Living Education eMagazine Summer Edition Vol. X

Wine Talk with the Maryland Wineries Association

Educate and Empower Black Males

It Takes One to Teach One

College Student Success Courses The Summer of 1964 that Challenged the State of Mississippi

Living Education Everyday

New Leaders K-12

Eric Williams Superintendent Loudoun County Public Schools

Alvin Crawley Superintendent Alexandria City Public Schools

Kenneth Slentz Superintendent Skaneateles Central School District

Internet radio station for hot days and cool summer nights

Living Education eMagazine Internet Radio Keeping the arts alive App for phone and pad users

Publisher’s Note @anaturalbridge Another academic calendar year has come to an end! To the educators, parents, students and the many educational stakeholders you can now take a collective, sigh (deep) of relief. The summer has arrived and you have continued to build a nation of life long leaners. However, I know for the many hard working teachers, school staff, administrators, families and community members who have dedicated their energy, talents and time; in the hopes of making a difference in the lives of all students, I know your rest will be a short one. Your summers are filled with thoughts, hopes and dreams of the young minds who will greet you with a smile as the bell rings to usher in a new school year. A school year destined to be filled with excitement and achievement.

Teachers and administrators, as you pick up your tablets, laptops, phones, electronic calendars to map out your road to new lesson plans, event presentations and summer professional development workshops; you are not alone. Parents will do their part; many are hard at work seeking safe and fun filled places where their children can enjoy the summer while inserting learning and discovery opportunities; all to avoid the dreaded summer slide.

School boards will offer wonderful professional development seminars, meetings and retreats where strategies will be formulated around the best ways to provide resources to teachers; so that you will create the best learning oasis in your school.

For some schools districts however, this will be a greater challenge. Faced with budget limitations, these schools will need to rely heavily on the home-school partnership to continue their path to ongoing student achievement. The special partnership you create with families will allow you to extend your influence on the academic outcomes of your students.

For all the educational stakeholders who mentor, educate and motivate students without the fanfare or accolades from others, you are influencing the hearts and souls of young men and women daily. You may not see the impact you are making or even believe others are listening; but your passion, positive example and commitment to children speaks loud and clear.

I know each of you understand you have little choice but to be the change we desire as a nation; for the price of doing nothing is too great. To some; who do not understand your drive and commitment, you are unknown, you do not have a platform, there are no microphones or cameras, you are too many of them faceless.

Your work is so important. It is you who keep the wheels of our society on track, no matter the local and national debates or latest educational trends. It is all of you who keep the rest of us steady, giving us the privilege to debate and stand in front of microphones and cameras to share our views on the issues of education.

So in this 2014 graduating season, I say to you, our nation of teachers, parents, educators, community leaders congratulations. You did it again, as so many before you have. Your love and appetite for learning is infectious. You have encouraged students to believe in themselves; to dream beyond circumstances and because you dream our children dream to be more than they thought they could become. I say to all of you whom I have not had the pleasure to meet, keep it going. Walk into the summer sun and feel the warmth of appreciation and gratitude. Thank you.

Michel Davis Robinson CEO Forest Of The Rain Productions

Living Education Everyday

Contributors

Allan Duane Arbogast, Ed.D.

Kevin Atticks, DCD

Stephanie Itle-Clark, Ed.D.

When Your Child is Diagnosed with a Learning Disability (p.102)

Wine Talk with Dr. Kevin Atticks of the Maryland Wineries Association (p.46)

Increasing Student Engagement through Animal Welfare Education and Service (p.42)

Bio: Dr. Allan Duane Arbogast serves The Children's Guild as vice president of educational services/ chief operating officer for its non-public and Monarch Charter schools. Arbogast served Prince George's County Public Schools as chief academic officer since 2010 and served as the acting deputy superintendent for Academics in 2012/2013.

Bio: Dr. Kevin Atticks is the executive director of the Maryland Wineries Association, a non-profit organization focused on the promotion of locally-grown wine.

Atticks is the author of the "Discovering Wineries" series of books and holds board positions on the Maryland Tourism Council (MTC) and the Maryland Agriculture Resource Council (MARC). Atticks holds a master’s in environmental journalism from University of Colorado–Boulder and a doctorate in communications design from the University of Baltimore.

Prior to that time, he worked for 32 years in the Anne Arundel County Public Schools, serving as senior manager for Academic Accountability, a principal, assistant principal and teacher.

Arbogast received a Masters of Education and a Doctorate of Education from the University of Maryland, College Park, and a Bachelor of Arts from the University of Maryland Baltimore County.

Kevin Atticks is an affiliate professor of communication at Loyola University Maryland where he teaches publishing and graphic design, and is the director at Apprentice House Press, the nation’s only campus-based, student-managed book publishing organization.

Bio: Dr. Stephanie Itle-Clark is the Director of Learning for Humane Society Academy at The Humane Society of the United States. She has a background in education and curriculum development and has worked in both higher and continuing education as well as in the K-12 sector.

Her areas of specialization are humane pedagogy, animal welfare education, and prosocial education as it relates to the curriculum and educational reform. She is a Certified Humane Education Specialist and is serving as the Board President for the Association of Professional Humane Educators.

Contributors

Nokomis Ford, MCRP 8 Important Questions about the Tenant-Landlord Relationship (p.80) Bio: Nokomis Ford is the Senior Tenant-Landlord Counselor for Baltimore Neighborhoods, Inc. She has worked at BNI for over 10 years assisting in improving the relationships between tenants and landlords. She obtained her master’s degree in City and Regional Planning from Morgan State University in May 2013. Mrs. Ford’s career goals include improving communities through economic development by increasing the quantity and quality of affordable housing and coupling housing development with comprehensive support services such as financial and rental housing law education. Mrs. Ford believes economically self-sufficient people are a vital part to improving our cities and communities.

Jeromie Heath It takes one to teach one! (p.60) Bio: Jeromie Heath is a National Board Certified Teacher currently teaching 5th grade in Kent, WA. He has taught grades 1-5 and is currently in his 10th year of teaching. He has a passion for making learning exciting and engaging students with songs (music videos), costumes, unique décor, leveled games, and stimulating innovative strategies like blacklights and 3d. He continuously collects new ideas from colleagues, trainings, book studies, online sources, and more that unleash engagement, imagination, enthusiasm, motivation, and overall fun in the classroom. He believes that engaging a student by customizing the learning experience to meet their academic, social, behavioral, and cultural needs leads to a better education. He shares his student engagement ideas on his website, twitter account, youtube channel, and online radio show.

Stephen Jones, Ph.D. Top Success Strategies for Parents of College Bound Students (p.22) Bio: Dr. Stephen Jones has authored the Seven Secrets of How to Study series, including "Mapping Your Strategy for Better Grades", the "Parent’s Ultimate Education Guide" and the "Ultimate Scholarship Guide." The books provide an understanding of the seven pillars that are essential to learning effective study techniques.

Dr. Jones is the President of SAJ Publishing, and a Distinguished Toast Master, he is an in-demand speaker who has regular appearances on Blog Talk Radio. He also serves as Associate Dean of Student & Strategic Programs in the College of Engineering at Villanova University.

Dr. Jones is a Philadelphia public school graduate. He holds Ph.D. and B.S. degrees from Widener University, a Master of Education from Howard University, and a Master of Business Administration from Philadelphia University.

Contributors

Eileen Gale Kugler What We Can Each Do to Move the Goals of Brown v. Board of Education Forward (p.83) Bio: Eileen is a global speaker and consultant on how to value and leverage diversity, sharing strategies on breaking through assumptions based on race, culture, and generation to understand and respect "the other."

For more than a decade she has worked side-by-side educational leaders as diversity has changed the face of education. She now shares critical lessons learned with the business and the non-profit world.

Eileen is author of the award-winning Debunking the Middle Class Myth: Why Diverse Schools are Good for All Kids and executive editor of the Innovative Voices in Education: Engaging Diverse Communities, with insights from educators and community leaders around the world.

Her unique perspective has made her a valued expert for comment on national media. Eileen’s work is informed by her continuing on-the-ground involvement, including an active volunteer life. Her family’s volunteer commitment at a South African school, including creating a 25,000book library, was featured in The Washington Post and Voice of America TV.

Yvette Mack, M.S.Ed. The Legacy of Black Greeks: Are we STILL Relevant? (p.64) Bio: Yvette Mack has lectured for ten years in various capacities and is currently a lecturer at University of Phoenix Online School of Business. She currently teaches Organizational Behavior and Ethics, and Management Theory in the Undergraduate College of Business and Leadership and Change is the M.B.A. program.

She brings 22 years of experience in Higher Education and has worked at several prestigious Universities in the areas of Accounting and Finance including Pratt Institute and Fordham University and is currently the Bursar at Pratt Institute in Brooklyn, NY

Andrea Peoples-Marwah, Ed.D. Multiple Intelligences – A Transformative Approach to Student Success (p.54) Bio: Andrea Peoples-Marwah has researched Multiple Intelligences with an emphasis on musical and visual/spatial intelligences. She is the author of the book titled Visual/Spatial and Musical Intelligences: The Effects on Sixth Grade Ohio Proficiency (OPT) Math Scores and is currently working on several articles for publication. She studied Education Administration and Policy Studies at The George Washington University, Washington DC. Dr. Peoples-Marwah has had a wide range of students (K thru college) from teaching within the sciences and health to teaching strategies for college math, strategies for the technical professional, and group dynamics.

Her expertise lies in Biology, Chemistry, and Alternative Medicine as well as creating laboratory exercises that are considered non-traditional in style but which engages students to excel in learning.

Contributors

Leah D. Morgan, M.Ed. We All Need Somebody to Lean On: College Student Success Courses (p.62) Bio: Leah Morgan works at The Ohio State University Dennis Learning Center (http://dennislearningcenter.osu.edu/) where she teaches, designs, and conducts research on student success courses (SSCs) and workshops on. She also has the pleasure of serving as a Graduate Research Associate at the Center for Inclusion, Diversity and Academic Success, or the Center for iDEAS, under the direction of Dr. Terrell L. Strayhorn. Leah is pursuing her doctorate in Educational Studies from The Ohio State University with interests in both educational psychology and higher education and student affairs. Because of her own struggle as a college student, her career goal is to help students achieve success in college. Her research centers around college student success interventions, such as SSCs and Summer Bridge Programs (SBPs), as well as college student belonging, motivation, and self-regulated learning (SRL). Leah earned her BBA in Management from Texas A&M University in 2005 and her M.Ed. in Higher Education Leadership from the University of Houston in 2011, where she served as an invited speaker at TEDxYouth@UH Leah can be reached at morgan.1179@osu.edu.

Kim Moss Wedding Talk with Wedding Planner Kim Moss (p.38) Bio: Kim Moss began Black Bag Productions in 1998 after a company layoff and has been a talent escort for the 2010 MLK Monument Dedication Events, 2012 and 2013 BET Honors, a team captain for the 2008 Presidential Inauguration parade, talent escort at the 2008 and 2013 Presidential Inauguration Balls and events, and other high profile events in Washington DC. An active volunteer, she is a two-term past Chapter President, Newsletter Editor and Fundraising Chairperson for the Washington Area Chapter of Childhelp A two-term past Advisory Board President, currently a performing member and soloist with the award winning local gospel community choir, Mosaic Harmony and is the co-founder of The Magic Wand Project, a non-profit dedicated to distributing special occasion (prom) dresses, tuxedos and accessories to high school students.

Ms. Moss is a certified wedding planner through the American Academy of Wedding Professionals Certification Program and is currently writing the master’s level course for AAWP. She and her husband Walter reside in suburban Maryland.

Kimberly K. Parker My Memoirs from China (p.86) Bio: Kimberly Parker is a published author and the owner of Writing Momma Publishing http://www.writingmomma.com She embraces the notion that “writing renews the mind and liberates the soul!” Before Kimberly became an author, she worked as a manager for a very reputable Washington, DC based non-profit organization. Kimberly is dedicated to a life of service!

She understands the importance of charity and models her life accordingly. In 2006, she established the DeBraux Parker Foundation, a non-profit organization on a mission to stimulate, build, and sustain a diverse community of young writers who find commonalities in a shared passion for ideas.

Kimberly is married to Reverend Kenneth Anthony Parker who, she attests, "...is the epitome of beauty and compliments my life beautifully." Together, they lovingly nurture and train their four children: Bricen Anthony, Khalil DeBraux, Kalonji Ameer, and Kalani Kay, who are all gifts from God!

Contributors

Joseph Ray, M.Ed.

Tara Rose, NBCT

State Jail: Rehabilitation vs.

Profit: (p.51)

What kind of leader would I be? (p.56)

Bio: Joseph Ray earned his B.A. in Organizational Communication from UT-Arlington in December, 2009. He earned his Texas Teachers Alternative Certification as 4-8 Generalist in July, 2010.

The 4-8 Generalist designation indicates his high qualification in the areas of Science, Math, Social Studies, English and Language/Reading. Mr. Ray earned his Master’s Degree in Educational Administration in 2013 graduating Magnum Cum Laude He is now certified as a principal in both the states of Colorado and Texas. Mr. Ray’s at-risk students have improved scores on T.A.K.S. and STAAR exams such that they have improved from 8% passing to 56% passing.

Bio: Tara has taught in Maryland Public schools for 18 years. Tara graduated from Frostburg State University with a BS in Education and began her teaching career teaching Pre-K. Since then, she has gained experiences in Kindergarten, First grade and currently Tara is teaching second grade. Nine years ago, Tara was seeking a challenge for herself and her career and completed her National Board Certification. Tara is currently renewing that certification in Literacy. Tara brings enthusiasm and active engagement into the classroom. Tara has recently accepted a new challenge for next year and will become a STEM resource teacher. She is also hoping to begin her journey in becoming an administrator by beginning classes for her administration degree.

Joseph Ray is founder of the N Front of Science Preparatory Academy for Young Men; the first private, all male, STEM academy in the DFW area. He is a member of the Arlington/Grand Prairie Alumni Chapter of Kappa Alpha Psi Fraternity, Inc. and is a financial director of the Kappa League program.

John Turner, M.S. Ivy Tech Community College – Central Indiana’s: Efforts to Educate and Empower Black Males (p.25) Bio: John Turner, (Professor JT) resides in Indianapolis, IN and is a Model, Author, Educator, Speaker, & Teacher to the Masses about Living a Life of Excellence & Success. He currently works as an Assistant Director of Academic Advising and Adjunct Professor at Ivy Tech Community College – Central Indiana. Check out His Book – The Art Form of P.A.S.S.I.O.N. You can purchase your copy on Amazon.com.

Check out his articles on The “Professor JT” Blog (johnturnerworld.blogspot.com) and his “Passion Into Action” Articles on Blacklifecoaches.net.

ALSO, Check out “The Professed Word” Podcast with his Co-Host Mz Word (Aleasa Word) at THEPROFESSEDWORD.COM. God Bless

Contributors Avis Williams, Ed.D. Rigor, Relevance and Resilience (p.68) Bio: Dr. Avis Williams has served as an elementary, middle and high school principal giving her a wide-range of knowledge and practical experiences. She currently serves as the Executive Director of Secondary Curriculum and Instruction for Guilford County Schools, the third largest school district in North Carolina. Dr. Avis has presented dozens of professional presentations and seminars at conferences and workshops throughout the U.S.

Linda T. Wynn, Ph.D. The Summer of 1964 that Challenged the State of Mississippi And Succored in Making America a Democracy (p.60) Bio: Dr. Linda T. Wynn is assistant director for state program at the Tennessee Historical Commission and a member of Fisk University’s faculty where she teaches in the department of history and political science. She earned her B.S. and M. S. degrees in history and a Masters in Public Administration from Tennessee State University. Appointed by Mayor Karl Dean and confirmed by the Metropolitan Council, she serves on the Metropolitan Historical Commission and is a member of its Markers Committee, as well as its Civil War Sesquicentennial Committee.

In addition to co-editing Freedom Facts and First: 400 Years of the African American Civil Rights Experience with Dr. Jessie Carney Smith, she co-edited Profiles of African Americans in Tennessee with Dr. Bobby L. Lovett and was one of the major contributors to the Tennessee Encyclopedia of Culture and History. Her chapter “Toward a More Perfect Democracy: The Struggle of African Americans in Fayette to Fulfill the Unfulfilled Right of Franchise,” appeared in The History of African Americans in Tennessee: Trials and Triumphs, published by the University of Tennessee Press and edited by Dr. C. Van West. Mrs. Wynn is the editor of Journey to Our Past: A Guide to African-American Markers in Tennessee. A contributor to the African American National Biography published

by Oxford University Press, she prepared several biographies and served as a consultant for the Encyclopedia of African American Business and Notable Black American Men, Book II, edited by Dr. Jessie C. Smith.

Living Education eMagazine’s

Commencement Address Written By

Dr. Elwood L. Robinson

Provost of Cambridge College @elwoodrobinson Dr. Elwood L. Robinson is the Provost and Vice-President of Academic Affairs at Cambridge College.

He is founding Dean of the College of Behavioral and Social Sciences at North Carolina Central University. His responsibilities include supervising nine departments and chairs, four centers and directors, over 200 faculty and support staff, all of which serve a student body or nearly 3,000 students; manages a state and research budget of 16 million dollars; His academic appointment is Professor in the Psychology Department.

