UA College of Education Fall 2020 Magazine

Caring for Our Community Herd 1

CONTENTS FACULTY ACCOLADES

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Kagendo Mutua Receives the 2020 E. Roger Sayers Distinguished Service Award

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CrossingPoints Receives $4 Million in Grants to Enhance Education Efforts

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McDaniel Selected as the 2020 Blackmon-Moody Outstanding Professor

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Katsinas Receives 2020 Buford Peace Award

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Latrise Johnson Receives the NCTE Alan C. Purves Award for the Second Time

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Tomlinson Retires

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2020-2021 New Faculty

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Shelton Receives AERA Grant to Study Gifted Education

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RESEARCH AND SERVICE

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Spectrum of Support

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UA Expands, Strengthens Research Capabilities with New MRI Scanner

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What Healthcare Providers Should Know and Can Do Regarding Interpersonal Violence Against People With Disabilities During the COVID-19 Pandemic

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Geary Receives UA-AAA Outstanding Commitment to Advising Award

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UA to Help Bring Computer Sciences to Alabama High Schools

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Burnham Receives 2020 Outstanding Graduate Mentor Award

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Opening Doors Through Virtual Education

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Supporting Young Children and Families: From Safer at Home to School Re-Entry

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College to Open UA Early Learning Initiative in Gadsden in January 2021

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Literacy Center to Research Teacher Knowledge of Early Literacy Instruction

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$1.6 Million Grant to Help Practitioner-Leaders in Rural Education Settings

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Choi Awarded $50,000 Spencer Grant to Study Math and Science Achievement Globally

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Meet the College’s New Partner

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ALUMNI AND STUDENT HIGHLIGHTS @ua_collegeofeducation 2

@UA_Educator

40 @UAEducator

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Kagendo Mutua Receives the 2020 E. Roger Sayers Distinguished Service Award

Kagendo Mutua Receives the 2020 E. Roger Sayers Distinguished Service Award Dr. Kagendo Mutua, professor of special education and director of CrossingPoints, is the 2020 recipient of the E. Rogers Sayers Distinguished Service Award.

Mutua has focused her career on the development of young adults with disabilities and also the development of those around her. Some of her nominators speak of her generosity of heart and service below.

The E. Roger Sayers Distinguished Service Award was created in 1996 by members of the President’s Cabinet and the National Alumni Association to recognize faculty and exempt administrative personnel who have performed in an exemplary manner to further the mission of the University.

The award is named honoring Dr. E. Roger Sayers, president of The University of Alabama from 19881996.

“Professor Mutua is the Director of the CrossingPoints program and a Professor of Special Education in the College of Education. Through her work at CrossingPoints, Professor Mutua has been at the very forefront of working with young adults with cognitive disabilities. She has grown both the size and the stature of the program by securing grant support for it and otherwise helping to lift the quality of the experiences in the program through her own good insights. CrossingPoints now offers residential experiences on campus for its students that allows them to enroll as non-degree students, and on the strength of a multi-million dollar gift from an admirer, is readying itself for some expansion of its resources and ambitions...The work in CrossingPoints is moved by big ideas and by a big helping of love, most of which originates from Professor Mutua’s leadership.

She is a serious scholar with a sharp sense of how to proceed according to the best available evidence 4

and while also understanding that much of the work in CrossingPoints comes straight from the heart, very few scholars can claim to be advancing a research agenda while also advancing a profoundly important social purpose.” —Dr. Peter Hlebowitsh, Dean “Throughout her 19-year career at UA, Mutua has woven exemplary, thriving collaborations across partners in the community, in the surrounding public school systems, and within the College. Her collaborative efforts to assist the special needs populations at UA and in the surrounding school districts are both heartwarming and unparalleled.”

—Dr. Joy Burnham, Professor of Counselor Education “Mutua demonstrates a level of commitment and responsibility in everything she does. In the classroom her focus was always on student growth. Working with individuals with special needs provides opportunities for active involvement in another person’s life. Dr. Mutua has touched many individuals with her caring and positive attitude. She is a hard worker, who takes pride in getting the job done as long as it benefits students. Mutua has been an inspiration to her peers and others because of her dedication.”

—Dr. John Myrick, Assistant Professor of Special Education “Throughout my time at UA, I have always known Dr. Mutua to be accessible to all students, making herself available even at odd hours if their schedule requires it. She is creative in the way that she meets students’ needs and is willing to go beyond the call of duty in helping students to be successful. I have known her to mentor students over the years and stimulate the best in them, driving them to become more professional and marketable following their graduation.” —Dr. Amy Williamson, CrossingPoints

CrossingPoints Receives $4 Million in Grants to Enhance Education Efforts

by UA Strategic Communications CrossingPoints, which provides young adults with

$15,000 per semester. The project core team includes

intellectual disabilities the opportunity to develop life

Mutua, Dr. Amy Williamson, Dr. John Myrick and Dr. Jim Siders.

skills, has received two federal grants totaling more than $4 million to enhance education efforts for participants, as well

The second award from the U.S. Department of Education’s

as special education teachers and rehab counselors.

Office of Special Education and Rehabilitation Services is a five-year grant totaling more than $1.5 million that will

“Our ability to provide excellent preparation of our students

prepare teachers and vocational rehabilitation counselors

in order to improve outcomes in their desired adult goals of

to work with secondary/transition-age students with high

employment, independent living, community participation

intensity needs within a model called Service, Teaching,

and not to mention, have a great college experience while

Advocacy and Rehabilitation, or STAR.

they are preparing for their futures, is something we have worked hard to achieve,” said Dr. Kagendo Mutua, director and

The overarching goal of the STAR project is to recruit, train

co-founder of CrossingPoints. “We want our students to have

and place 30 masters-level scholars with competencies

an enviable life after college.”

for positions as special education teachers and vocational rehabilitation counselors to work with transition-age

The first award from the US Department of Education’s

students with severe disabilities and evaluate the impact of

Office of Postsecondary Education is a five-year grant

an evidence-based approach to interdisciplinary training.

totaling nearly $2.5 million that will allow CrossingPoints to expand and enhance the scope of its inclusive transition

“The grant will make it possible for UA’s College of

services and opportunities for accessing higher education by

Education to support graduate students to earn a master’s

students with intellectual disabilities at UA. CrossingPoints

degree in either special education, severe disabilities or

is one of six nationally recognized programs to receive this

vocational rehabilitation counseling,” said Mutua. “STAR

competitive funding for a second time.

scholars will receive full tuition funding through the grant as well as a stipend to enable them to participate in an

In addition to expanding services, the grant will allow

on-campus summer institute hosted in the CrossingPoints

CrossingPoints to significantly reduce the program fee for

program.” The project team for this grant includes Mutua,

its Tier 3 program to $3,000 per semester. Peer institutions

Williamson and Dr. George Mugoya.

with similar programs have fees ranging from $9,000 to

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McDaniel Selected as the 2020 BlackmonMoody Outstanding Professor 6

Dr. Sara McDaniel has been named the 2020

established the Alabama Positive Behavior Support

recipient of the Frederick Moody Blackmon-Sarah

Office, a statewide center for training and coaching

McCorkle Moody Outstanding Professor Award.

Alabama schools and districts on evidence-based positive behavior support practices.

The Blackmon-Moody Award is one of the most prestigious awards given annually by UA. It is based

“One McDaniel’s most innovative projects involves a

on a specific accomplishment that is innovative,

large R01 research grant funded last year by the National

creative, useful, or captures the imagination.

Institute on Minority Health and Health Disparities. She recruited and led a team of investigators from across

The award was created by Frederick Moody Blackmon,

the country to design and test whether culturally-

of Montgomery, to honor the memory of his

appropriate adaptations to two evidence-based violence

grandmother, Sarah McCorkle Moody, of Tuscaloosa.

prevention programs (one offered to all children and the other to targeted at-risk youth) can lead to reductions in

McDaniel joined UA in 2016 and she has been busy.

discrimination and associated behavioral and emotional

Dr. McDaniel is a Professor in the Department of

outcomes in middle school children. These creative

Special Education ad Multiple Abilities and Executive

program adaptations will include new objectives and

Director of the Alabama Positive Behavior Support

activities focusing on implicit biases and perceptual

Office at The University of Alabama. She won the

distortions of teachers, students and parents...The

APBS E. G. Carr Initial Researcher Award (2015-

focus of this grant emerged from McDaniel’s research

2016), which is given to an early career researcher

on institutional racism and racial inequities in school

whose work in positive behavior support reflects

discipline approaches, which excessively target Black

conceptual sophistication, applied relevance, and

youth,” stated Dr. Kagendo Mutua.

promise of substantial contribution to the field.

In 2019, the Board of Trustees approved establishing Dr. McDaniel earned her Ph.D. from Georgia State

the research-designated Center for Interconnected

University in special education (mild disabilities).

Behavioral and Mental Health Systems, or CIBMHS,

She teaches methods, assessment, and behavior

which combines existing research and service efforts

management courses.

on campus under one organization to boost schools and prepare educators who can implement the

Dr. McDaniel’s research involves the three-tiered

methods. McDaniel serves as director of this center

model of prevention known as positive behavioral

as well.

interventions and supports (PBIS) ranging from early intervention through secondary and includes

The center integrates methods and interventions from

alternative education settings. Dr. McDaniel focuses

across different disciplines to improve behavior and

on both behavioral and academic interventions and

mental health prevention and treatment for students

supports for students with challenging behavior.

in kindergarten through 12th grade. The CIBMHS will conduct rigorous, federally-funded research in

She is a national leader in research on preventing

the areas of positive behavioral interventions and

and treating behavior problems and improving

supports and school-based mental health, also known

student outcomes and school climate. In 2015, she

as Interconnected Systems Framework.

