CEBS Spring / Summer 2016 by WKU CEBS

THE SKY’S THE LIMIT

Making the most of WKU’s opportunities

Message from the

Dean

It is a pleasure to share this issue of the CEBS Magazine with you. Our 2016-2017 Academic Year is off to a great start and the theme of this issue “The Sky’s the Limit: Making the Most of WKU’s Opportunities” is indicative of our mission and vision as a college. Each and every student brings a wealth of gifts and talents to the learning environment and we as faculty and staff continue to identify and provide opportunities for our students to realize their professional and personal goals. Shawn Sattazahan exemplifies the commitment students are making to realize their goals. While opportunities abound, students also experience challenges and Rep. Derrick Graham’s comment at the 2016 Kentucky Teacher Hall of Fame Induction Ceremony characterizes our work as members of the faculty, “You are about the kids. You are about their success.” Our goal is to help each and every student achieve at their fullest potential in a way that will facilitate their success as WKU students and graduates. As members of the faculty and staff, we touch the lives of numerous individuals each and every day. Whether it be through the development and implementation of new and exciting programs or securing funding to support the work of practitioners and graduates in their chosen careers, our efforts are making a difference. One of our most recent initiatives is the TopPrep program for Special Education/Elementary Education teacher candidates. The model clinical program is in partnership with one of our P-12 partner districts and is poised to be a model for other programs in our educator preparation unit. The program is not only designed to prepare future teachers for the opportunities and challenges within the profession but to also bring the world of practice and theory together in elementary classroom settings. As a partnership effort, teacher candidates, faculty, and P-12 school personnel have expressed their excitement and support for this initiative and I am

confident the outcomes of this initiative will have a positive impact on P-12 learners and teachers prepared at WKU. Our students are engaged in their program of studies in various and often personalized ways, and with mentoring provided by members of the faculty they are identifying ways to share the knowledge and skills gained through their studies with others in meaningful ways. Whether it be the “tutoring in a bag” initiative, participating in conferences, working with students in workshop/camp settings, or enhancing our historical background through the Pershing Rifles or the Bataan Memorial Death March, our students are gaining an appreciation for the value of collaborative efforts and “thinking outside of the box” to solve current problems and those challenges that are not yet known. Our students are excelling in their work and numerous individuals have received recognition from outside bodies for their accomplishments. Whether the student is a recipient of a Fulbright or Gilman Award, graduate fellowship, or university scholarship, each and every student is contributing in his or her own way to making a difference in the lives of others. Likewise, students and faculty members are developing new ways of addressing current and future issues through their scholarship initiatives. Each of us has an obligation to improve the world in which we live and work and humanity in general. The beginning a new academic year is always an exciting time and brings renewed energy to what we value as a college and university. We have a rich history as a college and the success of our students and alumni has provided a tremendous legacy for our incoming students. You are an invaluable member of the college family and we truly appreciate your support as we strive to achieve our vision “Leaders in Scholarship and Innovation.” You are making a difference!

Sam Evans, Dean

CONTENTS 2 - Your Gift Will Make Room For You 4 - Three Inducted Into Kentucky Teacher Hall Of Fame 7 - School Of Teacher Education Adds Clinical Model Program 10 - Tutor In A Bag Helps Students 12 - Real-World Learning Book Publication Launch 14 - Map Mania 15 - Psychology News 17 - Student News 20 - WKU Student To Participate In Fulbright UK Summer Institute 22 - Minecraft Helps Kids With Autism Learn Social Skills 24 - Faculty News 28 - Alumni News 29 - Publications & Presentations

CEBS MAGAZINE THE COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES SPRING/SUMMER 2016 EDITOR-IN-CHIEF COPY EDITOR PHOTOGRAPHERS ART DIRECTOR Kristy Ketterman Tammy Spinks Clinton Lewis Devin Bell Office of the Dean Office of the Dean Bryan Lemon CEBS Magazine is published semiannually for individuals interested in the College of Education and Behavioral Sciences at Western Kentucky University. Western Kentucky University 1906 College Heights Blvd. Bowling Green, KY 42101 Western Kentucky University is an equal opportunity institution of higher education and upon request provides reasonable accommodation to individuals with disabilities. www.wku.edu/eoo. ©Western Kentucky University 2015. Printing paid for from state funds, KRS 57.375

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Spring / Summer 2016 / CEBS MAGAZINE

“YOUR GIFT WILL MAKE ROOM FOR YOU.”

Airborne Wing Pinning Ceremony By: Andrea Ford, WKU Teacher Services

a part of the military – “the largest fraternity ever.” He was raised on the idea of military service from his father who served from 1970-1978, and it is in his blood – he has cousins, uncles, his father and a grandfather who served. The physical requirements, however, keep him just shy of his goal. That doesn’t seem to faze him. Shawn says he will go as far as humanly possible, and if you think that may not be very far, given his limitations, you should watch the video of his tandem jump from an airplane. As he will affirm when you speak with him, “I don’t let my disability control me. I have my moments but I don’t let it control me. I don’t let my situation define me, I define it.”

On November 13, 2015, a dream came true. From 14,000 feet, Shawn Sattazahn jumped out of an airplane and headed toward Earth at 120 mph. This may seem fairly routine for those who have been skydiving before, but Shawn is different – he was born with quadriplegic cerebral palsy. I recently had the pleasure of meeting him and learning about his experiences.

Although he was not allowed to join the ROTC in high school, he received a different answer at Western Kentucky University. When Shawn spoke with LTC Scott Walker, then the Department Head of Military Science and Leadership, he said he wanted to join ROTC to “honor his father” and was told, “WKU would be glad to have you.” Thus began Shawn’s college career – boosted by a warm welcome from WKU President Gary Ransdell at his Academic Transitions Program (ATP) session.

“Your gift will make room for you.” A mother’s words have stuck with Shawn through the years and continue to drive him to exceed even his own expectations. More than anything, he wants to be

One thing I had to know was how it felt to fall through the sky with the earth rushing toward him. Shawn said it was “like being put through a washer. It was the most extreme version of physical therapy

“I WANT MY LIFE TO COUNT FOR SOMETHING.”

I’ve ever experienced in my life. And I would do it over and over and over….” Before jumping, he had to have clearance from his doctor and he was also required to have a nurse with him. He worked with Tullahoma Sky Diving in Tullahoma, TN and his instructor, Nathan Moore, is a military veteran. They used a special apparatus to control his legs and get them into the proper position for landing. With the doctor’s clearance good for all future jumps, I feel sure there will be many more when funds are available.

want to be defined by my character and the content of my heart.” Although he has been told he should just stay at home in bed rather than be concerned with the business of living, he wanted to better himself. “I want my life to count for something.” Some of his strong will comes from his mother, who, when told he could not attend school but should be home schooled, made a phone call to Frankfort and had Shawn back in school within the hour. She continues to call every day and check on him.

Shawn has wanted to go to college since he was eight years old. This was yet another goal accomplished when he became a WKU Hilltopper. He loves the camaraderie of ROTC, where he is never discriminated against due to his disability. His fellow cadets have nicknamed him, “Airborne.” He enthusiastically recruits for the ROTC program and is bringing in two new recruits to join the program next semester. Shawn is a first generation college student and says that college has opened so many doors for him. “College has made me be more open to a lot – I’m more of a background person… but college made me be an extrovert because of my disability – asking for help.” He has found himself pushed to the forefront on many occasions – most recently, with the sky dive – and says he has been shocked and humbled by all of the attention. He likes to say he is “just a small speck in a large pond.”

He still dreams of being part of the military and plans to find a way to ride in a Chinook CH-47 and a Black Hawk. He is inspired by his father’s words, “When you have diversity, you have to be able to find a loophole. There is always a loophole.” One of those loopholes led Shawn to a halftime ceremony in Diddle Arena on November 14, 2015 when he received his silver parachutist wings that accompany his honorary US Army Parachutist Badge from the 1st Battalion, 507th Parachute Infantry Regiment, Airborne Ranger Training Brigade in Fort Benning, GA. Shawn was awarded Honorary Membership to Warrior Pointe, Inc. 3rd BDE Kentucky on July 15, 2016 for “outstanding achievements in life and overcoming adversity and displaying the warrior spirit.”