Dr. Robinson is a productive scholar with over 400 scientific publications and presentations. His short story, "Wednesdays and Sundays", is part of Keeping the Faith, Stories of Love, Courage, Healing and Hope from Black America. This book won the 2003 NAACP Image Award, "Most outstanding Literary Work, Nonfiction.” His latest work “The power of unconditional love” was published in Inspiring student writers: Strategies and examples for teachers. He has presented his research on the psychosocial and behavioral aspects of disease and illness in African Americans at seminars and workshops in China, Egypt, South Africa and throughout the United States.

Dr. Robinson's grantsmanship is noteworthy; he has secured over 15 million dollars in funding from the NIH during his tenure at NCCU. He has Chair over 35 Thesis committees and over 80% of all his MARC students are now in Ph.D. programs.

He is a native of Ivanhoe, North Carolina. He is the son of the late Isaiah and Hannah Robinson. He currently resides in Cambridge, MA and is married to Myra Denise. The have two children, Chanita and Devin.

Congratulations to the 2014 graduating class. It is an honor and high privilege to write a charge to this year's graduating class. The world is changing at an unprecedented pace. The last 10 years have ushered in more changes than seemingly the previous century. It is hard to imagine what the next decade will bring. Whatever it is, I am certain that it will be both exciting and amazing. The hard work, dedication, perseverance and persistence you have demonstrated in completing your degree have positioned you to be major players in orchestrating that future. I cannot think of a more exciting time to be living on this planet. The human spirit today is more confident and determined than ever and I believe you are ideally positioned to be the best caretakers of this brave new world.

A very special congratulation to those of this year’s graduates who are first in their family to graduate from college. Many of you are from households with meager resources and others from poverty. My parents were under no illusions that I would spend my childhood and teenage years in poverty. They were poor but knew that education was the only way to escape the clutches of this insidious disease. Trust me -- poverty is not an enjoyable experience. Poverty entails fear, and stress and sometimes depression. It means a thousand petty humiliations and hardships. Climbing out of poverty by your own effort is something of which to be proud.

Receiving your degree and a concomitant quality education is a major step in that direction. And if that is your story, you know all too well that poverty is not to be romanticized. It should only serve as a motivator to propel you to higher heights. The foundation of "rock bottom" has served as a catalyst for launching some of this world's most meaningful and extraordinary lives. You have stayed the course, in terms of completing your degree because you believe that education is the engine of opportunity.

Build confidence within yourself and stop pretending to be anything other than what you are. Develop your own compass, and trust it. Take risks, dare to fail, remember the first person through the wall always gets hurt.

Don't spend your time on this planet trying to live a safe life. Try to experience and live life to its fullest. But I hope you'll remember, during those times of doubt and frustration, that there is nothing naive about your desire to change the world. We often forget that the best place to begin is at the beginning. Transformation begins with one single act that mushrooms into some major event. Rosa Parks, Martin Luther King, Malcolm X, Jackie Robinson, Nelson Mandela, and countless others, known and unknown, and students just like you changed the world. Because all it takes is one act of service--one blow against injustice. That's what changes the world. That one act of service, one act of kindness, one special moment that initiates the flames of change. The world is full of examples where one person made a difference. I challenge each of you to be that one person.

The future is now up for grabs. The rapid pace of change can be frightening and a little overwhelming at times.

The world is indeed "flat" and social networking and media have changed the narrative of how we communicate with each other. Communication, collaboration and personal branding are all essential elements for navigating today’s knowledge-based world. Who among you will seize the opportunity to take it by storm?

The opportunity is here to shape our destiny by blending vision, reason, hope and courage in a personal commitment to create a more just and compassionate society. I would encourage you to listen very carefully to the voices of wisdom and experience -- the sage, community elders, your parents and grandparents, spiritual leaders and advisors, scriptures, literatures -- whose collective message distills us to live greater than the selfish desires of the physical and material. We have seen 21st century racism, injustice, and discrimination and there was the thinking that this century would somehow be different. We still live in a world where there is so much work to be done. Over one-half of the world lives in poverty, and someone need to be fed every day. These are not new problems, they are old ones. Yet they continue to represent the evils and the imperfection of human kind. Education should inspire you to want to see the world differently. It allows you to see the world beyond the superficiality of skin color, race, sex, sexual orientation, culture, socioeconomic status, or geography. It moves you into that wonderful space where you understand that there is no appreciable different between you and the other 7.3 billion humans on earth. We all seek the same thing -- to live our lives with purpose, happiness, and self-fulfillment. But seeking this geography. It moves you into that wonderful space where you understand that there is no different between you and the other 7.3 billion humans on earth. We all seek the

same thing -- to live our lives with purpose, happiness, and self-fulfillment. But seeking this cannot be personal; it must be a collective purpose. Use your talents and skills to not only lift yourself up, but also your family, friends, and community. I have learned that there are no virtues and accomplishments that I have achieve on my own, I (we) have been fortunate to have the luxury of standing on the "shoulders of giants." You therefore, have the responsibility to help someone who is not as fortunate as you.

I employ you to never, ever, become comfortable. It is as Robert Kennedy said in a speech made to young people of South Africa in 1966 that speaks so eloquently to this issue: "For the fortunate among us (that is you), there is the temptation to follow the easy familiar path of personal ambition and financial success so grandly spread before those who enjoy the privilege of education. But it is not the road history has marked out for us.

All of us will ultimately be judged, and as the years pass will surely judge ourselves on the effort we have contributed to building a new world society and the extent to which our ideals and goals have shaped that event.”

The 21st century requires a new kind of learner—not someone who can simply churn out answers by rote.

Content specialists are becoming obsolete and we now need individuals who can think expansively and solve problems resourcefully. The most important skills today are creativity, curiosity, critical thinking, and problem solving.

There are two schools of thought on defining creativity: (1) divergent thinking, which is the formation of creative ideas resulting from generating lots of ideas (let’s call this old school), and (2) Janusian approach (new 21st century school), which is the act of making links between remote ideas. The later takes its name from the two-faced Roman god of beginnings, Janus, who was associated with doorways and the idea of looking forward and backward at the same time. Janusian’s creativity hinges on the belief that the best ideas come from linking things that previously did not seem linkable. This type of thinking is tailor-made for the diverse “world society” of today. Your experiences to date have taught you that meeting and interacting with fellow colleagues and students from all over the world has allowed you to see further that you could have ever imagined.

I believe that you are the author of your life. You write the script daily. How will you use your gifts and what choices will you make. Please allow me to end with two quick suggestions to consider as you write the next chapter of your life. First, be careful about the definition that you choose for success. Resist the temptation to align it with status, prestige and yes, you guess it, money. As Paul Graham said in his wonderful essay, How to do what you love, “prestige is like a powerful magnet that warps even your beliefs about what you enjoy. It causes you to work not on what you like, but what you’d like to like.” Those extrinsic motivators are fine and can feel life-affirming in the moment, but they ultimately don’t make it thrilling to get up in the morning and gratifying to go to sleep at night — and, in fact, they can often distract and detract from the things that do offer those deeper rewards.

I have challenged you to live beyond today’s utilitarian moments where we are surrounded by data and fastflowing information. Those signature moments in life are often those that are centered on the basic human emotions of life. Grapple with those big ideas, be a game changer and read, read, read those books and literature that teach you how to experience life in all its richness and make subtle moral and emotional judgments.

And lastly, have patience with your life and its developmental course. You are always a work in progress and everything that is wonderful and amazing takes a long time. The myth of the overnight success is just that — a myth — as well as a reminder that our present definition may well need to be reconstructed. Listen and pay close attention to the wonder of the flower. It doesn’t go from bud to blossom in one spritely burst. And yet, as a culture, we’re disinterested in the tedium of the blossoming. But that’s where all the real magic unfolds in the making of one’s character and destiny.

I leave you with the words written by Constantine Cavafy, a late 19th and early 20th century poet who lived in Alexandria, from one of his best known works, Ithaca. “As you set out for Ithaca, hope the voyage is a long

one, full of adventure, full of discovery. Keep Ithaca always in your mind. Arriving there is what you are destined for. But do not hurry the journey at all. Better if it last for years, so you are old by the time you reach the island, wealthy with all you have gained on the way.�

Class of 2014

Living Education Everyday

Executive Perspective @DrMikeRobinson Fair Housing and Why Educators Should Care?

By Dr. Michael A. Robinson Over the past year, Living Education eMagazine and the entire Forest Of The Rain Productions organization has focused on the importance of quality and affordable housing and its impact on the academic success of students. We understand the significance housing plays in creating quality communities, where children can focus on learning. This is why educators should care.

The research is overwhelmingly clear; student success is incontrovertibly linked to the quality and stability of a student’s housing. This is not to say, students and families who are homeless or marginally homeless; or in unsafe communities with limited resources do not succeed. There are a plethora of stories of students’ academic triumph challenges such as homelessness or deprived environments.

Such as the recent accomplishment of Rashema Melson, an 18 year old student who attended Anacostia High School located in Washington, DC. Rashema, graduated with a 4.0 GPA and as a result of her hard work and commitment to education; this homeless teen has been rewarded with a full scholarship to Georgetown University.

However, Rashema is not the norm, she is the exception. We should note for every Rashema Melson there are hundreds if not thousands of property owners, who have been sued because of the practice of housing discrimination against African American and Hispanic families. For many families access to quality and affordable housing is the pathway to a stable life and an economic future. Diverting families, especially families of color from these communities serves to continue the economic and educational disparities that plague our nation.

Image, having the desire to live where you want and can afford to only have that desire extinguished by an act of housing discrimination. This is what millions of families face every day. Their dreams of owning or renting a home thwarted simply because of their (1) Race; (2) Color; (3) National Origin: (4) Sex (Gender); (5) Religion; (6) Familial Status; and (7) Disability. Where housing discrimination exists; so will segregated school patterns. In most cases segregated housing patterns can be connected to the quality of schools. As the schools get better; the less likely the communities are inclusive and as one examines communities with under performing schools there are typically a high concentration of low to moderate income families, predominately families of color.

This is why; I am encouraging educators to fight housing discrimination, to become a champion for fair housing. To open access and opportunities to an array of amenities denied for many.

Here is what all educator need to know about the 1968 Fair Housing Act. Fair housing aims to eliminate discrimination in housing-related activities. Every person has the right to buy, rent or obtain a mortgage without being discriminated against because of their characteristics, background, or lifestyle (BNI, 2013). When such actions occur against any of the seven federally protected classes it becomes discrimination and a violation of the Fair Housing Act. The seven federally protected classes (1) Race; (2) Color; (3) National Origin: (4) Sex (Gender); (5) Religion; (6) Familial Status; and (7) Disability. This could happen to anyone and it is happening to millions of students and families. Join Living Education eMagainze and Forest Of The Rain Productions in our quest to end housing discrimination.

National Men Make A Difference For Academic Success

We are urging all K-12 educational institutions to invite fathers and male role models to their schools on 10.13.14 Turn one day of engagement into a life time of involvement!

Top Success Strategies for Parents of College Bound Students Dr. Stephen Jones @DrStephenJones

Many college-bound students get anxious when they think about starting college. Moving away from the safe confines of home is a tremendous challenge.

Each student will have a parent who will always wake them up to get to school. Knowing that you have a student that struggles with procrastination is the first step toward making a change. As your student approaches their first year of college discuss their strengths and weaknesses. Get passionate about focusing on the activities that will help your student to be ready for college life.

The whole idea of going to college can be a student’s most nervous time in their life. There are so many new things to experience including a roommate. Provide all of the encouragement that you can and be optimistic. Be a good listener. Create opportunities for discussions with your student throughout the summer prior to their start date. You should ask open-ended questions that cause your son or daughter to participate in the conversation. The key is that you decide to get an early start on any of the conversations that you are planning to have with your student. You can reduce the amount of stress in your conversations by not making them long conversations. Allow your student to play a larger role in sharing any of their anxieties with you.

One suggestion is to send your student to a precollege summer program. Sending your child to college early is one of the best ways to help your student to adjust to college life. Your student will get to meet professors early. They will sit in on classes where they can learn about note taking skills and how to study for a college level class. Your student will also get to know 30 or more other students who will start at the college during the fall. They learn how to handle the adjustment of having a roommate. It helps to alleviate the feelings of anxiety that your student will not get along with their roommate.

Help your student to identify the study strategies that work. Each student must have a set of times when they will study throughout the day. If a student can get their schedule early they will have an advantage. They can plan their schedule before arriving on campus. This will enable your student to

actually have time to identify subjects that may require additional help. Smart students get help and put tutors and meetings with professors into their schedule. Many of the college professors never see any students during their office hours. If your student invests their time in meeting with their professor early then they help their professor to know that they are interested in really learning their professor’s subject. Your student should go to the office with questions that they are prepared to ask. They can develop questions by reviewing their notes and their textbook. If your student prepares early before meeting with their professor they can have a beneficial meeting.

Your student should get to know their professors. This may feel unusual at first because high school students do not regularly meet with their teachers. Meeting with a college professor is one of the best ways for your student to prepare for quizzes and tests. They can also help your student to identify some of the best tutors. Your student is in control of how much knowledge that they are able to obtain. Sometimes your student may need to adjust to a professor who is not the best teacher. This is when forming a study group can be beneficial. They should use a study group of friends as teachers who can ask your student questions that test your student's knowledge. College life is all about expanding your student’s knowledge instead of just memorizing material like they did in high school.

One difference between high school and college is that there are many opportunities to join student organizations. Join an organization that emphasizes academic excellence. There are usually members of the organization that will want your student to succeed.

These organizations are usually specific to the student's major. Encourage your student to get involved and be an active participant in the success of the group. You will find that they will learn a lot about how to succeed in their major. This will be another group of students that your son or daughter can rely on as a good study resource.

This first semester is an exciting time to witness your student's growth. Starting out on the right foot is a critical part of a student's success. Encourage your student to learn and explore new experiences that will change their life forever. Dr. Stephen Jones is a college expert who has more than thirty years of experience.

His college preparation book is the Seven Secrets of How to study at http://www.studyskills2u.com.

Educational Views Educational Views are a compilation of perspectives, opinions and thoughts from parents, educators, researchers and community leaders. These brief commentaries are intended to drive larger discussions on issues and challenges facing education. We welcome your view. If you have an interest in sharing your opinions, please contact Forest Of The Rain Productions at editor.forestofther@gmail.com.

Chike Aguh @CRAguh

Dr. Susan Gardner @PhDSus

Dr. Susan Jackson @gtsp1

@PhDSus

Joseph Shands Murchison

Randi Weingarten @rweingarten

Ivy Tech Community College – Central Indiana’s

Efforts to Educate and Empower Black Males

By John Turner, M.S. @THEPROFESSOR_JT Statistics show that the black male college student graduates and is retained in higher education institutions at a lower rate than any other demographic of students today. The struggle is not just the culture shock of attending college when they have not seen someone before them attend college; but also having to deal with being unprepared for college life and the educational rigor of college courses and financial aid, which keeps black males at a disadvantage at succeeding. Several institutions around the United States are starting black male Initiative programs to assist with the success of the black male in higher education. Ivy Tech Community College – Central Indiana, which is a combination of Ivy Tech campuses in the City of Indianapolis have started within the last three years assisting with the graduation and retention rates of black males by launching a very unique 3 credit hour course called IVYT 120 F.O.C.U.S. (Furthering Opportunities and Connecting Us To Success).

In the Spring of 2012, I, along with the efforts of Mr Curtis Wells, Mrs. Ann Heiny, and School of Academic Advancement’s Dean Roderick Brown, came together in an effort to start the first every IVYT F.O.C.U.S. (Furthering Opportunities and Connecting Us to Success) course for black males at Ivy Tech Community College. This course was established as an institutional

desire to improve the retention and graduation rates of black males at Ivy Tech Community College, who have the lowest success rates in each category among all demographic groups within the college. The class kept the same general curriculum of the Traditional IVYT courses, but added in special lectures, discussions, speakers, projects, and curriculum items that catered to the needs of the black male student.

The F.O.C.U.S. course is entering its third year and since its inaugural semester in the fall 2012, over 100 black males have registered for the course and just over 60% of those students enrolled have completed the course by the end of the semester with a grade of C or better. The 60% of the students, who completed the F.O.C.U.S. course with a C or better, are registering as students for the very next semester at a rate of 70% (Affinity Statistics via Ivy Tech Community College, 2013). The IVYT F.O.C.U.S. course has grown from 2 to 3 sections for each semester and other Ivy Tech campuses such as Ivy Tech Lafayette and Ivy Tech Ft. Wayne are looking to start their own sections of the F.O.C.U.S. courses. The IVYT F.O.C.U.S. course has started its own F.O.C.U.S. campus organization, which gives a chance for past F.O.C.U.S. course participants who completed to stay connected with each other and the Ivy Tech Community College campus faculty, staff and resources as they work to

Complete their dream of a college degree. The F.O.C.U.S. course is looking at its first graduates from Ivy Tech Community College the end of the next school year.

In addition, to the F.O.C.U.S. course program, Ivy Tech Community College has launched another initiative directed at high school African American males who have expressed interest in pursuing a higher education.

A planning committee was created of black faculty and staff from Ivy Tech Community College-Central Indiana campuses; where the first ever College Readiness Summit for Black Males for Indianapolis Area High Schools took place. The Summit which happened this past spring semester was a remarkable success. The summit assisted with college preparation efforts for the students and their parents who have dreams and ambitions of attending college once they graduate from High School. The goal of the Summit was to attract as many as 60 African American male high school students and their parents to discuss the importance of proper college preparation. That goal was exceeded as nearly 75 African American male students and parents participated. Topics discussed during Summit were Financial Aid Planning, Pre-College Preparation, and Faculty/Staff/Student relationships.