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Dr. Stephen G. Katsinas was recognized by The University of Alabama’s School of Social Work with the 2020 Lahoma Adams Buford Peace Award.

Established in 2002 by UA School of Social Work alumnus Tony D. Walker, the Buford Peace Award acknowledges faculty members who are both professionally and personally active in causes that promote peace and justice. The award is named for Lahoma Adams Buford, who served her community without desire for recognition and dedicated her life to building a better, more just and peaceful world.

Katsinas has more than 35 years of higher education teaching and leadership experience and has dedicated much of his research and service toward increasing access to higher education by ensuring equity in both policy and funding.

Since 2005, Katsinas has served as director of the UA Education Policy Center at The University of Alabama, which, under Katsinas’ leadership, has been awarded more than $6 million of external grants and contracts for research and analyses of education issues throughout the country. The EPC’s reports have focused on community college transfer students, affordability of higher education for students (particularly the impact of Pell grants), quality of life and educational outcomes for students and families of Alabama’s Black Belt region, higher education policy, and community college funding, organization, and governance.

As workforce dynamics have changed, Katsinas has focused his research on community colleges, which are a vital pipeline to the manufacturing and trade sectors and typically service rural areas in the Deep South.

Katsinas continues to support bi-partisan efforts to fund “College Promise” programs to support five key student populations – DREAMers, traditionalaged students, adult students, student veterans, and formerly incarcerated students – to help stem the student debt crisis and expand labor market participation.

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He routinely speaks to policymakers on Capitol Hill about the importance of funding community colleges and improving access, specifically through Pell Grant funding, which has been subject to significant cuts and changes to eligibility requirements over the years. Katsinas has led numerous studies on how Pell restrictions will impact the Deep South economy, often partnering with colleagues in Mississippi and Arkansas for regional analysis. Through this research and advocacy, Katsinas found a strong ally on Capitol Hill in the late Thad Cochran, former senator from Mississippi who supported the EPC’s research and advocacy.

Katsinas has also been a strong proponent of funding Historically Black Colleges and Universities, which are facing significant financial hardships.

Nearly all HBCUs receive Title III funding, though a small percentage of HBCUs take advantage of TRIO programs, which feature outreach and student services aimed at low-income and first-generation students and have seen budget increases in recent years. Katsinas is keen to improve access to HBCUs and student support through TRIO funding and has presented these opportunities and funding projections to HBCU leaders.

The School of Social Work thanks Katsinas for his tireless efforts in research and advocacy for vulnerable student populations. Katsinas embodies the helping spirit of Lahoma Adams Buford and is the 2020 recipient of the Buford Peace Award.

“My thanks to the Buford Family and the Committee for this high honor. Credit for this truly goes to the students, staff, faculty, and partners, because good programs in the educational sphere require both collaboration and partnership over time. I thank THEM. In his autobiography, Carl Elliott wrote ‘There was—and still is—no doubt in my mind that education represents nothing less than the doorway to personal fulfillment, social justice, true freedom and actual equality among all Americans,’” said Katsinas.

Katsinas Receives 2020 Lahoma Adams Buford Peace Award

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Latrise Johnson Receives the NCTE Alan C. Purves Award for the Second Time

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Professor Latrise Johnson’s (with PhD student Hannah Sullivan) article Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students received this year’s (2019-2020) Alan C. Purves Award, which is presented annually to the author(s) of the Research in the Teaching of English (a peer-reviewed journal of the National Council for Techers of English) article from the previous year’s volume judged as likely to have the greatest impact on educational practice.

This article offers ways that teachers of writing might tap into Black students’ intellectual heritage and invite them to use writing as a way to connect to what they do and learn while at school.

Johnson and Sullivan stated, “Recent research in writing with adolescents in out-of-school spaces provides insight into how young people learn to use writing to author their own lives. However, English language arts (ELA) classrooms focus on correctness, form, and removing oneself from the texts composed in school. For Black students in particular, these expectations for writing dehumanize students, decenter their voices and contributions to intellectual discourses, and invoke deficit perspectives about their writing abilities and linguistic identities. Using a critical stance on place, literacy, and humanity in order to forbear connections between how the literacy learning and practices of ELA classrooms/schools might be used to (de)humanize and (de)culturize Black students, this study examines the writing pedagogy of a professor who taught a semester-long creative writing class for students at West High School. Through a humanizing approach to teaching writing, the professor and students engaged in writing and being in ways that honored - as well as centered and supported their individual, cultural, and writerly identities.

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Latrise also received the 2017-2018 Purves Award for her article Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club, which speaks to the rich possibilities of the English language arts, and of queer-inclusive practices, and how the writing of queer youth might disrupt heteronormativity and affirm gender and sexual diversity. Findings suggest that the act of writing enabled the participants to navigate and disrupt heteronormativity and traditional writing practices while being who/how they were. These findings contribute to research that seeks to interrupt literacy normativity and calls for restorative literacies aimed at enabling Black queer youth to (re)claim who they are through their writing.

It is truly an honor to be recognized for writing and researching from the heart,” Johnson said.

Hannah Sullivan, PhD Student

If you were a student in a College of Education teacher education-based program in the past 29 years, it is likely that you had Dr. Stephen C. Tomlinson as a professor. He joined the faculty as an assistant professor of foundations of

were among the most prominent scientists and intellectuals of their day, and that the concept was eagerly embraced by leading members of the New England medical community Nursing Education In 2007, Tomlinson created, spearheaded, and directed the Nurse Educator—Doctor of Education

education in 1991.

program, which was designed to address the shortage

Teaching

faculty positions. Dr. Tomlinson helped set up a

Dr. Tomlinson taught everything from Foundations of Education through Film to The Life and Thoughts of John Dewey to the History of American Education to

in nursing by preparing practicing nurses for nursing working group of faculty from the Capstone College of Nursing and the College of Education to establish the Nurse Education program. The first students

sociological and philosophical studies in education.

enrolled in 2007, followed by annual cohorts in each

His teaching accumen earned him the 2008 Award

of the subsequent thirteen years. While serving as the

for Excellence in Teaching from the College of

director of the program for 13 years, Dr. Tomlinson

Continuing Studies at The University of Alabama and

also served on 35 dissertation committees.

the 2018 Nellie Rose McCrory Teaching Award at The University of Alabama.

Tomlinson says, “I found all aspects of this work— administration, teaching, and mentoring—rewarding, but

Research

drew the greatest pleasure from witnessing the formation

Dr. Tomlinson published and presented works on

of scholars, as students progressed through coursework,

various scholars and educators including Jan Amos

to comps, and finally graduation. In addition, I very

Comenius, Herbert Spencer, Horace Mann, Robert

much enjoyed working with so many talented faculty

Owen, Thomas Jefferson, Edward Thorndike, John

and witnessing the investment they have made in the

Dewey, Jean Piaget and ideas such as the secular

program.”

school, phrenology, multicultural education, political economy, and public schooling.

In 2005, Tomlinson published Head Masters: Phrenology, Secular Education, and NineteenthCentury, which challenges the assumption that phrenology—the study of the conformation of the skull as it relates to mental faculties and character— played only a minor and somewhat anecdotal role in the development of education. He asserted instead that phrenology was a scientifically respectable theory of human nature, perhaps the first solid physiological psychology and showed that the first phrenologists 12

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STEPHEN CHARLES TOMLINSON RETIRES

2020-2021 New Faculty

The College of Education (COE) has once again harvested some of the most talented young scholars in the nation to join its faculty. The work of the faculty always gives expression to the main qualities and strengths of the College and I am confident that we have put the future accomplishments of the COE on a firm footing with this newest group of professors.

It is safe to say that our students will benefit from their considerable expertise and that the quality and the reach of the research and service work conducted in the College will continue to amplify by a sizeable measure.

Curriculum and Instruction Dr. Casedy Thomas Asst. Professor, Secondary Mathematics Education Casedy Thomas’s research focuses on linking research and practice for culturally responsive teaching and culturally relevant pedagogy in P-12 mathematics education, the development of ambitious instruction with mathematics teacher candidates (with an emphasis on opportunities to learn), and oral histories of segregated Black education during the Civil Rights Movement.

Thomas comes to us from the University of Virginia, where she earned her Ph.D. in curriculum and instruction, mathematics education.

Dr. Sheunghyun Yeo Asst. Professor, Elementary Mathematics Education Sheunghyun’s research areas include the development of fractional understanding through the use of dynamic technology, the impact of teacher’s expertise on student achievement, the enhancement of preservice teacher’s high-leverage teaching practices, and the analysis of mathematical tasks. Prior to joining UA, he served as an elementary school teacher in both urban and rural areas in South Korea. He earned his Ph.D. in learning, teaching, and curriculum and a certificate in qualitative research from the University of Missouri-Columbia.

Educational Leadership, Policy, and Technology Studies Dr. Ammie Akin Clin. Asst. Professor, Educational Leadership Akin joined as clinical assistant professor of educational leadership and leadership facilitator for the leadership for character team with the Center for the Study of Ethical Development. She will also assist with UA Superintendents’ Academy. Her professional experience spans all levels, from elementary to high school and college.