Shawn has weathered his share of loss (his father passed away in March 2015) and personal doubts. His faith is very much a part of his life, but for a while he questioned God’s purpose in life. Now, Shawn knows he has found it – “to help others along. I just want a life just like everyone else. I

While Shawn has a number of inspirational quotes that keep him motivated, another one came to mind at the end of our conversation – WKU’s own creed, “The Spirit Makes the Master.” Over the years, I’ve done my best to explain this quote to others; however, I can now simply say, “Shawn Sattazahn. Listen to his story and you will know exactly what it means.” Spring / Summer 2016 / CEBS MAGAZINE

3 INDUCTED INTO KENTUCKY TEACHER HALL OF FAME

MEMBERS OF THE 2016 CLASS OF THE GOV. LOUIE B. NUNN KENTUCKY TEACHER HALL OF FAME WERE INDUCTED MARCH 15 IN FRANKFORT. FROM LEFT: GOV. MATT BEVIN, INDUCTEES MARIE JONES, ANGELA ALEXANDER TOWNSEND, WENDELL WORLEY AND WKU PRESIDENT GARY RANSDELL. BY: WKU NEWS (WKU PHOTO BY BRYAN LEMON)

Surrounded by family, friends, former students, state officials and others in the Capitol Rotunda, three outstanding educators were inducted Tuesday (March 15) into the Governor Louie B. Nunn Kentucky Teacher Hall of Fame. Members of the eighth class, chosen by a statewide selection committee, are Marie Jones of Georgetown, Angela Alexander Townsend of Bowling Green and Wendell Worley of London. Gov. Matt Bevin congratulated the inductees and acknowledged the impact they have had on students and their communities. “You touch lives in ways that are changing the landscape of Kentucky forever,” Bevin said. Dr. Wayne D. Lewis Jr., executive director of Educational Programs in the Kentucky Education and Workforce Development Cabinet, thanked this year’s inductees for their years of service, sacrifice and commitment. “It’s a tremendous honor for me to share this with you,” Lewis said.

Worley, who has been teaching for 32 years, said he still enjoys sharing his knowledge of social studies, politics, government and economics with his high school students. “They have a desire to learn,” he said. “That’s the thrill for me. I like to see the end result.” The Kentucky Teacher Hall of Fame was created in 2000 through a gift by late Gov. Nunn, who hoped to recognize the vital role that primary and secondary teachers in Kentucky play in the education of young people and the positive impact education has on the state’s economy. The first class was inducted in 2008. “Western Kentucky University is honored to be the home of the Kentucky Teacher Hall of Fame,” WKU President Gary Ransdell said. Rep. Derrick Graham of Frankfort and Sen. Damon Thayer of Georgetown also congratulated the 2016 inductees.

Townsend, who taught for more than 38 years, said she was excited to be inducted into the Kentucky Teacher Hall of Fame but that “the students deserve most of the credit.”

“You are about the kids. You are about their success,” said Graham, chair of the House Education Committee. “We thank you for the role you have played in their success.”

Jones, who began her teaching duties in a one-room school, said being involved with students – including serving as senior class sponsor for 58 years — played a key role in her 60-year career. “I loved getting up every morning and going to work,” she said.

Thayer noted that Jones, Townsend and Worley “have left their own unique mark on countless students and on education in the Commonwealth.”

2016 TEACHER CANDIDATE CONFERENCE

Teacher candidates at WKU had the chance to attend a one-day conference designed especially for them on Saturday, April 23, 2016. Teacher Leaders (TLs) for the Kentucky Geographic Alliance (KGA) put on the conference to share lesson ideas with the candidates. This is the second conference that the TLs have planned and led. TLs included Jessica Roberts from North Warren Elementary, Harmony Hendrick from Natcher Elementary, Joe Moneymaker from South Livingston Elementary, and Tonya Hill from Clarkson Elementary. The TLs recruited presenters, designed t-shirts, recruited participants, and organized food and door prizes.

WKU SKYTEACH PROGRAM RECEIVES $400,000 GRANT Professors in WKU’s SKyTeach program recently received a $400,000 Mathematics Science Partnership research grant from the Kentucky Department of Education.

The theme of the conference was “Explore” and included sessions covering: Exploring Strategies for Promoting Student Learning With Assessments, Exploring Google Expeditions, Exploring Imagined Travel Geography Teaching Social Studies and Critical Analysis of Advertising in One Awesome Lesson!, Exploring Special Education in the Classroom, Exploring Map and Globe Skills, Exploring US Landforms Through Tall Tales, Exploring STEM in the Classroom, Exploring Differentiation in Social Studies, Exploring Colonial Settlements, and Exploring the Hidden Skills of Literacy.

The grant will fund Science, Technology, Engineering, and Mathematics (STEM) education research with middle and high school math and science teachers in WKU’s service area. This collaborative research project involves faculty and master teachers in the School of Teacher Education - Dr. Martha Day, Co-Principal Investigator; Dr. Janet Tassell; Melissa Rudloff, Rico Tyler; David Almand; Catherine Poteet; and David Bell, along with Dr. Lester Pesterfield in Chemistry and the Simpson County, Hart County, Russellville Independent, Glasgow Independent and Allen County school districts.

In addition to the TLs, presenters included Allison Hunt, from Manuel High School; Cynthia Resor, from Eastern Kentucky University; Elizabeth Riggs, from McNeil Elementary; Steve Sanders, from Lost River Elementary; Scott Dobler, from the Department of Geography and Geology at WKU; and Emily Gray, from Richpond Elementary. A special poster session was offered during lunch by a WKU Master’s student, Katie Ellis. All participants received a t-shirt designed for the conference. The TLs were coordinated by Dr. S. Kay Gandy in the School of Teacher Education.

The two-year project will engage STEM teachers in inquiry and project-based instruction aligned to the Kentucky State Standards for math and science. In addition, districts will be provided funds to assist in the creation of makerspaces to support projectbased activities. Through project activities and on-going support, the grant aims to foster teacher growth with the use of research-based practices in STEM and to increase student achievement in math and science.

Spring / Summer 2016 / CEBS MAGAZINE

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SCHOOL OF TEACHER EDUCATION ADDS CLINICAL MODEL PROGRAM “A KEY FACTOR IN THE CREATION OF TOPPREP BEGAN WITH THE NEED FOR TEACHER CANDIDATES TO DEVELOP THEIR PRACTICE BY LEARNING AND WORKING IN A RICH, AUTHENTIC SCHOOL ENVIRONMENT IN WHICH CANDIDATES WORK WITH REAL CHILDREN, TEACHERS, ADMINISTRATORS, AND PARENTS.” Transforming teacher preparation programs into clinical models that fully prepare teacher candidates and provide exemplary, learner-ready teachers to schools is the mission of a team of WKU’s School of Teacher Education (STE) faculty and their Bowling Green Independent Schools partners. Encouraged by the success of STE’s Clinical Experiences and Practices in Teaching (CEPT) high school clinical model for secondary education English and Social Studies majors, STE Director and CEBS Associate Dean, Sylvia Dietrich and her team have orchestrated another highly successful clinical model program. The Hilltopper Teacher Preparatory Academy, called TopPrep, prepares teacher candidates in the areas of special education and elementary education. TopPrep’s hallmarks are its strong clinically based partnerships and content integration.

welcoming STE’s first clinical model program to Bowling Green High School, believes that “embedding teacher candidates in schools and authentic classrooms being led by experienced teachers who demonstrate the skills and dispositions needed to help children achieve academic success is a winning situation. We understand that working as a coaching and mentoring team—BGISD teachers and STE faculty—is the most effective way to prepare teachers.” At Dishman McGinnis, Parker Bennett Curry, and T.C. Cherry Elementary Schools, principals at each of the schools and more than 30 teachers who work with TopPrep recognize the benefits of a clinical model program. Michael Wix, principal of Dishman McGinnis Elementary School, characterizes the strong relationship between the participants and says the teacher candidates “are contributing to the learning going on in the classroom and…they are learning the skills they need to be successful professionals.” Lauren Coffey, teacher at T.C. Cherry Elementary School, notes that, “What I like best about the TopPrep program is that it is creating a sustainable relationship.” Assistant Professor in Special Education Christina Noel calls TopPrep a “great partnership” and is “impressed with the teacher candidates and how well they have been integrated into their school and classroom placements.”