The Summit offered parents and students personal attention and answered their specific questions.

Ivy Tech Community College envisions its efforts to assist in the higher educational achievements of African American males as means to impact the great city of Indianapolis. Providing opportunities young men of color realize their postsecondary goals and aspirations; generation to come will reap the benefits of their success.

Is there a role for technology when it comes to reducing summer learning loss for students?

Kathryn Suk Founding member Teach2Matter @KSukEDUC I think a resource like KQED is a great tool to keep kids engaged with current events and interacting with peers. Not to mention, keep reading and writing skills sharp!

District Instructional Technologist @WillDeyamport A major role, for example, blended learning or online classes. Technology is key to reducing the summer loss for students

Do something healthy for your child.

Get to know the teachers in your child’s school.

Author: Sandra Steingraber Our children face an environment more threatening to their health than any generation in history. Sandra Steingraber confronts this crisis with precise science and a lyrical, witty, moving memoir. Each lively chapter of this unique book focuses on one of the universals of childhood–milk, laundry, pizza, homework, the “Big Talk”–and explores the hidden, social political, and historical forces behind it. Throughout, Steingraber demonstrates how closely the intimate world of parenting connects to the public world of policy-making and how the ongoing environmental crisis is, fundamentally, a crisis of family life.

Summer Must Read

It Takes One to Teach One

By Jeromie Heath @TeachHeath

It takes one to teach one!

What does that mean? It means: it takes a ‘kid’ to teach a ‘kid’. Every day we get to use our imagination, sing, be a character, be silly, be spontaneous, laugh, and essentially see the world through the eyes of our students. We get to be a kid. I feel that embracing childhood actually strengthens my teaching practice. Making connections with students by embracing their interests makes the learning more meaningful.

To engage a student is to truly tap into their interests, their dreams, and their love of learning. They are fully engulfed in the lesson and intrigued by its contents.

When this happens, the learning has a longer lasting impression. Engaging students is why many of us became teachers in the first place. We sought out to change the world by instilling knowledge, curiosity, and wonder in children. Sometimes we forget to do this.

Sometimes we get lost in pacing guides, test scores, data-tracking, meetings, paper work, conferences, and such.

Sometimes we forget we are teaching ‘kids’ because we are so focused on ‘teaching’ kids. The pedagogy is of course important. But so are the kids. Learning what makes them happy and interested will lead to more learning. If they are enjoying what they are learning, they will learn more.

I have found that tapping into your students’ interests and creating lessons around those interests will create more engagement. I have found two successful strategies to do this: Strategy 1: Just stop and remember what you liked when you were a kid. What is your favorite and lasting memory of being a student? Was it a textbook? A worksheet? Not for me. It was a science fair project that I nearly didn’t finish on time, but won a medal. The things I remember most involved an ‘experience’. When you ask me about a memory, I think of things that involve imagination, play, friends, or something

I achieved. What about you? What did you like when you were your students’ age? What excited you? What made you laugh? What made you happy?

When I was my students’ age I loved video games. So, I decided to try to incorporate a video game theme into math lessons. I used a fractions unit (since I found that student interest in fractions were low) to fuse with my video game idea. At first, I created word problem scenarios with video game characters. “Mario and Luigi had ¾ of a bag of coins…” and the students liked them.

So, I created fraction board games with the video characters on them. And the students loved playing them. I observed that their interest was piqued! I added new things every year like, Mario fraction PowerPoints, Mario fraction war cards, Mario word wall words – all I did was put pictures of video game characters on math activities. Then, I started playing Super Mario music while they played the math centers. Over ten years of slowly building onto this concept, I now have 3 video game character costumes, 25 video game themed centers, and yes…I even incorporated video games! I made a game where students solve fraction problems and then get to play 2 minutes of a Mario Kart video game against each other. I can’t begin to tell you how much they LOVE this fraction theme each year. It all stemmed from using my own childhood passions and fusing them into my math lessons. I have to admit; I too love my Mario theme as well and look forward to it just as much as my students do. I get to relive a piece of my childhood.

I’ve used this strategy several times. Using a part of my own childhood interests in my lessons, I’ve created things like Superhero Math (because I loved superheroes), or blacklight Science (because I loved glowin-the-dark things), and Jungle Multiplication games (because I loved animals). Using these interests allows me to come to school every day and be happy and interested in what I teach – and that transfers to students being happy and interested in learning.

You too can use your childhood passions in your lessons. If you loved singing, then you could incorporate singing into your lessons. If you loved Scooby Doo, then then try incorporating that. If you loved dancing, then you could incorporate that…and so on. These are opportunities to relive a piece of your childhood! It’s fun!

After all, if you love teaching it, your students will love learning it – “It takes one to teach one.”

Strategy 2: Ask your students about their interests. As time goes on, new interests arise. I ask my students “What excites you?” I do this through polling, surveys, or just flat out asking them. I mainly do this in the beginning of the year, but also do this Continued on page 35

Living Education Everyday

Advice for 2014 Graduates: As you venture into the next phase of this amazing journey called life, remember these things. A positive attitude will carry you through any situation and will place you in leadership roles.

Kindness to others is a not an option. Be someone's bright spot in their day.

You never know when your kindness and positive attitude can save someone's life...........literally. Lastly and most importantly, keep God first in all that you do.

Leslie Thomas, Ph.D. Higher Education Administrator

It Takes One to Teach One continued from page 32

throughout the year. Sometimes their answers are not really practical for the classroom, but sometimes you get an answer from them that gets your teacher brain thinking about ways to incorporate that interest into lessons.

For example, I learned that my students love 3D movies. So, I created 3D math Powerpoints to capture their interest. I went online, ordered red/blue 3D glasses. Then, I found anaglyph 3D pictures online and pasted them into a PowerPoint. Throughout the math lesson, students got to see 3D pictures. They loved these lessons! I decided to do one of these 3D type lessons a month. I would have never thought to do this if I hadn’t included my students’ input in the planning of my lessons.

Asking students for feedback after a lesson works well too. Sometimes I ask, “What do you think could have made that lesson more fun?” You will be surprised at the wonderful answers you get.

The students themselves are wonderful resources for student engagement ideas. So, try surveying, polling, or just asking your students about what excites or interests them – it really works and you may even have fun making new connections with your students.

Using both strategies, I fuse student interests into an already existing lesson/unit. I don’t ‘add’ anything more to my teaching – I just change how the teaching looks. I take the mundane and the boring and add child interest to it. This will look different for every classroom, but can be done in every classroom. This also takes time and work. I slowly added more and more each year and am still adding. I keep adding because I see how much it transforms a student. It creates a happier atmosphere and more successful lessons.

Tapping into your own childhood or the childhood of your students will go a long way into engaging them.

We teachers get to embrace the magic and the wonder that we instill in our students each time we teach them something new. We get to see faces light up as they get an answer right. We get to see confused scrunched up expressions turn into pleased smiles when clarity finally hits them.

We get to be there when a joyful yells or cheers come from them as they finally figure something out. We are there for these moments and live for them.

These are the ‘pay offs’ in education. So, why not tap into those childhood interests? Why not be a kid? After all, it takes one to teach one.

“There is nothing like graduation. Coming to the end and beginning. Remember if you can do this, there are so many other things you can do; so don't limit yourself. Soar...�

Kemba Cofield, C.E.O. Jazz Vocalist, Inc.: @kembacofield

Wedding Talk

with Wedding Planner Kim Moss Photography provided by Kim Moss @kimmiem

Beyoncé is singing put a ring on it and through the tears, you say yes and are officially, finally engaged! Everyone, everywhere, seems to notice the ring and you hear the same question: when is the big day? The “I’m engaged” euphoria you had just days ago, which has somehow become three (or more) weeks, evaporates into panic; you have no clue where to begin. Not wanting anyone to know that being engaged is still sinking in, your coy response of “we haven’t set a date yet, but probably in a year or less” or my personal favorite, “I’m not sure but you’ll be one of the first to know.” Flash forward a few more weeks and your bestie subtly nudges in every conversation that you need to search for professional help - a wedding planner.

I enjoy prepping the bride one last time before she walks down the aisle to become a wife. The details and planning come together and, in that brief moment as the planner, I breathe and am happier than the bride. A professional planner’s skill is to make it look like a cakewalk, and that anyone can do it. The reality is long hours and detailed work, huge doses of patience, coordinating with vendors, mothers, fathers, bridesmaids, guests, killer organization skills, accepting criticisms in a positive way,. constant resourcefulness, cool under pressure and creativity. Having been an event producer or served as an event team captain at various high profile and corporate events, when I became a certified wedding planner, that experience was a tremendous help.

1. How to choose a good wedding planner? Selecting a wedding planner is a two-way interview and while reviews for a planner are a great resource, a note of caution; they can’t ensure the two of you will be a good team. The initial, typically complimentary meeting between you, the groom and the planner, can last from 30 to 90 minutes. Be prepared with pertinent information about your wedding, as the planner will inquire to determine if they are the right planner to work with you. The date, venue(s), number of guests and overall wedding budget – the real budget. Telling the planner you have a budget of $15,000 when you really have one of $30,000 or more can backfire, especially if this is the planner you have your heart set on working with and a disservice to both of you since the planner will determine based on your plans that you’re price shopping. Write out your expectations prior to meeting to determine if you need full or partial planning or just month/dayof-coordination. Any red flags? Yes! A planner who says, “Ï recently planned my own wedding and can give you a deal or I will plan it for free since I’m starting out.” Alternatively, your cousin, best friend, sister, in-law to be, auntie, church pal or

anyone who will not be a member of your bridal party offers to plan your wedding.

Graciously yet firmly decline, “I appreciate it, but I would prefer you enjoy the wedding and celebrate with us, not work!”

You’ll be thankful later that you did – honestly.

Select three planners to schedule inperson interviews on the same day, same location 30 to 45 minutes apart allowing for a clear picture on the options available in terms of what you’re seeking with regard to creativity, experience and price.

Ideally, by the end of the third interview, you should be able to make a confident decision. Planners book their calendars a year in advance; don’t assume they’re available when you’re ready weeks or even months after an initial meeting.

Planners are professional vendors and don’t wait for you to decide if they are not going to book another bride’s date, nor do they work pro bono.

2 What are the most important items/expenses should be on your wedding planner to do list? Primary is the venue and once secured, begin to build the overall budget. What really drives the budget is how many guests will attend. Rule of thumb, count everything when creating the budget and be realistic! Unique venue, wedding on an unusual day of the week (Friday, Sunday), or a destination wedding all budget differently; don’t assume identical budgets work in all scenarios. Breakdown

the budget using the economy, deluxe and luxury formula so budget totals have an appreciable difference and enable you to make smart decisions.

3 What are common mistakes when planning a wedding? “Platinum wedding” dreams (Preston Bailey, Colin Cowie, and David Tutera) with a Kool-Aid budget! Not thoroughly reading vendor contracts; not clearly understanding cancellation policies, not purchasing wedding insurance. How to avoid those mistakes? Hire a pro planner!

4 How much should you spend on a wedding? The worst possible thoughts throughout your reception and during your honeymoon are that you will be paying wedding expenses until your fifth anniversary. The ultimate gauge is the number of guests, after which, the second barometer is location, time and season your wedding will be. As an example, a guest list of 100 means a meal can be $35 to 95 per person and up, beverage service is separately priced. Hosted bars provide soft drinks to cocktails; prepare to spend $10-15 per person in addition to the meal pricing and don’t forget to include tax and gratuity.

Cakes typically start at $3.50 per serving, and depending on design complexity, butter cream or fondant icing, shape, layers and flavors, it can increase to as much as $15 (or more) per serving.

Invitations plus postage and, depending on style, invitation pieces, type of Continued on page 48

Experience the right wine for the right occasion.

To find out more visit our website http://www.markellbani.com/

Organizations to Know U. S. Department of Housing and Urban Development (HUD). The mission of HUD is to create strong, sustainable, inclusive communities and quality affordable homes for all. HUD is working to strengthen the housing market to bolster the economy and protect consumers; meet the need for quality affordable rental homes; utilize housing as a platform for improving quality of life; build inclusive and sustainable communities free from discrimination, and transform the way HUD does business. http://portal.hud.gov/hudportal/HUD

Jr.Tech’s mission is to engage 4 – 12 grade students in Science, Technology, Engineering and Math (STEM) education. We encourage and nurture a life-long interest in these disciplines by:  Exposing students to new experiences  Strengthening interest in STEM topics and  Building confidence to pursue STEM studies and career paths.  Our goals are to:  Educate students in STEM fields  Provide education and career-choice mentoring  Prepare today’s youth for tomorrow’s workforce.

We want students to make a connection between STEM studies and future success in their lives. http://www.juniortech.org/ In 1987 a statewide, non-partisan committee chaired by Matilda Raffa Cuomo, then First Lady of New York, established the New York State Mentoring Program. This initiative was developed in response to New York's alarming school dropout rates and teenage pregnancy. The program grew successfully from 1987 to 1995 and laid the groundwork for what would one day become Mentoring USA. Volunteer mentors were trained, screened, and matched with children in New York Schools, and similar to today's Mentoring USA programs, mentoring occurred on-site at the respective schools. In 1995 Mentoring USA became a 501(c)(3) non-profit organization. http://www.mentoringusa.org/

"Empowering Students Through Technology" has been our mission for 17 years by increasing the number of students (5th -12th grades) entering science, technology, engineering, and mathematics (STEM) ultimately leading towards college education and career paths in these fields. Over the years we have partnered with some of the major technology, government and related foundations to support our mission. https://www.patriots-ttc.org/about-patriots.html

Increasing Student Engagement through Animal Welfare Education and Service

By Stephanie Itle-Clark @sitleclark Academic success is something each parent and educator wishes for the students in their lives. In the current realm of educational reform what does academic success mean and how can we inspire increased student engagement?

Academic success is obviously more than an IQ number or combination of test scores, true academic success is better defined as the drive to master a topic or field of expertise and a desire to continue learning to advance personal understanding or performance (Newman, Wehlage, Lamborn, 1992).

Engaged learning involves a psychological investment and reaches beyond task completion.

In fact, noteworthy research indicates that students spend much of their educational time and drive executing routines and formalities without developing fundamental understanding (Eckert, 1989; Powell, Farrar, & Cohen, 1985; Sedlak, Wheeler, Pullin, &Cusick, 1986; & Weis, 1990).

Student engagement is for the most part driven by three factors, “underlying need for competence, the extent to which students experience membership in the school, and the authenticity” of the task they are given (Newman, Wehlage, Lamborn, 1992, p. 17).

Animal welfare education and correlated service-learning can address all three of these factors. In addition, for the many students who have traditionally written-off school and school sponsored functions, personal and authentic learning can assist in rebuilding trust in the educational system (Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989). Authentic learning built around animal welfare education and animal welfare topics that impact the real world or personal neighborhoods of students encourages

brain growth and increased competencies in areas such as kinesthetic, spatial, artistic, and interpersonal in a way that traditional didactic and educator-centered learning does not (Gardener, 2011; Jensen, 2005).

Learner interest in animals and animal welfare issues, while it varies some based upon distinguishing student factors that include age or grade level, gender, and residential location such as urban versus rural, is reported by both students and teachers alike to be high (Kellert, 1984; Itle-Clark, 2013). Utilization of a high interest topic provides traditional pedagogy a set of teeth that supports active engagement and builds the foundation for increased engagement and success (McLeran, 2006). With this in mind, how can education begin to incorporate animal welfare and humane education into the traditional curriculum to create humane pedagogy which “provides students with the opportunity to practice new feelings, attitudes, and behaviors and receive positive reinforcement”– thus increased engagement (Itle-Clark, 2011)? The answer can be as simple as the development of curriculums and learning activities that include not only cognitive components, but also affective modules (Smith & -learning projects or other balanced education provides academic instruction as well as skills related to becoming “responsible adults” (Association for Supervision and Curriculum Development, 2007).

Infused curriculums, those which meet educational requirements as well as introduce animal welfare themes, are a simple way for

any educator to begin. In example, most middle level scope and sequence charts require persuasive letters. Instead of asking students to write a letter about a fictional item, students can connect to their community and address a reallife issue. Students can learn about local shelters and the many adoptable pets who come through their doors and then write a letter to the editor asking the community to adopt or even a letter to local pet stores asking them to support shelters by having only adoptable animals in their stores versus those purchased from possible puppy mills.

action. Realistic fiction such as the classic Charlotte’s Web provides an entrance into deeper learning about farm animal protection issues. Higher-order thinking questions, those that start with how, why, and would, support discussion that move beyond rote responses and build natural pathways to discuss the differences between humane and sustainable farming methods and CAFO’s. These simple additions to the curriculum can provide a student with inspiration to visit a local farm and ask his or her family to financially support community members through purchase of free-range and organic eggs.

Another item that falls in line with the Common Core Standards is to introduce statistics and correlations through work with the city hall or

Educators who have already incorporated animal

township to obtain records of licensed companion animals and then to map the percentages based upon geographic region. Students can find out how licensing benefits companion animals, if the agency has any targeted

welfare into their pedagogical practice and who are ready to commit to a full servicelearning project can create an interdisciplinary curriculum that allows for all areas of intelligence to be engaged and connected to real-world issues (Gardner, 2011). This cycle, beginning with identifying academic goals and evaluating an animal welfare need in the community, help students develop ownership of both the academics and the planned service. Utilization of the service-learning cycle by classroom practitioners supports the belief that moral development can be an additional goal of pedagogy and support character development (Hatcher, 1997; Kohlberg, 1971; Kohlberg, Higgins & Power, 1989; Rest & Narvaez, 1991).

marketing campaigns to increase licensing, and correlate which campaigns are working based on the data.

