are deeply embedded in the telos of the university, which aims to provide an enlarging experience to its students and faculty – one that transcends the more parochial nature of the home and the community. It goes without saying that we are more fully formed and better prepared to learn and to serve when we are exposed to a culture of competing ideas and wide-ranging outlooks.

I am proud to acknowledge that last fall, our College’s DEI committee (along with student leaders) played an especially prominent role in influencing historic changes to the atmosphere of diversity and inclusion on our campus. The committee took on the cause of petitioning the University’s Board of Trustees to rename two academic buildings affiliated with the College of Education. The committee’s good efforts, spearheaded by Professors Sara McDaniel and Matt Curtner-Smith, were eventually rewarded. The College could now point to Wade Hall, named in honor of Dr. Archie Wade, the first African-American appointed to a faculty position at The University of Alabama, and to Autherine Lucy Hall, in honor of Autherine Lucy, the first AfricanAmerican to attend The University of Alabama (whose image is on the cover of this publication). These two events represented a powerful moment in our history, bringing with them renewed hope for a new future inscribed by the lessons learned from the past.

In this Issue

Our commitment to diversity has also found expression in other forms. The College houses, for instance, the Alabama Adapted Athletics program, which includes a women’s basketball team, a men’s basketball team, as well a tennis team for both men and women. The College is also the home to the CrossingPoints program that teaches high schoolaged students with cognitive disabilities important life skills. Recently, we expanded the program with a residential program dedicated to the education of college-aged people with cognitive disabilities. And although we admit to needing to be better at recruiting and retaining a fully diverse faculty, we could still boast about a good number of international scholars on our faculty (about 15%) as well as several faculty members who are in chairs, and who otherwise demonstrate a great and varied range of differences across varied identities. We have efforted to strike a chord for a cosmopolitan community that aims to widen the sights and experiences of everyone who comes to our doors.

A commitment to a diversity of place is a defining trope for a university that sees open discussion, freedom of inquiry, independent judgment, and the latitude to vigorously contest ideas. Our faith is to create a universe of discourse where disagreements exist in the context of civility, and where the protester’s veto (efforts to shut down speech) has little warrant. We live and learn together in a diverse community with a shared commitment to forging a common understanding, especially among those with whom we disagree.

Peter Hlebowitsh, Dean

• Renaming College of Education Buildings: Wade Hall & Autherine Lucy Hall

• Program Highlights: CrossingPoints New CCOS Scholarship, First Cohort of CCOS Graduates, and the Parker-Haun Tennis Facility Addition

• Computer Science, Literacy, MRIs, Superintendents Academy, & School Partnerships

• Faculty and Staff Highlights, Retirements, New Additions, and Awards

• Alumni Highlights and Awards: Hall of Fame, Capstone Education Society Outstanding Alumni Awards, and Top Alumni Under 40

• Student Highlights: Gandhi-King, Allyson Pitzel, and SUGRS

A commitment to a diversity of place is a defining trope for a university that sees open discussion, freedom of inquiry, independent judgment, and the latitude to vigorously contest ideas.

Wade Hall Dedicated in Honor of First AfricanAmerican Faculty Member

The University of Alabama officially dedicated Wade Hall in honor of Dr. Archie Wade, the first African-American faculty member at the Capstone, on Nov. 3, 2021.

In 1970, Wade became a faculty member at UA and worked in the department of kinesiology for 30 years. During that time, he earned his doctorate from UA, achieved the

status of tenured professor, and was a founding member of the Black Faculty and Staff Association.

“Throughout my career I had peaks and valleys, and of all the things that happened to me, yesterday was the peak of my association with the University,” said Wade. “To look at the building where I worked for 30 years and to see it bear

my name and my family’s name — there is no higher peak than that. It stands as a testimony not only to me, but to my entire family and our name. The University of Alabama is a great university and I really enjoyed my time — not just with the faculty, but also with the students, many of whom I still have contact with today.”

Outside the classroom, Wade played a pivotal role in the integration of the UA football program. In September 1964, he was one of three African-American spectators to integrate the stands of former Denny Stadium on the UA campus. Several years later, he was instrumental in assisting Coach Paul “Bear” Bryant in recruiting some of the first African-American student athletes to the football program.

“Dr. Wade’s contributions to UA, the Tuscaloosa community and to the field of education will always be celebrated on our campus and Wade Hall will stand as a testament to those contributions,” said UA President Stuart R. Bell. “This well-deserved honor serves as a tribute to Dr. Wade’s legendary career, and I know that this building will also be a source of inspiration for generations to come.”

The campus community — including the Black Faculty and Staff Association, College of Education, department of kinesiology, and several individual faculty, staff and students — advocated for the building to be named in recognition of Wade’s contributions to the University.

“Naming Wade Hall in honor of Dr. Archie Wade, The University of Alabama’s ‘Jackie Robinson,’ was one of the proudest moments of my decades-long tenure on the Board of Trustees,” said Judge John H. England Jr., trustee emeritus and chair of the Building Names Working Group. “Wade is a man of character, courage, and conviction. He showed a great deal of bravery when he took the first step to integrate the faculty at UA — an act that transformed the University and paved the way for integration of minority faculty members across the entire UA System.”

Before joining UA, Wade attended Stillman College on an athletic scholarship and graduated in 1962. He later earned his master’s degree in physical education and business from West Virginia University. He also played several seasons of minor league baseball with the St. Louis Cardinals organization and had the highest batting average in the Class A Florida League in 1966.

LEGENDARY

DR. JAYNE MEYER

Dr. Jayne Meyer (Ed.D., 1970) was presented the National Association of State Directors of Teacher Education and Certification (NASDTEC) Distinguished Leadership Award in 2016 for her K-12 teacher preparation and certification efforts. In 2021, they changed the name of this national award to the Jayne Meyer NASDTEC Distinguished Leadership Award.

From 1973 through 1975, Meyer worked for the Alabama Department of Education for the First-Year Teacher Pilot Program, a program designed to provide state-wide support to new teachers. After she moved from federal programs to teacher education in 1980, as “Teacher Education Adviser,” her title changed many times over the years as her position expanded and evolved. Before retirement in 2022, Meyer’s final role was Director for the Office of Teaching and Leading at the Alabama Department of Education. This comprehensive department encompassed educator assessment, certification, preparation, and recruitment/ placement.

The University of Alabama held a dedication ceremony for Autherine Lucy Hall on Feb. 25, 2022.

“Dr. Autherine Lucy Foster has always been the epitome of courage and determination, and has the rare quality of demonstrating both with grace,” said UA President Dr. Stuart R. Bell.

In 1952, after graduating from Miles College, Autherine Lucy Foster applied to UA but was rejected because of her race. A federal court order later reversed that decision, and Foster attended classes as a student in UA’s College of Education for just three days in 1956. She was removed from campus due to riots and threats against her life.

Her dismissal from 1956 was officially annulled in 1988, paving the way for her return to campus. She would reenroll with her daughter, Grazia, and the two would graduate together, with Lucy Foster earning a master’s

UA Dedicates Autherine Lucy Hall

degree in elementary education. “I never imagined my decision to enroll would affect so many in so many ways,” said Lucy Foster, “Today, I have several children who have attended the University and am, myself, a proud graduate and member of the alumni association. I am very humbled that the University has chosen to recognize me in this way.”

Her valiant role in desegregating the University is recognized with a pair of endowed scholarships and two landmarks on campus — a historic marker in front of Autherine Lucy Hall and the Autherine Lucy Clock Tower. She is listed as a UA Legend, was inducted into the UA Student Life Hall of Fame and the College of Education Hall of Fame, was bestowed an honorary doctoral degree in 2019, and has numerous campus awards and honors named for her.

Wilson Family Establishes Scholarship to Support CrossingPoints CCOS Student

The Wilson Family Scholarship, which supports deserving students who enroll full time in the CrossingPoints Certificate in Occupational Studies program, was established by Don and Janice Wilson in honor of their two daughters, Katie Chatam and Kristin Bundren; their grandchildren, Abby and Wilson Chatam and Reid and Rene’ Bundren; and their son-in-laws, Wade Chatam and Jason Bundren (inset picture). Don is a graduate of UA and Janice is a graduate from UAB.

The CrossingPoints Certificate in Occupational Studies (CCOS) is a non-degree certificate program for young adults with intellectual disabilities who are interested in pursuing postsecondary education at the

Capstone. CCOS provides students with intellectual disabilities with high quality and inclusive college experience.

Therapies such as applied behavior, speech and occupational therapy and programs such as the CrossingPoints CCOS are extremely effective in providing the skills needed for special needs children to live independently and be productive in society.

Jahlen Vaughn (pictured right) is the first recipient of the Wilson Scholarship.

Since its inception in 2019, the scholarship’s endowment is over $100,000 from family and matching gifts.

L to R: Calvin Brown (Director of Alumni Affairs), Randy Shealy (UA Shelby County Alumni Association), Dr. Kagendo Mutua (CrossingPoints Director), David Wilson (Director of Alumni Funds), and Mandy Wyatt (Past President, Alabama Alumni Association)

Parker-Haun Tennis Facility Opened in 2022

(October 2021) University of Alabama

Adapted Athletics officially opened the Parker-Haun Tennis Facility, the only collegiate tennis facility in the nation for adapted student-athletes.

Named in recognition of a $500,000 gift from the Parker and Haun families, the new 3,835-square-foot tennis facility is located immediately adjacent to the student recreation courts managed by University Recreation. The space includes locker rooms, restrooms, a trainer’s room, and offices for the coaching staff. In addition to the gift from the Parker and Haun families, the facility also received an additional $370,000 in gifts from 21 donors.

“Our champion student-athletes in adapted athletics now have a championship-caliber facility in which to train and compete,” said UA President Stuart R. Bell. “Through the

dedicated support of the Parker and Haun families and all who generously donated, our program will continue to set the standard of excellence for collegiate adapted athletics.”

Tim Parker Jr., chairman of Parking Towing Company, the Northportbased barge line, said he often sees student-athletes practicing in the recreation courts during the summer months and realized there was “a need to serve.”

The U.S. Tennis Association (USTA) named the Parker-Haun Facility as a recipient of the 2022 USTA Outstanding Facility Award.

“The University is a big part of our life,” Parker said. “Living in Tuscaloosa, we’re certainly aware of all the good things the University does, not just for the students they educate, but the public service, their involvement in community activities and helping the state of Alabama grow and prosper.”

Brent Hardin, director of UA Adapted Athletics, said, “Many people don’t realize adapted athletes need the same facilities, equipment, opportunities and resources that other athletes do. Once people see our athletes and what we’re doing, they want to get involved. They want to help, and they do, and it makes such a difference.”

Champion-Level Inclusion

Every student at the Capstone has a story for why they came to Alabama. Even further, every graduate from the Capstone has a story for why they stayed. For adapted athletics national champion and 2021 graduate Avery Downing, these stories are best represented in the community she has found through the inclusive opportunities exclusive to UA.

Avery grew up in Memphis, TN and was heavily involved with competitive gymnastics. She loved the camaraderie with other gymnasts as well as the sport itself. When she was 13, a fall during one of her practices caused a spinal cord injury, leaving Avery paralyzed from the waist down. Understandably, this was an extremely difficult transition. Beyond the physical losses, she also missed her sport, her ability to compete, and most of all, the team community she had found in gymnastics.

Years later when Avery was applying for colleges, one of the primary qualities drawing her to the Capstone (aside from her dad being a lifelong Crimson Tide fan), was UA’s offering of adapted athletics programs. “Memphis doesn’t have a lot for adaptive sports. I wasn’t able to get involved with it during high school. So that was one of

the main things I was looking for when I was looking for a college,” Avery said. Thanks to her academic performance, she earned the Presidential scholarship, and soon enough, she was Bama Bound. “The summer before I moved into my dorm, I reached out to the tennis coach – Dr. Evan Enquist – to see if I could try out wheelchair tennis. He was enthusiastic and wanted to meet up when

I moved in,” said Avery. She started out playing on the recreational team her freshman year, but by the second semester, she had transitioned to the more competitive travel squad. Her first two years, she also played wheelchair basketball. “It was such a crazy time. I came here with just the hopes of being able to try something, and then all of a sudden I was playing two different sports,” she said.

Avery has enjoyed a winning career. She has traveled a great deal, and her teams have won eight national championships in women’s wheelchair tennis. She is also a member of the USA Women’s Wheelchair Tennis Collegiate National Team.