She has served as a teacher, an administrator and as an assistant superintendent. Her greatest strength has been mentoring teachers to leadership roles. Akin earned a doctorate in educational leadership at Samford University.

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Dr. Feiya Luo Asst. Professor, Instructional Technology Luo’s research focuses on elementary computational thinking (CT) integration and computer science (CS) education using creative educational technologies, such as robotics and block-based programming tools.

Her research in CT and CS involves creating entry points, sustaining learning across grades, and promoting teacher education at the elementary level. Luo earned her Ph.D. in curriculum and instruction with a concentration in educational technology from the University of Florida.

Special Education and Multiple Abilities Dr. Marissa Filderman Asst. Professor, Collaborative Special Education Marissa Filderman’s research focuses on intensive reading interventions for students with or at risk for reading difficulties, as well as supporting teacher implementation of these interventions.

More specifically, she is focused on examining teacher use of data and developing best practices for teachers to integrate data to intensify intervention. She received the Council for Exceptional Children Division for Learning Disabilities’ Candace S. Bos innovative research grant for her dissertation research, a randomized controlled trial that explored varying levels of data use to individualize a multisyllabic word reading intervention. Filderman previously taught elementary special education, where she worked with students with mild to moderate disabilities in inclusive and resource settings. She completed her Ph.D. in special education at the University of Texas at Austin, where she was a doctoral scholar with the Office of Special Education Programs.

Dr. Kristen Lamb Asst. Professor, Gifted Education Lamb’s research focuses on issues related to policy and equity in advanced and accelerated academics, the role of creativity in talent development of high ability students, and classroom conditions conducive to developing creative thinking and advanced academic achievement. She is the co-author of Developing Creativity in the Classroom: Learning and Innovation for 21st-Century Schools, and she has published a number of articles and invited book chapters on the topics of creativity and gifted education.

Lamb is the recipient of national awards from leading journals and organizations in the field of gifted education.

Prior to coming to UA, she served as public school educator in Texas and a postdoctoral scholar at the University of Washington. Lamb earned her Ph.D. in educational psychology with a concentration in gifted education and Creativity at the University of North Texas.

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Dr. Kimberly Tomeny, Clinical Asst. Professor, EIEIO Dr. Tomeny’s clinical and research areas focus on coaching early childhood professionals, using telehealth in the Part C system, and supporting families of infants and toddlers with or at risk for autism spectrum disorder (ASD). She serves as program director for EI@UA, a model site for the Routines-Based Model of Early Intervention. Dr. Tomeny partners with Alabama’s Early Intervention System on professional development initiatives related to use of the Routines-Based Model via telepractice and the creation a sustainable system of care for families of young children with ASD. She earned her Ph.D. in special education with an emphasis in early childhood from The University of Alabama.

Dr. Sara Sanders Clinical Research Asst.

Professor, SPEMA Dr. Sanders’ research is primarily with students and youth with and at-risk for emotional and behavioral disorders in residential treatment facilities and secure juvenile justice facilities. Dr. Sanders’ research foci are (a) the use of self-regulation strategy development for teaching reading and writing, with a particular emphasis on increasing the intensity of the academic and selfregulation components; (b) behavioral and social/emotional interventions for youth in alternative education settings; and (c) the implementation of mental health supports for both the youth and the staff that work with them. She earned her Ed.D. in special education from Kansas State University and was a postdoctoral fellow at UA for the past two years.

Educational Studies in Psychology, Research Methodology, & Counseling Dr. Joni Lakin Assoc. Professor, Educational Research Joni Lakin studies educational measurement issues, including test validity and fairness, and promotes the effective use of test data by classroom teachers. She also studies STEM education and interventions that promote STEM retention along the academic pipeline. As part of this work, she collaborates with engineering faculty to create opportunities for students from underrepresented groups to be engaged in an engineering career pathway. She is a co-author of the Cognitive Abilities Test (CogAT(TM), Form 8) which is taken by millions of K-12 students every year. Prior to joining the university, she was on the faculty at Auburn University for nine years in the Department of Educational Research, Methods, and Analysis. She received her Ph.D. at The University of Iowa in psychological and quantitative foundations.

Dr. Joon-Ho Lee Asst. Professor, Educational Research Lee studies quantitative methods in educational research, with a focus on multilevel and longitudinal modeling, modern approaches to causal inference, and quantile regression. His methodological research centers on understanding and measuring treatment effect heterogeneity in experiments and quasi-experiments in education. His applied research uses the quantitative methods to explore why, or through what processes, new school funding typically fails to narrow student achievement gaps. Lee is a 2019-2020 American Educational Research Association (AERA) Dissertation Fellow and his scholarship has been supported by the National Science Foundation. He earned his Ph.D. in quantitative methods and evaluation at the University of California at Berkeley.

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Dr. Kaiwen Man Asst. Professor, Educational Research Kaiwen Man’s research explores questions on the boundaries and interactions of the educational statistics, biometrics, and behavioral research literature with particular attention to models for eye-tracking data, responding process data, Bayesian statistics, and data mining. Furthermore, his projects have been externallyfunded by the ETS Harold Gulliksen Psychometric Research Fellowship program. Kaiwen earned his Ph.D. in measurement, statistics and evaluation at the University of Maryland, College Park, and double masters’ degrees in economics and mathematical statistics at the University of Illinois at Urbana-Champaign. He also earned his double bachelors’ degrees in economics and psychology at Lanzhou University (China).

Dr. Yurou Wang Clinical Asst. Professor, Educational Research Wang’s research coalesces around large-scale assessment, developmental psychology and the usage of quantitative statistical modeling, specifically how students internalize learning motivations and beliefs to influence their persistence and self-regulation, particularly within different cultural contexts. She endeavors to uncover cultural differences among Western and East Asian student’s learning motivation, as well as the degree to which students internalize different learning motivations. She uses Deci and Ryan’s self-determination theory framework because it is new and will help us understand how students internalize the value of learning motivation and which types of internalization can promote learning persistence and how teachers form an environment that can help students develop an ideal internationalization. She encompasses experiments on learning persistence, creativity, and tracking micro-facial expressions with K12 STEM learners.

Kinesiology

Music Education Dr. Jacob Mota Asst. Professor, Exercise Science

Mota’s research focus involves the noninvasive assessment of neuromuscular function, with emphasis on: 1) understanding the role of neuromuscular function in older adults, 2) determination of the neuromuscular mechanisms associated with resistance training induced improvements in muscle strength, and 3) investigating the potential for an improved neuromuscular system to positively augment the health and performance of tactical athletes (i.e., firefighters, law enforcement officers). He earned his PhD from the University of North Carolina at Chapel Hill’s human movement science program within the School of Medicine.

Dr. Matthew Myers Instructor, Music Education Myers’s research provides practitioner-focused guides to the choral works of underrepresented communities. Works studied include Jocelyn Hagen’s amass, an ecumenical oratorio which amalgamates texts from a variety of world faith traditions, and Imant Raminsh’s Five Latvian Folk Songs, a choral setting of melodies vital to Latvia’s struggle for independence throughout the twentieth century. Myers earned his D.M.A. in choral conducting with a cognate in music education at Louisiana State University.

Stephanie Anne Shelton Receives AERA Grant to Study Gifted Education Stephanie Anne Shelton received an AERA Education Research Service Project Grant that will fund the qualitative project and a doctoral student next summer to examine how gifted education might be more equitable and diverse. This is in connection with the Georgia Governor’s Office of Student Achievement.

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Spectrum of Support

by UA Strategic Communications

UA researchers come together to improve the lives of those with autism Unearthing creativity and discovering one’s talents

accessibility to services for individuals with ASD,” said

doesn’t happen easily, especially if one faces a social

Dr. Angie Barber, a speech language pathologist.

barrier.

UA’s Center for Youth Development and Intervention, For children with autism spectrum disorder, these

part of the research cluster, will soon enter its third year

barriers can impair social skills and limit their ability to

of SENSE Theatre, a community-based intervention

make and maintain friendships into adulthood.

that pairs children with and without ASD to rehearse and perform original scripts. More than 50 Tuscaloosa-

Art can be a medium to unearth critical social skills,

area children have participated in the study, and early

and researchers at UA are thinking beyond traditional

findings are promising, said White.

interventions, like therapy and medication. UA researchers are currently in their third year of a novel

White and co-researchers have collected data on

intervention that combines theater and peer mediation

perceptions, social functioning and peer interactions, as

to improve social and emotional abilities in children with

well as electroencephalogram, or EEG, data. She said

ASD, ages 10-16.

participants show greater responsiveness to social cues and increased interaction with peers.

“This is really shifting the tide, so to speak, in terms of evidenced-based treatment,” said Dr. Susan White, a

“SENSE targets improved social development using

psychologist at UA who directs the theater intervention

evidence-based strategies,” she said. “The fact that it

program.

takes place in the community and involves peers helps promote generalization and learning transfer.”

The novel approach is just one example of how UA faculty are approaching ASD research through different

Another campus collaboration is also working to improve

lenses. A new interdisciplinary collaborative, the

interventions. Dr. Laci Watkins in special education and

Alabama Autism Cluster, was formed to help bridge the

multiple abilities along with Dr. Theodore Tomeny in

research-to-practice gap created as advances in research

psychology will soon publish results of an interest-

have revealed important findings related to genetics,

based play intervention that shows increases in social

identification and intervention. The group spans two

interaction between children with ASD and their

colleges on campus, drawing from the disciplines of

siblings.

communicative disorders, psychology, special education and multiple abilities, and the educational neuroscience.