With the beginning of spring semester 2016, more than 40 WKU teacher candidates were working in three Bowling Green Independent elementary schools alongside their WKU instructors and elementary school adjunct faculty. This cohort of teacher candidates, the first for WKU’s new Special Education/Elementary Education degree, experienced “an exciting new initiative in how we train teacher candidates. The collaboration between the WKU literacy and special education programs allows students to learn from a strategist and content specialist so our teacher candidates will walk into the classroom with both skill sets,” notes Pete Hoechner, STE and TopPrep adjunct faculty in Special Education. Superintendent Gary Fields of Bowling Green Independent Schools, who was instrumental in Spring / Summer 2016 / CEBS MAGAZINE

a teacher candidate that has interests in both elementary education and special education….I believe that is the key to bridging the gap between general education and special education teachers.” Teacher candidates reap the benefits of a clinical model like TopPrep because both the quality and quantity of their undergraduate teaching experiences are much improved from more traditional teacher preparation programs. “Being embedded in a school for one to two days each week provides opportunities for teacher candidates that can’t be replicated in more traditional models in which candidates’ experiences are highly variable and piecemeal depending on factors such as their individual school and teacher placements. With TopPrep, we are all one team that works together to provide an immersed experience for teacher candidates. This rich experience benefits everyone involved, from university instructors, classroom teachers, teacher candidates, to children,” says Cassie Zippay, Director of Clinical Model Programs.

“THE TOPPREP PROGRAM IS THE BEST WAY TO TRAIN FUTURE EDUCATORS.” - RILEY ROBINSON A key factor in the creation of TopPrep began with the need for teacher candidates to develop their practice by learning and working in a rich, authentic school environment in which candidates work with real children, teachers, administrators, and parents. The elementary schools chosen for TopPrep provide those all-important and necessary spaces for teacher candidates. Since TopPrep focuses on the critical areas of literacy and special education, selecting, pairing, and integrating content courses in those fields has been essential for TopPrep’s success. According to assistant professor in Literacy Melissa Pendleton, she has “learned a lot about special education through this model…[to] better align literacy content with what students will need across the program.” Pendleton adds that, “Taking this content and weaving it together has been useful for the students. They are picking up on how both constructs are incorporated through everything they do.” Teacher candidates, too, understand the value of combining elementary education and special education into a single degree program. According to Molly Marshall, TopPrep teacher candidate, “TopPrep has been the ultimate experience for

Many of the comments TopPrep teacher candidates make attest to the importance of having clinical experiences. Madison Loy, TopPrep teacher candidate, indicates that she has “been pleasantly surprised with how much the adjunct faculty [elementary school teachers] has let us interact and work with students.” Riley Robinson, a TopPrep teacher candidate, explains that, “The TopPrep program is the best way to train future educators. This program allows me, a future educator, to take the knowledge and skills that I have learned about and implement them in the real-life setting. Through my experiences so far, I have found that…simply learning and reading about topics isn’t enough. [This] program has allowed me to gain knowledge and skills that can’t be read about or taught in the traditional classroom. [Future] teachers need real life experiences just like [future] nurses do in the clinical setting. The more practice the better.” Another TopPrep teacher candidate Georgia Childers adds that other benefits of the authentic clinical experience include immediate “feedback…on how to improve.” “TopPrep has given me the opportunity to learn how to collect data in a meaningful way that will benefit my future students’ progress,” notes Tony Morrison. Casey Garrett, TopPrep teacher candidate says, “I like being able to learn something and then immediately apply it. Echoing that comment, David Filiatreau, another teacher candidate notes that, “in regular education classes [we] learn the material; in TopPrep [we] experience it.” Or, as Britney Fightmaster adds, “I am no longer sitting in the back of the class,

watching a class and their teacher; I am now part of the class and experiencing the career I chose.” With their eyes on their futures, these teacher candidates realize that when they step through the doors of their school in the morning before the school day begins until they leave at the end of the day, they are on a job interview. As Kaitlin Woodrow notes, “there is a lot of rigor in the program which is

“IN REGULAR EDUCATION CLASSES [WE] LEARN THE MATERIAL; IN TOPPREP [WE] EXPERIENCE IT.” - DAVID FILIATREAU beneficial because as a future educator, [we] will be expected to go above and beyond.” Teacher candidate Lauren Tucker praises the TopPrep experience when she explains, “Education is about making connections to real-life experiences. TopPrep has done that for me. This program has taken everything I’ve learned throughout my education courses and given it life. Combining typical instruction and hands-on practice in classrooms has impacted my journey to becoming a teacher in ways that I do not even know yet.” Summing up the TopPrep experience from her perspective as an instructor, Sue Keesey, assistant

professor in Special Education, relates that, “TopPrep provides the opportunity for our teacher candidates to work one-on-one with a struggling student for the complete semester, and the gains we’ve witnessed are truly amazing. Teacher candidates learn to provide effective instruction that results in student learning gains that far exceed their expectations, while the elementary students are empowered with the realization of how much they are capable of. Everyone involved gains from this experience. This is how we bridge the learning gap!” Sylvia Dietrich, STE Director and CEBS Associate Dean, concludes that, “WKU’s School of Teacher Education clinical model programs stand out as leading models for our Commonwealth as we prepare teachers who are capable of transforming the lives of the children they teach. Closing achievement gaps among children in our schools is a critical and complex endeavor, and we are confident that successful TopPrep prepared teachers will embody the skills needed to help all kids succeed to a high level.” WKU TopPrep faculty includes Susan Keesey and Christina Noel, assistant professors in Special Education and Pete Hoechner, instructor in Special Education. They are partnering with Melissa Pendleton, assistant professor in Literacy and Rachel Leer, instructor in Literacy. Completing the STE portion of the TopPrep team is Andrea Paganelli, assistant professor in Library Media Education. Spring / Summer 2016 / CEBS MAGAZINE

TUTOR IN A BAG HELPS STUDENTS IMPROVE READING SKILLS WKU JUNIOR LILLIE HOSKINSON PRESENTED HER TUTOR IN A BAG PROJECT DURING POSTERS-AT-THE-CAPITOL ON FEB. 25 IN FRANKFORT. (WKU PHOTO BY BRYAN LEMON)

Dr. Hulan continues, “There are so many students that really could use the extra help and so many community members who are willing to do that and could be fabulous at it but they need a little bit of training, a little bit of support and Lillie’s project has helped develop that.” The Tutor in a Bag backpack includes an alphabet bingo game and puzzles, flash cards with sight words and sounds, lesson plans with rhyming games, sound games and phonics, and other materials. Tutors also bring a book each week to read with the students. Using grants from WKU’s Student Government Association and the Honors College, Hoskinson purchased the backpacks and materials. The pilot project began last fall with four students and four tutors and continues this spring with five students and five tutors. “The kids most of the time enjoy spending time with their reading buddy,” Hoskinson said. “We call them reading buddies rather than tutors to make it seem that they’re not getting tutoring because it’s just to help build their skills.”

By: WKU News After tutoring a kindergarten student for a literacy class, WKU junior Lillie Hoskinson wanted to find a way to improve reading skills of other struggling students. The project came to her in a dream – Tutor in a Bag. “One night I was like, ‘it would be really cool if I had all the materials in a bag and had training’,” she said. “That’s how Tutor in a Bag came about.” Hoskinson, an elementary education major and a student in the Honors College at WKU, has been working with faculty mentors Dr. Nancy Hulan and Dr. J. Dusteen Knotts, both assistant professors in WKU’s School of Teacher Education, to develop Tutor in a Bag: Reaching Struggling Readers for her Honors thesis. “She did a project in Literacy 320 where she worked with a struggling reader in an elementary school,” Dr. Hulan said. “From that she decided she wanted to do her thesis project based off of that experience. We have been working together for a little over a year on developing her tutoring program and making it work in the schools.” According to data from the Kentucky Department of Education, only 50 percent of students entering kindergarten in 2015-2016 were ready for kindergarten. In schools serving high-poverty populations,that number decreases; in some schools, fewer than 30 percent of students enter kindergarten ready, according to the state assessment that measures academic/cognitive abilities, language development and physical development. “I am so proud of Lillie,” Dr. Hulan said. “She has done a fabulous job with this project and is very passionate about helping children in need. Not only does Tutor in a Bag help students improve their reading skills, it helps community members get involved in their schools and trains them to tutor struggling readers.”

Kindergarten students were selected as high-risk for reading weaknesses; high risk was defined as weak skills in letter recognition, word recognition, letter sounds, phonological segmenting skills, low scores on kindergarten screening, and by teacher recommendation. Volunteers completed a two-hour tutor training session demonstrating the components of four reading activities created for 30-minute, after-school tutoring sessions. Hoskinson selected four types of activities for Tutor in a Bag — phonemic awareness games for manipulation of sounds skills, letter identification and sound relationships, sight words, as well as reading a book. During each session tutors select a variety of activities to address each of the four components using a brief lesson plan format and a feedback system where the kindergarten students use green, yellow, and red smiley faces to show how the feel about that activity. The kindergarten students “are really excited about the program,” she said. “We want to make this fun and not ‘Oh, I have to go to tutoring this week,’” Hoskinson said. “We want them to enjoy this and learn to love reading in the end.” Hoskinson presented her Tutor in a Bag project at the Kentucky Reading Association last fall and at the Posters-at-the-Capitol event this spring. Hoskinson also participated in WKU’s Student Research Conference in April. Hoskinson, the daughter of Buddy and Stacy Hoskinson, graduated from Scott County High School in 2013 and plans to graduate from WKU in May 2017. She has always wanted to be an elementary school teacher, but says her love of literacy has grown during this project. “My favorite grades are first and second grades and through this project my love of literacy has come around and so I want to get my master’s in literacy and maybe one day just work with reading,” she said.