“Coming to UA and being able to compete led me to become super motivated because I had these opportunities that I didn’t have for a long time. I was able to fully rediscover my love for competition and sport,” said Avery, “I think there’s something really special about being able to be in a community with other people who are like you. One of my best friends is also in a wheelchair, and I have a community of people who also experience disability.”

Avery wants to work in higher education one day so she can provide similar opportunities for future student populations. She is thankful for the opportunities she’s been given to build strong community through UA’s adapted athletics teams, and she wants to help future students develop confidence in themselves and their abilities.

UA Leading Effort to Ready Future Teachers of Computer Science

(November 2021) UA is leading a program among six state universities to prepare secondary education students to fill the need for trained computer science teachers. The statewide program builds off a successful computer science education training program at UA. With a nearly $1 million grant from the National Science Foundation, this new phase aims to train 90 secondary education students over the next three years.

“We are not producing enough teachers prepared to lead instruction in coding and computer science, which are critical concepts and skills for tomorrow’s workforce,” said Jeff Gray, professor of computer science

This training builds off a previous NSF award geared toward overlaying these courses and experiences on top of

an already existing degree path for secondary education. Jeremy Zelkowski, associate professor of curriculum and instruction, partnered with Gray and Rebecca Odom-Bartel, a senior instructor of computer science , to pilot this training program for secondary mathematics teacher candidates.

“The goal of our efforts here has been to build up capacity, so teachers already know about computer science before they start their teaching careers in the secondary disciplines they are pursuing,” Zelkowski said. “This opens up the opportunities for more students to take advantage of UA’s ability to add computer science credentials to their secondary teacher certification program of study.”

The University of Alabama (the College’s Office of International Programs) received an award to implement the first ever Gandhi-King Scholarly Exchange Initiative, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, partnering with Alabama A&M University.

The initiative aims to inspire and develop a group of 20 young civic leaders from India and the United States to work together to advance civil rights, social justice and inclusion locally, nationally and internationally by exploring the histories and legacies of Mahatma Gandhi and Dr. Martin Luther King Jr. The program is part of the Gandhi-King Scholarly Exchange Initiative Act, championed by the late Congressman John Lewis and passed by Congress in 2020.

“It is an honor for us to receive the inaugural GandhiKing Scholarly Exchange Initiative award,” said Dr. Joy Burnham, professor and director of the College’s Office of International Programs. “We thank the Bureau of Educational and Cultural Affairs of the U.S. Department of State.”

Participants examined the themes of peace, nonviolence and conflict resolution while building a network of young leaders from the U.S. and India.

UA Selected for First Gandhi-King Scholarly Exchange Initiative

“In a time of much political divisiveness, mistrust in leadership, civil disruptions and social tension, and polarity, I believe the Gandhi-King Exchange Initiative couldn’t have come at a more fitting time,” said Demitrius Barksdale, a UA doctoral student and program participant. “This program allows for each of us to grow in servant leadership, civic engagement and cultural exploration while engaging in curriculum, discussion and travel. The initiative is investing in the next generation of leaders through encouraging empathic advocacy and leadership.”

The exchange opened with a one-week virtual program and orientation followed by a two-week academic residency hosted at UA and Alabama A&M University. In addition to classroom learning, participants visited civil rights sites in Montgomery, Selma, Birmingham, Memphis, and Atlanta. In January 2023, all participants will reconvene in India for an experiential learning component focused on civic movements inspired by Gandhi.

“I have been most excited to learn how to lead with integrity, even when times are challenging,” said Barksdale. “Our world needs leaders who can remain composed, and those who can engage with others beyond their disagreements. There are no greater examples of this style of leadership than Mahatma Gandhi and Dr. Martin Luther King Jr.”

First CCOS Cohort Graduates at UA

Graduation is a momentous occasion that many college students and their families look forward to with anticipation, excitement, and perhaps, some apprehension about joining the ‘real world.’ Regardless of the emotions that accompany the occasion, for most college students, graduation is often a step on the student’s college experience that some accept without question.

But what if you are a student who was foreclosed from the very idea of ever thinking college—much less graduating from college?

That has been the case for majority of the nation’s students with intellectual disabilities such as those who enrolled in The University of Alabama’s CrossingPoints Certificate in Occupational Studies program in 2019. The possibility of attending college by this population of students with disabilities became a reality owing to the provisions made in Higher Education Opportunity Act Amendments (HEOA) of 2008. HEOA made provisions for the creation of model degree, certificate, or non-degree program for students with intellectual disabilities within institutions of higher education.

CrossingPoints Certificate in Occupational Studies (CCOS) is a three-year non-degree certificate program at The University of Alabama (UA) that provides students with intellectual disabilities (ID) an inclusive college experience. CCOS offers students with ID the same inclusive learning opportunities available to undergraduate peers aimed at pursuing academic, independent living in residential halls, social, and career goals. CCOS students are provided support by UA undergraduate students serving as academic mentors in and outside class in addition to the accommodations provided by the Office of Disability Services (ODS) to facilitate CCOS students’ access to and participation in the college classes. This three-year non-degree certificate program includes credit-bearing inclusive coursework from UA’s undergraduate catalog, specialized coursework offered by the CrossingPoints program, and opportunities to participate in apprenticeships/internships on and/or off-campus to develop and/or refine skills necessary for pursuing careers of choice upon program completion.

To further develop and increase knowledge and skills about careers, CCOS students take relevant inclusive academic

CCOS Graduates

Front, left to right: Maeghan DeLoach, Melissa Walker, Davis Spain Back, left to right: Jahlen Vaughn, Olivia Baker, Colby Spangler

coursework. For instance, a student who is interested in a career in childcare might choose to take a course or a sequence of courses on human development in the College of Human Environmental Sciences or relevant courses in the College of Education.

Other critical aspects of CCOS include living independently, and participating in residential life in dorms, and if they choose, moving off campus in the second and subsequent years. CCOS students also experience campus involvement in clubs, extra-mural sports, and joining student organizations, including Greek Life. Indeed, Beta Upsilon Chi and Alpha Gamma Delta were the very first ever UA Greek organizations to welcome CCOS students in their brotherhood and sisterhood, respectively in the 2021-2022 academic year. Peer mentors and natural supports facilitate social relationships and friendships on campus thereby supporting interested CCOS students in participating in clubs, activities, and student organizations. While mentors (pictured above right) provide academic supports, natural supports are cultivated to provide supports to CCOS students in accessing activities that promote social and campus involvement. Collectively, these efforts contribute to UA’s efforts in developing a more diverse and inclusive campus culture.

Today, CCOS is designated by the U.S. Department of Education as a comprehensive transition and post-secondary program (CTP) in the College of Education, that prepares students with ID with skills for independent living, employment attainment, social skill development, and academic achievement. The CTP designation means that qualified CCOS students are eligible to apply for federal financial aid, specifically Pell Grant, Federal Supplemental Educational Opportunity Grant, and Federal Work-Study program.

CrossingPoints welcomed its first class of students in 2002, but the program necessarily expanded into three tiers, with CCOS being its most recently added third tier in 2019. This CrossingPoints Tier 3/CCOS is the only terminal non-degree certificate-granting program at the University.

CrossingPoints recently graduated its inaugural class of six students at the UA’s spring 2022 commencement exercises. This group made history as the first group of students with intellectual disabilities to graduate from The University of Alabama.

Front, left to right: Ashley Arrington, Tori King, Elsa Sierk, Chloe Sellers

Back, left to right: Carter Chambliss, Tyler Eltvedt, Miller Johnson

Working with the UA’s Division of Strategic Communications, CCOS graduates participated in a rehearsal at Coleman Coliseum prior to their big day to become acquainted with the process, develop a familiarity with the big stage, and become comfortable with the pomp and circumstance of the occasion. Additionally, CrossingPoints program held a College of Education stole and cording ceremony for the graduating CCOS students and their graduating undergraduate mentors. All the graduating students were inclusively recognized for their achievements outside of the classroom and for their academic excellence at the Capstone. Furthermore, two of the CCOS graduating students participated in the Nyansapo Kente Robing Ceremony sponsored by UA’s Black Faculty and Staff Association to recognize graduating students of color. And finally, CCOS graduates were also recognized at the June 2022 meeting of The Board of Trustees of The University of Alabama.

During their time at the Capstone, the students participated in service projects, were involved in Greek life, held jobs on and off campus, attended athletic events, and found academic success through inclusive courses with other UA students and courses within CrossingPoints. We are proud of their accomplishments and cannot wait to see what they do with their CrossingPoints experience in the future.

CCOS Mentors

Hall of Fame 2020 & 2022

Dean Hlebowitsh’s Opening Remarks at the Hall of Fame Induction Ceremony

(February 2022) We celebrated two Hall of Fame classes this year after skipping a year due to Covid precautions.

Included in these two classes are an education professor who started at UA in 1968, who rose to the level of interim dean and whose love for teaching and for his students is really something to witness; a national expert in the area of gifted and talented education, whose work on creativity has had an enduring effect in how we develop talent among diverse populations and whose entry in the teaching profession started at age 4 and continues today, 21 years after her retirement; a U.S. Marine and statistician, (and a mentor to me) whose leadership as the Dean of the College of Education brought the work of the college into the lives of children; an educator whose achievements in both school and community settings are remarkable and whose grace and appreciation for the people around her reminds us that teaching is always about people first and ideas second; a college administrator whose career was launched after gaining his graduate degrees with us and who has had a remarkable administrative career serving in the role of dean, associate dean, director of admissions, interim provost and vice chancellor, mostly at a rival SEC school will shall

FRANK B. ASHLEY III

Ed.D., The University of Alabama, 1986. M.A., The University of Alabama, 1976. B.S., Louisiana College, 1975.

Dr. Frank B. Ashley III is senior associate dean for academic affairs at the Bush School of Government and Public Service at Texas A&M University, and he is also currently serving as the director of diversity initiatives for

remain nameless; a life-long educator whose entry into the profession was a reluctant one but whose passion for teaching grew under the influence of several UA professors, including as our own amazing sitting associate dean, Liza Wilson; an educator of children with special needs, whose passionate work with the Special Olympics went hand in hand with her considerable achievements as a teacher and an administrator; a former news anchor and former director of a UA honors program whose work was at the very vanguard of initiating a computer-based honors program at UA, and who is, by every measure, among Tuscaloosa’s most celebrated and honorable citizens; and a civil right hero, a man from Mississippi who transcended the burdens he faced on our campus to rise to the highest levels of administrative authority.

And there really is no better legacy than this. To paraphrase the words of John Dewey, the things we prize most in life are rarely of our making. They exist by the grace of those who lived and worked before us. Our responsibility is to value this good work so that those who come after us may receive it and share it generously in kind.

Texas A&M University. He came to the Bush School from the College Board, where he was senior vice president of membership and higher education engagement.

Ashley began his academic career as a science teacher and coach. His previous appointments include faculty positions and service as dean of the College of Education and interim provost/vice president for academic affairs at Texas A&M University-Commerce as well as director of admissions and associate dean for undergraduate studies and teacher education in Texas A&M University’s College of Education.

From 2007 to 2010, Ashley served as vice chancellor for academic affairs for the Texas A&M University System, where he served as chief academic officer for the System and represented the System at the state level on all academic issues. In 2010, he was named vice chancellor for recruitment and diversity and chief of staff.

VICKIE GIBSON BROWN

Class AA Special Education, 1983, & Class A Education Administration, The University of Alabama, 1979. M.A, The University of Alabama, 1976. B.S., Troy University, 1974.

Vickie Gibson Brown’s career in education spans from her first teaching position at the education center at Partlow School in 1974 to her retirement in 2014 from Tuscaloosa City Schools. After teaching at Partlow for three years, she became the principal at Eden School in St. Clair County for two years before relocating to Bibb County where she was employed as a special education teacher and, later, as a special education coordinator for 27 years. In 2007, she accepted a position as director of student services with Tuscaloosa City Schools where she retired in 2014 from a career that spanned 40 years.

After her “retirement,” she accepted a part-time position with special education services at the Alabama State Department of Education as an instructional coach for numerous schools, including Greensboro Middle School in Hale County where the first demonstration site for authentic co-teaching was founded under Brown’s guidance. This resulted in numerous visitors from other school systems coming to observe high quality instruction and effective strategies to maximize achievement for students with disabilities.

Brown’s long and successful career includes work outside of the school-building volunteering with the Special Olympics for 50 years where she served as a coach and chaperone. For this, she was awarded both the Coach of the Year Award and Spirit of Special Olympic Award from the Alabama Special Olympics. In 1996, she was selected

to be a Community Torch Bearer and was one of sixty who were selected from more than 600 nominees for the 1996 Atlanta Summer Olympics for her contributions as a teacher and community volunteer. Brown is also an interpreter for the deaf.