SENSE Theatre involved children performing a live, original script at Tuscaloosa Academy.

New methods of research and practice can better

Watkins, who developed the intervention, said that

support the growing number of children diagnosed with

children with ASD often have “focused, highly-

autism, with currently one in 59 children affected.

restricted interests,” which prompted her and Tomeny to incorporate mutually appealing interests into structured

“The Autism Cluster brings together an impressive

play activities between children with ASD and their

group of multi-disciplinary scholars who are actively

siblings. Using simple behavioral strategies to introduce

and collaboratively working to address the biological

the activity to children, Watkins and Tomeny observed

understanding, early identification, treatment and

increases in “reciprocal interactions” in the intervention

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condition compared to playtime without the activity.

“We hypothesize that incorporating these highly preferred interests into play activities increased the social motivation of the child with ASD, thus resulting in more interaction,” Watkins said.

“It also uses a strength-based approach to treatment by building on the child’s existing skills. This intervention, with the addition of peer support strategy training strategies for the typically developing child, is being studied now in classrooms in Beijing with similarly promising results.”

Watkins and Tomeny, who presented their findings at the Association for Behavior Analysis International Conference in Sweden, plan to replicate this peer training with siblings to explore if positive impacts generalize beyond school to home environments.

Other collaborations across campus include • Watkins and Dr. Laura Morrett, educational neuroscientist and psychologist, are using non-invasive brain imaging and group interventions to investigate how social skills training affects social areas of the brain in 7-12 year-old children with ASD. • Rajesh Kana in psychology is developing a multidisciplinary autism center at UA, White and Dr. Caitlin Hudac in psychology plan to examine the neural circuitry’s underlying mechanisms of emotion dysregulation in individuals with autism spectrum disorders.

• Barber and Kimberly Tomeny, a doctoral student in special education, are conducting workshops statewide to bridge the research-practice gap in ASD and help put focus on supporting early interventionists as the frontline providers serving families of young children showing red flags for autism. Alabama’s age of diagnosis lags behind the

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national average, as does the amount of intervention young children with ASD receive through state funded programs.

• Watkins and colleagues White and Dr. Lucy BarnardBrak in special education are working to develop a guiding framework and training model that supports teachers in identifying and implementing focused intervention strategies to improve social, behavioral and academic outcomes for students with ASD. Watkins recently completed a successful pilot study in Tuscaloosa City Schools and plans to expand this research to other Alabama school districts.

Additionally, cluster researchers are using data collected through the ASD College Transition and Support Program, which provides individualized counseling and academic advising and serves as a bridge to other services across campus. For example, psychologist Dr. Laura Stoppelbein is collecting data to look at parenting and environmental factors and how they both influence overall adjustment in children and parents of children with ASD as well as planning to see how the different cluster of symptoms may impact parent adjustment/satisfaction.

SENSE Theater is funded through a $1 million grant from the National Institutes of Mental Health. Sara Margaret Cates (UA Alum ‘13) directs the SENSE Theater program. A service grant through the Alabama Department of Rehabilitative Services/Alabama Early Intervention System supports the workshops by Barber and Kimberly Tomeny.

UA Expands, Strengthens Research Capabilities with New MRI Scanner

by UA Strategic Communications

Dr. Firat Soylu, associate professor of educational psychology/neuroscience, will be among those faculty members to benefit from the MRI scanner.

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 research instrumentation grant from the National Science Foundation will assist in purchasing a state-of-the-art MRI that will encourage interdisciplinary collaborations and allow for leaps in neuroscience research.

“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.”

An addition to University Medical Center is planned to house the MRI and support services within the new UA MRI Center. The grant allows UA to purchase a Siemens 3.0 Tesla MAGNETOM Prisma MRI scanner, MRI compatible eye-tracker and participant response system at UA for the study of brain systems supporting various aspects of human

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behavior and cognitive function. The proposed MRI 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 collaborative proposal from faculty in six UA colleges, the Alabama Life Research Institute and the University Medical Center in response to the Office of Research & Economic Development’s new 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.

Both graduate and undergraduate students will benefit from the MRI. Undergraduate students can gain hands-on training and learn basic concepts of neuroscience so they can consider and pursue careers in neuroscience.

by Dr. Emily Lund (Assistant Professor, Rehabilitation Counseling emlund@ua.edu)

What Healthcare Providers Should Know and Can Do Regarding Interpersonal Violence Against People With Disabilities During the COVID-19 Pandemic The increased risk of interpersonal violence experienced by people with disabilities has long been noted in the literature. The increased risk for abuse persists across disability types, although individuals with certain types of disabilities—namely, developmental and psychiatric disabilities—are at even higher risk.

The ongoing novel corona virus (COVID-19) pandemic has led to considerable and sudden social upheaval, including the lockdown of cities, states, provinces, and other localities. Lockdowns, quarantines, and safer-at-home measures may also place vulnerable individuals in situations in which they may be at greater risk for abuse by increasing their contact with perpetrators and by increasing the difficulty and risks of engaging in help-seeking and leaving behaviors.

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A unique risk factor for violence victimization among disabled people is their frequent reliance on the perpetrators of their abuse for assistance with daily life activities, such as getting out of bed, eating, getting dressed, and accessing mobility devices.

Because the activities of daily living with which people with disabilities receive assistance are often critical to maintaining health, well-being, and functioning, people with disabilities often feel like they have no choice but to tolerate the abuse for fear of being left without access to critical daily assistance and care.

Disability-related abuse is seldom recognized by professionals outside rehabilitation- and disability-related fields and may not be adequately screened for or recognized as part of standard abuse screenings. Despite this, such abuse can be immediately physically harmful or even deadly, potentially resulting in medical complications such as pressure sores, malnutrition, dehydration, and urinary tract infections. Additionally, disability-related abuse can also perpetuate other forms of abuse. For example, destroying an individual’s mobility or communication device may make it impossible for them to either physically leave the situation or to report it to others.

Factors to Remember about Interpersonal Violence Against People with Disabilities as a Result of the Pandemic People with disabilities have historically been and currently are subject to emotional abuse as a result of their disability status. Perpetrators could use the public devaluation of disabled lives during the COVID-19 pandemic as new verbal ammunition with which to attack their victims. Additionally, the circumstances of the pandemic may encourage perpetrators to begin abuse or heighten the intensity of abuse against disabled people, knowing they are now in a more vulnerable place and may have even fewer physical and emotional resources available to counter or protect against abuse.

People with disabilities experience considerable barriers to reporting abuse, even outside the context of a pandemic.

These include fear of or lived experience of not being believed because of one’s disability, fear of retaliation from the perpetrator, fear of retaliatory responses from Adult Protective Services systems as a result of mandated reporting requirements, inaccessible reporting mechanisms, stigma, and lack of provider knowledge about the intersecting issues impacting abuse and disability. These barriers may be enhanced and heightened by the pandemic.

Many providers are currently providing services via telehealth to eliminate or greatly reduce in-person contact unless absolutely medically necessary. The use of telehealth, combined with the effects of quarantine and safer-at-home, means that it may be extremely difficult for individuals with disabilities to truly be in a private location when talking to providers.

People with disabilities often need to make complex decisions regarding reporting abuse because of Adult Protective Services (APS) laws that mandate that providers report suspected abuse of adults with disabilities. Concern that APS involvement could make the situation worse rather than better—for example, by leading to forced institutionalization or other

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loss of independence—has often led people with disabilities to deliberately choose not to disclose abuse Abuse has considerable physical and psychological sequalae, including posttraumatic stress symptoms, depression, anxiety, gastrointestinal symptoms, and orthopedic pain and injury.

These may occur as a direct result of violence (e.g., broken bones as a result of physical abuse) or as a result of ongoing chronic physical and mental stress related to abuse.

The COVID-19 pandemic has resulted in decreased utilization of routine and acute health care for non–COVID-19 conditions because of widespread avoidance of hospitals and other health care agencies because of concerns about potential exposure to the virus while receiving care. As a result, providers report concerns that patients are not seeking care until they reach a stage of acute medical crisis or that they are potentially not seeking care at all and dying at home.

People with disabilities have been historically cast as ideal victims in the eyes of some perpetrators because of their greater barriers to leaving, reporting abuse, and accessing care. The circumstances of the COVID-19 pandemic may further exacerbate that by creating a situation in which obtaining care itself is even more fraught with risk and barriers.

Strategies for Healthcare Providers Providers who work with individuals with disabilities must educate themselves regarding some of the core issues surrounding violence against people with disabilities, such as disability-related abuse and disability-related barriers to addressing abuse. Some seminal and introductory articles and chapters on these issues may be helpful (e.g., Lund & Thomas, 2017; Powers, Hughes, & Lund, 2009; Nosek et al., 2001; Saxton et al., 2001, 2006).

It is vital that providers familiarize themselves with the mandatory reporting laws in their states because the laws for what types of disabilities fall under mandatory reporting requirements for vulnerable adults differ considerably by state and use the guidelines as part of the informed consent process.

Although it may be uncomfortable for providers to know that clients may be purposefully withholding information about abuse, it is important to recognize that clients are making complex and potentially life-altering decisions regarding their own safety.

Because not all clients who experience abuse choose to disclose it, providers may want to provide resources and information about abuse to all clients during the pandemic, especially people with disabilities and those in other high-risk groups. As part of this universal psychoeducation process, providers should consider providing information about how to access abuse-related resources safely, such as using an incognito browser, immediately clearing browser history, and using websites with an immediate exit button that automatically clears browser history and takes the user to a neutral page.