Literature and storytelling have long been supported as one of the best ways to support prosocial and empathic development (Clare, Gallimore, & Patthey-Chavez, 1996; Hochstetler, 2006; Narvaez, 2008; Tirrell, 1990). This strategy can not only help teachers embrace reading across the curriculum, but also can be a way to introduce students to the plethora of animal welfare issues and inspire youth-voice and

In many cases the inspiration for a lesson or project will be brought to the classroom by the students who hear about a local cruelty case or who adopt a pet. Utilize this natural avenue to increase engagement and build competence, school and community membership, and task authenticity (Newman, Wehlage, Lamborn, 1992). Learn more about humane and animal welfare education through the Association of Professional Humane Educators (aphe.org) and find lesson plan and service-learning ideas on The Humane Society of the United States Parents and Educators webpage Continued on page 57

Living Education Everyday

Wine Talk with Dr. Kevin Atticks of the Maryland Wineries Association @katticks Q. What is the Maryland Wineries Association?

What is its mission?

Dr. Atticks: The Maryland Wineries Association is a non-profit trade organization representing Maryland's 65+ wineries. Founded in 1984, the MWA's mission is to develop and expand the grape and wine industry in Maryland through events, education and promotion. From the Eastern Shore to mountains of Western Maryland, and south to St. Mary’s County, wine is growing throughout Maryland.

Q. How do you become a member of the Maryland Wineries Association and how does it serves its mission?

Dr. Atticks: Membership is open to wineries licensed by the state of Maryland. In short, if you produce wine, our association can help to support and grow your business. We organize 15+ events throughout the year focused on introducing local wine to those who haven’t tried it.

Q. How do you pick a good wine?

Dr. Atticks: “Good” depends on what you like. This is where tastings are key to helping people find their favorite wines. A good wine is one that is well-made and without flaws. You can tell a wine is good if it’s the color it’s supposed to be (i.e., you ordered a Chardonnay and it’s . straw-colored) and the aroma is clean. When a waiter pours you a sample in a restaurant, all you need to do is look at the wine and take a deep sniff to know check whether it’s “good”… but keep in mind that even if you don’t “like” a wine, it may still be well-made and isn’t grounds for sending it back.

Q. Does the color of the wine tell something about it?

Dr. Atticks: Beyond “white is from white grapes, red is from red,” you can tell a lot from the color of the wine. As white wines age, they get more golden, while reds get more amber tones. Certain varieties have distinct color palates…some grapes create wines with a greenish hue, and some reds can lean blue hue.

Q. What makes a good summer wine?

Continued on page 91

Summer Must Reads

Author Nikki Woods @NikkiWoods Easier Said Than Done is a touching new novel of love and risk, featuring a sassy and skillfully created cast of characters that are so full of life, they breathe, dream, and shout right off the page. Kingston Phillips, a beautiful entertainment executive in the fast-paced city of Chicago, has finally grasped the brass ring. But just as her friends and colleagues are buzzing with her success, Kingston must return to Jamaica for her grandmother’s funeral. While there, childhood tragedies, heartbreak, and family jealousies come back to haunt her, threatening to shatter her dreams. Not only does Kingston come face to face with the college sweetheart who left her heartbroken, but her grandmother names her executor of her will and forces her to make a lifealtering decision. Does Kingston continue to reap her success in Chicago or stay in Jamaica to fulfill her grandmother’s dream—possibly risking another broken heart? Can a modern woman find the balance between a successful career and the responsibilities of family and love while enduring the bumps along the way? Or is life really … Easier Said Than Done?

Wedding Talk continued from page 39

printing and weight of paper, costs range from $100 to $1000. Unusual venue, be prepared to rent extras (tables, chairs, linens, dishware) - all of which could be reduced/eliminated if you select a hotel.

Factoring these items and other costs, overall expect to spend between $10,000 and $55,000. However, do what is economically best for you – if you need a loan for the wedding - rework your plans.

5 How can I guarantee my wedding will be a success? Write this on your mirror: I will not be a bridezilla! You cannot be married and run the entire wedding day too – it’s impossible. Hire a planner you trust who will ensure the wedding is what you envision, are two success steps. Your primary job is to look resplendent, get married, and have unadulterated fun so when you return from the honeymoon, and writing thank you cards, you’re thinking your wedding day was the best. day. ever.

6. What should I expect from my wedding planner? To be professional, return calls or emails, have status meetings, create a schedule/timeline, things that you haven’t considered, provide or to research options, apprise you of proper wedding etiquette, be creative in the design and flow of your wedding day and to ensure things start/end on time, and ensure you’re not aware or concerned about what’s happening behind the scenes that day; basically work magic.

7. I want my wedding to be memorable to everyone. How? Be yourself – don’t try to have a wedding like a celebrity or outdo a friend or try being someone you’re not.

Small details in décor, something unique during the ceremony, your first dance, a specialty drink, the food, the cake or a unique favor. However, keep in mind things special to you may not be to your guests. People will remember if your dress was a terrible fashion choice or bridesmaids’ dresses weren’t complementary or terrible food, or a bad deejay. The people you invite should be those who know you and your fiancé best, and you genuinely want to share this life

event with, and who will be in your lives for many years.

6 Can I have a beautiful wedding on a discount store budget? Absolutely! The highly resourceful, creative planner can design magic if given a challenge. That said, discount store budget is different for everyone, for some brides that may be $5,000, some its $10,000, which is hardly small change but you have to be realistic in what “must haves” and the “nice-to-haves” are on your list. You can have an ultracasual wedding ceremony and then have a backyard barbecue or have a formal ceremony and upscale cocktail party reception and still do it all for $5,000. Just remember, the planner fee needs to be included in that discount budget!

Having a fabulous wedding is possible regardless of your budget and a great planner will quickly put you at ease so that you enjoy the planning and your wedding day. Easier said than done? No, as long as you remember the key components noted above, your wedding plans will be a breeze and at the end, a fabulous wedding and bliss filled memory. Happy wedding!

Congratulations to the Class of 2014! The time is now to BE, to HAVE, to DO, to BE daring and different! Have the courage to commit to your dreams, and BE strong enough to see them through!

Yvette Mack: @Ivyprofessor

Fair Housing Leaders

Shanna L. Smith President and CEO National Fair Housing Alliance

Marvin Turner Field Office Director HUD Department of Housing and Urban Development

Nicole Collier Executive Director Greater Napa Fair Housing Center

State Jail: Rehabilitation vs. Profit:

By Joseph Ray @thejray5 The criminal injustice system has played a vital role in contributing to the absence of African American men. According to BJS statistics, there were 153,097 men incarcerated in Texas in 2003.

By 2010, that number increased to 159,298. The results yield an annual average increase of 0.3 percent coupled with a 1.0 percent change from 2009 to 2010. In December of the same year (2010), the female prison population was just 14,351. In essence, Texas criminal injustice system housed 144,947 more men than women.

Speaking from experience, in 2004 I found myself contributing to this disturbing number after being convicted of attempting to forge a check in the amount of $30.00. At the time of my arrest, I was just 19 years old. Under normal circumstances, this would have been considered a Class A misdemeanor, but because I live in Texas, it was upgraded to a state jail felony. I’m sure many are wondering what state jails are and how they differ from county jails. According to Texas Prison Bidness; State jail facilities house prisoners convicted of low-level drug and property offenses for periods of up to two years.

Five of Texas's twenty state jail facilities are currently privatized. They are managed by Corrections Corporation of America, and their capacity sums up to 7,345 beds. The noncontracted facilities held around 12,500 inmates in 2009.

If you take this in context, there are two primary differences between state jail and county jail. The first difference is state jails can be privatized, meaning a for-profit company assumes ownership of a particular unit with the intent of grossing a profit.

There is nothing wrong with turning a profit in business if you have a great product on the market. The problem with privatized state jail systems is they don’t market products, they market people. The more people they have, the more money they make. Prison is supposed to be a place of punishment with the promise of rehabilitation. If young men are sent to prison to merely align the pockets of the owners of the prison, disaster of the American family is eminent. The second difference between county and state jail is when a person is convicted of a low-level crime and sentenced to state jail, that person will leave with what is known as a state jail felony.

When a person commits the same low-level crime and granted time in the county, that person will leave with a misdemeanor. In Texas, most job and housing communities will not hire or lease to a person with a felony conviction. Moreover, if a person has a drug conviction of any sort, the federal government

will not allow that person to receive financial aid for school. In my assessment, most of the men that were released from state jail during my time there had no intention of returning. Sadly, more than half them returned within 60 days of being released.

The question becomes, why seek to privatize a broken system that is clearly responsible for the absence of so many minority men. Lawmakers should use both position and resources to create effective programs that are measurable to rehabilitate inmates. Instead we have bills introduced such as that of State Senator Rep. Erwin Cain R-Como, who filed an amendment (page 272) to HB1 that would require the Texas Department of Criminal Justice to seek private bids for the operation of all state jails. The department would be required to turn over the jail operations to private bidders if the result is at least a 10 percent savings to the state, working on ways to maximize their profit margins based on how many warm bodies are in cells. I am not the only one against the privatization of state jails; Ana Yaùez-Correa, executive director of the Texas Criminal Justice Coalition, said privatizing jails provides a perverse incentive to continue policies that keep more people in jail, because it results in more profits for the companies running the facilities. "The real cost savings is going to come out of minimizing the number of people who don’t need to be there," she said.

I am not against the existences of county jails and prisons; however I am directly opposed to the existence of state jails. In essence, it seems as if state jails were designed for two reasons; profit and void of access. When I use the term, void of access, I am speaking about the issues that plague young men upon release. For example, I have been home for more than 10 years and I still do not qualify to have my background sealed or pardoned. As an advocate for education, I would love to serve the general public in a local or state office. As a law abiding

citizen responsible for paying taxes, I would love to have an opportunity to obtain my gun license. Since my release, not only has my circle of friends changed, but my interests have changed as well. Having a state jail felony has boasted its share of disappointment throughout my road to redemption. My relationship with Christ has been the only thing that has allotted me time and given me the drive and ambition to continue to move forward. If there is any doubt concerning life and success after prison, please look at my example and allow my life to be a glimmer of hope that God is real and he awaits your presence.

References 1. http://www.texastribune.org/2 011/03/31/house-lawmakerpropose-privatizing-all-statejails/ 2. http://www.texasprisonbidne ss.org/lobbying-andinfluence/house-lawmakerspush-privatize-all-state-jails 3. http://www.bjs.gov/content/p ub/pdf/p10.pdf

New Leaders Higher Education

Dr. David McInally President Coe College

Dr. Kathleen McCartney President Smith College

Multiple Intelligences – A Transformative Approach to Student Success

By Dr. Andrea Peoples-Marwah @Pdove72 Education leaders are shape shifters of our students’ futures. They are constantly reshaping, re-inventing, and redefining their delivery and strategies of teaching, leadership and public relations duties for the purpose of communicating with the community, gatekeepers, stakeholders, parents, students and colleagues.

Leaders view the world beyond black and white; they view the world in Technicolor with clarity and with the understanding that every child is different through his or her learning style. They are able to see the importance of hands-on or experienced-based learning which acts as a conduit for an interactive approach in the classroom for it engages the student’s imagination, additionally nourishing their curiosity. A responsive classroom approach further encourages the art of communication. Multiple Intelligences equate to real world-application in that it is interdisciplinary learning.

There is a “whole child development” which further satisfies educators within their classrooms to monitor the progress of students, supports collaboration between teachers, parents and students and is essential for students to navigate the terrain of their learning experience.

The theory of MI (Multiple Intelligence) proposes a major transformation in the ways schools are run. It suggests that educators be trained

to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role-playing, multi-media, field trips, inner reflection and much more (Bolanos, 1995). The good news is that the theory of Multiple Intelligence has grasped the attention of many education leaders around the United States and hundreds of schools are currently using its philosophy to re-design the way it educates students (Lazear, 1992). There is a regard for variances in intellectual abilities. Drawing a picture, composing, listening to music, or watching a performance can in fact serve as a vital introduction towards a new way of learning.

Among the enormous amount of attention directed toward education and reform in the US , controversial discussion has taken place with respect to reasons why children should be educated using the theories of MI so as to achieve higher test scores and gain more Continued on page 58

Living Education Everyday

What kind of leader would I be?

By Tara Rose, NBCT @teacherfirst73

At the end of the school year, every great teacher reflects on their year and begins to make goals for the future. Every year we as teachers have experiences that change our outlook on education and how we can make an impact on our students’ lives. Over the past eighteen years I have had many experiences that have compelled me to think about my future in education. The question I keep asking myself is – How can I make a real difference? What really shapes each school building and the teachers that work there? I have come to the conclusion that the leaders and atmosphere that is created in a school directly impact teachers and thus student learning. From the experiences I have had in four different schools, the leadership has been different at each school and has really shaped me into the teacher I am today. It has also given me the drive to want to be more.

What kind of leader would I want to be? That is now my main focus.

What makes a good leader? Is it someone who can keep control of everything and have everything running smooth? One would think that would be the best school, where everything looks and runs perfectly all the time. One

thing I have learned in life is nothing is perfect and your best learning comes from imperfect adventures. So, how does a great leader find that balance? The first step is to build a staff that loves what they do and has a positive vision. By finding teachers that share your vision this creates an atmosphere where all are devoted to the primary purpose which is student learning.

Once you have built a staff of teachers who have this common vision, how do you keep them moving forward? One of the biggest things to remember as a leader is what it was like to be a teacher in the classroom. For a leader to remember what it was like to plan and execute lessons and ensure all students were learning on a daily basis is key. To remember how hard it is sometimes to get each child to stay motivated, engaged and learning each day is so valuable. As a leader in a school, you should never forget what it is like to be a teacher in the classroom with daily obstacles. One way to continue to see this is to be a part of daily lessons with your teachers. My best learning and bonding with a past principal came when they participated in my lessons. For example, they would jump in and ask students questions or add to student learning. By doing

they are involved in the learning and teaching also. A principal who just passes by might see you teaching but do they know what students are learning? Can you tell enough just by walking through a room? I know the life of a principal these days is very demanding, but so is a teachers life. Like I mentioned before, finding teachers who love their job and are devoted to students is the first step, but then as a leader it is so important to stay involved in each classroom and connected to student learning yourself.

The last step might be the most challenging but can be accomplished. As a leader, another goal that you should always have in mind is to create more leaders. No one can do it all by themselves. By molding teachers in the building to take over in different areas, this will help them grow in their own leadership abilities. My best teaching experience was when I was in a school that it was expected for you to grow. This doesn’t just mean attending or participating in professional development. When we think about learning, if a student can teach another student about a concept, this is the highest level of knowledge. This is no difference if you are a teacher. If you can teach your colleagues about a Student Engagement Through Animal Welfare continued from page 43

(humanesociety.org/parents_educators).

Educators who want to harness the power of humane education can even earn a Certified Humane Education Specialist credential from Humane Society Academy (humanesociety.org/academy).

References Association for Supervision and Curriculum Development. (2007). The learning compact redefined: A call to action — A report of the Commission of the Whole Child. Alexandria, VA: Association for Supervision and Curriculum and Development.

Clare, L., Gallimore, R., & Patthey-Chavez, G. G. (1996). Using moral dilemmas in children’s literature as a vehicle for moral education and teaching reading comprehension. Journal of Character Education, 25(3), 325-341.

Eckert, P. (1989). Jocks and burnouts: Social categories and identity in the high school. New York, NY: Teachers College Press.

concept, this is also the highest level of knowledge. So, creating an environment where teachers are comfortable sharing their knowledge with their peers is also crucial. Also, getting these same teachers to believe in themselves enough to be those leaders in the building. When your principal believes in you and what you are doing, it can be felt.

So where does all this thinking and reflecting take me? What kind of leader do I aspire to be? My goal is to become a leader that creates an atmosphere where teachers and students are comfortable. When this environment is created both teachers and students will take risks. I will also work hard to become a leader who is in the classroom and interacting with these teachers and students. Lastly, I hope to inspire these teachers to see the abilities they have and lead them to share their knowledge with their colleagues. The role of a principal has definitely become more demanding over the years just as the role of a teacher. My eighteen-years and four different schools have inspired me to want more for myself and for my colleagues. I only hope to be as good as the administrators I have had in my past.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. NewYork, NY: Basic Books.

Hatcher, J.A. (1997). The moral dimensions of John Dewey’s philosophy: Implications for undergraduate education. Michigan Journal of Community Service Learning, 4, 22-29.

Hochstetler, D. R. (2006). Using narratives to enhance moral education in sport. Journal of Physical Education, Recreation & Dance, 77(4), 37-44.

Itle-Clark, S. (2011). Humane education beyond the shelter: Developing humane pedagogy. The Packrat. 4(98), 4-6.

Itle-Clark, S. (2013). In-service teachers’ understanding and teaching of humane education before and after a standards-based intervention.

Fielding Graduate University, Santa Barbara, California.

Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Kellert, S. R., (1984). Attitudes toward animals: Age-related development among children.

Advances in Animal Welfare Science.

Kohlberg, L. (1971). Philosophy of moral education. New York, NY: Harper & Row. Kohlberg, L., Higgins, A., & Powers, F.C. (1989).