JAMES E. MCLEAN

Ph.D., University of Florida, 1974. M.Stat., 1971, University of Florida, 1971. B.S.E, University of Florida, 1968.

In 1974, Dr. James E. McLean became an assistant professor at The University of Alabama where he advanced through the ranks to become a university research professor. He held the same rank from 1995 to 2000 at UAB and held the James H. Quillen Chair of Excellence in Teaching and Learning Endowed Chair at East Tennessee State University. He returned to The University of Alabama as the dean of the College of Education in 2004 and retired in 2013. Following his retirement, he continued to serve part-time as the associate vice president for community affairs and the executive director of the Center for Community-Based Partnerships.

During his professional career, he taught statistics and measurement to thousands of students and wrote over 100 scholarly research papers and gave over 200 professional presentations. His teaching was recognized at UA with the Burlington Northern Foundation Faculty Achievement Award in Teaching and the National Alumni Association’s Outstanding Commitment to Teaching Award. His research received the Outstanding Research Award by the Mid-South Educational Research Association four times at which point the award was renamed in his honor.

During his tenure as dean, College endowments saw a seven-fold increase and annual giving saw a four-fold increase; the adapted athletics program evolved into an international model with the women’s wheelchair basketball team winning multiple national championships; the hiring of highly productive faculty; and oversaw multi-million-dollar renovations to Autherine Lucy Hall and Wade Hall.

MARGARET L. MORTON

Certification in Guidance Counseling, Jacksonville State University, 1990. Ed.S., The University of Alabama, 1978. M.A., The University of Alabama, 1973. B.S.E, The University of Alabama, 1972.

Margaret Morton is the executive director of the Sylacauga Alliance for Family Enhancement Family Services Center (SAFE), which she has been doing since 1998.

Morton retired in 2007 from the Sylacauga City Schools.

She began her career in education in 1973 as a learning disabilities specialist at East Lake Elementary School in Birmingham. In the mid-1990s, Morton was on the foundational team for SAFE. Morton worked as an elementary guidance counselor at Sylacauga City Schools when SAFE was just beginning to grow. She became the organization’s part-time executive director in 1998, sharing her time between SAFE and the school system. During this time, she was named the Alabama Counseling Association’s Elementary Counselor of the Year in 1995.

Morton has been recognized by her peers on multiple occasions, which shows the respect they have for the work that she has done over her lifetime. In 2021, CBS

Nexstar named her Alabama’s Remarkable Woman of the Year. In 2020, under her guidance, SAFE received the Chick-fil-A True Inspiration Award Winner. Additionally, they (she and SAFE) won the Innovator of the Year by Alabama Works. Morton was the recipient of the inaugural the David Mathews Center for Civic Life’s Jean O’Connor-Snyder Award. The Alabama Department of Human Resources recognized Morton for her Outstanding Commitment to the Children and Families of Alabama. She was also named Sylacauga’s Woman of Achievement Award.

Margaret Morton is a selfless leader whose unwavering commitment helping others has brought about positive and continuing change for the children and families of Alabama.

MARGARET Y. O’NEAL

M.A., The University of Alabama, 1994. B.A., Judson College, 1969.

Margaret began her professional career as a social worker in rural south Alabama where she worked with families in need of services for the care and safety of children. It was in 1970 that Margaret began her teaching career. In the midst of a

teacher shortage, a family friend asked her to teach until a credentialed teacher could be found. This experience led her to a new career.

In 1996, Margaret moved from teaching young adults in the classroom to work as an administrator until her retirement from K-12 education in 2011. She would then supervise interns and serve as a clinical master teacher for the College.

Margaret has received many honors during her career. She has been honored with several outstanding teaching awards in each of the districts and communities where she served. She was recognized by the Alabama Council for the Social Studies as the Alabama Outstanding Social Studies Teacher of the Year and received the Curriculum Administrator of the Year award given by the Alabama Association for Supervision and Curriculum Development. She received the George F. Cram Company Scholarship Award and the National Council for Geographic Education Distinguished Teaching Award. Additionally, she was awarded the Keizai Koho Center Fellowship given by the Japan Institute for Social and Economic Affairs and the National Council for the Social Studies.

Margaret was named the first principal of Northridge High School in Tuscaloosa which involved the transformation of an academic setting and the development of a new school culture from one of a mega high school to that of a smaller neighborhood school. As a district curriculum leader, Margaret led a team of educators, parents and community leaders in the research, design and implementation of the curriculum for two International Baccalaureate (IB) magnate schools at the elementary and middle school levels that would provide a transition to the IB high school in the district.

WILLIAM ROSS PALMER

Ed.D., University of Florida, 1969. M.Ed., Mississippi College, 1962. B.S.E., Mississippi College, 1960.

A lifelong educator, Dr. W. Ross Palmer graduated from Crystal Springs High School in Mississippi in 1957, earned bachelor’s and master’s degrees in secondary math, and then gave back to his community by teaching 7th and

8th grade math. In 1964, he became curriculum assistant to Jackson Public Schools in Mississippi.

He left the public school system to move to Florida to complete his doctoral studies and later joined the UA faculty as an instructor in 1968; he became an assistant professor and in 1973, he was promoted to associate professor and chair for the foundations department. In 1978, Palmer was granted his first sabbatical spending a year teaching grade 8/9 math at Forest Hill Junior Senior High School in Mississippi.

Upon return from sabbatical, Palmer served in the roles of professor and program chair, acting assistant dean, associate dean, and then served 15 years as assistant dean for student services and certification. In 2002, he was granted administrative leave with the intent to retire the following year, but when the dean’s position was left vacant, Palmer was asked to serve as interim dean for a year.

Throughout his career, Palmer has been a student advocate, role model, and public servant. Palmer was granted a lifetime membership in Kappa Delta Pi, an international honor society in education for his service.

CATHERINE J. RANDALL

Ph.D., The University of Alabama, 1977 & 2001. M.A., The University of Alabama, 1975 & 1996. B.A., The University of Alabama, 1973.

Dr. Cathy Randall is the chairman of the board of Pettus Randall Holdings, LLC, and is the former chairman of the board of Randall Publishing Company, the former director of the University Honors Programs at The University of Alabama, and

a former news anchor at CBS-affiliate WCFT-TV. She has been named one of the top 31 UA women graduates of the century.

Immediate past chairman of the Alabama Academy of Honor (the 100 most outstanding living Alabamians), Randall has served as national president of Mortar Board, Inc. and as president of the Boards of Directors of the American Village. She is also a member of the Alabama Women’s Hall of Fame, the David Mathews Center of Civic Life, and director of Alabama Girls State.

In addition to her continued membership on the board of the Alabama Women’s Hall of Fame and the American Village, Randall serves on boards of directors of Mercedes Benz USI, Alabama Power Company, the Alabama Archives and History Foundation, the David Mathews Center for Civic Life.

She has been honored with Tuscaloosa’s Lifetime Achievement Award for Women of Distinction, the E. Roger Sayers Award as the outstanding University of Alabama faculty/staff member, UA’s Living Legend Award, the Tuscaloosa County Civic Hall of Fame, Tuscaloosa’s Philanthropist of the Year and Pillar of the Community, one of two Birmingham Outstanding Civic Leaders, Tuscaloosa’s first Champion of Character, and the Bryan Lifetime Achievement Award from the North Central Girl Scouts, the Heart of an Eagle Award by the Boy Scouts of Greater Alabama, Yellowhammer Woman of Impact, Grand Marshal of the UA Homecoming Parade and Tuscaloosa’s Bicentennial Parade, and Achievement Award by the Association of the U.S. Army’s west/central Alabama chapter.

Randall’s has served the Capstone in various capacities throughout her career, including 25 years as director of the Computer-Based Honors Program. That program now bears her name—the Catherine J. Randall Research Scholars Program, a nationally-recognized undergraduate research program that pairs students majoring in any field with professors to apply computer-based research to their projects.

CAROL L. SCHLICHTER

Ed.D., Vanderbilt University, 1971. M.A., Vanderbilt University, 1962. B.S., Samford University, 1960.

Dr. Carol L. Schlichter joined the College as professor and chair of the program for gifted and talented in 1975 after having served 15 years as an elementary teacher, gifted specialist, art specialist, and project director for Talents Unlimited in Mobile County as well as a gifted education teacher in Athens, Greece.

There is not a classroom teacher for gifted and talented students in Alabama who has not benefited from Schlichter’s work with Talents Unlimited, the thinking skills model she developed and researched during the early 1970s. Talents Unlimited was recognized then, as well as now, for the national impact it had on inservice training programs. Each summer, Carol would make the pilgrimage to the University of Connecticut where she presented at the Renzulli Center for Creativity, Gifted Education, and Talent Development. As an invited presenter, Carol carried the Talents Unlimited model to educators from across the globe.

During her tenure as chair and professor, Schlichter developed and implemented the master’s and educational specialist programs for gifted and talented certification and worked tirelessly in classrooms across the state of Alabama conducting model lessons and/or training classroom teachers, teaching lessons to P-12 students, judging competitions, delivering information to parents and G/T teachers, and providing assistance where needed.

She is a strong proponent of teaching excellence and that is reflected in her awards, including the National Alumni Association’s Outstanding Commitment to

Teaching Award; the Alabama Federation of Council for Exceptional Children Jasper Harvey Award for Outstanding Teacher Educator in Alabama; the National Association for Gifted Children E. Paul Torrance Award for Creativity; the UA College of Continuing Studies Award for Teaching Excellence; and the Capstone Education Society Excellence in Teaching, Research, and Service.

Every summer, the College of Education holds its Summer Enrichment Workshop for gifted and talented youth. The program was started 35 years ago by Schlichter as a way to provide enrichment activities for gifted students.

Since her “retirement” in 2000, Schlichter has continued to teach part-time in the Multiple Abilities Program (MAP) teaching art and higher-order thinking skills to MAP students.

JOFFRE T. WHISENTON

Ph.D., The University of Alabama, 1968. M.S., Springfield College, 1956. B.S., Tougaloo College, 1955.

Dr. Joffre T. Whisenton serves as president of Joffre T. Whisenton & Associates, Inc. The consulting firm has been in operation since 1988 focusing on the resolution of problems in institutions of higher learning as well as industry, foundations, corporations, and the federal government.

Whisenton served as president of the Southern University System in Baton Rouge, Louisiana from 1985 - 1988. From 1987 - 1988, he served in a dual role as system president and interim chancellor of Southern University at Baton Rouge.

Whisenton served as associate executive director with the Commission on Colleges of the Southern Association of Colleges and Schools in Atlanta before assuming the presidency of the Southern University System. Prior to joining the Southern Association of Colleges and Schools in 1969, Whisenton held a joint appointment as professor and chair of the division of education and psychology at Stillman College in Tuscaloosa and as a program associate in the office for student development at The University of Alabama.

Whisenton is the first African American to earn a Ph.D. from The University of Alabama in 1968. After earning his doctorate, he served on Stillman College’s faculty for 13 years. His positions at Stillman included professor of educational psychology; instructor of physical education; basketball, baseball, and track coach; dean of men; chairperson of the physical education department; and director of athletics. He also directed Stillman’s selfstudy program for regional accreditation by the Southern Association of Colleges and Schools.

Whisenton took a leave of absence from the Southern Association of Colleges and Schools from 1975 to 1977 to serve in the capacity of special assistant for educational policy to the Secretary of the United States Department of Health, Education, and Welfare. He served as a major policy advisor to the Secretary and other key officials of the department on the broadest range of educational policy issues. He handled, on behalf of the Secretary, contact with key officials of government as well as with interested national citizens and professional groups and organizations. He also dealt with policy matters involving department programs and operations with key officials at the White House as well as with other government agencies and Congress, and advised department officials on various educational policy issues, as appropriate.

Hutchison Joins College as the Fayard Endowed Chair in Literacy Education

Gary Fayard, a 1975 graduate of the UA Culverhouse College of Business, and Nancy Fayard, a 1975 graduate from the College of Education, said their gifts are aimed at creating a solid path toward higher education for students throughout the state.