PERSHING RIFLES RETURNS Western Kentucky University has not seen the Pershing Rifleman since the mid-1980s. After an almost 40 year hiatus, a group of Cadets from WKU’s ROTC program have taken on the challenge to bring back the organization and make it great again. Pershing Rifles originated at the University of Nebraska in 1894 as a military fraternity that focused on military drill. It is also the oldest college organization in the United States that is still dedicated to military drill. The organization is named after General of the Armies of the United States John. J Pershing, who helped mentor and establish the first group at the University of Nebraska. Thanks to generous Alumni support, the two traveled over spring break to Chantilly, VA to receive the organization’s new charter, attend a drill meet, and meet other Pershing Rifle groups from across the nation. This important weekend was the first step for WKU’s Pershing Rifles as they now focus on growing their chapter. Historically this organization has been a drill team, but “the true purpose of Pershing Rifles is to develop, to the highest degree possible, outstanding traits of leadership, military science, military bearing, and discipline within the framework of a military oriented honorary fraternity.” However, this group is not exclusive to military personnel; it is open to civilians, Veterans, and anyone who is interested in bettering themselves as a leader or wants to be a part of something great while picking up leadership traits and learning more about the military. The group will still practice drill and military customs and courtesy, while always keeping their focus on selfless service. Originally founded in 1937 at WKU, the Hilltopper’s 3rd Regiment Bravo Company Pershing Riflemen are excited to be back on campus and aspire to keep the tradition alive! If you are interested in joining this historic group, please contact Kelsey McArthur at kelsey.mcarthur342@topper.wku.edu.

KENTUCKY COUNCIL FOR EXCEPTIONAL CHILDREN CONFERENCE HIGHLIGHTS LOUISVILLE, KY

BY: CHRISTINA NOEL, PHD, BCBA-D We brought 13 undergraduate students to the Kentucky Council for Exceptional Children Conference. Ten of the students presented posters during the conference poster session and did a wonderful job with both their content and their professionalism. One of Dr. Hulan’s graduate students participated in a research roundtable about a study she recently defended as part of her Master’s thesis and received wonderful reviews of her work. We were also well-represented in the presentation portion of the conference. Three undergraduates presented with me on a FUSE grant using positive behavior supports and one Honor’s student presented with Dr. Knotts on a project they have been working on this semester. Additionally, three recent graduates attended the conference and one of them presented with Drs. Knotts and Keesey on a FUSE grant from last year (and had more people in her session than I think both of mine combined). One student is on the CEC Board and Crysta Hicks, a student in the class of 2015, won the KYCEC Student of the Year award at the Keynote event. In terms of leadership, WKU was represented well here, too. Students from WKU were voted for state Vice President and Secretary for next year. Our students had a wonderful opportunity to showcase themselves AND attend sessions and presentations for two straight days. I know the faculty enjoyed getting to know our students outside of the classroom and we topped off a successful conference with a BIG group dinner at the Old Spaghetti Factory! Spring / Summer 2016 / CEBS MAGAZINE

REAL-WORLD LEARNING BOOK PUBLICATION LAUNCH Real-World Learning, Cognitive Complexity, Student Engagement, and Technology Integration.

Real-World Learning Real-world learning is where the student learns from, interacts with, and has an impact on the real world. The goal is for students to experience authentic learning by interacting with others to complete tasks and solve problems.

Cognitive Complexity

Written by: Marge Maxwell, Rebecca Stobaugh, Janet Lynne Tassell. Published by: Solution Tree on September 3, 2015 Dr. Marge Maxwell, Dr. Rebecca Stobaugh and Dr. Janet Tassell recently published a book: RealWorld Learning Framework for Secondary Schools: Digital Tools and Practical Strategies for Successful Implementation. This 2016 publication through Solution Tree is the culmination of several research studies. The book includes numerous classroom examples, practical tools, and project examples. The second part of the book provides several project examples with teacher instructional materials, student materials, rubrics, and sample student products. The purpose of this text is to develop an instructional framework that supports integrating digital tools with real-world learning, cognitive complexity, and student engagement. The Create Excellence Framework unveiled in the book describes four key components:

The student’s level of thinking with the real-world content is vital to creating a quality task. The cognitive- complexity component within the Create Excellence Framework is based on the revised Bloom’s taxonomy (Anderson & Krathwohl, 2001). At the teacher-directed level of the framework, learners are engaged in learning experiences that the revised Bloom’s taxonomy would classify as Remember, Understand, and Apply. The studentdirected levels of the Create Excellence Framework embrace Bloom’s top three cognitive processes (Analyze, Evaluate, and Create). At these top levels the students, instead of the teachers, are identifying the real-world questions and generating projects while thinking like an expert focused on an openended, global learning emphasis.

Student Engagement The student engagement component of the Create Excellence Framework offers guidance in the degree to which learners (1) take responsibility for their own real-world learning, (2) partner or collaborate with the teacher, other students, or outside experts, and (3) use resources such as teachers and experts in the discipline. Teachers can help the students differentiate their interests and make choices in how they approach the task or project. Teachers can also support the students by helping them identify resources and collaboration opportunities..

Technology Integration Technology integration is relatively new to learning, and it is constantly evolving. However, it is also the component that gives a spark to how real-world learning can be discovered and conveyed.

BEIJING LANGUAGE AND CULTURE UNIVERSITY The technology integration component emphasizes student use of technology, not teacher use of technology. Technology integration is more than just having the students go to the computer lab to watch a science video, take an online quiz, locate information on the web, or progress through levels of online mathematics activities or software. The students are using technology to display their learning. At the highest level on the Create Excellence Framework, students design projects that are seamlessly integrated in content at the highest level of the revised Bloomâ&#x20AC;&#x2122;s taxonomy, include several technologies, and involve collaboration with field experts or global organizations to find solutions to real, complex problems. A Book Launch celebration was held on March 1 in the Gary A. Ransdell Hall Auditorium. Contributors involved in this publication included: Erica Cassady (Warren County Schools), Samantha McMahan (WKU), Kelli Ralston (Union County Schools), Shelton Fisher (Allen County Schools), Jennifer Gonzalez, Shannon Lay, Lydia Renfro (Edmonson County Schools), and Sam Northern (Simpson County Schools). We want to thank Dr. Wesley Waddle (Hart School Schools), Terri Stice (GRECC), Matthew Constant (Owensboro Schools), and Dr. Andi Paganelli (WKU) for reviewing the book. Several contributing authors attended the book launch along with their special guests and Warren Countyâ&#x20AC;&#x2122;s Assistant Superintendent, Jason Kupchella.

Dr. Rebecca Stobaugh and Dr. S. Kay Gandy from the School of Teacher Education provided a fiveday training to 12 teachers on the campus of Beijing Language and Culture University from April 30 to May 4. The training was aimed at preparing the Chinese teachers to have a good command of the Kentucky Standards for World Language and the Framework for Teaching in preparation for putting together portfolios to be considered for Kentucky Teaching Certification. The professors provided numerous teaching strategies and classroom activities through the lens of four domains, including, planning and preparation, the classroom environment, instruction, and professional responsibilities. Portfolios will be graded in June by Dr. Martha Day, Dr. Lynn Hines, and Dr. Rebecca Stobaugh, followed by oral interviews with the candidates in July when they arrive in the U.S. The teachers who pass the process will be assigned to teach Chinese in Kentucky Schools. The training is a continuing partnership between the College of Education and Behavioral Sciences, the School of Teacher Education, Beijing Language and Culture University, and the Confucius Institute. Since the inception of the program, 51 teachers have received Kentucky certification as part of the collaboration.