Providers should work with all clients to develop contingency plans if they become ill or lose access to support for any reason during the pandemic. These plans can serve many of the same purposes as safety plans, such as identifying social supports; developing strategies for safely leaving the home, accessing emergency health care and maintaining care of chronic conditions; and identifying resources for backup care. Framing these plans as general care plans, rather than abuse-specific safety plans, may relieve potential client concerns about mentioning abuse directly or specifically while still providing clients with access to the same information and planning. Furthermore, safety and contingency plans that have been previously developed with clients may need to be reviewed and updated in light of the pandemic. Additionally, both new and existing safety and contingency plans may need to be reviewed regularly because of frequently changing circumstances.

Providers may consider beginning a discussion of safety planning with broad prompts, such as “Would you like to work on a contingency plan in case you become ill or lose access to care?” Such prompts will allow the client to inconspicuously decline if a perpetrator is present or can otherwise overhear the conversation.

Providers who are providing telehealth care should make every effort to help the client locate a private area in which to receive services. Electronic, web- or phone-based applications or questionnaires may be used to silently screen for abuse prior to the appointment, although providers should be aware that not all clients may have secure, private phone or Internet access.

Rehabilitation psychologists and other providers who work with individuals with disabilities should play a part in advocating against the systemic ableism and devaluation of disabled lives in the health care system and in society as a whole. Although the pandemic has resulted in both new and magnified

concerns for people with disabilities, the devaluation, discarding, and disrespect of disabled lives that facilitates and perpetuates individual-level interpersonal violence against people with disabilities is not new.

Providers should take steps to become aware of their own ableism, including centering work by disabled psychologists, and actively discuss ableism and anti-ableist attitudes and practices with trainees. Providers should adopt a framework in which the abuse of people with disabilities is recognized as a consequence of systemic oppression as opposed to an individual weakness or lack of capacity.

Providers must thoroughly assess and address the additional cultural, linguistic, and social barriers that disabled clients with multiple marginalized identities may face when seeking assistance with abuse-related issues. Providers should be aware of unique barriers faced by people of color with disabilities, both in general and in the specific context of the COVID-19 pandemic. They must be willing and able to help clients navigate those barriers and find truly culturally competent care.

Closing The systemic roots of violence against people with disabilities run deep. The process of eradicating them is a long, slow one that requires a continuous self-reflection, professional growth, and an ever-present willingness to listen and respond to the concerns and needs of people with disabilities. This process starts with informed, culturally competent clinical practice and professional advocacy that addresses both immediate individual barriers and long-standing systemic issues that perpetuate the abuse of people with disabilities.

The full article (with citations) is available at https:// psycnet.apa.org/fulltext/2020-59952-001.html

Geary Receives UA-AAA Outstanding Commitment to Advising Award

Dr. Colleen Geary, assistant professor of kinesiology, received the spring 2020 Outstanding Commitment to Advising Award from The University of Alabama Academic Advisors Association (UA-AAA), which recognizes the importance of academic advising at UA by celebrating outstanding academic advisors. In addition to teaching multiple undergraduate classes, including applied biomechanics and professional development, she served as the head exercise science faculty advisor; the undergraduate exercise science program coordinator (revamping the undergraduate curriculum); exercise

24

science internship coordinator; and coordinator of the basic physical education program (the elective academic activity courses) and supervision of GTAs and adjuncts who taught within that program. She also developed and maintained an advising website specifically for undergraduate students within the Department of Kinesiology. She loves teaching and serving within my department, the College of Education, and The University, and hopes to be able to continue to do so for years to come.

“Dr. Geary has developed, grown, and refined undergraduate advising for exercise science students over the past 9 years, which has been of great service to our department, and to the college, given that exercise science students make up nearly half of the college’s undergraduate enrollment,” stated Jonathan Wingo, department head.

UA to Help Bring Computer Sciences

by UA Strategic Communications to Alabama High Schools

A collaborative project between UA and several statewide partners was awarded a nearly $4 million grant to bring computer science education to Alabama K-12 schools.

classroom. Although originally scheduled to be on the UA campus, this summer’s program moved to a virtual training amid COVID-19.

The five-year grant from the U.S. Department of Education will help the Pathways for Alabama Computer Science Initiative expand computer science education in Alabama, with a focus on high school students and those in rural and underrepresented communities.

Educators will learn strategies to encourage students to participate in computer science-related careers as well as training to teach rigorous computer science classes, such as an algebra course integrated with computer science information and an Advanced Placement computer science course.

“This project will impact about 60,000 high school students over four years,” said Dr. Jeff Gray, principal investigator on the project, UA computer science professor and co-chair of Gov. Kay Ivey’s Advisory Council for Computer Science Education.

As part of legislation that passed in May 2019, every high school in the state is required to offer a computer science course beginning this fall. The computer science project will train teachers to implement the legislative requirement.

“This grant project will help us move Alabama students forward and better prepare them for better futures,” said Dr. Rebecca Odom-Bartel, a UA computer science instructor and COE alum who is part of the project. “We hope the students can learn about all the opportunities they never knew existed.”

The Pathways for Alabama Computer Science Initiative will host a Computer Science Professional Development Week over the next four summers, training 440 high school teachers, counselors and administrators around the state to introduce computer science to their students in the

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“What we’re basically asking teachers to do is the equivalent of taking an English teacher and training them to teach calculus AB,” Gray said. “We want to instill confidence in them that they can do this through yearlong support that the project offers.”

UA’s College of Engineering, with help from the UA College of Education and off-campus partners such as the Alabama State Department of Education, Tuskegee University, A+ College Ready Dr. Kathy Haynie of Haynie Research and Evaluation and others, will coordinate summer training.

“The partnership between computer science and secondary mathematics education has placed UA in a space to lead nationally on the importance of STEM collaboration that ultimately impacts the future of Alabama K-12 students,” said Dr. Jeremy Zelkowski, UA associate professor of secondary mathematics education.

For more information, contact Gray at jggray@ua.edu.

Burnham Receives 2020 Outstanding Graduate Mentor Award Dr. Joy Burnham, professor of counselor education, has been chosen as the recipient of the 2020 Outstanding Graduate Mentor Award. This recognition sets her apart, among a very distinguished UA faculty, in achieving the highest standards of success in the teaching and guidance that she offers to graduate students.

This award highlights the importance of offering consistent and meaningful guidance to graduate students, while serving as an inspirational and ethical role model and preparing them for success at the next level of their professional careers.

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Build on Bama At The University of Alabama, we’re invested in your success.

You’re a legendary alumnus, and we want to help you build on the UA tradition. The Build on Bama tuition grant covers the cost of your first 3-credit-hour class in a Bama By Distance online program. Students must apply for the grant during their first semester by the deadline in order to be considered.

See BuildOnBama.ua.edu for details.

Over 20 online College of Education programs available to select from in the following areas: • Classroom Instruction

• Higher Education

• Counselor Education

• Special Education

• Educational Leadership

• Kinesiology

• Educational Psychology

BamaByDistance.ua.edu/education

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Bama By Distance Online Programs

Opening Doors Through Virtual Education

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There’s no denying that virtual education has unique challenges for students and teachers. Many UA alumni may be a step ahead in delivering an engaging classroom experience after earning their advanced degrees in online formats.

The College of Education has been offering premier graduate degree programs in online and hybrid formats for over a decade, and each graduate represents a continuation of the Capstone’s impact on communities and K-12 students around the nation.

Three proud graduates — Ashlyn Goodwin, Tatiana Gandolff and Brayden Emerick — reflect on their experiences and share their advice for students who are interested in following in their footsteps.

From Dentistry Plans to Dedicated Educator After earning her bachelor’s in Biology from Tuskegee University in 2014, Ashlyn Goodwin returned to her high school alma mater to teach. She had planned to only teach for a few years as a break from school before pursuing the requirements for a career in dentistry. The problem? She fell in love with education.

“I never thought I’d stay in education this long, but after I got in the classroom, I felt like I came to life.

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I love working with teenagers and young adults — mentoring them and making science fun for them,” she said.

Inspired by her own Selma High School biology teacher, Dr. Chasity Green, Ashlyn decided to make this passion her career, and her mom told her it was time to advance her education.

When it came to earning her master’s in Secondary Education with Science 6-12 certification, Ashlyn knew exactly which institution she wanted to attend — The University of Alabama. So she met with faculty and staff from the College of Education. “They welcomed me with open arms and counseled me on what steps I needed to take,” she said. In August 2018, she began the program while continuing to teach full time.

Even with five years of classroom experience before beginning the program, Ashlyn said the master’s coursework has enhanced her teaching abilities.

“I learned so much about teaching, education, socioeconomic backgrounds and the teacherstudent relationships and dynamics. It’s helped me better relate to my students, parents, staff and administration. I enjoyed it, and I learned a lot.”

“People get discouraged once they start working. They

think, there’s no way I can go back to school now… but I want to show people that you can do both! There are opportunities out there like this that can help. I don’t feel like I learned any less as an online student than someone who sat in a classroom. It took me five years before applying, but I’m thankful I did! I’m so glad to be part of the UA family.”

The Weight of a Name Florida native Tatiana Gandolff attended Jacksonville State University in Jacksonville, Alabama, after high school. But Tatiana quickly determined traditional learning wasn’t for her and returned to Florida to earn

said. “I don’t feel like I’m one of many in an online program; it’s more individualized in an online setting.”