Professor Amy C. Hutchison has served as professor in the College of Education at George Mason University. Hutchison is among the most influential scholars in the nation on subjects related to digital literacy. Hutchison’s scholarship centers around three primary areas of inquiry: (1) understanding how digital technology can be used equitably and to support diverse learners; (2) understanding and supporting the development of STEM literacy among underrepresented students; and (3) understanding how to prepare teachers to implement computer science instruction into the elementary grades, with a particular focus on supporting students with disabilities. Focused on these areas of interest, she conducts research across the PK-20 spectrum, across disciplines, in formal and informal learning environments, and with pre-service and practicing teachers using a variety of inquiry tools and methodologies. Insights from her work in the field, and research from the field more broadly, are brought together in her recently published co-authored book entitled Digitally Supported Disciplinary Literacy for Diverse for Diverse K-5 Classrooms (2020), in which she and her coauthors explore the complexities of digital literacies and invite teachers and schools to reconsider the role of digital technology in today’s literacy instruction

Gary Fayard, joined the Coca-Cola Company in 1994 as vice president and comptroller and was promoted in 1999 to senior vice president and CFO. Nancy S. Fayard earned her B.S.E. in school librarianship from UA in 1975.

Their $2 million Fayard Endowed Chair in Literacy Education helped the College of Education attract a nationally-recognized scholar in the field of childhood literacy.

and how literacy education is undertaken in schools. Through her work, Hutchison encourages teachers to examine their instructional practice, to understand the ways that digital technology transforms what it means to be literate, to understand the importance of providing equitable access to high-quality instruction with digital technology, and to understand the interconnected nature of reading, writing, and digital technology.

Hutchison was awarded the 2020 Digital Literacy Game Changer Award by the International Literacy Association, and has previously received research awards from the Literacy Research Association, the American Educational Research Association’s Technology as an Agent of Change Special Interest Group, Iowa State University, and the Thomas N. Urban Award for outstanding scholarly contributions to education.

2021-2022 New Faculty

Chunhua Cao (University of South Florida) assistant professor, quantitative research structural equation modeling, multilevel modeling, measurement invariance,

Erin Geiger (George Mason University) clinical instructor and director, Gadsden Early Learning Initiative

early childhood education, teaching and learning, pedagogy, constructivism

Wenjing Guo (The University of Alabama) clinical assistant professor, quantitative research simulation, IRT, missing data, Rasch analysis, psychometrics, modeling

Olivia Hester Robinson (The University of Alabama) research assistant professor, special education

identifying evidence-based practices in transition of young adults with disabilities from school to postschool outcomes, retention and wellbeing of special education teachers

Erica Lee (The University of Alabama at Birmingham) research assistant professor, special education

mindfulness-based intervention, social-emotional learning, early childhood educators’ use of behavioral strategies

Laura McNeill (The University of Alabama) clinical assistant professor, instructional technology teaching presence, student engagement, student satisfaction in online, asynchronous courses

Jewoong Moon (Florida State University) assistant professor, instructional technology digital game-based learning, inclusive and immersive e-learning design, multimodal learning analytics, adaptive learning system design

Emily Sims (The University of Alabama) associate dean for student services and clinical associate professor, secondary English language arts Web 2.0 technologies as tools to improve student learning, developing instructional activities that embed and promote critical thinking opportunities for secondary students

Shena Sanchez (Vanderbilt University) assistant professor, qualitative research educational research, student identity and voice, socio-political contexts of education

Michael Sulkowski (University of Florida) associate professor, school psychology mental/behavioral health services, school safety/crisis response, students in transition (e.g., military, immigrant/refugee, foster care)

Akeisha Young (The University of Alabama) director, accreditation & assessment and clinical assistant professor, ELPTS assessment, higher education 2022-2023

New Faculty

Rana Al-Khatib Eloubeidi (The University of Alabama) clinical assistant professor, quantitative research quantitative research, educational leadership

Lori Bruner (Michigan State University) assistant professor, early and elementary literacy early childhood, word learning, digital texts, families & communities

Dominic Combs (University of Illinois at Urbana-Champaign) clinical assistant professor, evaluation research evaluation research, mental health

KC Culver (University of Iowa) assistant professor, higher education educational policy and practice on the development and success of diverse students, learning environments

Shannon Davidson (Florida State University) assistant professor, science education emotions of doing science, cultivating science teachers’ understandings of science as a discipline

Amy Hutchinson (Clemson University) Fayard Endowed Professor of Literacy digital literacy, computer science education, coding to teach English as a second language, social justice, students with disabilities

Heewon Jang (Stanford University) assistant professor, educational leadership segregation, social inequality, achievement gaps, neighborhood effects, school choice, school funding

Morgan Luttig (Florida State University) assistant professor, music education choral techniques, pedagogy, inclusive choral programming, student engagement

Elizabeth Michael (The University of Alabama) clinical assistant professor, special education social-emotional learning, selfregulated strategy development

Kimberly Odom (The University of Alabama) clinical research assistant professor, special education autism, residential settings, emotional and behavioral disorders, mental health, juvenile justice

Courtney O’Grady (University of Illinois-Urbana Champaign) assistant professor, early childhood and early intervention disruption of deficit narratives about children and families, culturally responsive practices, equitable access to high quality early education settings for all children

Zachary Rightmire (Auburn University) clinical assistant professor, exercise science exercise and sport performance

Tori Smith (Baylor University) assistant professor, secondary social studies education civic culture, civic action, adolescent civic identity formation

Laurel Snider (University of Denver) assistant professor, school psychology developmental disabilities, autism spectrum disorders, child development, inclusion

Retirements in the College 2021 - 2022

Bethany Compton retired November 2022 after 18+ years with the College of Education. Bethany was a student in the first Tier 1 cohort of CrossingPoints. She began her work Masy 2004 in the office of clinical experiencesand ended her career in the office of student services where she performed office duties for both offices. In retirement, she plans to help her dad with the farm animals on their property.

Dr. Judy Giesen (no picture) retired as clinical professor emerita in October 2021 after serving in the College of Education since 1989 when she joined the College as a research associate of the evaluation and assessment laboratory. Giesen taught courses in quantitative research methods, statistical methods, applied regression analysis, psychometrics theory, evaluation; and contributed to many technical reports including the College’s strategic plan, activity reports for the research assistance center, and reports for accreditation purposes.

Dr. Ann Godfrey retired as clinical associate professor emerita after more than 23 years of distinguished service as a scholar, teacher, mentor, and colleague. Godfrey taught numerous courses in educational (quantitative) research at The University of Alabama (and Gadsden) in addition to courses in Ecuador, Paraguay, Peru, and Mexico City.

Dr. Janie Hubbard retired as associate professor emerita after serving in the College of Education since 2009. Hubbard began her 33-year career in education in 1988 as a second grade teacher at Shades Cahaba Elementary School. Hubbard is an expert in social studies education and social studies topics including history, civility, southern history, inequality and inequity, media literacy, and world histories.

Donna Smith (no picture) retired after 27 years with UA, 16 of which were with supporting the higher education program in the College.

Dr. Kathy Shaver Wetzel retired as associate dean and clinical professor emerita of special education. Wetzel joined the College in 1998 as executive director of the Alabama Consortium for Educational Renewal. Wetzel’s 50-year career in education began in 1974 as a special education teacher at Brookwood High School and Northport Junior High School in the Tuscaloosa. Wetzel led the college as the certification officer and liaison to the Alabama State Department of Education for 20 years of uninterrupted successful certification reviews. She also served as lead coordinator of registration, advising, and recruitment; supervisor of clinical experiences; academic misconduct monitor; chair of the academic bankruptcy committee; and chair of the exceptions board.

Dr. Vivian H. Wright retired as professor emerita of instructional technology after serving the College since 1999. Wright developed the Master Technology Teacher program to encourage collaboration among educators to integrate technology into the secondary education classroom. She co-developed projects such as e-portfolios for preservice teachers. She received several awards including the College’s Academic Excellence Award; the Nellie Rose McCrory Faculty Excellence Award in Service; UA’s Outstanding Commitment in Teaching Award; the MSERA James McLean Distinguished Paper Award Recipient; and the W. Ross Palmer Service to Students Award.

New Faculty Additions Converge in Tuscaloosa

Morett Receives Early Career Award from the National Science Foundation

A Small Gesture, A Big Impact

Dr. Laura Morett was selected by the National Science Foundation for a CAREER Award, one of the nation’s most prestigious recognition of top-performing young scientists.

The grants allow each researcher to train and motivate a new generation of scientists and engineers not only at UA through instruction and hands-on lab work, but also through outreach efforts to schools and the community.

The NSF Faculty Early Career Development, or CAREER, Program is a foundationwide activity offering the most prestigious awards in support of early-career faculty with the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization.

Currently, 35 UA faculty from disciplines across campus received NSF CAREER Awards during their tenure.

The first professor in the College of Education to receive a CAREER Award, Dr. Laura Morett plans to use her grant to understand hand gestures’ impact on learning to help bridge the gap between educational neuroscience research

and teaching. Her group will examine how gestures help a person learn a second language. The team will determine how information is conveyed with gestures along with speaking, characterize how the learner receives that information and identify how brain regions used in language processing are affected by observing the gestures as part of learning. Though focused on learning a second language, the findings could have broad implications on how gestures can be used to enhance teaching in many areas.

Trust in Science Predicts Pandemic Compliance

Trust in the scientific research community is the best predictor of a person’s compliance with public health measures intended to prevent COVID-19.

Examining survey responses from more than 14,000 people across 35 countries, trust in the scientific research community stood out as the best predictor of vaccine intent and compliance with other measures such as face coverings, according to a recently published paper in Epidemiology & Infection.

The findings suggest promoting trust in science through science education and communication is likely necessary to address social divisions over the COVID-19 public health guidelines, said Dr. Hyemin Han, associate professor of educational psychology.

“I explored diverse types of trust in a data-driven manner to understand which type of trust plays the most central role in prediction,” he said. “The analyzed dataset was collected from diverse countries, so findings may provide useful insights regarding this matter from the global perspective.”

“Unlike the majority of the previous studies that focused on associations between individual factors, I examined which trust plays the most central role in prediction in the whole picture,” Han said.

Whether it is pharmaceutical measures such as vaccines or non-pharmaceutical measures such as masking and distancing, trust in the community of mainstream scientific research is fundamental, the study showed.

Han said. “If researchers and policymakers are interested in promoting people’s compliance with preventive measures, which are suggested and supported by scientific research, they need to consider how to promote people’s trust in scientific research and scientists.”

Han suggests improvements in science education and science communication are needed to strengthen trust in robust research and the scientists who perform that work.

The next steps for his research group are examining the association among conspiracy thinking, anti-expert sentiment and public health compliance to understand the role of disinformation and its purveyors.

UA/UWA Inservice Center: Ease and Convenience of Professional Learning

If you have taken a course or attended a workshop with the UA/UWA Inservice Center lately, you know the smile that is Dr. Holly Morgan, director of the center and champion for continued professional education.

Teachers never stop learning. They can’t. Each new class of students brings a new school culture with needs and issues specific to those particular set of students. Morgan and her innovative staff bring those continuing education lessons and workshops to practicing teachers through the Inservice Center.

As a lone Instructional Coach in my district, I find my time with the [Inservice Center] invaluable. I’ve had so many great experiences and conversations. I appreciate you all so much.

--LaMareshia Johnson, Choctaw County

The UA/UWA Regional Inservice Education Center is one of eleven state regional centers whose purpose is to provide professional development to the K-12 educators in designated public-school districts within its geographic region. The Center serves the teachers, administrators, counselors, and librarians of twelve school districts and one

charter school within nine area counties. In addition to the center itself, Dr. Morgan serves as the PI for ten other regional contracts including AMSTI, ASIM, and ATIM. On average, the Inservice Center provides training for over 3,000 participants each year.

How do they do this? Three ways including 1) region specific, 2) district/school specific, and 3) targeted. Each of these are developed by the needs represented on the statewide professional learning needs assessment and also specific academic growth and achievement data from each school and/or district served.

Morgan stated, “It’s an honor to contribute to the needs of dedicated educators within our region. In the words of our great coach, Nick Saban, ‘Focus on the progress, not the results.’ That’s what we strive to do each day for our teachers. We are focused upon professional learning and coaching that contributes to progress, and our mindset is to continually grow and improve each day for our students.”

Gadsden Center: A Place with Many Missions

The Gadsden Center, much like Harry Potter’s Room of Requirement, evolves to meet the needs of the times and the people.

The Gadsden Center was established in 1946 to provide classes satisfying the interests of particular professional or community groups, especially WWII veterans. The city of Gadsden leases the building to UA, now specifically, the College of Education.

In the 1970s, many services were offered including UA undergraduate and graduate courses, testing services, student teaching placement coordination, and continuing education courses.

In the 1990s, the Gadsden Center was a hub for graduate programs for non-traditional students in northeast Alabama.