Spring / Summer 2016 / CEBS MAGAZINE

MAP MANIA

Map Mania, a Super Saturday course offered in spring 2016 by Dr. S. Kay Gandy in the School of Teacher Education, offered second and third grade students a chance to have hands-on experiences with all kinds of maps. Starting with “Location and Perspective,” students gridded latitude and longitude yarn lines for the entire classroom and found their absolute location. They stuffed paper bags and made globes, and examined flat maps for accuracy. They looked at map projections and discussed what might change if the earth were a different shape. The second week, students examined “Scale and Orientation.” Using atlases, the students competed in teams to follow clues and find where pirate treasure was hidden. They then used compasses to follow directions and figure out the room orientation. Finally, the students measured and drew the classroom to scale. Week three focused on “Types of Maps.” Students examined satellite images, cartograms, choropleth

maps, and climate maps. After examining a topographic map of the Mammoth Cave area, students used foam board to build a section from the map. After examining physical maps, students drew cards with instructions (e.g., “Create a terrace near a spit that projects into a bay”) and used clay to create physical landforms. The final week ended with the topic, “Technology and Maps.” Students were taught about Geographic Information Systems (GIS) and made a GIS “sandwich” to describe what map layers they could use to decide where to build a new video store in Bowling Green. Students were then taught about GPS and learned how to program in latitude and longitude. They set out to follow a secret “waypoint” put into their GPS units and discovered the Guthrie Tower on campus. On this last day, parents were invited to participate with their child on a Geo Scavenger Hunt. Each student and their parent(s) were given a series of photos from monuments and memorials on campus and asked to find at least three. The objectives were to find the longitude/latitude of the monument/memorial, mark the location on a campus map, and take a photo of themselves at the spot. After completing the quest, students were given a bag of goodies from the Kentucky Geographic Alliance, including a world map and an inflatable globe.

PSYCHOLOGY NEWS

Psychology Student & Faculty News

Psychology Club

Psychology major McKenzie Perdew’s Honors Thesis research “To Cheat or Not to Cheat: Impulsivity Predicts Academic Dishonesty Regardless of Learning Disability Status” was accepted for presentation at the 28th Annual Association for Psychological Science Convention, where McKenzie then presented her research (which was funded by a 2015 FUSE grant) at the convention held May 26-29, 2016 in Chicago.

Psychology Club was off to a great start for the Spring 2016 semester beginning with a pizza party on February 22nd. Faculty and students ate pizza together and heard about the great opportunities Psychology Club has to offer. Semester activities included a movie night on April 13th in the Gary Ransdell Hall Auditorium, where the movie Iron Man was shown followed by a discussion with Dr. Grieve about narcissism. The club also took a trip to the Nashville Zoo and to one of Kentucky’s psychiatric hospitals.

Psychology major Dane Adkins was awarded a 2016 FUSE grant to conduct research on the effect of music complexity on studying effectiveness. Dane’s research study is currently underway. Three Psychology Department faculty members hosted undergraduate researchers during Summer 2016 as part of a National Science Foundation Research Experience for Undergraduates grant, Advancing Psychological Research with Technology. Jenni Redifer (Co-Principal Investigator), Rick Grieve, and Qin Zhao mentored students during the 10-week program. The program is highly competitive and attracts applicants nationwide. Students designed research projects, collected data, and presented their work at the end-of-program conference in August.

Meetings during the semester focused on internship and volunteer opportunities, study abroad, and graduate school. We wrapped up the semester with Psi Chi inductions (the national honor society for psychology). We welcome all Psychology/ Psychological Sciences faculty, WKU staff, and students to come join Psychology Club! Follow us on Twitter @WKU_PsychClub and like us on Facebook @wkupsychologyclub to stay updated on our meetings and events!

Spring / Summer 2016 / CEBS MAGAZINE

UNDERSTANDING EMPATHY Monitor On Psychology / By: Heather Stringer Psychologists such as Sam McFarland, PhD, are taking a different approach to promoting human rights. He hopes to uncover ways to foster empathy with other human beings by investigating the psychological predictors correlated with a concern for all of humanity. In one study, for example, McFarland analyzed data from five national studies to determine how much participants identified with people in three groups: their own communities, Americans and all humans. He also asked participants how willing they would be to help people in need in each of those groups. He found that fewer than 10 percent of the participants identified “quite a bit” with all humans; most only identified “somewhat” ( Journal of Personality and Social Psychology, 2012). Although this was initially disconcerting, McFarland was encouraged by results from a follow-up study that showed most people see concern for all humanity as a moral ideal, even if they are not living up to this ideal (Current Directions in Psychological Science, 2013). “People seem to intuit on a deep level that all human beings are part of one family,” says McFarland, a professor emeritus in the psychology department at Western Kentucky University. “I think we can capitalize on that intuition by teaching college students about the history of human rights and some of the exemplars who made contributions in this area.”

STUDENT NEWS WKU ASCD Presents at National Conference in Atlanta, GA

On April 1-3 WKU ASCD participated and presented at the ASCD National Conference at the Georgia World Congress Center in Atlanta, GA. Senior Shannon Carter (secondary social studies) and junior Beulah Mosley (elementary education) presented an Ignite! session on April 3 where they discussed how to break through the â&#x20AC;&#x153;brick wallâ&#x20AC;? of unmotivated students. They also presented a student chapter presentation on April 2 where they shared with student chapter members from across the country what WKU ASCD has been up to in the past year.

Nine additional WKU students will study abroad this summer on Benjamin A. Gilman International Scholarships. Four other Hilltoppers received Gilman Scholarships for summer in an earlier application cycle. Shaumik Alam of Bowling Green, Maleah Boisture of Sacramento, Itunu Francis of Bowling Green, Durwan Green of Lewisville, Texas, Farah Hamoudi of Bowling Green, Salvador Hernandez of Nashville, Tennessee, Allison Lincoln of Bowling Green, Dylan Mast of Scottsville, and Carlos Taylor of Evanston, Illinois, were awarded scholarships of up to $5,000 to take their studies overseas.

WKU ROTC 2016 Bataan Memorial Death March team located in White Sands Missile Range, NM

Taylor is a first-year Psychology, Arabic and Criminology major. His studies will include intensive Arabic language immersion and U.S. foreign policy and relations in Amman, Jordan, through International Studies Abroad. He plans to seek FBI and Department of State internships before graduating in 2019 and attending law school.

Spring / Summer 2016 / CEBS MAGAZINE

STUDENT NEWS Two WKU graduate students receive counseling fellowship The NBCC Foundation, an affiliate of the National Board for Certified Counselors (NBCC), recently selected two WKU graduate students for the NBCC Minority Fellowship ProgramAddictions Counselors (MFP-AC).

School Psychology graduate student Megan Sparks won her session at the WKU Student Research Conference for her research titled, “Prevalent Brainbased Myths in Education.” Congratulations Megan!

Jamie Doctrow presented her research titled, “CrossCultural Attitudes about the Stigmatization of HIV/ AIDS” at the WKU Student Research Conference. Congratulations Jamie!

As NBCC MFP-AC fellows, Brittany Shantae McNear of Frankfort and Moriah Unique Corey of Louisville will receive funding and training to support their education and facilitate their addictions counseling service to underserved minority transition-age youth (ages 16–25). The NBCC MFP will distribute up to $11,000 to McNear, Corey and the 28 other master’s-level addictions counseling students selected to receive the fellowship award. McNear and Corey are master’s students in the clinical mental health counseling program at WKU. The NBCC MFP-AC is made possible by a grant awarded to NBCC by the Substance Abuse and Mental Health Services Administration (SAMHSA) in September 2014. The Foundation is contracted by NBCC to administer the NBCC MFP-AC, as well as training and collaboration activities, such as webinars, that are open to all National Certified Counselors (NCCs). The goal of the program is to reduce health disparities and improve behavioral health care outcomes for racially and ethnically diverse populations by increasing the available number of culturally competent behavioral health professionals.

Brittany McNear

Moriah Corey

After graduation, McNear plans to work with adolescents battling with addiction. Specifically, she would like to work with individuals at-risk of exclusion from services because they have the least amount of resources available. This fellowship will allow McNear to specialize her graduate courses with an emphasis on addiction and treatment. These courses will support her training and passion for youth struggling with addictions. McNear is a graduate of the University of Louisville.

Sara Wallace presented research at the Kentucky Psychological Association Spring Academic Conference. Congratulations Sara!

Corey plans to work with youth struggling with addiction after graduating. She is particularly passionate about this population, as they can be more susceptible to societal struggles and triggers. This fellowship will allow Corey to specialize her graduate coursework in a way that will better prepare her to serve youth with addictions. Earning this fellowship has granted Corey the privilege of being able to attend counseling conferences, learn evidence-based practices to better serve at-risk youth, and advocate for the counseling profession. Corey is a graduate of Thomas More College in Crestview Hills.