Lawrence Kohlberg’s approach to moral education. New York, NY: Columbia University Press.

McLeran, P. (2006). Life in schools: An introduction to critical pedagogy in the foundations of education. Washington, DC: Pearson Publishing Company.

Narvaez, D. (2008). Human flourishing and moral development: cognitive science and neurobiological perspectives on virtue development. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education (pp.

310-327). Mahwah, NJ: Erlbaum.

Powell, A. G., Farrar, E., & Cohen, D. K. (1985).

The shopping mall high school: Winners and losers in the educational marketplace. Boston, MA: Hough-ton Mifflin.

Sedlak, M. W., Wheeler, C. W., Pullin, D. C., & Cusick, P. A. (1986). Selling students short: Classroom bargains and academic reform in the American high school. New York, NY: Teachers College Press.

Smith, P. & Ragan, T.J. (1999). Instructional design. New York, NY: John Wiley & Sons.

Tirrell, L. (1990). Storytelling and moral agency.

The Journal of Aesthetics and Art Criticism, 48(2), 115-126.

Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N. L., & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support.

Philadelphia, PA: Falmer Press.

Weis, L. (1990). Working class without work: High school students in a de-industrializing economy.

New York, NY: Rout ledge Sr Kegan Paul.

Multiple Intelligences continued from page 54

value from their educational experience (Anderson, 1998). The most serious consequences of the decision to educate for understanding are a foreshortening of a curriculum (Gardner, 1999). There still are teachers who are presenting information to be exclusively memorized: at best students minds become overcrowded with facts and figures that are soon forgotten (Gardner, 1991). Education should focus on enhancing a student’s understanding of the many facets of the world (Gardner, 1991). Shifting the goal of education from mastery of content to student performance provides a solid foundation leading towards applied knowledge. As a desired

result, Multiple Intelligences encourage educators to regard intellectual ability more broadly.

David Thornburg of the Thornburg Institute notes “The mood of a piece of music might communicate, clearer than words, the feeling of an era being studied in history (www.thirteen.org).

The exploration of rhythm can help some students understand fractions as an example. The exploration of the sounds of an organ can lead to an understanding of vibrational modes in physics.

What caused the great scientist Kepler to think of the motions of planets in musical terms?

Astronomy students could program a synthesizer to play Kepler’s ‘music of the spheres’ to explore history, science, math, music and engineering all at once (www.thirteen.org). To further support Gardner’s two intelligences, the research of Dr. Gordon Shaw and the Music Intelligence Neural Development Institute (M.I.N.D. Institute) in Irvine, California has, over the years, dramatically shown that an integrated curriculum which involves music and visual/spatial intelligences increases students’ overall abilities, specifically in math, science and reading (Rodgers, 2000). Based on the Trion Model of the brain, (a mathematical model of the cortex), it was proposed that Musical Intelligence is a ‘pre-language’ that has its own centers in the brain separate from those for language which can assess inherent firing patterns and affect pattern development (Rauscher, Shaw, & Ky, 1994). This thereby increases other higher brain functions (Rauscher et al, 1994). From this model, it was hypothesized that short-term enhancements of these pattern developments could be invoked by listening to music, thus increasing overall performance (Shaw, 1999).

The introduction of the Multiple Intelligence theory has generated considerable interest in the education and research community. MI was a provocative new theory for its time which presented a conception of intelligence that was marked in contrast to the traditional view of a unitary, general intelligence. MI (Multiple Intelligence) theory has been received by education leaders who are aware of the many different smarts students bring to the classroom.

They are drawn to MI theory because it configures into best practices within 21st century classrooms.

There is a framework for extending instructional and curricular repertoires inclusive of a greater range of student abilities and strengths, Continued on page 76

Living Education Everyday

The Summer of 1964 that Challenged the State of Mississippi And Succored in Making America a Democracy

By Dr. Linda T. Wynn @Pubhistorian By 1964, the Civil Rights Movement had scored numerous victories through boycotts, student sit-ins, and mass marches. The state of Mississippi, seen as the “stronghold of segregation,” was the next testing ground. In Mississippi, activists faced an entrenched system of segregation and white supremacy upheld by both vigilante violence and state-sanctioned repression. Five months prior to Freedom Summer, also known as the Mississippi Sumer Project, the Twenty-fourth Amendment of the United States Constitution, which prohibits both the Congress and the states from conditioning the right to vote in federal elections on payment of a poll tax or other types of tax was ratified by the states on January 23, 1964.1 State poll taxes ranged from $1 to $5, and some towns and counties levied additional local poll taxes. In Mississippi, for example, the state's poll tax was $2 per year (equal to $15 in 2014). By today’s standards that might not seem like a great deal of money, but for impoverished Blacks (and whites) trying to feed their children it forced many to choose between the right of the franchise and the necessities of life. However, the 24th Amendment only affected Federal elections (Congress and the President).

Several states continued to levy poll taxes as a requirement for voting in state and local elections. In March of 1964 Annie E. Harper and three other African American residents of Fairfax County filed suit against the Virginia State Board of Elections charging that the poll tax is unconstitutional. On March 24, 1966, the Supreme Court ruled six to three that any poll tax violates the 14th Amendment in the Harper v. Virginia Board of Elections case.2

Although the Magnolia State attempted to hold steadfast to its unreconstructed racially restrictive code of ethics, it faced challenges from local American Blacks, civil rights groups, and others in the summer of 1964. That year’s long hot summer not only challenged the state of Mississippi, it also succored in bringing America closer to its ideals of democracy. For decades, civil rights organizations — particularly the Southern Conference for Human Welfare (SCHW), founded in 1938, and its educational branch, the Southern Conference Education Fund, founded in 1946, and the National Association for the Advancement of Colored People (NAACP) — fought with some success to end the poll tax. The SCHW did challenge the structure of Southern society; a society based on disfranchisement laws and legalized white supremacy. In the opening round of the voting rights struggle in Congress, Virginia Durr and Joseph Gelders engineered the introduction of anti-poll tax legislation and organized a broad coalition of national support. Building on the expectations and political interests stirred by the New Deal and the war against fascism, SCHW organizers joined with the NAACP, the Southern Negro Youth Congress (SNYC), the Congress of Industrial Organizations (CIO), and community groups throughout the South in a region wide voter registration effort.

Used as a de facto or implicit pre-condition to exercise the right to vote, the poll tax appeared in some of the nation’s states in the late 19th century as part of the Jim Crow laws. When the Fifteenth Amendment extended the right to vote to all races, Continued on page 94

Advice to the Class of 2014: How do you want to define yourself moving forward? Are you going to be a person who is driven and impassioned or a person who needs someone to tell you what is important? Are you going to solve problems and empower others to work with you to find the answers to larger issues or are you going to create problems and rely on others to help you solve your issues? Are you going to be a person who finds joy in life or a person who only sees frustrations and problems? It’s easy to respond to these questions but are you truly going to be that person? As Ghandi once said “Be the change you wish to see in the world.” It begins today. Congratulations on your accomplishment.

Dr. Ray Gasser Senior Associate Director Residence Education and Housing Services @DrRayGasser

We All Need Somebody to Lean On: College Student Success Courses

By Leah D. Morgan @LeahDMorgan1 I really do think this course had a large impact on my studying, my academic success, and my goals. The strategies helped, but I think the majority of the impact for me came from the course’s atmosphere. I had somewhere where people asked how I was, not just how my classes were going. I don’t even get that from my parents. It was nice to have a kind of support system. Everyone there was working towards something academically and was focused on it, meaning we all understood the position the others were in. With my social anxiety I didn’t talk or grow as outwardly close to the class as some other students, but that atmosphere was enough for me. It noticeably impacted my sense of belonging at OSU and I fully intend on keeping in touch with the only professor that’s shown any genuine interest

in my successes, both personal and academic (That’s you, Leah! Thanks so much!). This class is what helped motivate me to explore my interests and prospective majors instead of putting it off even more. If only you knew my story, you would understand just how ironic it is that I get to stand in front of America’s future each

go by many names, such as Freshman Year Experience (FYE), “Learning to Learn” (L2L), University 101, and Study Skills (Wolters & Morgan, in press). Research has shown that students who successfully complete SSCs earn higher grades than matched students who have not taken such a course (Bail, Zhang, & Tachiyama, 2008;

week, working with young adults – like my student quoted above – to help college students succeed in college and in life. You see, I barely made it through college as an undergrad! I was nearly one of the statistics I quote as a doctoral student in Higher Education and Student Affairs. I almost dropped out.

My problem was not a lack of preparation or academic ability, but instead, a lack of motivation, belonging, and study skills. Sound familiar? Similar to my quoted student, I lacked a sense of belonging in college and

Tuckman, 2003; Tuckman & Kennedy, 2011) and are retained at higher rates than matched non-course takers (Forster, Swallow, Fodor, & Foulser, 1999; Lipsky & Ender, 1990; Tuckman & Kennedy, 2011), including increased likelihood of graduation (Bail et al., 2008; Schnell, Louis, & Doetkott, 2003; Tuckman & Kennedy, 2011). SSC curriculum varies by institution. To provide readers with a glimpse into college SSCs, I will describe aspects of SSC curriculum by walking you through the SSC I have the pleasure of teaching at The Ohio State

struggled to define my own personal goals for college or my future career. Like my student, I very much needed somebody to lean on. I had no idea where I was going, so creating a roadmap to get there – wherever “there” was – was certainly a challenge. Today, I know exactly what my goal is: my goal is to help college students be successful. Through this article, I want to talk to you about Student Success Courses (SSCs), which are course-long interventions designed to empower college students to achieve academic success.

University’s Dennis Learning Center. Our course focuses on three critical factors contributing to student success in college: (1) Learning Strategies, (2) Motivation, and (3) Sense of Belonging. I have also provided links to resources I utilize as part of SSC instruction that anyone can use to improve their own success in college or life in general.

SSCs are offered by both two- and four-year postsecondary institutions across the nation. Courses

Learning Strategies Learning strategies instruction is probably the most widely-recognized aspect of SSC curriculum. Learning or “study” strategies include time management (how to Continued on page 76

Special Congratulations to a friend of Living Education eMagazine

Dr. James Ball New President Carroll Community College

The Legacy of Black Greeks: Are we STILL Relevant?

By Yvette Mack @Ivyprofessor With all of the seemingly never-ending negative press...the question asked is: Are black Greek organizations relevant? I googled the topic and there are several other articles asking the same question. As recently as October 2013, an article written by Theodore R. Johnson, a Member of Omega Psi Phi, asked the same question and offers an opinion that varies from mine.

The Divine Nine as we are historically called includes the organizations: Alpha Phi Alpha Fraternity, Incorporated, founded in 1906, Alpha Kappa Alpha Sorority Incorporated, founded in 1908, Kappa Alpha Psi Fraternity Incorporated, founded in 1911, Omega Psi Phi Fraternity Incorporated, founded in 1911, Delta Sigma Theta

Sorority Incorporated, founded in 1913, Phi Beta Sigma Fraternity Incorporated, founded in 1914, Zeta Phi Beta Sorority Incorporated, founded in 1920, Sigma Gamma Rho Sorority Incorporated, founded in 1922, and Iota Phi Theta Incorporated, founded in 1963.

Each of these organizations, several having celebrated Centennial status, serves our communities. We (I am a member of Alpha Kappa Alpha Sorority Incorporated) were created during an era when it was not accepted that Blacks should attend college. While our "colors� and "mottos" maybe different, each serves to reach and teach those in our communities; acknowledging we need to reach back as we

move forward. What makes our organizations different from traditional White Fraternities is our perpetuity and the continuance well after college. While all are founded on common ground with undergraduates wanting to make a difference , the inevitability of graduating college and continuing a legacy is what our Founders ' all strived for .

There is much emphasis on how one comes into an organization re: "made" that often the conversation gets lost in how well you will continue to work after you are "made". In actuality, the work for any organization one joins begins AFTER initiation.

My personal motto is "Perception is reality to the person perceiving it." The Greek life comes with a set of perceptions which may or may not be true; yet to the outsider perceptions are what define us.

Undergraduate life is tumultuous at best. I spend my days working as a College Administrator and I know the pressures of college students wanting to belong. There is a need to feel connected since they may be away from home for the first time. Decisionmaking skills are tested and some of the biggest decisions can include deciding to become a part of a Greek Letter Organization. What is often glorified most about being Greek are the parties, step shows, men/women, simply stated many of the undergraduate activities.

It is difficult as an outsider to understand the level of finances, personal commitment, time and love for our Greek lettered organization against the persistent perceptions that all we do is “step.”

WE are more than that; nevertheless it seems to define us most. College life has always been more than just books. It’s the development of character and independence ...and yes some bad choices. Naturally, the typical young adult experience will be played out in Greek life as well. Yet many of our undergraduates graduate and move on to graduate chapters to continue the work they begun…while “stepping.”

Much of the debate about relevancy can be

attributed to the result of various legal actions heard in the news. Hazing is illegal, and if caught depending on the state, punishable by imprisonment or fine. However hazing continues; I liken this to our penal system. We have police to enforce laws; you can go to jail if you commit a crime, nevertheless crime still happens. Some things are a deterrent for some people and not for others.

organization is overshadowed by the problems of a few.

As with any organization, membership has its privileges and challenges and can also be expensive. Undergraduates are our lifeline. Some would suggest there is a lack of interest in our organizations on college campuses. I would offer a prospective that in many Predominately

An incalculable number of Black Greek organization members have made amazing contributions to our Country.

If today’s prospect college student needs to see proof of the relevancy of these historic organizations, I profess they look to all avenues not just politics and corporate America where Black Greeks have traditionally been visible. The Presidents of two HBCUs are headed by Black Greek members; FAMU President Dr. Elmira Mangum is a member Zeta Phi Beta Sorority Inc. and Norfolk State University, Dr. Walter Kimbourough, is a member of Alpha Phi Alpha fraternity Inc. The list of Black Greeks in Business, Sports, Academia, and Science is plentiful.

Unless Black Greek organizations are willing to be visible, and effectively work in the communities to make a

Another challenge facing Black Greek organizations is the perception they are elitist. This opinion has been associated with our organizations for decades. Historically, one could argue that only those with money could attend college. Following that logic those in our organizations would be of a “certain kind of people.” The fact is, there are a variety of people in all organizations, and ours are no different.

difference; little will change about the perception of our relevancy.

White Institutions (PWI) Greek life is changing as well. A major factor affecting Black Greek organization is simply black students are not enrolling in college in record numbers anymore. The reduction in enrollment is just a small portion of a larger conversation about the relevancy college given the sticker price.

I do not want to speculate why Black Greek organizations are experiencing a decline in their enrollments; even when many suggest negative perceptions are steering students away. Members of these organizations openly opine how discouraging it is when the work of their

There are countless hours contributed to communities in volunteer services by Black Greek organizations yearly.

These organizations donate thousands of dollars to scholarships funds, job training programs and many other worthy causes. What’s more important are the doors Black Greek Organization can open for youth of color. The old adage is true “It’s who you know.” I have watched others benefit from those connections and I can say that without question being in a Black Greek Organization has opened doors that I am certain would have been slammed shut otherwise.

Continued on page 71

Living Education Everyday

Rigor, Relevance and Resilience

By Dr. Avis Williams @DrAvisW The 3 Rs What matters most in terms of student achievement and growth? For several years now, the new 3 Rs: Rigor, Relevance and Relationships have been buzz words for fixing what ails our education system. Undoubtedly, these factors contribute greatly to the success of educational programs.

Rigor implies that students are challenged with schoolwork and learning experiences that stretch their knowledge. Rigorous instruction helps students understand concepts that are complex, ambiguous or contentious. Additionally, through rigorous learning experiences, students acquire skills that can be applied in a variety of contexts, from educational to career and civic contexts (edglossary.org).

Relevance is connecting learning to student interests, cultural experiences and real-world issues. Personal and life relevance in the classroom are intended to motivate students and equip them with practical skills, knowledge and dispositions that can be applied throughout their lives. In doing so, we are able to effectively educate the whole child and prepare him for successful citizenry.

While the importance of building positive student/teacher relationships in the classroom cannot be understated, I would argue that relationships should be developed while building resilience. Resilience is usually defined as an ability to bounce back or recover from adversity (Ginsburg, 2006). Due to societal, family and peer pressure, students today are often operating within a state of stress. Whether in a state of poverty or affluence, our young people need to be taught how to be resilient in the face of adversity and stress.

The Need to Build Resilience Stress in children and adults looks vastly different today than it did even ten years ago. With the influence of social media, the pressure to fit in, to be accepted or even to be seen plays a crucial role in the lives of many of the young people in

our classrooms. Here’s a true story that emphasizes the need for students to be taught how to build resilience.

A sixth grade girl, who we will call Sadie, moved due to family financial problems. Her mother had a live-in boyfriend who did not work. Her mother was also an alcoholic who likely drank to cope with her own stress. On several occasions, Sadie witnessed her mother being berated and shoved by the boyfriend.

Sadie did not appear to be happy or well-adjusted but, since she was new, she tried to fit in with other students in her diverse middle school. In doing so, she would post outrageous statements on her Facebook page hoping to get their attention. It

worked. She soon fell in with a group of girls who were older and who were sexually active.

As the school year progressed, teachers noticed that Sadie was not focused on school. While they were glad to see her interacting with other students, it was clear that she was not making positive choices. What her teachers did not realize was that Sadie was using sex as an escape from the life.