Today, led by Felicia Simpson, the Center now focuses on early learning and after school programs. The Center houses two First-Class, Pre-K classrooms known as the Gadsden Early Learning Initiative serving 36 children through a grant from the Alabama Department of Early Childhood Education.

The Alabama Afterschool Community Network (ALACN) is also housed at the Center. ALACN operates five regional hubs throughout the state of Alabama.

In addition, ALACN has partnerships with the Afterschool Alliance, the Alabama State Department of Education, Million Girls Moonshot, A+ Education Partnership, STEM Next Transition Grant: PROJECT IMPACT, AA State Outreach, Lockheed Martin, Project Soar: Gadsden City Schools, STEM with TCS, and the Alabama Department of Childhood Abuse and Neglect.

Allyson was awarded the 2022 Badar-Kauffman Early Career Scholar Award for her research on the effects of the selfregulation strategy development instructional approach with embedded self-determination skills for use with adolescent youth served in juvenile justice settings, an extreme honor in our field and recognizes Allyson’s blossoming research skills and early impact on our field. This year has been tremendously pivotal year in her program as this is the fourth national award she has received in 2021-2022 recognizing her research and positive impact on the lives of youth served in juvenile justice facilities - so proud of her! —Dr. Kristine Jolivette

Doctoral Candidate Allyson Pitzel on Emotional and Behavioral Disorders and Adapting Tiered Supports in Restrictive Education Settings

Allyson Pitzel is a doctoral student in the special education Ph.D. program where she serves as an Inspire Fellow, funded by a U.S. Department of Education leadership grant (led by Dr. Kristine Jolievette, Paul W. Bryant and Mary Harmon Bryant Chair of Excellence in Education), which prepares individuals with the experiences and skills necessary to support youth in residential and juvenile justice facilities.

What inspired your research focus?

Over the past two years working with Dr. Jolivette, I have had the opportunity to work with adolescent girls with emotional and behavioral disorders (EBD) in a juvenile justice facility building rapport with youth and staff, as well as assessing their current and future needs. After talking with staff, writing (e.g., persuasive) and self-determination (e.g., self-advocacy) were identified as areas of need. A particular focus was placed on teaching the girls how they could use persuasive writing to self-advocate using self-regulated strategy development (SRSD) with selfdetermination skills instruction to support the writing needs of girls. Together, we came up with a list of things that the girls would need to self-advocate for both inside and outside of the facility. These self-advocacy focused topics became the essay prompts for the first of several studies conducted at the facility using SRSD embedded with self-determination instruction.

What does your research help to solve?

SRSD has been identified as an effective, evidence-based instructional approach to address the writing needs of EBD youth who struggle with the writing process. Youth with EBD are less likely to use self-determination skills such as goal setting and self-monitoring which are key aspects to writing. Supporting youth with writing and self-determination instruction is critical to their success

both inside and outside of the facility; my research aims to explore these areas further in order to better serve the needs of this marginalized and vulnerable population of youth. In doing so, it is my hope that such skills will assist youth as they transition back to less restrictive settings (e.g., home school, community).

What would you say to someone considering working with restrictive education environments? Conducting research in restrictive education settings such as the juvenile justice system is warranted. Many systemsinvolved youth have a series of deficits across domains (e.g., academic, behavior) that need to be addressed. The field needs more researchers supporting this marginalized population in order to help them successfully transition back into the school and community setting. Without such supports, youth may recidivate and end back in the system.

How have your graduate studies changed you?

I have always been passionate about improving the education and the lives of students. Throughout my program, I have become increasingly so about improving the lives of youth with EBD in restrictive education settings in the areas of scholarship, teaching, and service, which have led me to publishing two research-to-practice manuscripts in peer-reviewed journals for youth in juvenile justice facilities, one co-authored SRSD data-based study submitted for peer-review publication, and five manuscripts in process. I am also first author on a book chapter related to writing and SRSD for youth in restrictive education settings which is currently in review. Along with this, I have presented (8 invited, 22 accepted, 1 in review) at various state/national conferences on youth with behavior disorders as well as presented to a national Think Tank. I have taught/co-taught courses related to special education and behavior as well as given multiple guest lectures on topics such as SRSD and behavior interventions/supports. Finally, I was recently nominated as the 2022 Sr. Representative of the American Educational Research Association AERA Division G Graduate Student Executive Committee.

Each year, the Capstone Education Society celebrates alumni achievements with awards. The Covid-19 pandemic put bumps in our annual recognition practices. Here are the recent awardees.

2022 Harold L. Bishop Award for Leaders: Dr. Michael J. Daria (‘95, ‘97, ‘01, ‘06)

Dr. Mike Daria is the superintendent of Tuscaloosa City Schools(TCS). Not only is Daria well respected locally, but he is also highly respected and recognized across the state and nation.

Dr. Daria has received more than ten awards for leadership including the Community Partner Distinguished Achievement Award from the University of Alabama’s Council on Community-based Partnerships, the Alabama Community Education Association Superintendent of the Year Award, and the AlabamaWorks Innovator Award. Dr. Daria models lifelong learning by participating in professional development opportunities such as National Superintendent Certification and Leadership Alabama. Dr. Daria shares his professional knowledge and skills through professional presentations and publications.

Due to his expertise, Daria is frequently called upon by universities, including UA, to teach graduate level educational leadership courses. He has spoken to Superintendent Academy cohorts where his presentations are consistently motivating. At the national level, Daria has led sessions at the American Association of School Administrators on multiple occasions. Even more important than Daria’s state and national presence is his impact on the Tuscaloosa City School system. In 1996, he started his career as an English teacher with TCS. After four years as a classroom teacher, Daria began a leadership journey that started with a position as an assistant principal and culminated with the superintendency. Always focused on what is best for students, he has led TCS on a path to steady improvement.

COLLEGE OF EDUCATION ALUMNI AWARDS

presented by Capstone Education Society

2021 Harold L. Bishop Awards for Leaders: Dr. Avis Williams (‘02, ‘10)

Dr. Avis Williams, former superintendent of the Selma City School System and now first female superintendent of the NOLA Public Schools, has been recognized by national, state, and local organizations as an outstanding innovative leader in the field of education. She is a champion for equity with a passion for developing leadership pipelines through mentoring.

She contributes who she is today to the guidance of her mentor and advisor, Dr. Harold Bishop. Dr. Williams’ educational philosophies reflect Bishop’s passion for equity in education. Her leadership path to becoming a superintendent includes serving as a principal at the elementary, middle and high school levels, as the Executive Director of Curriculum and Instruction in Greensboro, North Carolina where she led instruction for over 60 schools, and as the Assistant Superintendent for Curriculum in Tuscaloosa City Schools.

Williams is the 2020 Alabama Alliance of Black School Educators Dr. Ulysess Byas Superintendent of the Year and a 2019 finalist for Alabama State Department of Education Superintendent of the Year. She was selected by her peers as the School Superintendents of Alabama District Two president. Avis was awarded the Marbury Technology Innovation award by the Alabama State Department of Education in 2011 as a principal and in 2019 as a superintendent. As a nationally-recognized ambassador for education, Avis is a sought-out presenter. She has delivered dozens of professional development and motivational sessions to educators and leaders nationwide focusing on promoting equity, creating leadership pipelines, and developing a culture of joy.

2020 Harold L. Bishop

Awards for

Leaders: Dr. Roland Mitchell (‘05’)

When reflecting on what qualities make a leader, Mitchell is adept in turning a vision into a reality. He started his career as assistant professor at Louisiana State University in 2006.

Since 2018, he has served as the Interim Dean of the College of Human Sciences and Education (CHSE). He currently oversees five different schools, a K–12 student body and staff, and preschool including a dynamic set of faculty, staff, and students with wide range of expertise and needs.

In addition, his leadership extends to his scholarship addressing issues of race in higher education and other contexts. He founded the Louisiana Summit on African American Male Educational Success, which is focused on offering strategies for improving outcomes for African American males. What was originally a Louisiana-based initiative has now gained momentum nation-wide and he has been asked to speak and share his expertise at university campuses across the country.

He is the co-editor of The Crisis of Campus Sexual Violence, which was awarded an Outstanding Academic Titles award and highlighted on the Top 25 Favorites list of the Choice editors. He serves on the advisory board for the Louisiana Department of Children and Family Services, the associate board for the Campus Federal Credit Union, and for his ongoing service at meeting the needs of underrepresented populations in education, he has been awarded the David A. Kahn Award for Exemplary Service by the Baton Rouge Youth Coalition.

What Mitchell’s CV does not reveal so readily is his enthusiasm and passion for all the stakeholders within the College. He is approachable to all students and works hard across the LSU campus to advocate for his faculty, staff, and student body. Most importantly, Mitchell is remarkable individual and this comes through in all aspects of his work.

2022 James McLean

Excellence in

Education Award: Amos Mansfield (‘96)

Amos Mansfield earned a BS in athletic training from the College. He continued his education at Mercer University where he received his MBA with a concentration in management. After receiving his master’s degree, Amos embarked on an impressive list of jobs across the southeast. Amos is a lifelong learner and shares that love of learning with others. He is a National Athletic Training board certified and has been a licensed athletic trainer in Alabama, Georgia, Mississippi, and Tennessee. Amos has also received advanced instruction in postural restoration and corrective exercise specialists from the National Academy of Sports Medicine.

He started his career at Stillman College where he designed and implemented the sports medicine program from the ground up. When an opening as the head athletic trainer at the University of Memphis was offered, Amos then became the head athletic trainer at the UM directing all aspects of the NCAA Division I Athletic Training /sports medicine program. He supervised the entire AT staff in supporting over 400 student-athletes competing in 19 different sports. He also served as an instructor for sports medicine clinical sites for Troy University, Quinnipiac University, and Delta State University.

Heading back to Mercer as the assistant athletic director and director of the sports medicine program, Amos was responsible for all aspects of the entire sports medicine program, including health care for all 463 student athletes competing in 18 sports. He also used his educational background to train the entire athletic department on several key programs. Amos designed and implemented “return to sport” protocols for COVID-19, developed resocialization protocols for COVID-19, and developed NCAA-approved Concussion Policies and Procedures for his student athletes.

Currently, Amos serves as the Holistic Health and Fitness (H2F) Integration Team Program Director for the U.S. Army and is responsible for leading an interdisciplinary team comprised of athletic trainers, strength and conditioning coaches, physical and occupational therapists,

a cognitive performance specialist, and other subject matter experts. This team travels to all 110 Battalions around the world and educates embedded teams on becoming a “cultural change” agent for the U.S. Army.

2021 James McLean Excellence in Education Award: Ms. Candace Garner (‘88)

In 2018, Winfield City Schools became the first ever STEMcertified school district in the country. Later that year, Haleyville City Schools (HCS) became the second STEM-certified school district in Alabama. Led by National Board-Certified Teacher Candace Garner, these schools changed their projectory; she is a game changing teacher with a career spanning 32 years.

Gamer demonstrates excellence in all she does. She seeks best practice in her guidance and leadership of teachers, always improving and growing her knowledge of the teaching and learning profession. Garner has led seven schools through Cognia STEM Certification, as well as organizes and trains all stakeholders on implementing STEAM into the classroom through the HCS STEAM Initiative. She presents regularly at state and national conferences such as Council for Leadership of Alabama Schools (CLAS) and has written and received grants in the areas of STEAM and Robotics. She organized and received funding for a Student Space Experiment Program, mentoring students and teachers whose project won a spot aboard the International Space Station. Gamer also trained the first HCS Student Presentation Team. This team of students in grades K-12 present and educate the community on the STEAM Initiative, explaining and demonstrating what STEAM learning looks like in their classrooms.

the last four years; implementing a city-wide Haleyville news broadcast, The Roar; teaching master’s level classes for students seeking national board certification through National University; orchestrating annual Art/STEM Expos; creating faculty and student events on variety of topics; and overseeing the Haleyville City Schools Prom Closet, Formals and Frills.

2020 James McLean Excellence in Education Award: Ms. Pamela Vickers (‘91)

Pamela Vickers’ resume only captures small snapshots of the many contributions she has made to several school systems making her the gold standard of how educators have the capacity to positively impact our world. She has set the bar high, and all professionals would do well to learn from and follow her example. Mrs. Vickers has been an innovator and an advocate for students and schools for many years.