College of Education and Behavioral Sciences 15th Annual Recognition and Awards Program School of Teacher Education Winners: Amanda McGrail Alexandra Eskridge Britney Fightmaster Cassidy McCord Andrea Wallace Alisha Gravil Kayce Russell Victoria Lynch Kelsey Mitchell Samara Bell BreeAnn Burgess Shannon Carter Colten Collings Brandy Davis Ann Decker Nathan Dick Christopher Goodman Shelby Gore Jessica Greer Rebecca Hopkins Lillian Hoskinson Katie Janoski Hannah Keith Katelynn Kerr Alexandra Lonnemann Allie Meador Kelsey Mitchell Robert Morrison Hannah Reed Rebecca Riley Kayce Russell Margot Schenning Anna Simic Amber Smith Lauren Tucker Theresa Waddell Julie Waldvogel Cy Williams Linzie Wilson Faith Womack

Educational Leadership Doctoral Program Winners:

Dept of Psychology Winners: Tessa Breedlove Casey Daniel Fortney Skyler Green Chloe Lawson Katherine Marcum Alexandra Oldham McKenzie Perdew Jennifer Willis

Dept of Military Science and Leadership Winners: Cadet John Bailey Cadet Michael Cunningham Cadet Jackson Pope Cadet Michael Sawyer

Educational Administration, Leadership and Research Winners: Felicia Hodges Laura Hudson Erin McCormick Gary Parker Jenny Stewart

Counseling and Student Affairs Winners: Bethany Bea Scarlette Briones Leanne Caplinger Aimee Davis Bryan Hamann Tanay Moore Alexandria Sheucraft

College of Education and Behavioral Sciences Winners: Dane Adkins Lillian Hoskinson Andrew Lee Amanda Lipp Amber Smith

Dr. Cindy Clemson Dr. Dawn Winters

Spring / Summer 2016 / CEBS MAGAZINE

WKU STUDENT TO PARTICIPATE IN FULBRIGHT UK SUMMER INSTITUTE

By: Melinda Grimsley-Smith / WKU NEWS 20â&#x20AC;&#x192;

Angel Ann Semrick, a first-year Special Education and Elementary Education major and Cherry Presidential Scholar at WKU, has been selected to participate in the Fulbright UK (United Kingdom) Summer Institute at King’s College London. Semrick, of Woodburn, is the daughter of Stephanie Lindsey and Nicholas Semrick and a student in the Honors College at WKU. The Summer Institute will provide a fully funded three-week academic and cultural program on leadership, creativity, and children’s literature. As a participant, Semrick was selected from a strong national applicant pool to experience the UK through the summer program’s assessed module— Wonderland: 100 years of children’s literature. The theme for the institute is Leading, Inventing and Reinventing: Britain Past and Present. “Upon learning I received a place at King’s College London, I was beside myself,” Semrick said. “As I am from such a small town, studying in a city as large as London will be quite the experience. I am thrilled to be spending my summer alongside students from all over the world who will share with me such unique cultures. As a Fulbright summer program participant, I will not only further my education in children’s literature and develop stronger leadership skills, but I will participate in a cultural exchange that allows me to grow as an individual and bring that growth home to share with my future students. I hope this work will enable me to better pour my passions into the creation of literature which truly and positively impacts children at an international level. It will also enrich my background as a future teacher and the experiences I can bring into the classroom for my students.” Melinda Grimsley-Smith, Coordinator of International Scholarships for WKU’s Office of Scholar Development (OSD), said the Fulbright UK Summer Institutes offer an incredible opportunity for first and second-year students to gain their first experience abroad. “They study at some of the best universities in the United Kingdom with internationally recognized scholars and alongside exceptional students from all over the world, fully funded by the US-UK Fulbright Commission,” she said. “Angel Ann’s award is welldeserved and she will be in fabulous company this summer.” Before graduating in 2019, Semrick hopes to study abroad for an additional semester. She is the Spirit Chair for Alpha Delta Pi Sorority, a Phase II graduate of the Dynamic Leadership Institute and a member of Hilltoppers for Christ.

Semrick said OSD was instrumental in her successful application. “OSD encouraged me to apply to be a Fulbright summer program participant, took the time and energy to help me develop my application, and conducted mock interviews with me to prepare me for the interview process,” she said. About the Office of Scholar Development: The Office of Scholar Development is committed to helping WKU students in all majors and degree programs develop the vision, experience and skills to be independent, engaged scholars. OSD welcomes the opportunity to work with students interested in nationally competitive scholarships. Contact Melinda Grimsley-Smith at (270) 745-5043. About the US-UK Fulbright Commission: The USUK Fulbright Commission was created by treaty on Sept. 22, 1948. The Fulbright Programme aims to foster mutual cultural understanding through educational exchange between the US and the UK. This it achieves through its Awards programme for US and UK citizens and through its EducationUSA Advisory Service. The Fulbright Commission offers grants at postgraduate and postdoctoral level for study in any discipline and at any accredited institution in the US and UK, as well as a number of special exchanges programmes for shorter projects or for younger scholars. It is funded by a range of partners including leading US and UK universities, charities and both governments. For information, visit www.fulbright.org.uk. Contact: Amy Moore, Director Awards Programme, amy@fulbright.org. uk. About the Summer Institutes: Each year, the Commission supports around 60 UK and US undergraduate students to undertake a demanding academic and cultural summer programs at leading institutions in the US and UK respectively. This year we hosted the following nine Summer Institute programs at host institutions across the UK: AIFS Summer Institute at Shakespeare’s Globe; University of Bristol Summer Institute; Durham University Summer Institute; King’s College London Summer Institute; Queen’s University Belfast Summer Institute; SOAS, University of London Summer Institute; Scotland Summer Institute (at the University of Dundee and the University of Strathclyde); and the Wales Summer Institute (at Cardiff University, Bangor University and Aberystwyth University).

Spring / Summer 2016 / CEBS MAGAZINE

MINECRAFT HELPS KIDS WITH AUTISM LEARN SOCIAL SKILLS JACK STERNBERG, 9, WAS DIAGNOSED WITH AUTISM SPECTRUM DISORDER AT 2 YEARS OLD. LIKE A NUMBER OF CHILDREN WITH AUTISM, JACK STRUGGLES TO SOCIALIZE AND NEEDS TO BE TAUGHT SOCIAL GRACES THAT DEVELOP OVER TIME IN OTHERS. “I WANT TO SEE HIM SOCIALIZE INDEPENDENTLY,” SAID LIZ STERNBERG, JACKS MOTHER. “I WANT HIM TO HAVE FRIENDS AND NOT BE SCARED IN GROUPS AND KNOW HOW TO APPROACH PEOPLE. THOSE ARE ALL THINGS THAT A LOT OF KIDS LEARN AS THEY GROW UP THAT IS A LITTLE BIT HARDER FOR HIM TO DO.” ONCE A WEEK, JACK ATTENDS THE MINECRAFT CLUB HELD ON WKU’S CAMPUS. THE CLUB IS A SPECIAL INTEREST GROUP THAT HELPS CHILDREN WITH AUTISM PRACTICE SOCIAL BEHAVIORS AND INTERACT WITH CHILDREN WITH SIMILAR INTERESTS WHILE IN A SAFE ENVIRONMENT.

BY: BRIA GRANVILLE/HERALD Though many people think of Minecraft as a fun game, few consider it a teaching tool. But that’s exactly how Christina Noel used it in the Minecraft Club: as a way to help children with autism spectrum disorder learn social skills alongside their neurotypical peers. Christina Noel, assistant professor in the School of Teacher Education, frequently heard the community call for more inclusive programs for children with autism and knew she wanted to help.

Noel then saw an ALIVE Center grant for a research and community partnership and knew she had the perfect idea. Noel said she wanted to use an area of interest for both neurotypical children and those with autism to create an opportunity for learning social skills, something people with autism often struggle with. Using a more integrated activity is extremely beneficial for both groups of children.