When kids are stressed, their first impulse is to relieve the discomfort. According to Ginsburg (2006), this is not done in a rational, well

thought out fashion. Instead, kids and tend to follow pathways that are readily available to them.

In Sadie’s case, that meant unprotected sex with boy that she barely knew. In the absence of resilience, negative strategies such as this are easy, quick fixes that do relieve stress, but also come with harmful consequences. As educators, we can offer support for students like Sadie through our relationships but even more so by teaching students in ways that empower them to build their own resilience.

Competent Students are Resilient Students

are impulsive

Continued on page 71

The Legacy of black Greeks continued from page 66

Part of the perpetuity of Black Greek organizations are its members. Many have served 75, 50 and 25 years uninterrupted and understand that it is the struggle we must endure.

I wonder aloud, how many reading this article would have thought in our lifetime we would see a Black President? To move ever forward is progress. Yet the reality is often a hard rode fought with steps forward and back. The current environment of racial inequality, gender bias, racism all remind us that progress has been made, but the struggle continues.

When I hear those ask; if we are still relevant, I look on a broader scale and wonder as a College

Administrator that works at a PWI and attended PWI’s how graduates of HBCUs feel when those in higher education question continually asked about the relevancy of HBCU's? Without them many students would not have finished or dared entered into college. Without Black Greek organization students attending HBCUs or PWIs may have not succeeded The relevancy of Black Greek organizations is linked to the service each provides to our communities as well as globally. It is linked to the connections that are formed with each other that drive us to be better.

As Black Greek organizations move forward in the 21st Century, our missions should not change. As new challenges arise how we handle them will directly affect the public "perception" and the longevity of our organizations.

References Johnson, Theodore, R. “ Do Black Greeks Still Matter?” The Grio, October 25, 2013 http://www.alpha-phi-alpha.com/index.php http://www.aka1908.com http://www.kappaalphapsi1911.com http://www.omegapsiphifraternity.org http://www.deltasigmatheta.org http://www.phibetasigma1914.org http://www.zphib1920.org http://www.iotaphitheta.org

Rigor and Relevance continued from page 69

Ginsburg’s work identifies “A Web of 7 Cs” that impact resilience. The 7 Cs are competence, confidence, connection, character, contribution, coping, and control. While each of these will impact student outcomes, teachers can readily bolster and influence competence in the kids in their charge. Competent students are resilient students.

What can teachers do to grow and develop Continued on page 74

From Living Education eMagazine to all dedicated educators everywhere

Thank You

Fair Housing is your right. Use it.

Rigor, Relevance continued from page 71

them? What are their fears? Teachers forge connections with students by first knowing who they are. Otherwise, learning cannot be personalized. How would feeling connected change the experience of a student like Sadie?

competent students? Competence is the ability to do something successfully or efficiently (dictionary.com). Personalizing learning is a key component to building student competence. Students attain competence through positive learning experiences where they find success.

Teachers can support and enhance this by ensuring that instruction is based on individual student needs. By personalizing learning, teachers can create an atmosphere where students are naturally curious and are encouraged to take risks.

Teachers build student competence through personalized learning by: 

Knowing their students as learners.

As educators, we know the value of being data-driven. Moving beyond student achievement data is vital as teachers work to get to know and understand their students. Where are they from? What motivates



Creating a safe learning environment. As Maslow proposed in his hierarchy of human needs, basic wants/needs must be met before students can devote their attention to learning (Hoffman, 1999). Classrooms should provide a sense of belonging. Positive relationships are woven seamlessly into safe and supportive learning environments. In many schools, there are students, like Sadie, who do not live in safe, healthy homes or communities. The classroom should provide a safe haven for all students.

Students who feel safe can develop competence which will in turn strengthen their resilience.



Involving the students in the learning process.

Student engagement is a clear goal of an effective learning environment. What this really means is that students are not just engaged but are involved, not only with the context of what is being taught but also in the learning process, understanding what they need to do to improve and taking responsibility for furthering their own progress. Anchor charts, interactive notebooks, and problem-based learning are excellent constructs that allow students to shape what they learn. Personalizing learning will help students increase academic growth because they will own their learning (Bray, 2013).

Perhaps when students are more involved in their learning throughout the school day, they will be less likely to engage in or explore dangerous and unsafe behaviors. Empowering students in this way will lead to competent learners and to more resilient youth.

Summary

A well-rounded educational program should include Rigor, Relevance and Resilience. Resilience is not a simple concept. Building resilience in young people can be done by supporting them as they become competent learners. Personalized learning is one avenue to this end. As teachers work to truly know their students and provide a classroom environment where students feel safe, students will be empowered to contribute more to their own learning. By doing so, Continued on page 91

Multiple Intelligences continued from page 58

particularly those not accounted for in standard academic fare.

Bibliography Anderson, G. (1998). Fundamentals of education research. Philadelphia: Falmer Press Bolanos, P. (1995). From theory to practice: Indianapolis’ Key School applied Howard Gardner’s multiple intelligences theory to the classroom. In R. Fogarty & J. Bellanca (Eds.), Multiple intelligences: A collection. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc Gardner, Howard. (1991). The unschooled mind: how children think and how schools should teach. Basic Books, New York Gardner, Howard. (1999). The disciplined mind: what all students should understand. Simon and Shuster, New York http://www.thirteen.org Lazear, D. (1992). Teaching for multiple intelligences. 342 FASTBACK, Phi Delta Kappa Educational Foundation, Bloomington, Indiana Rauscher, F.H., Shaw, G.L., & Ky, K.N. (1994).

Listening to Mozart enhances spatial-temporal reasoning: towards a neurophysiological basis.

Neuroscience Letters, (185). 44-47 Rodgers, Linda (2000). Music spatial-temporal math program (MST-Math) math integration curriculum. M.I.N.D. Institute, Irvine, California Shaw, G.L. (1999). Music training causes longterm enhancement of preschool children’s reasoning. Neurological Research (19), 2-8 College Student Success Courses continued from page 62

use a planner, breaking tasks into bite-sized pieces), help-seeking (how to study in groups, where to go for help on campus), and specific strategies to learn, memorize, or generate material (note-taking, testtaking, how to write papers). There are tons of research-based learning strategies to help students study smarter; although students are taught what to learn in school – specific subjects such

as Calculus and Biology – they are rarely taught how to learn. “Learning to learn” most effectively is a key element of SSC instruction. Course takers are provided opportunities to apply the strategies they learn in the SSC to assignments for other courses for which they are currently enrolled. Application of strategies to real-world assignments and learning tasks increases the likelihood that students will use SSC strategies outside the SSC environment. The University of Houston’s learning center website provides free study strategy handouts for topics including concentration, time management, and note-taking, which I find very useful. Study Strategies Handouts: http://www.las.uh.edu/lss/study-strategieshandouts.aspx Motivation Motivation is one of the most important aspects of student success and SSC instruction (Wolters & Morgan, in press). Building self-confidence is one of the most important lessons we teach in our SSC. Students are taught that self-confidence is a skill that can always be improved, much like the ability to effectively manage time or memorize information for an exam. Our students often state that learning how to become self-confident was the greatest lesson learned during SSC enrollment. We watch Dr. Ivan Joseph’s TEDxRyersonU talk, The Skill of Self-Confidence, in-class; Dr. Joseph makes an amazing case for self-confidence as a skill, not just a feeling. One of students’ favorite activities of the entire semester is Amy Cuddy’s “Power Posing.”

We watch a short video describing this line of research which demonstrates how body language impacts confidence. Students are tasked with developing their own power poses to overcome potentially difficult academic situations. Power posing is a lot of fun, both for students and instructors!

The Skill of Self Confidence: https://www.youtube.com/watch?v=w-HYZv6HzAs Amy Cuddy, Power Poser: https://www.youtube.com/watch?v=zmR2A9TnIso Sense of Belonging Finally, sense of belonging is critical to success in college and life. Academic sense of belonging is broadly defined as “the perceived social climate of schools” (Juvonen, 2006, p. 655), which often Continued on page 78

Summer must read

Liam Scofield has an idea, and it’s a good one. It is 1991. Liam is the president and CEO of Windwear, a flourishing hiking boot company located in Portland, Oregon. His growing company is planning to go public, and in anticipation of future growth, he has developed an idea for a new computer program to link his systems to those of his customers and suppliers. Always one to evaluate an idea using expert opinions, Liam seeks out Cara Larson, a systems analyst working at the technology giant, Pyramid, to assess the quality of this one. Cara disagrees with Liam. It’s not a good idea, she tells him, it’s a great one. She thinks it has the potential to become a saleable product and earn Windwear millions of dollars.

Cara’s team begins working on the software, named Aerie, and after early initial success, runs into problems that have little to do with the complexities of technology. It seems Cara’s boss, Peter Whittington, thinks Aerie would be wasted on Windwear. He devises his own plans for the software and recruits Cara to aid him in his efforts. Then there’s Lauren Janelle, Windwear’s beautiful in-house attorney. She has designs on . . . well, let’s just say she has designs on many of Liam’s . . . assets.

It’s not long before Cara has to make difficult choices about how to proceed with the Aerie project. As Cara navigates her way through sticky ethical issues, she finds her respect for Liam growing into something more complicated and altogether unsettling. Unfortunately, Cara’s efforts to help Windwear take an unexpected turn. Where greed is involved, even good deeds can be manipulated, and Liam suddenly finds himself competing with Cara to be the first to bring Aerie to market.

It will prove to be a painful two-front battle for Liam. First, and quite inconveniently, he has fallen in love with his competition. Second, and far more problematic for the future of Windwear, he’s fighting the wrong enemy. @AnneRileyAuthor

College Student Success Courses continued from page 76

components such as feeling included, supported, respected, and liked. In his book, College Students' Sense of belonging: A Key to Educational Success for All Students, Strayhorn (2012, p. 3) states that sense of belonging as a “basic human need and motivation.” As the often quoted lyrics to Lean On Me remind us, “we all need somebody to lean on.”

In our SSC, we do just that – we lean on each other for support, encouragement, and motivation. Our SSC is family. A large part of our course (referred to as #1259OSU) involves sharing and discussing academic struggles, including my own. I often weave tidbits of my own story into each lesson, demonstrating to students that although I have failed – and failed miserably, I might add – I have still been able to make it to the Ph.D. level. My mistakes have not defined me. Oftentimes, college students need to hear professors and other students disclose past academic failures in order to see that we all struggle, so we all belong. Struggle and failure are normal aspects of life, and of the academic journey specifically. In #1259OSU, we embrace this aspect of learning and use our course to help each other work through our struggles. We lean on each other. As my student stated in the opening quote, the majority of our SSC’s impact comes from the course atmosphere.

One of my favorite TED talks of all time is Dr. Terrell L. Strayhorn’s TEDxColumbus talk on sense of belonging. We watch this talk in #1259OSU and use it is a spring board to discuss belonging and ways in which students can find involvement on campus. Inalienable Rights: Life, Liberty, and the Pursuit of Belonging: https://www.youtube.com/watch?v=Ak6T9kw0H28 Conclusion What we cover in SSCs is not rocket science; the strategies often appear common sense (e.g., “manage your time”, “believe in yourself”, and “we all need to belong”) and can be applied to everyday life beyond collegial studies. My SSC students are my family; I lean on them just as much as they lean on me. I hope that after reading this article you are able to take away a few tips to improve your own life by “learning to learn”, boosting your own selfconfidence, and searching for ways to belong (and helping others realize that they belong). SSCs improve student success by serving as

support systems for college students; especially during college, “we all need somebody to lean on.”

SSC References Bail, F. T., Zhang, S., & Tachiyama, G. T. (2008). Effects of a selfregulated learning course on the academic performance and graduation rate of college students in an academic support program. Journal of College Reading and Learning, 39, 54–73.

Hofer, B. K., & Yu, S. L. (2003). Teaching self-regulated learning through a “learning to learn” course. Teaching of Psychology, 30, 30–33.

Forster, B., Swallow, C., Fodor, J. H., & Foulser, J. E. (1999). Effects of a college study skills course on at-risk first-year students. NASPA Journal, 36, 120–132.

Lipsky, S. A., & Ender, S. C. (1990). Impact of a study skills courses on probationary students’ academic performance.

Journal of the Freshman Year Experience, 2, 7–15.

Schnell, C. A., Louis, K. S., & Doetkott, C. (2003). The firstyear seminar as a means of improving college graduation rates. Journal of the First-Year Experience and Students in Transition, 15, 53–75.

Tuckman, B. W. (2003). The effect of learning and motivation strategies training on college students’ achievement. Journal of College Student Development, 44, 430–437.

Tuckman, B.W., & Kennedy, G. J. (2011). Teaching learning strategies to increase success of first-term college students.

The Journal of Experimental Education, 79, 478–504.

Wolters, C. A., & Morgan, L. D. (in press). Self-regulated learning interventions for motivationally-disengaged college students. In T. J. Cleary (Ed.), Self-Regulated Learning Interventions with At-Risk Populations: Academic, Mental Health, and Contextual Continued on page 91

8 Important Questions about the TenantLandlord Relationship From Housing Expert Nokomis Ford @nokomisj Q. In the state of Maryland what typically defines the relationship between a tenant and landlord?

A tenant-landlord relationship is formed by any agreement expressed or implied. Generally, if money is exchanged or money is paid toward a household, such as utilities or taxes; it could be seen as a landlord or tenant relationship. A lease can be verbal or written.

Q. Your organization receives over 20,000 calls per year from landlord and tenants, what are some of the most common calls from landlord and tenants?

Consistently, over the years, our two most common types of problems have been questions about the Failure to Pay Rent process and terminating a tenancy. Failure to Pay Rent is typically a court procedure initiated when a tenant has failed to pay rent. The second most common issue is the process for proper notice to vacate the property. This occurs when a tenant or landlord wishes to terminate a lease. Most renters are unaware tenancies must be terminated in writing whether the lease is verbal or written. A certain amount of notice is required depending on the jurisdiction. Among our other top 5 complaints are Security Deposits, Breach of Lease and Rent Escrow. The laws surrounding accepting and returning security deposits can be pretty detailed. Breach of Lease is a process for removing tenants who have violated the terms of a lease. Rent Escrow is a court process for tenants who want to address a landlord’s failure to may repairs.

Q. What is an eviction? What are some of the ways tenants cans avoid evictions and how are landlords legally authorized to evict a tenant?

An eviction is when a tenant is physically removed from the property. No one can be evicted without a court process. A legal eviction cannot happen without an initial a court hearing, followed by a filing for the eviction notice, and finally the sheriff present at the time of the eviction. The most common type of eviction is for Failure to Pay Rent. Tenants can have a notice for eviction filed in court if they are just one day late on their rent. An eviction following the above process can be avoided in most cases by the tenant appearing at the court hearing. If the tenant is not present at the hearing the judge could automatically rule for the landlord. Consequently, if you receive a court notice, go to the hearing! You should attend even if you have paid a partial or full payment. The only person, who will defend you, is you. A simple way to avoid eviction is to read the lease! The importance of this cannot be stressed enough. Read it before you sign. Read it Continued on page 89

New Season

Fair Housing Today Internet Radio Fair housing information and the best popular music

What We Can Each Do to Move the Goals of Brown v. Board of Education Forward

By Eileen Gale Kugler @embracediversiT This year we marked the 60th anniversary of the Brown vs. Board of Education Supreme Court decision, and the 50th anniversary of Civil Rights legislation that was part of a noble plan to create a “Great Society.”

After this many decades, we would hope to see a well-integrated society based on equity of opportunity and respect for individual differences.

Unfortunately, we are increasingly a racially and economically segregated society, both by neighborhood and by school. The dialogue with those who are “different than me” is often filled with ugliness. That’s not good for any of us.

I don’t believe for a second that we have not made progress in the United States. Since 2008, I have spent several weeks each year in South Africa volunteering to improve literacy at a rural school.

In that fledgling democracy, I see widespread inequities between races there that are almost unimaginable. I love the people in the township where we work and I learn so much from them, yet I do look forward to returning to multi-cultural Northern Virginia where my children went to school with students from 90 countries and wide-ranging economic levels. (Yes, strong integrated schools do exist in the U.S.!)

But have we made enough progress nationally – and are we continuing to move in the right direction? Again, on the whole our neighborhoods are becoming increasingly segregated. There are arguments today that our segregated American society is just a fact of life – why should we care if people “choose” to live in neighborhoods with others just like themselves? As long as our neighborhood schools are equal to one another, why should we seek solutions that fix a problem that doesn’t exist?

Hmmm…. Sounds a lot like “separate but equal” to me.

Just like 60 years ago, this did not work. We know that schools in low-income areas are not equal – they weren’t in 1954 and they are not in 2014.

Schools in poorer communities are challenged to find teachers of high quality; and they lack resources for everything from curricula with a range of challenging courses to maintaining facilities. This inequity is a serious threat to our society, on moral and economic grounds. We as a nation can’t ignore the potential of students whose families don’t have the resources to live in communities that can attract more quality teachers.

Today, we also know more about the benefits of diversity to all. While equity in education is a critical social justice issue, there is also a broader societal benefit to every student who attends an integrated school. In the words of Supreme Court Justice Sonia Sotomayor on the importance of diversity in educational environments: Today, we also know more about the benefits of diversity to all. While equity in education is a critical social justice issue, there is also a broader societal benefit to every student who attends an integrated school. In the words of Supreme Court Justice Sonia Sotomayor on the importance of diversity in educational environments: food. They learn to dialogue about critical issues, seeing nuances, not just polarizing extremes.