In addition to overseeing STEM-certification for seven Alabama schools, additional highlights of Garner’s career include creating the Winfield City Fall Festival, a joint partnership with the city, which was Alabama’s 2017 Park & Recreation Event of the Year; coaching the Student Space Experiment Conference team at the Smithsonian Air & Space Museum; receiving a Alabama Robotics Grant for

Vickers has been the College and Career Counselor for Thompson High School in the Alabaster City Schools since 2013. In those six years, ACT Aspire proficiency rose from 43% to 60% in math and from 39% to 45% in reading. She was a facilitator of intervention programs for the Aspire. She also brought in ACT training experts for both students and instructors, and from 2015 to 2018, ACT scores increased 1.4 average points, and is well above the state average. Since she started, the graduation rate has increased from 82.74% to an impressive 97%. She works closely with all prospective graduates to not only graduate with the highest honors possible, but to provide avenues for them to be successful post-graduation through college entrance, scholarships, vocational training opportunities, and military connections. She was selected by College Board in the Counselor Recognition Program; she is the only recipient in the state of Alabama for this prestigious accomplishment.

Among her many other responsibilities, she has promoted and is the liaison for the dual enrollment program in partnership with Jefferson State College. Under her leadership, both AP and dual enrollment classes have

dramatically increased. THS has gone from 440 AP students to 1,442 students enrolled and from 15 students enrolled in dual enrollment courses to 251 as of last year. The aforementioned accomplishments are astounding, but the area where Vickers really shines is in helping students with scholarship and career opportunities. The year she started at THS, the graduating class of 450 earned a combined total of $4 million. The class of 2019 (500 students) earned a combined $25.5 million.

In her tenure, graduates who attend 2-year, 4-year, and technical colleges have increased 24% to an impressive 81% with an additional 3% joining the military.

Vickers epitomizes going above and beyond for the children of our future. Everything she has a hand in is always beautiful, proficient, and enhances the education experience for all students, families, and the community.

2022 Young Alumni Award: Kayla Ballard (‘21)

Kayla demonstrates a passion for helping students develop and grow. She often utilizes this passion when conducting mediations to help students learn from their mistakes or work together better. Kayla also uses this passion to help develop her staff, often going beyond the planned professional development from the department. She has added additional professional development sessions for her staff to help them grow as student leaders capable of interacting with and helping students from many different backgrounds. Kayla has also demonstrated a passion for diversity, equity, and inclusion. She incorporates this passion into the professional development for her staff, as well as working on departmental initiatives and creating inclusive environments within her buildings.

Kayla’s focus on student and staff development carries over to her full-time work.

As an area coordinator, she guides the graduate assistants she supervises, helping them navigate their own growth as supervisors of student staff. However, Kayla’s guidance doesn’t end with her own supervisees. She is also a mentor to numerous other students, both graduate and undergraduate. She works to help them grow as individuals

and young professionals.

Prior to coming to UA, Kayla worked as a teacher in Mississippi. However, teaching continues to be a part of Kayla’s work. She also teaches freshmen students at UA. The course she teaches is designed to help them adjust to their new college environment and to help them persist as students at UA. While teaching this course, she is able to use her diverse skill set to teach students in an engaging manner, to help get them connected on campus, and to help students be successful here at UA.

2020

Young Alumni

Award: Dr. Khadeidra Billingsley (‘18, ‘22)

Dr. Khadeidra Billingsley is an exceptional literacy educator and scholar dedicated to research into student writer identities.

Billingsley graduated with her master’s degree in educational psychology from The University of Alabama and since then, she has been established a promising future for herself in education as an adjunct instructor at Birmingham-Southern College. Billingsley is already a gifted teacher who has won several teaching awards, including the Outstanding Teaching by a Doctoral Student and Carolyn P. Handa Teaching Award for Innovation and Excellence.

In 2020, she was recognized and honored on a national level for her exemplary pedagogical practices as a recipient of the Early Career Educator of Color Leadership Award by the National Council of Teachers of English. Khadeidra’s commitment to prompting equity, diversity, and inclusion in her classroom makes her a stand-out teacher. During the 2019-2020 academic year, Khadeidra co-founded the Teachers of Color Caucus, a teaching support and professional development group for early career educators of color.

She has organized inaugural events for her department including the “Night of Analog” where students can come and share some of their class compositions in a coffee house-style reading with members of the school community. Not only does her care exude among her students, but also over her fellow peer teachers.

This past year, the College of Education started a new program recognizing outstanding alumni early in their careers.  The individuals listed below were nominated by fellow alumni and were evaluated and selected by the Capstone Education Society’s (the College’s alumni group) Board of Directors.  They were recognized at the 2021 College of Education Homecoming Reception  We are glad to have the opportunity to acknowledge those that are following their passion and making lives better for others. Pictures in order from L to R.

AMBER BARTON

4th Grade Teacher, Huntington Place Elementary

Barton is teacher with a heart of compassion, excitement, creativity and true love for education and investment in the lives of her students.  She infuses her students with a passion for education through unique methods of instruction to ensure that students feel comfortable and more like a home environment vs. being in school.  She shares with her students that she struggled with sitting still and focusing during class. As she started her career in education her goal was to provide an environment where everyone felt equal regardless of income or where they came from, everyone felt loved, appreciated and safe, everyone felt like they had a home regardless of what their “home-life” may be away from her classroom. Each day she ensures that each student knows that she loves them and they are important not only through her words but actions.

AARON BRAZELTON

Director of Admissions and Advancement, Alabama School of Cyber Technology and Engineering

Brazelton holds an B.S.E.. in secondary education from UA and an advanced certification in school leadership and management from Harvard University. Additionally, he is pursuing his M.Ed.. in enrollment management and policy from the University of Southern California. Highlighted by the Southern Living Magazine as one of 50 People Changing the South, Brazelton has received international recognition for his work in both development and admissions-- in the US and abroad. Brazelton spearheaded the creation of the Serbia Fellowship Experience, an educational and social partnership between UA Honors College, The University of Novi Sad and the municipality of Blace, Serbia. As a result, the U.S. Department of State selected Aaron, out of a pool of one million people, to receive the International Alumnus Award in 2015.

DR. MARY LEE CALDWELL

Executive Director, Phi Eta Sigma

Caldwell serves as the executive director of Phi Eta Sigma National Honor Society. Caldwell advises Omicron Delta Kappa honor society, and she was the recipient of the 2018 Crimson Spirit Award and the 2017 SGA Foundation Award. Her students selected her as a member of the Anderson Society and the UA XXXI Women’s Honorary. She also served as the chair of the 125 Years of Women at UA celebration in 2018. She previously served as the director of the Believe program, as the SGA advisor, and the assistant director of the Blackburn Institute at The University of Alabama. She founded Lean On: Alabama, a statewide nonprofit that focuses on the promotion of collaboration among women of all generations in the state. Caldwell has been a member of the Alabama Girls State program’s staff for more than 15 years and was named by the Alabama Media Group as one of 30 Women Who Shape the State in 2017.

DORIE EDWARDS School Counselor, Tuscaloosa Magnet SchoolsElementary

For the first eight years of her educational career, Edwards was a classroom teacher in third grade and later in fifth grade. She received her M.A. in school counseling in 2015 now serves as school counselor at Tuscaloosa Magnet Schools. She blends her passions and talents to do something that makes a difference in the lives of the next generation. So much of her job is collaborating with staff, parents, and students so that she can best advocate for the needs of my students, which she does with a comprehensive counseling program that addresses the academic, career, personal/social, and emotional development of all students. Through a variety of classroom lessons, students learn to embrace each other’s differences, be open-minded, encourage kindness, and have a growth mindset. Students face many challenges before they even enter the doors of our school, so she makes sure that her classroom and office is a place of comfort, acceptance, and love for every one of them. She works feverishly to provide opportunities and solutions to help her students and families overcome the different barriers that they face.

AMBER EMERSON Biology Teacher of the Year, Westlawn Middle School

Amber Emerson has been teaching 7th and 8th grade science for six years in Tuscaloosa. Emerson has had many accomplishments in her career, two being becoming a National Board Certified Teacher and winning the Middle School Biology Teacher of the Year from the Alabama Science Teachers Association. Emerson

speaks at many conferences and professional developments and has two main platforms she speaks on, incorporating standardsbased grading in the classroom and inspiring other teachers to become National Board Certified. Emerson does not plan to leave the classroom for a while, she does plan to become a principal in the future in order to support teachers in their professionalism and to aid students in their success. She is a Tuscaloosa City School Ambassador aiding in recruiting and the retention of teachers; she is on the district’s NBCT leadership team promoting the process and helping teachers through it; she is the science department head at Westlawn Middle School; she mentors both new and student teachers; she serves as a director for the district’s summer learning programs.

MARK FLEMING Equally Fit Fitness Studio Owner

Mark Fleming is an entrepreneur with autism who owns and runs a fitness studio in Tampa called Equally Fit where he provides exercise training to those with disabilities and specializes in working with autistic individuals. He has spent time working in Applied Behavior Analysis and has coached Special Olympics, where his athletes all won gold at the state competition level.  His involvement in Special Olympics helped to spur him to start his own business for athletes with disabilities who were finding a lack of resources outside of Special Olympics. He has been featured on CNN.com, the University of Alabama Alumni Magazine, various websites and other magazines as well as on every local news channel in Tampa. He currently serves on the Autism Friendly Tampa Advisory Board, the constituency board for C.A.R.D-USF, and the executive board for the A. E. Wood Foundation.

DR. MAUREEN FLINT Assistant Professor of Qualitative Research, University of Georgia

Flint is an assistant professor in qualitative research at the University of Georgia. Her scholarship explores the theory, practice, and pedagogy of qualitative methodologies, artful inquiries, and questions of social (in)justice, ethics, and equity in higher education. Flint’s dissertation was the recipient two dissertation awards including from the American Educational Research Association’s Qualitative Research SIG as well as the International Congress of Qualitative Inquiry. Flint has background in college student affairs and student leadership development, having also worked in a variety of capacities in student life at the University of Alabama including in residential life and housing and with the Crossroads Community Center before graduating with her doctorate. She has served as an associate with the National Sustained Dialogue Institute since 2015, facilitating workshops on intergroup dialogue on campuses across the country. Maureen’s work has been published in such

venues as Qualitative Inquiry, the Review of Higher Education, Journal of College Student Development, and the International Journal of Qualitative Studies in Education

WILL FLOWERS

Social Studies Teacher, Alberta School of Performing Arts

Ever since Flowers was a child, he knew he wanted to be an educator.  He was impacted by so many great educators who not only helped him fall in love with the content, but also the idea of passing that knowledge along. His passion in teaching, besides the content, is creating environments where students can feel safe and grow.  He said, “It doesn’t matter who reaches the finish line first, but rather that we all finish...mastering the standards is the goal, however the starting line isn’t always the same (fair isn’t always equal). But with scaffolding or extension activities, we can meet our students where they are while still holding high expectations for them.” In his time teaching, cross-curricular collaboration is key to not only his success as an educator, but more importantly, the success of his students.  He said, “Our lessons should not only be meaningful, but also powerful and applicable. When we draw on a student’s experience or prior knowledge we can make more lasting connections.  We make our content relevant  and lasting. We create critical thinkers who are invested in their communities.  My goal as an educator is to make history come alive in my classroom by helping my students understand that they are the writers and creators of history.  Their story is important. Their voices matter.”

DR. AMANDA GLAZE TOWNLEY Associate Professor of Middle Grades & Secondary Education, Georgia Southern University

Townley specializes in science teacher education, evolution education research and outreach, and professional development. Her research centers on the intersections of science and society, specifically the acceptance and rejection of evolution in the southeastern United States and the impact of the conflict between religion and evolution on science literacy. Her work has been featured on NPR’s video/radio series Science Friday as well as on social media outlets such as the NCSE Science Education Blog, ErrantScience.com, and RealScientists.org. She served as an expert panelist for Science Friday’s education focus #TeachTheE and works with organizations including NCSE, the Smithsonian Human Origins Program, and National Geographic funded Umsuka project at the Cradle of Humankind in South Africa. Her research has been referenced in media outlets such as Scientific American, Forbes, and Newsweek and can be found in Science Education, The American Biology Teacher, Education Sciences, the International Journal of Mathematics & Science Education, and others. Her work in science and faith has led to her being named

a “boundary pioneer,” one who bridges gaps across areas of conflict and helps others better understand and interact in places of contention. Her work is focused on cultural diversity in that it seeks to improve scientific literacy in all people, regardless of their backgrounds, by creating spaces where discourse and growth can occur.