“The idea of a special interest group was born, and it was like, ‘Let’s try to identify something that’s really interesting — almost to the point, sometimes, of being distracting for kids with autism — [and] make it broad so it’s something that their neurotypical peers also think is really interesting, and then let’s use that as a foundation to teach social skills,’” Noel said. At first, Noel wasn’t sure what interest to use. After talking with colleagues and community members, the overwhelming answer was Minecraft. The Minecraft Club ran from Sept. 3 to Nov. 5, 2015 in the Educational Resources Center in Gary Ransdell Hall. It consisted of 15 Minecraft fans ages 7 to 12. About half of the children had been diagnosed with autism, and the other half were deemed neurotypical. Using money from the grant, Noel was able to purchase Minecraft servers so children in the club could exclusively use the maps they built rather than playing through the website. The club even had its own Minecraft expert: Ben Hammond, a Franklin senior. Hammond started working with the club after a professor appealed for volunteers with game experience. Hammond had many duties, one of which was simply helping children with the more difficult aspects of Minecraft. “One of the things that I did in the classroom when the students were there was I helped them with learning how to use the crafting menu,” Hammond said. He described other activities: “learning how to craft different items, explain a little bit of the map that they will be playing in today and what they’ll be doing if they were working in groups.” Some of the maps had several levels that required teamwork and communication before students could move to the next level. One level prompted students to shoot different targets, and they had to talk to figure out which ones to shoot.Another level had a maze one student would guide others through, but leaders couldn’t progress themselves until those moving through the maze had passed through and unlocked the door. Hammond said this format of using Minecraft was much easier and friendlier for the students. “This kind of environment — it’s a very friendly environment. It’s not loaded like a math classroom, and the students can sit down,” Hammond said. “They can get relaxed and feel at ease and ease into that communication a lot easier through Minecraft as a medium as opposed to doing a group project.” Nancy Hulan, assistant professor in the School of

Teacher Education, said her 6-year-old son Henry, one of the neurotypical participants, thoroughly enjoyed his time at the club and made many new friends. Hulan added that her son even told her stories about how some of the children with autism who went to his school would come up and say hello. “I would hear stories from him sometimes about how certain kiddos would say, ‘Hey! how are you doing?’ in the hallway, and those are kids who are on the spectrum who don’t typically do that,” Hulan said. When asked about the club’s expectations, Noel replied that results were “exactly what I was hoping.” Hulan said making friends was a great benefit of the club. “Kids who wouldn’t normally have met, necessarily, even if they go to the same school — they’re not typically interacting with one another, so it got them to meet and [be] familiar with one another,” Hulan said. Hulan said the club was a positive experience because it allowed students of different abilities to work together and build camaraderie. “I think any time you encourage students with different needs and abilities to interact and work together, it’s a good thing,” Hulan said, “and work together in a positive way because it was all positive.” Noel said one student who got into trouble at school frequently showed completely different behavior during the club. “I think the fourth week, we had one student with autism who was 11 who … historically, kind of gets in a lot of trouble at school — has a lot of behavioral outburst and things — and he didn’t in Minecraft Club,” she said. Noel added that the club made a huge impact in the boy’s life. “He was so well-behaved, was like a different child,” Noel said. “And in the introducing-yourself lesson, they had to go around and introduce themselves, and I asked people, ‘What did you learn about each other?’ and this boy said, ‘I learned people can actually be nice.’ “That was the most ringing endorsement,” Noel said.

Spring / Summer 2016 / CEBS MAGAZINE

FACULTY NEWS TWO WKU FACULTY MEMBERS RECEIVE FULBRIGHT PROGRAM AWARDS By: Anna Yacovone Two faculty members in WKU’s College of Education and Behavioral Sciences have received grants from the Fulbright Program. Dr. Kristin Wilson, associate professor in the Department of Educational Administration, Leadership and Research, received a Core Fulbright U.S. Scholar grant to South Africa. Dr. Kay Gandy, professor in the School of Teacher Education, received a Fulbright-Hays Seminar Abroad grant to Senegal. The Fulbright Program is the U.S. government’s flagship international exchange program. Through the Fulbright Core Program, funded by the U.S. Department of State, faculty may teach, conduct research, or both. Through the Fulbright-Hays program, funded by the U.S. Department of Education, faculty may develop and investigate collaborative projects abroad related to foreign language or area studies. Dr. Kristin Wilson Dr. Wilson, an alumna of the Zuheir Sofia Endowed International Faculty Seminar (ZSEIFS) to South Africa, will conduct research on college “massification,” a South African term used to describe college student persistence. As a ZSEIFS participant, Dr. Wilson used her time in country to establish contacts at the University of Limpopo and lay the groundwork for her research project funded by the Fulbright Program. “The University of Limpopo is home to more than 18,000 students, many of which are first generation students coming from homes where college degree attainment was an impossible dream for their parents,” Dr. Wilson said. “My Fulbright to the University of Limpopo allows me the opportunity to collect data about college student experiences, and begin to understand how college aspirations are viewed in the new South Africa.” Dr. Kay Gandy Thanks to encouragement from the Office of International Programs, Dr. Gandy, who has previously received two Fulbright-Hays awards, will explore religious and cultural diversity in West Africa. Her project will focus specifically on Senegal and why it has maintained social harmony despite widespread identity-based conflicts throughout West Africa. As a fully funded program, Dr. Gandy saw the Fulbright-Hays to Senegal as a way of addressing an academic need without tapping into university resources. “The lessons I’ll glean from this experience will be shared with the teachers I train,” Dr. Gandy said. “They need to be able to support student diversity and create a learning environment of understanding and empathy. Only by participating in experiential activities and actively engaging with the culture, can we expect to gain a deeper understanding of a very different culture.” Dr. Gandy hopes that this experience will allow her to help teachers become culturally sensitive to the diverse students of today’s and tomorrow’s classrooms. This year marks the 70th anniversary of the Fulbright Program’s establishment in 1946 under legislation introduced by U.S. Sen. J. William Fulbright of Arkansas. Since then, the Program has given more than 360,000 students, scholars, teachers, artists, and scientists the opportunity to study, teach and conduct research, exchange ideas, and contribute to finding solutions to shared international concerns. For more information and Fulbright resources, visit www.wku.edu/oip/wkufulbright About the Office of International Programs: The Office of International Programs supports the internationalization agenda of the university by creating opportunities for faculty and staff development in a global context and supporting the development of meaningful co-curricular programming for student, campus, and community audiences.

Why Critical Thinking Matters

Dr. Rebecca Stobaugh is an experienced teacher and principal who is now an author, consultant, and college professor. Early in her career as a middle school principal, Beckie saw the need to improve the critical thinking skills of her students. We talked about what she learned during that process including the five misconceptions about critical thinking. While we focused primarily on supporting teachers as they support students developing critical thinking skills, the conversation transcended the specific content and hit many important leadership concepts - the importance of mentors, achieving critical mass for change, focusing initiatives. This was a great conversation, and you can learn more about Beckie and her work at the Mentoring Minds website: https://www.mentoringminds.com/meet-us. You can also follow Beckie on Twitter @RebeccaStobaugh.

Dr. Gary Houchens, associate professor in EALR, has been appointed by Ky Governor Matt Bevin to the Kentucky Board of Education. He will serve a term expiring April 2020. The board develops and adopts the regulations that govern Kentucky’s 173 public school districts and the actions of the Kentucky Department of Education.

Julia Link Roberts, Mahurin Professor of Gifted Studies, and Tyler Clark, Executive Administrator of the World Council for Gifted and Talented Children, participated in the European Council for High Ability Conference in Vienna, March 2-5. Dr. Roberts conducted a workshop entitled “The Power of Products: A Protocol for Developing and Assessing Products,” and Mr. Clark and Dr. Roberts presented a session “Experiential Learning: A Hallmark of The Gatton Academy.” Tracy Ford Inman and Julia Link Roberts were invited keynote speakers at the National Curriculum Network Conference at the College of William and Mary March 9-11. Dr. Inman’s title was “The Nuts and Bolts of Effective Differentiation,” and Dr. Roberts addressed “Advocating for Best Practice and Policy.” Dr. Inman is Associate Director and Dr. Roberts is the Executive Director of The Center for Gifted Studies.

WKU 2016 Faculty For Excellence College of Education and Behavioral Sciences Dr. Janet Tassell (Teacher Education) – Teaching Award Dr. Jie Zhang (EALR) – Research/Creativity Award Dr. Pamela Jukes (Teacher Education) – Public Service Award Dr. Gary Houchens (EALR) – Student Advisement Award Dr. Sharon Blevins (Psychology) – Part-Time Instructor Award Spring / Summer 2016 / CEBS MAGAZINE

FACULTY NEWS IN MEMORIAM Hayden Dwight Cline, Ed.D., 72, of Franklin, passed away on May 1, 2016, at The Medical Center at Bowling Green after a lengthy illness. Dr. Cline was born in Sumner County, Tenn., and grew up in the community of New Roe in Allen County, graduating from Allen County High School in 1962. He received a Bachelor of Science degree in agriculture from Western Kentucky University (1966), and a Master of Science degree in agriculture education (1968) and a doctorate in vocational education (1974) from the University of Kentucky. Dr. Cline taught and mentored hundreds of students throughout his professional career, including positions as an agricultural teacher at Boone County and Greensburg High Schools; an assistant professor in vocational and technical education at Kearney State College in Nebraska; the director of occupational studies at Colorado Mountain College in Leadville; and a professor of education administration at Western Kentucky University, from where he retired in 2003.