They know what it takes to collaborate with people with wide-ranging backgrounds, knowledge, and skills. They learn to be comfortable not just with those who are like them; but they develop a comfort with difference because they recognize that is when they are most vibrant.

Let me be clear – benefits to students at diverse schools are beyond social. There are also distinct academic benefits. Students learn to think deeper, question more, and move beyond simplistic assumptions when they are challenged by peers with different life experiences and different perspectives. Students of all backgrounds become better problem solvers. It only makes sense – if you are surrounded by people who aren’t limited by a common frame of reference, you see multiple ways to solve problems. There isn’t just one right answer to a complex problem.

We not only need schools with students of diverse

backgrounds learning together, we need teachers of different backgrounds in schools throughout the country. With a teacher of color, some students will for the first time see someone who looks like them in a leadership role and envision themselves as a leader. This teacher may contribute to students’ positive self-concept at a critical point in their development. Other students will see a teacher who is different from them as a knowledgeable, caring professional. That is an important message these students will carry forward as they become adults and learn to respect others who are different. These are hidden lessons that don't show up on the tests.

But they are critical for our students who are growing up in a diverse society.

What can we do to move forward as a nation?

Yes, we need our government and community leaders to act. But each of us can play an important role, both as individuals and as members of a broader society to further the goals of decisions made decades ago. Here is what we each can do to build stronger communities and schools: 1) Get out of your comfort zone. Don’t always seek the company of people who will confirm what you think – it becomes a hall of mirrors, with no way to really see beyond your own reflection. Look for people who make you think more deeply.

2) View every interaction with an individual as an opportunity to learn. Some of the most profound life lessons I’ve learned were from illiterate women living in poverty in South Africa.

3) Welcome those who are new to the community. Look for shared values, but also look for ways Continued on page 90

My Memoirs from China

By Kimberly Parker @KimberlyKParker Most people find it challenging to fathom my story. How I ended up in China is most unusual but 100% true. I didn’t choose China. China chose me. In January 2013 I literally woke up one morning and with pure spontaneity said, “I want to teach children English in China.” With that, I created a vision board with these words: ‘Get to China free.’ Not long thereafter, I contacted a school in China and submitted my résumé. To my disappointment, I did not qualify. At the time, they required teachers to have a degree in English plus a couple years of classroom experience, neither of which I had at the time. Nevertheless, I never lost sight of my dream to teach children English in China.

Fast forward to October 23, 2013 when I received an email from the same school stating their requirements changed and they wanted me to reapply. It was at that very moment I knew my dream would come true! I resubmitted my resume and immediately received a call for an interview. When the interviewer began discussing community service, I shared my seven years of experience as the volunteer Trips Abroad Coordinator at my son’s French Immersion School. When the interviewer learned my son’s spoke French he said, “If hired, would you consider bringing your daughter with you? She could learn Chinese as her second language.” I was speechless because it was one of my unspoken desires! Believe it or not, when she was three years old I affirmed Chinese would be her second language. Four days after the interview, I was hired!

One of the requirements for employment was to take a 100 hour Teaching English as a Foreign Language (TEFL) Online course. So, on November 13, 2013, I began the journey. The online course was wonderful and offered me the flexibility I needed. I worked diligently on late as

one day I sat at my computer for 12 hours straight and only took water and bathroom breaks. Time was of the essence; they wanted me to start in January 2014. TEFL Online is a six month course. On average, it takes six to twelve weeks to complete the course. However, I had to complete the course sooner in order to honor the January start date. So, in just 28 days with well over 100 hours of online learning, I successfully completed an English Grammar course, 13 modules, 27 quizzes, 28 test, 25 essays, watched 21 videos, and earned an ‘A.’ I thank God for the support of my husband, family, and friends. I could not have done it without them.

My time here has been extremely rewarding. I wake up every single day with a heart full of gratitude. There are times when I’m waiting for a bus and say, “Wow! I’m waiting for a bus…in China!” My life is forever changed. The life of my family is forever changed, too. My children saw how I nurtured my dream and never stopped believing. Because I’ve set this example for them, they’ll do whatever they believe they can do.

Every chance I get I passionately tell them the sky is not their limit because infinity belongs to them!

Tenant- Landlord continued from page 80

during the tenancy. Reading what the lease says about pets, utilities, subleasing, additional occupants and other terms may help the tenant avoid receiving a Breach of Lease notice.

Q. Please outline what is meant by the term “quiet enjoyment” and how it relates to a tenant’s rights?

Quiet Enjoyment is the tenant’s right to fully use, possess and enjoy the property. It is an implied covenant under any lease agreement.

For example if a tenant in an apartment complex has noisy neighbors and the landlord will not address the issue and the tenant feels his or her quiet enjoyment is violated; they should document every detail and incident and gather as much evidence about the problem as possible. The tenant may file a small claims suit at the District Court claiming the landlord breached his covenant of quiet enjoyment.

Q. How would you define an appropriate relationship between a tenant and landlord?

An appropriate tenant-landlord relationship is one where all parties are treated with dignity and mutual respect with an understanding of the other’s rights and responsibilities.

Q, What is rent escrow? Under what circumstances is it appropriate for a tenant to place their rent in escrow?

Rent Escrow is a court appointed account that holds the rent money until housing code violations are corrected. When considering rent escrow, the tenant should have first notified the landlord of the problem (preferably in writing by certified mail) and give the landlord a reasonable amount of time to correct the issue. If the tenant and landlord are unable to work out the problem; then rent escrow may be a solution. Rent escrow is not granted automatically but may be filed at the District Court. A hearing will determine whether or not to grant the tenant the rent escrow account.

Q. In most cases when can a landlord request all members of a household be placed on the lease?

There are different ways a person can be added to a lease. The responsible parties sign the lease. However, occupants who are not responsible do not sign the lease. Generally, all adult parties can be required to fill out an application and sign the lease; if this is the landlord’s policy. Minors cannot be responsible for a lease. The amount of occupants and responsible parties should be discussed prior to the signing of the lease and there should be a clause in the lease addressing the issue.

Q. What are your thoughts on the adoption of legislation, similar to that of the Affordable Health Care Act which allows a child to remain on their parents health insurance until the age 26; if under housing legislation landlords could not require parents to add their children to an existing lease until the child reaches the age of 26?

Continued on page 91

Brown v. Board of Education continued from page 84

you can enrich your life by hearing a different perspective and sharing different experiences.

5) Look for the strengths of people who are not like you, instead of seeing their deficits.

For example, instead of focusing on the less-than-perfect English of recent immigrants, appreciate their resilience for coming to a new country to improve the life of their family (and recognize they are learning a second or third language!).

Lend a hand, but out of respect, not pity.

6) Work to preserve the diversity in those communities that are in the process of demographic change. There are many neighborhoods, especially in urban and suburban areas, where a different age, culture or economic group has begun moving in. This is a golden opportunity to build a respectful diverse community – but only if there is a commitment to making it a place where the needs and values of all groups are respected. It means valuing the culture of those who have lived there before while bringing the growth of new ideas and customs. Respect goes both ways in a strong, diverse community. Our best neighborhoods are those where multiple cultures grow and thrive together – they do not replace each other.

7) Champion diverse schools. Too often we identify “good schools” as predominantly white middle-class schools with the highest test scores. We need to rethink our definition to include the wide-ranging benefits of diversity! (See more in my book: Debunking the Middle-class Myth: Why diverse schools are good for all kids).

8) Support teachers – not just during “teacher appreciation week” but every week.

Teachers feel besieged today. That makes it increasingly tough to get our best and brightest, including those of color, to go into teaching. Fight for pay increases and resources. Let them know you appreciate what they do to help every child succeed.

I come from a family of teachers and I know there is no more noble, nor underappreciated, profession. My educator husband and I strongly encouraged our daughter to go into teaching, and I hope every parent, of every culture, does the same. If you know a bright young student, encourage him or her to teach. (We’ve got enough lawyers!).

4) Look for ways to draw school boundaries that magnify diversity, not isolate students.

The voices of the status quo – often those who have been in dominant positions for years – can make it uncomfortable for those who seek a new vision for education.

Parents who support increasing diversity in their schools frequently tell me that that they must go up against strident voices of those who claim a diverse school is a weaker school. Remember the benefits of diversity for every student, and don’t take a back seat in fighting for diverse schools!

Find others who support your perspective – they are there, I can assure you.

This work is not easy because listening to others’ truths can be disconcerting when we are used to having our own simply reflected back to us. That’s why the first step is getting out of our comfort zone. The alternative is to dig trenches around our own turf and ultimately lose the vibrancy of communities and schools where we thrive by learning from each other.

While there are challenges ahead. I am hopeful for the future. I’ve been fortunate enough to work with students in diverse schools for 15 years. I have felt the world will change when these students are leading it. We’re now seeing the Millennials – the most diverse generation ever – begin to take their place in society. They reject old norms because they grew up appreciating difference, not running from it. The youth can inspire each of us, while we honor the achievements of the past. As Carter G. Woodson, the father of African-American history, stated in 1933: “The world does not want and will never

have the heroes and heroines of the past.

What this age needs is an enlightened youth not to undertake the tasks like theirs but to imbibe the spirit of these great men and answer the present call of duty with equal nobleness of soul.”

While the youth offer hope, to truly fulfill the aims of those who took on the issues of

properties where only a room is rented. This type of legislation has the potential to affect large companies and mom and pop landlords differently. Advocates from both of these sectors; as well as tenants should be consulted before introducing such legislation.

Wine Talk continued from page 46

discrimination and racism decades ago requires the commitment of each of us, of every generation, now. We must stop placing the blame on others and do what is within our individual power to put multiracial, multicultural nation on the path to fulfilling its potential.

References Schuette v. Bamn, 570 U.S. __ 56 (2014) (Sotomayor, J., dissenting) Woodson, C. G. (2005). The Mis-Education of the Negro: With a foreword by V.P. Franklin. United States: ASALH Press. (Original work published 1933) Rigor, Relevance continued from page 74

students like Sadie will be given more opportunities to grow and to succeed.

College Student Success Courses continued from page 78

Sense of Belonging References Juvonen, J. (2006). Sense of belonging, social bonds, and school functioning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (pp. 655–674). New York: Routledge.

Strayhorn, T. L. (2012). College students' sense of belonging: A key to educational success for all students. New York: Routledge.

Tenant-Landlord continued from page 89

When deciding to pass tenant-landlord legislation all sides of the issue should be considered.

Those who lease properties range from large companies with multiple units to owner occupied

Dr. Atticks: I love dry rosé… it is served chilled, is pretty, smells wonderful (think strawberries and other early summer fruits) and pairs well with most foods.

Q. Does the region and climate where grapes are grown have an impact on the taste of the wine?

Dr. Atticks: Very much so—the soil, the climate, the rainfall, temperatures, slope of hills—all have an impact on the flavor and style of wine.

Q. For people who know very little about wines, what is the most thing you should remember when picking/drinking wine at any occasion?

Dr. Atticks: Drink what you like! Red goes best with meat, white with fish or chicken…but don’t let that hold you back. Drink what you like when you like.

Q. Talk about the Maryland Wine Industry?

Dr. Atticks: We’re so excited about the diversity of the industry…number of wineries, styles of wines and locations of wineries throughout the state. Truly amazing are the number of international awards our wineries are earning in competitions. We grow great wine.

Living Education Everyday

The Summer of 1964 continued from page 60

states enacted a poll tax as a means of restricting eligible Black American voters from the right of the franchise. Such laws also included the grandfather clause as a stratagem. This clause only allowed adult males whose fathers or grandfathers voted in a specific year prior to the abolition of slavery to participate in the process of governance without paying the tax. These laws, along with unfairly implemented and executed literacy tests and extralegal intimidation, achieved the desired effect of disfranchising Black American and Native American voters, as well as poor whites. Although largely associated with states of the former Confederacy, poll taxes were also in place in other states. For instance, California had a poll tax until 1914 when it was abolished through a popular referendum.

Initially, the United States Supreme Court, in the case of Breedlove v. Suttles, 302 U.S. 277 (1937), found the poll tax to be constitutional. In addition, many states, especially the former Confederate states used the white primary as a mechanism to disenfranchise Black Americans.

Two years before the Supreme Court made its enunciation in the Breedlove case, in the case of Grovey v. Townsend (1935), the Court ruled against the plaintiff, R. R. Grovey, saying the Democratic Party was a private organization with the ability to set its own rules. Grovey, an American Black resident of Texas, sued Townsend, a county clerk enforcing the rule, for violation of his civil rights

under the Fourteenth and Fifteenth Amendments. The nation’s highest tribunal unanimously upheld the party's rule as constitutional, differentiating the discrimination by a private organization from that of the state in the previous primary cases. Grovey v. Townsend 295 U.S. 45 (1935), was a United States Supreme Court decision that held a reformulation of Texas' white primaries system to be constitutional. The case was the third in a series of Court decisions known as the "Texas primary cases.” However, nine years later, the Supreme Court overturned Grovey with its 1944 decision in the case of Smith v. Allwright. In the earlier cases of Nixon v. Herndon (1927) and Nixon v.

Condon (1932), the nation’s Supreme Court ruled in favor of Nixon.

After Dr. L.A. Nixon, a Black American physician in El Paso, sought to vote in the Democratic Party primary of 1924 in El Paso, Texas, voting officials denied Nixon a ballot in a Democratic primary election because of his race.

Subsequently, he sued for damages under federal civil rights laws. In Nixon v. Herndon (1927), the Court ruled in his favor based upon the Fourteenth Amendment, which guarantees equal protection under the law, while not discussing his Fifteenth Amendment claim. After Texas amended its statute to authorize the political party's state executive committee to set voting qualifications, Nixon sued again filed suit. In the case of Nixon v. Condon (1932), the Court again ruled in his favor on the premise set forth in the Fourteenth Amendment.

Nine years after the U. S. Supreme Court made its ruling the Grovey v. Townsend case that unanimously declared that the Democratic Party was a private organization whose state convention could determine membership qualifications; the NAACP brought forth the case of Houston dentist, Dr. Lonnie E. Smith. Through the NAACP’s attorney, Thurgood Marshall, he challenged the 1923 state law that authorized the party to establish its internal rules; it required all voters in its primary to be white. Texas had used poll taxes and the white primary to exclude nearly all Black Americans, Mexican Americans, and other minorities from voting. In the 1944 Smith v.

Allwright case, Thurgood Marshall argued that Texas’s Democratic primary system allowed whites to control systematically the politics of the one-party South.

Specifically, the case posed the question of whether the Texas Democratic Party’s policy of prohibiting American Blacks from voting in primary elections violated the Fourteenth and Fifteenth Amendments3 The Supreme Court held that it did, explaining that: The United States is a constitutional democracy.

Its organic law grants to all citizens a right to participate in the choice of elected officials without restriction by any state because of race. This grant to the people of the opportunity for choice is not to be nullified by a state through casting its electoral process in a form which permits a private organization to practice racial discrimination in the election.4 With its ruling in the Smith v.

Allwright case, the Supreme Court overruled a unanimous nine year old decision in Grovey v. Townsend that held that the Texas Democratic Party’s race-based restrictions on voting in primaries was constitutional because it was not state action, and thus it had not been endorsed or authorized by the state.5 In Smith v. Allwright, eight justices on a Supreme Court with

Allwright had far-reaching effects on race relations in the South. It was the dividing line in the struggle for Black American rights, and it portended the commencement of the Second Reconstruction and the Modern Civil Rights Movement. The political and social advances of Blacks simply could not have occurred without the changes that came in the wake of the overthrow of the Democratic white primary.7 Marshall characterized the Smith ruling, which he considered his most important case,8 as “so clear and free of ambiguity” that the right of Blacks to participate in primaries was established “once and all.”9 Despite the United States Supreme Court enunciations regarding the right of American Blacks to participate in the electoral process of America, many states across the South continued business as usually.

Although students primarily from the region’s Historically Black Colleges and Universities (HBCUs) began staging sit-ins, boycotts, and other methods of protestations against the structurally entrenched system of Jim Crow, no relief appeared for American Blacks wanting to participate in “government of the people, by the people and for the people.”10 The Student Nonviolent Coordinating Committee (SNCC) had labored in Mississippi since 1961. There they found that the extreme and often brutal resistance by segregationists in the rural areas of Mississippi proscribed the kind of direct action campaigns that had been successful in urban areas such as Montgomery and Birmingham. As voter register worker Unita Blackwell stated, “people were threatened, folks was [sic] put in jail just because we wanted people to try to register to vote.”

To bring Black Mississippians into the electoral process, in 1964 voter registration workers devised a new stratagem known as Freedom Summer. Designed to draw the nation’s attention to the violent oppression experienced by Mississippi blacks who attempted to exercise their constitutional rights and to develop a sustainable grassroots freedom movement long after student activists left Mississippi, organizers launched the 1964 Freedom Summer Project.

several new members overturned the Grovey decision. The majority concluded that several state laws made the Texas primary more than just a function of a private organization.

Instead, these laws made it an integral component of the electoral process.

Consequently, the court ruled, it was unconstitutional to prohibit American Blacks from voting in the Democratic primary, including votes for party officials.6 The implications of Smith v.

When SNCC activist Robert Moses launched a voter registration drive in Mississippi in 1961, he confronted a system that used segregation laws and fear tactics to disenfranchise Black citizens. In 1962, he became director of the Council of Federated Organizations, a coalition of organizations led by SNCC that coordinated the efforts of civil rights groups within the state. Capitalizing on the successful use of white student volunteers in Mississippi during a 1963 mock election called the ‘‘Freedom Vote,’’ Moses proposed that northern white student volunteers take part in a large number of simultaneous local campaigns in Mississippi during the summer of 1964.