DR. MATTHEW F. KERCH Executive Director, Housing and Residential Communities, The University of Alabama

Kerch serves as the executive director of Housing and Residential Communities and as a special assistant in the Division of Student Life at The University of Alabama. He is recognized as an exemplary leader who demonstrates his commitment to the advancement of other higher education and student affairs professionals through educational and training opportunities. Passionate about helping young people find their place on campus, Kerch has worked to foster a culture of collaboration and develop relationships across campus to broaden the cocurricular experience for students residing in on-campus residence halls. He has developed new relationships leading to learning opportunities, educational partnerships, and advancements to student life on campus. Kerch oversees and leads a department serving over 8,500 on-campus students and is responsible for a multi-million dollar annual budget. He has managed multiple high-level construction projects and is completing one of the largest construction projects in UA history in the new Tutwiler Residence Hall, slated to open in August of 2022. In addition, he has implemented a long-term strategy for new construction and a renovation plan for existing residence halls over the next 10 – 15 years. Kerch believes that working with students’ co-curricular experience is essential and we must continually re-evaluate the way we approach our work. This calls for aligning efforts with academic missions, developing close working relationships and collaborations, and creating a strong student experience.

microbiology. She proudly holds a J.D. from The University of Alabama School of Law, as well as her Ed.D. in Higher Education Administration from The University of Alabama. She has also obtained certification in Diversity, Equity, and Inclusion from the University of South Florida. It is the knowledge gained from her ascension through academia coupled with the insight acquired in former careers as a middle school educator, financial advisor and college recruiter that have propelled her to her existing role as Vice President for Administration and Liaison to the Board of Trustees at the University of Montevallo. She has innovated and led programming for minority students at University of Montevallo including Montevallo MADE (Minorities Achieving Dreams of Excellence), a program designed to help minority students prepare for the academic, social, personal and professional challenges experienced by minority students in college. She also serves on Auburn University’s Office of Diversity and Multicultural Affairs Advisory Board and the Higher Education Partnership, Board of Directors. She was honored by Auburn University as an outstanding alumni for the College of Sciences and Mathematics and by the Birmingham Business Journal with the 2020 Women to Watch award.

CAITLIN ELIZABETH MCCAMY-SMITH Head Kindergarten Teacher, McDonnell Elementary School

DR.

KRISTALYN LEE VP for Administration and Liaison to the Board of Trustees, University of Montevallo

Lee is a lifelong learner and advocate for life advancement through education. Her passion is helping students persist to graduation in order to transform their futures by the power of knowledge gained from degree completion with a strategic emphasis on diversity and inclusion. It was growing up in her hometown of Birmingham, Alabama that Kristy first discovered her passion for education. She set a goal and graduated from her first academic love, Auburn University, in 2003 with a B.S. in

In her role as a teacher, Caitlin exemplifies the ideals of fairness and equity. She believes that education is the great equalizer and lives that belief daily. She is guided by her conviction that all children, regardless of background, should have equal access to learning experiences that will equip them for a successful future. Caitlin teaches at a Title I school in a neighborhood. Year after year, children arrive in her class excited about school and eager to learn despite disadvantages due to poverty, racial discrimination, inadequate supervision due to parents working long hours at their jobs, and sometimes sudden homelessness. She works tirelessly to ensure that her students get a good start academically. But beyond academics, she tries to give children the basic ingredients they need to help them take advantage of the chance to learn. She treats every child as special and worthy and by the time they leave her class, they know that they are valued, deserving, and loved. She knows that for many of her students, school is the only safe and consistent environment they have. Like all good teachers sometimes do, she provides a lot of extra guidance beyond academics. It is her habit to put food in the backpacks for children who will not have enough food for the weekend. She also puts clothes in backpacks of children who need clothing. Other students don’t see these extras. Only the students who need food and clothing know about the surprises that appear in their backpacks. Caitlin is deeply committed to helping all of her students succeed. She teaches at an elementary

school where the student body is composed of primarily Hispanic and African-American students. She is devoted to making sure her English language learner students make progress in reading and writing in English since they need to know the English language to succeed in the US. However, she makes sure to respect the cultures of all her students, celebrating traditions from their communities in the classroom. This makes students feel included and know that their background is important. Appreciation of each others’ strengths and being able to work together are valuable skills that are introduced and developed in her classroom. To develop her own skills to further benefit her diverse students, Caitlin earned a master’s with a concentration in differentiated instruction and teaching English speakers of other languages from the UAH. She has served as the head teacher in her grade level and as a member of the school -wide Leadership Committee for seven years. Her leadership has resulted in a strong partnership and work ethic with her teacher colleagues.

TYLER MERRIWEATHER Instructional Coach, Davis Elementary

Tyler Merriweather, an instructional coach for Davis Elementary in the Montgomery Public Schools, earned his B.S.E. in elementary education (cum laude) from UA in 2017. Merriweather served as an ambassador for the College and as parliamentarian for the UA Black Student Union.

He began his teaching career at Southview Elementary in Montgomery. A longtime advocate of the Girls and Boys Club, Merriweather began attending the Boys and Girls Club of West Alabama around the age of seven or eight and became a volunteer by age fifteen. By 2013, he was named the Boys and Girls Club of America’s Southeast Youth of the Year. This distinction is the ticket that landed him in the Oval Office. Merriweather, a Holt native, then served as staff member at the Boys & Girls Club of West Alabama Inc. Merriweather’s passion is in encouraging youth not to be victims of their circumstances but to discover victories within those circumstances. He is active in the campaign for Holt to become a city and to get a new school, the latter recently approved by the Tuscaloosa County Board of Education. For this work, he received the 2015 UA Realizing the Dream Horizon Award. “Above anything else, I care about an education,” he said. “Having four other siblings, you kind of just have to make your own identity, and I can say I was able to do that at the Boys & Girls Club.” While he believes that diversity is essential, he would rather serve as a motivator to his students, providing them with the extra push that they need. Merriweather’s enthusiasm for his students and his colleagues make him a life force as an instructional coach.

MAGGIE MCDANIEL MORROW

Lead Teacher, Alabama First-Class Pre-K, Slocomb Elementary

School

Maggie Morrow graduated from The University of Alabama College of Education in 2013 with a dual certificate in early childhood and elementary education. She resides in Dothan with her husband, Paul, and their two dogs, Henry and Tiny. She recently completed her eighth year of teaching and is looking forward to number nine! Her professional teaching journey began in a third grade classroom in Orange Beach.  After a year, she became the lead teacher for one of Slocomb Elementary School’s Alabama First-Class Pre-K programs for three years. She found her passion for teaching in the early childhood classroom. She said, “As an educator, I strive daily to be reflective of my practices while establishing a fair, safe classroom environment with a commitment to diversity. Creating a culture of collaboration and sharpening my students’ social-emotional skills are ways I hope to impact their lives, my profession, and our future.”

ALLISON RAMEY

French Teacher, The Altamont School

Ramey is a French teacher at the Altamont School in Birmingham and earned both her bachelor’s and master’s degrees from The University of Alabama. She upholds all of the ideals expected of a graduate of our college and has made a positive impact on the students in her classrooms as well as on her professional colleagues. She designs curriculum and teaches middle and high-school level French classes; coordinates and chaperones week-long trips to France for students as well as coordinates and chaperones the annual French Convention, administers the National French Contest for middle and highschool French students, and sponsors French Club. Allison has received many honors for her work in the classroom and for supporting other teachers of world languages throughout the state of Alabama. She currently serves as the President of the Alabama Federation of French Clubs and is the Vice-President of the Alabama chapter of the American Association of Teachers of French. While in college, she received the UA Award for Excellence in Teaching by a Master’s Student. More recently, Allison was the recipient of the Edna Earle Mullins Endowed Teaching Prize, given by the Altamont School to a teacher who has excelled in teaching and also has demonstrated leadership in the school and in the educational community.

SARAH SAINT

Education & Human Rights Attorney

Saint, an associate at Brooks Pierce in Greensboro, North Carolina, is a successful attorney with a passion for education and human rights. She believes all children deserve a highquality education and uses her background in school counseling to advocate for both students and educational institutions. Sarah received her B.A. in psychology and M.A. in school counseling from UA. While working on her master’s degree and immediately after, she served as the Coordinator of Educational Outreach for the Honors College, where she designed and implemented a college and career readiness program for 1,000 local children, matching them with mentors to work with the students on developing “soft” skills known to increase positive outcomes across socioeconomic status. She also worked as the Coordinator of Mentoring in the Office of the Dean of Students, where she designed a curriculum to help first-generation college students succeed. Sarah thrived on helping students achieve but continued to look for ways to have a broader impact in shaping the lives of young people. This led Sarah to education law, a pathway allowing her to shape policies and decisions that could impact more students. She attended Wake Forest University School of Law, receiving her J.D. in 2017. Sarah has focused much of her work on special education and helping school board members, administrators, and teachers understand their obligations under the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. While she often guides school districts holistically, Sarah also provides counsel in individual situations, including helping to make sure plans are developed to meet the unique needs of students with disabilities and that school discipline rules are implemented in compliance with the law. For the past year, much of her work has focused on helping school districts navigate the unique challenges of the COVID-19 pandemic. Sarah is involved in her community, holding many leadership roles, including serving as a member of the board of trustees for Triad Stage, a nonprofit professional theater. She also gives considerable time to pro bono work to advance LGBTQ+ protections and rights.

LINDSEY THOMPSON Principal, Northside High School

Lindsey Brown Thompson is a 2005 graduate of The University of Alabama earning a B.S. in collaborative special education. Upon graduation, she started her career as a special education teacher at West Blocton Middle School in Bibb County and two years later moved to Brookwood Elementary School in Tuscaloosa County Schools in the same capacity. She continued her education and earned a M.Ed. in school counseling becoming

school counselor at Brookwood Elementary. In 2012, Thompson became the junior counselor at Tuscaloosa County High School. During her six years as counselor at Tuscaloosa County High School, she continued to pursue her goal of becoming a school administrator and completed her Class A certification in Instructional Leadership. She was hired in 2018 as assistant principal at Northside High School in Tuscaloosa County and promoted to principal in 2022. During her professional career, she has received numerous awards for her outstanding leadership and dedication to her profession. Her awards/ recognitions include the Most Outstanding Undergraduate Student in Special Education in 2005; the Tommy Russell Award for the most outstanding student in special education from the Council for Exceptional Children; and the Jacksonville State Teacher of the Year for Brookwood Elementary in 2008. In her career, Thompson has encouraged and facilitated collaboration among all faculty and staff in creating a positive and productive educational environment. She does not hesitate to include students in the decision-making process.

DR. AMY WILLIAMSON

CrossingPoints Program Coordinator, The University of Alabama

Dr. Williamson completed her bachelor’s degree at The University of Alabama in 2006 and immediately took a teaching position in the CrossingPoints Program at UA. She taught in the program for more than twelve years before moving into the CrossingPoints Program Coordinator position as the program grew. Williamson has been involved in securing over $6 million dollars in grant funding for the program and has served in various key personnel positions in those external projects. Throughout that time, she earned her master’s degree (2009) and Ph.D. (2017) in special education at The University of Alabama. Her research centers around human rights, transition programing, and other critically-related areas such as sexuality and disability. In addition to numerous national and international conference presentations, Dr. Williamson has also co-authored several book chapters and articles related to transition and postsecondary education for students with intellectual disabilities. She also serves on various local, statewide, and national committees to advocate for improvements in transition opportunities both in the community and in Institutions of Higher Education.

2022 School Partnership Collaborations

AFTER SCHOOL PROGRAM WITH HOLT ELEMENTARY (SWATT)

Mrs. Sharron Maughn teaches an afterschool program at Holt Elementary that offers 3rd- 5th graders activities in science, writing, art, talents, and technology (SWATT) .

CLASSROOM GUIDANCE SESSIONS FOR TUSCALOOSA CITY SCHOOLS

Dr. Millie Dawson-Hardy took preservice counselors into the school system to train the them in local schools by having the preservice students watch her do classroom guidance, and after a time, they became more involved.

LEADERS IN SCIENCE TECHNOLOGY (LIST)

Professors Emeritus Dennis and Cynthia Sunal and their students presented at the Alabama Science Teachers Association. Science teachers from secondary education schools present to in-service teachers in order to move them from mentored novices to teacher leaders in the education communities through a series of leadership steps.

WOODLAND FORREST

STEM FAMILY NIGHT

ELEMENTARY

Dr. Lisa Fowler and her CEE 304 undergraduates hosted the Woodland Forrest Elementary STEM Family Night. Dr. Fowler and her students, UA colleagues, and WFES teachers organized and led STEM stations for the families in attendance.

STEAM FAMILY NIGHT AT SKYLAND ELEMENTARY

Dr. Jee Suh and her CEE 304 students (preservice teachers) collaborated with groups from the Colleges of Engineering and Arts and Sciences.