While her time in Alabama didn’t last very long, she was here long enough to realize she had to pick a side: Alabama or Auburn. She picked The University of Alabama and has been a fan ever since.

After teaching for over 10 years, Tatiana wanted to expand her knowledge and learn how to better connect with her students. When she heard UA had a program with a Learning and Assessment concentration, she was sold, and she began pursuing her Master of Arts in Educational Psychology — Learning and Assessment through The University of Alabama’s online program.

“There’s not a lot that I do on a daily basis where I refer back to my undergraduate training,” said Tatiana.

“However, from my master’s I have a lot of practical training. What shapes my philosophy of education came from what I learned at Alabama.”

Before earning her master’s, Tatiana was an elementary teacher at a private school in Miami. She said breaking into the public school system is hard to do in Miami, but having a degree from UA helped her stand out among other applicants and landed her a job as a fourth-grade math teacher at a public charter school.

“Once I finished up at Alabama and I put that on my resume, I felt like it opened a lot of doors,” said Tatiana.

Tatiana graduated in 2019 and is in the process of writing a book about her time teaching private school.

She said she’ll always treasure her time with The University of Alabama program and how it shaped her philosophy of both teaching and life.

“I strive to have that Alabama attitude wherever I go.”

her bachelor’s in Education online through Florida International University while she began a career in early childhood education.

“I loved learning, but I hated being in school,” she 30

UA – Where Dreams Do Come True As a high schooler, Brayden Emerick dreamed of attending The University of Alabama for her undergraduate education. But her plans changed and after starting her freshman year at Spring Hill College in Mobile, she transferred to Old Dominion University in Virginia, where she earned her bachelor’s degree.

Brayden’s love for learning compelled her to continue her education so she could be the best possible teacher for her students.

“As an educator, you need to constantly grow.

You can only take your students as far as you can go.

If you become stagnant, then so do they,” Brayden said.

Brayden’s husband found Bama By Distance and saw that a Master of Arts in Secondary Education with Reading Specialist certification was available. Brayden knew it was her opportunity to attend the university she had dreamed about since high school and advance her classroom skills as a high school English teacher.

“The program was more cost-efficient at Alabama than any other schools in my area,” Brayden said.

“You get so much out of it and I couldn’t have asked for a better program. It opened a lot of doors for me, especially being associated with The University of Alabama. That name carries a lot of clout. When people find out I earned my master’s there it is a whole different spectrum.”

Because of her degree, Brayden took a job at a more in-need high school in her area. She trains the city’s English teachers and helps teachers of other subject areas because of her Reading Specialist certification.

Old Dominion has even invited her to speak at their annual writing conference due to her experience.

On top of her everyday teaching responsibilities, 31

Brayden also tutors students for Virginia’s standardized English tests.

Brayden is hoping to continue her education and earn a PhD in the near future.

She looks forward to continuing to elevate her career and is grateful for her time as a UA student.

“The whole program really changed my life and changed my career,” Brayden said. “It’s opened doors I couldn’t have ever imagined.”

Now It’s Your Turn Brayden, Tatiana and Ashlyn’s stories share themes common to all great teachers — a passion for education and fierce commitment to bringing students the very best. From many master’s and doctoral programs across content areas to flexible, online formats that fit the life of a full-time educator, there are many opportunities to advance your career through UA’s online options. There’s never been a better time to begin your advanced degree at Bama since test score requirements have been waived for a limited time. If you’re ready for the next step of your education and career, contact us today by emailing uadistance@ua.edu or visit bamabydistance.ua.edu/ education.

Supporting Young Children and Families: From Safer at Home to School Re-Entry

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by Dr. Cailin Kerch (Clinical Assistant Professor, Early Childhood Education cjkerch@ua.edu) and Dr. Alison Hooper (Assistant Professor, Early Childhood Education alhooper2@ua.edu)

A four year old turned to her mother and asked a battery of questions with tears in her eyes: “Will the virus dead me? When can I touch my friends again? “When will it go away?” A seven year old says, “But I miss my friends, and I don’t like learning on the computer! It’s too hard.”

Similar questions can be heard in the homes of many families with young children, and maybe you’ve heard them in your own home. Many children’s and families’ worlds have shifted due to the ongoing COVID-19 pandemic, and adults are expected to respond and support their children while maintaining work and family responsibilities.

Here are some tips and resources to help families navigate their safer at home or school re-entry with an emphasis on supporting children’s social, emotional, and mental health.

Keep in mind that there is no ‘right answer’ as to whether you should keep your children at home or to send them back to school or child care. No option is perfect during this worldwide pandemic, and all are associated with some risk. These decisions must be made with your own family circumstances in mind.

Safer at Home Children and families are navigating time at home with varying levels of access to community, educational, and family supports. The phrase, “It takes a village” may be more accurately stated for many families as, “It takes a virtual village.”

Check out the resources on the link at the end to augment existing supports you may be receiving from your child’s school or early care and education program.

Virtual Learning Strategies An increasing number of schools started school virtually for at least the first nine weeks of school. This is an important safety precaution to reduce community spread and protect children and educators. However, it presents a great challenge to working families.

Tips • Create a visual schedule and reference it throughout the day, discussing any changes with your child.

• Build in frequent breaks and encourage play throughout the day.

• Encourage gross-motor activities (outside, jumping, dancing, etc.) for 30-60 minutes a day.

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• Daily household activities like setting the table, sorting laundry, and writing a grocery list can be great learning opportunities. Do these activities alongside your child, and talk about how you are using math, writing, etc.

• You are doing your best, and your best is enough. If your child is doing virtual schooling, you are not your child’s teacher, and you are not expected to be.

• Support their learning the best you can, but rely on their teacher and the resources provided by the school.

• Find healthy ways to manage your own stress and make time for self care, even if it’s something small each day. This is one of the best things you can do to support your child’s development.

• Make time to meaningfully connect with your child each day. This could be over a book, while playing, or at a mealtime. It doesn’t need to be long, but it’s important to try to give your child your full attention during these brief times of connection.

• Ask for help! You could ask your child’s teacher, a family member, a friend, your church, or another support system.

School Re-Entry Check out the resources on the link at the end for guidance around how to talk to your child/ren to help prepare them for what they may experience if they are returning to school or child care. You can use strategies like role playing and social stories to help children transition to new surroundings and better understand expectations.

The 2020-2021 school year will be challenging. Our children’s wellbeing and the health of our families are our top priorities. We hope these resources provide you with evidence-informed support as you personally navigate the challenges ahead.

Providing a stable environment with positive adult-child interactions, whether at home or in a school setting, has been shown to mitigate harmful stress for children.

Remember, the rest is secondary. You are doing your best and making the best decisions you can with the information you have, and your best is enough. Children are resilient.

With your support, they are developing important skills like adaptability and compassion as your family navigates the pandemic together.

Resources: https://education.ua.edu/supporting-youngchildren-and-families-from-safer-at-home-to-school-re-entry/

College to Open UA Early Learning Initiative in Gadsden in January 2021

The UA Early Learning Initiative at Gadsden will serve as a model early childhood education program. The program will provide area children and families with high-quality, inclusive learning experiences, act as a professional development site for teacher education students and practicing teachers from around the state and serve as a research site where UA faculty can conduct innovative research related to early childhood education and child development.

“The plan for the UA Early Learning Initiative at Gadsden is to conduct two working classrooms for 4-year-olds that will model best practices in the field and provide a proving ground for frontline research,” said Dean Peter Hlebowitsh.

The program at the UA Gadsden Center in a wing that was recently renovated by UA’s College of Education.

A playground is currently being installed to prepare for the opening.

The initiative will start with two pre-kindergarten classrooms funded in part through grants from the 34

Alabama Department of Early Childhood Education.

The initial classrooms will serve 36 children from Etowah County and surrounding counties at no or minimal cost to families.

Although the program will begin with two pre-K classrooms, the goal is to expand to serve infants, toddlers and 3-year-olds; offer after-school programming; provide on-site and virtual professional development; and serve as a hub for early childhood and family engagement initiatives.

The UA Early Learning Initiative at Gadsden will be led Dr. Cailin Kerch, clinical assistant professor of elementary and early childhood education; Dr. Alison Hooper, assistant professor of early childhood education; and Felicia Simpson, director of the Office of Expanded Learning and Community Supports.

The initiative is a collaboration among UA’s Colleges of Education and Continuing Studies, the Alabama Department of Early Childhood Education and the City of Gadsden.

Literacy Center to Research Teacher Knowledge of Early Literacy Instruction

The Belser-Parton Literacy Center Associate Directors, Director, and Affiliate, Drs. Julianne Coleman (PI), Tracey Hodges (PI), Carol Donovan (PI) and Cailin Kerch (PI), have been awarded a $250,000 research grant from the Alabama State Department of Education (ALSDE) to longitudinally examine teacher knowledge of early literacy instruction and relationship with professional development opportunities offered by ALSDE in response to the Alabama Literacy Act. This work will provide deliverables and recommendations at the district level to support literacy professional development opportunities, in addition to, informing ALSDE and the AL Literacy Task Force’s state-wide policy recommendations.

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$1.6 Million Grant to Help Practitioner-Leaders in Rural Education Settings Project RIIPL (Rural Interdisciplinary, Interconnected Practitioner-Leader), a $1.6 million grant funded by the Office of Special Education Programs (OSEP), will train 20 special education and school psychology practitionerleaders with specific expertise in rural education settings, interdisciplinary collaboration, and integrating mental health, social, emotional and behavioral supports to students at-risk for and with high-intensity needs.

mental health, social, emotional, behavioral programming).