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Dr. James A. “Jim” Koper, 82, of Bowling Green, died April 1, 2016, at The Medical Center. Dr. Koper was a professor emeritus at Western Kentucky University and a post Korean War veteran of the United States Army. He is survived by his wife, Nancy Joan Keathley Koper; a son, Dr. James K. Koper (Pat) of Central City; a daughter, Kelly Koper of Horse Cave; a sister, Mary Mead of Rio Vista, Calif.; and two grandchildren, Ensign Jim Koper (Elaine) and Katie Marcum (Zach).

Nita Cole was awarded the Service and Advocacy Award for Gifted Children at the KAGE Conference. Nita Cole is serving as an instructor for elementary math methods at WKU.

2016 BOYD-LUBKER LECTURERS FOCUS ON APARTHEID AND SOCIAL JUSTICE By: WKU News Dr. Darrell Kruger, Provost and Executive Vice Chancellor at Appalachian State University, and Dr. Vernon Domingo, Professor of Geography at Bridgewater State University presented Surviving Apartheid and Committing to Social Justice as part of the 2016 Boyd-Lubker Visiting Scholars Program at WKU. The discussion focused on the nature and dayto-day functioning of apartheid and the attempts, eventually successful, to abolish apartheid. The conversation also explored the lessons of the apartheid project and what individuals and institutions can take away from this historical tragedy in order to create a better world for all. About the Boyd-Lubker Visiting Scholars Dr. Vernon Domingo is professor of geography at Bridgewater State University. He was born in South Africa and during the apartheid years he was classified as a Black South African, “coloured” according to the then government’s system of repression. He was expelled from a university for “coloured” students because of his political involvement and eventually he was able to complete his graduate studies in the United States through a grant from the U.S. State Department. Professor Domingo’s research interest focuses on access to water at the local level in the third world and especially in South Africa. Dr. Darrell P. Kruger is professor of geography and provost and executive vice chancellor at Appalachian State University in Boone, North Carolina. He is a bilingual South African who migrated to the United States nearly three decades ago to study cultural-historical geography at Louisiana State University under the direction of Sam B. Hilliard. A hallmark of his personal and professional life is his ability to cross boundaries whether they be linguistic, national, disciplinary, and academic-administrative. These experiences continue to broaden his worldview and ability to navigate and negotiate cultural contexts and mind sets as well as bridge perceived boundaries. He directed a Group Projects Abroad Fulbright to South Africa and was an American Council on Education Fellow at the University of Wisconsin-Madison. In addition to his tenure at the University of Louisiana at Monroe and Illinois State University he has held administrative positions as associate dean, associate Vice President, Dean, and coordinator of the Louisiana and Illinois geography alliances in collaboration with the National Geographic Education Foundation. About the Boyd-Lubker program: In 2000, the Boyd-Lubker Visiting Scholars Program was created through a gift by Drs. Bobbie and Lynn Lubker in memory of her parents, Dr. and Mrs. George Boyd. The program provides resources for bringing to campus each spring a scholar who will both give a general audience presentation and also meet with various campus groups and the community.

Spring / Summer 2016 / CEBS MAGAZINE

ALUMNI NEWS The Simpson County school district has named Rachel Fairman the new principal of Franklin Elementary. Fairman formerly attended Franklin Elementary herself, and went on to graduate from Franklin-Simpson High School in 1996. She graduated with a Bachelor of Arts degree in history from Indiana University in 2000, and earned a Master of Arts degree in special education at Western Kentucky University the following year. She received her Rank I in Educational Leadership from WKU last year. Brian Womack was announced as the new principal of Richardsville Elementary School during a site based decision-making council meeting on May 13, 2016. Mr. Womack is a 1987 graduate of Warren Central High School and a 1996 graduate of Western Kentucky University. He spent his first six years as a classroom teacher before moving into an administrative role for two years with Todd County Schools. He has spent the last nine years serving the GRREC region as an Instructional Specialist. Stacy Brawner, the current assistant principal at Creekside Elementary School, is the new Hardin County Schools Director of Elementary Curriculum and Instruction. Brawner is an East Hardin High School graduate. She holds a Bachelor of Science degree from Western Kentucky University, a Master’s degree in Instructional Leadership from the University of the Cumberlands and a Rank II Certification in Learning and Behavior Disorders from WKU. The Hardin County Board of Education has voted to name Teresa “Terrie” Morgan as the district’s new superintendent. Mrs. Morgan is a 1989 graduate of Brescia College. She earned her Master’s of Education degree from Western Kentucky University in 1994. She obtained her Principal Certification in 1997 and her Superintendent Certification in 2014 from WKU. Carrie Munsey has been named principal at Tamarack Elementary School. Munsey has six years of experience as assistant principal at Tamarack and Highland elementary schools (2010-present). Before that, she was the staff developer at Burns Middle School (2005-10) and an eighth-grade math teacher at BMS (1997-2005). Munsey’s other roles at BMS included serving as the gifted and talented middle school coordinator, eighth-grade team leader, and chairman of the math department. Munsey has been involved with special education collaboration and extended school services since 1997 and served as the summer school principal at Daviess County High School in 2007. Munsey has a Rank I and a Master of Arts degree in education from Western Kentucky University. Earlington Elementary School Principal Karen Mackey has been named director of technology for Hopkins County Schools. Mackey is enrolled in the Educational Leadership Doctoral program at Western Kentucky University. She earned a bachelor’s degree in elementary education, a master’s degree and Rank 1 in school counseling and certification in instructional leadership -- principal (Level 1 and Level 2), all from WKU. Collins High School Site-Based Decision-Making Council selected Joseph Ellison III to take over as principal on July 1. Ellison, who lives in Louisville with his wife and two children, is a native of Cincinnati. He earned his undergraduate degree from the University of the Cumberlands in 2001. He has since earned his Master’s and Rank I degrees from Western Kentucky University and is currently pursuing his doctorate through the University of Louisville.

PUBLICATIONS & PRESENTATIONS Moore, J.A. (2016). Benjamin Banneker’s letter to Thomas Jefferson: Using the C3 Framework inquiry literacies. (55) 2-5. Middle Level Learning, National Council for the Social Studies, Silver Spring, MD. Moore, J.A. (2016). Teaching with Benjamin Banneker’s letter and C3 Framework Inquiry Literacies. (55) 6-11. Middle Level Learning, National Council for the Social Studies, Silver Spring, MD. Dietrich, S., Hulan, N., Kirby, E.G., Evans, S. (2015). Clinically Based Models of Teacher Preparation: A Snapshot of Three Systems. Educational Renaissance, 4(1), 19-26. Hulan, N. (2015). Molding a culturally responsive literacy practice: Professional development within diverse schools. Teacher Education and Practice, 28(1), 60-74. Hulan, N. (2015, December). Promoting Culturally Responsive Teaching through Intensive Professional Development. Literacy Research Association Annual Meeting, Carlsbad, CA. Cribbs, J., Cass, C., Hazari, Z., Sadler, P., Sonnert, G. (2016). Mathematics and student persistence in engineering. International Journal of Engineering Education.32(1), 163-171. Cribbs, J., Hazari, Z., Sadler, P.M., Sonnert, G. (2015). Establishing an explanatory framework for mathematics identity. Child Development. 86(4), 1048-1062. doi:10:1111/cdev.12363 Linder, S., Smart, J., Cribbs, J. (2015). A multi-method investigation of mathematics motivation for elementary age students. School of Science and Mathematics,115(8), 392-403. doi:10.1111/ssm.12146 Zhao, Q., & Wichman, A. (2015). Incremental beliefs about ability ameliorate self-doubt effects. SAGE Open, 1–10. doi: 10.1177/2158244015622539

FACULTY/STAFF RETIREMENTS, PROMOTIONS, TENURE Retirements:

Promotions & Tenure:

School of Teacher Education Dr. Barbara Fiehn Dr. Lucile “Lucy” Maples

Dr. E. Gail Kirby Promoted to Associate Professor Earned tenure in the School of Teacher Education

Educational Leadership Doctoral Program Ms. Gaye Pearl

Dr. J. Dusteen Knotts Promoted to Associate Professor Earned tenure in the School of Teacher Education

CEBS Dean’s Office Ms. Susan Krisher Military Science/ROTC New Assignments: CPT Colin Bair SFC Andrew Black

Dr. Gary Houchens Earned tenure in the Department of Educational Administration, Leadership, and Research

Retirements: SFC David Henderson Spring / Summer 2016 / CEBS MAGAZINE

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