SCIENTIFIC RESEARCH AND EDUCATION NETWORK (SCIREN)

SCIREN is a collaboration between the College of Engineering, the College of Education, and K-12 teachers. STEM researchers translate their research to the K-12 classroom and teachers improve their science teaching by understanding some of the implications of STEM research in the local context. According to Dr. Joni Lakin, teachers want to pique students’ interest in STEM and they are excited when they meet scientists who could be their guest speakers in their classrooms.

Remembering Dean Rodney (Rod) Roth

Rodney William Roth, Ph.D., 82, passed away peacefully January 8, 2022.

Roth began his tenure at The University of Alabama in 1982, when he served as dean of the College until 1994, after which he assumed other responsibilities at the University until his retirement in 2004. Under his leadership, all programs in the College became fully accredited, faculty scholarship grew, various new and innovative programs were developed, and private giving, grants, and sponsored research funding increased, among other notable achievements. Roth was known by his colleagues and students to have been quite the character, a supportive friend and leader with a positive spirit, a kind mentor with high expectations who treated students with compassion and respect, a promoter of opportunity and one of the true giants of the College.

“When I came in 1974, there were only two of us doing serious research that was being published in major journals. This made it difficult to compete with other colleges. In 1981, Pres. Joab Thomas was hired to increase the research profile of the University. One of his first dean hires was Rod Roth with the express charge of improving the research profile of the College. He made changes that upset a lot of people including many full professors. The 1980s were also a tough time financially. We had proration about every other year, sometimes two years in a row. There was even talk of merging education with another college. Rod made a decision to consolidate our departments to save money so we did not have to lay off faculty. That also got a lot of resistance. In my view, it saved the College,” said Jim McLean, UA Associate Vice President for Community Affairs and Executive Director of the Center for Community-Based Partnerships.

Roth completed his undergraduate studies at Bowling Green University in Ohio before earning his graduate degrees from University of Michigan in Ann Arbor. He served as professor of education and director of field studies and school services at University of Arkansas in Fayetteville, where he met his wife, MariAnn.

Roth was a faithful Tide fan and attended nearly every home football and basketball game until his illness. He enjoyed following sports journalists Paul Finebaum, Cecil Hurt, and Eli Gold. He loved holein-the-wall southern BBQ joints, strong black coffee, bleu cheese and raw oysters. He hated onions and also disliked ice in his water. He found joy giving campus tours to out-of-town guests and playing card games with his family and nightly backgammon with MariAnn. He was a brilliant statistician with an odd sense of humor and a heart of gold, and he lived his life simply.

From https://www.tuscaloosamemorial.com/obituary/ rodney-roth

Above: MRI being installed. Below: Dr. Firat Soylu, associate professor of educational psychology and education neuroscience, used scans of neural activity in children to test correlation between math and finger sense

UA Strengthens Research

Capabilities with New MRI

A new MRI scanner paves the way for researchers to expand the boundaries of knowledge of the human brain, bringing benefits to the core educational mission of campus.

A $1.7 million major research instrumentation grant from the National Science Foundation assisted in purchasing a state-of-the-art MRI that will encourage interdisciplinary collaborations and allow for leaps in neuroscience research at UA.

“The University of Alabama is recognized as a toptier research institution, and we have a growing concentration of neuroimaging and neuroscience researchers at UA,” said Dr. Russell J. Mumper, vice president for research and economic development. “An MRI scanner on campus is essential for the successful execution of several funded research projects and will allow faculty the flexibility to pursue future projects.”

The University Medical Center houses the MRI and support services within the new UA MRI Center. UA purchased a Siemens 3.0 Tesla

Breaux: 2021 E. Roger Sayers Distinguished Service Award

MAGNETOM Prisma MRI scanner, MRI compatible eye-tracker and participant response system for the study of brain systems supporting various aspects of human behavior and cognitive function. The system offers multichannel imaging, parallel transmit technology, and selective excitation that will allow investigators to shape the radio frequency pulse to specific anatomical regions for higher image quality and faster scan times.

The UA MRI Center was developed in a collaboration from faculty in six UA colleges (including education), the Alabama Life Research Institute and the University Medical Center in response to the Office of Research & Economic Development’s strategic plan, specifically the theme for transformative initiatives.

Researchers from across campus, particularly from psychology, education, communicative disorders, health sciences and engineering will use the MRI to continue work at the forefront of basic and translational research in examining the human brain and its development. The Alabama Life Research Institute will oversee the UA MRI Center and facilitate and encourage innovative and crossdisciplinary projects using the MRI.

“The research enabled through this MRI facility will boost our understanding of the neuroscience of learning and neurodegenerative diseases, bringing benefits to our entire state as well as the broader society,” said Dr. Sharlene Newman, ALRI executive director and co-lead on the NSF grant. “There’s a lot of collaborations we are developing not just on the biological side of neuroscience, but with computational researchers, as well.”

Shelton: 2021 NCTE LGBTQ+ Advocacy and Leadership Award

Dr. Arleene Breaux, clinical associate professor, higher education program coordinator and coordinator of the Executive Ed.D. Higher Education Program.

“Compassionate and encouraging, Breaux fosters an open and dynamic learning experience and is known for her talent of finding solutions and for believing in the potential of all her students,” James T. Dalton, executive vice president and provost, said. “Dr. Breaux consistently and passionately demonstrates her commitment to furthering the mission of our institution.” values of our University.”

Dr. Stephanie Anne Shelton, associate professor of qualitative research.

Her research is interview- and focus group-based and often incorporates queer and feminist theories into examinations of secondary education.

“In looking ahead, my hope is that this recognition continues to spark my commitment to LGBTQ+ communities and people, including in teaching and research, and to constantly advocate for intersectional understandings and enactments of LGBTQ+-focused work,” said Shelton.

The University of Alabama College of Education has a long history of preparing school leaders through degrees offered in the department of educational leadership, policy, and technology studies and through The University of Alabama Superintendents Academy (UASA). UASA is the only state-sanctioned preparation program for aspiring school superintendents in Alabama. In existence since 2002, approximately 425 aspiring superintendents have completed the program and all of the 138 current superintendents in the state will or have participated in required professional development in law, finance, and instruction provided through the academy.

Currently, there are approximately 128 superintendents in the state, including the state superintendent, Dr. Eric Mackey, with leadership degrees from The University of Alabama. Leadership faculty had the opportunity to visit with many of UA’s graduates about their experience at UA while attending the School Superintendents of Alabama annual conference this past summer where past graduates were asked to respond to questions about their experiences. Words used by superintendents when describing their educational experience at UA include excellent, awesome, engaging, and phenomenal. When asked how their degree or training at UA helps them in their current position, respondents said, “It made me a better leader and thinker.” “I believe my experiences at UA prepared me for success.” “It has enabled me to have a great knowledge base of research.” “The confidence I developed while I attended UA has helped me throughout my administrative career especially as superintendent.” “Well prepared to perform my job.” “I often reflect on the classes I had at UA when making decisions and planning for the future.”

Dr. Johnny Berry (Ed.D., 2014), superintendent of Arab City Schools, completed the UASA in 2016. Dr. Berry had this so say about his experiences at UA, “I feel my experiences at UA absolutely prepared me for my current role, as well

Superintendents Academy Celebrates 20 Years

as the other positions which I have held throughout my career. The personal and professional relationships developed with the UA faculty and staff are still important to me today. I have reached out to multiple faculty members during my tenure and, they are always willing to help. I will always be grateful for my UA experience.”

Dr. Lisa Stamps (PhD, 2002), superintendent of Daleville City Schools, earned three degrees at UA. Dr. Stamps wrote, “My experience at The UA provided me with numerous and wonderful opportunities. I always say, “They were very good to me - everyone from the financial aid personnel to my professors.”

I describe those years working on my education as “The Glory Years” because I learned so much, had such caring mentors, and developed life-long friendships with colleagues. Dr. Carol Schlichter, in the gifted education program, helped me think creatively, out of the box. I am thankful she saw some leadership abilities in me. After finishing my master’s and specialist’s degrees under her guidance, she encouraged me to consider educational administration for my doctorate. Dr. Harold Bishop picked up where she left off and guided me through, teaching me many things about leadership that even our textbooks and classes didn’t cover. These and many other professors made me feel they cared about me and my success. These experiences have helped me as a leader in the schools for almost twenty years since I graduated with a Ph.D. in 2002. Each day, I use the wisdom I gained during my time at UA. I am blessed to have studied and worked with high quality people and programs at The University of Alabama.”

We are proud of our long history of preparing school leaders in Alabama, especially those in this highest positions with the greatest opportunity to positively impact schools and the children they serve.

Lund on Disability and Covid-19

Dr. Emily Lund, assistant professor of rehabilitation counseling, is a prolific researcher/writer with nearly 100 publications. She is a regular contributor to popular media outlets for her leading work on disability and its intersections with race, gender, and sexuality. Early in her career, she has been awarded the 2021 Citizen Psychologist Award for Advancing Disability as a Human Rights and Social Justice Issue from Division 22 of the American Psychological Association and the 2022 Extended Research Award from the American Counseling Association.

Her most recent article, Ever-changing but always constant: “Waves” of disability discrimination during the COVID-19 pandemic in the United States, with colleague Kara Ayers has been tweeted nearly 100 times.

In their article, they address the ongoing novel coronavirus 2019 (COVID-19) pandemic, which has had considerable effects on the disability community. As the pandemic

has progressed and changed, the manifestations of these effects have differed, and yet the underlying causes— ableism including the devaluation of disabled lives—have remained consistent. In this commentary, we explore the impact of the pandemic on the disability community in the United States, conceptualizing four distinct but overlapping “waves” of discrimination: 1) healthcare rationing and missed opportunities for disability inclusion, 2) access to resources, supplies, and accommodations; 3) vaccine access; and 4) long COVID and disability identity. Throughout their discussion of these waves, they detail the discrimination faced by people with disabilities, the underlying ableism that perpetuates it, and the resilience shown by the disability community. They end with a call for combating systemic ableism in healthcare and public health systems. You can find the article here: https://www. sciencedirect.com/science/article/pii/S1936657422001248

What was once an annual UA conference coordinated by the Department of Educational Studies is now a regional conference. Dr. Stacy Hughey Surman, clinical associate professor of educational research, has grown this conference along with the Department of Educational Studies faculty for all graduate students enrolled in any college/ program to have a space to practice and share their research skills among peers.

SUGRS: Southeastern Universities Graduate Research Symposium 2022

Partner universities included The University of Alabama, Auburn University, Baylor University, the University of Tennessee, and the University of Georgia.

The symposium included a journal editors panel; student paper and poster presentations; professionalism workshops on How to not write bad presented by Robin McWilliam, professor, The University of Alabama, Acting and engagement strategies for presenters by Christopher Loftin, Auburn University; methodology workshops on Reflexive engagement across the inquiry process and examining ethical entanglements outside of the IRB in qualitative research by Leia Cain, Assistant Professor, University of Tennessee, A beginner’s guide to exploring the archives for qualitative researchers by Kathy

Roulston and Kathleen deMarrais, University of Georgia, and So, you want to think like a qualitative methodologist by Maureen Alice Flint and Kathy Roulston, University of Georgia. Also the 2022 James P. Curtis Distinguished Lecture entitled Ain’t Oughta Be in the Dictionary: Getting to Justice by Dismantling Anti-Black Literacy Assessment Practice was presented by Dr. Jennifer Randall, associate professor in the Research, Educational Measurement, and Psychometrics program at the University of Massachusetts and the founding President of the Center for Measurement Justice.

Roundtable topics included self-efficacy and anxiety; “at-risk;” health and mental health; parent and child; intervention, perception, and attitude; methodology; higher education funding, achievement, and athletics; IRB; qualitative research; mentoring and team building. Paper session topics include Civil Rights, SeaQueens, Romance, and Female Inequality and Oppression; Methodology; and Teachers and Teaching.

Guyotte

Named

Director of Diversity Initiatives and Faculty Development

Dr. Kelly Guyotte was named the College’s director of diversity initiatives and faculty development. Guyotte is an associate professor of qualitative research. She is interested in women in higher education, STEAM education, pedagogy, visual activism and uses qualitative methodologies, visual/artful methodologies, arts-based research, narrative research, and post-structural and feminist research practices.

McHargh Named Director of Student Success and Enrollment

Dr. Carlton McHargh was named the College’s inaugural Director of Enrollment and Student Success. McHargh will implement a strategic plan that outlines the College’s efforts to grow enrollments and to ensure student success. He will also serve as the College’s Academic Misconduct Officer as well as the chief advisor for students who are struggling in class or struggling with the testing demands tied to teacher certification.