Each student will complete their program within the two years of funding with tuition, stipend, and conference travel funds totaling more than 95% of the total budget for participant costs. Students will collaboratively complete course assignments and clinical placements in pairs. The project will be evaluated using qualitative and quantitative formative and summative assessments conducted by an external evaluator experienced in program evaluation.

To accomplish this primary goal, project requirements will be integrated across three principal training objectives: (a) collaborate with a variety of stakeholders and lead interdisciplinary efforts in education agencies; (b) lead the implementation of individualized and differentiated intervention to promote high expectations for students with significant social, emotional, and behavioral needs; and (c) conduct high-quality, evidence-based assessment.

Sara McDaniel, professor of collaborative special education, will serve as the principal investigator/project director.

Co-PIs include Daniel Cohen (assistant professor of school psychology), Laci Watkins (assistant professor of autism and collaborative special education), June Preast (assistant professor of school psychology), and Lucy Barnard-Brak (associate professor, University Autism Cluster).

We will train 20 (10 special education and 10 school psychology) practitioner-leaders through their Ed.S. programs to serve as school and district leaders in the multi-tiered Interconnected Systems Framework (i.e.,

Recruitment began October 2020 with enrollment beginning in spring 2021 and starting coursework in fall 2021. For more information, contact Sara McDaniel (scmcdaniel@ua.edu).

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Choi Awarded $50,000 Spencer Grant to Study Math and Science Achievement Globally The Trends in

across different test cycles and thus it is unlikely to explore

International

changes in students’ achievement performance over time.

Mathematics and

We can evaluate the quality of common items using a

Science Study

differential item functioning (DIF) and an item parameter

(TIMSS) from the

drift (IPD).

National Center for Education

The purposes of this study are (1) to apply the mixture

Statistics presents

IRT model, which is one of methods to determine latent

an ideal opportunity

classes, to common items in mathematics on the TIMSS

to compare

datasets during 2007-2019; (2) to investigate latent class

U.S. students’

DIF of common items in each cycle of TIMSS; and (3)

mathematics and

to investigate the existence of IPD for TIMSS common

science achievement

items. Our contribution is to offer the initial insight into

at fourth and eighth grade with that of their peers around

the IPD of mathematics common items on TIMSS datasets

the world. To scale examinee performance on multiple

administered during 2007 - 2019.

test cycles, a set of items is often repeatedly used. These repeatedly administrated items are called common items or trend items. Common items are important because without them, it is impossible to link and equate items

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Meet the College’s New Partner Alabama Afterschool Community Network

by Felicia Simpson (Director, Office of Expanded Learning and Community Supports, fmsimpson@ua.edu)

Alabama’s COVID-19 recovery plans and essential partners to parents, caregivers, and school districts. They serve as

Effective September 2020, the Alabama Afterschool

places to support students’ learning, including with remote

Community Network (ALACN) is now working out UA’s

school requirements, and provide safe, consistent care for

Office of Expanded Learning and Community Supports

working families, including teachers and other essential

under the direction of Felicia Simpson, who has been

personnel.

working with K12 educators and afterschool programming for the past 23 years.

Among Alabama parents, 83% report that kids have STEM opportunities in their afterschool program and two-thirds

ALACN is an innovative partner to bring to the UA,

say afterschool programs help their kids gain teamwork,

particularly as it has been working hard throughout 2020

leadership, and critical thinking skills. These opportunities

to rapidly pivot afterschool programs statewide to continue

are so important to prepare our youth for college and

to serve Alabama youth through COVID-19. More than

careers.

100,000 students are enrolled in afterschool programs

Established with the support of the Charles Stewart Mott

across Alabama. Afterschool programs are critical to

Foundation, the Alabama ALACN is one of the 50 national

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afterschool networks dedicated to informing policy, developing partnerships, and shaping practices to sustain and increase the quality of afterschool programs nationwide. ALACN brings together resources, expertise and best practices in afterschool to improve funding, access and quality of programs across the entire field of afterschool. ALACN coordinates professional development, resources, and trainings across the state. They help youth workers and programs be their very best so youth get the most out of their afterschool experiences. ALACN gives consideration and brings together the broad field of afterschool to create a shared vision for their most urgent needs. Lastly, they work together to set goals and advocate for solutions that will have the greatest impact.

“Early in my career I taught kindergarten. During my tenure, I discovered how important afterschool programming was for my students. I didn’t have to worry about my students being “latch key kids” or if they would have a decent meal for dinner. I knew the afterschool program in my school, would meet their needs outside of

Felicia Simpson, Director

my classroom. Afterschool became my passion! Now, I consider my role as a unique opportunity to advocated for students and families across Alabama. Learning doesn’t end at 3pm., so afterschool programs have an opportunity to ignite ideas from the school day

Connect with ALACN

and inspire students to become whatever they desire. I am honored

Would someone in your network be a good mentor,

to serve the students, families and communities in Alabama,” Felicia

staff member, or tutor Do you have ideas for

Simpson.

internships or career opportunities? Afterschool

Opportunities Having ALACN as Part of The University of Alabama, College of Education

programs are always looking for apprenticeship and entrepreneurship ideas. Afterschool programs are strongest with supportive partners that provide learning opportunities to youth, help iterate on

ALACN seeks equitable outcomes for children to succeed

quality programming and more. If you or someone you

in school and future jobs, a statewide afterschool network

know has experience with youth development, ALACN

brings together cross-sector leaders with a common vision and

would like to connect with you. For more information,

coordinated strategy to advance quality programming. ALACN

please visit our website: www.alacn.org.

provides many opportunities to the College such as opportunity to engage with national experts and other academic institutions to develop strategies to strengthen afterschool and summer learning across the state/country, opportunity to connect theory

Resources and Connections during these Challenging Times

and practice as it relates to afterschool program provision,

ALACN has resources to address Child Nutrition

creating a connection and role with community-based efforts on

Programs; Resources, Activities, and Opportunities;

a statewide level and an opportunity for student engagement and

childcare issues; and other related information.

education as it relates to afterschool programming.

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Dr. Samantha Elliott Briggs (PhD, ‘08) Named 2020 GEAR UP Professional Of the Year Briggs is the project director for GEAR UP Alabama housed at UAB. The award is given to someone who is committed to the GEAR UP movement and exudes the passion and perseverance to assist low-income students in their quest to attain a postsecondary education.

The UAB School of Education and community partners are prepare 9,300 low-income students to succeed in postsecondary education. Students in 42 schools across 21 counties in Alabama’s Black Belt region are being mentored. The initiative began in 2014 with a $60.2-million grant, including $24.5 million from the US DOE and $35.7 million from other sources. They also offer academic tutoring, financial education, health and wellness workshops—and for qualified students, full tuition waivers from the Alabama Community College System.

“Serving the students of the Black Belt is one of the most rewarding experiences I’ve had as a professional.

It brings together all my personal and academic passions as I have the humbling experience to change the narrative of so many families by offering resources and opportunities that put them on a pathway to college and career. The work is challenging, and oftentimes exhausting, but the children are so deserving and so loving in turn. I feel as though I can drive many of the winding back roads by memory at this point, as I’ve driven thousands of miles to visit my schools from the Mississippi state line to the Georgia state line, and every point in between that crescent shape of the Black Belt. While I’m tasked by the Federal Government and UAB to offer “hope, possibilities and realities” to my “babies,” I feel as though it is them who teach me and through their resilience, grace and brilliance I can’t help but to have hope about the future they’ll offer both the generations that raised them, through the generations to be raised by them...To be given the highest distinction offered by my parent organization, is like getting ice cream on my favorite Greene County Peach Cobbler that I get every time I’m in Eutaw,

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Alabama!”

Dr. Olivia Hester (PhD, ‘19) Heads Up Aggie ACHIEVES at Texas A&M University Dr. Olivia Hester (PhD, ‘19) is the Program Director for Aggie ACHIEVE. She received her Ph.D. in Special Education from The University of Alabama. While at Alabama, Dr. Hester worked for several years as both a special education transition teacher and a graduate research assistant for the CrossingPoints Transition Program with Dr. Kagendo Mutua.

CrossingPoints is located on The University of Alabama campus and is a similar postsecondary program to Aggie ACHIEVE. Dr. Hester is responsible for oversight of all key elements of the Aggie ACHIEVE, such as day-to-day operations, student recruitment and screening, collaborating with faculty in academic departments, fostering campus and community partnerships, and addressing any issues that arise in the program.

“Having the hands-on experience at CrossingPoints and working with Dr. Mutua under a large federal grant was an opportunity that has significantly impacted my career and is still a major influence today,” said Hester, “...My experience at CrossingPoints, coupled with the learning opportunities that were provided by SPEMA and other COE professors and instructors, has allowed me to be more prepared to take on this role. The College of Education at The University of Alabama is a unique setting where I truly believe mentorship was held high by all professors.

I had multiple professors that served as my mentors and that guided me (and continue to guide me) to where I am today.”