Freedom Summer, also known as the Mississippi Summer Project, was a campaign in the United States launched in June 1964 in an attempt to register as many American Black voters as possible in Mississippi, which historically excluded most of them from voting. The project also set up dozens of Freedom Schools, Freedom Houses, and community centers in small towns throughout Mississippi to aid the local black population.

Correspondence to potential volunteers informed them about conditions in Mississippi. The communication forewarned the probability of arrest, the need for bond money and subsistence funds, and the requirement that drivers obtain Mississippi licenses for themselves and their cars. Volunteers were also asked to prepare for the experience by reading several books, including Martin Luther King’s memoir Stride Toward Freedom, and Lillian Smith’s novel Killers of the Dream.11

Given the appellation Freedom Summer, volunteers began training at Western College for Women in Oxford, Ohio, on June 14, 1964. Publicized as a campaign in the Deep South to register American Blacks to vote, Freedom Summer garnered approximately 1,000 volunteers, the majority of whom

Oxford, members of the Ku Klux Klan murdered James Chaney, an African American from Mississippi, and two white northerners, Michael Schwerner and Andrew Goodman in the night on Father’s Day June 21, 1964.13 The murders of the three civil rights workers made headlines across the country and sparked an outpouring of national support for the Civil Rights Movement. The disappearance of the three activists captured national attention. All major news networks covered the disappearances by the end of the first week, and President Lyndon Johnson met with the parents of Goodman and Schwerner in the Oval Office. Johnson and civil rights activists used the outrage over their deaths in their efforts to bring about the passage of the Civil Rights Act of1964, which was signed on July 2. Walter Cronkite's CBS newscast broadcast on June 25, 1964, called the disappearances

were white northern college students from middle and upper class backgrounds. Although American Black men won the right to vote in 1870 due to the ratification and enactment of the Fifteenth Amendment, for the next 100-years local and state officials systematically excluded them from the voting box thereby prohibiting them from casting their ballots and having a voice in their governance. They used formal methods such as poll taxes and literacy tests and malicious methods of fear and intimidation that included beatings and lynchings. Voter registration was the foundation stone of the summer project.

Although approximately 17,000 black residents of Mississippi attempted to register to vote in the summer of 1964, local registrars accepted only 1,600 of the completed applications. Underscoring the need for federal voting rights legislation, these efforts created political momentum for the Voting Rights Act of 1965. While voter registration was the foundational stone of Freedom Summer, to address Mississippi’s separate and unequal public education system, Freedom Summer participants established 41 Freedom Schools attended by more than 3,000 young black students throughout the state. 12 Moses invited King to Greenwood, Mississippi, to show SCLC’s support for Mississippi’s summer project and to encourage black Mississippians to vote even in the face of violence and intimidation.

One week after the first group of volunteers arrived in

"the focus of the whole country's concern"14 Less than three weeks after King’s visit, on August 4, FBI agents found the murdered bodies of Chaney, Goodman, and Schwerner under a dirt dam near Philadelphia, Mississippi.

Freedom Summer activists also worked to make the Mississippi Freedom Democratic Party (MFDC) a viable alternative to Mississippi’s ‘‘Jim Crow’’ democratic convention delegation. At the Democratic National Convention (DNC) later that month, the NAACP, CORE, SCLC, and SNCC conducted public and private diplomacy on the MFDP’s behalf. In a nationally televised speech before the DNC credentials committee, MFDP delegate Fannie Lou Hamer spoke passionately about the violence and intimidation suffered by Mississippi blacks seeking to register to vote, concluding, ‘‘if the Freedom Democratic Party is not seated now, I question America.’’15 King publicly supported the MFDP, telling the 1964 convention’s credentials committee, ‘‘if you value your party, if you value your nation, if you value democratic government you have no alternative but to recognize, with full voice and vote, the Mississippi Freedom Democratic Party.” While the MFDP was initially unsuccessful, some of its members were seated at the 1968 convention.16 Freedom Summer marked one of the Continued on page 99

The Sunner of 1964 continued from page 96

last major interracial civil rights efforts of the 1960s, as the movement entered a period of divisive conflict that would draw even sharper lines between the goals of King and those of the younger, more militant faction of the black freedom struggle. 17 The year following Freedom Summer, the United States Congress enacted the 1965 Voting Rights Act, which President Lyndon B. Johnson signed into law on August 6, 1965. That day he described the day as ‘‘a triumph for freedom as huge as any victory that has ever been won on any battlefield.’’18 The Voting Rights Act of 1965 abolished literacy tests and poll taxes designed to disenfranchise African American voters, and gave the federal government the authority to take over voter registration in counties with a pattern of persistent discrimination. ‘‘This law covers many pages,’’ Johnson said before signing the bill, ‘‘but the heart of the act is plain. Wherever, by clear and objective standards, states and counties are using regulations, or laws, or tests to deny the right to vote, then they will be struck down’’19 Congress enacted major amendments to the Act in 1970, 1975, 1982, 1992, and 2006.

In 2006, Congress reauthorized Section 5 for an additional 25 years, but it did not change the coverage formula from the 1975 version. Shortly after the 2006 reauthorization, a Texas utility district sought to bail out from Section 5 preclearance and, in the alternative, challenged the constitutionality of Section 5. Three years later on June 22, 2009, the Supreme Court ruled eight to one in Northwest Austin Municipal Utility District No. 1 v. Holder that government entities that did not register voters, such as the utility district, had the right to file suit to bail out of coverage. Because the court’s decision resolved the issue, it invoked constitutional avoidance and did not address the constitutionality of Section 5.

“This case was brought to tear the heart out of the Voting Rights Act,” said Debo P. Adegbile, a lawyer with the NAACP Legal Defense and Educational Fund, “and today that effort failed.” 20 Only Justice Clarence Thomas, who dissented in part, would have addressed the larger question in the case. He said the sorts of progress cited by Chief Justice Roberts meant Section 5 was no longer needed.21 Section 5 applied to Alabama, Alaska, Arizona, Georgia, Louisiana, Mississippi, South Carolina and Texas; most of Virginia; counties and townships in California, Florida, Michigan, New Hampshire, North Carolina and South Dakota; and three New York City

boroughs, Manhattan, Brooklyn and the Bronx.22 Prior to the 2012 presidential election and reminiscent of the pre-1965 Voting Rights Act, state and local officials attempted to restrict the right of the franchise.

They put into place new voter ID laws, shorten early voting hours and made voter registration more challenging. These efforts included Texas’s stringent voter ID law, which disenfranchised low-income Texas citizens, who are disproportionately African-American and Hispanic, as well as the state’s discriminatory redistricting plan, and Florida’s attempts to reduce the period for early voting, which is used by American Black voters disproportionally. Notwithstanding the impediments placed in the voters’ path to the ballot box, they marched to the voting booth and stood steadfast and unmovable until they casted their ballots.

Within seven months of the presidential election, the United States Supreme Court made its decision in the Shelby County v. Holder case.

In a landmark decision, on June 25, 2013 the United States Supreme Court by a five-to-four vote in the case of Shelby County v. Holder found that Section 4(b) of the 1965 Voting Rights Act was unconstitutional.

Chief Justice John G. Roberts delivered the majority opinion. Justices Antonin Scalia, Anthony Kennedy, Clarence Thomas, and Samuel Alito joined Roberts.

Thomas also wrote a concurring opinion. The court reasoned that because the coverage formula was based on data over forty years old, making it no longer responsive to current needs and therefore an impermissible burden on the constitutional principles of federalism and equal sovereignty of the states.

However, the Court did not strike down Section 5, but without Section 4(b), no jurisdiction will be subject to Section 5 preclearance unless Congress enacts a new coverage formula.23 Justice Ruth Bader Ginsburg wrote a dissenting opinion. Justices Stephen Breyer, Sonia Sotomayor, and Elena Kagan jointed Ginsburg in the dissent. The dissent held that Congress had sufficient evidence before it to determine that the coverage formula remained responsive to current needs. The dissent acknowledged that discrimination in voting has decreased in the covered jurisdictions since the Voting Rights Act's enactment. However, it attributed much of that decrease to the 1965 Act itself, noting that "throwing out preclearance when it has worked and is continuing to work to stop discriminatory changes

is like throwing away your umbrella in a rainstorm because you are not getting wet."24 On June 2, 2014, the state of Mississippi used its new voter-identification law for the first time that required voters to show a driver’s license or other governmentissued photo ID at the voting booth. It is ironic that the Voter ID law became effective almost fifty years after Freedom Summer and the lynching of Michael Schwerner, James Chaney, and Andrew Goodman in the Magnolia State for trying to register Black Mississippians to vote. The Mississippi State Sovereignty Commission tracked the trio after they entered the state, and passed on detailed information about them to the sheriff. Now, fifty years after their violent demises―the state of Mississippi and the United States Supreme Court have turned back the hands of time to a period where American Blacks were American society accorded nothing more than second-class status.

Notwithstanding the progress American Blacks made during the pinnacle of the Modern Civil Rights Movement, as Coretta Scott King, a civil and human rights activist in her own right stated, “Struggle is a never ending process.

Freedom is never really won; you earn it and win it in every generation. That is what we have not taught young people, or older ones for that matter. You do not finally win a state of freedom that is protected forever. It doesn't work that way.”25 On the other hand, as Frantz Fanon, author of the Wretched Earth pronounced, “Each generation must, out of relative obscurity, discover its mission, fulfill it, or betray it.” Let not this generation forgo and relinquish the legacy bequeath to it by the preceding generations of freedom fighters that fought for its civil and human rights.

As America broaches the 2014 mid-term elections, all must exercise their right of the franchise, especially African Americans, Hispanic Americans, women, and all who are endanger of being disenfranchised. Let us not be the generation that loses the legacy bequeath to us by those who stood steadfast in the midst of ubiquitous danger, even to the point of losing their lives, so that we might have the right to vote. It is our responsibility to encourage today’s generation to participate actively in the electoral process. It is their voice and it is our voice! Let us continue to steadfastly challenge all who wish to take us back

prior to pre-1954. Let us continue to succor America adhere to its democratic principles.

References U. S. Constitution, 24th Amendment Two Harper v. Virginia Board of Elections, 383 U.S. 663 (1966); Brent Tarter, “Poll Tax” in Encyclopedia of Virginia http://www.encyclopediavirginia.org/Poll_Tax#start_entry Accessed May 31, 2014.

3 Smith v. Allwright 321 U.S. 649 (1944) 4 http://www.naacpldf.org/case/smith-v-allwright Accessed May 31, 2014 5 Grovey v. Townsend 295 U.S. 45 (1935).

6 The Supreme Court Justices in the Allwright case included Chief Justice Harlan F. Stone and Associate Justices Owen J. Roberts · Hugo Black Stanley F. Reed · Felix Frankfurter William O. Douglas · Frank Murphy Robert H. Jackson · Wiley B. Rutledge. The lone dissenter in the case was Owen J. Roberts.

7 Darlene Clark Hine, Black Victory: The Rise And Fall Of The White Primary In Texas 249 (1979).

8 Pamela S. Karlan, “Ballots and Bullets: The Exceptional History of the Right to Vote”, 71 University of Cincinnati Law Review. 1345, 1356 n.69 (2003) (citing Alexander Keyssar, The Right to Vote: The Contested History of Democracy in the United States, p. 248 (2000)).

9

Steven F. Lawson, Black Ballots: Voting Rights in the South 1944-1969. New York, Columbia University Press, 1976. P. 46 10 Abraham Lincoln, Gettysburg Address, November 19, 1863.

11 http://mlkkpp01.stanford.edu/index.php/encyclopedia/encyclop edia/enc_freedom_summer_1964 Accessed May 12, 2014.

12 Ibid.

13 Ibid; http://mscivilrightsproject.org/index.php?option=com_content& view=article&id=312:the-murder-of-chaney-goodman-andschwerner&Itemid=58 Accessed May 12, 2014 14 Howard Ball. "COFO's Mississippi 'Freedom Summer' Project" in Murder in Mississippi. University Press of Kansas, 2004. p. 64.

15 Clayborn Carson, In Struggle: SNCC and the Black Awakening of the 1960s. Harvard University Press, 1981. P.125.

16 http://mscivilrightsproject.org/index.php?option=com_content &view=article&id=312:the-murder-of-chaney-goodman-andschwerner&Itemid=58 Accessed May 12, 2014 17 http://mlkkpp01.stanford.edu/index.php/encyclopedia/encyclop edia/enc_freedom_summer_1964 Accessed May 12, 2014.

17 Johnson, ‘‘Remarks in the Capitol Rodunda at the Signing of the Voting Rights Act,’’ 6 August 1965, in Public Papers of the Presidents of the United States: Lyndon B. Johnson, 1965, 1966.

18 Ibid.

19 Ibid.

20 Adam Liptak. “Justices Retain Oversight by U.S. on Voting” in New York Times, June 22, 2009. Accessed, June 6, 2014.

21 Ibid.

22

Ibid.

Shelby County v. Holder, 570 U.S. ____ (2013) http://www.supremecourt.gov/opinions/12pdf/12-96_6k47.pdf 24 Ibid; Schwartz, John (25 June 2013). "Between the Lines of the Voting Rights Act Opinion". The New York Times. Accessed June 6, 2014; 25 Coretta Scott King. My Life with Martin Luther King, Jr. New York, Holt, Rinehart and Winston, 1969. P. xiii 23

Living Education Everyday

When Your Child is Diagnosed with a Learning Disability Dr. Allan D. Arbogast @arbogast_d Q. What does it mean when a child has a diagnosis of a learning disability or special needs and how will the child develop academically?

Generally, a learning disability is a broad term that indicates that there is a discrepancy between potential and performance. The discrepancy is great enough to suggest below grade level performance.

Sometimes the discrepancy can be identified with a psychological test and you see one area of cognitive processes significantly below other areas. For example, it might be auditory processing, or visual memory.

In other cases, it is not so clear on a cognitive assessment and the disability is a comingling of factors such as attention, anxiety, and multiple processes areas. This will usually manifest itself across multiple content areas. A third possibility is that the disability is inferred based on a specific academic weakness. For example, a student may be really weak in writing, but strong in mathematics. The cognitive assessment does not immediately suggest a deficit in cognitive processes, so the disability is inferred.

Finally, a disability might be diagnosed in a broader perspective other than the broad “learning disability” label. For example, a language delay can show up in a speech and language assessment and then it is comingled with cognitive issues or attention issues. In cases like this, the child might be called “learning disabled”, but in fact, there are multiple disabilities in play.

Q/ What should a parent look for in a curriculum for their child with a learning disability and how should that curriculum be delivered to children with learning disabilities that will maximize their opportunity for success as they (i.e. parents) evaluate learning environments for their child?

A parent should expect a program that is linked back to the assessment. If the assessment identifies a single culprit in the processing, the treatment should address the culprit. If the diagnosis is more complex, then the treatment should be more complex, mixing several teaching methods. Essentially, what every educator and parent should look for is a treatment plan that improves performance within a narrow area that is linked to the disability. For example, if decoding words is an issue, and the diagnosis is weak visual memory, the treatment plan should seek improvement in decoding through a treatment that either improves visual memory (frequently hard to “correct” a cognitive process), or strengthens other processing, or gives the student strategies to decode that are not so reliant on visual memory. The treatment is called an “intervention” and a school should track the student’s performance in the intervention with data. This is normally referred to as a Response to Intervention, or RtI. Q. How important is it for parents of a child with a learning disability to have robust parental engagement with their child’s learning environment?

It is important that a parent understand the disability and cognitive functioning of their child through the lens of both schoolwork and regular life. As a school will address the disability, the parent must also

understand the impact of the understand the impact of the The parent must also carry the understanding, advocacy and strategies over time. As a child moves from grade to grade, there may or may not be a teacher who also understands the trajectory over time. An IEP is a written plan that suggests continuity in the treatment, but a parent can also serve as that continuity. So, a parent may say, “in second grade, this strategy appeared to be effective, but as the work got harder in grade 4, I did not see as much progress.

Q. For families who have a child that has just been, or newly diagnosis with a learning disability, what kind of advice would you give to them to better support their child from an educational perspective?

Learn about the disability from a cognitive perspective and strategies that might address the disability.

Beware of simplistic solutions suggested on the internet. Beware of the power of labels (like dysgraphia or dyslexia) and seek to understand the disability through a performance lens (what the student is able to do and what they struggle with). It is important, I believe, to not create an adversarial role with the school, but more of a problem solving role. Uncovering and addressing a disability is much like detective work, looking for clues, trying strategies and working collaboratively. I find that much of the tension between parents and schools is traced back to a lack of deep understanding on what is going on in a complex context. I think it is possible to advocate and push the envelope without creating a destructive and distrustful environment. It frequently comes down to honest and frequent communication in a spirit of investigation.

What is it that policy makers do not understand about the importance of advocating for people with Disabilities?

It think the policies have created a relatively safe spot for disabilities to be addressed, both through federal and state law. It is not the polices that are the problem. It is trying to solve complex problems in arenas in which the understanding of the problem needs to mirror the complexity of the disability. In addition, school structures such as schedules, time dedicated to addressing the disability or the deployment of knowledgeable staff may inhibit the “best� practices to address the disability. That makes addressing the problem that much more difficult. Without unlimited funding, space for innovation, dedicated time and expertise, it can be problematic.

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