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From Graduation to Teacher of the Year in Three Years: Breanna Johnson-Anderson (’16)

Breanna Johnson-Anderson (COE alum ‘16) had two job

positions. Breanna had the opportunity to complete her

offers two days following graduation. She was definitely

final teaching assignment in Auckland, New Zealand.

prepared for her classroom assignments and leadership opportunities! Recently, Breanna discussed the UA teaching

Breanna believed that the College of Education has good

program with her parents. She shared the experiences

diversity within the teaching staff, unlike her previous

gained in her practicum rotations, which she had in various

elementary and high school faculty.

types of school placements (special education, rural, inner city, and schools with an abundance of resources)

Completing the well-rounded experience, Breanna was

were great experiences in regards to what to expect in real

accepted in the Avanti Program for student leaders. This

classroom settings. The evaluations and real time feedback

program welcomed new students to the campus prior to

received from experienced teachers and the College

classes starting. Her fellow Avanti students remain close

of Education faculty were essential to her professional

friends years after graduating.

development.

After only three years of professional classroom teaching, The in-classroom student-teacher experiences assigned

Breanna was selected as Teacher of the Year at St. Peter

students, early in their academic process, was invaluable.

Claver Regional Catholic School in Decatur, Georgia.

Many students were able to identify early in their college life if education was the profession for them or not. The

Breanna was selected by her peers for her constant

COST Program (an overseas teaching exchange program)

willingness to help lead and encourage her fellow teachers

was extremely beneficial because it provided exposure to a

and students. Breanna focuses on building relationships in

variety of international, cultural, and educational protocols

the classroom with her students from the first day of school.

and allowed students to take advantage of different cultural

She is a diligent and hard worker who is willing to go above

norms that could be applied to their future teaching

and beyond for every student who she is in contact with.

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Yale University Honors Dr. Stephanie Bostick (‘04) with Yale Educator Award Dr. Stephanie Bostick, who works as a counselor at Bob Jones High School in Madison, has been honored with the 2020 Yale Educator Award.

The award recognizes exemplary teachers from around the world who have supported and inspired their students to reach academic success.

“I was a little taken back at the attention, because I am more of a behind-the-scenes person. I love to show my students off, and I am their biggest cheerleader, so an accomplishment about me is quite different,” Bostick said.

“It’s a blessing to work with such great students, teachers, counselors and administration. Bob Jones is a special place,” Bostick said. “I tell students every day how lucky I am to serve as their college and career counselor.”

Bostick earned a bachelor’s degree in special education at UA and then two master’s degrees – one in school counseling and another in instructional leadership.

“I then went on to receive my doctorate’s degree in educational leadership, policy and law. My goal was to complete my doctorate before I turned 30, and I completed it two days before my 30th birthday,” Bostick said.

She has worked in education for 17 years.

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The Dallas native who earned her M.S. in human environmental sciences, in the general studies and conflict management certificate online program.

Growing up a teacher’s daughter, Paholski always knew she wanted to work with kids, so it was fitting that she follow in her mom’s footsteps and become a teacher as well.

She first came to UA four years ago on a full-tuition Presidential Scholarship to study education. The high-achieving Paholski, who brought 39 Advanced Placement credits with her, finished her bachelor’s degree in just three years, but she wasn’t ready for her college experience at UA to be over. Since she had a full year of scholarship funds left, she decided to use it for a graduate degree.

Paholski chose a program offered exclusively online.

As a distance learner, she’d be free to take advantage of other opportunities, like a teaching position at Cottondale Elementary School, which she called a dream job.

Although she was hesitant to do a program that was offered only online, she said it was an amazing experience.

“Everyone in the program has been so flexible and accommodating at a level I wasn’t accustomed to in my undergrad program,” said Paholski, who also worked as a graduate assistant at the Capstone Center for Student Success. “My professors were so helpful and allowed me to squeeze the program into one year.”

Even though she was an online learner and had two jobs, Paholski still enjoyed the full experience of her last year of college being very involved in campus life.

The fluent Spanish speaker said that one of the biggest bonuses of online-only classes was the door it opened for her to teach.

“Working as the computer teacher at Cottondale over the last year was so rewarding,” she said of the position she held until schools closed amid the corona virus crisis. “It was the perfect fit. I feel that I have been called to serve students, and teaching is the best way that I know how to do that.”

Online Student Becca Paholski (‘19, ‘20) Ready to Get Back in Classroom … as the Teacher 44

by UA Strategic Communications

With the semester wrapping up remotely, Paholski misses her friends, life at UA and especially her students at Cottondale.

“This whole thing has shown me that I’m ready to get back in the classroom,” Paholski said. “I plan to move back to Texas and teach in a school with a high Hispanic population, and I know I’ll be able to put my Spanish proficiency to good use. I hope to teach in an underserved community.”

David Dai (‘16) Named Alabama’s Alternate Teacher of the Year The son of wonderful parents who immigrated to

Alma Bryant. He is co-sponsor of the scholars’ bowl

Alabama from Vietnam and is a Bayou La Batre

and HiQ academic teams, the Student Government

native, educator David Dai learned at a young age

Association, and the Youth Activist Coalition. He

how to serve others in his community. At the age of

coaches ultimate frisbee and disc golf as part of a

seven, he was thrust into the important responsibility

21st Century Community Learning Centers of Alabama

of translating for his parents and their friends

grant for after-school programming.

during medical appointments and school parentteacher conferences. His parents instilled a lasting

He helped launched Bryant’s “Shoot for Two”

appreciation for education in him and Alabama

campaign to encourage students to improve their ACT

educator David Dai went on to earn a bachelor’s and

scores by two points and is also a leader in promoting

master’s degrees in mathematics education from The

and encouraging community service projects. Dai has

University of Alabama.

led his fellow math teachers in a book study designed to improve peer collaboration and support teacher

Now as a beloved educator at Alma Bryant High

growth. He has completed multiple graduate-level

School, he inspires his students with this same

research projects, including how students’ language

appreciation for learning and achievement.

use affects test scores and how memorizing formulas

He has taught Algebra I, Geometry, Algebraic

can affect student exam performances in Algebra I.

Connections, Discrete Math and ACT Math Prep at 45

UA CrossingPoints Student Wins National Scholarship

Melissa Walker, a member of UA’s CrossingPoints Certificate in Occupational Studies (CCOS) Program, was recently awarded the Ruby’s Rainbow Warriors for Walt Scholarship.

“I’m so excited and thankful to Liz and Trey Morris, and Walt from up above,” said Walker. “The scholarship really means a lot and will help me complete another semester at UA.”

Walker, a native of Tuscaloosa, is the first UA CrossingPoints student to receive a scholarship through Ruby’s Rainbow, a national nonprofit organization that grants scholarships to adults with Down syndrome seeking post-secondary education, enrichment or vocational classes. The goal of Ruby’s Rainbow is to help individuals with Down syndrome achieve their dreams of higher education while spreading awareness of their capabilities.

CCOS is a non-degree certificate program for young adults with intellectual disabilities interested in pursuing postsecondary education at UA. CCOS seeks to provide students with intellectual disabilities with a high-quality and inclusive college experience.

The Warriors for Walt Scholarship was created in memory of Walter “Walt” Luther Morris IV who was born with Down syndrome and passed away at nine months because of complications following open-heart surgery in 2016. His scholarship is a joint partnership between Ruby’s Rainbow and the Warriors for Walt Charitable Fund through the Arkansas Community Foundation.

Walt’s family – little sister, Mae Louise, mother, Liz, and father, Trey – proudly gift the scholarship annually to deserving young adults with Down syndrome who make their dreams reality by attending higher education.

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Walker says some of her favorite aspects of the program are living on campus in a residence hall, being a CCOS ambassador and bringing awareness about students with intellectual disabilities.

“Melissa has dreamed of inclusion and opportunity at every stage of life,” said Lawanna Walker, Melissa’s mother. “When society tries to place Melissa on the sideline because they see her as different, not belonging or worthy of inclusion, she always smiles and continues to find her way into the game as a competitor, not as a mere spectator, while gaining more confidence in her abilities and purpose.”

In addition to serving as a CCOS ambassador, Walker is a UA SGA representative, and member of the Afro American Gospel Choir and Sigma Alpha Lambda. In 2019, she won first place in the inaugural Miss Unique UA pageant.

Senior Creates Greeting Cards to Cheer Nursing Home Residents

UA senior Demarcus Rudolph started a project creating

“This is a way for me to remember her and continue

greeting cards for senior citizens in nursing homes.

the work that she did,” he said. “She’d give the clothes off her back to someone if they needed it. She did it all

Rudolph, a 22-year-old Daphne native studying early

voluntarily.”

childhood special education, said he started the project because nursing home residents can’t see their loved ones

So far, Rudolph has written 102 greeting cards. They

in person due to the novel corona virus, and he wanted to

contain uplifting messages such as “I don’t know how to

do something to lift their spirits..

tell you you’re amazing” and “Thank you for shining as bright as you do and I hope you have a good day.”

“It feels good to know that we’re putting smiles on people’s faces, especially during a time where people are

He’s going to send 159 of them to Albertville Nursing

sad because of what’s going on,” he said.

Home. After that, he’ll begin making cards to send to 10 to 20 additional nursing homes statewide and across the

The project, called “Putting A Smile In Nursing Homes,”

country, and is asking for recommendations.

is a part of Rudolph’s foundation, Mary’s Dream, named for his grandmother who taught him to always give back to

In addition to nursing home suggestions, people can also

others. She died a decade ago.

help Rudolph by creating greeting cards themselves and sending them to him. For more information, contact Rudolph at rdemarcus59@yahoo.com.

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Box 870231 Tuscaloosa, AL 35487-0231

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Nonprofit Organization U.S. POSTAGE PAID The University of Alabama